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Curriculum and Queensland useYear 2 Maths · T2 W13–14 · Teacher · Teacher / Curriculum

This fortnight contributes to AC9M2SP02, AC9M2N01 and selected AC9M2N02. It is partial Year 2 work, not an annual certificate. Check actual prerequisites and teaching; first/later names do not establish familiarity or gains.

Current QCAA alignment and standards elaborations support selected space/number proficiencies. WW represents a sound level across a folio. These32components are partial evidence,not an annual grade. First/later labels establish no familiarity,complexity,independence or progress. Record exact opportunities,access,hints and own words;leave unseen evidence open. Teachers select appropriate techniques and conditions;typing is optional.

Other additive,multiplicative,money,fraction,pattern,time,measurement,shape and data aspects remain annual work. Most illustrative breadth is outside this pack. Cultural/provider examples are literal references,not a permission or translation claim.

The retained national source dates from 29 September 2026. The 1800/220 line in AC9M2N01_E1 is retained as a historical anomaly and never used in child examples. Current new lines have their own correct declared endpoints.

Literal national-source annex for adult audit · all 104 meanings

MATMATY2 · level_description

In Year 2, 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 with positive dispositions towards mathematics and its use as they: recognise that mathematics can be used to investigate things they are curious about, to solve practical problems and model everyday situations, describing their thinking and reasoning using familiar mathematical language partition and combine numbers flexibly, recognising and describing the relationship between addition and subtraction and employing part-part-whole reasoning and relational thinking to solve additive problems use number sentences to formulate additive situations and represent simple multiplicative situations using equal groups and arrays use mathematical modelling to solve practical problems involving authentic situations by representing problems with physical and virtual materials, diagrams, and using different calculation strategies to find solutions compare and contrast related operations and use known addition and subtraction facts to develop strategies for unfamiliar calculations recognise types of patterns in different contexts partition collections, shapes and objects into equal parts and build a sense of fractions as a measure, connecting this to measures of turn and representations of time use uniform units to measure, compare and discuss the attributes of shapes and objects, and the duration of events describe spatial relationships such as the relative position of objects represented within a two-dimensional space build the foundations for statistical inquiry by choosing questions based on their interests as they collect, represent, and interpret data, and recognise features of different representations develop a sense of equivalence, chance and variability when they engage in play-based and practical activities

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

MATMATY2_1NUM · strand

Number

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N01 · content_description

recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines

Selected number/placevalue contribution

Days66–70 and C/D offers represent/order selected three-digit quantities,zero places,standard/nonstandard grouping and the explicit1000boundary. All task counts are fiction. Broader at-least1000range,larger four-digit numbers,physical collections and calculation/regrouping breadth remain annual work.

AC9M2N01_E1 · illustrative_elaboration

recognising missing numbers on different number lines; for example, a number line with $1800$ on one end and $220$ on the other, with every decade numbered

Historical anomaly retained, not child example

Actual K17310retains1800/220decade wording verbatim. It is incongruous and is not a child example. New declared lines have accurate endpoints and spacing; no presumed edit to the authority.

AC9M2N01_E2 · illustrative_elaboration

recognising and locating the position of pieces within hundreds chart puzzles using knowledge of the order of natural numbers

Selected number/placevalue contribution

No hundreds-chart puzzle is supplied. Numeral/number-line ordering does not complete this illustration.

AC9M2N01_E3 · illustrative_elaboration

reading and writing numerals, and saying and ordering two-, three- and four-digit numbers using patterns in the number system, including numbers with zeros in different places, and numbers that look and sound similar such as $808, 880, 818$ and $881$

Selected number/placevalue contribution

AC9M2N01_E4 · illustrative_elaboration

collecting large quantities of materials for recycling; for example, ring pulls, bottle tops and bread tags, and grouping them into ones, tens and hundreds; using the materials to show different representations of two- and three-digit numbers

Selected number/placevalue contribution

Original100/10/1models teach value. No actual recycling collection,discarded small objects or environmental result is required or observed; this real-collection illustration stays open.

AC9M2N02 · content_description

partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation

Selected number/placevalue contribution

AC9M2N02_E1 · illustrative_elaboration

comparing the digits of a number with materials grouped into hundreds, tens and ones, and explaining the meaning of each of the digits in the materials

Selected number/placevalue contribution

AC9M2N02_E2 · illustrative_elaboration

renaming numbers in different ways using knowledge of place value; for example, renaming $245$ as $24$ tens and $5$ ones or $2$ hundreds and $45$ ones

Selected number/placevalue contribution

Selected whole-preserving hundred-to-tens regroupings are supplied. Not every24tens/45onesrenaming or regrouping for calculation is completed;record the exact grouping offered.

AC9M2N03 · content_description

recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N03_E1 · illustrative_elaboration

creating halves of a range of collections sets by sharing collections into $2$ equal groups; for example, comparing half of a set of $12$ washers with half of a set of $8$ bolts to identify how they both represent one-half of their respective set

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N03_E2 · illustrative_elaboration

creating halves using measurement attributes; for example, explaining that “a half is one part out of $2$ equal parts of a whole”; equally folding a strip of paper, dividing a lump of playdough or separating a cup of water into $2$ equal parts, then selecting one of the parts and naming it “one-half”; comparing half of a collection of $10$ counters with half of a shape or object and explaining how each shows one-half of their respective wholes

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N03_E3 · illustrative_elaboration

using repeated halving to subdivide shapes and objects in different ways to make corresponding halves, quarters and eighths; naming the parts and comparing the size of them to notice that they are all the same size, and demonstrating that a quarter is a half of a half and that an eighth is a half of a quarter

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N03_E4 · illustrative_elaboration

dividing a shape into equal parts and relating the number of parts to the unit fraction; for example, if there are $4$ equal parts then each part is a one-quarter and if there are $8$ equal parts then each is one-eighth

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N04 · content_description

add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N04_E1 · illustrative_elaboration

using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging to $10$ strategies; for example, calculating $7 + 8$ using $7 + (7 + 1) = (7 + 7) + 1$ , the associative property and near doubles; calculating $7 + 8$ using the associative property and bridging to $10$ , $7 + (3 + 5) = (7 + 3) + 5$

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N04_E2 · illustrative_elaboration

using strategies such as doubles, near doubles, part-part-whole knowledge to $10$, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating $56 + 37$ by thinking $5$ tens and $3$ tens is $8$ tens, $6 + 7 = 6 + 4 + 3$ is one $10$ and $3$, and so the result is $9$ tens and $3, 93$

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N04_E3 · illustrative_elaboration

representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N04_E4 · illustrative_elaboration

using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating $34 + 20 = 54, 3$ tens add $2$ tens is $5$ tens which is $50$, and $4$ ones add zero ones is $4$ ones which is $4$, so the result is $50 + 4 = 54$

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N04_E5 · illustrative_elaboration

using a physical or mental number line or hundreds chart to solve addition or subtraction problems, by moving along or up and down in tens and ones; for example, “I was given a $\$100$ gift card for my birthday and spent $\$38$ on a pair of shoes and $\$15$ on a t-shirt. How much money do I have left on the card?”

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N04_E6 · illustrative_elaboration

using First Nations Australians’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N05 · content_description

multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N05_E1 · illustrative_elaboration

making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, make different arrays to represent $12$ and name them as “$3$ fours”, “$2$ sixes”, “$4$ threes”, “$6$ twos”; using physical or virtual materials to make arrays or using bar models to demonstrate that “$3$ fours” is equal to “$4$ threes”

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N05_E2 · illustrative_elaboration

finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a “$3$ fives” array by saying “I saw $2$ fives which is $10$ and then $5$ more which makes $15$”

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N05_E3 · illustrative_elaboration

recognising problems that can be solved using division and identifying the difference between dividing a set of objects into $3$ equal groups and dividing the same set of objects into groups of $3$

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N05_E4 · illustrative_elaboration

using a Think Board to solve partition and quotition division problems; for example, sharing a prize of $\$36$ between $4$ people, using materials, a diagram and skip counting to find the answer; explaining whether the answer $9$ refers to people or dollars

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N05_E5 · illustrative_elaboration

using materials or diagrams, and skip counting to solve repeated equal quantity multiplication problems; for example, “Four trays of biscuits with $6$ on each tray, how many biscuits are there?”; writing a repeated addition number sentence and using skip counting to solve

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N06 · content_description

use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N06_E1 · illustrative_elaboration

modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition or subtraction, multiplication or division to solve the problem and justifying the choice of operation; for example, “I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part”

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N06_E2 · illustrative_elaboration

modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division; for example, if each member of our class contributes $\$5$, how much money will we have in total?

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N06_E3 · illustrative_elaboration

modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, how to share out some food or distributing money in whole dollar amounts, including deciding what to do if there is a remainder

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N06_E4 · illustrative_elaboration

modelling and solving the problem “How many days are there left in this year?” by using a calendar

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2N06_E5 · illustrative_elaboration

modelling problems involving equal grouping and sharing in First Nations Australian children’s instructive games; for example, Yangamini from the Tiwi Island Peoples, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

MATMATY2_2ALG · strand

Algebra

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A01 · content_description

recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A01_E1 · illustrative_elaboration

creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles using $3$ for one triangle, $5$ for $2$ triangles, $7$ for $3$ triangles and describing the pattern as “Start with $3$ and add $2$ each time”

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A01_E2 · illustrative_elaboration

recognising patterns in the built environment to locate additive pattern sequences; for example, “How many windows in one train carriage, $2$ train carriages, $3$ train carriages …?” or “How many wheels on one car, $2$ cars, $3$ cars…?” and recording the results in a diagram or table

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A01_E3 · illustrative_elaboration

recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A01_E4 · illustrative_elaboration

using dynamic geometric software or a generative artificial intelligence tool to create patterns that increase or decrease by a constant amount; for example, creating a geometric pattern using shapes, that adds the same number of elements to the pattern as the pattern increases, and discussing what instructions they input to achieve the output

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A01_E5 · illustrative_elaboration

recognising additive patterns in the environment on Country/Place and in First Nations Australians’ material culture; representing them using drawings, coloured counters and numbers

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A02 · content_description

recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A02_E1 · illustrative_elaboration

using ten-frames or materials such as connecting cubes to develop and record addition and subtraction strategies including doubles, near doubles, counting on, combinations to $10$ and bridging to $10$, explaining patterns and connections noticed within the facts

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A02_E2 · illustrative_elaboration

partitioning and rearranging collections to practice and develop fluency with addition and subtraction facts to $20$ leading to the recall of these facts; for example, partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as $8 + 7 = 15$ therefore, $15\space – \space7 = 8$ and $15 \space– \space8 = 7$

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A02_E3 · illustrative_elaboration

using partitioning to develop and record facts systematically; for example, “How many ways can $10$ birds be spread among $2$ trees?”, $10 = 10 + 0$, $10 = 9 + 1$, $10 = 8 + 2$, $10 = 7 + 3$, …; explaining how they know they have found all possible partitions

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A03 · content_description

recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A03_E1 · illustrative_elaboration

recognising and relating terms such as double, twice and multiply by $2$, halve and divide by $2$ using physical and virtual materials; for example, colouring numbers on a hundreds chart to represent doubles and use to recognise halves; recognising the doubling pattern and applying to find related facts such as for $8$ twos think $2$ eights

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A03_E2 · illustrative_elaboration

doubling and halving collections to practise and develop fluency with multiplication and division facts for twos leading to recall of these facts

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A03_E3 · illustrative_elaboration

establishing an understanding of doubles and near doubles using physical or virtual manipulatives; for example, using manipulatives to establish that doubling $5$ gives you $10$ then extending this doubling fact to respond to the question, “How can you use this fact to double $6$ or double $4$?”

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2A03_E4 · illustrative_elaboration

develop fluency with doubling and halving numbers within $20$ using physical or virtual materials and playing doubling and halving games; for example, using a physical or virtual dice and choosing whether to double or halve to reach a target number

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

MATMATY2_3MEA · strand

Measurement

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M01 · content_description

measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M01_E1 · illustrative_elaboration

choosing suitable informal units to measure the length of a range of objects; justifying their choice of a longer unit to measure things that are long, such as the width of a room, and a shorter unit to measure shorter things or when more accuracy is needed

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M01_E2 · illustrative_elaboration

comparing the capacity of several containers using sand and units such as a spoon or cup, to say which container will hold the most and how much more it will hold; recording the results, writing an explanation of their measurement process, including using smaller units to be more accurate, and justifying the result

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M01_E3 · illustrative_elaboration

using balance scales to compare the mass of several objects, selecting an appropriate informal unit; counting the number of informal units to determine which object is heavier and how much heavier; explaining why the informal units chosen need to be the same mass

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M01_E4 · illustrative_elaboration

recognising that the same informal unit needs to be used when measuring; for example, demonstrating and discussing why using different shoe lengths to measure the same distance could result in the measures being different; discussing why a smaller sized informal unit may result in a larger number of units compared to a larger informal unit

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M01_E5 · illustrative_elaboration

investigating First Nations Australians’ use of body parts, such as hands, as uniform informal units of measurement used to measure and compare objects; for example, in the manufacturing of nets for a particular purpose

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M01_E6 · illustrative_elaboration

investigating and comparing measurable attributes that are interpreted by First Nations Australians to understand animal behaviour such as the length, width and depth of animal tracks

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M02 · content_description

identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M02_E1 · illustrative_elaboration

demonstrating how food items can be cut in halves, quarters or eighths; for example, cutting pizzas, slices, cakes or sandwiches into equal parts by halving, then halving again to form quarters and eighths, ensuring that the parts are equal

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M02_E2 · illustrative_elaboration

investigating cup and spoon measures used in cooking and discussing what half or quarter of a cup or tablespoon measure means, and using sand or water to compare these to the full cup and tablespoon measures

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M02_E3 · illustrative_elaboration

demonstrating and using halves and quarters in folding activities; for example, folding paper in half and quarters and ensuring that the pieces are the same size

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M02_E4 · illustrative_elaboration

recognising that halves and quarters can be used to describe lengths, positions and distances; for example, describing the halfway point in a race or instructing someone to stand halfway between the $2$ chairs

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M02_E5 · illustrative_elaboration

discussing that halves and quarters are used to describe duration of time in sporting events, durations of time and what it means; for example, how the sirens used during an Australian Rules Football game represent quarters and half time during the game; recognising and using half or quarter of an hour to describe a duration of time

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M03 · content_description

identify the date and determine the number of days between events using calendars

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M03_E1 · illustrative_elaboration

using calendars to locate specific dates and identify what day it is, to determine the date $2$ weeks prior to or after a given date

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M03_E2 · illustrative_elaboration

creating a class calendar to enter specific dates relevant to the class; for example, students’ birthdays, school assemblies, sports carnivals or class excursions

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M03_E3 · illustrative_elaboration

using addition and a calendar to model and solve the problem “How many days there are in left in this year?” by identifying the number days of left in this month and in each of the remaining months, and using addition to model and solve the problem

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M03_E4 · illustrative_elaboration

identifying and locating specific days or dates on a calendar; for example, school holidays, sports days, ANZAC Day, Easter, Diwali or Ramadan

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M04 · content_description

recognise and read the time represented on an analog clock to the hour, half-hour and quarter-hour

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M04_E1 · illustrative_elaboration

creating an analog clock from a paper plate, showing the placement of the numbers and the $2$ hands; explaining how long it takes for the $2$ hands to move around the clock face and what time unit each is showing

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M04_E2 · illustrative_elaboration

recognising and describing the relationship between the movement of the hands on an analog clock and the duration of time it represents; for example, connecting the language of “half past” to mean when the “big hand” will be at half past the hour and recognising this position as being halfway around its full cycle

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M04_E3 · illustrative_elaboration

dividing a clockface into halves and quarters, and connecting the subdivisions with telling the time to the half and quarter hour; explaining the meaning of “quarter past” and “quarter to” referring to the hour

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M05 · content_description

identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M05_E1 · illustrative_elaboration

identifying things that turn in the school environment; for example, the handle on a tap or a door, the dial or switch on a piece of equipment; identifying a half turn and a full turn, drawing a diagram and labelling it with arrows to show the direction and amount of turn

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M05_E2 · illustrative_elaboration

giving and following instructions to move during an activity; for example, demonstrating and describing half, quarter and full turns in a choreographed dance

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M05_E3 · illustrative_elaboration

investigating hands turning on a clock and relating quarter, half and full hours to angles and the language of clockwise or anti-clockwise

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2M05_E4 · illustrative_elaboration

giving or following directions to locate an object in the room, or provide a pathway through a grid, such as programming a robot, referring to quarter, half, three-quarter and full turns

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

MATMATY2_4SPA · strand

Space

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2SP01 · content_description

recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as “opposite”, “parallel”, “curved” and “straight”

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2SP01_E1 · illustrative_elaboration

sorting a collection of shapes in different ways based on their features such as number of sides, whether all sides are equal, whether pairs of opposite sides are parallel; for example, collections of triangles and other polygons

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2SP01_E2 · illustrative_elaboration

manipulating shapes and recognising that different orientations do not change the shape; for example, cutting out pictures of various shapes, recognising they are they are still classified as the same shape even if they are upside down or on their side

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2SP01_E3 · illustrative_elaboration

investigating the shapes of different sporting fields, describing and labelling their features including side lines, centre circles and goal squares; for example, labelling the lines on a basketball court and using spatial terms to describe them

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2SP01_E4 · illustrative_elaboration

creating regular shapes using digital tools, describing and observing what happens when you manipulate them; for example, dragging or pushing vertices to produce irregular shapes, moving or rotating a shape

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2SP02 · content_description

locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways

Selected position/direction/pathway contribution

Days61–65 and the A/B offers teach supplied scene labels,positions and complete ordered pathways. Familiarity must be recorded after actual reading/teaching; a scene title does not establish it. No actual floor journey,robot,seating change or quarter-turn attainment is claimed.

AC9M2SP02_E1 · illustrative_elaboration

interpreting maps of familiar places and identifying the position of key features

Selected position/direction/pathway contribution

AC9M2SP02_E2 · illustrative_elaboration

understanding that we use maps to receive and give directions and to describe place and spatial relationships between places

Selected position/direction/pathway contribution

AC9M2SP02_E3 · illustrative_elaboration

using a classroom seating plan to locate a new seating position and giving directions to other classmates to find their seats

Selected position/direction/pathway contribution

No actual classroom seating change or directions to a classmate are supplied. Tabletop scene work does not complete this classroom illustration.

AC9M2SP02_E4 · illustrative_elaboration

following and creating movement instructions that need to be carried out to move through a $4 \times 4$ grid mat on the classroom floor or on a computer screen; for example, one forward, $2$ to the right and one backwards, and so on to reach a target square; using a robotic toy to follow a path on a street scene on a floor mat, adjusting their directions as they consider the order of their instructions, the direction and how far they want the toy to travel

Selected position/direction/pathway contribution

Paper-style grid instructions contribute selected orthogonal ordering. No robotic toy,floor journey or actual computer program is delivered; those illustrative variations remain open.

AC9M2SP02_E5 · illustrative_elaboration

moving around a two-dimensional maze using directional language to describe turns and changes in direction including saying, for example, “clockwise”, “anticlockwise”, “quarter turn to the left”, and “take the path to the right”

Selected position/direction/pathway contribution

Open/closed paper cells use page-relative directions. Clockwise,anticlockwise,quarter-turn and facing-direction work is not taught here; that illustration remains open.

MATMATY2_5STA · strand

Statistics

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST01 · content_description

acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST01_E1 · illustrative_elaboration

posing a question of interest about favourite things; for example, asking classmates what are their favourite types of fruit, football teams, days of the week, and recording responses using a table; using counting strategies to determine the number of different responses and the most popular and least popular responses

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST01_E2 · illustrative_elaboration

investigating questions, such as “How much rubbish is really rubbish?” by gathering data about objects in categories; for example, throw away, recycle and reuse; deciding whether the data answers the question

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST01_E3 · illustrative_elaboration

using familiar software or generative artificial intelligence tools, to construct a survey to collect class data, sorting and interpreting responses, and considering the questions asked and whether they need to be modified to reuse the survey

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST01_E4 · illustrative_elaboration

observing events and using the observations to design a table or list to record data; for example, observing students arriving at school prior to deciding the appropriate data categories for investigating the different ways students get to school

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST01_E5 · illustrative_elaboration

exploring the ways First Nations Australians observe, collect, sort and record data

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST02 · content_description

create different graphical representations of data using software where appropriate; compare the different representations, identify and describe common and distinctive features in response to questions

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST02_E1 · illustrative_elaboration

collecting data from a limited list of choices, creating $2$ different graphical representations of the data, discussing and comparing the different representations; for example, asking the class to choose their favourite colour from a given set, then co-creating a picture graph with colours on the horizontal axis and comparing to a column graph with colours on the horizontal axis and numbers on the vertical axis

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST02_E2 · illustrative_elaboration

creating different data displays; for example, lists, tally charts, jointly created column graphs and picture graphs to represent a data set; describing the information that each display represents and discussing how easy or hard they are to interpret and why

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST02_E3 · illustrative_elaboration

using digital tools, including generative artificial intelligence tools, to create picture graphs to represent data using one-to-one correspondence, deciding on an appropriate title for the graph and considering whether the categories of data are appropriate for the context

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST02_E4 · illustrative_elaboration

comparing picture graphs with one-to-one column graphs of the same data, interpreting the data in each and saying how they are the same and how they are different; for example, collecting data on the country of birth of each student and creating different pictographs to represent classroom data

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

AC9M2ST02_E5 · illustrative_elaboration

using dot plots, sticker charts, picture graphs, bar charts and column graphs to represent data

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

Year 2 achievement standard · achievement_standard

By the end of Year 2, students order and represent numbers to at least 1000, apply knowledge of place value to partition, rearrange and rename two- and three-digit numbers in terms of their parts, and regroup partitioned numbers to assist in calculations. They use mathematical modelling to solve practical additive and multiplicative problems, including money transactions, representing the situation and choosing calculation strategies. Students identify and represent part-whole relationships of halves, quarters and eighths in measurement contexts. They describe and continue patterns that increase and decrease additively by a constant amount and identify missing elements in the pattern. Students recall and demonstrate proficiency with addition and subtraction facts within 20 and multiplication facts for twos. They use uniform informal units to measure and compare shapes and objects. Students determine the number of days between events using a calendar and read time on an analog clock to the hour, half hour and quarter hour. They compare and classify shapes, describing features using formal spatial terms. Students locate and identify positions of features in two-dimensional representations and move position by following directions and pathways. They use a range of methods to collect, record, represent and interpret categorical data in response to questions.

retained literal context; no full learning opportunity in this ten-slot pack

Retained full literal national context. This ten-slot pack does not supply the complete learning opportunity;other annual teaching remains open.

About this resource

Reviewed source edition

Source review is complete for this two-week edition. Local suitability and classroom use still need review. Earlier candidate or pending-review words are retained in the original files; full-year coverage, translations and audio are not claimed.

Labels and search exclusions are distribution guidance; they do not authenticate or restrict access.

Exact source: 0e9e1310af692ed50b964f1fe9004e197302f332 · 2026-10-15. Source edition, roles and hashes

Complete source and licence companions

Keep these complete conditions with PDF, SVG, text and ZIP copies. PDFs use the complete separate source and licence companions below; the downloadable packets keep their declared companions.