NSW Mathematics Curriculum
Broken into 3 different content strands
Number & Algebra
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Whole numbers
Addition & subtraction
Multiplication & division
Fractions & decimals
Patterns & algebra
Measurement & Geometry
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Length
 Mass
3D space
 Area
2D space
 Time
Angles (S2)  Position
Volume & capacity
Statistics & Probability
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Data
Chance (S1/S2)
Expectations by the end of each grade/stage
Early Stage 1-Kindergarten
Number & Algebra
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Count forwards to 30 from a given number, read/recognise numbers up to 20
Count backwards from a given number in the range 0 to 20
Identify the number before and after a given number
Recognise dice and domino patterns
Use ordinal numbers up to 10th
Combine 2 groups of objects to model addition, separate to demonstrate
subtraction
Use objects, pictures and fingers to assist with addition and subtraction problems
Model equal groups and recognise groups that are not equal
Use terms ‘group’ and ‘sharing’
Share objects in half and recognise when an object is not cut fairly in half
Sort and classify familiar objects into groups based on classification
Copy, continue, create and recognise when errors have occurred in patterns
Measurement & Geometry
 Make, sort and compare objects that are short and long by directly measuring
side by side and making predictions
 Describe distance using terms ‘near’, ‘far’, ‘further’ and ‘closer’
 Cover a large shape with smaller shapes to describe surface inside the shape
 Compare a smaller area with a larger area by placing one inside the other
 Describe the amount of liquid as ‘full’, ‘empty’ and ‘about half-full’
 Compare two amounts of liquid by pouring one inside the other
 Compare the volume of 2 objects and describe which one takes up more space
 Use terms ‘heavy’, ‘light’, ‘heaviest’ and ‘lightest’ to describe mass
 Use hefting to compare the mass of 2 objects and makes predictions
 Use terminology of ‘daytime’, ‘nighttime’, ‘yesterday’, ‘today’, ‘tomorrow’ etc.
and describes durations of familiar events
 Recall days of the week and familiar events that occur on different days
 Read analog and digital clocks to the hour using ‘o’clock’
 Handle, describe, sort and represent objects around them. It is important that
students are encouraged to use their own language to describe objects
 Identify, draw and classify squares, circles, rectangles and triangles into groups
 Give and follow instructions, and describe the position of objects
Statistics & Probability
 Collect information about themselves and the environment
 Group objects according to characteristics
 Are aware of spacing when creating graphs (why 3 lunchboxes might look longer
than 5 lunchboxes on another graph)
 Interpret information in a display of objects
Stage 1-Year 1
Number & Algebra
 Count forwards and backwards to 100, identify number before and after (working
with 2 digit numbers)
 Use ordinal numbers up to 31st
 Label numbers using tens and ones (32 has 3 tens and 2 ones)
 Identify and sort Australian currency, recognise $ and c, and make total amounts
using different denomination coins
 Count, create and identify patterns by 2’s, 5’s and 10’s
 Recognise ‘odd’ and ‘even’ numbers (having a partner or not having a partner)
 Model ‘groups of’ – how many groups, how many are in each group and likewise
‘sharing’
 Model halves of shapes and collections of objects, use ½ notation
Mental strategies:
 counting on from the larger number to find the total of two numbers
 counting back from a number to find the number remaining
 counting on or back to find the difference between two numbers
 using doubles and near doubles (5 + 7: double 5 and add 2)
 combining numbers that add to 10 (4 + 7 + 8 + 6 + 3: first combine 4 and 6, and 7
and 3, then add 8)
 bridging to 10 (17 + 5: 17 and 3 is 20, then add 2 more)
 using place value to partition numbers (25 + 8: 25 is 20 + 5, so 25 + 8 is 20 + 5 + 8,
which is 20 + 13)
Measurement & Geometry
 Measure and compare objects using informal units, leaving no gaps in between
 Make predictions and estimations
 Compare 2 areas and identify larger one, measure area using informal units and
describe area (the area of the square is 20 blocks)
 Fill containers both with continuous material (eg water) and with discrete objects
(eg marbles). The use of continuous material leads to measurement using the units
litre and millilitre in later stages. The use of blocks leads to measurement using the
units cubic metre and cubic centimetre
 Use an equal arm balance and describe ‘heavy’, ‘light’, ‘heaviest’ and ‘lightest’
 Name and order months of the year, number of days in each month, name the
seasons and what months they fall into, uses a calendar to identify the date and
special events, can tell time to the hour and half hour on digital and analog clock
 Identify and name familiar three-dimensional objects, including cones, cubes,
cylinders, spheres and prisms, from a collection of everyday objects
 Use the terms ‘surface’, ‘flat surface’, ‘curved surface’, ‘face’ (3D), ‘side’ and
‘vertex’ (2D)
 Identify vertical, horizontal and parallel lines
 Identify and classify triangles, quadrilaterals, pentagon, hexagons, octagons
 Follow and give instructions to objects, uses ‘left’ and ‘right’
Statistics & Probability
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Pose questions, gather and interpret information
Use concrete materials or pictures to represent data
Interpret information from given data display
Identify outcomes of familiar events, ‘will happen’, ‘might happen’, ‘wont
happen’ and ‘probably’
Stage 1-Year 2
Number & Algebra
 Count forwards and backwards to 999, identify number before and after (working
with 3 digit numbers)
 Round numbers to the nearest 100
 Label numbers using hundreds, tens and ones (532 has 5 hundreds, 3 tens and 2
ones)
 Identify and sort Australian currency, recognise $ and c, and make total amounts
using different denominations (more use of both notes and coins)
 Count, create and identify patterns by 2’s, 3’s and 5’s (forwards and backwards)
 Use related addition and subtractions facts (18-6=12, 12+6=18)
 Represent multiplication as repeated addition (3 X 4=4+4+4) and division as
repeated subtraction (16÷4=16-4-4-4-4)
 Use ‘groups of’ and ‘rows of’
 Model halves, quarters and eighths of shapes and collections of objects, use ½, ¼
and ⅛ notations
 Complete number sentences involving one operation of addition or subtraction by
calculating the missing number, eg find ◻ so that 5+◻=13 or 15−◻=9
Mental strategies:
 jump strategy (32+12, start at 32, add 10=42, add 2=44)
 split strategy (32+12, add 30 and 10=40, add 2 and 2=4, 40+4=44)
 repeated addition and subtraction (3 X 4=4+4+4) and (16÷4=16-4-4-4-4)
Measurement & Geometry
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Use formal units of measurement
Use metres (m) and centimetres (cm) when recording measurement
Use a grid to record and interpret area
Make comparisons, order and discuss findings when measuring volume or
capacity
Recognise that the amount of liquid does not change with the shape of container
Making comparisons when using equal arm balance (1 book is the same as 3
pencils)
Uses the terms ‘hour’, ‘minute’ and ‘second’
Recognise events that take an hour, a minute, a second etc
Tell time to the quarter hour using ‘past’ and ‘to’
Use terms ‘edge’ and ‘vertex’ (3D)
Recognise that 3D shapes are made up of 2D shapes (nets)
Draw and name 2D shapes (with and without technology) in different orientations
‘Slide’, ‘flip’ & ‘turn’ (clockwise and anticlockwise) 2D shapes and describe
changes
Make designs with line symmetry
Create and interpret simple maps
Statistics & Probability
 Pose questions, collect, check and classify data
 Display and interpret information in a variety of ways (tables, lists & picture graphs)
 Identify outcomes of familiar events, ‘likely’, ‘unlikely’, ‘possible’, ‘impossible’,
‘certain’ or ‘uncertain’ not certain, does not mean impossible
Stage 2-Year 3
Number & Algebra
 Count forwards and backwards to 10,000, identify number before and after
(working with 4 digit numbers)
 Arrange numbers of up to four digits in ascending and descending order
 Label numbers using thousands, hundreds, tens and ones (4532 has 4 thousands, 5
hundreds, 3 tens and 2 ones)
 Round numbers to the nearest ten, hundred or thousand
 Create and describe patterns going up and down by 3’s, 4’s, 6’s, 7’s, 8’s and 9’s,
identify even and odd (4 digit)
 Times tables for 2’s, 3’s, 5’s and 10’s
 Link multiplication and divisions facts using groups of and rows
 Model halves, quarters, thirds and fifths of shapes and collections of objects, use
notations and count by halves, thirds and quarters (⅓, ⅔, 1, 1⅓, 1⅔, 2 etc.)
 Model fractions using denominators of 2, 3, 4, 5 and 8, and place these on a
number line from 0-1
Mental strategies:
 jump strategy (823 + 56: 823 + 50 = 873, 873 + 6 = 879)
 split strategy (23 + 35: 20 + 30 + 3 + 5 = 58)
 compensation strategy (63 + 29: 63 + 30 = 93, subtract 1 to get 92)
 patterns to extend number facts (500 – 200: 5 – 2 = 3, so 500 – 200 = 300)
 bridging the decades (34 + 26: 34 + 6 = 40, 40 + 20 = 60)
 changing the order of addends to form multiples of 10 (16 + 8 + 4: add 16 to 4 first)
 place value to partition numbers (2500 + 670: 2500 + 600 + 70 = 3170)
 partitioning numbers in non-standard forms (500 + 670: 670 = 500 + 170, so
500 + 670 = 500 + 500 + 170, which is 1000 + 170 = 1170)
 repeated addition (3 × 20: 20 + 20 + 20 = 60)
 place value concepts (3 × 20: 3 × 2 tens = 6 tens = 60)
 factorising the multiple of 10 (3 × 20: 3 × 2 × 10 = 6 × 10 = 60)
Measurement & Geometry
 Angles are introduced in Year 3 – comparing angle size, the angle arm length
does not change the size of the angle
 Record lengths using metres and centimetres –estimate prior to measuring
 Understand that 10mm is the same as 1cm
 Use a grid to record and interpret area
 Measure squares and rectangles using (cm2)
 Understand need for area larger than cm2 -construct a square metre and use it to
measure (i.e. classroom door)
 Appreciate that formal units allow for easier and more accurate communication
of measures-introduced to the litre, millilitre and cubic centimetre.
 Understand and use kilograms and grams
 Read analog and digital clocks to the minute, including using the terms 'past' and
'to', eg 7:35 is read as 'seven thirty-five' or 'twenty-five to eight'
 Identify, name and create three-dimensional objects as prisms (including cubes),
pyramids, cylinders, cones and spheres
 Manipulate, compare and describe properties of two-dimensional shapes,
including the special quadrilaterals: parallelograms, rectangles, rhombuses,
squares, trapeziums and kites
 Identify symmetry in shapes, pictures and designs
 Provide and follow 2-step instructions
 Use street directory, compass and grid references (i.e. C4) – read and create grid
referenced maps
Statistics & Probability
 Collect data from internet, newspapers or magazines, as well as through students'
surveys, votes and questionnaires.
 Interpret data from graphs in real-world contexts
 Understand the one-to-one correspondence in a column graph means that one
unit (eg 1 cm) on the vertical axis is used to represent one response/item
 Understand the difference between;
Categorical data: can be separated into distinct groups, eg colour, gender, blood
type.
Numerical data: has variations that are expressed as numbers, eg the heights of
students in a class, the number of children in families.
 Conduct chance experiments and identify and describe possible outcomes –
discuss variations in outcomes
Homework
 Set examples
 Demonstrate and support ability to sit for 10-15 minutes while completing
homework tasks (Kindergarten)
 Go through questions with child, leave while completing, come back and see how
they went (Year 1 and above)
 Encourage to have a go – circle if not entirely sure of activity to let teacher know
 Set timers and expectations
 Relate to real world (what activities and jobs you will need these skills and
strategies for)
 Distinguish between time management and set tasks
 Speak with your child’s teacher if continuing to have issues with tasks themselves
Websites
Mathematics terminology and examples
 http://www.schoolatoz.nsw.edu.au/homework-and-study
NSW Mathematics Syllabus
 https://syllabus.bostes.nsw.edu.au/mathematics/mathematics-k10/content/
Games
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http://www.education.com/games/math/
http://www.mathplayground.com/
http://www.coolmath-games.com/
http://www.mathgames.com/
Examples of Apps
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targeting maths (all areas) – $9.99
amazing time (time) – free
bee-bot (position) – free
teaching numberlines (addition and subtraction) – free
Lower Primary Homework Ideas
Games:
 Play I Spy or other games to identify shapes, numbers and patterns.
 Dice are a great addition to any toy collection. Roll the dice and say,
make or write the numbers identified. Roll the dice and add the numbers
together to find the total.
 Discuss odd and even numbers on mailboxes-guess what number is going
to come next.
 Add up numbers on number plates.
Patterns:
 Identify and explain visual patterns on clothing, wrapping paper, crockery,
cards and furniture.
 Use coloured pegs, blocks, beads or cutlery to begin a pattern for your
child to continue. For example, red, blue, white, red, blue, white.
 Encourage your child to draw, create and describe their own patterns. Use
them for borders or greeting cards or on material.
Measurement:
 Use a wall measuring chart to measure the height of people in your family.
 Cut a piece of string for your child, any length will do. Use the string to
measure the objects in your house to find out what is longer or shorter than
your ‘string measuring tape’. Ask your child to identify anything that is the
same length.
 Explore other ways of measuring using a cup, jug, teaspoon, icy pole sticks,
foot prints or hand lengths.
 Build a tower of blocks that is taller than a favourite toy. Ask your child to
count the total blocks to measure the height of the tower.
Number Hunts:
 With your child find numbers around you, for example house numbers,
calendars.
 Look at and say the numbers on car number plates, signs, calendars,
newspapers, shopping catalogues, speed signs, house numbers.
 Use different numbers as the starting point for practising counting, for
example start counting from 6 or 10. Ask your child to count forwards and
backwards. Ask what number comes before or what number comes after.
 Identify the numbers on a calculator.
Maths Stories:
 Count the fruit in the fruit bowl.
 Cut fruit into six pieces.
 Count the pieces of toast you cooked at breakfast.
 Add the total of cutlery at the table.
 Count the number of people travelling in the car or the bus.
 Encourage your child to draw and talk about the number of things in the
pictures they have drawn. Write down your child’s ideas as a story. Here
are some examples:
-There are five pieces of fruit in our bowl. Three are apples and two are
bananas.
-My lunchbox has four things inside. One sandwich, one orange and two slices
of cheese.
Movement:
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How many throws can we do without dropping the ball?
How many jumps does it take to get to...?
How many times can you tap the balloon before it touches the ground?
How long does it take you to skip to...?
Cards:
 Play matching number games with playing cards.
 Put cards in order from largest to smallest by counting the shapes (hearts,
spades) or using the numbers on the cards.
Asking Questions to Investigate:
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What shapes can you see?
How could we measure the...?
How will we find half?
What is the best way to share...?
 Count the food items as they are placed in the trolley or unpacked at
home.
 Count each toss of the ball as you play a game.
 Count the steps to the letterbox, front door, clothes line.
 Collect and count objects such as toys, shells, and flowers from the
garden.
 Count days on a calendar. Count days down to a special event.
 Read books that involve counting.
Upper Primary Homework Ideas
Sports Scores:
 How does your favourite sport tally the score? What maths is presented on
the tally?
 How do other sports tally the score, for example, tennis, golf, cricket,
netball, football?
 What maths do you use to find the total of the scores?
 Are there other ways to record the score?
 How long do your favourite sport games go for in minutes and seconds?
 Are they divided into halves, quarters or something else?
 What are the shapes of different playing fields and courts? Talk about
edges and angles.
Weather Maps:
 Visit a website or look at the weather maps in the newspaper.
 What is the difference between the minimum and maximum temperature
for each day?
 Find a seven-day forecast then record the actual temperature for each
day and compare. Was the forecast accurate? What were the similarities
and differences?
 Use the information on a website to explore differences in weather from
your area to others. How much rain do you get compared to others? Are
there differences in temperature?
Recipes/Cooking:
 Collect and read recipes and discuss the use of fractions, millimetres and
grams. Encourage your child to make accurate measurements using
measuring cups and spoons.
 Discuss how you would double a recipe. Encourage your child to record
the new measurements for the recipe.
 Identify the temperature and cooking time on the recipe.
 Make a list of the abbreviations used in the recipe and then write them in
full, for example, L for litre, mL for millilitre, tsp for teaspoon, tbs for
tablespoon.
Magazines/Catalogues:
 How would you spend $40 from a catalogue? How many products can
you buy for $40?
 Select five products from the catalogue then calculate what the cost be if
there was a 50% sale. Does it make a difference if you add up the items,
and then deduct 50%, or if each item is reduced
 by 50% then totalled?
 What is the best value sale item in the catalogue? Can you explain your
reasoning?
 What are the cheapest and most expensive items in your catalogue?
 Compare the cost of a product across different stores using different
catalogues. What did you find?
Timetables (travel):
 Can you identify your starting point on the timetable?
 What is the earliest and latest time to travel on this route? What is the
difference?
 How long does it take to travel the entire route?
 How many stops are there on this route?
 What is the difference in the time travelled when not making all stops?
 What is the cost? Is it good value compared to other travel options?
Money:
 Encourage your child to work out how much change you will get after
buying something.
 Investigate costs for family trips together. For example, a visit to a theme
park may include transport costs, entry ticket costs and food costs.
 Discuss saving money for presents or something your child may want to
buy. Work out how long it will take to save this much if they get a small
amount of money each week.
A. SHEPHERD, 2016