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Selects from and uses a variety of developing mathematical and problem solving strategies in a range of familiar and some less familiar contexts





Works independently and uses own familiar support resources

Range of familiar contexts Some less familiar contexts

Some specialisation in familiar/ known contexts

Routine texts

May include some unfamiliar elements, embedded information and abstraction

Includes some specialised vocabulary

Tasks involving a number of steps

Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting



Problem solving processes including estimating and reflecting

– Draws on a combination of hands-on, in-context materials, personal experience, mathematical and other prior knowledge to:

  • Select appropriate methods of solution from a limited range of mathematical processes
  • Use developing estimation, and other assessment skills, to check and reflect on the outcome and it's appropriateness to the context and task

Mathematical methods and use of tools

  • –  Uses a blend of personal ‘in-the-head’ methods and formal pen and paper methods to calculate and uses calculator/technological processes and tools to undertake the problem solving process

  • –  Selects and uses appropriate tools, hand-held devices, computers and technological processes, e.g. uses a tape measure to measure the dimensions of a window in mm or creates a personal weekly budget in a spreadsheet

Mathematical knowledge and skills: number and algebra

  • –  Calculates with whole numbers and everyday or routine fractions, decimals and percentages, and where appropriate converting between equivalent forms (includes dividing by small whole numbers only, with division by decimal values and long division worked out on a calculator; calculations with simple fractions to be multiplication of whole number values only, e.g. 20% or 1/5 of $250

  • –  Uses and applies order of arithmetical operations to solve multi-step calculations

  • –  Uses and applies rates in familiar or routine situations, e.g. km/hr, $/kg or $/m

Mathematical knowledge and skills: measurement and geometry

  • –  Applies knowledge of properties of 2D and 3D shapes to describe and draw everyday objects, including constructing common 3D shapes

  • –  Measures, estimates and calculates length, perimeter, mass, capacity/volume, time, temperature and simple area (for rectangular areas only, using A = L x W, or estimates area of a non-rectangular shape by counting squares)

  • –  Identifies and estimates common angles, e.g. as a rotation with a full turn = 360° and recognition of right angles as 90°

  • –  Converts between routine metric units by applying understanding of common prefixes, e.g. milli, centi or kilo

  • –  Uses distance, direction, coordinates, simple scales, labels, symbols and keys to read and use everyday maps and plans

Mathematical knowledge and skills: statistics and probability

  • –  Collects and organises familiar data and constructs tables, graphs and charts, manually or with spreadsheets, using simple and familiar or routine scales and axes

  • –  Describes, compares and interprets the likelihood of everyday chance events (e.g. rolling a six on a dice or the chance of rain) using qualitative terms such as certain, likely, impossible and relates these to everyday or routine fractions, decimals or percentages