ÃÛÌÒµ¼º½ follows the ÃÛÌÒµ¼º½ Curriculum. The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.
Foundation
In Semester One, students had used a range of maths language to demonstrate their understandings. Students developed oral counting from 1-20 using concrete materials. Students had explored and made connections between number names, numerals and sets of quantities from 1-10. Students used counting strategies to solve problems. They had identified simple two-dimensional shapes in their environment and sort shapes. Students used simple language to describe locations and identify measurement attributes to compare lengths and masses.
By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.
Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information.
Year 1
In Semester One, students had worked on three strands-Number and Alegbra, Measurement and Geometry and Statistics and Probability. In Number and Place Value, students have been able to write and recognise numbers from 1 to 20, place them in order and have worked on addition of two numbers using counting strategies. They have also been able to use informal units of measurement to order objects based on length. Students have also explored duration of events using months, weeks, days and hours. They have developed the skills of identifying, classifying and describing 2D and 3D shapes objects. Students have also learnt the language of directions, collect and represent data in simple graphs.
By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise ÃÛÌÒµ¼º½ coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.
Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions and draw simple data displays.
Year 2
In Semester One, students had been involved in modelling, representing and ordering numbers to at least 1000. They grouped, partitioned and rearranged collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting. Students examined number sequences increasing and decreasing by 2s, 3s, 5s, and 10s starting at any given point, incorporating 3-digit numbers for able students. They explored the connection between addition and subtraction, and solved simple addition and subtraction problems using a range of efficient mental and written strategies. Students have learned to recognise and represent multiplication as repeated addition, groups and arrays. They had used models and arrays to investigate skip counting patterns up to 100. They compared and ordered objects and containers based on volume and capacity, using appropriate informal and formal units. They used the language of chance and learned to identify practical activities and everyday events that involve chance. Students also practised drawing and identifying key features of common two-dimensional and three-dimensional shapes. They had investigated both analogue and digital clocks to tell the time to an hour.
By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of ÃÛÌÒµ¼º½ coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.
Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs.