in the 1/2 Room
In Level 1, students use mathematical symbols and language as well as materials and drawings in their mathematical explorations of daily life.
Students recognise, represent and order numbers to at least 100 using materials, diagrams, words, numerals and a number line, and apply this with respect to the value of Australian coins. They group and skip count by twos, fives and tens, and count to 100 by partitioning and using place value. Students solve simple addition problems, and share into two equal groups or parts to model one-half.
Students use uniform informal units to measure and compare length and capacity. They tell time to the half-hour and use time and calendar terms such as hours, days, weeks and months to describe duration. Students use terms such as corner, edge and face to classify familiar shapes and objects, and are able to give and follow directions to familiar locations.
Students use one-to-one correspondences to display categorical data obtained from a simple investigation. They identify chance events in familiar contexts and use everyday language such as ‘will happen’, won’t happen’ or ‘might happen’ in relation to these.
In Level 2, students use grouping partitioning and re-arrangement to apply place value and extend the range of numbers they use and apply to thousands.
Students recognise, model and order numbers to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards and backwards by twos threes, fives and tens, with and without the use of technology. They explore the relationship between addition and subtraction, and use a variety of strategies to solve problems, including missing number problems. Students use groups and arrays to represent multiplication and division and solve simple problems, including finding halves, quarters and eighths of sets and shapes. They count and order by value, small collections of Australian coins and notes.
Students compare and order sets of shapes and objects based on length, area, volume and capacity using uniform informal units. They compare masses using balance scales, tell the time to the quarter hour, and use months and seasons to describe sequences of events over a longer time frame. Students describe sets of shapes and objects defined in terms of properties, and draw examples of these with and without the use of technology. They use simple maps and identify relative locations, and investigate the effect of simple transformations of slides, flips, half and quarter turns, both by hand and using technology.
Students use questions of interest to gather and display data for a single categorical variable and interpret it. They identify chance in a range of activities and describe related outcomes as ‘likely’ or ‘unlikely’.