Mathematics Mathematical Thinkingusually ages 6–7

Shape patterns

Look for and use mathematical structure: apply properties of operations, place-value patterns, and relationships between shapes to solve problems efficiently

How to tell they’ve got it

Tick these off as you see them — no test required.

Use the commutative property deliberately (e.g. reorder 3 + 9 as 9 + 3 to count on from the larger number)
Use place-value structure to add or subtract tens (e.g. 47 + 10 = 57 because only the tens digit changes)
Recognise structural similarities between shapes (e.g. rectangles and squares both have 4 sides and 4 right angles)

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Try this together

When your child notices a pattern in their maths work — like how multiplying by 10 always adds a zero — do they use that pattern to solve similar problems more quickly?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

Spotting mathematical patternsages 5–6Age 6-7 using structure deliberately builds on age 5-6 noticing simple patterns and structure

Addition in any orderages 6–7Deliberately applying commutativity to make addition easier exercises using structure

The two digits of a two-digit numberages 6–7Using place-value structure (tens and ones) to solve problems efficiently

Shape patternsthis skill · ages 6–7

Unlocks

Shape patterns (age 7+)ages 7–8Age 7-8 using structure builds on age 6-7

solid = must come firstdashed = helps

Curriculum alignment

Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).

Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC

Australian Curriculum v9 candidate

AC9M1N06high confidenceYear 1 · Number

use 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

AC9M1N05high confidenceYear 1 · Number

use 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

AC9M3N04medium confidenceYear 3 · Number

multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies

NSW syllabus codes & stages only

MA2-AR-01medium confidenceMathematics K-10 · Stage 2

MA2-RN-02medium confidenceMathematics K-10 · Stage 2

Victorian Curriculum 2.0 codes & levels only

VC2M1A02medium confidenceMathematics · Level 1 · Algebra strand

VC2M2A01medium confidenceMathematics · Level 2 · Algebra strand

VC2M3N05medium confidenceMathematics · Level 3 · Number strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

Connecting maths to real lifeages 6–7 Connecting Representationsages 6–7 Explaining Mathematical Reasoningages 6–7 Generalising Patternsages 6–7

All Mathematical Thinking skills →