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AC9M1N01: Year 1 Mathematics Content Descriptor – Number
AC9M1N01 Year 1 Mathematics

AC9M1N01 – Year 1 Mathematics: null

Strand
Number
Substrand
Number

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, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts

Elaborations

  • • 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 \(66\)
  • • using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging on an empty number line
  • • 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
  • • 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

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.