Year 1 practice, mapped to the Australian Curriculum.

Tens, ones and numbers to 120

Year 1 · 6 questions

Tens and ones, skip counting by twos, and adding within 20.

For parents: By the end of Year 1, your child should be able to read and order numbers to 120, see a number as tens and ones, and add and take away within 20.

• AC9M1N01recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
• AC9M1N02partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones
• AC9M1N03quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
• AC9M1N04add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies

Measuring and time

Year 1 · 6 questions

Measure with paperclips and hands, and talk about days, weeks and months.

For parents: By the end of Year 1, your child should be able to compare and measure lengths with uniform units like paperclips, and talk about days, weeks and months.

• AC9M1M01compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning
• AC9M1M02measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end
• AC9M1M03describe the duration and sequence of events using years, months, weeks, days and hours

Patterns and equal groups

Year 1 · 6 questions

Skip count, find the part of a pattern that repeats, and share fairly.

For parents: By the end of Year 1, your child should be able to skip count, find the part of a pattern that repeats, and solve simple sharing and grouping problems.

• AC9M1A01recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
• AC9M1A02recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit
• AC9M1N06use 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

Tally marks, votes and directions

Year 1 · 6 questions

Read tally marks, compare votes and give clear directions.

For parents: By the end of Year 1, your child should be able to collect answers with tally marks, compare simple displays of data, and give and follow directions.

• AC9M1ST01acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols
• AC9M1ST02represent 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
• AC9M1SP02give and follow directions to move people and objects to different locations within a space

Adding and taking away

For Years F–2 · 6 questions

Count ducks, apples and kangaroos. Add some, take some away.

For parents: Across Foundation to Year 2, your child learns to add and take away small numbers, first with objects and then with number sentences.

• AC9MFN05represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies
• AC9M1N04add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies
• AC9M2N04add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies

Time

For Years 1–4 · 6 questions

O’clock, half past, am and pm, and working out how long things take.

For parents: Across Years 1 to 4, your child learns to read the time on analog and digital clocks, and work out how long things take, including am and pm.

• AC9M2M04recognise and read the time represented on an analog clock to the hour, half-hour and quarter-hour
• AC9M3M04describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute
• AC9M4M03solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time

Money

For Years 1–4 · 6 questions

Australian coins and notes, adding up, and working out change.

For parents: Across Years 1 to 4, your child learns to recognise Australian coins and notes, add up amounts, and work out change.

• AC9M1N05use 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
• AC9M2N06use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
• AC9M3M06recognise the relationships between dollars and cents and represent money values in different ways

Shapes

For Years F–2 · 6 questions

Circles, triangles, squares and balls: sides, corners and shape patterns.

For parents: Across Foundation to Year 2, your child learns to name and sort familiar shapes and objects by their sides, corners and other features.

• AC9MFSP01sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons
• AC9M1SP01make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them
• AC9M2SP01recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as “opposite”, “parallel”, “curved” and “straight”

Naming, doing and describing words

Year 1 · 6 questions

Find the naming words, doing words and describing words in little sentences.

For parents: By the end of Year 1, your child should be able to pick out naming words, doing words and describing words, and know that a simple sentence tells one idea.

• AC9E1LA07understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
• AC9E1LA06understand that a simple sentence consists of a single independent clause representing a single event or idea

Blends, digraphs and syllables

Year 1 · 6 questions

Count the sounds in words, blend sounds together and swap sounds to make new words.

For parents: By the end of Year 1, your child should be able to break words into their sounds, blend and swap sounds to make new words, and read words with blends like st and digraphs like sh.

• AC9E1LY09segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness)
• AC9E1LY10orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)
• AC9E1LY11use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words
• AC9E1LY12understand that a letter can represent more than one sound and that a syllable must contain a vowel sound

Plot, characters and sound patterns

Year 1 · 6 questions

Find the problem in a beach story, then play with repeated words and same-sound starts.

For parents: By the end of Year 1, your child should be able to talk about the characters, setting and problem in a story, and enjoy repeated words and same-sound starts in poems.

• AC9E1LE03discuss plot, character and setting, which are features of stories
• AC9E1LE04listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme
• AC9E1LE02discuss literary texts and share responses by making connections with students’ own experiences

Spelling patterns

For Years 1–4 · 6 questions

Sound patterns, tricky endings and rules that help you spell new words.

For parents: Across Years 1 to 4, your child learns to spell words using sound patterns, word parts and spelling rules, including tricky endings.

• AC9E1LY13spell one- and two-syllable words with common letter patterns
• AC9E2LY11use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words
• AC9E4LY10understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words

Weather, seasons, pushes and pulls

Year 1 · 6 questions

Hot days, rainy weeks, big kicks and squishy play dough.

For parents: By the end of Year 1, your child should be able to describe daily and seasonal changes in weather, and how pushes and pulls make things move.

• AC9S1U02describe daily and seasonal changes in the environment and explore how these changes affect everyday life
• AC9S1U03describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape
• AC9S1I04sort and order data and information and represent patterns, including with provided tables and visual or physical models

Living things

For Years F–2 · 6 questions

What living things need, where animals live and how they grow and change.

For parents: Across Foundation to Year 2, your child learns to describe what plants and animals need, where they live, and how they can be grouped.

• AC9SFU01observe external features of plants and animals and describe ways they can be grouped based on these features
• AC9S1U01identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs

Then and now, and features of places

Year 1 · 6 questions

Family life long ago and today, natural and built places, and the seasons.

For parents: By the end of Year 1, your child should be able to compare family life now and long ago, and describe natural and built features of local places.

• AC9HS1K01differences in family structures and roles today, and how these have changed or remained the same over time
• AC9HS1K02continuity and change between aspects of their daily lives and their parents’ and grandparents’ childhoods
• AC9HS1K03the natural, managed and constructed features of local places, and their location
• AC9HS1K04how places change and how they can be cared for by different groups including First Nations Australians
• AC9HS1S03interpret information and data from observations and provided sources, including the comparison of objects from the past and present

Being a kind friend

For Years F–2 · 6 questions

Share, take turns, name your feelings and know when to ask a grown-up.

For parents: Across Foundation to Year 2, your child learns to take turns and share, name their feelings, and know when to ask a grown-up for help.

A general-capabilities set (no content-description codes).