Australian Core Skills Framework
AUSTRALIAN CORE SKILLS FRAMEWORK
NUMERACY INDICATORS BY LEVEL |
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Level | Indicator | |
1 | 1.09 | Locates and recognises key mathematical information in simple activities or texts |
1.10 | Uses simple mathematical and personal problem solving strategies in highly familiar contexts | |
1.11 | Uses everyday informal oral language or highly familiar written representation to communicate simple mathematical information | |
2 | 2.09 | Identifies and comprehends relevant mathematical information in familiar activities or texts |
2.10 | Selects and uses appropriate familiar mathematical problem solving strategies to solve problems in familiar contexts | |
2.11 | Uses informal and some formal oral and written mathematical language and representation to communicate mathematically | |
3 | 3.09 | Selects and interprets mathematical information that may be partly embedded in a range of familiar, and some less familiar, tasks and texts |
3.10 | Selects from and uses a variety of developing mathematical and problem solving strategies in a range of familiar and some less familiar contexts | |
3.11 | Uses a combination of both informal and formal oral and written mathematical language and representation to communication mathematically. | |
4 | 4.09 | Extracts and evaluates the mathematical information embedded in a range of tasks and texts |
4.10 | Selects from, and applies, an expanding range of mathematical and problem solving strategies in a range of contexts | |
4.11 | Uses a range of informal and formal oral and written mathematical language and symbols to communicate mathematically |
Level 1
1.09 | Locates and recognises key mathematical information in simple activities and texts |
-Locates and recognises
- Whole numbers and money into the 100s and halves
- Digital time, including AM/PM and familiar dates
- Familiar 2 dimensional shapes and objects such as triangles, squares and circles
- Basic and familiar metric measurements and quantities
- Simple and familiar oral directions
- Simple data in highly familiar, simple graphs and tables
Level 2
2.09 | Identifies and comprehends relevant mathematical information in familiar activities or texts |
– Identifies and interprets,
- Whole numbers, including numbers into the 1000s, money and simple, everyday fractions, decimals and percentages, e.g.1/4, 1/10, 50%, 25% or 0.25
- Analogue and digital times and dates
- Common 2D shapes and some common 3D shapes, e.g. spheres or cubes
- Familiar and simple length, mass, volume, capacity and temperature measures
- Familiar and simple maps/street directories/plans
- Familiar data in simple graphs and tables
Level 3
3.09 | Selects and interprets mathematical information that may be partly embedded in a range of familiar, and some less familiar, tasks and texts |
– Interprets and comprehends
- Whole numbers and familiar or routine fractions, decimals and percentages
- Dates and times including 24 hour times
- Familiar and routine 2D and 3D shapes including pyramids and cylinders
- Familiar routine maps and plans Familiar and routine data, tables, graphs and charts, and common chance events
Level 4
4.09 | Extracts and evaluates the mathematical information embedded in a range of tasks and texts |
– Extracts, interprets and comprehends
- Fractions, decimals and percentages, including their equivalent values
- Rates, ratios and proportions
- Familiar and routine 2D and 3D shapes, including compound shapes
- Detailed maps and plans
- Statistical data in complex tables and spread-sheets, graphs, measures of central tendency, simple measures of spread and common chance events
1.10 | Uses simple mathematical and personal problem solving strategies in highly familiar contexts |
– Problem solves in familiar contexts
- Use one or two pieces of information in performing a simple mathematical process
- Roughly check the reasonableness of the outcome/s with support via prompting or questioning
- Use mental methods to calculate
- Identifies and uses appropriate tools at a basic level in a limited range of applications e.g. uses a ruler to decide whether an item is longer than 10cm
- Understands place value and recognises and compares whole number amounts (into the 100s), halves and quartiles, including money
- Adds and subtracts simple whole number amounts (into the 100s) and familiar monetary amounts in personally relevant contexts
- Recognises and compares familiar shapes and objects in relation to size and shape
- Recognises and compares familiar basic metric measurements and quantities such as length, mass, capacity, volume, time and temperature
- Gives and follows simple and familiar directions on maps
- Compares information and data within highly familiar simple texts, lists, charts, diagrams and table
2.10 |
Selects and uses appropriate familiar mathematical problem solving strategies to solve problems in familiar contexts |
– Applies and problem solves in familiar contexts
- Orders and groups shapes and measurements, explaining any simple relationships or patterns e.g. four sided shapes, smallest to largest Identifies, draws and describes common 2D shapes and some common 3D shapes, e.g. sphere, cube or cylinder
- Measures and estimates length, mass, capacity, volume, time and temperature using simple instruments graduated in familiar units, e.g. cm, m, mL, ˚C, hours, min, sec
- Uses knowledge of direction and location, e.g. N, S, E, W, clockwise, including simple co-ordinates, simple maps , street directories or plans
- Orders where appropriate and uses data to construct simple charts and tables based on providing axes with graduations of 1s, 5s, or 10s.
3.10 | Selects and uses appropriate familiar mathematical problem solving strategies to solve problems in familiar contexts |
– Selects and problem solves less familiar contexts
- Selects appropriate methods of solution from a limited range of mathematical processes
- Uses estimation, to reflect upon appropriateness of solution
- Uses pen and paper methods to calculate
- Uses appropriate tools such as tape measure to measure and spreadsheet to make a budget
- Calculates with whole numbers, routine fractions, decimals and percentages, converting between equivalent forms, Fractions to be multiplication of whole numbers only, e.g. 20% or 1/5 of $250
- Uses correct order of operations to solve multi-step calculations
- Uses and applies rates in familiar or routine situations, e.g. km/h, $/kg, $/m
4.10 | Selects from, and applies, an expanding range of mathematical and problem solving strategies in a range of contexts |
– Selects and problem solves in a range of contexts
- Selects appropriate methods of solution form a range of diagrammatic and symbolic mathematical processes
- Represents information using methods such as; table, summary or sketch
- Calculates with fractions, decimals and percentages, and flexibly uses equivalent forms
- Calculates with relevant positive and negative numbers and uses numbers expressed as roots and powers, e.g. 2^{3 }= 8, √4, 3.6 x 10^{3 }=3 600
- Develops, interprets and uses routine formulae and algebraic expressions and conventions that describe relationships between variables in relevant contexts, e.g. in sport, when considering the cost of repairs, in calculating routine area and volume, using Pythagoras’ theorem or in using workplace formulae
1.11 | Uses everyday informal oral language or highly familiar written representation to communicate simple mathematical information |
– Communicates simple mathematical information
- Writes numbers and monetary amounts into the 100s
- Uses common, every day, informal language and gestures to convey numeracy-based information and processing e.g. language of position such as up, right, behind, over and comparative language such as hotter, taller, heavier and the language of size and shape such as straight, square
- Uses simple and informal symbolism, diagrams and conventions relevant to mathematical knowledge of the level, e.g. 55%, $5.98, 1/2, +, –
2.11 | Uses informal and some formal oral and written mathematical language and representation to communicate mathematically |
– Communicates and represents
- Uses formal and informal mathematical language to represent mathematical processes
- Uses formal and informal mathematical language to report on mathematical problem solving processes
- Uses a combination of formal and informal diagrams, graphs and conventions relevant for the level e.g. 1/4, 1/10, 50%, 0.25, +, –, x, ÷, ̊C, mL, 16 cm, map reference D5, N, E
3.11 | Uses a combination of both informal and formal oral and written mathematical language and representation to communicate mathematically. |
– Uses and communicates with mathematical and general language
- Uses a combination of formal and informal mathematical language and symbols to report, present and discuss results and problem solving processes
- Uses symbolism, diagrams, graphs and conventions of the relevant level, e.g. 1/100, 12.5%, km/h, $/kg, 1.25 m = 1250 mm
4.11 | Uses a range of informal and formal oral and written mathematical language and symbols to communicate mathematically |
– Uses and communicates with mathematical and general language
- Uses a combination of informal and formal oral language to discuss and explain processes, results and implications of a mathematical investigation
- Uses a combination of informal and formal mathematical symbolism, diagrams, graphs, algebraic representation and convention relevant to the mathematical knowledge of the level e.g. A= 2∏r; √2; -5 ̊C; 2:3 = 4:?; 2³; 3.6 x 10³