## Mathematics

Mathematics at New Lambton Public School provides students with opportunities to learn and develop skills they will use throughout their life.

Mathematics is a reasoning and creative activity where students identify, describe and apply patterns and relationships. The symbolic nature of mathematics provides a powerful, precise and concise means of communication.

The school program enables and encourages participation by all students at their level of ability, with teachers utilising differentiated programs to ensure all children reach their full potential.

The aim of Mathematics in K–10 is for students to:

• be confident, creative users and communicators of mathematics, able to use mathematical knowledge in their own lives

• develop mathematical thinking, understanding, competence and confidence in the application of mathematics

• develop their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning.

## Strands in Mathematics

###### Working Mathematically

Working Mathematically encompasses five interrelated processes of communicating, problem solving, reasoning, understanding and fluency. These processes come into play when developing new skills and concepts and also when applying existing knowledge to solve routine and non-routine problems both within and beyond mathematics. At times the focus may be on a particular process or group of processes, but often the five processes overlap. While this strand has a set of separate outcomes, it is integrated into the content of each content strand in the syllabus.

###### Number and Algebra

Students will develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisations.

###### Measurement and Geometry

Students will identify, visualise and quantify measures and the attributes of shapes and objects, and explore measurement concepts and geometric relationship's, applying formulas, strategies and geometric reasoning in the solution of problems.

###### Statistics and Probability

Students will collect represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgements.

What will my child learn in Mathematics each year?

Kindergarten (Early Stage 1)

By the end of Kindergarten students ask questions and use known facts to explore mathematical problems and develop fluency with mathematical ideas. They use everyday language, concrete materials and informal recordings. Students count to 30 and represent numbers to 20 using objects, pictures, numerals and words. They are introduced to addition, subtraction, multiplication and division using concrete material. Students use the language of money to recognise Australian coins and notes. They recognise and describe repeating patterns. Students identify different types of measurement, tell the time on the hour and are introduced to 2D and 3D shapes.

Year 1 and 2 (Stage 1)

By the end of Year 2, students ask questions and use known facts, objects and diagrams and technology to explore mathematical questions and develop mathematical fluency. Students count, order, read and write 2 and 3 digit numbers. They use mental strategies and concrete materials to add, subtract, multiply, divide and solve problems. Students model and describe objects and collections divided into halves, quarters and eighths. They recognise the need for formal units of measurement and tell the time on the half and quarter hour. Students represent and describe position and interpret simple maps. They recognise and describe the element of chance.

Year 3 and 4 (Stage 2)

By the end of Year 4, students ask questions and use efficient mental and written strategies with increasing fluency to solve problems. They use technology to investigate mathematical concepts and check their solutions. Students use appropriate terminology to describe and link mathematical ideas and explain their reasoning. They count, order, read and record numbers up to five digits. Students model and compare fractions and represent decimals to two decimal places. They name, describe and sketch 3D and 2D shapes. They make simple calculations using scales on maps and plans.

Year 5 and 6 (Stage 3)

By the end of Year 6, students ask questions and undertake investigations, selecting appropriate technological applications and problem solving strategies to demonstrate fluency in mathematical techniques.  They select and apply appropriate mental , written or calculator strategies for the four operations and check answers using estimation. Students solve word problems and apply order of operations to number sentences. They compare order and perform calculations with fractions, decimals and percentages. Students use 24 hour time, construct and interpret timelines and timetables. They construct and classify 2D and 3D shapes. Students measure and construct angles and learn to use a grid-reference system to locate landmarks and describe routes.