# Whole national context and explicit partial Queensland contribution ### National #### Complete year1 mathematics record count 89 #### Fixed business c531f46395fb2d6a47ddb006824ef24ae9151e96 #### Metadata ##### Attribution © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (accessed 29 September 2026) and was modified. The material is licensed under CC BY 4.0. Version updates are tracked in the Curriculum version history on the Australian Curriculum website. ACARA does not endorse any product that uses the Australian Curriculum. This product is not affiliated with ACARA and does not have ACARA's sponsorship or approval. ##### Coverage Foundation to Year 10 ##### Dataset id acara-australian-curriculum-v9 ##### Dataset version acara-v9.0-snapshot-2026-09-29 ##### Framework Australian Curriculum Version 9.0 ##### Jurisdiction Australia ##### Licence CC BY 4.0 for covered core curriculum material; consult item/source terms and exclusions before reuse ##### Modification note The import removes workbook HTML markup for plain-text display; the curriculum wording is retained. Check each item for source-specific exclusions before public reuse. ##### Platform attribution note For a platform or app that incorporates Australian Curriculum material so educators can create resources or find aligned resources: check how often the platform or app is updated and, if users can download the curriculum, how often and in what circumstances their device synchronises with the platform. ##### Publisher Australian Curriculum, Assessment and Reporting Authority (ACARA) ##### Record count 24671 ##### Record counts by collection ###### Achievement standards 260 ###### Cross curriculum priorities 38 ###### General capabilities 2649 ###### Learning areas 21724 ##### Record type counts ###### Achievement standards ###### Achievement standard 260 ###### Cross curriculum priorities ###### Organising idea 10 ###### Organising idea indicator 25 ###### Priority description 3 ###### General capabilities ###### Capability description 7 ###### Capability element 23 ###### Capability indicator 1997 ###### Capability progression level 545 ###### Capability sub element 77 ###### Learning areas ###### Content description 2678 ###### Illustrative elaboration 16841 ###### Learning area 8 ###### Level description 256 ###### Strand 616 ###### Sub strand 1176 ###### Subject 149 ##### Retrieved at 2026-09-29 ##### Source file acara-australian-curriculum-v9-download-2026-09-29.xlsx ##### Source sha256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 ##### Source url https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx ##### Terms url https://www.australiancurriculum.edu.au/copyright-and-terms-of-use #### Records ##### Acara-v9:learning areas:matmaty1 ###### Attributes ###### Code MATMATY1 ###### Learning area Mathematics ###### Level Year 1 ###### Level description

In Year 1, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

Students further develop proficiency and positive dispositions towards mathematics and its use as they:

use their curiosity and imagination to explore situations, recognise patterns in their environment and choose ways of representing their thinking when communicating with others
demonstrate that numbers can be represented, partitioned and composed in various ways, recognise patterns in numbers and extend their knowledge of numbers beyond 2 digits
use physical or virtual materials and diagrams when modelling practical problems through active learning experiences, recognise existing patterns, employ different strategies and discuss the reasonableness of answers
explain ways of making direct and indirect comparisons and begin to use uniform, informal units to measure some attributes
reason spatially and use spatial features to classify shapes and objects; they recognise these shapes and objects in their environment and use simple transformations, directions and pathways to move the positions of shapes and objects within a space
use simple surveys to collect and sort data, based on a question of interest, recognise that data can be represented in different ways, and explain patterns that they see in the results
develop a sense of equivalence, fairness, repetition and variability when they engage in play-based and practical activities

###### Subject Mathematics ###### Code MATMATY1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1 ###### Plain text In Year 1, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. Students further develop proficiency and positive dispositions towards mathematics and its use as they: use their curiosity and imagination to explore situations, recognise patterns in their environment and choose ways of representing their thinking when communicating with others demonstrate that numbers can be represented, partitioned and composed in various ways, recognise patterns in numbers and extend their knowledge of numbers beyond 2 digits use physical or virtual materials and diagrams when modelling practical problems through active learning experiences, recognise existing patterns, employ different strategies and discuss the reasonableness of answers explain ways of making direct and indirect comparisons and begin to use uniform, informal units to measure some attributes reason spatially and use spatial features to classify shapes and objects; they recognise these shapes and objects in their environment and use simple transformations, directions and pathways to move the positions of shapes and objects within a space use simple surveys to collect and sort data, based on a question of interest, recognise that data can be represented in different ways, and explain patterns that they see in the results develop a sense of equivalence, fairness, repetition and variability when they engage in play-based and practical activities ###### Record type level_description ###### Source row 17219 ##### Acara-v9:learning areas:matmaty1 1num ###### Attributes ###### Code MATMATY1_1NUM ###### Learning area Mathematics ###### Level Year 1 ###### Strand Number ###### Subject Mathematics ###### Code MATMATY1_1NUM ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1_1NUM ###### Plain text Number ###### Record type strand ###### Source row 17220 ##### Acara-v9:learning areas:ac9m1n01 ###### Attributes ###### Code AC9M1N01 ###### Content description recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N01 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N01 ###### Plain text recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts ###### Record type content_description ###### Source row 17221 ##### Acara-v9:learning areas:ac9m1n01 e1 ###### Attributes ###### Code AC9M1N01_E1 ###### Elaboration reading, writing and naming numerals and ordering two-digit numbers from zero to at least $120$, using patterns within the natural number system, including numbers that look and sound similar; for example, $16, 60, 61$ and $66$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N01_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N01_E1 ###### Plain text reading, writing and naming numerals and ordering two-digit numbers from zero to at least $120$, using patterns within the natural number system, including numbers that look and sound similar; for example, $16, 60, 61$ and $66$ ###### Record type illustrative_elaboration ###### Source row 17222 ##### Acara-v9:learning areas:ac9m1n01 e2 ###### Attributes ###### Code AC9M1N01_E2 ###### Elaboration using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging on an empty number line ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N01_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N01_E2 ###### Plain text using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging on an empty number line ###### Record type illustrative_elaboration ###### Source row 17223 ##### Acara-v9:learning areas:ac9m1n01 e3 ###### Attributes ###### Code AC9M1N01_E3 ###### Elaboration using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to $99$; colour code the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N01_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N01_E3 ###### Plain text using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to $99$; colour code the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones ###### Record type illustrative_elaboration ###### Source row 17224 ##### Acara-v9:learning areas:ac9m1n01 e4 ###### Attributes ###### Code AC9M1N01_E4 ###### Elaboration recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols; for example, through kanji numbers in Japanese and characters in Chinese, and that there are alternate numeration systems; for example, using special characters for $10$ and $100$ and other multiples of $10$ in Japanese and Chinese numeration ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N01_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N01_E4 ###### Plain text recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols; for example, through kanji numbers in Japanese and characters in Chinese, and that there are alternate numeration systems; for example, using special characters for $10$ and $100$ and other multiples of $10$ in Japanese and Chinese numeration ###### Record type illustrative_elaboration ###### Source row 17225 ##### Acara-v9:learning areas:ac9m1n02 ###### Attributes ###### Code AC9M1N02 ###### Content description partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N02 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N02 ###### Plain text partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones ###### Record type content_description ###### Source row 17226 ##### Acara-v9:learning areas:ac9m1n02 e1 ###### Attributes ###### Code AC9M1N02_E1 ###### Elaboration building knowledge and understanding of the part-part-whole facts to $10$, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make $10$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N02_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N02_E1 ###### Plain text building knowledge and understanding of the part-part-whole facts to $10$, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make $10$ ###### Record type illustrative_elaboration ###### Source row 17227 ##### Acara-v9:learning areas:ac9m1n02 e2 ###### Attributes ###### Code AC9M1N02_E2 ###### Elaboration using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognise $35$ as $3$ tens and $5$ ones or as $2$ tens and $15$ ones ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N02_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N02_E2 ###### Plain text using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognise $35$ as $3$ tens and $5$ ones or as $2$ tens and $15$ ones ###### Record type illustrative_elaboration ###### Source row 17228 ##### Acara-v9:learning areas:ac9m1n02 e3 ###### Attributes ###### Code AC9M1N02_E3 ###### Elaboration using part-part-whole reasoning and physical or virtual materials to represent $24$, then partitioning $24$ in different ways and recording the partitions using numbers; for example, $10, 10$ and $4$ combine to make $24$ or $10$ and $14$ combine to make $24$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N02_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N02_E3 ###### Plain text using part-part-whole reasoning and physical or virtual materials to represent $24$, then partitioning $24$ in different ways and recording the partitions using numbers; for example, $10, 10$ and $4$ combine to make $24$ or $10$ and $14$ combine to make $24$ ###### Record type illustrative_elaboration ###### Source row 17229 ##### Acara-v9:learning areas:ac9m1n03 ###### Attributes ###### Code AC9M1N03 ###### Content description quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N03 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N03 ###### Plain text quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting ###### Record type content_description ###### Source row 17230 ##### Acara-v9:learning areas:ac9m1n03 e1 ###### Attributes ###### Code AC9M1N03_E1 ###### Elaboration counting a large collection of items using groups of fives or tens and skip counting to work out how many there are; recording the amount and connecting the digits in the number to the grouped materials when using groups of $10$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N03_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N03_E1 ###### Plain text counting a large collection of items using groups of fives or tens and skip counting to work out how many there are; recording the amount and connecting the digits in the number to the grouped materials when using groups of $10$ ###### Record type illustrative_elaboration ###### Source row 17231 ##### Acara-v9:learning areas:ac9m1n03 e2 ###### Attributes ###### Code AC9M1N03_E2 ###### Elaboration counting collections of objects such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting and connecting the digits in the number to the groups of tens and ones ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N03_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N03_E2 ###### Plain text counting collections of objects such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting and connecting the digits in the number to the groups of tens and ones ###### Record type illustrative_elaboration ###### Source row 17232 ##### Acara-v9:learning areas:ac9m1n03 e3 ###### Attributes ###### Code AC9M1N03_E3 ###### Elaboration counting a large collection of Australian $\$1$ coins by stacking them into piles of $10$, skip counting in tens and including any leftover coins to determine the total value ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N03_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N03_E3 ###### Plain text counting a large collection of Australian $\$1$ coins by stacking them into piles of $10$, skip counting in tens and including any leftover coins to determine the total value ###### Record type illustrative_elaboration ###### Source row 17233 ##### Acara-v9:learning areas:ac9m1n04 ###### Attributes ###### Code AC9M1N04 ###### Content description add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04 ###### Plain text add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies ###### Record type content_description ###### Source row 17234 ##### Acara-v9:learning areas:ac9m1n04 e1 ###### Attributes ###### Code AC9M1N04_E1 ###### Elaboration using drawings, physical and virtual materials and number combinations within $10$ to add and subtract collections to $20$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04_E1 ###### Plain text using drawings, physical and virtual materials and number combinations within $10$ to add and subtract collections to $20$ ###### Record type illustrative_elaboration ###### Source row 17235 ##### Acara-v9:learning areas:ac9m1n04 e2 ###### Attributes ###### Code AC9M1N04_E2 ###### Elaboration adding and subtracting numbers within $20$, using a variety of representations and strategies such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to $10$; for example, using partitioning and combining $7+5=7+3+2=10+2=12$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04_E2 ###### Plain text adding and subtracting numbers within $20$, using a variety of representations and strategies such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to $10$; for example, using partitioning and combining $7+5=7+3+2=10+2=12$ ###### Record type illustrative_elaboration ###### Source row 17236 ##### Acara-v9:learning areas:ac9m1n04 e3 ###### Attributes ###### Code AC9M1N04_E3 ###### Elaboration developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to $10$ and subitising with physical and virtual materials; for example, $8$ and $6$ is the same as $8$ and $2$ and $4$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04_E3 ###### Plain text developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to $10$ and subitising with physical and virtual materials; for example, $8$ and $6$ is the same as $8$ and $2$ and $4$ ###### Record type illustrative_elaboration ###### Source row 17237 ##### Acara-v9:learning areas:ac9m1n04 e4 ###### Attributes ###### Code AC9M1N04_E4 ###### Elaboration representing story problems involving addition and subtraction of numbers within $20$ using a Think Board, recognising and using + and – symbols and the equal sign to represent the operations of addition and subtraction; showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04_E4 ###### Plain text representing story problems involving addition and subtraction of numbers within $20$ using a Think Board, recognising and using + and – symbols and the equal sign to represent the operations of addition and subtraction; showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem ###### Record type illustrative_elaboration ###### Source row 17238 ##### Acara-v9:learning areas:ac9m1n04 e5 ###### Attributes ###### Code AC9M1N04_E5 ###### Elaboration creating and performing addition and subtraction stories told through First Nations Australians’ dances ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04_E5 ###### Plain text creating and performing addition and subtraction stories told through First Nations Australians’ dances ###### Record type illustrative_elaboration ###### Source row 17239 ##### Acara-v9:learning areas:ac9m1n05 ###### Attributes ###### Code AC9M1N05 ###### Content description use mathematical modelling to solve practical problems involving additive situations including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N05 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N05 ###### Plain text use mathematical modelling to solve practical problems involving additive situations including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem ###### Record type content_description ###### Source row 17240 ##### Acara-v9:learning areas:ac9m1n05 e1 ###### Attributes ###### Code AC9M1N05_E1 ###### Elaboration modelling problems involving addition and subtraction presented in stories, using a Think Board to represent the problem, solving the problem using physical materials and explaining the connections between any materials used, the Think Board diagram and the numbers within the story ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N05_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N05_E1 ###### Plain text modelling problems involving addition and subtraction presented in stories, using a Think Board to represent the problem, solving the problem using physical materials and explaining the connections between any materials used, the Think Board diagram and the numbers within the story ###### Record type illustrative_elaboration ###### Source row 17241 ##### Acara-v9:learning areas:ac9m1n05 e2 ###### Attributes ###### Code AC9M1N05_E2 ###### Elaboration modelling simple money problems involving addition and subtraction using whole dollar amounts; for example, setting up a shop and role-playing practical problems of buying and selling of goods, using addition and subtraction with play money and prices in whole dollar amounts; solving the problem “I had $\$14$ and was given $\$15$ for my birthday” using addition to answer the problem ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N05_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N05_E2 ###### Plain text modelling simple money problems involving addition and subtraction using whole dollar amounts; for example, setting up a shop and role-playing practical problems of buying and selling of goods, using addition and subtraction with play money and prices in whole dollar amounts; solving the problem “I had $\$14$ and was given $\$15$ for my birthday” using addition to answer the problem ###### Record type illustrative_elaboration ###### Source row 17242 ##### Acara-v9:learning areas:ac9m1n05 e3 ###### Attributes ###### Code AC9M1N05_E3 ###### Elaboration modelling a variety of different additive situations to solve practical problems; for example, keeping track of the number of people on a bus as it stops to pick up and drop off passengers or the number of people entering a lift ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N05_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N05_E3 ###### Plain text modelling a variety of different additive situations to solve practical problems; for example, keeping track of the number of people on a bus as it stops to pick up and drop off passengers or the number of people entering a lift ###### Record type illustrative_elaboration ###### Source row 17243 ##### Acara-v9:learning areas:ac9m1n06 ###### Attributes ###### Code AC9M1N06 ###### Content description use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N06 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N06 ###### Plain text use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem ###### Record type content_description ###### Source row 17244 ##### Acara-v9:learning areas:ac9m1n06 e1 ###### Attributes ###### Code AC9M1N06_E1 ###### Elaboration modelling problems involving repeated equal group situations, such as, “How many wheels are needed for $3$ cars?”, using materials and drawing a picture to show what they did, and recording the results with a number ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N06_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N06_E1 ###### Plain text modelling problems involving repeated equal group situations, such as, “How many wheels are needed for $3$ cars?”, using materials and drawing a picture to show what they did, and recording the results with a number ###### Record type illustrative_elaboration ###### Source row 17245 ##### Acara-v9:learning areas:ac9m1n06 e2 ###### Attributes ###### Code AC9M1N06_E2 ###### Elaboration modelling practical problems involving equal sharing situations; for example, sharing a set of dominoes between the $2$ players in a game, and then counting or subitising to ensure they both have the same number of tiles ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N06_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N06_E2 ###### Plain text modelling practical problems involving equal sharing situations; for example, sharing a set of dominoes between the $2$ players in a game, and then counting or subitising to ensure they both have the same number of tiles ###### Record type illustrative_elaboration ###### Source row 17246 ##### Acara-v9:learning areas:ac9m1n06 e3 ###### Attributes ###### Code AC9M1N06_E3 ###### Elaboration modelling money problems involving equal sharing; for example, sorting coins from a money box according to their denominations, sharing the coins equally between $4$ people, and using counting or subitising to ensure they have equal amounts of each denomination ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N06_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N06_E3 ###### Plain text modelling money problems involving equal sharing; for example, sorting coins from a money box according to their denominations, sharing the coins equally between $4$ people, and using counting or subitising to ensure they have equal amounts of each denomination ###### Record type illustrative_elaboration ###### Source row 17247 ##### Acara-v9:learning areas:matmaty1 2alg ###### Attributes ###### Code MATMATY1_2ALG ###### Learning area Mathematics ###### Level Year 1 ###### Strand Algebra ###### Subject Mathematics ###### Code MATMATY1_2ALG ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1_2ALG ###### Plain text Algebra ###### Record type strand ###### Source row 17248 ##### Acara-v9:learning areas:ac9m1a01 ###### Attributes ###### Code AC9M1A01 ###### Content description recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01 ###### Plain text recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens ###### Record type content_description ###### Source row 17249 ##### Acara-v9:learning areas:ac9m1a01 e1 ###### Attributes ###### Code AC9M1A01_E1 ###### Elaboration using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E1 ###### Plain text using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens ###### Record type illustrative_elaboration ###### Source row 17250 ##### Acara-v9:learning areas:ac9m1a01 e2 ###### Attributes ###### Code AC9M1A01_E2 ###### Elaboration using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns $2, 4, 6, 8, 10$ … and $5, 10, 15, 20$ … ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E2 ###### Plain text using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns $2, 4, 6, 8, 10$ … and $5, 10, 15, 20$ … ###### Record type illustrative_elaboration ###### Source row 17251 ##### Acara-v9:learning areas:ac9m1a01 e3 ###### Attributes ###### Code AC9M1A01_E3 ###### Elaboration recognising the patterns in sequences formed by skip counting; for example, that skip counting in fives starting from zero always results in either a $5$ or zero as the final digit ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E3 ###### Plain text recognising the patterns in sequences formed by skip counting; for example, that skip counting in fives starting from zero always results in either a $5$ or zero as the final digit ###### Record type illustrative_elaboration ###### Source row 17252 ##### Acara-v9:learning areas:ac9m1a01 e4 ###### Attributes ###### Code AC9M1A01_E4 ###### Elaboration counting by twos, fives, or tens to determine how much money is in a collection of coins or notes of the same denomination; for example, $5$ cent, $10$ cent and $\$2$ coins, or $\$5$ and $\$10$ notes ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E4 ###### Plain text counting by twos, fives, or tens to determine how much money is in a collection of coins or notes of the same denomination; for example, $5$ cent, $10$ cent and $\$2$ coins, or $\$5$ and $\$10$ notes ###### Record type illustrative_elaboration ###### Source row 17253 ##### Acara-v9:learning areas:ac9m1a01 e5 ###### Attributes ###### Code AC9M1A01_E5 ###### Elaboration role-playing being an industrial robot on an assembly line that packs various items into boxes or packets in groups of five or ten, keeping count of the total number of items produced ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E5 ###### Plain text role-playing being an industrial robot on an assembly line that packs various items into boxes or packets in groups of five or ten, keeping count of the total number of items produced ###### Record type illustrative_elaboration ###### Source row 17254 ##### Acara-v9:learning areas:ac9m1a01 e6 ###### Attributes ###### Code AC9M1A01_E6 ###### Elaboration

using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences

###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E6 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E6 ###### Plain text using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences ###### Record type illustrative_elaboration ###### Source row 17255 ##### Acara-v9:learning areas:ac9m1a02 ###### Attributes ###### Code AC9M1A02 ###### Content description recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02 ###### Plain text recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit ###### Record type content_description ###### Source row 17256 ##### Acara-v9:learning areas:ac9m1a02 e1 ###### Attributes ###### Code AC9M1A02_E1 ###### Elaboration interpreting a repeating pattern sequence created by someone else, noticing and describing the repeating part of the pattern and explaining how they know what comes next in the sequence ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E1 ###### Plain text interpreting a repeating pattern sequence created by someone else, noticing and describing the repeating part of the pattern and explaining how they know what comes next in the sequence ###### Record type illustrative_elaboration ###### Source row 17257 ##### Acara-v9:learning areas:ac9m1a02 e2 ###### Attributes ###### Code AC9M1A02_E2 ###### Elaboration generalising a repeating pattern by identifying the unit of repeat and representing the elements using numbers, letters or symbols; for example, representing the repeating pattern of stamp, stamp, clap, stamp clap, stamp, stamp, clap, stamp, clap as SSCSC SSCSC SSCSC... recognising the elements that are repeating, describing the unit of repeat as SSCSC and continuing the pattern ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E2 ###### Plain text generalising a repeating pattern by identifying the unit of repeat and representing the elements using numbers, letters or symbols; for example, representing the repeating pattern of stamp, stamp, clap, stamp clap, stamp, stamp, clap, stamp, clap as SSCSC SSCSC SSCSC... recognising the elements that are repeating, describing the unit of repeat as SSCSC and continuing the pattern ###### Record type illustrative_elaboration ###### Source row 17258 ##### Acara-v9:learning areas:ac9m1a02 e3 ###### Attributes ###### Code AC9M1A02_E3 ###### Elaboration recognising within the sequencing of natural numbers that $0 – 9$ digits are repeated both in and between the decades and using this pattern to continue the sequence and name two-digit numbers beyond $20$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E3 ###### Plain text recognising within the sequencing of natural numbers that $0 – 9$ digits are repeated both in and between the decades and using this pattern to continue the sequence and name two-digit numbers beyond $20$ ###### Record type illustrative_elaboration ###### Source row 17259 ##### Acara-v9:learning areas:ac9m1a02 e4 ###### Attributes ###### Code AC9M1A02_E4 ###### Elaboration collaboratively creating a repeating geometric pattern using dynamic geometric software or a generative artificial intelligence tool, discussing as a class what instructions they would need to input to produce a repeating pattern ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E4 ###### Plain text collaboratively creating a repeating geometric pattern using dynamic geometric software or a generative artificial intelligence tool, discussing as a class what instructions they would need to input to produce a repeating pattern ###### Record type illustrative_elaboration ###### Source row 17260 ##### Acara-v9:learning areas:ac9m1a02 e5 ###### Attributes ###### Code AC9M1A02_E5 ###### Elaboration identifying the repeating patterns in First Nations Australians’ systems of counting, exploring different ways of representing numbers including oral and gestural language ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E5 ###### Plain text identifying the repeating patterns in First Nations Australians’ systems of counting, exploring different ways of representing numbers including oral and gestural language ###### Record type illustrative_elaboration ###### Source row 17261 ##### Acara-v9:learning areas:ac9m1a02 e6 ###### Attributes ###### Code AC9M1A02_E6 ###### Elaboration considering how the making of shell or seed necklaces by First Nations Australians’ includes practices such as sorting shells and beads based on colour, size and shape, and creating a repeating pattern sequence ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E6 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E6 ###### Plain text considering how the making of shell or seed necklaces by First Nations Australians’ includes practices such as sorting shells and beads based on colour, size and shape, and creating a repeating pattern sequence ###### Record type illustrative_elaboration ###### Source row 17262 ##### Acara-v9:learning areas:matmaty1 3mea ###### Attributes ###### Code MATMATY1_3MEA ###### Learning area Mathematics ###### Level Year 1 ###### Strand Measurement ###### Subject Mathematics ###### Code MATMATY1_3MEA ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1_3MEA ###### Plain text Measurement ###### Record type strand ###### Source row 17263 ##### Acara-v9:learning areas:ac9m1m01 ###### Attributes ###### Code AC9M1M01 ###### Content description compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01 ###### Plain text compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning ###### Record type content_description ###### Source row 17264 ##### Acara-v9:learning areas:ac9m1m01 e1 ###### Attributes ###### Code AC9M1M01_E1 ###### Elaboration using a piece of string to indirectly compare the length of several objects, deciding which will fit within a space; using comparative language to describe the order: shortest, short, longer, longest ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01_E1 ###### Plain text using a piece of string to indirectly compare the length of several objects, deciding which will fit within a space; using comparative language to describe the order: shortest, short, longer, longest ###### Record type illustrative_elaboration ###### Source row 17265 ##### Acara-v9:learning areas:ac9m1m01 e2 ###### Attributes ###### Code AC9M1M01_E2 ###### Elaboration ordering the mass of $3$ or more objects such as rocks, using hefting and balance scales; using comparative language to explain the order: lightest, light, heavier, heaviest, and how they decided on the order ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01_E2 ###### Plain text ordering the mass of $3$ or more objects such as rocks, using hefting and balance scales; using comparative language to explain the order: lightest, light, heavier, heaviest, and how they decided on the order ###### Record type illustrative_elaboration ###### Source row 17266 ##### Acara-v9:learning areas:ac9m1m01 e3 ###### Attributes ###### Code AC9M1M01_E3 ###### Elaboration pouring sand/rice/water from one container to another to compare and order the capacity of $3$ or more containers; describing the order of the results in terms of which holds the most/least, and those in between ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01_E3 ###### Plain text pouring sand/rice/water from one container to another to compare and order the capacity of $3$ or more containers; describing the order of the results in terms of which holds the most/least, and those in between ###### Record type illustrative_elaboration ###### Source row 17267 ##### Acara-v9:learning areas:ac9m1m01 e4 ###### Attributes ###### Code AC9M1M01_E4 ###### Elaboration creating sand timers from everyday items or recycled material and comparing them to order the duration of time required for the sand to run through ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01_E4 ###### Plain text creating sand timers from everyday items or recycled material and comparing them to order the duration of time required for the sand to run through ###### Record type illustrative_elaboration ###### Source row 17268 ##### Acara-v9:learning areas:ac9m1m01 e5 ###### Attributes ###### Code AC9M1M01_E5 ###### Elaboration investigating situations where First Nations Australians estimate, compare and communicate measurements; for example, the duration of seasons; understanding animal behaviour using the length of animal tracks; investigating capacity through water management techniques of First Nations Australians, such as traditional water carrying vessels and rock holes ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01_E5 ###### Plain text investigating situations where First Nations Australians estimate, compare and communicate measurements; for example, the duration of seasons; understanding animal behaviour using the length of animal tracks; investigating capacity through water management techniques of First Nations Australians, such as traditional water carrying vessels and rock holes ###### Record type illustrative_elaboration ###### Source row 17269 ##### Acara-v9:learning areas:ac9m1m02 ###### Attributes ###### Code AC9M1M02 ###### Content description measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M02 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M02 ###### Plain text measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end ###### Record type content_description ###### Source row 17270 ##### Acara-v9:learning areas:ac9m1m02 e1 ###### Attributes ###### Code AC9M1M02_E1 ###### Elaboration using $2$ different units; for example, pop sticks and pencils, to measure the length of an object such as a desk, and explaining why the number of units used may be different ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M02_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M02_E1 ###### Plain text using $2$ different units; for example, pop sticks and pencils, to measure the length of an object such as a desk, and explaining why the number of units used may be different ###### Record type illustrative_elaboration ###### Source row 17271 ##### Acara-v9:learning areas:ac9m1m02 e2 ###### Attributes ###### Code AC9M1M02_E2 ###### Elaboration comparing the length of $2$ objects such as a desk and a bookshelf by laying multiple copies of a unit and counting to say which is longer and how much longer; explaining why they shouldn’t have gaps or overlaps between the units as this will change the length of the unit ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M02_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M02_E2 ###### Plain text comparing the length of $2$ objects such as a desk and a bookshelf by laying multiple copies of a unit and counting to say which is longer and how much longer; explaining why they shouldn’t have gaps or overlaps between the units as this will change the length of the unit ###### Record type illustrative_elaboration ###### Source row 17272 ##### Acara-v9:learning areas:ac9m1m02 e3 ###### Attributes ###### Code AC9M1M02_E3 ###### Elaboration measuring the distance between $2$ locations using footsteps, comparing the results and explaining why there may be different results; for example, referring to the different length of footsteps as using different units ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M02_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M02_E3 ###### Plain text measuring the distance between $2$ locations using footsteps, comparing the results and explaining why there may be different results; for example, referring to the different length of footsteps as using different units ###### Record type illustrative_elaboration ###### Source row 17273 ##### Acara-v9:learning areas:ac9m1m02 e4 ###### Attributes ###### Code AC9M1M02_E4 ###### Elaboration measuring and comparing the length of objects using blocks; for example, comparing the height of $2$ toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M02_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M02_E4 ###### Plain text measuring and comparing the length of objects using blocks; for example, comparing the height of $2$ toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller ###### Record type illustrative_elaboration ###### Source row 17274 ##### Acara-v9:learning areas:ac9m1m03 ###### Attributes ###### Code AC9M1M03 ###### Content description describe the duration and sequence of events using years, months, weeks, days and hours ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03 ###### Plain text describe the duration and sequence of events using years, months, weeks, days and hours ###### Record type content_description ###### Source row 17275 ##### Acara-v9:learning areas:ac9m1m03 e1 ###### Attributes ###### Code AC9M1M03_E1 ###### Elaboration naming, listing and using familiar units of time, such as hours, days, weeks, years ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03_E1 ###### Plain text naming, listing and using familiar units of time, such as hours, days, weeks, years ###### Record type illustrative_elaboration ###### Source row 17276 ##### Acara-v9:learning areas:ac9m1m03 e2 ###### Attributes ###### Code AC9M1M03_E2 ###### Elaboration comparing the number of days in the months of the year and explaining how the months cycle from one year to the next ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03_E2 ###### Plain text comparing the number of days in the months of the year and explaining how the months cycle from one year to the next ###### Record type illustrative_elaboration ###### Source row 17277 ##### Acara-v9:learning areas:ac9m1m03 e3 ###### Attributes ###### Code AC9M1M03_E3 ###### Elaboration sequencing familiar events including the representation of time with pictorial timelines ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03_E3 ###### Plain text sequencing familiar events including the representation of time with pictorial timelines ###### Record type illustrative_elaboration ###### Source row 17278 ##### Acara-v9:learning areas:ac9m1m03 e4 ###### Attributes ###### Code AC9M1M03_E4 ###### Elaboration discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03_E4 ###### Plain text discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school ###### Record type illustrative_elaboration ###### Source row 17279 ##### Acara-v9:learning areas:ac9m1m03 e5 ###### Attributes ###### Code AC9M1M03_E5 ###### Elaboration investigating durations of time represented in First Nations Australians’ seasonal calendars ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03_E5 ###### Plain text investigating durations of time represented in First Nations Australians’ seasonal calendars ###### Record type illustrative_elaboration ###### Source row 17280 ##### Acara-v9:learning areas:matmaty1 4spa ###### Attributes ###### Code MATMATY1_4SPA ###### Learning area Mathematics ###### Level Year 1 ###### Strand Space ###### Subject Mathematics ###### Code MATMATY1_4SPA ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1_4SPA ###### Plain text Space ###### Record type strand ###### Source row 17281 ##### Acara-v9:learning areas:ac9m1sp01 ###### Attributes ###### Code AC9M1SP01 ###### Content description make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP01 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP01 ###### Plain text make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them ###### Record type content_description ###### Source row 17282 ##### Acara-v9:learning areas:ac9m1sp01 e1 ###### Attributes ###### Code AC9M1SP01_E1 ###### Elaboration classifying a collection of shapes, including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the groups ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP01_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP01_E1 ###### Plain text classifying a collection of shapes, including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the groups ###### Record type illustrative_elaboration ###### Source row 17283 ##### Acara-v9:learning areas:ac9m1sp01 e2 ###### Attributes ###### Code AC9M1SP01_E2 ###### Elaboration selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP01_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP01_E2 ###### Plain text selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice ###### Record type illustrative_elaboration ###### Source row 17284 ##### Acara-v9:learning areas:ac9m1sp01 e3 ###### Attributes ###### Code AC9M1SP01_E3 ###### Elaboration comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP01_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP01_E3 ###### Plain text comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them ###### Record type illustrative_elaboration ###### Source row 17285 ##### Acara-v9:learning areas:ac9m1sp01 e4 ###### Attributes ###### Code AC9M1SP01_E4 ###### Elaboration exploring string games used in story telling by First Nations Australians; for example, Karda from the Yandruwandha Peoples of north-east South Australia, recognising, comparing, describing and classifying the shapes made by the string and their relationship to shapes and objects on Country/Place ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP01_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP01_E4 ###### Plain text exploring string games used in story telling by First Nations Australians; for example, Karda from the Yandruwandha Peoples of north-east South Australia, recognising, comparing, describing and classifying the shapes made by the string and their relationship to shapes and objects on Country/Place ###### Record type illustrative_elaboration ###### Source row 17286 ##### Acara-v9:learning areas:ac9m1sp02 ###### Attributes ###### Code AC9M1SP02 ###### Content description give and follow directions to move people and objects to different locations within a space ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP02 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP02 ###### Plain text give and follow directions to move people and objects to different locations within a space ###### Record type content_description ###### Source row 17287 ##### Acara-v9:learning areas:ac9m1sp02 e1 ###### Attributes ###### Code AC9M1SP02_E1 ###### Elaboration interpreting and following directions around familiar locations, and understanding the meaning and importance of the words when giving directions; for example, using words like “forwards” and “backwards”, “straight ahead”, “left or right” to describe movement and giving instructions like “Keep going straight until you reach the end of this passage and then turn to your right” ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP02_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP02_E1 ###### Plain text interpreting and following directions around familiar locations, and understanding the meaning and importance of the words when giving directions; for example, using words like “forwards” and “backwards”, “straight ahead”, “left or right” to describe movement and giving instructions like “Keep going straight until you reach the end of this passage and then turn to your right” ###### Record type illustrative_elaboration ###### Source row 17288 ##### Acara-v9:learning areas:ac9m1sp02 e2 ###### Attributes ###### Code AC9M1SP02_E2 ###### Elaboration creating and following an algorithm consisting of a set of instructions to move an object to a different location; for example, role-playing being a robot and following step-by-step instructions given by another classmate to move from one place to another, only moving as instructed ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP02_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP02_E2 ###### Plain text creating and following an algorithm consisting of a set of instructions to move an object to a different location; for example, role-playing being a robot and following step-by-step instructions given by another classmate to move from one place to another, only moving as instructed ###### Record type illustrative_elaboration ###### Source row 17289 ##### Acara-v9:learning areas:ac9m1sp02 e3 ###### Attributes ###### Code AC9M1SP02_E3 ###### Elaboration following directions to move people into different positions within a line using both ordinal and positional language to describe their position; for example, directly comparing heights and following directions using ordinal and positional language to line up in height order ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP02_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP02_E3 ###### Plain text following directions to move people into different positions within a line using both ordinal and positional language to describe their position; for example, directly comparing heights and following directions using ordinal and positional language to line up in height order ###### Record type illustrative_elaboration ###### Source row 17290 ##### Acara-v9:learning areas:ac9m1sp02 e4 ###### Attributes ###### Code AC9M1SP02_E4 ###### Elaboration describing a familiar journey across Country/Place using directional language ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP02_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP02_E4 ###### Plain text describing a familiar journey across Country/Place using directional language ###### Record type illustrative_elaboration ###### Source row 17291 ##### Acara-v9:learning areas:matmaty1 5sta ###### Attributes ###### Code MATMATY1_5STA ###### Learning area Mathematics ###### Level Year 1 ###### Strand Statistics ###### Subject Mathematics ###### Code MATMATY1_5STA ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1_5STA ###### Plain text Statistics ###### Record type strand ###### Source row 17292 ##### Acara-v9:learning areas:ac9m1st01 ###### Attributes ###### Code AC9M1ST01 ###### Content description acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01 ###### Plain text acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols ###### Record type content_description ###### Source row 17293 ##### Acara-v9:learning areas:ac9m1st01 e1 ###### Attributes ###### Code AC9M1ST01_E1 ###### Elaboration discussing methods of collecting data to answer a question, such as “What types of rubbish are found in the playground?”, sharing ideas and trying out some of the suggested methods; reviewing the data collected and explaining how they might change the way they collect data next time ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E1 ###### Plain text discussing methods of collecting data to answer a question, such as “What types of rubbish are found in the playground?”, sharing ideas and trying out some of the suggested methods; reviewing the data collected and explaining how they might change the way they collect data next time ###### Record type illustrative_elaboration ###### Source row 17294 ##### Acara-v9:learning areas:ac9m1st01 e2 ###### Attributes ###### Code AC9M1ST01_E2 ###### Elaboration collecting and recording information on a topic of interest using lists; for example, “how many people follow a particular football team” or “what colour eyes each person has”; examining the data, to generate some questions that it could answer, then rearranging the data or collecting different data to answer the question ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E2 ###### Plain text collecting and recording information on a topic of interest using lists; for example, “how many people follow a particular football team” or “what colour eyes each person has”; examining the data, to generate some questions that it could answer, then rearranging the data or collecting different data to answer the question ###### Record type illustrative_elaboration ###### Source row 17295 ##### Acara-v9:learning areas:ac9m1st01 e3 ###### Attributes ###### Code AC9M1ST01_E3 ###### Elaboration creating a tally to record data while observing events such as the year level of students using the bike shed; deciding on the possible categories before the observations are taken, then reviewing the data afterwards to notice whether the tally was effective ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E3 ###### Plain text creating a tally to record data while observing events such as the year level of students using the bike shed; deciding on the possible categories before the observations are taken, then reviewing the data afterwards to notice whether the tally was effective ###### Record type illustrative_elaboration ###### Source row 17296 ##### Acara-v9:learning areas:ac9m1st01 e4 ###### Attributes ###### Code AC9M1ST01_E4 ###### Elaboration using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E4 ###### Plain text using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar ###### Record type illustrative_elaboration ###### Source row 17297 ##### Acara-v9:learning areas:ac9m1st01 e5 ###### Attributes ###### Code AC9M1ST01_E5 ###### Elaboration role-playing being a chatbot asking simple yes/no questions and collecting data, and representing the data using virtual manipulatives, stickers or emojis ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E5 ###### Plain text role-playing being a chatbot asking simple yes/no questions and collecting data, and representing the data using virtual manipulatives, stickers or emojis ###### Record type illustrative_elaboration ###### Source row 17298 ##### Acara-v9:learning areas:ac9m1st01 e6 ###### Attributes ###### Code AC9M1ST01_E6 ###### Elaboration exploring ways of representing, sharing and communicating data through stories and symbols used by First Nations Australians ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E6 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E6 ###### Plain text exploring ways of representing, sharing and communicating data through stories and symbols used by First Nations Australians ###### Record type illustrative_elaboration ###### Source row 17299 ##### Acara-v9:learning areas:ac9m1st02 ###### Attributes ###### Code AC9M1ST02 ###### Content description represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02 ###### Plain text represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings ###### Record type content_description ###### Source row 17300 ##### Acara-v9:learning areas:ac9m1st02 e1 ###### Attributes ###### Code AC9M1ST02_E1 ###### Elaboration creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories, then reflecting on the chosen categories and deciding whether they were helpful ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E1 ###### Plain text creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories, then reflecting on the chosen categories and deciding whether they were helpful ###### Record type illustrative_elaboration ###### Source row 17301 ##### Acara-v9:learning areas:ac9m1st02 e2 ###### Attributes ###### Code AC9M1ST02_E2 ###### Elaboration translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category and explaining how the tally chart answers the question ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E2 ###### Plain text translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category and explaining how the tally chart answers the question ###### Record type illustrative_elaboration ###### Source row 17302 ##### Acara-v9:learning areas:ac9m1st02 e3 ###### Attributes ###### Code AC9M1ST02_E3 ###### Elaboration recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E3 ###### Plain text recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed ###### Record type illustrative_elaboration ###### Source row 17303 ##### Acara-v9:learning areas:ac9m1st02 e4 ###### Attributes ###### Code AC9M1ST02_E4 ###### Elaboration representing data with objects and drawings where one object or drawing represents one data value; describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E4 ###### Plain text representing data with objects and drawings where one object or drawing represents one data value; describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses ###### Record type illustrative_elaboration ###### Source row 17304 ##### Acara-v9:learning areas:ac9m1st02 e5 ###### Attributes ###### Code AC9M1ST02_E5 ###### Elaboration discussing what data frequency means in terms of the total count for a particular category and relating the highest frequency to being the most popular category in the collected data ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E5 ###### Plain text discussing what data frequency means in terms of the total count for a particular category and relating the highest frequency to being the most popular category in the collected data ###### Record type illustrative_elaboration ###### Source row 17305 ##### Acara-v9:learning areas:ac9m1st02 e6 ###### Attributes ###### Code AC9M1ST02_E6 ###### Elaboration exploring First Nations Australian children’s instructive games; for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, representing and discussing the results ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E6 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E6 ###### Plain text exploring First Nations Australian children’s instructive games; for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, representing and discussing the results ###### Record type illustrative_elaboration ###### Source row 17306 ##### Acara-v9:achievement standards:20aced2e724b21ef ###### Attributes ###### Achievement standard

By the end of Year 1, students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections into equal groups and skip count in twos, fives or tens to quantify collections to at least 120. They solve problems involving addition and subtraction of numbers to 20 and use mathematical modelling to solve practical problems involving addition, subtraction, equal sharing and grouping, using calculation strategies. Students use numbers, symbols and objects to create skip counting and repeating patterns, identifying the repeating unit.

They compare and order objects and events based on the attributes of length, mass, capacity and duration, communicating reasoning. Students measure the length of shapes and objects using uniform informal units. They make, compare and classify shapes and objects using obvious features. Students give and follow directions to move people and objects within a space.

They collect and record categorical data, create one-to-one displays, and compare and discuss the data using frequencies.

###### Learning area Mathematics ###### Level Year 1 ###### Pathway [Genuinely empty own space] ###### Sequence [Genuinely empty own space] ###### Subject Mathematics ###### Code null ###### Collection achievement_standards ###### Id acara-v9:achievement_standards:20aced2e724b21ef ###### Plain text By the end of Year 1, students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections into equal groups and skip count in twos, fives or tens to quantify collections to at least 120. They solve problems involving addition and subtraction of numbers to 20 and use mathematical modelling to solve practical problems involving addition, subtraction, equal sharing and grouping, using calculation strategies. Students use numbers, symbols and objects to create skip counting and repeating patterns, identifying the repeating unit. They compare and order objects and events based on the attributes of length, mass, capacity and duration, communicating reasoning. Students measure the length of shapes and objects using uniform informal units. They make, compare and classify shapes and objects using obvious features. Students give and follow directions to move people and objects within a space. They collect and record categorical data, create one-to-one displays, and compare and discuss the data using frequencies. ###### Record type achievement_standard ###### Source row 224 ### Plan #### Annual context ##### Historical YEAR-SEQUENCE.md exact29September/1October organiser; stale availability rows stay dated historical prose. Current material status is given above. ##### Week15 Share fairly with objects — AC9M1N06 ##### Week16 Group collections and explain leftover cases — AC9M1N06 #### Assessment ##### Handoffs Every future staff case has native matching neutral source, separate four-response page, exact matched V13–20SVG/full alternative and each of its four full NEXT pages. Ordinary seven-heading paper is visibly different. ##### Role Staff/adult only criteria/worked/full next accounts, separate from neutral child source/own route. Eight four-component families,32 criteria and32 fully taught unrelated next jobs; no automatic grade. ##### Support Teach requested component first; record full source exposure, actual reading/access versus mathematical hints and first unchanged work. Split components. A repeated case is supported practice. First/later labels are not calibrated familiarity/complexity bands. #### Main ##### 1 ###### Code AC9M1N06 ###### Contribution Main partial advance: explicitly teach whole-card equal sharing, fixed-size grouping, leftover meaning and repeated equal-group whole requests within20 through useful labelled kit jobs; diagrams/objects/directed alternatives now written, virtual helper only specified. No symbol fluency or complete individual mastery claim. ###### Limit Written teaching opportunity only; full literal description/illustrations retain their wider meaning. ###### Scope partial ##### 2 ###### Code AC9M1N04 ###### Contribution Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy. ###### Limit Written teaching opportunity only; full literal description/illustrations retain their wider meaning. ###### Scope partial ##### 3 ###### Code AC9M1N02 ###### Contribution Selected equal part-whole composition/checks within20; no full tens/ones or two-digit partitioning range. ###### Limit Written teaching opportunity only; full literal description/illustrations retain their wider meaning. ###### Scope partial ##### 4 ###### Code AC9M1N01 ###### Contribution Read/name selected within20 quantities and result units; not representation/order to at least120. ###### Limit Written teaching opportunity only; full literal description/illustrations retain their wider meaning. ###### Scope partial #### Native definition ##### Not new acquisition true ##### Slots 1062 ##### States ###### Absent 616 ###### Empty 2 ###### Nonempty 444 ###### Present 446 ##### Universe Actual88Learning-area rows A:L and oneAchievement-standard row A:F; native raw cell types/values/empty/absent distinguished. Raw historical acquisition remains exact. #### Outside ##### Ac9m1a01 Skip counting is an optional previously taught check, not a taught assessed twos/fives/tens sequence in this bank. ##### Ac9m1a02 Named places/dealing rounds are not a taught repeating-pattern unit task. ##### Ac9m1m01 Counted card quantities are not measured length/mass/capacity/duration. ##### Ac9m1m02 No uniform informal-unit length measurement. ##### Ac9m1m03 Flexible lesson minutes/day labels are adult planning, not taught calendar/time knowledge. ##### Ac9m1n03 Small equal groups support later teaching but do not complete collections to at least120 or required skip-counting range. ##### Ac9m1n05 Recombining equal parts can maintain earlier additive work, but this fortnight’s new jobs teach sharing/grouping. No new simple money transaction or whole additive-modelling attainment claim;13–14accepted written teaching is attributed separately. ##### Ac9m1sp01 Card/kit outlines do not assess shape classification. ##### Ac9m1sp02 Accessible object-moving directions alone do not assess positional/pathway description. ##### Ac9m1st01 Fictional card counts are not child-acquired categorical survey data. ##### Ac9m1st02 Two model versions are not a collected categorical-frequency comparison. #### Reader start ##### Child invitation Can you make a kit guide someone can actually use? Pick a tiny pretend job. Show where each piece goes. Name what your answer counts. ##### Entry Count a fresh four- or six-member collection once; name known whole/places and compare two small amounts. Teach fresh one-to-each rounds with a model before expecting independence. A child can direct objects, draw, speak, sign, use AAC or pause; do not diagnose a neurotype or fixed style. ##### Languages Australian English original. Human-reviewed language variants need exact mathematics/source/criteria parity, consent and cultural ownership. No claimed current multilingual/First Nations translation corpus. ##### Parent door Choose a5–8minute home offer, read the whole first job and use its own adult guidance only after a first try. Its later job includes complete distinct quantities and matching teaching. No printer/device/real purchase needed; stop or return later. ##### Progression The exact dated annual sequence puts Week15 equal sharing with objects and Week16 grouping/leftovers under AC9M1N06. Accepted13–14 written work developed additive/money relationships within20 and explicitly left N06 untaught. This new bank introduces the relationships, rather than presuming mastery. The13–14 actual Source author is closed and still awaits its separate different Source/native gates; no publication status inferred. ##### Reviewer door All10 full lessons,30 complete routes,20 contexts,10home/two-session projects/blank worksheet/readaloud,32 individual held-to-next chains and20 whole future brief/alternatives are present. This is the author’s full written candidate; a different whole critic and Root acknowledgment precede Source/assets/runtime construction. ##### Status Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. ##### Student door Choose objects, marks, words, signing or a helper who follows your choices. One route is enough. Your own spaces start empty. The useful outcome can stay private. ##### Teacher door Read the full day and choose one of three practical routes. Introduce that whole ordinary source; retain a first try before the adult model. Use a specific full next lesson after observed difficulty. Held four-prompt cases require component teaching and source-exposure checks; staff answers are kept out of future own pages. ##### Time Term2 is the40-week planning partition. Current2026Queenslandterms are10weeks; Days71–80 are flexible sequence slots, not calendar attendance or a year-complete promise. Durations unpiloted; adapt to actual needs. ##### Title Year 1 Maths · share it, pack it, explain it · Term2 Weeks15–16 / Days71–80 #### Record opportunities ##### Acara-v9:learning areas:matmaty1 ###### Code MATMATY1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:MATMATY1 ###### Opportunity Whole Year1 context retained; curiosity, practical models and explain/check opportunities are partial contributions. No evidence for all proficiency/strands or year completion. ###### Record type level_description ###### Source row 17219 ##### Acara-v9:learning areas:matmaty1 1num ###### Code MATMATY1_1NUM ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:MATMATY1_1NUM ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type strand ###### Source row 17220 ##### Acara-v9:learning areas:ac9m1n01 ###### Code AC9M1N01 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N01 ###### Opportunity Read/name selected within20 quantities and result units; not representation/order to at least120. ###### Record type content_description ###### Source row 17221 ##### Acara-v9:learning areas:ac9m1n01 e1 ###### Code AC9M1N01_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N01_E1 ###### Opportunity Read/name selected within20 quantities and result units; not representation/order to at least120. ###### Record type illustrative_elaboration ###### Source row 17222 ##### Acara-v9:learning areas:ac9m1n01 e2 ###### Code AC9M1N01_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N01_E2 ###### Opportunity Read/name selected within20 quantities and result units; not representation/order to at least120. ###### Record type illustrative_elaboration ###### Source row 17223 ##### Acara-v9:learning areas:ac9m1n01 e3 ###### Code AC9M1N01_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N01_E3 ###### Opportunity Read/name selected within20 quantities and result units; not representation/order to at least120. ###### Record type illustrative_elaboration ###### Source row 17224 ##### Acara-v9:learning areas:ac9m1n01 e4 ###### Code AC9M1N01_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N01_E4 ###### Opportunity Read/name selected within20 quantities and result units; not representation/order to at least120. ###### Record type illustrative_elaboration ###### Source row 17225 ##### Acara-v9:learning areas:ac9m1n02 ###### Code AC9M1N02 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N02 ###### Opportunity Selected equal part-whole composition/checks within20; no full tens/ones or two-digit partitioning range. ###### Record type content_description ###### Source row 17226 ##### Acara-v9:learning areas:ac9m1n02 e1 ###### Code AC9M1N02_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N02_E1 ###### Opportunity Selected equal part-whole composition/checks within20; no full tens/ones or two-digit partitioning range. ###### Record type illustrative_elaboration ###### Source row 17227 ##### Acara-v9:learning areas:ac9m1n02 e2 ###### Code AC9M1N02_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N02_E2 ###### Opportunity Selected equal part-whole composition/checks within20; no full tens/ones or two-digit partitioning range. ###### Record type illustrative_elaboration ###### Source row 17228 ##### Acara-v9:learning areas:ac9m1n02 e3 ###### Code AC9M1N02_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N02_E3 ###### Opportunity Selected equal part-whole composition/checks within20; no full tens/ones or two-digit partitioning range. ###### Record type illustrative_elaboration ###### Source row 17229 ##### Acara-v9:learning areas:ac9m1n03 ###### Code AC9M1N03 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N03 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17230 ##### Acara-v9:learning areas:ac9m1n03 e1 ###### Code AC9M1N03_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N03_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17231 ##### Acara-v9:learning areas:ac9m1n03 e2 ###### Code AC9M1N03_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N03_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17232 ##### Acara-v9:learning areas:ac9m1n03 e3 ###### Code AC9M1N03_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N03_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17233 ##### Acara-v9:learning areas:ac9m1n04 ###### Code AC9M1N04 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N04 ###### Opportunity Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy. ###### Record type content_description ###### Source row 17234 ##### Acara-v9:learning areas:ac9m1n04 e1 ###### Code AC9M1N04_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N04_E1 ###### Opportunity Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy. ###### Record type illustrative_elaboration ###### Source row 17235 ##### Acara-v9:learning areas:ac9m1n04 e2 ###### Code AC9M1N04_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N04_E2 ###### Opportunity Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy. ###### Record type illustrative_elaboration ###### Source row 17236 ##### Acara-v9:learning areas:ac9m1n04 e3 ###### Code AC9M1N04_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N04_E3 ###### Opportunity Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy. ###### Record type illustrative_elaboration ###### Source row 17237 ##### Acara-v9:learning areas:ac9m1n04 e4 ###### Code AC9M1N04_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N04_E4 ###### Opportunity Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy. ###### Record type illustrative_elaboration ###### Source row 17238 ##### Acara-v9:learning areas:ac9m1n04 e5 ###### Code AC9M1N04_E5 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N04_E5 ###### Opportunity Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy. ###### Record type illustrative_elaboration ###### Source row 17239 ##### Acara-v9:learning areas:ac9m1n05 ###### Code AC9M1N05 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N05 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17240 ##### Acara-v9:learning areas:ac9m1n05 e1 ###### Code AC9M1N05_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N05_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17241 ##### Acara-v9:learning areas:ac9m1n05 e2 ###### Code AC9M1N05_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N05_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17242 ##### Acara-v9:learning areas:ac9m1n05 e3 ###### Code AC9M1N05_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N05_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17243 ##### Acara-v9:learning areas:ac9m1n06 ###### Code AC9M1N06 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N06 ###### Opportunity Main partial advance: explicitly teach whole-card equal sharing, fixed-size grouping, leftover meaning and repeated equal-group whole requests within20 through useful labelled kit jobs; diagrams/objects/directed alternatives now written, virtual helper only specified. No symbol fluency or complete individual mastery claim. ###### Record type content_description ###### Source row 17244 ##### Acara-v9:learning areas:ac9m1n06 e1 ###### Code AC9M1N06_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N06_E1 ###### Opportunity Illustrative inspiration only: repeated equal groups/whole-kit requests and count/recombine are explicit small-card tasks; exact ACARA example is not copied as a mandatory activity. ###### Record type illustrative_elaboration ###### Source row 17245 ##### Acara-v9:learning areas:ac9m1n06 e2 ###### Code AC9M1N06_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N06_E2 ###### Opportunity Illustrative inspiration only: equal sharing uses other whole-card jobs, not the exact domino example. No elaboration becomes a compulsory requirement. ###### Record type illustrative_elaboration ###### Source row 17246 ##### Acara-v9:learning areas:ac9m1n06 e3 ###### Code AC9M1N06_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1N06_E3 ###### Opportunity Context retained, no equivalent denomination-coin/equal-money task. Prior money work is not evidence for this elaboration. ###### Record type illustrative_elaboration ###### Source row 17247 ##### Acara-v9:learning areas:matmaty1 2alg ###### Code MATMATY1_2ALG ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:MATMATY1_2ALG ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type strand ###### Source row 17248 ##### Acara-v9:learning areas:ac9m1a01 ###### Code AC9M1A01 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A01 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17249 ##### Acara-v9:learning areas:ac9m1a01 e1 ###### Code AC9M1A01_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A01_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17250 ##### Acara-v9:learning areas:ac9m1a01 e2 ###### Code AC9M1A01_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A01_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17251 ##### Acara-v9:learning areas:ac9m1a01 e3 ###### Code AC9M1A01_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A01_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17252 ##### Acara-v9:learning areas:ac9m1a01 e4 ###### Code AC9M1A01_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A01_E4 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17253 ##### Acara-v9:learning areas:ac9m1a01 e5 ###### Code AC9M1A01_E5 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A01_E5 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17254 ##### Acara-v9:learning areas:ac9m1a01 e6 ###### Code AC9M1A01_E6 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A01_E6 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17255 ##### Acara-v9:learning areas:ac9m1a02 ###### Code AC9M1A02 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A02 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17256 ##### Acara-v9:learning areas:ac9m1a02 e1 ###### Code AC9M1A02_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A02_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17257 ##### Acara-v9:learning areas:ac9m1a02 e2 ###### Code AC9M1A02_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A02_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17258 ##### Acara-v9:learning areas:ac9m1a02 e3 ###### Code AC9M1A02_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A02_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17259 ##### Acara-v9:learning areas:ac9m1a02 e4 ###### Code AC9M1A02_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A02_E4 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17260 ##### Acara-v9:learning areas:ac9m1a02 e5 ###### Code AC9M1A02_E5 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A02_E5 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17261 ##### Acara-v9:learning areas:ac9m1a02 e6 ###### Code AC9M1A02_E6 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1A02_E6 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17262 ##### Acara-v9:learning areas:matmaty1 3mea ###### Code MATMATY1_3MEA ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:MATMATY1_3MEA ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type strand ###### Source row 17263 ##### Acara-v9:learning areas:ac9m1m01 ###### Code AC9M1M01 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M01 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17264 ##### Acara-v9:learning areas:ac9m1m01 e1 ###### Code AC9M1M01_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M01_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17265 ##### Acara-v9:learning areas:ac9m1m01 e2 ###### Code AC9M1M01_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M01_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17266 ##### Acara-v9:learning areas:ac9m1m01 e3 ###### Code AC9M1M01_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M01_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17267 ##### Acara-v9:learning areas:ac9m1m01 e4 ###### Code AC9M1M01_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M01_E4 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17268 ##### Acara-v9:learning areas:ac9m1m01 e5 ###### Code AC9M1M01_E5 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M01_E5 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17269 ##### Acara-v9:learning areas:ac9m1m02 ###### Code AC9M1M02 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M02 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17270 ##### Acara-v9:learning areas:ac9m1m02 e1 ###### Code AC9M1M02_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M02_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17271 ##### Acara-v9:learning areas:ac9m1m02 e2 ###### Code AC9M1M02_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M02_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17272 ##### Acara-v9:learning areas:ac9m1m02 e3 ###### Code AC9M1M02_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M02_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17273 ##### Acara-v9:learning areas:ac9m1m02 e4 ###### Code AC9M1M02_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M02_E4 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17274 ##### Acara-v9:learning areas:ac9m1m03 ###### Code AC9M1M03 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M03 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17275 ##### Acara-v9:learning areas:ac9m1m03 e1 ###### Code AC9M1M03_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M03_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17276 ##### Acara-v9:learning areas:ac9m1m03 e2 ###### Code AC9M1M03_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M03_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17277 ##### Acara-v9:learning areas:ac9m1m03 e3 ###### Code AC9M1M03_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M03_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17278 ##### Acara-v9:learning areas:ac9m1m03 e4 ###### Code AC9M1M03_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M03_E4 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17279 ##### Acara-v9:learning areas:ac9m1m03 e5 ###### Code AC9M1M03_E5 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1M03_E5 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17280 ##### Acara-v9:learning areas:matmaty1 4spa ###### Code MATMATY1_4SPA ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:MATMATY1_4SPA ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type strand ###### Source row 17281 ##### Acara-v9:learning areas:ac9m1sp01 ###### Code AC9M1SP01 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1SP01 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17282 ##### Acara-v9:learning areas:ac9m1sp01 e1 ###### Code AC9M1SP01_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1SP01_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17283 ##### Acara-v9:learning areas:ac9m1sp01 e2 ###### Code AC9M1SP01_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1SP01_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17284 ##### Acara-v9:learning areas:ac9m1sp01 e3 ###### Code AC9M1SP01_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1SP01_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17285 ##### Acara-v9:learning areas:ac9m1sp01 e4 ###### Code AC9M1SP01_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1SP01_E4 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17286 ##### Acara-v9:learning areas:ac9m1sp02 ###### Code AC9M1SP02 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1SP02 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17287 ##### Acara-v9:learning areas:ac9m1sp02 e1 ###### Code AC9M1SP02_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1SP02_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17288 ##### Acara-v9:learning areas:ac9m1sp02 e2 ###### Code AC9M1SP02_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1SP02_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17289 ##### Acara-v9:learning areas:ac9m1sp02 e3 ###### Code AC9M1SP02_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1SP02_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17290 ##### Acara-v9:learning areas:ac9m1sp02 e4 ###### Code AC9M1SP02_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1SP02_E4 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17291 ##### Acara-v9:learning areas:matmaty1 5sta ###### Code MATMATY1_5STA ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:MATMATY1_5STA ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type strand ###### Source row 17292 ##### Acara-v9:learning areas:ac9m1st01 ###### Code AC9M1ST01 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST01 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17293 ##### Acara-v9:learning areas:ac9m1st01 e1 ###### Code AC9M1ST01_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST01_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17294 ##### Acara-v9:learning areas:ac9m1st01 e2 ###### Code AC9M1ST01_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST01_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17295 ##### Acara-v9:learning areas:ac9m1st01 e3 ###### Code AC9M1ST01_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST01_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17296 ##### Acara-v9:learning areas:ac9m1st01 e4 ###### Code AC9M1ST01_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST01_E4 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17297 ##### Acara-v9:learning areas:ac9m1st01 e5 ###### Code AC9M1ST01_E5 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST01_E5 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17298 ##### Acara-v9:learning areas:ac9m1st01 e6 ###### Code AC9M1ST01_E6 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST01_E6 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17299 ##### Acara-v9:learning areas:ac9m1st02 ###### Code AC9M1ST02 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST02 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type content_description ###### Source row 17300 ##### Acara-v9:learning areas:ac9m1st02 e1 ###### Code AC9M1ST02_E1 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST02_E1 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17301 ##### Acara-v9:learning areas:ac9m1st02 e2 ###### Code AC9M1ST02_E2 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST02_E2 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17302 ##### Acara-v9:learning areas:ac9m1st02 e3 ###### Code AC9M1ST02_E3 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST02_E3 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17303 ##### Acara-v9:learning areas:ac9m1st02 e4 ###### Code AC9M1ST02_E4 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST02_E4 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17304 ##### Acara-v9:learning areas:ac9m1st02 e5 ###### Code AC9M1ST02_E5 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST02_E5 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17305 ##### Acara-v9:learning areas:ac9m1st02 e6 ###### Code AC9M1ST02_E6 ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:learning_areas:AC9M1ST02_E6 ###### Opportunity Context retained; no taught or assessed contribution to this whole record in this fortnight. ###### Record type illustrative_elaboration ###### Source row 17306 ##### Acara-v9:achievement standards:20aced2e724b21ef ###### Code null ###### Evidence limit A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components. ###### Id acara-v9:achievement_standards:20aced2e724b21ef ###### Opportunity Whole standard retained; small sharing/grouping models and useful answer explanations can contribute only where actually observed, taught and supported. No annual on-balance decision or whole-standard attainment. ###### Record type achievement_standard ###### Source row 224 #### Rights workflow ##### Assessment The32 component criteria guide specific taught opportunities with shown/not yet shown/not observed, first work and actual support. Whole-year achievement/AP/MC/WW/EX/BA folio judgement belongs to teacher moderation under current QCAA conditions. No automated grades, attained-year claims or sample-child success. ##### Audio and assets Written transcripts/full future briefs only. No15–16 recording, SVG/PNG, live helper, classroom test or native assistive-technology acceptance; those need separate construction, whole Source/art critique and actual supported native review before publication. ##### Edit and review Copy the full resource/version identity and choose a concrete change. Keep the old original, mark your new source/quantities and reason, preserve full source/criterion/next/aid coupling and submit a separate reviewable copy. A future submission route must ask consent before sending and let the educator inspect the entire proposed change. This written proposal sends nothing and creates no live submission service. Keep pupil names/work private unless separately authorised. ##### Local workflow Pick a relevant simple question, such as making paper-kit starts for willing participants. Count a safe permitted collection directly and record date, quantity, unit, purpose and the actual counter—not assumed class enrolment. For external information use the responsible primary provider, capture exact URL/date/short supported claim, locality/year/unit and item reuse/cultural permissions. Keep unverified/failed providers marked candidate. Make a new complete source identity and check every resulting mathematical model, prompt, criterion, alternative and staff answer before use; preserve the original fictional version. ##### Original © NeuroForgeIO Pty Ltd2026. Original lesson prose, prompts, data, proposed briefs/alternatives and written scripts: CC BY4.0. Original reconstruction/check code: Apache2.0. Complete official licence texts are included without rewriting; provider curriculum/rights and learner data retain their own terms. ##### Rights boundaries Current primary terms are linked in PRIMARY-REVIEW; historical provider notices remain attributed below. Core CC licences do not grant use of logos/design, restricted teacher/media resources, third-party/student samples or ICIP. Do not invent Indigenous names, stories or language translations. Seek authorised community-led review/permission where relevant; make neutral original labels until then. No ACARA/QCAA affiliation/endorsement. ##### Source All tasks are original explicitly fictional whole-card collections within20. They do not assert real classroom/housing/retail stock or prices. Exact89national records/raw provenance/historical annual sequence carry unchanged from accepted13–14 writing; whole provider identities/dates are preserved. #### Status Original written proposal only. No Weeks 15–16 generated pages, artwork, recordings or working helper. Different whole written critique precedes Source construction; native use and classroom evidence remain separate. #### Title Year 1 Maths · share it, pack it, explain it · Term2 Weeks15–16 / Days71–80 ### Primary #### Current ##### Acquisition boundary NATIONAL89/RAW89/YEAR-SEQUENCE/INHERITED-ACQUISITION remain exact prior files;29September workbook provenance and13October predecessor check are not relabelled as this author acquisition. No new workbook/HTTP receipt invented. Council403 in inherited accounts stays held. ##### Current reads ###### 1 ###### Actual scope Full parsed136lines, whole achievement/content alignment including N06; no new raster inspection. ###### Adoption Check equal-sharing/grouping alignment against the whole Year1 standard; a small bank does not prove annual attainment. ###### Edition March2023;2pages ###### Evidence turn3237view0 ###### Provider QCAA ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/curriculum/ac9_maths_yr1_as_cd_alignment.pdf ###### 2 ###### Actual scope Targeted parsed folio/proficiency and Number sections; visible beginning1–235 and targeted Number330–389/tail430–616. Some tool output truncated. Do not claim this author freshly read every page. Predecessor full read retained as attribution. ###### Adoption Use supported first component evidence and a moderated annual folio; first/later is not an official difficulty band or automatic AP/MC/WW/EX/BA grade. ###### Edition April2025;9pages ###### Evidence turn3237view1/turn3238view0 ###### Provider QCAA ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_se_yr1.pdf ###### 3 ###### Actual scope Full152parsedlines personally read, no pixel/layout acceptance. ###### Adoption Plan a balance of assessment techniques across the program. Permit separated components and appropriate practical, written, spoken, signed or multimodal access; retain the mathematical construct and actual support. ###### Edition October2023;3pages ###### Evidence turn3239view0 ###### Provider QCAA ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_technique_cond_yr1-2.pdf ###### 4 ###### Actual scope Full189parsedlines personally read; examples are contextual illustrative evidence, not mandatory official grades for our cases. ###### Adoption Judge familiarity against actual teaching and exposure, and complexity against the work requested. Novel names do not establish unfamiliarity; our small collections do not complete the120range. ###### Edition 2025;1page ###### Evidence turn3243view0 ###### Provider QCAA ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_create_questions_complex_familiar_yr1.pdf ###### 5 ###### Actual scope Full operative17sections16–209parsedlines personally read in turn3244view1, earlier partialread retained. ###### Adoption Covered core curriculum has CC BY4.0 conditions. Preserve item exclusions, third-party restrictions, ICIP protocols, attribution and nonendorsement. Do not invent First Nations language translations or reuse restricted examples. ###### Edition Page states April2021; retrieved13October2026 ###### Evidence turn3244view1 ###### Provider ACARA ###### Url https://www.australiancurriculum.edu.au/copyright-and-terms-of-use ###### 6 ###### Actual scope Operative grant/exceptions/attribution/third-party/student-media sections222–271 personally read; navigation is not a content reading. ###### Adoption Covered QCAA material is CC BY4.0 with exclusions. Keep linked attribution and Modified from where adapted; student work/media, glossary, marks and third-party content are separate. No endorsement. ###### Edition Current operative page; publication items have their own dates ###### Evidence turn3245view0 ###### Provider QCAA ###### Url https://www.qcaa.qld.edu.au/copyright ###### 7 ###### Actual scope Actual current2026term section123–150 parsed; no fullcalendar/classroomattendance claim. ###### Adoption All2026terms are10weeks. Weeks15–16 belong to our Term2 planning partition; Days71–80 are flexible sequence slots, not promised school attendance dates. ###### Edition Lastupdated22January2026 ###### Evidence turn3245view1 ###### Provider Queensland Department of Education ###### Url https://education.qld.gov.au/about/Pages/termDates.aspx ##### Facts All task collections are explicitly fictional whole-card jobs. Mathematical results are independently checked. No live local price, stock, enrolment, weather, household collection or student success is asserted. A factual local example needs an actual primary URL/date/permission and bounded claim or a recorded direct count of a safe permitted collection, plus an entirely new reviewed source and coupled questions/models/criteria/aids. ##### Method Actual web parsed primary readings. Parsed text is not PDF pixel inspection or a new workbook download. Earlier acquisition/whole-review dates remain inherited and unchanged. ##### Review date 2026-10-13 #### Inherited exact attributed ##### Boundary Fresh authority reading is distinct from inherited acquisitions. Failed bodies and dates are preserved. No source images/runtime generated. ##### Current ###### Date brisbane 13 October 2026 ###### Documents ###### 1 ###### Adoption Map particular additive and modelling aspects to taught evidence; preserve wider descriptions and standard as open. ###### Edition March2023 ·2pages ###### Scope Full parsed operative text personally read. Native request403 retained, not downloaded PDF/diagram inspection. ###### Title QCAA Year1 alignment ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/curriculum/ac9_maths_yr1_as_cd_alignment.pdf ###### 2 ###### Adoption AP/MC/WW/EX/BA describe qualities across a folio through on-balance teacher judgement. Understanding, fluency, reasoning and problem-solving are connected. These32original checks do not replicate or calibrate that official scale. ###### Edition April2025 ·9pages ###### Scope Full parsed operative body personally read. Native403 retained; matrix text read, no inspected diagram/layout claim. ###### Title QCAA Year1 standards elaborations ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_se_yr1.pdf ###### 3 ###### Adoption Use suitable project, observation or supervised opportunities, allow practical/oral/scribed modes and split components while retaining the construct. Note support and retain first work. Actual teacher observation is separate from a written answer. ###### Edition October2023 ·3pages ###### Scope Complete parsed operative text read; native403 retained. ###### Title QCAA Years1–2 techniques and conditions ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_technique_cond_yr1-2.pdf ###### 4 ###### Adoption Prior teaching and actual encounters determine familiarity and complexity; first/later labels alone do not. Our new source contexts remain original. ###### Edition 2025 ·1page ###### Scope Complete parsed text read; native403 retained. ###### Title QCAA Year1 complexity and familiarity ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_create_questions_complex_familiar_yr1.pdf ###### 5 ###### Adoption Plan provision, year/band and units with prior learning and evidence; keep mathematics each semester and annual200-hour guidance separate from this flexible fortnight. Differentiate contexts, modes and pace, consult the child/parents where appropriate and monitor focused support. Retain task/criteria/response/support in a folio; a school judges consistent and recent evidence, not our counts. ###### Edition January2026 ·44-page document ###### Scope Only complete operative printed pages3–4,8–9,11,14–15,26–27 personally read as parsed text. No whole44-page/diagram/native-acquisition claim. ###### Title Queensland K–12 framework ###### Url https://education.qld.gov.au/curriculums/Documents/k-12-curriculum-assessment-reporting-framework.pdf ###### 6 ###### Adoption Core covered curriculum CC BY4.0 requires source attribution and modification/no-endorsement notices. Marks, media, teacher-support/third-party materials, restricted progressions and ICIP are separate. This does not grant cultural designs or translations. ###### Edition Page last updatedApril2021; read13October2026 ###### Scope Complete sections1–17 parsed text read; nativeHTML200 acquired. ###### Title ACARA terms ###### Url https://www.australiancurriculum.edu.au/copyright-and-terms-of-use ###### 7 ###### Adoption Covered material generally CC BY4.0 subject to item exceptions and alternative terms. Identify source/year and modification; marks, student media/work, glossaries and third-party items remain excluded. ###### Edition Page last updated23September2024; read13October2026 ###### Scope Complete operative current page text read; native403 retained. ###### Title QCAA copyright ###### Url https://www.qcaa.qld.edu.au/copyright ###### 8 ###### Adopted fact The current circulating coin list includes one-dollar and two-dollar denominations. ###### Edition Current page read13October2026 ###### Limit No actual prices/availability, coin photos/portraits/cultural designs/composition claims. Default marker stands for one pretend dollar; uniform markers are not mixed-denomination value counting. ###### Scope Full92-line parsed page and nativeHTTP200; only denomination fact adopted. ###### Title Royal Australian Mint circulating coins ###### Url https://www.ramint.gov.au/collect/national-coin-collection/circulating-coins ###### 9 ###### Adoption No child operational/local fact adopted. An adult may open/review a current provider page before creating a separate dated local job. No guessed hours, stock, prices or facilities. ###### Edition 13October2026 attempted ###### Scope Direct native403 and web403; candidate remains HELD. ###### Title Rockhampton Regional Library ###### Url https://www.rockhamptonregion.qld.gov.au/FacilitiesRecreation/Library ###### Limits Two attempted nonoperative URLs (earlier Mint learn route and QCAA hub) failed; operative URLs above are separate. No currently generated SVG/audio/runtime, native Browser, teaching pilot, verified translation, all states review, whole-year or learning-gain claim. Full acquired failure records are retained in PRIMARY-ATTEMPTS.json, and final PRIMARY-REVIEW includes them whole. ###### Local workflow Choose a nonpersonal, permitted collection/job the child cares about. Count the actual safe collection with the child; record date/place/permission/unit and distinguish observation from a provider claim. For an external statement, open the current primary page, identify its exact narrow claim and date and check reuse limits; if blocked/unclear, keep HELD. Make a new complete source with its own numbers and question; keep a separate teacher worked answer. Do not silently change held assessment sources or call fiction actual local stock. Invite a willing user to try the practical label/check. Record feedback, not promised gains. ###### National All89complete national plain meanings personally read; complete record attributes retained. Newly acquired actualHTTP200 workbook hashes exactly match the inherited29September snapshot. Direct selected native XML/raw/header checks must pass in the actual finite checker. Dates/attribution remain inherited; fresh date is recorded separately. ###### Rights Original prose, fictional sources, prompts, criteria, briefs/alternatives/transcripts: ©NeuroForgeIOPtyLtd2026 CC BY4.0; original creator/checker code Apache2.0. Provider curriculum and references carry own terms. No generated cultural translation, adopted third-party artwork/student media, official endorsement or purchase required. ###### Status Primary parsed-web operative reading and separate native acquisitions; no classroom/Browser/audio/translation acceptance. ##### Fresh native acquisitions ###### Date 13 October 2026 ###### Indexed reading separate Fresh official parsed web 2/9/3/1-page QCAA text and ACARA sections1–17 read; no native PDF diagram review. Mint current1/2dollar denominations verified; Council native403 stays held. ###### Original dates inherited acquisition/metadata/attributions remain exact ###### Records ###### 1 ###### Body scope acquisition hashes, not automatic full personal text reading ###### Bytes 2049917 ###### Date brisbane 13 October 2026 ###### Hashes ###### Blake2b 1276dee67e5107c09c94ea3a6b69d65de7781ecf6f7b4201b39b04640ca5aa3ce04dd7c364e9731ceeff2d4196a5c490888e6c7536cabb9ffe38d2baf6fb505f ###### Md5 125801ede1aeacbcb25692b21bde9b8d ###### Sha1 8ee1816b813da51e8f3f07fb83dd3cd8fb02c5e0 ###### Sha256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 ###### Sha3 256 08c3b83f7ee6b394cd9af5b6b429d9b0b22ce82c3fe8e526eb9ae726c2ca1f67 ###### Sha512 9ed5bd6c0244cad491961d09768c57ba80ce763fd49f9842fffd579f1bc6d9875778046c69888c633c8fb6d135a63286fb347010e3501a0d68f84a1d78cd332c ###### Matches inherited true ###### Requested https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx ###### Resolved https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx ###### Started utc 2026-10-12T21:59:23.381992+00:00 ###### Status 200 ###### Title workbook ###### 2 ###### Body scope failed native response, not acquired operative body ###### Date brisbane 13 October 2026 ###### Failure HTTP Error 403: Forbidden ###### Failure response bytes 5767 ###### Failure response sha256 ec68e57b75016f04f72e4eef7dfaf25aa585aaddacc01bfd24bb0bd42eac5e82 ###### Requested https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/curriculum/ac9_maths_yr1_as_cd_alignment.pdf ###### Retained failure text Just a moment...

###### Started utc 2026-10-12T21:59:25.174744+00:00 ###### Status 403 ###### Title QCAA alignment ###### 3 ###### Body scope failed native response, not acquired operative body ###### Date brisbane 13 October 2026 ###### Failure HTTP Error 403: Forbidden ###### Failure response bytes 5707 ###### Failure response sha256 92aff92f7fd96e3015da0fe980923303e7c134553391bded5ed4b4f22ce23beb ###### Requested https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_se_yr1.pdf ###### Retained failure text Just a moment...

###### Started utc 2026-10-12T21:59:25.344176+00:00 ###### Status 403 ###### Title QCAA SE ###### 4 ###### Body scope failed native response, not acquired operative body ###### Date brisbane 13 October 2026 ###### Failure HTTP Error 403: Forbidden ###### Failure response bytes 5770 ###### Failure response sha256 5757660ca8f6326405f17ba725b5fe7aa5b634747e0968a78716bcc6a8cf4946 ###### Requested https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_technique_cond_yr1-2.pdf ###### Retained failure text Just a moment...

###### Started utc 2026-10-12T21:59:25.440751+00:00 ###### Status 403 ###### Title QCAA conditions ###### 5 ###### Body scope failed native response, not acquired operative body ###### Date brisbane 13 October 2026 ###### Failure HTTP Error 403: Forbidden ###### Failure response bytes 5843 ###### Failure response sha256 6140d5609eea2e0e2324015270a2064aef3bd46ec7b9154c9a745f84f8bc8b88 ###### Requested https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_create_questions_complex_familiar_yr1.pdf ###### Retained failure text Just a moment...

###### Started utc 2026-10-12T21:59:25.537076+00:00 ###### Status 403 ###### Title QCAA familiarity ###### 6 ###### Body scope acquisition hashes, not automatic full personal text reading ###### Bytes 102851 ###### Date brisbane 13 October 2026 ###### Hashes ###### Blake2b 1de118a64a80bbae97fbe46d84edcedd6791a845e1467f24b1965557ea3d6673fe3ec07470a844f66e52a6fde6a81441e5804dafaca1381b13bd4ac550606913 ###### Md5 48fd2118c8e5a062472c582cba7e477f ###### Sha1 8523d29bded78e11a22ebb426273bdbd787acbf4 ###### Sha256 73a5399778025712b24d8c5de708469d5428d022685f3fb77f458c7f22b8d608 ###### Sha3 256 007c5ddabaa3957f0f646a27b1af93a272685123204037c43fc84b2f8e1069e6 ###### Sha512 247a4fdb3ca0b3433a1ca6d39aba8d2c94a2d38127185a385303d51a8ab4c194946c211872ac33a405e7167da5b41fcbd2678afee27e2a100a4dbdc0df6d020a ###### Requested https://www.australiancurriculum.edu.au/copyright-and-terms-of-use ###### Resolved https://www.australiancurriculum.edu.au/copyright-and-terms-of-use ###### Started utc 2026-10-12T21:59:25.633358+00:00 ###### Status 200 ###### Title ACARA terms ###### 7 ###### Body scope failed native response, not acquired operative body ###### Date brisbane 13 October 2026 ###### Failure HTTP Error 403: Forbidden ###### Failure response bytes 5490 ###### Failure response sha256 d92e194f4eb10e18c170b84e9fda540899e05f490fdbc6c51a6b628675c95a98 ###### Requested https://www.qcaa.qld.edu.au/copyright ###### Retained failure text Just a moment...

###### Started utc 2026-10-12T21:59:25.879875+00:00 ###### Status 403 ###### Title QCAA copyright ###### 8 ###### Body scope acquisition hashes, not automatic full personal text reading ###### Bytes 46077 ###### Date brisbane 13 October 2026 ###### Hashes ###### Blake2b 3b76b33962f6751581179378f75dfebf7246ac385200d3251038b086b96bab840d69eaf813e56aaccd2d8319935f0fe5f1225d1c71d37b4f9d3498dd93d40215 ###### Md5 e6bffcbcdaa37b549f0f403c16c8b8ed ###### Sha1 47cfdb4c23d8ef5c5d90d441ae288166d1d4800d ###### Sha256 759608a964d0eda0ef37f7bfec25d00885a4ccc93e507db8e9609b380f77444a ###### Sha3 256 ea627a183f561bc9901654643af9f41b3ea05bc4e1cf692ec1c9bd616aec2fe4 ###### Sha512 34cdbb8c890e2c1e33e49256102ee604b56925ee440c0751bdfd4caa8e115a6319caa94a9edb21cea5b1c4b05ef40e1f2e914556358cc76ef4ccf1306df1f959 ###### Requested https://www.ramint.gov.au/collect/national-coin-collection/circulating-coins ###### Resolved https://www.ramint.gov.au/collect/national-coin-collection/circulating-coins ###### Started utc 2026-10-12T21:59:25.975030+00:00 ###### Status 200 ###### Title Mint circulating ###### 9 ###### Body scope failed native response, not acquired operative body ###### Date brisbane 13 October 2026 ###### Failure HTTP Error 403: Forbidden ###### Failure response bytes 426 ###### Failure response sha256 261eb8d11dcc7660eefd70ddab35cc82dcd883cb84c39015b48237970115f85d ###### Requested https://www.rockhamptonregion.qld.gov.au/FacilitiesRecreation/Library ###### Retained failure text Access Denied

Access Denied

You don't have permission to access "http://www.rockhamptonregion.qld.gov.au/FacilitiesRecreation/Library" on this server.

Reference #18.24672817.1791842366.47276d8d

https://errors.edgesuite.net/18.24672817.1791842366.47276d8d

###### Started utc 2026-10-12T21:59:26.212402+00:00 ###### Status 403 ###### Title Council library ##### Inherited exact primary review ###### Date brisbane 2026-10-13 ###### Documents ###### 1 ###### Actual scope Whole two-page indexed text, achievement standard and all15 descriptions; direct native HTTP403 retained. ###### Document date March 2023 ###### Title QCAA Year1 standard and content alignment ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/curriculum/ac9_maths_yr1_as_cd_alignment.pdf ###### 2 ###### Actual scope Whole nine-page indexed text, all five performance columns, four proficiencies, notes and on-balance folio meanings; direct native HTTP403 retained. ###### Document date April 2025 ###### Title QCAA Year1 standard elaborations ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_se_yr1.pdf ###### 3 ###### Actual scope Whole three-page indexed text, project/observed/supervised modes, component splitting and support/construct conditions; direct native HTTP403 retained. ###### Document date October 2023 ###### Title QCAA assessment techniques and conditions Years1–2 ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_technique_cond_yr1-2.pdf ###### 4 ###### Actual scope Whole one-page indexed text and examples read. Examples not selected/copied. Actual prior learning determines familiarity; direct HTTP403 retained. ###### Document date 2025 ###### Title QCAA complexity/familiarity Year1 ###### Url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_create_questions_complex_familiar_yr1.pdf ###### 5 ###### Actual scope Whole operative indexed grant, exceptions, Modified from/source/year requirements read; direct HTTP403 retained. ###### Document date 23 September 2024 ###### Title QCAA copyright ###### Url https://www.qcaa.qld.edu.au/copyright ###### 6 ###### Actual scope Full sections1–17 personally read via official indexed text and native HTML acquired. Core curriculum grant, full five-paragraph acknowledgement, exclusions, ICIP, translation, update and nonendorsement boundaries retained. ###### Document date current page checked 13 October 2026 ###### Title ACARA terms ###### Url https://www.australiancurriculum.edu.au/copyright-and-terms-of-use ###### 7 ###### Actual scope Selected full pages3–4 requirements,9 planning,11 Years1–6 table/notes,14–15 differentiation,26–27 assessment read; direct complete44-page PDF acquired. Not a whole44-page personal review. ###### Document date January 2026 ###### Title Queensland K–12 Framework ###### Url https://education.qld.gov.au/curriculums/Documents/k-12-curriculum-assessment-reporting-framework.pdf ###### 8 ###### Actual scope Actual 2026 term dates and future-calendar gateway read; direct native HTML acquired. No dated2027 or family timetable claim. ###### Document date current 2026 page ###### Title Queensland school calendar ###### Url https://education.qld.gov.au/about-us/calendar/term-dates ###### 9 ###### Actual scope Whole indexed51-line gateway read; direct HTML acquired. Adult resource door only, no actual programme eligibility, hours, attendance or media selected. ###### Document date current gateway checked13October2026 ###### Title SLQ children and families ###### Url https://www.slq.qld.gov.au/discover/children-and-families ###### 10 ###### Actual scope Whole indexed99-line policy read; direct HTML acquired. Website text attribution grant separate from media, collection/ICIP, vendor e-resources and GenAI restriction. No licensed library content selected. ###### Document date approved11June2025 ###### Title SLQ copyright policy ###### Url https://www.slq.qld.gov.au/understanding-copyright ###### 11 ###### Actual scope Direct HTTP403 preserved. 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Native QCAA failed reads are distinct from successful indexed full readings. ###### National ###### Current bytes 2049917 ###### Current http 200 ###### Current requested url https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx ###### Current sha256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 ###### Current utc 2026-10-12T15:03:23Z ###### Inherited acquisition National metadata remains 29 September snapshot; predecessor direct acquisition 9 October retained exact. Fresh gateway/direct workbook 13 October retained with complete response bytes in author log; matches inherited workbook SHA exactly. ###### Limits No refreshed national wording difference is inferred from identical workbook bytes. Original metadata/acquisition dates are not silently rewritten. Native raw validation and personal whole89 semantic reading separate. ###### Status Fresh primary verification with direct/indexed boundaries ### Raw #### Complete present canonical attributes 446 #### Complete records 89 #### Fresh workbook exact predecessor true #### Raw cell fields 446 #### Records ##### Acara-v9:learning areas:matmaty1 ###### Canonical ###### Attributes ###### Code MATMATY1 ###### Learning area Mathematics ###### Level Year 1 ###### Level description

Students further develop proficiency and positive dispositions towards mathematics and its use as they:

use their curiosity and imagination to explore situations, recognise patterns in their environment and choose ways of representing their thinking when communicating with others
demonstrate that numbers can be represented, partitioned and composed in various ways, recognise patterns in numbers and extend their knowledge of numbers beyond 2 digits
use physical or virtual materials and diagrams when modelling practical problems through active learning experiences, recognise existing patterns, employ different strategies and discuss the reasonableness of answers
explain ways of making direct and indirect comparisons and begin to use uniform, informal units to measure some attributes
reason spatially and use spatial features to classify shapes and objects; they recognise these shapes and objects in their environment and use simple transformations, directions and pathways to move the positions of shapes and objects within a space
use simple surveys to collect and sort data, based on a question of interest, recognise that data can be represented in different ways, and explain patterns that they see in the results
develop a sense of equivalence, fairness, repetition and variability when they engage in play-based and practical activities

Students further develop proficiency and positive dispositions towards mathematics and its use as they:

use their curiosity and imagination to explore situations, recognise patterns in their environment and choose ways of representing their thinking when communicating with others
demonstrate that numbers can be represented, partitioned and composed in various ways, recognise patterns in numbers and extend their knowledge of numbers beyond 2 digits
use physical or virtual materials and diagrams when modelling practical problems through active learning experiences, recognise existing patterns, employ different strategies and discuss the reasonableness of answers
explain ways of making direct and indirect comparisons and begin to use uniform, informal units to measure some attributes
reason spatially and use spatial features to classify shapes and objects; they recognise these shapes and objects in their environment and use simple transformations, directions and pathways to move the positions of shapes and objects within a space
use simple surveys to collect and sort data, based on a question of interest, recognise that data can be represented in different ways, and explain patterns that they see in the results
develop a sense of equivalence, fairness, repetition and variability when they engage in play-based and practical activities

###### E17219 MATMATY1 ###### Id acara-v9:learning_areas:MATMATY1 ###### Raw row xml 31679316792643182231823 ###### Row 17219 ###### Sheet Learning areas ##### Acara-v9:learning areas:matmaty1 1num ###### Canonical ###### Attributes ###### Code MATMATY1_1NUM ###### Learning area Mathematics ###### Level Year 1 ###### Strand Number ###### Subject Mathematics ###### Code MATMATY1_1NUM ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1_1NUM ###### Plain text Number ###### Record type strand ###### Source row 17220 ###### Decoded cells ###### A17220 Mathematics ###### B17220 Mathematics ###### C17220 Year 1 ###### E17220 MATMATY1_1NUM ###### H17220 Number ###### Id acara-v9:learning_areas:MATMATY1_1NUM ###### Raw row xml 31679316792643182431684 ###### Row 17220 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n01 ###### Canonical ###### Attributes ###### Code AC9M1N01 ###### Content description recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N01 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N01 ###### Plain text recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts ###### Record type content_description ###### Source row 17221 ###### Decoded cells ###### A17221 Mathematics ###### B17221 Mathematics ###### C17221 Year 1 ###### E17221 AC9M1N01 ###### J17221 recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts ###### Id acara-v9:learning_areas:AC9M1N01 ###### Raw row xml 31679316792643182631825 ###### Row 17221 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n01 e1 ###### Canonical ###### Attributes ###### Code AC9M1N01_E1 ###### Elaboration reading, writing and naming numerals and ordering two-digit numbers from zero to at least $120$, using patterns within the natural number system, including numbers that look and sound similar; for example, $16, 60, 61$ and $66$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N01_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N01_E1 ###### Plain text reading, writing and naming numerals and ordering two-digit numbers from zero to at least $120$, using patterns within the natural number system, including numbers that look and sound similar; for example, $16, 60, 61$ and $66$ ###### Record type illustrative_elaboration ###### Source row 17222 ###### Decoded cells ###### A17222 Mathematics ###### B17222 Mathematics ###### C17222 Year 1 ###### E17222 AC9M1N01_E1 ###### K17222 reading, writing and naming numerals and ordering two-digit numbers from zero to at least $120$, using patterns within the natural number system, including numbers that look and sound similar; for example, $16, 60, 61$ and $66$ ###### Id acara-v9:learning_areas:AC9M1N01_E1 ###### Raw row xml 31679316792643182831827 ###### Row 17222 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n01 e2 ###### Canonical ###### Attributes ###### Code AC9M1N01_E2 ###### Elaboration using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging on an empty number line ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N01_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N01_E2 ###### Plain text using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging on an empty number line ###### Record type illustrative_elaboration ###### Source row 17223 ###### Decoded cells ###### A17223 Mathematics ###### B17223 Mathematics ###### C17223 Year 1 ###### E17223 AC9M1N01_E2 ###### K17223 using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging on an empty number line ###### Id acara-v9:learning_areas:AC9M1N01_E2 ###### Raw row xml 31679316792643183031829 ###### Row 17223 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n01 e3 ###### Canonical ###### Attributes ###### Code AC9M1N01_E3 ###### Elaboration using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to $99$; colour code the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N01_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N01_E3 ###### Plain text using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to $99$; colour code the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones ###### Record type illustrative_elaboration ###### Source row 17224 ###### Decoded cells ###### A17224 Mathematics ###### B17224 Mathematics ###### C17224 Year 1 ###### E17224 AC9M1N01_E3 ###### K17224 using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to $99$; colour code the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones ###### Id acara-v9:learning_areas:AC9M1N01_E3 ###### Raw row xml 31679316792643183231831 ###### Row 17224 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n01 e4 ###### Canonical ###### Attributes ###### Code AC9M1N01_E4 ###### Elaboration recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols; for example, through kanji numbers in Japanese and characters in Chinese, and that there are alternate numeration systems; for example, using special characters for $10$ and $100$ and other multiples of $10$ in Japanese and Chinese numeration ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N01_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N01_E4 ###### Plain text recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols; for example, through kanji numbers in Japanese and characters in Chinese, and that there are alternate numeration systems; for example, using special characters for $10$ and $100$ and other multiples of $10$ in Japanese and Chinese numeration ###### Record type illustrative_elaboration ###### Source row 17225 ###### Decoded cells ###### A17225 Mathematics ###### B17225 Mathematics ###### C17225 Year 1 ###### E17225 AC9M1N01_E4 ###### K17225 recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols; for example, through kanji numbers in Japanese and characters in Chinese, and that there are alternate numeration systems; for example, using special characters for $10$ and $100$ and other multiples of $10$ in Japanese and Chinese numeration ###### Id acara-v9:learning_areas:AC9M1N01_E4 ###### Raw row xml 31679316792643183431833 ###### Row 17225 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n02 ###### Canonical ###### Attributes ###### Code AC9M1N02 ###### Content description partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N02 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N02 ###### Plain text partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones ###### Record type content_description ###### Source row 17226 ###### Decoded cells ###### A17226 Mathematics ###### B17226 Mathematics ###### C17226 Year 1 ###### E17226 AC9M1N02 ###### J17226 partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones ###### Id acara-v9:learning_areas:AC9M1N02 ###### Raw row xml 31679316792643183631835 ###### Row 17226 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n02 e1 ###### Canonical ###### Attributes ###### Code AC9M1N02_E1 ###### Elaboration building knowledge and understanding of the part-part-whole facts to $10$, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make $10$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N02_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N02_E1 ###### Plain text building knowledge and understanding of the part-part-whole facts to $10$, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make $10$ ###### Record type illustrative_elaboration ###### Source row 17227 ###### Decoded cells ###### A17227 Mathematics ###### B17227 Mathematics ###### C17227 Year 1 ###### E17227 AC9M1N02_E1 ###### K17227 building knowledge and understanding of the part-part-whole facts to $10$, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make $10$ ###### Id acara-v9:learning_areas:AC9M1N02_E1 ###### Raw row xml 31679316792643183831837 ###### Row 17227 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n02 e2 ###### Canonical ###### Attributes ###### Code AC9M1N02_E2 ###### Elaboration using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognise $35$ as $3$ tens and $5$ ones or as $2$ tens and $15$ ones ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N02_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N02_E2 ###### Plain text using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognise $35$ as $3$ tens and $5$ ones or as $2$ tens and $15$ ones ###### Record type illustrative_elaboration ###### Source row 17228 ###### Decoded cells ###### A17228 Mathematics ###### B17228 Mathematics ###### C17228 Year 1 ###### E17228 AC9M1N02_E2 ###### K17228 using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognise $35$ as $3$ tens and $5$ ones or as $2$ tens and $15$ ones ###### Id acara-v9:learning_areas:AC9M1N02_E2 ###### Raw row xml 31679316792643184031839 ###### Row 17228 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n02 e3 ###### Canonical ###### Attributes ###### Code AC9M1N02_E3 ###### Elaboration using part-part-whole reasoning and physical or virtual materials to represent $24$, then partitioning $24$ in different ways and recording the partitions using numbers; for example, $10, 10$ and $4$ combine to make $24$ or $10$ and $14$ combine to make $24$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N02_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N02_E3 ###### Plain text using part-part-whole reasoning and physical or virtual materials to represent $24$, then partitioning $24$ in different ways and recording the partitions using numbers; for example, $10, 10$ and $4$ combine to make $24$ or $10$ and $14$ combine to make $24$ ###### Record type illustrative_elaboration ###### Source row 17229 ###### Decoded cells ###### A17229 Mathematics ###### B17229 Mathematics ###### C17229 Year 1 ###### E17229 AC9M1N02_E3 ###### K17229 using part-part-whole reasoning and physical or virtual materials to represent $24$, then partitioning $24$ in different ways and recording the partitions using numbers; for example, $10, 10$ and $4$ combine to make $24$ or $10$ and $14$ combine to make $24$ ###### Id acara-v9:learning_areas:AC9M1N02_E3 ###### Raw row xml 31679316792643184231841 ###### Row 17229 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n03 ###### Canonical ###### Attributes ###### Code AC9M1N03 ###### Content description quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N03 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N03 ###### Plain text quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting ###### Record type content_description ###### Source row 17230 ###### Decoded cells ###### A17230 Mathematics ###### B17230 Mathematics ###### C17230 Year 1 ###### E17230 AC9M1N03 ###### J17230 quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting ###### Id acara-v9:learning_areas:AC9M1N03 ###### Raw row xml 31679316792643184431843 ###### Row 17230 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n03 e1 ###### Canonical ###### Attributes ###### Code AC9M1N03_E1 ###### Elaboration counting a large collection of items using groups of fives or tens and skip counting to work out how many there are; recording the amount and connecting the digits in the number to the grouped materials when using groups of $10$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N03_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N03_E1 ###### Plain text counting a large collection of items using groups of fives or tens and skip counting to work out how many there are; recording the amount and connecting the digits in the number to the grouped materials when using groups of $10$ ###### Record type illustrative_elaboration ###### Source row 17231 ###### Decoded cells ###### A17231 Mathematics ###### B17231 Mathematics ###### C17231 Year 1 ###### E17231 AC9M1N03_E1 ###### K17231 counting a large collection of items using groups of fives or tens and skip counting to work out how many there are; recording the amount and connecting the digits in the number to the grouped materials when using groups of $10$ ###### Id acara-v9:learning_areas:AC9M1N03_E1 ###### Raw row xml 31679316792643184631845 ###### Row 17231 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n03 e2 ###### Canonical ###### Attributes ###### Code AC9M1N03_E2 ###### Elaboration counting collections of objects such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting and connecting the digits in the number to the groups of tens and ones ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N03_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N03_E2 ###### Plain text counting collections of objects such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting and connecting the digits in the number to the groups of tens and ones ###### Record type illustrative_elaboration ###### Source row 17232 ###### Decoded cells ###### A17232 Mathematics ###### B17232 Mathematics ###### C17232 Year 1 ###### E17232 AC9M1N03_E2 ###### K17232 counting collections of objects such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting and connecting the digits in the number to the groups of tens and ones ###### Id acara-v9:learning_areas:AC9M1N03_E2 ###### Raw row xml 31679316792643184831847 ###### Row 17232 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n03 e3 ###### Canonical ###### Attributes ###### Code AC9M1N03_E3 ###### Elaboration counting a large collection of Australian $\$1$ coins by stacking them into piles of $10$, skip counting in tens and including any leftover coins to determine the total value ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N03_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N03_E3 ###### Plain text counting a large collection of Australian $\$1$ coins by stacking them into piles of $10$, skip counting in tens and including any leftover coins to determine the total value ###### Record type illustrative_elaboration ###### Source row 17233 ###### Decoded cells ###### A17233 Mathematics ###### B17233 Mathematics ###### C17233 Year 1 ###### E17233 AC9M1N03_E3 ###### K17233 counting a large collection of Australian $\$1$ coins by stacking them into piles of $10$, skip counting in tens and including any leftover coins to determine the total value ###### Id acara-v9:learning_areas:AC9M1N03_E3 ###### Raw row xml 31679316792643185031849 ###### Row 17233 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n04 ###### Canonical ###### Attributes ###### Code AC9M1N04 ###### Content description add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04 ###### Plain text add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies ###### Record type content_description ###### Source row 17234 ###### Decoded cells ###### A17234 Mathematics ###### B17234 Mathematics ###### C17234 Year 1 ###### E17234 AC9M1N04 ###### J17234 add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies ###### Id acara-v9:learning_areas:AC9M1N04 ###### Raw row xml 31679316792643185231851 ###### Row 17234 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n04 e1 ###### Canonical ###### Attributes ###### Code AC9M1N04_E1 ###### Elaboration using drawings, physical and virtual materials and number combinations within $10$ to add and subtract collections to $20$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04_E1 ###### Plain text using drawings, physical and virtual materials and number combinations within $10$ to add and subtract collections to $20$ ###### Record type illustrative_elaboration ###### Source row 17235 ###### Decoded cells ###### A17235 Mathematics ###### B17235 Mathematics ###### C17235 Year 1 ###### E17235 AC9M1N04_E1 ###### K17235 using drawings, physical and virtual materials and number combinations within $10$ to add and subtract collections to $20$ ###### Id acara-v9:learning_areas:AC9M1N04_E1 ###### Raw row xml 31679316792643185431853 ###### Row 17235 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n04 e2 ###### Canonical ###### Attributes ###### Code AC9M1N04_E2 ###### Elaboration adding and subtracting numbers within $20$, using a variety of representations and strategies such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to $10$; for example, using partitioning and combining $7+5=7+3+2=10+2=12$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04_E2 ###### Plain text adding and subtracting numbers within $20$, using a variety of representations and strategies such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to $10$; for example, using partitioning and combining $7+5=7+3+2=10+2=12$ ###### Record type illustrative_elaboration ###### Source row 17236 ###### Decoded cells ###### A17236 Mathematics ###### B17236 Mathematics ###### C17236 Year 1 ###### E17236 AC9M1N04_E2 ###### K17236 adding and subtracting numbers within $20$, using a variety of representations and strategies such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to $10$; for example, using partitioning and combining $7+5=7+3+2=10+2=12$ ###### Id acara-v9:learning_areas:AC9M1N04_E2 ###### Raw row xml 31679316792643185631855 ###### Row 17236 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n04 e3 ###### Canonical ###### Attributes ###### Code AC9M1N04_E3 ###### Elaboration developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to $10$ and subitising with physical and virtual materials; for example, $8$ and $6$ is the same as $8$ and $2$ and $4$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04_E3 ###### Plain text developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to $10$ and subitising with physical and virtual materials; for example, $8$ and $6$ is the same as $8$ and $2$ and $4$ ###### Record type illustrative_elaboration ###### Source row 17237 ###### Decoded cells ###### A17237 Mathematics ###### B17237 Mathematics ###### C17237 Year 1 ###### E17237 AC9M1N04_E3 ###### K17237 developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to $10$ and subitising with physical and virtual materials; for example, $8$ and $6$ is the same as $8$ and $2$ and $4$ ###### Id acara-v9:learning_areas:AC9M1N04_E3 ###### Raw row xml 31679316792643185831857 ###### Row 17237 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n04 e4 ###### Canonical ###### Attributes ###### Code AC9M1N04_E4 ###### Elaboration representing story problems involving addition and subtraction of numbers within $20$ using a Think Board, recognising and using + and – symbols and the equal sign to represent the operations of addition and subtraction; showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04_E4 ###### Plain text representing story problems involving addition and subtraction of numbers within $20$ using a Think Board, recognising and using + and – symbols and the equal sign to represent the operations of addition and subtraction; showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem ###### Record type illustrative_elaboration ###### Source row 17238 ###### Decoded cells ###### A17238 Mathematics ###### B17238 Mathematics ###### C17238 Year 1 ###### E17238 AC9M1N04_E4 ###### K17238 representing story problems involving addition and subtraction of numbers within $20$ using a Think Board, recognising and using + and – symbols and the equal sign to represent the operations of addition and subtraction; showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem ###### Id acara-v9:learning_areas:AC9M1N04_E4 ###### Raw row xml 31679316792643186031859 ###### Row 17238 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n04 e5 ###### Canonical ###### Attributes ###### Code AC9M1N04_E5 ###### Elaboration creating and performing addition and subtraction stories told through First Nations Australians’ dances ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N04_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N04_E5 ###### Plain text creating and performing addition and subtraction stories told through First Nations Australians’ dances ###### Record type illustrative_elaboration ###### Source row 17239 ###### Decoded cells ###### A17239 Mathematics ###### B17239 Mathematics ###### C17239 Year 1 ###### E17239 AC9M1N04_E5 ###### K17239 creating and performing addition and subtraction stories told through First Nations Australians’ dances ###### Id acara-v9:learning_areas:AC9M1N04_E5 ###### Raw row xml 31679316792643186231861 ###### Row 17239 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n05 ###### Canonical ###### Attributes ###### Code AC9M1N05 ###### Content description use mathematical modelling to solve practical problems involving additive situations including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N05 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N05 ###### Plain text use mathematical modelling to solve practical problems involving additive situations including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem ###### Record type content_description ###### Source row 17240 ###### Decoded cells ###### A17240 Mathematics ###### B17240 Mathematics ###### C17240 Year 1 ###### E17240 AC9M1N05 ###### J17240 use mathematical modelling to solve practical problems involving additive situations including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem ###### Id acara-v9:learning_areas:AC9M1N05 ###### Raw row xml 31679316792643186431863 ###### Row 17240 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n05 e1 ###### Canonical ###### Attributes ###### Code AC9M1N05_E1 ###### Elaboration modelling problems involving addition and subtraction presented in stories, using a Think Board to represent the problem, solving the problem using physical materials and explaining the connections between any materials used, the Think Board diagram and the numbers within the story ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N05_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N05_E1 ###### Plain text modelling problems involving addition and subtraction presented in stories, using a Think Board to represent the problem, solving the problem using physical materials and explaining the connections between any materials used, the Think Board diagram and the numbers within the story ###### Record type illustrative_elaboration ###### Source row 17241 ###### Decoded cells ###### A17241 Mathematics ###### B17241 Mathematics ###### C17241 Year 1 ###### E17241 AC9M1N05_E1 ###### K17241 modelling problems involving addition and subtraction presented in stories, using a Think Board to represent the problem, solving the problem using physical materials and explaining the connections between any materials used, the Think Board diagram and the numbers within the story ###### Id acara-v9:learning_areas:AC9M1N05_E1 ###### Raw row xml 31679316792643186631865 ###### Row 17241 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n05 e2 ###### Canonical ###### Attributes ###### Code AC9M1N05_E2 ###### Elaboration modelling simple money problems involving addition and subtraction using whole dollar amounts; for example, setting up a shop and role-playing practical problems of buying and selling of goods, using addition and subtraction with play money and prices in whole dollar amounts; solving the problem “I had $\$14$ and was given $\$15$ for my birthday” using addition to answer the problem ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N05_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N05_E2 ###### Plain text modelling simple money problems involving addition and subtraction using whole dollar amounts; for example, setting up a shop and role-playing practical problems of buying and selling of goods, using addition and subtraction with play money and prices in whole dollar amounts; solving the problem “I had $\$14$ and was given $\$15$ for my birthday” using addition to answer the problem ###### Record type illustrative_elaboration ###### Source row 17242 ###### Decoded cells ###### A17242 Mathematics ###### B17242 Mathematics ###### C17242 Year 1 ###### E17242 AC9M1N05_E2 ###### K17242 modelling simple money problems involving addition and subtraction using whole dollar amounts; for example, setting up a shop and role-playing practical problems of buying and selling of goods, using addition and subtraction with play money and prices in whole dollar amounts; solving the problem “I had $\$14$ and was given $\$15$ for my birthday” using addition to answer the problem ###### Id acara-v9:learning_areas:AC9M1N05_E2 ###### Raw row xml 31679316792643186831867 ###### Row 17242 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n05 e3 ###### Canonical ###### Attributes ###### Code AC9M1N05_E3 ###### Elaboration modelling a variety of different additive situations to solve practical problems; for example, keeping track of the number of people on a bus as it stops to pick up and drop off passengers or the number of people entering a lift ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N05_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N05_E3 ###### Plain text modelling a variety of different additive situations to solve practical problems; for example, keeping track of the number of people on a bus as it stops to pick up and drop off passengers or the number of people entering a lift ###### Record type illustrative_elaboration ###### Source row 17243 ###### Decoded cells ###### A17243 Mathematics ###### B17243 Mathematics ###### C17243 Year 1 ###### E17243 AC9M1N05_E3 ###### K17243 modelling a variety of different additive situations to solve practical problems; for example, keeping track of the number of people on a bus as it stops to pick up and drop off passengers or the number of people entering a lift ###### Id acara-v9:learning_areas:AC9M1N05_E3 ###### Raw row xml 31679316792643187031869 ###### Row 17243 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n06 ###### Canonical ###### Attributes ###### Code AC9M1N06 ###### Content description use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N06 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N06 ###### Plain text use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem ###### Record type content_description ###### Source row 17244 ###### Decoded cells ###### A17244 Mathematics ###### B17244 Mathematics ###### C17244 Year 1 ###### E17244 AC9M1N06 ###### J17244 use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem ###### Id acara-v9:learning_areas:AC9M1N06 ###### Raw row xml 31679316792643187231871 ###### Row 17244 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n06 e1 ###### Canonical ###### Attributes ###### Code AC9M1N06_E1 ###### Elaboration modelling problems involving repeated equal group situations, such as, “How many wheels are needed for $3$ cars?”, using materials and drawing a picture to show what they did, and recording the results with a number ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N06_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N06_E1 ###### Plain text modelling problems involving repeated equal group situations, such as, “How many wheels are needed for $3$ cars?”, using materials and drawing a picture to show what they did, and recording the results with a number ###### Record type illustrative_elaboration ###### Source row 17245 ###### Decoded cells ###### A17245 Mathematics ###### B17245 Mathematics ###### C17245 Year 1 ###### E17245 AC9M1N06_E1 ###### K17245 modelling problems involving repeated equal group situations, such as, “How many wheels are needed for $3$ cars?”, using materials and drawing a picture to show what they did, and recording the results with a number ###### Id acara-v9:learning_areas:AC9M1N06_E1 ###### Raw row xml 31679316792643187431873 ###### Row 17245 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n06 e2 ###### Canonical ###### Attributes ###### Code AC9M1N06_E2 ###### Elaboration modelling practical problems involving equal sharing situations; for example, sharing a set of dominoes between the $2$ players in a game, and then counting or subitising to ensure they both have the same number of tiles ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N06_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N06_E2 ###### Plain text modelling practical problems involving equal sharing situations; for example, sharing a set of dominoes between the $2$ players in a game, and then counting or subitising to ensure they both have the same number of tiles ###### Record type illustrative_elaboration ###### Source row 17246 ###### Decoded cells ###### A17246 Mathematics ###### B17246 Mathematics ###### C17246 Year 1 ###### E17246 AC9M1N06_E2 ###### K17246 modelling practical problems involving equal sharing situations; for example, sharing a set of dominoes between the $2$ players in a game, and then counting or subitising to ensure they both have the same number of tiles ###### Id acara-v9:learning_areas:AC9M1N06_E2 ###### Raw row xml 31679316792643187631875 ###### Row 17246 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1n06 e3 ###### Canonical ###### Attributes ###### Code AC9M1N06_E3 ###### Elaboration modelling money problems involving equal sharing; for example, sorting coins from a money box according to their denominations, sharing the coins equally between $4$ people, and using counting or subitising to ensure they have equal amounts of each denomination ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1N06_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1N06_E3 ###### Plain text modelling money problems involving equal sharing; for example, sorting coins from a money box according to their denominations, sharing the coins equally between $4$ people, and using counting or subitising to ensure they have equal amounts of each denomination ###### Record type illustrative_elaboration ###### Source row 17247 ###### Decoded cells ###### A17247 Mathematics ###### B17247 Mathematics ###### C17247 Year 1 ###### E17247 AC9M1N06_E3 ###### K17247 modelling money problems involving equal sharing; for example, sorting coins from a money box according to their denominations, sharing the coins equally between $4$ people, and using counting or subitising to ensure they have equal amounts of each denomination ###### Id acara-v9:learning_areas:AC9M1N06_E3 ###### Raw row xml 31679316792643187831877 ###### Row 17247 ###### Sheet Learning areas ##### Acara-v9:learning areas:matmaty1 2alg ###### Canonical ###### Attributes ###### Code MATMATY1_2ALG ###### Learning area Mathematics ###### Level Year 1 ###### Strand Algebra ###### Subject Mathematics ###### Code MATMATY1_2ALG ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1_2ALG ###### Plain text Algebra ###### Record type strand ###### Source row 17248 ###### Decoded cells ###### A17248 Mathematics ###### B17248 Mathematics ###### C17248 Year 1 ###### E17248 MATMATY1_2ALG ###### H17248 Algebra ###### Id acara-v9:learning_areas:MATMATY1_2ALG ###### Raw row xml 31679316792643187931744 ###### Row 17248 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a01 ###### Canonical ###### Attributes ###### Code AC9M1A01 ###### Content description recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01 ###### Plain text recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens ###### Record type content_description ###### Source row 17249 ###### Decoded cells ###### A17249 Mathematics ###### B17249 Mathematics ###### C17249 Year 1 ###### E17249 AC9M1A01 ###### J17249 recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens ###### Id acara-v9:learning_areas:AC9M1A01 ###### Raw row xml 31679316792643188131880 ###### Row 17249 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a01 e1 ###### Canonical ###### Attributes ###### Code AC9M1A01_E1 ###### Elaboration using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E1 ###### Plain text using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens ###### Record type illustrative_elaboration ###### Source row 17250 ###### Decoded cells ###### A17250 Mathematics ###### B17250 Mathematics ###### C17250 Year 1 ###### E17250 AC9M1A01_E1 ###### K17250 using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens ###### Id acara-v9:learning_areas:AC9M1A01_E1 ###### Raw row xml 31679316792643188331882 ###### Row 17250 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a01 e2 ###### Canonical ###### Attributes ###### Code AC9M1A01_E2 ###### Elaboration using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns $2, 4, 6, 8, 10$ … and $5, 10, 15, 20$ … ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E2 ###### Plain text using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns $2, 4, 6, 8, 10$ … and $5, 10, 15, 20$ … ###### Record type illustrative_elaboration ###### Source row 17251 ###### Decoded cells ###### A17251 Mathematics ###### B17251 Mathematics ###### C17251 Year 1 ###### E17251 AC9M1A01_E2 ###### K17251 using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns $2, 4, 6, 8, 10$ … and $5, 10, 15, 20$ … ###### Id acara-v9:learning_areas:AC9M1A01_E2 ###### Raw row xml 31679316792643188531884 ###### Row 17251 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a01 e3 ###### Canonical ###### Attributes ###### Code AC9M1A01_E3 ###### Elaboration recognising the patterns in sequences formed by skip counting; for example, that skip counting in fives starting from zero always results in either a $5$ or zero as the final digit ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E3 ###### Plain text recognising the patterns in sequences formed by skip counting; for example, that skip counting in fives starting from zero always results in either a $5$ or zero as the final digit ###### Record type illustrative_elaboration ###### Source row 17252 ###### Decoded cells ###### A17252 Mathematics ###### B17252 Mathematics ###### C17252 Year 1 ###### E17252 AC9M1A01_E3 ###### K17252 recognising the patterns in sequences formed by skip counting; for example, that skip counting in fives starting from zero always results in either a $5$ or zero as the final digit ###### Id acara-v9:learning_areas:AC9M1A01_E3 ###### Raw row xml 31679316792643188731886 ###### Row 17252 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a01 e4 ###### Canonical ###### Attributes ###### Code AC9M1A01_E4 ###### Elaboration counting by twos, fives, or tens to determine how much money is in a collection of coins or notes of the same denomination; for example, $5$ cent, $10$ cent and $\$2$ coins, or $\$5$ and $\$10$ notes ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E4 ###### Plain text counting by twos, fives, or tens to determine how much money is in a collection of coins or notes of the same denomination; for example, $5$ cent, $10$ cent and $\$2$ coins, or $\$5$ and $\$10$ notes ###### Record type illustrative_elaboration ###### Source row 17253 ###### Decoded cells ###### A17253 Mathematics ###### B17253 Mathematics ###### C17253 Year 1 ###### E17253 AC9M1A01_E4 ###### K17253 counting by twos, fives, or tens to determine how much money is in a collection of coins or notes of the same denomination; for example, $5$ cent, $10$ cent and $\$2$ coins, or $\$5$ and $\$10$ notes ###### Id acara-v9:learning_areas:AC9M1A01_E4 ###### Raw row xml 31679316792643188931888 ###### Row 17253 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a01 e5 ###### Canonical ###### Attributes ###### Code AC9M1A01_E5 ###### Elaboration role-playing being an industrial robot on an assembly line that packs various items into boxes or packets in groups of five or ten, keeping count of the total number of items produced ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A01_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A01_E5 ###### Plain text role-playing being an industrial robot on an assembly line that packs various items into boxes or packets in groups of five or ten, keeping count of the total number of items produced ###### Record type illustrative_elaboration ###### Source row 17254 ###### Decoded cells ###### A17254 Mathematics ###### B17254 Mathematics ###### C17254 Year 1 ###### E17254 AC9M1A01_E5 ###### K17254 role-playing being an industrial robot on an assembly line that packs various items into boxes or packets in groups of five or ten, keeping count of the total number of items produced ###### Id acara-v9:learning_areas:AC9M1A01_E5 ###### Raw row xml 31679316792643189131890 ###### Row 17254 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a01 e6 ###### Canonical ###### Attributes ###### Code AC9M1A01_E6 ###### Elaboration

using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences

###### Id acara-v9:learning_areas:AC9M1A01_E6 ###### Raw row xml 31679316792643189331892 ###### Row 17255 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a02 ###### Canonical ###### Attributes ###### Code AC9M1A02 ###### Content description recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02 ###### Plain text recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit ###### Record type content_description ###### Source row 17256 ###### Decoded cells ###### A17256 Mathematics ###### B17256 Mathematics ###### C17256 Year 1 ###### E17256 AC9M1A02 ###### J17256 recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit ###### Id acara-v9:learning_areas:AC9M1A02 ###### Raw row xml 31679316792643189531894 ###### Row 17256 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a02 e1 ###### Canonical ###### Attributes ###### Code AC9M1A02_E1 ###### Elaboration interpreting a repeating pattern sequence created by someone else, noticing and describing the repeating part of the pattern and explaining how they know what comes next in the sequence ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E1 ###### Plain text interpreting a repeating pattern sequence created by someone else, noticing and describing the repeating part of the pattern and explaining how they know what comes next in the sequence ###### Record type illustrative_elaboration ###### Source row 17257 ###### Decoded cells ###### A17257 Mathematics ###### B17257 Mathematics ###### C17257 Year 1 ###### E17257 AC9M1A02_E1 ###### K17257 interpreting a repeating pattern sequence created by someone else, noticing and describing the repeating part of the pattern and explaining how they know what comes next in the sequence ###### Id acara-v9:learning_areas:AC9M1A02_E1 ###### Raw row xml 31679316792643189731896 ###### Row 17257 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a02 e2 ###### Canonical ###### Attributes ###### Code AC9M1A02_E2 ###### Elaboration generalising a repeating pattern by identifying the unit of repeat and representing the elements using numbers, letters or symbols; for example, representing the repeating pattern of stamp, stamp, clap, stamp clap, stamp, stamp, clap, stamp, clap as SSCSC SSCSC SSCSC... recognising the elements that are repeating, describing the unit of repeat as SSCSC and continuing the pattern ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E2 ###### Plain text generalising a repeating pattern by identifying the unit of repeat and representing the elements using numbers, letters or symbols; for example, representing the repeating pattern of stamp, stamp, clap, stamp clap, stamp, stamp, clap, stamp, clap as SSCSC SSCSC SSCSC... recognising the elements that are repeating, describing the unit of repeat as SSCSC and continuing the pattern ###### Record type illustrative_elaboration ###### Source row 17258 ###### Decoded cells ###### A17258 Mathematics ###### B17258 Mathematics ###### C17258 Year 1 ###### E17258 AC9M1A02_E2 ###### K17258 generalising a repeating pattern by identifying the unit of repeat and representing the elements using numbers, letters or symbols; for example, representing the repeating pattern of stamp, stamp, clap, stamp clap, stamp, stamp, clap, stamp, clap as SSCSC SSCSC SSCSC... recognising the elements that are repeating, describing the unit of repeat as SSCSC and continuing the pattern ###### Id acara-v9:learning_areas:AC9M1A02_E2 ###### Raw row xml 31679316792643189931898 ###### Row 17258 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a02 e3 ###### Canonical ###### Attributes ###### Code AC9M1A02_E3 ###### Elaboration recognising within the sequencing of natural numbers that $0 – 9$ digits are repeated both in and between the decades and using this pattern to continue the sequence and name two-digit numbers beyond $20$ ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E3 ###### Plain text recognising within the sequencing of natural numbers that $0 – 9$ digits are repeated both in and between the decades and using this pattern to continue the sequence and name two-digit numbers beyond $20$ ###### Record type illustrative_elaboration ###### Source row 17259 ###### Decoded cells ###### A17259 Mathematics ###### B17259 Mathematics ###### C17259 Year 1 ###### E17259 AC9M1A02_E3 ###### K17259 recognising within the sequencing of natural numbers that $0 – 9$ digits are repeated both in and between the decades and using this pattern to continue the sequence and name two-digit numbers beyond $20$ ###### Id acara-v9:learning_areas:AC9M1A02_E3 ###### Raw row xml 31679316792643190131900 ###### Row 17259 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a02 e4 ###### Canonical ###### Attributes ###### Code AC9M1A02_E4 ###### Elaboration collaboratively creating a repeating geometric pattern using dynamic geometric software or a generative artificial intelligence tool, discussing as a class what instructions they would need to input to produce a repeating pattern ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E4 ###### Plain text collaboratively creating a repeating geometric pattern using dynamic geometric software or a generative artificial intelligence tool, discussing as a class what instructions they would need to input to produce a repeating pattern ###### Record type illustrative_elaboration ###### Source row 17260 ###### Decoded cells ###### A17260 Mathematics ###### B17260 Mathematics ###### C17260 Year 1 ###### E17260 AC9M1A02_E4 ###### K17260 collaboratively creating a repeating geometric pattern using dynamic geometric software or a generative artificial intelligence tool, discussing as a class what instructions they would need to input to produce a repeating pattern ###### Id acara-v9:learning_areas:AC9M1A02_E4 ###### Raw row xml 31679316792643190331902 ###### Row 17260 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a02 e5 ###### Canonical ###### Attributes ###### Code AC9M1A02_E5 ###### Elaboration identifying the repeating patterns in First Nations Australians’ systems of counting, exploring different ways of representing numbers including oral and gestural language ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E5 ###### Plain text identifying the repeating patterns in First Nations Australians’ systems of counting, exploring different ways of representing numbers including oral and gestural language ###### Record type illustrative_elaboration ###### Source row 17261 ###### Decoded cells ###### A17261 Mathematics ###### B17261 Mathematics ###### C17261 Year 1 ###### E17261 AC9M1A02_E5 ###### K17261 identifying the repeating patterns in First Nations Australians’ systems of counting, exploring different ways of representing numbers including oral and gestural language ###### Id acara-v9:learning_areas:AC9M1A02_E5 ###### Raw row xml 31679316792643190531904 ###### Row 17261 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1a02 e6 ###### Canonical ###### Attributes ###### Code AC9M1A02_E6 ###### Elaboration considering how the making of shell or seed necklaces by First Nations Australians’ includes practices such as sorting shells and beads based on colour, size and shape, and creating a repeating pattern sequence ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1A02_E6 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1A02_E6 ###### Plain text considering how the making of shell or seed necklaces by First Nations Australians’ includes practices such as sorting shells and beads based on colour, size and shape, and creating a repeating pattern sequence ###### Record type illustrative_elaboration ###### Source row 17262 ###### Decoded cells ###### A17262 Mathematics ###### B17262 Mathematics ###### C17262 Year 1 ###### E17262 AC9M1A02_E6 ###### K17262 considering how the making of shell or seed necklaces by First Nations Australians’ includes practices such as sorting shells and beads based on colour, size and shape, and creating a repeating pattern sequence ###### Id acara-v9:learning_areas:AC9M1A02_E6 ###### Raw row xml 31679316792643190731906 ###### Row 17262 ###### Sheet Learning areas ##### Acara-v9:learning areas:matmaty1 3mea ###### Canonical ###### Attributes ###### Code MATMATY1_3MEA ###### Learning area Mathematics ###### Level Year 1 ###### Strand Measurement ###### Subject Mathematics ###### Code MATMATY1_3MEA ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1_3MEA ###### Plain text Measurement ###### Record type strand ###### Source row 17263 ###### Decoded cells ###### A17263 Mathematics ###### B17263 Mathematics ###### C17263 Year 1 ###### E17263 MATMATY1_3MEA ###### H17263 Measurement ###### Id acara-v9:learning_areas:MATMATY1_3MEA ###### Raw row xml 31679316792643190831756 ###### Row 17263 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m01 ###### Canonical ###### Attributes ###### Code AC9M1M01 ###### Content description compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01 ###### Plain text compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning ###### Record type content_description ###### Source row 17264 ###### Decoded cells ###### A17264 Mathematics ###### B17264 Mathematics ###### C17264 Year 1 ###### E17264 AC9M1M01 ###### J17264 compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning ###### Id acara-v9:learning_areas:AC9M1M01 ###### Raw row xml 31679316792643191031909 ###### Row 17264 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m01 e1 ###### Canonical ###### Attributes ###### Code AC9M1M01_E1 ###### Elaboration using a piece of string to indirectly compare the length of several objects, deciding which will fit within a space; using comparative language to describe the order: shortest, short, longer, longest ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01_E1 ###### Plain text using a piece of string to indirectly compare the length of several objects, deciding which will fit within a space; using comparative language to describe the order: shortest, short, longer, longest ###### Record type illustrative_elaboration ###### Source row 17265 ###### Decoded cells ###### A17265 Mathematics ###### B17265 Mathematics ###### C17265 Year 1 ###### E17265 AC9M1M01_E1 ###### K17265 using a piece of string to indirectly compare the length of several objects, deciding which will fit within a space; using comparative language to describe the order: shortest, short, longer, longest ###### Id acara-v9:learning_areas:AC9M1M01_E1 ###### Raw row xml 31679316792643191231911 ###### Row 17265 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m01 e2 ###### Canonical ###### Attributes ###### Code AC9M1M01_E2 ###### Elaboration ordering the mass of $3$ or more objects such as rocks, using hefting and balance scales; using comparative language to explain the order: lightest, light, heavier, heaviest, and how they decided on the order ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01_E2 ###### Plain text ordering the mass of $3$ or more objects such as rocks, using hefting and balance scales; using comparative language to explain the order: lightest, light, heavier, heaviest, and how they decided on the order ###### Record type illustrative_elaboration ###### Source row 17266 ###### Decoded cells ###### A17266 Mathematics ###### B17266 Mathematics ###### C17266 Year 1 ###### E17266 AC9M1M01_E2 ###### K17266 ordering the mass of $3$ or more objects such as rocks, using hefting and balance scales; using comparative language to explain the order: lightest, light, heavier, heaviest, and how they decided on the order ###### Id acara-v9:learning_areas:AC9M1M01_E2 ###### Raw row xml 31679316792643191431913 ###### Row 17266 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m01 e3 ###### Canonical ###### Attributes ###### Code AC9M1M01_E3 ###### Elaboration pouring sand/rice/water from one container to another to compare and order the capacity of $3$ or more containers; describing the order of the results in terms of which holds the most/least, and those in between ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01_E3 ###### Plain text pouring sand/rice/water from one container to another to compare and order the capacity of $3$ or more containers; describing the order of the results in terms of which holds the most/least, and those in between ###### Record type illustrative_elaboration ###### Source row 17267 ###### Decoded cells ###### A17267 Mathematics ###### B17267 Mathematics ###### C17267 Year 1 ###### E17267 AC9M1M01_E3 ###### K17267 pouring sand/rice/water from one container to another to compare and order the capacity of $3$ or more containers; describing the order of the results in terms of which holds the most/least, and those in between ###### Id acara-v9:learning_areas:AC9M1M01_E3 ###### Raw row xml 31679316792643191631915 ###### Row 17267 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m01 e4 ###### Canonical ###### Attributes ###### Code AC9M1M01_E4 ###### Elaboration creating sand timers from everyday items or recycled material and comparing them to order the duration of time required for the sand to run through ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01_E4 ###### Plain text creating sand timers from everyday items or recycled material and comparing them to order the duration of time required for the sand to run through ###### Record type illustrative_elaboration ###### Source row 17268 ###### Decoded cells ###### A17268 Mathematics ###### B17268 Mathematics ###### C17268 Year 1 ###### E17268 AC9M1M01_E4 ###### K17268 creating sand timers from everyday items or recycled material and comparing them to order the duration of time required for the sand to run through ###### Id acara-v9:learning_areas:AC9M1M01_E4 ###### Raw row xml 31679316792643191831917 ###### Row 17268 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m01 e5 ###### Canonical ###### Attributes ###### Code AC9M1M01_E5 ###### Elaboration investigating situations where First Nations Australians estimate, compare and communicate measurements; for example, the duration of seasons; understanding animal behaviour using the length of animal tracks; investigating capacity through water management techniques of First Nations Australians, such as traditional water carrying vessels and rock holes ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M01_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M01_E5 ###### Plain text investigating situations where First Nations Australians estimate, compare and communicate measurements; for example, the duration of seasons; understanding animal behaviour using the length of animal tracks; investigating capacity through water management techniques of First Nations Australians, such as traditional water carrying vessels and rock holes ###### Record type illustrative_elaboration ###### Source row 17269 ###### Decoded cells ###### A17269 Mathematics ###### B17269 Mathematics ###### C17269 Year 1 ###### E17269 AC9M1M01_E5 ###### K17269 investigating situations where First Nations Australians estimate, compare and communicate measurements; for example, the duration of seasons; understanding animal behaviour using the length of animal tracks; investigating capacity through water management techniques of First Nations Australians, such as traditional water carrying vessels and rock holes ###### Id acara-v9:learning_areas:AC9M1M01_E5 ###### Raw row xml 31679316792643192031919 ###### Row 17269 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m02 ###### Canonical ###### Attributes ###### Code AC9M1M02 ###### Content description measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M02 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M02 ###### Plain text measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end ###### Record type content_description ###### Source row 17270 ###### Decoded cells ###### A17270 Mathematics ###### B17270 Mathematics ###### C17270 Year 1 ###### E17270 AC9M1M02 ###### J17270 measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end ###### Id acara-v9:learning_areas:AC9M1M02 ###### Raw row xml 31679316792643192231921 ###### Row 17270 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m02 e1 ###### Canonical ###### Attributes ###### Code AC9M1M02_E1 ###### Elaboration using $2$ different units; for example, pop sticks and pencils, to measure the length of an object such as a desk, and explaining why the number of units used may be different ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M02_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M02_E1 ###### Plain text using $2$ different units; for example, pop sticks and pencils, to measure the length of an object such as a desk, and explaining why the number of units used may be different ###### Record type illustrative_elaboration ###### Source row 17271 ###### Decoded cells ###### A17271 Mathematics ###### B17271 Mathematics ###### C17271 Year 1 ###### E17271 AC9M1M02_E1 ###### K17271 using $2$ different units; for example, pop sticks and pencils, to measure the length of an object such as a desk, and explaining why the number of units used may be different ###### Id acara-v9:learning_areas:AC9M1M02_E1 ###### Raw row xml 31679316792643192431923 ###### Row 17271 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m02 e2 ###### Canonical ###### Attributes ###### Code AC9M1M02_E2 ###### Elaboration comparing the length of $2$ objects such as a desk and a bookshelf by laying multiple copies of a unit and counting to say which is longer and how much longer; explaining why they shouldn’t have gaps or overlaps between the units as this will change the length of the unit ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M02_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M02_E2 ###### Plain text comparing the length of $2$ objects such as a desk and a bookshelf by laying multiple copies of a unit and counting to say which is longer and how much longer; explaining why they shouldn’t have gaps or overlaps between the units as this will change the length of the unit ###### Record type illustrative_elaboration ###### Source row 17272 ###### Decoded cells ###### A17272 Mathematics ###### B17272 Mathematics ###### C17272 Year 1 ###### E17272 AC9M1M02_E2 ###### K17272 comparing the length of $2$ objects such as a desk and a bookshelf by laying multiple copies of a unit and counting to say which is longer and how much longer; explaining why they shouldn’t have gaps or overlaps between the units as this will change the length of the unit ###### Id acara-v9:learning_areas:AC9M1M02_E2 ###### Raw row xml 31679316792643192631925 ###### Row 17272 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m02 e3 ###### Canonical ###### Attributes ###### Code AC9M1M02_E3 ###### Elaboration measuring the distance between $2$ locations using footsteps, comparing the results and explaining why there may be different results; for example, referring to the different length of footsteps as using different units ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M02_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M02_E3 ###### Plain text measuring the distance between $2$ locations using footsteps, comparing the results and explaining why there may be different results; for example, referring to the different length of footsteps as using different units ###### Record type illustrative_elaboration ###### Source row 17273 ###### Decoded cells ###### A17273 Mathematics ###### B17273 Mathematics ###### C17273 Year 1 ###### E17273 AC9M1M02_E3 ###### K17273 measuring the distance between $2$ locations using footsteps, comparing the results and explaining why there may be different results; for example, referring to the different length of footsteps as using different units ###### Id acara-v9:learning_areas:AC9M1M02_E3 ###### Raw row xml 31679316792643192831927 ###### Row 17273 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m02 e4 ###### Canonical ###### Attributes ###### Code AC9M1M02_E4 ###### Elaboration measuring and comparing the length of objects using blocks; for example, comparing the height of $2$ toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M02_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M02_E4 ###### Plain text measuring and comparing the length of objects using blocks; for example, comparing the height of $2$ toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller ###### Record type illustrative_elaboration ###### Source row 17274 ###### Decoded cells ###### A17274 Mathematics ###### B17274 Mathematics ###### C17274 Year 1 ###### E17274 AC9M1M02_E4 ###### K17274 measuring and comparing the length of objects using blocks; for example, comparing the height of $2$ toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller ###### Id acara-v9:learning_areas:AC9M1M02_E4 ###### Raw row xml 31679316792643193031929 ###### Row 17274 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m03 ###### Canonical ###### Attributes ###### Code AC9M1M03 ###### Content description describe the duration and sequence of events using years, months, weeks, days and hours ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03 ###### Plain text describe the duration and sequence of events using years, months, weeks, days and hours ###### Record type content_description ###### Source row 17275 ###### Decoded cells ###### A17275 Mathematics ###### B17275 Mathematics ###### C17275 Year 1 ###### E17275 AC9M1M03 ###### J17275 describe the duration and sequence of events using years, months, weeks, days and hours ###### Id acara-v9:learning_areas:AC9M1M03 ###### Raw row xml 31679316792643193231931 ###### Row 17275 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m03 e1 ###### Canonical ###### Attributes ###### Code AC9M1M03_E1 ###### Elaboration naming, listing and using familiar units of time, such as hours, days, weeks, years ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03_E1 ###### Plain text naming, listing and using familiar units of time, such as hours, days, weeks, years ###### Record type illustrative_elaboration ###### Source row 17276 ###### Decoded cells ###### A17276 Mathematics ###### B17276 Mathematics ###### C17276 Year 1 ###### E17276 AC9M1M03_E1 ###### K17276 naming, listing and using familiar units of time, such as hours, days, weeks, years ###### Id acara-v9:learning_areas:AC9M1M03_E1 ###### Raw row xml 31679316792643193431933 ###### Row 17276 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m03 e2 ###### Canonical ###### Attributes ###### Code AC9M1M03_E2 ###### Elaboration comparing the number of days in the months of the year and explaining how the months cycle from one year to the next ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03_E2 ###### Plain text comparing the number of days in the months of the year and explaining how the months cycle from one year to the next ###### Record type illustrative_elaboration ###### Source row 17277 ###### Decoded cells ###### A17277 Mathematics ###### B17277 Mathematics ###### C17277 Year 1 ###### E17277 AC9M1M03_E2 ###### K17277 comparing the number of days in the months of the year and explaining how the months cycle from one year to the next ###### Id acara-v9:learning_areas:AC9M1M03_E2 ###### Raw row xml 31679316792643193631935 ###### Row 17277 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m03 e3 ###### Canonical ###### Attributes ###### Code AC9M1M03_E3 ###### Elaboration sequencing familiar events including the representation of time with pictorial timelines ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03_E3 ###### Plain text sequencing familiar events including the representation of time with pictorial timelines ###### Record type illustrative_elaboration ###### Source row 17278 ###### Decoded cells ###### A17278 Mathematics ###### B17278 Mathematics ###### C17278 Year 1 ###### E17278 AC9M1M03_E3 ###### K17278 sequencing familiar events including the representation of time with pictorial timelines ###### Id acara-v9:learning_areas:AC9M1M03_E3 ###### Raw row xml 31679316792643193831937 ###### Row 17278 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m03 e4 ###### Canonical ###### Attributes ###### Code AC9M1M03_E4 ###### Elaboration discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03_E4 ###### Plain text discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school ###### Record type illustrative_elaboration ###### Source row 17279 ###### Decoded cells ###### A17279 Mathematics ###### B17279 Mathematics ###### C17279 Year 1 ###### E17279 AC9M1M03_E4 ###### K17279 discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school ###### Id acara-v9:learning_areas:AC9M1M03_E4 ###### Raw row xml 31679316792643194031939 ###### Row 17279 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1m03 e5 ###### Canonical ###### Attributes ###### Code AC9M1M03_E5 ###### Elaboration investigating durations of time represented in First Nations Australians’ seasonal calendars ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1M03_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1M03_E5 ###### Plain text investigating durations of time represented in First Nations Australians’ seasonal calendars ###### Record type illustrative_elaboration ###### Source row 17280 ###### Decoded cells ###### A17280 Mathematics ###### B17280 Mathematics ###### C17280 Year 1 ###### E17280 AC9M1M03_E5 ###### K17280 investigating durations of time represented in First Nations Australians’ seasonal calendars ###### Id acara-v9:learning_areas:AC9M1M03_E5 ###### Raw row xml 31679316792643194231941 ###### Row 17280 ###### Sheet Learning areas ##### Acara-v9:learning areas:matmaty1 4spa ###### Canonical ###### Attributes ###### Code MATMATY1_4SPA ###### Learning area Mathematics ###### Level Year 1 ###### Strand Space ###### Subject Mathematics ###### Code MATMATY1_4SPA ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1_4SPA ###### Plain text Space ###### Record type strand ###### Source row 17281 ###### Decoded cells ###### A17281 Mathematics ###### B17281 Mathematics ###### C17281 Year 1 ###### E17281 MATMATY1_4SPA ###### H17281 Space ###### Id acara-v9:learning_areas:MATMATY1_4SPA ###### Raw row xml 31679316792643194331780 ###### Row 17281 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1sp01 ###### Canonical ###### Attributes ###### Code AC9M1SP01 ###### Content description make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP01 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP01 ###### Plain text make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them ###### Record type content_description ###### Source row 17282 ###### Decoded cells ###### A17282 Mathematics ###### B17282 Mathematics ###### C17282 Year 1 ###### E17282 AC9M1SP01 ###### J17282 make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them ###### Id acara-v9:learning_areas:AC9M1SP01 ###### Raw row xml 31679316792643194531944 ###### Row 17282 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1sp01 e1 ###### Canonical ###### Attributes ###### Code AC9M1SP01_E1 ###### Elaboration classifying a collection of shapes, including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the groups ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP01_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP01_E1 ###### Plain text classifying a collection of shapes, including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the groups ###### Record type illustrative_elaboration ###### Source row 17283 ###### Decoded cells ###### A17283 Mathematics ###### B17283 Mathematics ###### C17283 Year 1 ###### E17283 AC9M1SP01_E1 ###### K17283 classifying a collection of shapes, including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the groups ###### Id acara-v9:learning_areas:AC9M1SP01_E1 ###### Raw row xml 31679316792643194731946 ###### Row 17283 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1sp01 e2 ###### Canonical ###### Attributes ###### Code AC9M1SP01_E2 ###### Elaboration selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP01_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP01_E2 ###### Plain text selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice ###### Record type illustrative_elaboration ###### Source row 17284 ###### Decoded cells ###### A17284 Mathematics ###### B17284 Mathematics ###### C17284 Year 1 ###### E17284 AC9M1SP01_E2 ###### K17284 selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice ###### Id acara-v9:learning_areas:AC9M1SP01_E2 ###### Raw row xml 31679316792643194931948 ###### Row 17284 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1sp01 e3 ###### Canonical ###### Attributes ###### Code AC9M1SP01_E3 ###### Elaboration comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP01_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP01_E3 ###### Plain text comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them ###### Record type illustrative_elaboration ###### Source row 17285 ###### Decoded cells ###### A17285 Mathematics ###### B17285 Mathematics ###### C17285 Year 1 ###### E17285 AC9M1SP01_E3 ###### K17285 comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them ###### Id acara-v9:learning_areas:AC9M1SP01_E3 ###### Raw row xml 31679316792643195131950 ###### Row 17285 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1sp01 e4 ###### Canonical ###### Attributes ###### Code AC9M1SP01_E4 ###### Elaboration exploring string games used in story telling by First Nations Australians; for example, Karda from the Yandruwandha Peoples of north-east South Australia, recognising, comparing, describing and classifying the shapes made by the string and their relationship to shapes and objects on Country/Place ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP01_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP01_E4 ###### Plain text exploring string games used in story telling by First Nations Australians; for example, Karda from the Yandruwandha Peoples of north-east South Australia, recognising, comparing, describing and classifying the shapes made by the string and their relationship to shapes and objects on Country/Place ###### Record type illustrative_elaboration ###### Source row 17286 ###### Decoded cells ###### A17286 Mathematics ###### B17286 Mathematics ###### C17286 Year 1 ###### E17286 AC9M1SP01_E4 ###### K17286 exploring string games used in story telling by First Nations Australians; for example, Karda from the Yandruwandha Peoples of north-east South Australia, recognising, comparing, describing and classifying the shapes made by the string and their relationship to shapes and objects on Country/Place ###### Id acara-v9:learning_areas:AC9M1SP01_E4 ###### Raw row xml 31679316792643195331952 ###### Row 17286 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1sp02 ###### Canonical ###### Attributes ###### Code AC9M1SP02 ###### Content description give and follow directions to move people and objects to different locations within a space ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP02 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP02 ###### Plain text give and follow directions to move people and objects to different locations within a space ###### Record type content_description ###### Source row 17287 ###### Decoded cells ###### A17287 Mathematics ###### B17287 Mathematics ###### C17287 Year 1 ###### E17287 AC9M1SP02 ###### J17287 give and follow directions to move people and objects to different locations within a space ###### Id acara-v9:learning_areas:AC9M1SP02 ###### Raw row xml 31679316792643195531954 ###### Row 17287 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1sp02 e1 ###### Canonical ###### Attributes ###### Code AC9M1SP02_E1 ###### Elaboration interpreting and following directions around familiar locations, and understanding the meaning and importance of the words when giving directions; for example, using words like “forwards” and “backwards”, “straight ahead”, “left or right” to describe movement and giving instructions like “Keep going straight until you reach the end of this passage and then turn to your right” ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP02_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP02_E1 ###### Plain text interpreting and following directions around familiar locations, and understanding the meaning and importance of the words when giving directions; for example, using words like “forwards” and “backwards”, “straight ahead”, “left or right” to describe movement and giving instructions like “Keep going straight until you reach the end of this passage and then turn to your right” ###### Record type illustrative_elaboration ###### Source row 17288 ###### Decoded cells ###### A17288 Mathematics ###### B17288 Mathematics ###### C17288 Year 1 ###### E17288 AC9M1SP02_E1 ###### K17288 interpreting and following directions around familiar locations, and understanding the meaning and importance of the words when giving directions; for example, using words like “forwards” and “backwards”, “straight ahead”, “left or right” to describe movement and giving instructions like “Keep going straight until you reach the end of this passage and then turn to your right” ###### Id acara-v9:learning_areas:AC9M1SP02_E1 ###### Raw row xml 31679316792643195731956 ###### Row 17288 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1sp02 e2 ###### Canonical ###### Attributes ###### Code AC9M1SP02_E2 ###### Elaboration creating and following an algorithm consisting of a set of instructions to move an object to a different location; for example, role-playing being a robot and following step-by-step instructions given by another classmate to move from one place to another, only moving as instructed ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP02_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP02_E2 ###### Plain text creating and following an algorithm consisting of a set of instructions to move an object to a different location; for example, role-playing being a robot and following step-by-step instructions given by another classmate to move from one place to another, only moving as instructed ###### Record type illustrative_elaboration ###### Source row 17289 ###### Decoded cells ###### A17289 Mathematics ###### B17289 Mathematics ###### C17289 Year 1 ###### E17289 AC9M1SP02_E2 ###### K17289 creating and following an algorithm consisting of a set of instructions to move an object to a different location; for example, role-playing being a robot and following step-by-step instructions given by another classmate to move from one place to another, only moving as instructed ###### Id acara-v9:learning_areas:AC9M1SP02_E2 ###### Raw row xml 31679316792643195931958 ###### Row 17289 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1sp02 e3 ###### Canonical ###### Attributes ###### Code AC9M1SP02_E3 ###### Elaboration following directions to move people into different positions within a line using both ordinal and positional language to describe their position; for example, directly comparing heights and following directions using ordinal and positional language to line up in height order ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP02_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP02_E3 ###### Plain text following directions to move people into different positions within a line using both ordinal and positional language to describe their position; for example, directly comparing heights and following directions using ordinal and positional language to line up in height order ###### Record type illustrative_elaboration ###### Source row 17290 ###### Decoded cells ###### A17290 Mathematics ###### B17290 Mathematics ###### C17290 Year 1 ###### E17290 AC9M1SP02_E3 ###### K17290 following directions to move people into different positions within a line using both ordinal and positional language to describe their position; for example, directly comparing heights and following directions using ordinal and positional language to line up in height order ###### Id acara-v9:learning_areas:AC9M1SP02_E3 ###### Raw row xml 31679316792643196131960 ###### Row 17290 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1sp02 e4 ###### Canonical ###### Attributes ###### Code AC9M1SP02_E4 ###### Elaboration describing a familiar journey across Country/Place using directional language ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1SP02_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1SP02_E4 ###### Plain text describing a familiar journey across Country/Place using directional language ###### Record type illustrative_elaboration ###### Source row 17291 ###### Decoded cells ###### A17291 Mathematics ###### B17291 Mathematics ###### C17291 Year 1 ###### E17291 AC9M1SP02_E4 ###### K17291 describing a familiar journey across Country/Place using directional language ###### Id acara-v9:learning_areas:AC9M1SP02_E4 ###### Raw row xml 31679316792643196331962 ###### Row 17291 ###### Sheet Learning areas ##### Acara-v9:learning areas:matmaty1 5sta ###### Canonical ###### Attributes ###### Code MATMATY1_5STA ###### Learning area Mathematics ###### Level Year 1 ###### Strand Statistics ###### Subject Mathematics ###### Code MATMATY1_5STA ###### Collection learning_areas ###### Id acara-v9:learning_areas:MATMATY1_5STA ###### Plain text Statistics ###### Record type strand ###### Source row 17292 ###### Decoded cells ###### A17292 Mathematics ###### B17292 Mathematics ###### C17292 Year 1 ###### E17292 MATMATY1_5STA ###### H17292 Statistics ###### Id acara-v9:learning_areas:MATMATY1_5STA ###### Raw row xml 31679316792643196431804 ###### Row 17292 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st01 ###### Canonical ###### Attributes ###### Code AC9M1ST01 ###### Content description acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01 ###### Plain text acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols ###### Record type content_description ###### Source row 17293 ###### Decoded cells ###### A17293 Mathematics ###### B17293 Mathematics ###### C17293 Year 1 ###### E17293 AC9M1ST01 ###### J17293 acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols ###### Id acara-v9:learning_areas:AC9M1ST01 ###### Raw row xml 31679316792643196631965 ###### Row 17293 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st01 e1 ###### Canonical ###### Attributes ###### Code AC9M1ST01_E1 ###### Elaboration discussing methods of collecting data to answer a question, such as “What types of rubbish are found in the playground?”, sharing ideas and trying out some of the suggested methods; reviewing the data collected and explaining how they might change the way they collect data next time ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E1 ###### Plain text discussing methods of collecting data to answer a question, such as “What types of rubbish are found in the playground?”, sharing ideas and trying out some of the suggested methods; reviewing the data collected and explaining how they might change the way they collect data next time ###### Record type illustrative_elaboration ###### Source row 17294 ###### Decoded cells ###### A17294 Mathematics ###### B17294 Mathematics ###### C17294 Year 1 ###### E17294 AC9M1ST01_E1 ###### K17294 discussing methods of collecting data to answer a question, such as “What types of rubbish are found in the playground?”, sharing ideas and trying out some of the suggested methods; reviewing the data collected and explaining how they might change the way they collect data next time ###### Id acara-v9:learning_areas:AC9M1ST01_E1 ###### Raw row xml 31679316792643196831967 ###### Row 17294 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st01 e2 ###### Canonical ###### Attributes ###### Code AC9M1ST01_E2 ###### Elaboration collecting and recording information on a topic of interest using lists; for example, “how many people follow a particular football team” or “what colour eyes each person has”; examining the data, to generate some questions that it could answer, then rearranging the data or collecting different data to answer the question ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E2 ###### Plain text collecting and recording information on a topic of interest using lists; for example, “how many people follow a particular football team” or “what colour eyes each person has”; examining the data, to generate some questions that it could answer, then rearranging the data or collecting different data to answer the question ###### Record type illustrative_elaboration ###### Source row 17295 ###### Decoded cells ###### A17295 Mathematics ###### B17295 Mathematics ###### C17295 Year 1 ###### E17295 AC9M1ST01_E2 ###### K17295 collecting and recording information on a topic of interest using lists; for example, “how many people follow a particular football team” or “what colour eyes each person has”; examining the data, to generate some questions that it could answer, then rearranging the data or collecting different data to answer the question ###### Id acara-v9:learning_areas:AC9M1ST01_E2 ###### Raw row xml 31679316792643197031969 ###### Row 17295 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st01 e3 ###### Canonical ###### Attributes ###### Code AC9M1ST01_E3 ###### Elaboration creating a tally to record data while observing events such as the year level of students using the bike shed; deciding on the possible categories before the observations are taken, then reviewing the data afterwards to notice whether the tally was effective ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E3 ###### Plain text creating a tally to record data while observing events such as the year level of students using the bike shed; deciding on the possible categories before the observations are taken, then reviewing the data afterwards to notice whether the tally was effective ###### Record type illustrative_elaboration ###### Source row 17296 ###### Decoded cells ###### A17296 Mathematics ###### B17296 Mathematics ###### C17296 Year 1 ###### E17296 AC9M1ST01_E3 ###### K17296 creating a tally to record data while observing events such as the year level of students using the bike shed; deciding on the possible categories before the observations are taken, then reviewing the data afterwards to notice whether the tally was effective ###### Id acara-v9:learning_areas:AC9M1ST01_E3 ###### Raw row xml 31679316792643197231971 ###### Row 17296 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st01 e4 ###### Canonical ###### Attributes ###### Code AC9M1ST01_E4 ###### Elaboration using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E4 ###### Plain text using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar ###### Record type illustrative_elaboration ###### Source row 17297 ###### Decoded cells ###### A17297 Mathematics ###### B17297 Mathematics ###### C17297 Year 1 ###### E17297 AC9M1ST01_E4 ###### K17297 using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar ###### Id acara-v9:learning_areas:AC9M1ST01_E4 ###### Raw row xml 31679316792643197431973 ###### Row 17297 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st01 e5 ###### Canonical ###### Attributes ###### Code AC9M1ST01_E5 ###### Elaboration role-playing being a chatbot asking simple yes/no questions and collecting data, and representing the data using virtual manipulatives, stickers or emojis ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E5 ###### Plain text role-playing being a chatbot asking simple yes/no questions and collecting data, and representing the data using virtual manipulatives, stickers or emojis ###### Record type illustrative_elaboration ###### Source row 17298 ###### Decoded cells ###### A17298 Mathematics ###### B17298 Mathematics ###### C17298 Year 1 ###### E17298 AC9M1ST01_E5 ###### K17298 role-playing being a chatbot asking simple yes/no questions and collecting data, and representing the data using virtual manipulatives, stickers or emojis ###### Id acara-v9:learning_areas:AC9M1ST01_E5 ###### Raw row xml 31679316792643197631975 ###### Row 17298 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st01 e6 ###### Canonical ###### Attributes ###### Code AC9M1ST01_E6 ###### Elaboration exploring ways of representing, sharing and communicating data through stories and symbols used by First Nations Australians ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST01_E6 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST01_E6 ###### Plain text exploring ways of representing, sharing and communicating data through stories and symbols used by First Nations Australians ###### Record type illustrative_elaboration ###### Source row 17299 ###### Decoded cells ###### A17299 Mathematics ###### B17299 Mathematics ###### C17299 Year 1 ###### E17299 AC9M1ST01_E6 ###### K17299 exploring ways of representing, sharing and communicating data through stories and symbols used by First Nations Australians ###### Id acara-v9:learning_areas:AC9M1ST01_E6 ###### Raw row xml 31679316792643197831977 ###### Row 17299 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st02 ###### Canonical ###### Attributes ###### Code AC9M1ST02 ###### Content description represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02 ###### Plain text represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings ###### Record type content_description ###### Source row 17300 ###### Decoded cells ###### A17300 Mathematics ###### B17300 Mathematics ###### C17300 Year 1 ###### E17300 AC9M1ST02 ###### J17300 represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings ###### Id acara-v9:learning_areas:AC9M1ST02 ###### Raw row xml 31679316792643198031979 ###### Row 17300 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st02 e1 ###### Canonical ###### Attributes ###### Code AC9M1ST02_E1 ###### Elaboration creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories, then reflecting on the chosen categories and deciding whether they were helpful ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E1 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E1 ###### Plain text creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories, then reflecting on the chosen categories and deciding whether they were helpful ###### Record type illustrative_elaboration ###### Source row 17301 ###### Decoded cells ###### A17301 Mathematics ###### B17301 Mathematics ###### C17301 Year 1 ###### E17301 AC9M1ST02_E1 ###### K17301 creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories, then reflecting on the chosen categories and deciding whether they were helpful ###### Id acara-v9:learning_areas:AC9M1ST02_E1 ###### Raw row xml 31679316792643198231981 ###### Row 17301 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st02 e2 ###### Canonical ###### Attributes ###### Code AC9M1ST02_E2 ###### Elaboration translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category and explaining how the tally chart answers the question ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E2 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E2 ###### Plain text translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category and explaining how the tally chart answers the question ###### Record type illustrative_elaboration ###### Source row 17302 ###### Decoded cells ###### A17302 Mathematics ###### B17302 Mathematics ###### C17302 Year 1 ###### E17302 AC9M1ST02_E2 ###### K17302 translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category and explaining how the tally chart answers the question ###### Id acara-v9:learning_areas:AC9M1ST02_E2 ###### Raw row xml 31679316792643198431983 ###### Row 17302 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st02 e3 ###### Canonical ###### Attributes ###### Code AC9M1ST02_E3 ###### Elaboration recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E3 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E3 ###### Plain text recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed ###### Record type illustrative_elaboration ###### Source row 17303 ###### Decoded cells ###### A17303 Mathematics ###### B17303 Mathematics ###### C17303 Year 1 ###### E17303 AC9M1ST02_E3 ###### K17303 recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed ###### Id acara-v9:learning_areas:AC9M1ST02_E3 ###### Raw row xml 31679316792643198631985 ###### Row 17303 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st02 e4 ###### Canonical ###### Attributes ###### Code AC9M1ST02_E4 ###### Elaboration representing data with objects and drawings where one object or drawing represents one data value; describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E4 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E4 ###### Plain text representing data with objects and drawings where one object or drawing represents one data value; describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses ###### Record type illustrative_elaboration ###### Source row 17304 ###### Decoded cells ###### A17304 Mathematics ###### B17304 Mathematics ###### C17304 Year 1 ###### E17304 AC9M1ST02_E4 ###### K17304 representing data with objects and drawings where one object or drawing represents one data value; describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses ###### Id acara-v9:learning_areas:AC9M1ST02_E4 ###### Raw row xml 31679316792643198831987 ###### Row 17304 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st02 e5 ###### Canonical ###### Attributes ###### Code AC9M1ST02_E5 ###### Elaboration discussing what data frequency means in terms of the total count for a particular category and relating the highest frequency to being the most popular category in the collected data ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E5 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E5 ###### Plain text discussing what data frequency means in terms of the total count for a particular category and relating the highest frequency to being the most popular category in the collected data ###### Record type illustrative_elaboration ###### Source row 17305 ###### Decoded cells ###### A17305 Mathematics ###### B17305 Mathematics ###### C17305 Year 1 ###### E17305 AC9M1ST02_E5 ###### K17305 discussing what data frequency means in terms of the total count for a particular category and relating the highest frequency to being the most popular category in the collected data ###### Id acara-v9:learning_areas:AC9M1ST02_E5 ###### Raw row xml 31679316792643199031989 ###### Row 17305 ###### Sheet Learning areas ##### Acara-v9:learning areas:ac9m1st02 e6 ###### Canonical ###### Attributes ###### Code AC9M1ST02_E6 ###### Elaboration exploring First Nations Australian children’s instructive games; for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, representing and discussing the results ###### Learning area Mathematics ###### Level Year 1 ###### Subject Mathematics ###### Code AC9M1ST02_E6 ###### Collection learning_areas ###### Id acara-v9:learning_areas:AC9M1ST02_E6 ###### Plain text exploring First Nations Australian children’s instructive games; for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, representing and discussing the results ###### Record type illustrative_elaboration ###### Source row 17306 ###### Decoded cells ###### A17306 Mathematics ###### B17306 Mathematics ###### C17306 Year 1 ###### E17306 AC9M1ST02_E6 ###### K17306 exploring First Nations Australian children’s instructive games; for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, representing and discussing the results ###### Id acara-v9:learning_areas:AC9M1ST02_E6 ###### Raw row xml 31679316792643199231991 ###### Row 17306 ###### Sheet Learning areas ##### Acara-v9:achievement standards:20aced2e724b21ef ###### Canonical ###### Attributes ###### Achievement standard

They collect and record categorical data, create one-to-one displays, and compare and discuss the data using frequencies.

###### Id acara-v9:achievement_standards:20aced2e724b21ef ###### Raw row xml 3167931679131326440489 ###### Row 224 ###### Sheet Achievement standards #### Status PASS