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AC9M1A01: Year 1 Mathematics Content Descriptor – Algebra
AC9M1A01 Year 1 Mathematics

AC9M1A01 – Year 1 Mathematics: null

Strand
Algebra
Substrand
Algebra

This Content Descriptor from Year 1 Mathematics provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens

Elaborations

  • • using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens
  • • 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 \(5, 10, 15, 20\) …
  • • 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
  • • 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
  • • 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
  • •

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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 1 ASMATY1
Year 1 Mathematics 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.