Download VELS – Progression Points MATHEMATICS : Number

VELS – Progression Points MATHEMATICS : Space
Year 5
Year 6
Year 7
Level 4
3.25
3.5
3.75
Year 8
Level 5
4.0 Standard
4.25
4.5
4.75
5.0 Standard
Mid Yr. 5
End of Yr. 5
Mid Yr. 6
End of Yr. 6
Mid Yr. 7
End of Yr. 7
Mid Yr. 8
End of Yr. 8
Progression
Points
Progression
Points
Progression
Points
Progression
Points
Progression
Points
Progression
Points
Progression
Points
Progression
Points
* Use mathematical
language, including
perpendicular, parallel and
curved, when making or
describing shapes and
solids.
* Classify two-dimensional
shapes using features such
as lengths, angles,
symmetry, straight or curved
sides.
* Draw recognisable solids
using conventions such as
dotted lines for hidden
edges, ellipses for circles at
an angle.
* Visualise three
dimensional objects from
two-dimensional views,
including making a solid
from front-back-side
views.
* Apply properties of
angles, lines and
congruence in two
dimensions, such as
explaining why shapes
will not tessellate if no
combination of angles
adds to 360 o.
* Construct two-dimensional and simple three-dimensional
shapes according to specifications of length, angle and
adjacency.
* Identify angles statically
such as in a triangle and
dynamically as measuring
amount of turn.
* Apply properties of
angles and lines in two
dimensions, such as
calculate angles of an
isosceles right-angle
triangle or finding all
the angles of a
symmetric trapezium
from one angle.
* Understand
similarity as
preserving shape
(angles and
proportion) including
resizing a photo on a
computer.
* Describe and apply the angle properties of regular and
irregular polygons, in particular, triangles and quadrilaterals.
* Draw distant objects
smaller and know that
angles in the drawing are
not the same as angles in
reality.
* Construct threedimensional objects from
visual information such as
creating origami.
* Identify the
transformations required to
make linear and twodimensional patterns, such
as the pattern « » « » « »
can be made from « by
repeating the
transformations {translate,}
* Use grids to enlarge and
reduce sketches.
* Describe changes to
pictures in terms of
transformations such as
rotate by 90 degrees.
* Use a street directory,
using maps of different
scales, map numbers and
map grid references, such
as 21D4.
* Make a map or a plan
using a simple scale, such
as 1 cm for 1 m and use
some conventional
symbols.
* Identify a graphically
presented scale on a map
or plan and use it as a
guide to distance and
size, such as this map
shows 300m to be about
as long as my pen lid,
means the shop is about
400m from the dam.
* Use compass directions,
including NNW to describe
relative positions and
routes.
* Construct shapes and
tessellations neatly and
accurately.
* Make well-constructed
solids from nets they have
made themselves.
* Create a grid to enlarge
or reduce a drawing by a
small whole number or
unit fraction factor, such
as reducing by a factor of
3 or making a quarter of
the size.
* Use graphically presented
scales on maps and plans to
find distances and sizes
between marks using simple
fractions and proportional
reasoning, such as this
length represents 300m on
the map.
* Read and plot points on
a map using numerical
coordinates.
* Classify and sort shapes and solids (for
example, prisms, pyramids, cylinders and
cones) using the properties of lines
(orientation and size), angles (less than,
equal to, or greater than 90°), and surfaces.
* They create two-dimensional
representations of three dimensional
shapes and objects found in the
surrounding environment.
* Develop and follow instructions to draw
shapes and nets of solids using simple scale.
* Describe the features of shapes and
solids that remain the same (for example,
angles) or change (for example, surface
area) when a shape is enlarged or
reduced.
* They apply a range of transformations to
shapes and create tessellations using tools
(for example, computer software).
* Use the ideas of size, scale, and
direction to describe relative location and
objects in maps.
* Use compass directions, coordinates, scale
and distance, and conventional symbols to
describe routes between places shown on
maps.
* Use a wide range of
geometric language
correctly when
describing or
constructing shapes
and solids.
* Identify congruent
shapes and solids
when appropriately
aligned.
* Identify points in the
first quadrant of the
plane using coordinates.
* Distinguish between
a coordinate naming
a point and a map
reference such as
D12 naming a region.
* Visualise a
polyhedron from its
net and vice versa.
* Identify congruent
shapes and objects,
using mental rotation
or reflection.
* Use simple
fractions and
proportional
reasoning to
interpolate between
labelled coordinates
in the first quadrant
of the plane, or on
any scale of positive
numbers, such as
Melbourne is about
three fifths of the way
between 35 oS and 40
oS on this atlas, so it
is about 38 oS.
* Use the properties of parallel lines and transversals of
these lines to calculate angles that are supplementary,
corresponding, allied (co-interior) and alternate.
* Use two-dimensional nets to construct a simple threedimensional object such as a prism or a platonic solid.
* Recognise congruence of shapes and solids.
* Accurately identify
points in any quadrant
of the plane or on a
map by interpolating
between labelled
coordinates.
* Relate similarity to enlargement from a common fixed
point.
* Use single-point perspective to make a two-dimensional
representation of a simple three-dimensional object.
* Use scales on maps
and plans, whether
presented graphically
or as comparison of
units such as 1cm =
1km, or as a ratio
such as 1:100000, to
accurately convert
between map
measurements and
real distances.
* Make tessellations from simple shapes.
* Use coordinates to identify position in the plane.
*Use lines, grids, contours, isobars, scales and bearings
to specify location and direction on plans and maps.
* Use network diagrams to specify relationships.
* Use network diagrams to show
relationships and connectedness such as
a family tree and the shortest path
between towns on a map.
The Middle Years - Building breadth and depth
* Consider the connectedness of a network, such as the
ability to travel through a set of roads between towns.