Exact contribution
Main AC9M1N02: partition one- and two-digit numbers in different ways using physical and virtual materials, including tens and ones. Days 41–50 explicitly teach part facts to10, teen alternatives, standard/nonstandard tens/ones, replacement, transfers and three parts. The source-bound checks sample separate components, not all attainment. The achievement-standard partition aspect is targeted; its other aspects remain visible below.
N01 is maintenance at actual selected quantities, not new whole-range120 evidence. N03/A01 group/sequence knowledge is prior access support, not recertified here. N04 part knowledge prepares varied addition/subtraction to20; the whole N04 description is not claimed taught by these splits. N05/N06 modelling/money/sharing, A02 repeating patterns, measures, space and statistics require further teaching. A tidy organiser alone is not complete mathematical modelling.
The forty-week map is planning. Published Days1–40 supply actual counting/tens/grouping prerequisites; this bank supplies the next principal09–10 gap. Three-digit examples from earlier lessons do not extend N02's one-/two-digit scope. Resource numbering is flexible scheduling, not exact Queensland school term dates.
All current national meanings
Official Version 9.0 workbook, retrieved8 October 2026 UTC/9 October Brisbane, SHA256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. All89 Year 1 Mathematics records and raw cells are retained offline in sources. Original selected plain display follows; wording is national, commentary/layout is ours. Elaborations are examples, not extra compulsory standards.
MATMATY1 · source row 17219
In Year 1, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. Students further develop proficiency and positive dispositions towards mathematics and its use as they: use their curiosity and imagination to explore situations, recognise patterns in their environment and choose ways of representing their thinking when communicating with others demonstrate that numbers can be represented, partitioned and composed in various ways, recognise patterns in numbers and extend their knowledge of numbers beyond 2 digits use physical or virtual materials and diagrams when modelling practical problems through active learning experiences, recognise existing patterns, employ different strategies and discuss the reasonableness of answers explain ways of making direct and indirect comparisons and begin to use uniform, informal units to measure some attributes reason spatially and use spatial features to classify shapes and objects; they recognise these shapes and objects in their environment and use simple transformations, directions and pathways to move the positions of shapes and objects within a space use simple surveys to collect and sort data, based on a question of interest, recognise that data can be represented in different ways, and explain patterns that they see in the results develop a sense of equivalence, fairness, repetition and variability when they engage in play-based and practical activities
MATMATY1_1NUM · source row 17220
Number
AC9M1N01 · source row 17221
recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
AC9M1N01_E1 · source row 17222
reading, writing and naming numerals and ordering two-digit numbers from zero to at least 120, using patterns within the natural number system, including numbers that look and sound similar; for example, 16, 60, 61 and 66
AC9M1N01_E2 · source row 17223
using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging on an empty number line
AC9M1N01_E3 · source row 17224
using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to 99; colour code the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones
AC9M1N01_E4 · source row 17225
recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols; for example, through kanji numbers in Japanese and characters in Chinese, and that there are alternate numeration systems; for example, using special characters for 10 and 100 and other multiples of 10 in Japanese and Chinese numeration
AC9M1N02 · source row 17226
partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones
AC9M1N02_E1 · source row 17227
building knowledge and understanding of the part-part-whole facts to 10, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make 10
AC9M1N02_E2 · source row 17228
using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognise 35 as 3 tens and 5 ones or as 2 tens and 15 ones
AC9M1N02_E3 · source row 17229
using part-part-whole reasoning and physical or virtual materials to represent 24, then partitioning 24 in different ways and recording the partitions using numbers; for example, 10, 10 and 4 combine to make 24 or 10 and 14 combine to make 24
AC9M1N03 · source row 17230
quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
AC9M1N03_E1 · source row 17231
counting a large collection of items using groups of fives or tens and skip counting to work out how many there are; recording the amount and connecting the digits in the number to the grouped materials when using groups of 10
AC9M1N03_E2 · source row 17232
counting collections of objects such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting and connecting the digits in the number to the groups of tens and ones
AC9M1N03_E3 · source row 17233
counting a large collection of Australian \$1 coins by stacking them into piles of 10, skip counting in tens and including any leftover coins to determine the total value
AC9M1N04 · source row 17234
add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies
AC9M1N04_E1 · source row 17235
using drawings, physical and virtual materials and number combinations within 10 to add and subtract collections to 20
AC9M1N04_E2 · source row 17236
adding and subtracting numbers within 20, using a variety of representations and strategies such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to 10; for example, using partitioning and combining 7+5=7+3+2=10+2=12
AC9M1N04_E3 · source row 17237
developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to 10 and subitising with physical and virtual materials; for example, 8 and 6 is the same as 8 and 2 and 4
AC9M1N04_E4 · source row 17238
representing story problems involving addition and subtraction of numbers within 20 using a Think Board, recognising and using + and – symbols and the equal sign to represent the operations of addition and subtraction; showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem
AC9M1N04_E5 · source row 17239
creating and performing addition and subtraction stories told through First Nations Australians’ dances
AC9M1N05 · source row 17240
use mathematical modelling to solve practical problems involving additive situations including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
AC9M1N05_E1 · source row 17241
modelling problems involving addition and subtraction presented in stories, using a Think Board to represent the problem, solving the problem using physical materials and explaining the connections between any materials used, the Think Board diagram and the numbers within the story
AC9M1N05_E2 · source row 17242
modelling simple money problems involving addition and subtraction using whole dollar amounts; for example, setting up a shop and role-playing practical problems of buying and selling of goods, using addition and subtraction with play money and prices in whole dollar amounts; solving the problem “I had \$14 and was given \$15 for my birthday” using addition to answer the problem
AC9M1N05_E3 · source row 17243
modelling a variety of different additive situations to solve practical problems; for example, keeping track of the number of people on a bus as it stops to pick up and drop off passengers or the number of people entering a lift
AC9M1N06 · source row 17244
use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
AC9M1N06_E1 · source row 17245
modelling problems involving repeated equal group situations, such as, “How many wheels are needed for 3 cars?”, using materials and drawing a picture to show what they did, and recording the results with a number
AC9M1N06_E2 · source row 17246
modelling practical problems involving equal sharing situations; for example, sharing a set of dominoes between the 2 players in a game, and then counting or subitising to ensure they both have the same number of tiles
AC9M1N06_E3 · source row 17247
modelling money problems involving equal sharing; for example, sorting coins from a money box according to their denominations, sharing the coins equally between 4 people, and using counting or subitising to ensure they have equal amounts of each denomination
MATMATY1_2ALG · source row 17248
Algebra
AC9M1A01 · source row 17249
recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
AC9M1A01_E1 · source row 17250
using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens
AC9M1A01_E2 · source row 17251
using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …
AC9M1A01_E3 · source row 17252
recognising the patterns in sequences formed by skip counting; for example, that skip counting in fives starting from zero always results in either a 5 or zero as the final digit
AC9M1A01_E4 · source row 17253
counting by twos, fives, or tens to determine how much money is in a collection of coins or notes of the same denomination; for example, 5 cent, 10 cent and \$2 coins, or \$5 and \$10 notes
AC9M1A01_E5 · source row 17254
role-playing being an industrial robot on an assembly line that packs various items into boxes or packets in groups of five or ten, keeping count of the total number of items produced
AC9M1A01_E6 · source row 17255
using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences
AC9M1A02 · source row 17256
recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit
AC9M1A02_E1 · source row 17257
interpreting a repeating pattern sequence created by someone else, noticing and describing the repeating part of the pattern and explaining how they know what comes next in the sequence
AC9M1A02_E2 · source row 17258
generalising a repeating pattern by identifying the unit of repeat and representing the elements using numbers, letters or symbols; for example, representing the repeating pattern of stamp, stamp, clap, stamp clap, stamp, stamp, clap, stamp, clap as SSCSC SSCSC SSCSC... recognising the elements that are repeating, describing the unit of repeat as SSCSC and continuing the pattern
AC9M1A02_E3 · source row 17259
recognising within the sequencing of natural numbers that 0 – 9 digits are repeated both in and between the decades and using this pattern to continue the sequence and name two-digit numbers beyond 20
AC9M1A02_E4 · source row 17260
collaboratively creating a repeating geometric pattern using dynamic geometric software or a generative artificial intelligence tool, discussing as a class what instructions they would need to input to produce a repeating pattern
AC9M1A02_E5 · source row 17261
identifying the repeating patterns in First Nations Australians’ systems of counting, exploring different ways of representing numbers including oral and gestural language
AC9M1A02_E6 · source row 17262
considering how the making of shell or seed necklaces by First Nations Australians’ includes practices such as sorting shells and beads based on colour, size and shape, and creating a repeating pattern sequence
MATMATY1_3MEA · source row 17263
Measurement
AC9M1M01 · source row 17264
compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning
AC9M1M01_E1 · source row 17265
using a piece of string to indirectly compare the length of several objects, deciding which will fit within a space; using comparative language to describe the order: shortest, short, longer, longest
AC9M1M01_E2 · source row 17266
ordering the mass of 3 or more objects such as rocks, using hefting and balance scales; using comparative language to explain the order: lightest, light, heavier, heaviest, and how they decided on the order
AC9M1M01_E3 · source row 17267
pouring sand/rice/water from one container to another to compare and order the capacity of 3 or more containers; describing the order of the results in terms of which holds the most/least, and those in between
AC9M1M01_E4 · source row 17268
creating sand timers from everyday items or recycled material and comparing them to order the duration of time required for the sand to run through
AC9M1M01_E5 · source row 17269
investigating situations where First Nations Australians estimate, compare and communicate measurements; for example, the duration of seasons; understanding animal behaviour using the length of animal tracks; investigating capacity through water management techniques of First Nations Australians, such as traditional water carrying vessels and rock holes
AC9M1M02 · source row 17270
measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end
AC9M1M02_E1 · source row 17271
using 2 different units; for example, pop sticks and pencils, to measure the length of an object such as a desk, and explaining why the number of units used may be different
AC9M1M02_E2 · source row 17272
comparing the length of 2 objects such as a desk and a bookshelf by laying multiple copies of a unit and counting to say which is longer and how much longer; explaining why they shouldn’t have gaps or overlaps between the units as this will change the length of the unit
AC9M1M02_E3 · source row 17273
measuring the distance between 2 locations using footsteps, comparing the results and explaining why there may be different results; for example, referring to the different length of footsteps as using different units
AC9M1M02_E4 · source row 17274
measuring and comparing the length of objects using blocks; for example, comparing the height of 2 toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller
AC9M1M03 · source row 17275
describe the duration and sequence of events using years, months, weeks, days and hours
AC9M1M03_E1 · source row 17276
naming, listing and using familiar units of time, such as hours, days, weeks, years
AC9M1M03_E2 · source row 17277
comparing the number of days in the months of the year and explaining how the months cycle from one year to the next
AC9M1M03_E3 · source row 17278
sequencing familiar events including the representation of time with pictorial timelines
AC9M1M03_E4 · source row 17279
discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school
AC9M1M03_E5 · source row 17280
investigating durations of time represented in First Nations Australians’ seasonal calendars
MATMATY1_4SPA · source row 17281
Space
AC9M1SP01 · source row 17282
make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them
AC9M1SP01_E1 · source row 17283
classifying a collection of shapes, including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the groups
AC9M1SP01_E2 · source row 17284
selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice
AC9M1SP01_E3 · source row 17285
comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them
AC9M1SP01_E4 · source row 17286
exploring string games used in story telling by First Nations Australians; for example, Karda from the Yandruwandha Peoples of north-east South Australia, recognising, comparing, describing and classifying the shapes made by the string and their relationship to shapes and objects on Country/Place
AC9M1SP02 · source row 17287
give and follow directions to move people and objects to different locations within a space
AC9M1SP02_E1 · source row 17288
interpreting and following directions around familiar locations, and understanding the meaning and importance of the words when giving directions; for example, using words like “forwards” and “backwards”, “straight ahead”, “left or right” to describe movement and giving instructions like “Keep going straight until you reach the end of this passage and then turn to your right”
AC9M1SP02_E2 · source row 17289
creating and following an algorithm consisting of a set of instructions to move an object to a different location; for example, role-playing being a robot and following step-by-step instructions given by another classmate to move from one place to another, only moving as instructed
AC9M1SP02_E3 · source row 17290
following directions to move people into different positions within a line using both ordinal and positional language to describe their position; for example, directly comparing heights and following directions using ordinal and positional language to line up in height order
AC9M1SP02_E4 · source row 17291
describing a familiar journey across Country/Place using directional language
MATMATY1_5STA · source row 17292
Statistics
AC9M1ST01 · source row 17293
acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols
AC9M1ST01_E1 · source row 17294
discussing methods of collecting data to answer a question, such as “What types of rubbish are found in the playground?”, sharing ideas and trying out some of the suggested methods; reviewing the data collected and explaining how they might change the way they collect data next time
AC9M1ST01_E2 · source row 17295
collecting and recording information on a topic of interest using lists; for example, “how many people follow a particular football team” or “what colour eyes each person has”; examining the data, to generate some questions that it could answer, then rearranging the data or collecting different data to answer the question
AC9M1ST01_E3 · source row 17296
creating a tally to record data while observing events such as the year level of students using the bike shed; deciding on the possible categories before the observations are taken, then reviewing the data afterwards to notice whether the tally was effective
AC9M1ST01_E4 · source row 17297
using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar
AC9M1ST01_E5 · source row 17298
role-playing being a chatbot asking simple yes/no questions and collecting data, and representing the data using virtual manipulatives, stickers or emojis
AC9M1ST01_E6 · source row 17299
exploring ways of representing, sharing and communicating data through stories and symbols used by First Nations Australians
AC9M1ST02 · source row 17300
represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings
AC9M1ST02_E1 · source row 17301
creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories, then reflecting on the chosen categories and deciding whether they were helpful
AC9M1ST02_E2 · source row 17302
translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category and explaining how the tally chart answers the question
AC9M1ST02_E3 · source row 17303
recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed
AC9M1ST02_E4 · source row 17304
representing data with objects and drawings where one object or drawing represents one data value; describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses
AC9M1ST02_E5 · source row 17305
discussing what data frequency means in terms of the total count for a particular category and relating the highest frequency to being the most popular category in the collected data
AC9M1ST02_E6 · source row 17306
exploring First Nations Australian children’s instructive games; for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, representing and discussing the results
achievement_standard · source row 224
By the end of Year 1, students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections into equal groups and skip count in twos, fives or tens to quantify collections to at least 120. They solve problems involving addition and subtraction of numbers to 20 and use mathematical modelling to solve practical problems involving addition, subtraction, equal sharing and grouping, using calculation strategies. Students use numbers, symbols and objects to create skip counting and repeating patterns, identifying the repeating unit. They compare and order objects and events based on the attributes of length, mass, capacity and duration, communicating reasoning. Students measure the length of shapes and objects using uniform informal units. They make, compare and classify shapes and objects using obvious features. Students give and follow directions to move people and objects within a space. They collect and record categorical data, create one-to-one displays, and compare and discuss the data using frequencies.
Current Queensland mapping
Current Year 1 alignment, March 2023, Year 1 standards elaborations, April 2025, Years 1–2 techniques/conditions, October 2023 and complexity/familiarity advice,2025 were read as whole indexed document text9 October 2026. Standards are2025, not the older2023 alignment date. Year 1 AP/MC/WW/EX/BA and an on-balance folio judgement are not a conversion table for these formative component keys. Choose technique/mode and supports without changing the mathematics. Project allows written, spoken/signed, practical and multimodal; observed demonstration spoken/signed and practical; supervised assessment written, spoken/signed and practical. These are distinct lists, not every mode for every technique.
Modified from the named © State of Queensland (QCAA) 2023/2025 documents, as dated above, CC BY 4.0 subject to QCAA copyright, exceptions and third-party notices. No marks, student work/media, glossary or copied assessment examples are selected. Full source/rights note carries the standalone national attribution and limits.
Original SubjectNest teaching and drawings © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit SubjectNest by NeuroForgeIO Pty Ltd, version 0.1.0, source and licence; note changes. Curriculum and provider rights remain separate.
Standalone national attribution
© Australian Curriculum, Assessment and Reporting Authority (ACARA)2010 to present, unless otherwise indicated. Downloaded from the Australian Curriculum website accessed9 October 2026 Brisbane, and modified for selected plain display/layout. Curriculum expression is licensed under CC BY 4.0, subject to ACARA terms and exclusions. Version updates are tracked in curriculum version history. A frozen download does not synchronise automatically; check current descriptions/achievement standards, not elaborations, before future alignment claims.
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