ACMNA001

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point

ACMNA002

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond

ACMNA003

Subitise small collections of objects

ACMNA289

Compare, order and make correspondences between collections, initially to 20, and explain reasoning

ACMNA004

Represent practical situations to model addition and sharing

ACMNA005

Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings

ACMMG009

Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment

AC9MFN01

Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals

AC9MFN02

Recognise and name the number of objects within a collection up to 5 using subitising

AC9MFN03

Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning

AC9MFN05

Represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies

AC9MFA01

Recognise, copy and continue repeating patterns represented in different ways

AC9MFSP01

Sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons

ACMNA001

VC2MFN01

Name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals <ul> <li>responding to a request to collect a quantity of objects or reading a numeral and selecting the associated quantity of items from a collection to match the number required; for example, collecting 9 paintbrushes after hearing the word ‘nine’</li> <li>recognising the order in the sequence of numbers to 20 and identifying the number that is ‘one less’ than a given number and the number that is ‘one more’; for example, playing instructive card games that involve reading and ordering number cards, or using counting songs, storybooks and rhymes to establish the forwards and backwards counting sequence of numbers in the context of active counting activities</li> <li>understanding and using terms to indicate ordinal position in a sequence; for example, filling in the missing term in ‘first’, ‘second’, ‘third’, … ‘fifth’ …, or creating a number track using cards with the numerals zero to 20 and describing positions using terms such as ‘first’, ‘last’, ‘before’, ‘after’ and ‘between’</li> <li>recognising, writing and reading numerals written on familiar objects; for example, recognising and reading numerals in images, text or illustrations in storybooks, or writing a numeral on a container as a label to show how many objects it contain</li> <li>connecting quantities to number names and numerals when reading and reciting stories and playing counting games or determining and reasoning about the size of sets of objects within Aboriginal and/or Torres Strait Islander Peoples’ instructive games, for example, Segur etug from Mer Island in the Torres Strait region</li> </ul>

VC2MFN02

Recognise and name the number of objects within a collection up to 5 using subitising <ul> <li>recognising how many objects are in a collection or in images on a card with a quick look and saying the associated number without counting</li> <li>playing instructive card games that rely on the recognition of numbers represented in different ways (for example, playing memory games, or matching pairs of quantities on dot cards or similar where the arrangement on each is different) or using subitising to compare and order collections and to say who has more when sharing items in a game</li> </ul>

VC2MFN03

Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning <ul> <li>establishing the language and process of counting, and understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are and that the last number counted answers the question of ‘How many?’; for example, saying numbers in sequence while playing and performing actions</li> <li>using counting to compare the size of 2 or more collections of like items to justify which collection contains more or fewer items</li> <li>using counting and one-to-one correspondence to quantify the number of items required for a purpose; for example, when asked to collect enough scissors for each member of their group to have a pair, counting each member and using the total count to know how many to collect</li> <li>discussing how different cultures may have alternative ways of representing the count; for example, discussing how some people of the Asia region use an abacus or Chinese hand gestures</li> <li>using body-tallying that involves body parts and one-to-one correspondence from counting systems of Aboriginal and/or Torres Strait Islander Peoples to count to 20</li> </ul>

VC2MFN05

Represent practical situations, including simple financial situations, involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies <ul> <li>using role-play and materials to represent mathematical relationships in stories; for example, role-playing ‘Eight kangaroos were drinking at the river and 3 hopped away’, drawing a picture and using materials to represent the situation, discussing, and recording the result of the action with a numeral</li> <li>role-playing or actively engaging in situations that involve quantifying or comparing collections of items or simple money transactions; for example, engaging with the question ‘Do we have enough scissors for our group so that each person has their own pair?’, or role-playing using $1 coins to pay for items in a shop where items are priced in whole dollars</li> <li>representing situations expressed in Aboriginal and/or Torres Strait Islander stories, such as ‘Tiddalick, the greedy frog’, that describe additive situations and their connections to Country/Place</li> <li>representing addition and subtraction situations found in leaf games involving sets of objects used to tell stories, such as games from the Warlpiri Peoples of Yuendumu in the Northern Territory</li> </ul>

VC2MFA01

Follow a short sequence of instructions; recognise, copy, continue and create repeating patterns represented in different ways <ul> <li>carrying out a specified sequence of actions to move an object from one location to another</li> <li>playing a simple rule-based game, moving a specified number of places according to the result on a dice in a chance-based game</li> <li>recognising, copying and describing different repeating patterns using materials, shapes, sounds and movements during activities and play; for example, making a bead necklace and describing the pattern they have created, such as ‘red, blue, green, red, blue, green, red, blue, green’, or copying repeating patterns of drumbeats or dance moves during music activities</li> <li>recognising repeating patterns used at home and in daily activities to help make tasks easier or to solve problems; for example, setting the table to eat</li> <li>recognising and describing repeating patterns that can be observed on Country/Place and in Aboriginal and Torres Strait Islander artwork, cultural performances and material cultures, for example, shell and seed necklaces, dances and songs</li> </ul>

VC2MFSP01

Sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons <ul> <li>sorting a collection of shapes into groups based on different features, such as the number of sides, colour or size, and describing how they have been sorted</li> <li>creating a picture using a variety of shapes and a range of materials, including objects to trace around, describing the shapes they have created or used and sharing why they chose each shape in their picture</li> <li>creating familiar shapes using groups of people; for example, holding hands and creating a circle</li> <li>recognising and naming shapes that are (close to) rectangles, squares, triangles and circles in component parts of everyday items, for example, on bicycles, toy vehicles or kitchen pantry items</li> <li>describing and naming shapes within objects that can be observed on Country/Place, recreating and sorting into groups based on their shape</li> </ul>

MAE-RWN-01

Demonstrates an understanding of how whole numbers indicate quantity  

MAE-RWN-02

Reads numerals and represents whole numbers to at least 20

MAE-CSQ-01

Reasons about number relations to model addition and subtraction by combining and separating, and comparing collections

MAE-CSQ-02

Represents the relations between the parts that form the whole, with numbers up to 10

MAE-FG-01

Recognises, describes and continues repeating patterns

MAE-2DS-01

Sorts, describes, names and makes two-dimensional shapes, including triangles, circles, squares and rectangles