Professional Documents
Culture Documents
MA1-6NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
MA1-5NA
MA1-6NA
ADDITION AND
MULTIPLICATION AND
SUBTRACTION
DIVISION
OUTCOMES
MA1-9MG
SUBSTRAND
LENGTH
Key Ideas
OUTCOMES
MA1-6NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
MA2-13MG
MA1-7NA
MA1-6NA
MA1-14MG
TIME
3D SPACE
MA1-5NA
MA1-6NA
ADDITION AND
MULTIPLICATION AND
SUBTRACTION
DIVISION
MA1-7NA
MA1-6NA
OUTCOMES
MA1-18SP
MA1-19SP
MA1-10MG
SUBSTRAND
Key Ideas
DATA
CHANCE
AREA
MA1-15MG
2D SPACE
LINKED TO CHANCE
LINKED TO DATA
Year Two Maths Scope and Sequence - Term One Weeks 1-5 (Number)
OUTCOMES
SUBSTRAND
MA1-6NA
WHOLE NUMBER
MA1-5NA
ADDITION AND
SUBTRACTION
MA1-6NA
MULTIPLICATION
AND DIVISION
MA1-7NA
FRACTIONS AND DECIMALS
MA1-6NA
PATTERNS AND
ALGEBRA
Key Ideas
3
=
15
of equal 'rows' or equal
number (Communicating)
'columns', eg
and 18 15 = 3
use the terms 'more than' and 'less than' to
compare numbers
the missing
number in a
number
pattern was
determined
(Communicati
ng,
Reasoning)
check
solutions
when
determining
missing
numbers in
number
patterns by
repeating the
process
(Reasoning)
Year Two Maths Scope and Sequence - Term One Weeks 1-5 (Measurement/ Data and Statistics)
OUTCOMES
SUBSTRAND
MA1-9MG
LENGTH
Key Ideas
MA2-13MG
TIME
Related Content
MA1-14MG
3D SPACE
Describe the features of three-dimensional objects
(ACMMG043)
Year Two Maths Scope and Sequence - Term One Weeks 6-10 (Number)
OUTCOMES
MA1-6NA
MA1-5NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
Solve simple addition and subtraction problems using a range of efficient mental and
written strategies (ACMNA030)
use and record a range of mental strategies to solve addition and subtraction problems
apply an understanding of place value and the role of zero to read, write and order three-involving two-digit numbers, including:
the jump strategy on an empty number line
digit numbers
represent three-digit numbers using objects, pictures, words and numerals
the split strategy, eg record how the answer to 37 + 45 was obtained using
the split strategy
form the largest and smallest number from three given digits (Communicating,
Reasoning)
count and represent large sets of objects by systematically grouping in tens and hundreds
use models such as base 10 material, interlocking cubes and bundles of sticks to
explain grouping (Communicating, Reasoning)
use place value to partition three-digit numbers, eg 326 as 3 groups of one hundred,
groups of ten and 6 ones
state the place value of digits in numbers of up to three digits, eg 'In the number 583,
the "5" represents 500 or 5 hundreds'
select and use a variety of strategies to solve addition and subtraction problems involving
one- and two-digit numbers
Related Content
perform simple calculations with money, eg buying items from a class shop and
giving change (Problem Solving)
recognise which strategies are more efficient and explain why (Communicating,
Reasoning)
explain or demonstrate how an answer was obtained for addition and subtraction
problems,
eg show how the answer to 15 + 8 was obtained using a jump strategy on an
empty number line
(Communicating, Reasoning)
OUTCOMES
MA1-6NA
MA1-7NA
MA1-6NA
SUBSTRAND
Key Ideas
Related Content
and eighth
, quarter
Year Two Maths Scope and Sequence - Term One Weeks 6-10 (Measurement/ Data and Statistics)
OUTCOMES
MA1-18SP
MA1-19SP
MA1-10MG
SUBSTRAND
DATA
CHANCE
AREA
Key Ideas
MA1-15MG
2D SPACE
Describe and draw two-dimensional shapes, with and without the use of
digital technologies (ACMMG042)
Investigate the effect of one-step slides and flips, with and without the
use of digital technologies (ACMMG045)
Related Content
Year Two Maths Scope and Sequence- Term Two Overview of Key Ideas
OUTCOMES
MA1-6NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
OUTCOMES
SUBSTRAND
Key Ideas
MA1-5NA
MA1-6NA
ADDITION AND
MULTIPLICATION AND
SUBTRACTION
DIVISION
MA1-7NA
MA1-6NA
MA1-11MG
VOLUME AND
MA1-17MG
MA1-13MG TIME
POSITION
CAPACITY
Compare and order several objects based on volume and
capacity using appropriate uniform informal units
(ACMMG037)
OUTCOMES
MA1-6NA
MA1-5NA
MA1-6NA
MA1-7NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
MA1-14MG
MA1-15MG
3D SPACE
2D SPACE
OUTCOMES
MA1-18SP
SUBSTRAND
DATA
Key Ideas
MA1-12MG
MASS
10
Year Two Maths Scope and Sequence - Term Two Weeks 1-5 (Number)
OUTCOMES
MA1-6NA
MA1-5NA
MA1-6NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
count forwards and backwards by twos, threes and fives use concrete materials to model how
from any starting point
addition and subtraction are inverse operations
find the total number of objects by placing them into equal-sized groups
and using repeated addition (Problem Solving)
use empty number lines and number charts to record repeated addition, eg
describe collections of objects as 'groups of', 'rows of' and 'columns of'
(Communicating)
(Communicating)
gardens (Reasoning)
model the commutative property of multiplication, eg '3 groups of 2 is the same as 2
groups of 3'
solve multiplication and division problems using objects, diagrams, imagery and actions
11
recognise which strategy worked and which did not work and explain why
(Communicating, Reasoning)
OUTCOMES
MA1-7NA
MA1-6NA
SUBSTRAND
Key Ideas
Recognise and interpret common uses of halves, quarters and eighths of shapes and
collections (ACMNA033)
Related
Content
describe equal parts of a collection of objects, eg 'I have quarters because the four
12
Year Two Maths Scope and Sequence - Term Two Weeks 1-5 (Measurement/ Data and Statistics)
OUTCOMES
SUBSTRAND
Key Ideas
MA1-11MG
VOLUME AND
MA1-13MG TIME
CAPACITY
Compare and order several objects based on volume and
capacity using appropriate uniform informal units
(ACMMG037)
MA1-17MG
POSITION
Interpret simple maps of familiar locations and identify
the relative positions of key features (ACMMG044)
describe the position of the hands on a clock for quarter and drawings
past and quarter to
give reasons when answering questions about the
describe the hands on a clock as turning in a
positions of objects (Communicating, Reasoning)
'clockwise' direction (Communicating)
identify which hour has just passed when the hour hand is
not pointing to a numeral
record quarter-past and quarter-to time on analog and
digital clocks
13
Year Two Maths Scope and Sequence - Term Two Weeks 6-10 (Number)
MA1-6NA
MA1-5NA
MA1-6NA
MA1-7NA
SUBSTRAND
OUTCOMES
WHOLE NUMBER
Key Ideas
Related Content
compare Australian
coins and notes with
those from other
countries, eg from
students' cultural
backgrounds
(Communicating)
determine whether
there is enough
money to buy a
particular item
select and use a variety of strategies to solve addition and
(Problem Solving,
subtraction problems involving one- and two-digit numbers
Reasoning)
(Communicating,
Reasoning)
14
Year Two Maths Scope and Sequence - Term Two Weeks 6-10 (Measurement/ Data and Statistics)
OUTCOMES
MA1-18SP
SUBSTRAND
DATA
Key Ideas
MA1-12MG
MASS
MA1-14MG
MA1-15MG
3D SPACE
2D SPACE
15
Year Two Maths Scope and Sequence- Term Three Overview of Key Ideas
OUTCOMES
MA1-6NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
OUTCOMES
MA1-19SP
SUBSTRAND
CHANCE
Describe outcomes as 'likely' or
Key Ideas
MA1-5NA
MA1-6NA
ADDITION AND
MULTIPLICATION AND
SUBTRACTION
DIVISION
MA1-9MG
LENGTH
MA1-13MG
OUTCOMES
MA1-6NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
MA1-6NA
PATTERNS AND ALGEBRA
MA1-14MG
MA1-17MG
3D SPACE
POSITION
Interpret simple maps of familiar
TIME
(ACMSP047)
MA1-7NA
FRACTIONS AND DECIMALS
MA1-5NA
MA1-6NA
ADDITION AND
MULTIPLICATION AND
SUBTRACTION
DIVISION
(ACMMG044)
MA1-7NA
MA1-6NA
OUTCOMES
MA1-18SP
MA1-10MG
SUBSTRAND
DATA
AREA
2D SPACE
LINK TO 2D SPACE
Key Ideas
MA1-15MG
LINK TO AREA
16
Year Two Maths Scope and Sequence - Term Three Weeks 1-5 (Number)
OUTCOMES
MA1-6NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
MA1-5NA
MA1-6NA
ADDITION AND
MULTIPLICATION
SUBTRACTION
AND DIVISION
Explore the
connection between
addition and
subtraction
(ACMNA029)
Recognise and
represent
multiplication as
repeated addition,
groups and arrays
(ACMNA031)
MA1-7NA
MA1-6NA
use concrete
materials to model
multiplication as equal
15
'groups' and by forming
an array of equal 'rows'
or equal 'columns', eg
17
18
Year Two Maths Scope and Sequence - Term Three Weeks 1-5 (Measurement/ Data and Statistics)
OUTCOMES
MA1-19SP
SUBSTRAND
CHANCE
Key Ideas
MA1-9MG
LENGTH
MA1-13MG
TIME
identify and distinguish between 'possible' and 'impossible' recognise the need for formal units to measure lengths and
use a calendar to calculate the number of months, weeks or
events
distances
days until an upcoming event
Related Content
19
OUTCOMES
MA1-14MG
MA1-17MG
SUBSTRAND
3D SPACE
POSITION
Key Ideas
Interpret simple maps of familiar locations and identify the relative positions of key
features (ACMMG044)
use the terms 'flat surface', 'curved surface', 'face', 'edge' and 'vertex' appropriately
make simple models from memory, photographs, drawings or descriptions, eg students
when describing three-dimensional objects
make a model of their classroom
Related Content
describe the number of flat surfaces, curved surfaces, faces, edges and
vertices of three-dimensional objects using materials, pictures and actions, eg
'A cylinder has two flat surfaces, one curved surface, no faces, no edges and no
vertices', 'This prism has 5 faces, 9 edges and 6 vertices' (Communicating)
recognise that flat surfaces of three-dimensional objects are two-dimensional shapes and
name the shapes of these surfaces
20
Year Two Maths Scope and Sequence - Term Three Weeks 6-10 (Number)
OUTCOMES
MA1-6NA
MA1-5NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
Solve simple addition and subtraction problems using a range of efficient mental and
written strategies (ACMNA030)
use and record a range of mental strategies to solve addition and subtraction problems
involving two-digit numbers, including:
the jump strategy on an empty number line
the split strategy, eg record how the answer to 37 + 45 was obtained using the
split strategy
form the largest and smallest number from three given digits (Communicating,
Reasoning)
count and represent large sets of objects by systematically grouping in tens and hundreds
use models such as base 10 material, interlocking cubes and bundles of sticks to
explain grouping (Communicating, Reasoning)
use place value to partition three-digit numbers, eg 326 as 3 groups of one hundred, 2 groups
of ten and 6 ones
state the place value of digits in numbers of up to three digits, eg 'In the number 583, the
"5" represents 500 or 5 hundreds'
select and use a variety of strategies to solve addition and subtraction problems involving
one- and two-digit numbers
Related Content
perform simple calculations with money, eg buying items from a class shop and
giving change (Problem Solving)
recognise which strategies are more efficient and explain why (Communicating,
Reasoning)
explain or demonstrate how an answer was obtained for addition and subtraction
problems,
eg show how the answer to 15 + 8 was obtained using a jump strategy on an empty
number line
(Communicating, Reasoning)
21
OUTCOMES
MA1-6NA
MA1-7NA
MA1-6NA
SUBSTRAND
Key Ideas
Related Content
22
, quarter
and eighth
Year Two Maths Scope and Sequence - Term Three Weeks 6-10 (Measurement/ Data and Statistics)
OUTCOMES
MA1-18SP
MA1-10MG
MA1-15MG
SUBSTRAND
DATA
AREA
2D SPACE
Key Ideas
23
Year Two Maths Scope and Sequence- Term Four Overview of Key Ideas
OUTCOMES
MA1-6NA
MA1-5NA
MA1-6NA
MA1-6NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
OUTCOMES
MA1-11MG
MA1-13MG
MA2-11MG
SUBSTRAND
TIME
POSITION
Key Ideas
OUTCOMES
MA1-6NA
MA1-5NA
MA1-6NA
MA1-7NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
OUTCOMES
MA1-18SP
SUBSTRAND
DATA
Create displays of data using lists,
Key Ideas
MA1-14MG
MA1-15MG
3D SPACE
2D SPACE
(ACMMG038)
objects (ACMMG043)
MA1-12MG
MASS
24
Year Two Maths Scope and Sequence - Term Four Weeks 1-5
OUTCOMES
MA1-6NA
MA1-5NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
count forwards and backwards by twos, threes and fives from any starting point
use concrete materials to model how addition and subtraction are inverse operations
count forwards and backwards by tens, on and off the decade, with two- and three-digit
use related addition and subtraction number facts to at least 20,
numbers, eg 40, 30, 20, (on the decade); 427, 437, 447, (off the decade)
eg 15 + 3 = 18, so 18 3 = 15 and 18 15 = 3
identify number sequences on number charts
Related Content
partition three-digit numbers in non-standard forms, eg 326 can be 32 groups of ten and
ones
round numbers to the nearest hundred
estimate, to the nearest hundred, the number of objects in a collection and check by
counting, eg show 120 pop sticks and ask students to estimate to the nearest hundred
25
OUTCOMES
MA1-6NA
MA1-6NA
SUBSTRAND
Key Ideas
find the total number of objects by placing them into equal-sized groups and
using repeated addition (Problem Solving)
use empty number lines and number charts to record repeated addition, eg
(Communicating)
Related Content
describe collections of objects as 'groups of', 'rows of' and 'columns of'
(Communicating)
model the commutative property of multiplication, eg '3 groups of 2 is the same as 2 groups
of 3'
solve multiplication and division problems using objects, diagrams, imagery and actions
recognise which strategy worked and which did not work and explain why
(Communicating, Reasoning)
26
Year Two Maths Scope and Sequence- Term Four Weeks 1-5 (Measurement/ Data and Statistics)
OUTCOMES
MA1-11MG
MA1-13MG
MA2-11MG
SUBSTRAND
TIME
POSITION
Key Ideas
path
associate the numerals 3, 6 and 9 with 15, 30 and
45 minutes and with the terms 'quarter past',
'half past' and 'quarter to', respectively
(Communicating)
27
Year Two Maths Scope and Sequence- Term Four Weeks 6-10 (Number)
OUTCOMES
MA1-6NA
MA1-5NA
SUBSTRAND
WHOLE NUMBER
Key Ideas
Count and order small collections of Australian coins and notes according to their value
(ACMNA034)
Solve simple addition and subtraction problems using a range of efficient mental and
written strategies (ACMNA030)
use the face value of coins and notes to sort, order and count money
compare Australian coins and notes with those from other countries, eg from
students' cultural backgrounds (Communicating)
use and record a range of mental strategies to solve addition and subtraction problems
involving two-digit numbers, including:
the jump strategy on an empty number line
the split strategy, eg record how the answer to 37 + 45 was obtained using the
split strategy
recognise that there are 100 cents in $1, 200 cents in $2,
identify equivalent values in collections of coins and in collections of notes, eg four $5 notes
have the same value as one $20 note
an inverse strategy to change a subtraction into an addition, eg 54 38: start at
38, adding 2 makes 40, then adding 10 makes 50, then adding 4 makes 54, and so
the answer is 2 + 10 + 4 = 16
select and use a variety of strategies to solve addition and subtraction problems involving
one- and two-digit numbers
Related Content
perform simple calculations with money, eg buying items from a class shop and
giving change (Problem Solving)
recognise which strategies are more efficient and explain why (Communicating,
Reasoning)
explain or demonstrate how an answer was obtained for addition and subtraction
problems,
eg show how the answer to 15 + 8 was obtained using a jump strategy on an empty
number line
(Communicating, Reasoning)
28
OUTCOMES
MA1-6NA
MA1-7NA
SUBSTRAND
Key Ideas
Represent division as grouping into equal sets and solve simple problems using these
representations (ACMNA032)
Recognise and interpret common uses of halves, quarters and eighths of shapes and
collections (ACMNA033)
Related Content
use an empty
number line to
record repeated
subtraction
(Communicating)
describe equal parts of a collection of objects, eg 'I have quarters because the four parts have the same number of counters' (Communicating)
recognise when a collection has been shared into halves, quarters or eighths
record answers to
multiplication and division
problems using drawings, words
and numerals, eg 'two rows of
five make ten', '2 rows of 5 is 10'
29
, quarter
and
Year Two Maths Scope and Sequence- Term Four Weeks 6-10 (Measurement/ Data and Statistics)
OUTCOMES
MA1-18SP
SUBSTRAND
DATA
Key Ideas
MA1-12MG
MA1-14MG
MA1-15MG
3D SPACE
2D SPACE
MASS
explain
the
attribute
or
multiple
when
a
different
unit
is
information gathered in other
record
the
result of performing full-, half- and
used,
eg
'I
will
need
more
attributes
used
when
sorting
learning areas, eg data gathered
quarter-turns
of
a shape, with and without the use
pop
sticks
than
blocks
as
the
three-dimensional
objects
in a unit on families or local
of digital technologies
pop sticks are lighter than
(Communicating, Reasoning)
places (Communicating)
picture graph, eg where the
referring to the uniform informal units
symbol used to represent one used
item is shown in different sizes
find differences in mass by measuring
or where symbols are not equallyand comparing, eg 'The pencil has a mass
spaced (Reasoning)
equal to three blocks and a pair of plastic
Related Content
30