This table outlines the Declarative and Procedural knowledge that reflects the content descriptors from years

Foundation (prep) to Year 7.

FOUNDATION
Content descriptor 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) Declarative Knowledge Numeracy has a language that must be understood and used. Numbers follow a sequence (backwards and forwards) The sequence of numbers is always the same (ascending and descending). The quantity (value) of a number is always the same. Numbers always have the same name and value even when displayed differently (cardinality). Each quantity is only counted once. The arrangement of numbers does not change the value. One to one correspondence. The last number counted says how many. Identification of groups of objects up to five. The same amount of items will always equal the same value. Items have different characteristics that can be identified and sorted into groups. Terms such as more, less, same as, not the same as have specific meanings. Procedural Knowledge Use correct language to identify numbers. Count numbers in sequential order ascending and descending, starting from any number.

Identify numbers with quantities (Zero to 10) displayed in different ways.

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)

Numbers have a place value that can be added to. Materials can be manipulated to represent numbers and their values.

Recognise the value of small collection of objects without counting. Trust the count. Identify differences between collections (more, less, same, not the same) Compare, order and make correspondences of collections according to their characteristics. Give reasons for answers. Demonstrate skills of addition using displays or materials.

GRADE ONE
Content descriptor 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) Declarative Knowledge Numbers follow a sequence (forwards and backwards) Numbers can be counted in collections of 2, 5, and 10 Number sequences in 2s, 5s and 10s. Numbers have a sequential order that does not change. Each number is only represented once. One to one correspondence. Numbers can be divided into even quantities. Terms such as more, less, same as, not the same as have specific meanings. 2 digit numbers comprise of tens and ones. Partitioning numbers does not change the value or the original amount. Addition and subtraction is a strategy used to solve problems. Specific language us used to define a sum. Collections can be added to (addition) or reduced (subtraction). Partitioning is a strategy used for subtraction. Counting on is a strategy that can be used to addition. 10 000 is made up of 10 thousands, 100 hundreds, 1000 tens and 10 000 ones Partitioning numbers does not change the value of the original amount. Procedural Knowledge Count forwards and backwards between 1 100 fluently. Count collections confidently (2s 5s and 10s) Recognise and count number sequences (2s 5s and 10s) Utilize a strategy to keep count (fingers, tally marks, rhythm) Locate and write indicated numbers on a number line. Order numbers on a number board (0-100). Recognise and read out loud numbers from number board. Identify differences between collections (more, less, same, not the same) Partition quantities into 10s. Compare, order and make correspondences of collections according to their characteristics. Solve simple addition and subtraction problems. Distinguish what strategies should be used to solve different problems. Demonstrate understanding of addition and subtraction by using appropriate language.

Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

Recognise the quantity value of 10 000 Partition numbers into amounts 1000s, 100s and 10s. Rearrange, organise and regroup numbers into partitions.

GRADE TWO
Content descriptor 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) Declarative Knowledge Numbers sequences can be increased and decreased by different quantities. Counting in number sequences can reveal a pattern. Numbers have a sequential order that does not change. Each number is only represented once. Numbers can be represented in different forms (numeral, written) Partitioning numbers does not change the value or the original amount. 1000 is made up of 10 hundreds, 100 tens and 1000 ones Three digit numbers consist of hundreds, tens and ones. Connections can be made between addition and subtraction Collections can be added to (addition) or reduced (subtraction). Partitioning is a strategy that can be used to understand to connection between addition and subtraction. Collections can be added to (addition) or reduced (subtraction). Addition and subtraction can be solved with a range of strategies (ten frames, number lines) Addition and subtraction can be solved mentally. Part-whole knowledge. Multiplication can be linked to repeated Procedural Knowledge Demonstrate skills on counting (accending and descending) on a numbers board. Identify patterns when counting number sequences. Identify numbers over 100. Recognise and model quantities up to 1000 using skills of partitioning. Write numbers in a meaningful context. Compare, order and make correspondences of collections according to their characteristics. Recognise the quantity value of 1000 Partition numbers into amounts of 100s and 10s. Rearrange, organise and regroup numbers into partitions. Distinguish what strategies should be used to solve different problems. Demonstrate understanding of addition and subtraction by using appropriate language.

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)

Solve simple addition and subtraction problems mentally and written. Distinguish what strategies should be used to solve different problems. Trust the count. Demonstrate understanding of part whole knowledge. Solve problems using materials to represent a

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)

addition. Quotation and partitioning are different types of division.

group. Represent division using manipulative objects. Both quotation and partitioning.

GRADE THREE
Content descriptor 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) Declarative Knowledge Even numbers can be divided by two. Odd numbers can not be divided by two Numbers have a sequential order that does not change. Each number is only represented once. Numbers can be represented in different forms (numeral, written) Connections can be made between addition and subtraction Addition and subtraction can be solved with a range of strategies (ten frames, number lines) Addition and subtraction can be solved mentally. Part-whole knowledge. Procedural Knowledge Identify odd and even numbers on a number line. Demonstrate skip counting in twos. Identify numbers up to 10 000. Use a number line to place four digit numbers.

Recognise and explain the connection between addition and subtraction (ACMNA054) Recall addition facts for singledigit 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

Multiplication is observed through patterns of two, three, five and ten. Division is the opposite of multiplication.

Distinguish what strategies should be used to solve different problems. Demonstrate understanding of addition and subtraction by using appropriate language. Solve simple addition and subtraction problems mentally and written. Distinguish what strategies should be used to solve addition and subtraction problems and that they can be swapped to check answers. Trust the count. Demonstrate understanding of part whole knowledge. Identify multiplication and division patterns of two, three, five, and ten.

(ACMNA056) Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)

Multiplication and division problems can be represented in different ways. Digital technologies can be used to solve problems.

Solve division and multiplication problems using appropriate strategies including ICTs

GRADE FOUR
Content Descriptor 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 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) Declarative Knowledge The difference between odd and even numbers Significant properties (what are indicators) Numbers have place value Procedural Knowledge Investigative techniques Sort odd and even numbers Representation of numbers and their appropriate value Order numbers appropriately according to their value The ability to identify numbers place value and rearrange accordingly. Complete accurate calculations Follow appropriate formulas Order multiples (3, 4, 6, 7, 8 and () in sequence Investigate related patterns Demonstrate the ability to quickly recall number facts Identify the difference between multiplication and division The ability to mentally implement strategies to complete multiplication and division number problems Implement appropriate writing techniques Navigate relevant digital technologies

Numbers have place value Appropriate calculation methods

Understanding of multiplication principles Number sequences (3, 4, 6, 7, 8 and 9) Number patterns for up to, x 10 Division is the opposite of multiplication Appropriate strategies relating to multiplication and division formulas Understanding of relevant digital technologies

GRADE FIVE
Content Descriptors Declarative Knowledge Identify and describe factors Factors of whole numbers and multiples of whole numbers Understanding of problem solving strategies and use them to solve problems(ACMNA098) Use estimation and rounding to Estimation and rounding principles check the reasonableness of Calculation comprehension answers to calculations(ACMNA099) Solve problems involving Number place value multiplication of large numbers Understanding of relevant digital technologies by one- or two-digit numbers Understanding problem solving strategies using efficient mental, written Multiplication and division formulas strategies and appropriate digital technologies (ACMNA100) Solve problems involving Number Place Value division by a one digit number, Division formulas and principles including those that result in a remainder(ACMNA101) Use efficient mental and written Understanding of problem solving strategies strategies and apply appropriate Relevant digital technologies digital technologies to solve problems(ACMNA291) Procedural Knowledge Ability to identify the attributes of whole numbers Use problem solving skills to solve facts Ability to round and estimate accurately Complete calculations following appropriate formats Identify the difference between one and two digit numbers Navigate digital technologies Perform accurate calculations using written and mental methods Ability to problem solve division problems of different place values Carry out divisional calculations with remainders Identify appropriate circumstances to use mental, written or technology methods to complete calculations.

GRADE SIX
Content Descriptors Declarative Knowledge Identify and describe properties Numbers have different attributes and of prime, composite, square and properties. triangular numbers(ACMNA122) Prime numbers, composite numbers, square and triangular numbers all have defining qualities. Procedural Knowledge Describe properties of numbers and their attributing qualities. Identify prime, composite, square and triangular numbers.

Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124)

Each of the four operations has strategies that must be followed to solve problems.

Apply appropriate mental and written strategies to solve problems Solve number problems with whole numbers using all four operations Identify the attributes of a negative number Order positive and negative numbers correctly Construct a sequential number line

Integers introduce the concept of negative numbers. Number line design including zero and negative numbers.

GRADE SEVEN
Content Descriptors Investigate index notation and represent whole numbers as products of powers of prime numbers(ACMNA149) Investigate and use square roots of perfect square numbers (ACMNA150) Apply the associative, commutative and distributive laws to aid mental and written computation(ACMNA151) Compare, order, add and subtract integers(ACMNA280) Declarative Knowledge Index notations are the same as multiplication. Prime numbers only have two factors itself and one. Square roots are made up of the same whole numbers multiplied. Associative, commutative and distributive laws Digital technologies can be used to as a computation tool. Negative number and place value. Procedural Knowledge Compare and identify prime and composite numbers. Expand number operations Use appropriate symbolism in calculations Investigate and use square roots and numbers Calculate square roots accurately Rearrange and re calculate any number calculation to reach the same answer (associative, commutative and distributive law). Follow well defined models using appropriate digital technologies to solve problems. Identify the attributes of a negative number Correctly order positive and negative numbers Construct a sequential number line into negatives. Make comparisons between integers