Curriculum+Level+2+Mathematics+and+statistics

Curriculum levels

=Level Two Mathematics and Statistics= In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to:

Number strategies
• Use simple additive strategies with whole numbers and fractions.

Number knowledge
• Know forward and backward counting sequences with whole numbers to at least 1000. • Know the basic addition and subtraction facts. • Know how many ones, tens, and hundreds are in whole numbers to at least 1000. • Know simple fractions in everyday use.

Equations and expressions
• Communicate and interpret simple additive strategies, using words, diagrams (pictures), and symbols.

Patterns and relationships
• Generalise that whole numbers can be partitioned in many ways. • Find rules for the next member in a sequential pattern.

Measurement
• Create and use appropriate units and devices to measure length, area, volume and capacity, weight (mass), turn (angle), temperature, and time. • Partition and/or combine like measures and communicate them, using numbers and units.

Shape
• Sort objects by their spatial features, with justification. • Identify and describe the plane shapes found in objects.

Position and orientation
• Create and use simple maps to show position and direction. • Describe different views and pathways from locations on a map.

Transformation
• Predict and communicate the results of translations, refl ections, and rotations on plane shapes.

Statistical investigation
• Conduct investigations using the statistical enquiry cycle: – posing and answering questions; – gathering, sorting, and displaying category and whole-number data; – communicating fi ndings based on the data.

Statistical literacy
• Compare statements with the features of simple data displays from statistical investigations or probability activities undertaken by others. Probability • Investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty.