<html><head></head><body>By the end of Foundation Level C, students recognise and name groups of at least 5. They use counting strategies to quantify collections to at least 5 and subitise to quantify collections to 3. They compare collections to identify ‘more’ and ‘less’. They communicate the number names from zero to at least 5 using stable number order. They partition and combine collections up to 5 in different ways. Students represent practical situations that involve quantifying and adding, taking away one from a collection up to 5 and equal sharing of a collection.&nbsp;
Students copy simple repeating patterns.&nbsp;
Students identify the attributes of mass, capacity and length, using direct comparison, in practical situations. They connect familiar events to times of the day.&nbsp;
Students name, match and sort familiar shapes and objects based on a single attribute. They describe the location of an object or person in a familiar environment. They follow simple movement instructions.&nbsp;
Students compare data collected in response to questions in familiar contexts.</body></html>

Achievement standard – Foundation Level C

Content descriptions – Foundation Level C

name and correctly sequence number names to at least 5

accurately counting forwards to at least 5; for example, counting to 5 and then naming some other numbers, such as saying ‘zero, one, two, three, four, six, seven, ten’

participating in modelled and shared counting experiences; for example, counting using a number line, counting using a number chart, counting using a ten-frame or counting objects in a collection by following along by pointing, nodding or touching a button

joining in shared counting songs and stories to establish the forwards counting sequence of numbers from 0 to 5

identifying when a modelled number count is incorrectly sequenced; for example, indicating ‘That’s wrong’ when presented with 0, 1, 3, 2, 4, 5

recognising that numerals look different from non-numeral shapes; for example, selecting the numbers from a tray that contains letters, numbers and other shapes or tracing numbers on different media

understanding and using terms to indicate ordinal position in a sequence; for example, identifying the ‘first’ and ‘last’ student going down a slide or lining up to enter or exit a room

recognise and name the number of objects within a collection up to 3 using subitising

naming collections of 1, 2 and 3 objects using subitising; for example, communicating ‘two’ for a pair of shoes when asked ‘How many?’, answering ‘three’ automatically after seeing 3 teddy counters revealed from under a container, or correctly subitising 1, 2 or 3 dots on a rolled dice

naming collections of 1, 2 and 3 dots using subitising; for example, when presented with a ten-frame with 3 dots, answering ‘three’ automatically

using subitising to compare and order collections and to say who has more when sharing items

recognising, with a quick look, how many objects are in a collection or in an image on a card, and indicating or saying the number without counting

compare collections to at least 5 to identify if the collections are the same or which has ‘more’ and which has ‘less’

using subitising to compare 2 collections of up to 3 objects and indicating which collection has more and which has less; for example, viewing groups of up to 3 blocks hidden under 2 bowls, then responding to questions including ‘Are they the same?’, ‘Which has more?’ and ‘Which has less?’

using matching to copy a collection to show ‘same’, then adding or taking away from their collection to show more, or less, in response to prompts; for example, responding to ‘Make a collection of bees that is more than mine’ by using matching to create a collection that is the same as the first collection then adding to their collection to represent ‘more’ bees

using counting strategies to compare 2 collections up to 5 to determine which has ‘more’ and which has ‘less’

partition and combine collections up to 5 to make ‘more’ and ‘less’ 

partitioning collections up to 5 objects in different ways and recognising that each part is ‘less’ than the total of the original collection; for example, creating a group of 3 counters and a group of 2 counters from a collection of 5 counters and answering ‘Which group has more?’ and ‘Which group has less?’

combining collections up to 5 objects in different ways and recognising that the total of the combined collections is ‘more’ (greater) than the parts

using physical or virtual five-frames and counters to partition and combine collections, comparing the parts and the whole to determine ‘more’ and ‘less’

represent practical situations involving addition, subtraction and quantification up to at least 5 with physical and virtual materials, and use matching or counting strategies

counting using one-to-one correspondence from zero to at least 5; for example, stopping their counter after they move it 4 spaces on a snakes and ladders board if they rolled the number 4

role-playing using 5 one-dollar coins to pay for items that are priced at $1 and communicating parts of the transaction; for example, requesting 3 bananas and paying with 3 one-dollar coins

using word problems to solve two-number addition and subtraction problems; for example, having 5 one-dollar coins and saying ‘I went to the shop and bought an ice cream for one dollar. How many coins do I take away?’

using games and stories to solve simple addition and subtraction problems; for example, using their fingers to show taking one away aligned with the song ‘Five little ducks’, or role-playing ‘The wheels on the bus’ and having a student ‘get on’

using manipulatives to solve two-number word problems containing addition and subtraction; for example, using teddy counters and a playhouse to model and solve the problem ‘Two bears were playing in a house and another bear friend came over. How many bears are there now?’ or, using a template, placing 3 pieces of playdough in one circle and 2 pieces of playdough in another circle to represent addition

represent practical sharing situations involving equal sharing between 2, using physical and virtual materials

distributing materials equally in everyday situations; for example, sharing 4 toy ducks between 2 students and checking that each student has the same number by direct comparison, or counting the number of apple slices given to each student to see if these are the same

using direct comparison to determine whether a collection has been shared equally into 2 groups; for example, lining up 2 groups of counters to see if the collection has been shared equally

representing situations that involve sharing a collection equally; for example, starting with 8 beads or 6 coins and then sharing them equally between 2 students by distributing them to each student one by one, saying ‘one for you, one for me’, and then counting or subitising to determine the number each student received

Number

copy repeating patterns represented in different ways

replicating a repeating two-element (ABAB) rhythmic pattern; for example, copying touching their noses, then heads, then noses

copying a simple repeating two-element pattern with given objects, movements or sounds, such as red, blue, red, blue (when setting the table with drinking cups), paper and glue (when setting up equipment for an activity), or knife and fork (when setting a table using 2 types of cutlery)

copying a repeating two-element pattern where one element has 2 parts (e.g. AAB), such as performing a clap, clap, stomp pattern or creating a necklace with beads in a blue, blue, green pattern

recognising and indicating the ‘first’ and ‘last’ elements of a two-element pattern

Algebra

identify and compare attributes of 2 familiar objects, including length, capacity and mass, using direct comparison

comparing and labelling objects using the language of ‘long’ and ‘short’, ‘tall’ and ‘short’, and ‘heavy’ and ‘light’; for example, using a book to measure a hand, arm or foot and using the language ‘This book is shorter than my arm’, tracing around students and comparing heights and using the language ‘tall’ and ‘short’, or comparing fruits and vegetables during meal preparation and using the language ‘Which one is big?’ and ‘Which one is small?’

directly comparing 2 objects (e.g. comparing the capacity of an egg cup and a bucket using sand, hefting a toy car and a full drink bottle to compare mass, or aligning a wooden block and a piece of rope to compare length), indicating if they are the same or different, and using appropriate comparative language such as ‘bigger’ and ‘smaller’, ‘empty’ and ‘full’, ‘heaver’ and ‘lighter’, or ‘shorter’ and ‘longer’

identify morning, afternoon and night-time, and connect routine and familiar events to these times

recognising and labelling times of the day as ‘morning’, ‘afternoon’ and ‘night-time’; for example, using greetings such as ‘good morning’ and ‘good afternoon’ appropriately

participating in shared songs, stories and games that reinforce the times of the day; for example, playing a modified version of ‘What’s the time, Mr Wolf?’ that uses morning, afternoon and night-time, with ‘lunchtime’ as the action word

recognising and responding to daily routines by selecting an image from a schedule to indicate an activity has finished or is about to begin

matching visual representations of events by sorting images or symbols according to when they occur during the day; for example, connecting that they wake up in the morning and go to bed at night

identifying the familiar events within the day; for example, using a visual schedule to match the events to the morning or afternoon at school

Measurement

sort and name familiar shapes and objects 

using direct comparison to sort objects using a single given attribute, such as size, colour, texture or shape; for example, sorting a collection of cars or beads by colour or sorting a collection of pattern blocks by shape

recognising and naming shapes that are similar to squares, triangles and circles in parts of the everyday environment, such as doors, windows, wheels and boxes

sorting and naming familiar shapes, such as squares, rectangles, circles, stars and triangles, through hands-on games

describe the location of objects or people within a familiar space, and follow simple instructions to move themselves or an object within a familiar environment

locating known objects in the classroom and naming their locations using prepositional language, such as ‘The book is on the desk’ or ‘Teddy is under the chair’

copying the teacher demonstrating ‘next to’, ‘behind’ or ‘in front of’ in games and activities

interpreting everyday language of location by following one- and two-step related directions, such as ‘Stand up’, ‘Stand up and line up at the door’, ‘Sit on the floor’, ‘Put your lunchbox in your bag’, ‘Get your chair and take it to the table’ or ‘Line up behind …’, with explicit modelling from the teacher

responding with location to a question from the teacher, such as ‘Is the dog on or under the couch?’

describing where they have moved themselves or items in relation to familiar environmental locations and objects using ‘in’, ‘out’, ‘off’, ‘on’, ‘up’, ‘down’, ‘next to’, ‘in front of’ or ‘under’; for example, communicating ‘I am on the floor’, or ‘It is in the reading nook’, ‘… on the bookcase’ or ‘… behind the chair’

Space

compare data represented by objects in response to questions that have only 2 outcomes and relate to familiar situations

participating in displaying collected information and data; for example, assisting in creating a visual display of ‘yes’ and ‘no’ responses to questions such as ‘Do you have a dog?’, ‘Do you like ice cream?’ and ‘Do you like broccoli?’ or choices between 2 options, such as ‘Do you prefer noodles or rice?’

using direct comparison to compare the responses to yes/no questions and questions with 2 outcomes to identify if the results are ‘the same’ or ‘different’, or ‘more’, ‘the same’ or ‘less’; for example, comparing the number of images in a picture graph to determine which response was ‘more’ and which was ‘less’

assisting in organising responses to questions into a simple display, such as a picture graph or a collection of representative materials; for example, asking students to choose their favourite ice-cream flavour and displaying responses

using counting strategies to determine the totals of collections that represent responses to questions; for example, counting the responses collated from students’ favourite ice-cream flavours

Statistics

Mathematics

In Foundation Level C, learning in Mathematics builds on each&nbsp;student’s prior learning and experiences. Students demonstrate increased levels of independence, becoming more peer focused, intentionally participating in structured learning activities with others and communicating in a variety of ways.&nbsp;
Students build their independence as they engage in a range of approaches to the learning and doing of mathematics. They develop their understanding of and fluency with concepts, skills, procedures and processes in practical situations and contexts for learning by making connections, reasoning, problem-solving and practice.&nbsp;Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.&nbsp;
Students&nbsp;develop proficiency and positive dispositions towards mathematics and its use as they:&nbsp;
<ul>
<li>start to use and link some familiar words, materials and symbols to communicate their ideas and understanding</li>
<li>begin to develop, look for and demonstrate awareness of connecting objects and number names to groups</li>
<li>compare quantities and objects by matching like objects and describing differences between objects for a given attribute </li>
<li>manipulate concrete material to solve problems that involve comparing, combining and separating collections</li>
<li>begin to respond to mathematical language, such as ‘adding’ and ‘taking away’; measurement attributes, including ‘big’, ‘small’, ‘tall’ and ‘short’; positional language, including ‘first’ and ‘last’;&nbsp;and the names of familiar shapes and objects</li>
<li>explore situations and events and develop familiarity with times of the day and events within a day using visual schedules</li>
<li>participate in and contribute to the development of picture schedules, timetables and pictorial lists associated with familiar activities</li>
<li>respond to prompts and simple clear directions from the teacher, including&nbsp;acting upon directions presented in 2 steps</li>
<li>participate in structured learning activities with others and begin to use symbolic representations, pictures, photographs and objects to communicate personal ideas and understandings and to solve simple mathematical problems</li>
<li>use practical situations to explore measurement attributes and build vocabulary to describe and compare the attributes of shapes and objects&nbsp;</li>
<li>start to use and link some familiar words and images to construct meaningful communication around problem-solving and practice.</li>
</ul>

Level description – Foundation Level C

Foundation Level C

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