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Whole national meanings and partial contributionYear 1 Maths · T2 W15–16 · Teacher · Teacher / Curriculum
Small whole-card sharing, grouping, leftovers and equal-kit whole requests within twenty contribute partially to AC9M1N06. Selected recount/recombine maintenance relates to N04, part-whole connections to N02 and number names to N01. This bank does not complete Year 1 or establish attainment.
All eighty-nine national meanings below remain whole and unaltered. Retained written opportunity wording is historical planning language. An elaboration that repeats its parent description’s partial contribution is a parent-level opportunity only, not a claim that this specific example was taught. No First Nations dance, language, counting system, cultural story or translation is delivered by these original card jobs.
N06 E1/E2 inspire different repeated-group and sharing jobs; E3 denomination-money sharing is not taught. Illustrations are optional examples, never compulsory tasks. The hundred-and-twenty range, complete tens/ones, wider additive/money modelling, patterns, measurement, space and data meanings remain open. Two versions are not categorical frequency data.
Retain actual taught components, first source exposure and access versus mathematical hints. Shown/not yet shown/not observed guides next teaching. AP/MC/WW/EX/BA and annual achievement require a moderated folio across the year. First/later labels do not establish official complexity or familiarity.
Days 71–80 are flexible resource sequence slots, not compulsory daily attendance or dated calendar weeks. The exact historical annual map retains stale availability rows; it is not current coverage evidence.
Complete historical forty-week planning map
Current primary authority references
MATMATY1
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
Retained written opportunity and evidence boundary
Whole Year1 context retained; curiosity, practical models and explain/check opportunities are partial contributions. No evidence for all proficiency/strands or year completion.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
MATMATY1_1NUM
Number
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N01
recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
Retained written opportunity and evidence boundary
Read/name selected within20 quantities and result units; not representation/order to at least120.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N01_E1
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 \(66\)
Retained written opportunity and evidence boundary
Read/name selected within20 quantities and result units; not representation/order to at least120.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N01_E2
using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging on an empty number line
Retained written opportunity and evidence boundary
Read/name selected within20 quantities and result units; not representation/order to at least120.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N01_E3
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
Retained written opportunity and evidence boundary
Read/name selected within20 quantities and result units; not representation/order to at least120.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N01_E4
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
Retained written opportunity and evidence boundary
Read/name selected within20 quantities and result units; not representation/order to at least120.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N02
partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones
Retained written opportunity and evidence boundary
Selected equal part-whole composition/checks within20; no full tens/ones or two-digit partitioning range.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N02_E1
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 \(10\)
Retained written opportunity and evidence boundary
Selected equal part-whole composition/checks within20; no full tens/ones or two-digit partitioning range.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N02_E2
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
Retained written opportunity and evidence boundary
Selected equal part-whole composition/checks within20; no full tens/ones or two-digit partitioning range.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N02_E3
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 \(24\)
Retained written opportunity and evidence boundary
Selected equal part-whole composition/checks within20; no full tens/ones or two-digit partitioning range.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N03
quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N03_E1
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 \(10\)
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N03_E2
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N03_E3
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N04
add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies
Retained written opportunity and evidence boundary
Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N04_E1
using drawings, physical and virtual materials and number combinations within \(10\) to add and subtract collections to \(20\)
Retained written opportunity and evidence boundary
Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N04_E2
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 \(7+5=7+3+2=10+2=12\)
Retained written opportunity and evidence boundary
Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N04_E3
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 \(4\)
Retained written opportunity and evidence boundary
Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N04_E4
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
Retained written opportunity and evidence boundary
Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N04_E5
creating and performing addition and subtraction stories told through First Nations Australians’ dances
Retained written opportunity and evidence boundary
Selected maintenance through recount/recombine or separately taught repeated addition/subtraction within20; no exhaustive fact fluency or every calculation strategy.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N05
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N05_E1
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N05_E2
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N05_E3
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N06
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
Retained written opportunity and evidence boundary
Main partial advance: explicitly teach whole-card equal sharing, fixed-size grouping, leftover meaning and repeated equal-group whole requests within20 through useful labelled kit jobs; diagrams/objects/directed alternatives now written, virtual helper only specified. No symbol fluency or complete individual mastery claim.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N06_E1
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
Retained written opportunity and evidence boundary
Illustrative inspiration only: repeated equal groups/whole-kit requests and count/recombine are explicit small-card tasks; exact ACARA example is not copied as a mandatory activity.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N06_E2
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
Retained written opportunity and evidence boundary
Illustrative inspiration only: equal sharing uses other whole-card jobs, not the exact domino example. No elaboration becomes a compulsory requirement.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1N06_E3
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
Retained written opportunity and evidence boundary
Context retained, no equivalent denomination-coin/equal-money task. Prior money work is not evidence for this elaboration.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
MATMATY1_2ALG
Algebra
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A01
recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A01_E1
using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A01_E2
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 \(5, 10, 15, 20\) …
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A01_E3
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A01_E4
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A01_E5
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A01_E6
using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A02
recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A02_E1
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A02_E2
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A02_E3
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 \(20\)
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A02_E4
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A02_E5
identifying the repeating patterns in First Nations Australians’ systems of counting, exploring different ways of representing numbers including oral and gestural language
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1A02_E6
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
MATMATY1_3MEA
Measurement
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M01
compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M01_E1
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M01_E2
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M01_E3
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M01_E4
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M01_E5
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M02
measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M02_E1
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M02_E2
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M02_E3
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M02_E4
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M03
describe the duration and sequence of events using years, months, weeks, days and hours
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M03_E1
naming, listing and using familiar units of time, such as hours, days, weeks, years
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M03_E2
comparing the number of days in the months of the year and explaining how the months cycle from one year to the next
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M03_E3
sequencing familiar events including the representation of time with pictorial timelines
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M03_E4
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1M03_E5
investigating durations of time represented in First Nations Australians’ seasonal calendars
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
MATMATY1_4SPA
Space
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1SP01
make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1SP01_E1
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1SP01_E2
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1SP01_E3
comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1SP01_E4
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1SP02
give and follow directions to move people and objects to different locations within a space
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1SP02_E1
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”
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1SP02_E2
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1SP02_E3
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1SP02_E4
describing a familiar journey across Country/Place using directional language
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
MATMATY1_5STA
Statistics
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST01
acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST01_E1
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST01_E2
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST01_E3
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST01_E4
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST01_E5
role-playing being a chatbot asking simple yes/no questions and collecting data, and representing the data using virtual manipulatives, stickers or emojis
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST01_E6
exploring ways of representing, sharing and communicating data through stories and symbols used by First Nations Australians
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST02
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST02_E1
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST02_E2
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST02_E3
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST02_E4
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST02_E5
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
AC9M1ST02_E6
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
Retained written opportunity and evidence boundary
Context retained; no taught or assessed contribution to this whole record in this fortnight.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
Whole Year 1 achievement standard
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.
Retained written opportunity and evidence boundary
Whole standard retained; small sharing/grouping models and useful answer explanations can contribute only where actually observed, taught and supported. No annual on-balance decision or whole-standard attainment.
A written opportunity is not an administered assessment or child attainment. Preserve whole canonical/raw record and actual teaching/exposure/support; judge only requested learned components.
The parent-description qualification above applies to repeated elaboration wording; no specific example delivery is inferred.
About this resource
Reviewed source editionSource review is complete for this two-week edition. Local suitability and classroom use still need review. Earlier candidate or pending-review words are retained in the original files; full-year coverage, translations and audio are not claimed.
Labels and search exclusions are distribution guidance; they do not authenticate or restrict access.
Exact source: 3ee98a6729b35e301b33927a130056b428741f1c · 2026-10-14. Source edition, roles and hashes
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