## ABLEWA Stage DTest

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Curriculum updated: .

## General Capabilities

### ABLEWA Stage D

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of the mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.

At this stage:

Understanding includes connecting names, numerals and quantities of objects, events and numbers to 10

Fluency includes counting number in sequence, continuing patterns, comparing objects, recognising events in the day

Problem Solving includes manipulating, comparing and sorting objects, such as which group (out of three) has more or less Reasoning includes manipulating and playing with objects to develop links between their immediate environment, everyday language and mathematical activity.

#### Number and Algebra

##### Number and place value

Use a number names in sequence to count in everyday situations, initially from one to ten (ACMNA001d)

Recognise number name, numerals and quantities, initially up to five and beyond (ACMNA002d)

Subitise regular arrangements of objects and arrays up to five (ACMNA003d)

Compare, order and make comparisons between two collections, according to their quantity, using numbers initially to five (ACMNA289d)

Model practical situations involving ‘adding to’ or ‘taking away’  with collections of up to five objects (ACMNA004d)

##### Patterns and algebra

Sort like objects based on a given classification. Identify and continue a simple repeated pattern with its next element (ACMNA005d)

#### Measurement and Geometry

##### Using units of measurement

Respond to contexts involving ‘heavier/lighter’ than and ‘holds more/less’ than (ACMMG006d)

Identify and sequence regular events that occur during the school day and comment on their duration (short/long) (ACMMG007d)

Identify the days of the week in sequence (ACMMG008d)

##### Shape

Use direct comparison to sort three dimensional objects and two dimensional shapes (ACMMG009d)

##### Location and transformation

Follow simple directional words, to locate or move an object ‘on’, ‘in’ or ‘under’ (ACMMG010d)

#### Statistics and Probability

##### Data representation and interpretation

Answer simple yes/no questions about data that has been gathered in a given context (ACMSP011d)

#### Achievement standard

Number and Algebra

Students connect number names and numerals with sets of up to 10 elements. They match individual objects with counting sequences up to and back from 10. They recognise and point to numerals in and around the classroom, for example, numbers on a clock face. Students use concrete materials to solve problems that involve comparing, combining and separating sets. They can indicate when groups of less than 10 objects are the same or different in number and that two collections have the ‘same’ quantity by matching items one to one. They can find the first and last object in a sequence and place objects into sets to make ‘more’ and take objects from a group to make ‘less’. Students order the first five elements of a set. They sort objects and shapes based on a given attribute and create simple repeating patterns of two elements or more by copying a pattern.

Measurement and Geometry

Students explore measurement attributes in practical situations and identify and describe the basic characteristics of a range of objects, for example, heights of students, cup measures in cooking. They can identify regular events within the school week. They can follow a class pictorial schedule and mark off each passing day on a calendar. Students demonstrate an understanding of two- and three-dimensional shapes by matching basic geometric objects to pictures of that object, identifying basic three-dimensional shapes in the classroom and sorting shapes into like groups. Students show an understanding of ‘location’ and spatial concepts by responding to instructions to position items.

Statistics and Probability

They explore events and follow a simple picture schedule, and use these to answer simple ‘yes’ or ‘no’ questions. They play a variety of chance games such as bingo or snakes and ladders and demonstrate an understanding that they will not always win.

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of the mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.

At this stage:

Understanding includes connecting names, numerals and quantities of objects, events and numbers to 10

Fluency includes counting number in sequence, continuing patterns, comparing objects, recognising events in the day

Problem Solving includes manipulating, comparing and sorting objects, such as which group (out of three) has more or less Reasoning includes manipulating and playing with objects to develop links between their immediate environment, everyday language and mathematical activity.