Scope & Sequence Docs

Scope and Sequence for Victorian Curriculum – Mathematics - is available following this link. Alternatively a full list is available at the bottom of this page.

To help teachers implement the Victorian Curriculum Scope and Sequence the following table summarises key content area on which to build units of work term by term throughout each year. Each year starts with geometry, providing students with a tangible connection with the language and purpose of Mathematics. The hands-on nature of geometry extends into Measurement where students explore their world using the language of Mathematics. Number and Algebra gives students powerful strategies to manipulate numbers and a final term of problem solving strategies, synthesising the skills we have been working on throughout the year. The cycle of Geometry/Measurement/Number and Algebra/Problem Solving ensures students re-explore concepts year by year.

Each grade level on the LMS has a number of existing units of work through which the key content can be explored. The order of the units of work can be selected to suit events in the school’s community calendar (ie Poetry at the end of Term 1 each year suits the community’s festival activities, class structures (ie the Term 3 Integrated Turn Back Time involves an excursion that is best spaced every two years) or a sequence of skills (Term 3 Narrative leads well into Term 3 Plays and Performance).

	STRANDS	SUBSTRANDS	Vocabulary	Fluency	At a glance…
TERM 1	Geometric Shape (Measurement& Geometry) Location and Position	2 D, 3D Shapes & Classification, Sorting & Properties Flip/Slide/Turn Symmetry Grids, Maps and Co-Ordinates Positional Language		2 Weeks on each cycle maintaining contact with the concepts twice a term. 1 Counting 2 Numeration 3 Addition 4 Subtraction 5 Multiplication 5 Addition	Basic shapes referred to regularly. Artworks include geometric shapes. Sort, describe and name familiar 2D shapes and 3D objects. Create patterns and continue patterns (using shape) Describe position of movement. Listen to verbal instructions regarding positional language.
TERM 2	Measurement Statistics, Data and Probability	Length, Area, Mass, Volume, Time, Calendars, Capacity Informal and formal units of all of these Tallies Recording, Collecting and Collating Data Picture, Pie and Bar Graphs Fractions Introduction Chance		2 Weeks on each cycle maintaining contact with the concepts twice a term. 1 Counting 2 Numeration 3 Addition 4 Subtraction 5 Multiplication 5 Addition	Compare longer, heavier and holds more. Connect days of the week to familiar events and actions. Compare and order duration of events compared to everyday activities (o’clock). Answer yes/no answers to tally questions. Daily practical use of tallying. Regular use of tallies and graphing with daily activities.
TERM 3	Number & Algebra Money	4 Operations		2 Weeks on each cycle maintaining contact with the concepts twice a term. 1 Counting 2 Numeration 3 Addition 4 Subtraction 5 Multiplication 5 Addition	Times table songs and games. Counting with numbers to 10 Frames (2 + 8) Ordinal Numbers Beginning addition – representing PRACTICAL life situations Moving ahead with addition – 10 Frames continued Reading numbers to suit the grade
TERM 4	Geometry Measurement Statistics, Data and Probability	Fractions and Decimals Problem Solving and Applied Problem Solving Real-Life Math Application reviewing all skills		2 Weeks on each cycle maintaining contact with the concepts twice a term. 1 Counting 2 Numeration 3 Addition 4 Subtraction 5 Multiplication 5 Addition	Each unit of work focuses on a problem solving strategy: 1 Test Ideas 2 If…Then… 3 Find Something I Know 4 Problem in a Problem 5 Calculators 6 Check For Accuracy 7 Larger Numbers
Ongoing – Telling Time, Number Fluency and Problem Solving

	Mathematics Content - Vic Curriculum
	F	1	2	3	4	5	6
Measurement	Longer, heavier, more, less Day, night, morning afternoon First Second, Last Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday	Compare pairs of objects - Length/Mass/Capacity O'Clock, Half-past Months, weeks, days, hours.	Compare several objects - Length/Mass/Capacity Compare with balance scales. O'Clock, half/quarter past and to. Months and seasons Calendar dates and days in a month	Cm, mm, m, cm2, m2, g, kg, l, ml Capacity with formal units Time in minutes	More of the previous Area and volume Convert hours to minutes and minutes to hours. Am/pm Time problems	More of the previous	More of the previous with decimal connections ie 0.25kg = 250g 0.5kg = 500g Length and area problems Timetables More time problems
Shape	Circle, triangle, square, rectangle, cube, sphere (ball)	Corners, edges, sides and faces of Circle, triangle, square, rectangle, cube, sphere (ball)	Add hexagons and octogons Introduce prisms. Describe and draw: All previous shapes	Add Pentagon and Heptagon and polygons n-gons (using a guide code) n-gons to n-gon prisms Make models of 3D shapes Introduce pyramids (6) Area Perimeter (5)	Combine/Split common shapes to make new ones. Nets of prisms and pyramids (6) Area more complex n-gons Perimeter	More of the previous	More of the previous experiencing more complex n-gons (still with a guide), prisms and pyramids.
Location	Up, down, over, under, next-to, near	Give and follow directions.	Simple maps Relative position Flip/Slide/half and quarter turns	Grid maps with position and pathways Symmetry Flip/Slide/Turn Angle sizes - Bigger/Smaller	Map scales and legends Grid labels NSEW More symmetry Flip/slide/turn Angle sizes - Bigger or smaller than a right angle	More of the previous Rotational symmetry Flip/Slide/Turn/Enlargement Angle sizes - degrees and measure with a protractor	Tessellations using flip/slide/turn Introduce the 4 quadrants of cartesian coordinates eg (-3,4), (2,4) Angles: From a point On a straight line with vertically opposite angles Opposite angles on a line. Use to find unknown angles.

Complete Scope and Sequence for Victorian Curriculum

Foundation Level	Level 1	Level 2	Level 3		Level 5	Level 6
Measurement and Geometry
Using units of measurement
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language	Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units	Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units	Measure, order and compare objects using familiar metric units of length, area, mass and capacity	Use scaled instruments to measure and compare lengths, masses, capacities and temperatures	Choose appropriate units of measurement for length, area, volume, capacity and mass	Connect decimal representations to the metric system
Compare and order the duration of events using the everyday language of time	Tell time to the half-hour	Compare masses of objects using balance scales	Tell time to the minute and investigate the relationship between units of time	Compare objects using familiar metric units of area and volume	Calculate the perimeter and area of rectangles and the volume and capacity of prisms using familiar metric units	Convert between common metric units of length, mass and capacity
Connect days of the week to familiar events and actions	Describe duration using months, weeks, days and hours	Tell time to the quarter-hour, using the language of 'past' and 'to'		Convert between units of time	Compare 12- and 24-hour time systems and convert between them	Solve problems involving the comparison of lengths and areas using appropriate units
		Name and order months and seasons		Use am and pm notation and solve simple time problems		Connect volume and capacity and their units of measurement
		Use a calendar to identify the date and determine the number of days in each month				Interpret and use timetables
						Measure, calculate and compare elapsed time
Shape
Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment	Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features	Describe and draw two-dimensional shapes, with and without digital technologies	Make models of three-dimensional objects and describe key features	Compare the areas of regular and irregular shapes by informal means	Connect three-dimensional objects with their nets and other two-dimensional representations	Construct simple prisms and pyramids
		Describe the features of three-dimensional objects		Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies
				Explain and compare the geometric properties of two-dimensional shapes and three-dimensional objects
Location and transformation
Describe position and movement	Give and follow directions to familiar locations	Interpret simple maps of familiar locations and identify the relative positions of key features	Create and interpret simple grid maps to show position and pathways	Use simple scales, legends and directions to interpret information contained in basic maps	Use a grid reference system to describe locations. Describe routes using landmarks and directional language	Investigate the effect of combinations of transformations on simple and composite shapes, including creating tessellations, with and without the use of digital technologies
		Investigate the effect of one-step slides and flips with and without digital technologies	Identify symmetry in the environment	Create symmetrical patterns, pictures and shapes with and without digital technologies	Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries	Introduce the Cartesian coordinate system using all four quadrants
		Identify and describe half and quarter turns	Identify and describe slides and turns found in the natural and built environment		Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original
			Geometric reasoning
			Identify angles as measures of turn and compare angle sizes in everyday situations	Compare angles and classify them as equal to, greater than or less than a right angle	Estimate, measure and compare angles using degrees. Construct angles using a protractor	Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles


Achievement Standard
Students identify measurement attributes in practical situations and compare lengths, masses and capacities of familiar objects. They order events, explain their duration, and match days of the week to familiar events. Students identify simple shapes in their environment and sort shapes by their common and distinctive features. They use simple statements and gestures to describe location.	Students use informal units of measurement to order objects based on length, mass and capacity. They tell time to the half-hour and explain time durations. Students describe two-dimensional shapes and three-dimensional objects. They use the language of distance and direction to move from place to place.	Students order shapes and objects, using informal units for a range of measures. They tell time to the quarter hour and use a calendar to identify the date, days, weeks and months included in seasons and other events. Students draw two-dimensional shapes, specify their features and explain the effects of one-step transformations. They recognise the features of three-dimensional objects. They interpret simple maps of familiar locations.	Students use metric units for length, area, mass and capacity. They tell time to the nearest minute. Students identify symmetry in natural and constructed environments. They use angle size as a measure of turn in real situations and make models of three-dimensional objects. Students match positions on maps with given information and create simple maps.	Students compare areas of regular and irregular shapes, using informal units. They solve problems involving time duration. Students use scaled instruments to measure length, angle, area, mass, capacity and temperature of shapes and objects. They convert between units of time. Students create symmetrical simple and composite shapes and patterns, with and without the use of digital technology. They classify angles in relation to a right angle. Students interpret information contained in maps.	Students use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles and volume, and capacity of rectangular prisms. They convert between 12 and 24-hour time. Students use a grid reference system to locate landmarks. They estimate angles, and use protractors and digital technology to construct and measure angles. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry.	Students relate decimals to the metric system and choose appropriate units of measurement to perform a calculation. They solve problems involving time, length and area, and make connections between capacity and volume. Students interpret a variety of everyday timetables. They solve problems using the properties of angles and investigate simple combinations of transformations in the plane, with and without the use of digital technology. Students construct simple prisms and pyramids.

Foundation Level	Level 1	Level 2	Level 3	Level 4	Level 5	Level 6
Statistics and Probability
	Chance
	Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’	Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’	Conduct chance experiments, identify and describe possible outcomes and recognise variation in results	Describe possible everyday events and order their chances of occurring	List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions	Describe probabilities using fractions, decimals and percentages
				Identify everyday events where one cannot happen if the other happens	Recognise that probabilities range from 0 to 1	Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies
				Identify events where the chance of one will not be affected by the occurrence of the other		Compare observed frequencies across experiments with expected frequencies
Data representation and interpretation
Answer yes/no questions to collect information	Choose simple questions and gather responses	Identify a question of interest based on one categorical variable. Gather data relevant to the question	Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording	Select and trial methods for data collection, including survey questions and recording sheets	Pose questions and collect categorical or numerical data by observation or survey	Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables
Organise answers to yes/no questions into simple data displays using objects and drawings	Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays	Collect, check and classify data	Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies	Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values	Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies	Interpret secondary data presented in digital media and elsewhere
Interpret simple data displays about yes/no questions		Create displays of data using lists, table and picture graphs and interpret them	Interpret and compare data displays	Evaluate the effectiveness of different displays in illustrating data features including variability	Describe and interpret different data sets in context	Pose and refine questions to collect categorical or numerical data by observation or survey
Achievement Standard
Students sort familiar categorical data into sets and use these to answer yes/no questions and make simple true/false statements about the data.	Students describe data displays. They ask questions to collect data and draw simple data displays. Students classify outcomes of simple familiar events.	Students collect data from relevant questions to create lists, tables and picture graphs with and without the use of digital technology. They interpret data in context. Students use everyday language to describe outcomes of familiar events.	Students carry out simple data investigations for categorical variables. They interpret and compare data displays. Students conduct chance experiments, list possible outcomes and recognise variations in results.	Students describe different methods for data collection and representation, and evaluate their effectiveness. They construct data displays from given or collected data, with and without the use of digital technology. Students list the probabilities of everyday events. They identify dependent and independent events.	Students pose questions to gather data and construct various displays appropriate for the data, with and without the use of digital technology. They compare and interpret different data sets. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities as a number from 0 to 1.	Students interpret and compare a variety of data displays, including displays for two categorical variables. They analyse and evaluate data from secondary sources. Students compare observed and expected frequencies of events, including those where outcomes of trials are generated with the use of digital technology. They specify, list and communicate probabilities of events using simple ratios, fractions, decimals and percentages.

Foundation Level	Level 1	Level 2	Level 3	Level 4	Level 5	Level 6
Number and Algebra
Number and place value
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point	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	Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences	Investigate the conditions required for a number to be odd or even and identify odd and even numbers	Investigate and use the properties of odd and even numbers	Identify and describe factors and multiples of whole numbers and use them to solve problems	Identify and describe properties of prime, composite, square and triangular numbers
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond	Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line	Recognise, model, represent and order numbers to at least 1000	Recognise, model, represent and order numbers to at least 10 000	Recognise, represent and order numbers to at least tens of thousands	Use estimation and rounding to check the reasonableness of answers to calculations	Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers and make estimates for these computations
Subitise small collections of objects	Count collections to 100 by partitioning numbers using place value	Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting	Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems	Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems	Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies	Investigate everyday situations that use integers. Locate and represent these numbers on a number line
Compare, order and make correspondences between collections, initially to 20, and explain reasoning	Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts	Explore the connection between addition and subtraction	Recognise and explain the connection between addition and subtraction	Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9	Solve problems involving division by a one digit number, including those that result in a remainder
Represent practical situations to model addition and subtraction	Represent practical situations that model sharing	Solve simple addition and subtraction problems using a range of efficient mental and written strategies	Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation	Recall multiplication facts up to 10 × 10 and related division facts	Use efficient mental and written strategies and apply appropriate digital technologies to solve problems
Represent practical situations to model sharing		Recognise and represent multiplication as repeated addition, groups and arrays	Recall multiplication facts of two, three, five and ten and related division facts	Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder	Recognise, represent and order numbers to at least hundreds of thousands
		Recognise and represent division as grouping into equal sets and solve simple problems using these representations	Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies
Money and financial mathematics
Represent simple, everyday financial situations involving money	Recognise, describe and order Australian coins according to their value	Count and order small collections of Australian coins and notes according to their value	Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents	Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies	Create simple financial plans	Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies
Fractions and decimals
	Recognise and describe one-half as one of two equal parts of a whole	Recognise and interpret common uses of halves, quarters and eighths of shapes and collections	Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole	Investigate equivalent fractions used in contexts	Compare and order common unit fractions and locate and represent them on a number line	Compare fractions with related denominators and locate and represent them on a number line
				Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line	Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator	Solve problems involving addition and subtraction of fractions with the same or related denominators
				Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation	Recognise that the place value system can be extended beyond hundredths	Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies
					Compare, order and represent decimals	Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers
						Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies
						Multiply and divide decimals by powers of 10
						Make connections between equivalent fractions, decimals and percentages
Patterns and algebra
Sort and classify familiar objects and explain the basis for these classifications, and copy, continue and create patterns with objects and drawings	Investigate and describe number patterns formed by skip counting and patterns with objects	Describe patterns with numbers and identify missing elements	Describe, continue, and create number patterns resulting from performing addition or subtraction	Explore and describe number patterns resulting from performing multiplication	Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction	Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence
Follow a short sequence of instructions	Recognise the importance of repetition of a process in solving problems	Solve problems by using number sentences for addition or subtraction	Use a function machine and the inverse machine as a model to apply mathematical rules to numbers or shapes	Solve word problems by using number sentences involving multiplication or division where there is no remainder	Use equivalent number sentences involving multiplication and division to find unknown quantities	Explore the use of brackets and order of operations to write number sentences
		Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction		Use equivalent number sentences involving addition and subtraction to find unknown quantities	Follow a mathematical algorithm involving branching and repetition (iteration)	Design algorithms involving branching and iteration to solve specific classes of mathematical problems
				Define a simple class of problems and use an effective algorithm that involves a short sequence of steps and decisions to solve them
Achievement Standard
Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets. They match individual objects with counting sequences up to and back from 20. Students order the first 10 elements of a set. They represent, continue and create simple patterns.	Students count to and from 100 and locate these numbers on a number line. They partition numbers using place value and carry out simple additions and subtractions, using counting strategies. Students recognise Australian coins according to their value. They identify representations of one half. Students describe number sequences resulting from skip counting by 2s, 5s and 10s. They continue simple patterns involving numbers and objects with and without the use of digital technology.	Students count to and from, and order numbers up to 1000. They perform simple addition and subtraction calculations, using a range of strategies. They find the total value of simple collections of Australian notes and coins. Students represent multiplication and division by grouping into sets and divide collections and shapes into halves, quarters and eighths. They recognise increasing and decreasing number sequences involving 2s, 3s, 5s and 10s, identify the missing element in a number sequence, and use digital technology to produce sequences by constant addition.	Students count and order numbers to and from 10 000. They recognise the connection between addition and subtraction, and solve problems using efficient strategies for multiplication with and without the use of digital technology. Students recall addition and multiplication facts for single-digit numbers. They represent money values in various ways and correctly count out change from financial transactions. Students model and represent unit fractions for halves, thirds, quarters, fifths and eighths, and multiples of these up to one. They classify numbers as either odd or even, continue number patterns involving addition or subtraction, and explore simple number sequences based on multiples.	Students recall multiplication facts to 10 x 10 and related division facts. They choose appropriate strategies for calculations involving multiplication and division, with and without the use of digital technology, and estimate answers accurately enough for the context. Students solve simple purchasing problems with and without the use of digital technology. They locate familiar fractions on a number line, recognise common equivalent fractions in familiar contexts and make connections between fractions and decimal notations up to two decimal places. Students identify unknown quantities in number sentences. They use the properties of odd and even numbers and describe number patterns resulting from multiplication. Students continue number sequences involving multiples of single-digit numbers and unit fractions, and locate them on a number line.	Students solve simple problems involving the four operations using a range of strategies including digital technology. They estimate to check the reasonableness of answers and approximate answers by rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students order decimals and unit fractions and locate them on a number line. Students add and subtract fractions with the same denominator. They find unknown quantities in number sentences and continue patterns by adding or subtracting fractions and decimals.	Students recognise the properties of prime, composite, square and triangular numbers and determine sets of these numbers. They solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts. Students locate fractions and integers on a number line and connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students calculate a simple fraction of a quantity and calculate common percentage discounts on sale items, with and without the use of digital technology. They make connections between the powers of 10 and the multiplication and division of decimals. Students add, subtract and multiply decimals and divide decimals where the result is rational. Students write number sentences using brackets and order of operations, and specify rules used to generate sequences involving whole numbers, fractions and decimals. They use ordered pairs of integers to represent coordinates of points and locate a point in any one of the four quadrants on the Cartesian plane.

Scope & Sequence DocsMaths