Year 1 Mathematics Achievement Standard – Australian Curriculum v9
This Achievement Standard describes what students are expected to know and do in Year 1 Mathematics by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.
What Students Should Know
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.
Content Descriptors by Strand
This standard is supported by 15 Content Descriptors:
Algebra
AC9M1A01 recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens AC9M1A02 recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unitMeasurement
AC9M1M01 compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning AC9M1M02 measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end AC9M1M03 describe the duration and sequence of events using years, months, weeks, days and hoursNumber
AC9M1N01 recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts AC9M1N02 partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones AC9M1N03 quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting AC9M1N04 add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies AC9M1N05 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 AC9M1N06 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 problemSpace
AC9M1SP01 make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them AC9M1SP02 give and follow directions to move people and objects to different locations within a spaceStatistics
AC9M1ST01 acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols AC9M1ST02 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 findingsAt a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Algebra | — | 2 | 12 |
| Measurement | — | 3 | 14 |
| Number | — | 6 | 21 |
| Space | — | 2 | 8 |
| Statistics | — | 2 | 12 |
| Total | 15 | 67 | |