Australian CurriculumAt Little Monkey Apps, we feel that it is important to make life easier for educators... teachers AND parents. Wherever you live or teach, there is an authority that stipulates (or guides) classroom learning. In Australia, it is the Australian Curriculum. You might not use our Apps for these learning outcomes and be following your own plan, but it is nice to know that you can match up the App to a standard. To save you time, we have set out our Apps to show the links to the Australian Curriculum. |
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Foundation Year |
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| Number and place value | ||||
| Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001) | ||||
| Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002) | ||||
| Subitise small collections of objects (ACMNA003) | ||||
| Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289) | ||||
| Represent practical situations to model addition and sharing (ACMNA004) | ||||
| Data representation and interpretation | ||||
| Answer yes/no questions to collect information (ACMSP011) | ||||
Year 1 |
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| Number and place value | ||||
| Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) | ||||
| Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) | ||||
| Count collections to 100 by partitioning numbers using place value (ACMNA014) | ||||
| Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) | ||||
| Patterns and algebra | ||||
| Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018) | ||||
| Fractions and decimals | ||||
| Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016) | ||||
| Data representation and interpretation | ||||
| Choose simple questions and gather responses (ACMSP262) | ||||
| Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263) | ||||
Year 2 |
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| Number and place value | ||||
| Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences. (ACMNA026) | ||||
| Recognise, model, represent and order numbers to at least 1000 (ACMNA027) | ||||
| Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028) | ||||
| Explore the connection between addition and subtraction (ACMNA029) | ||||
| Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030) | ||||
| Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031) | ||||
| Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032) | ||||
| Fractions and decimals | ||||
| Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033) | ||||
| Patterns and algebra | ||||
| Describe patterns with numbers and identify missing elements (ACMNA035) | ||||
| Solve problems by using number sentences for addition or subtraction (ACMNA036) | ||||
| Data representation and interpretation | ||||
| Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048) | ||||
| Collect, check and classify data (ACMSP049) | ||||
| Create displays of data using lists, table and picture graphs and interpret them (ACMSP050) | ||||
| Location and transformation | ||||
| Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044) | ||||
Year 3 |
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| Number and place value | ||||
| Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051) | ||||
| Recognise, model, represent and order numbers to at least 10 000 (ACMNA052) | ||||
| Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053) | ||||
| Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055) | ||||
| Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056) | ||||
| Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057) | ||||
| Patterns and algebra | ||||
| Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060) | ||||
| Fractions and decimals | ||||
| Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058) | ||||
| Data representation and interpretation | ||||
| Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068) | ||||
| Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) | ||||
| Interpret and compare data displays (ACMSP070) | ||||
| Location and transformation | ||||
| Create and interpret simple grid maps to show position and pathways (ACMMG065) | ||||
Year 4 |
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| Number and place value | ||||
| Investigate and use the properties of odd and even numbers (ACMNA071) | ||||
| Recognise, represent and order numbers to at least tens of thousands (ACMNA072) | ||||
| Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073) | ||||
| Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074) | ||||
| Recall multiplication facts up to 10 x 10 and related division facts (ACMNA075) | ||||
| Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076) | ||||
| Patterns and algebra | ||||
| Explore and describe number patterns resulting from performing multiplication (ACMNA081) | ||||
| Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082) | ||||
| Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083) | ||||
| Fractions and decimals | ||||
| Investigate equivalent fractions used in contexts (ACMNA077) | ||||
| Data representation and interpretation | ||||
| ISelect and trial methods for data collection, including survey questions and recording sheets (ACMSP095) | ||||
| Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096) | ||||
| Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097) | ||||
| Location and transformation | ||||
| Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090) | ||||
Year 5 |
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| Number and place value | ||||
| Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098) | ||||
| Data representation and interpretation | ||||
| Pose questions and collect categorical or numerical data by observation or survey (ACMSP118) | ||||
| Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119) | ||||
| Describe and interpret different data sets in context (ACMSP120) | ||||
| Fractions and decimals | ||||
| Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103) | ||||
| Location and transformation | ||||
| Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113) | ||||
Year 6 |
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| Patterns and algebra | ||||
| Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133) | ||||
| Fractions and decimals | ||||
| Compare fractions with related denominators and locate and represent them on a number line (ACMNA125) | ||||
| Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126) | ||||
| Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127) | ||||
| Make connections between equivalent fractions, decimals and percentages (ACMNA131) | ||||
| Location and transformation | ||||
| Introduce the Cartesian coordinate system using all four quadrants (ACMMG143) | ||||
Year 7 |
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| Patterns and algebra | ||||
| Create algebraic expressions and evaluate them by substituting a given value for each variable (ACMNA176) | ||||
| Linear and non-linear relationships | ||||
| Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178) | ||||
Year 8 |
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| Linear and non-linear relationships | ||||
| Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193) | ||||