Calculating and estimating
Recognising and using
patterns and relationships
Numeracy
Years P–2 Numeracy Indicators
In Prep, children:
In Year 1, children:
In Year 2, children:
CE P
CE 1
CE 2
i.
Count to and from at least 20, using one-to-one correspondence (one number name
for each object counted) from any starting point
i.
Count by ones from any given starting point to and from 100
i.
Identify number patterns in the ones, tens and hundreds
ii.
Indicate the ordinal position in a sequence as first, second, third
ii.
Skip count by twos, fives and tens from zero to 100 and identify doubles in the
sequences
ii.
Skip count by 2, 3, 5 and 10 from any starting point, e.g. 12, 15, 18, 21, 24 …
iii.
Order and position whole numbers using 5, 10 and 20 as key reference points
iii.
Order and position whole numbers using 0, 50 and 100 as key reference points
iii.
Order and position whole numbers to 1000 using 100, 250, 500 and 750 as key
reference points
iv.
Identify how many in collections to at least 20, using subitising (identifying small
groups without counting )
iv.
Identify and compare the quantity of whole numbers to at least 100, partitioning using
place value (groups of 10)
iv.
Identify and compare the quantity of whole numbers to at least 1000, using place
value of digits (hundreds, tens and ones)
v.
Compare and order collections and identify more (greater), less (fewer), the same as
and not the same as and explain reasoning
v.
Identify in stories, visual images and problems whether combining, adding, taking
away and finding the difference is required
v.
Identify in given sentences and visual images whether combining, adding, taking
away and finding the difference is required
Use practical strategies to combine and add in everyday situations by:
vi.
Work out basic facts and explain the mental strategies and processes used to
combine, add, take away and find the difference in everyday situations by:
• counting on
• counting back
• partitioning, including place value, and rearranging parts
vi.
vi.
• counting on to identify the quantity of a collection when one, two and three objects
in a group are added
• making number patterns, e.g. the domino pattern, pairs or rows of three
• subitising
Recall and select basic facts and mental strategies for:
• addition, e.g. commutativity (turnarounds), building to ten, doubles, ten facts and
adding ten
• subtraction, e.g. related addition facts
• partitioning or rearranging collections
• multiplication of single-digit numbers, e.g. arrays with materials and drawings,
doubles and extensions of doubles to larger numbers
vii. Represent, solve and sort problems and visual images of problems involving addition
and subtraction using single-digit whole numbers in number expressions represented
as drawings and actions, e.g. 2 jumps and 3 claps makes 5 actions
vii. Represent, solve and sort problems and visual images of problems involving:
• addition and subtraction of single- and two-digit whole numbers that do not bridge
a decade, e.g. 25 + 31 = 56; 27 – 5 = 22
• addition and subtraction of single- and two-digit whole numbers in number
sentences that bridge a decade, e.g. 27 + 5 = 32; 27 – 8 = 19
• arrays and equal groups and sharing equally into groups
viii. Check the reasonableness of solutions by making connections between adding and
taking away
viii. Check the reasonableness of solutions using:
• knowledge of commutativity for addition and multiplication
• connections between addition and subtraction (inverse relationships)
• estimation strategies
viii. Match, copy and write familiar numerals and connect number names, numerals and
quantities to 10 and beyond. Identify the word zero with its quantity and numeral
ix.
Match, copy, read and write numerals to at least 100. Read number words to at
least 20
ix.
Read and write whole numbers in numerals to 1000 and in words to at least 100
ix.
Identify numerals on Australian coins and notes and match these representations to
dollar coin values in transactions
x.
Describe and order Australian coins according to their value
x.
Count and order small collections of Australian coins and notes according to their
value
x.
Identify situations in which money is used for buying items and services
xi.
Read written representations of money
vii. Represent practical situations involving addition
PR P
PR 1
PR 2
i.
Copy, continue, create and describe repeating patterns using objects, drawings and
actions, and separate the repeating parts
i.
Describe, create and extend increasing and decreasing patterns using skip counting
and describe the rules used
i.
Describe patterns, identify missing elements, and extend patterns with numbers by
skip counting or adding 2s, 5s, or 10s
ii.
Sort and re-sort objects using a range of attributes and identify the category chosen
ii.
Identify the repeating elements in a pattern and make the same pattern using different
materials, actions or environmental phenomena
ii.
Identify and describe patterns in everyday environments, e.g. family and school
routines or celebrations
February 2012 Page 1 of 2
Using fractions,
decimals, percentages,
ratios and rates
Using spatial reasoning
Interpreting and drawing conclusions
from statistical information
Numeracy
In Prep, children:
In Year 1, children:
In Year 2, children:
FDPR P
FDPR 1
FDPR 2
i.
i.
i.
Identify a whole and its parts
Use materials and visual representations (linear, region and group) to represent:
• a fourth (half of a half, quarter) as any one of four equal parts of a whole
• an eighth (half of a fourth) as any one of eight equal parts of a whole
SR P
SR 1
SR 2
i.
Identify, sort and describe:
• 3-D objects (cubes, cylinders, spheres and cones) in everyday
environments, using straight and curved surfaces and number of faces
• typical representations of common 2-D shapes (circles, triangles, rectangles
including squares)
• non-typical representations of triangles and rectangles
i.
Classify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of
faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday
environments using geometric properties
i.
Classify familiar 3-D and 2-D shapes using key features
ii.
Visualise and describe key features of 3-D models, counting faces, corners and edges.
Describe straight and curved lines, and draw 2-D shapes (triangles, kites, rhombuses,
circles, rectangles including squares) with and without technologies
Describe own spatial position relative to an object or familiar location in the
environment using everyday language, e.g. between, near, next to, forwards
and towards. Follow and give single, routine directions
ii.
Use positional language to describe:
• the position of an object in two different ways
• two different pathways to get to a familiar location using: clockwise, anticlockwise,
forward, under, and turns
iii.
Represent and interpret simple maps of familiar locations on a grid, describe locations of
key features. Follow and give directions using positional language, e.g. right, left,
forward, back, number of spaces, full-, half- and quarter-turns
iv.
Visualise and identify one-step transformations (slides, flips, half- and quarter-turns) with
and without technologies
v.
Identify viewpoints (top, front, side and back) of 3-D objects
ii.
SI P
SI 1
(Not a focus in the Australian Curriculum at this level)
i.
Identify situations where events are random (may not always occur as expected) and
classify them using the language of chance, e.g. will happen, might happen, might not
happen, won’t happen, certain, impossible
i.
Describe the likelihood of outcomes of practical activities and everyday events using the
language of chance, e.g. likely, unlikely, impossible, certain
i.
ii.
Represent and interpret data by:
• choosing simple questions and gathering responses
• constructing object/people/picture graphs where one object or drawing represents
one data value
• describing similarities and differences using the comparative language: not many,
greatest and least number
ii.
Represent and interpret data by:
• identifying an issue or question of interest based on one categorical variable
• collecting data using a range of methods including tally marks
• using drawings, tables and lists to sort, classify and check information
• creating displays using lists, tables and picture graphs (one to one correspondence),
with and without technologies
• comparing the usefulness of different data displays
• describing the data presented, combining categories as required
• comparing responses with predictions
Represent and interpret data by:
• collecting information in response to questions that can be answered yes
or no
• sorting materials and people into groups that match responses to a given
question or issue
MP
i.
Using measurement
Identify and describe a half as either of the two equal parts of whole collections and
lengths
SI 2
M1
Use direct and indirect comparison and describe the relationship between
different attributes using comparative language, e.g. longer, taller/shorter,
bigger/smaller, holds more/less, heavier/lighter
M2
i.
Measure and compare, with and without technologies:
• lengths, using multiple repeats of uniform informal units and attending to gaps and
overlaps
• capacities of pairs of objects, using uniform informal units
i.
Compare (directly and indirectly) and order by:
• length and height using uniform informal units, e.g. hand spans and pieces of string
• area, volume and capacity using appropriate uniform informal units
• mass using uniform informal units on balance scales
ii.
Make reasonable estimates of length using mind pictures of different uniform informal
units
ii.
Make reasonable estimates for measurements and describe the strategies used when
given a uniform informal unit
ii.
Identify points in time that are of personal significance
iii.
Identify hour and half-hour times
iii.
Read quarter-hour time, using: past the hour and to the hour
iii.
Arrange aspects of daily routines in sequence
iv.
Describe durations using months, weeks, days and hours
iv.
Order days of the week, months of the year and seasons, and identify the number of
days in each month
iv.
Name days of the week and connect them to familiar events and actions
v.
Distinguish between past, present and future using the language of time, e.g. a long
time ago, then and now, now and then, old, new, yesterday, last night and tomorrow
v.
Use a calendar or timeline to identify duration of time in months, weeks, days and hours,
and dates of events
Years P–2 Numeracy Indicators Australian Curriculum v.3
Queensland Studies Authority August 2012 Page 2 of 2