MATHEMATICS
Experiences will be provided which enable students to:
RECEPTION
Reception
Number
Scope statement
Outcomes
Classroom experiences
•
•
Base Ten
•
•
Use place value
concepts to read, write
and compare whole
numbers
Estimate the size of a
collection and
approximate with
whole numbers
Use a basic four
function calculator
efficiently
•
•
•
Compare and match
objects of collections
Use whole numbers to
count and order
Estimate a collection and
use counting to check
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Play freely with a variety of commercial
and environmental materials
Understand conservation
Use one to one correspondence
Match groups of objects and numerals
to at least 10
Record in their own way, i.e. ways that
make sense to the student
Use language of comparison, more
than, less than
Estimate, count and order at least 10
Express orally ordinal numbers to ten
Explore functions of a calculator
Use calculators to represent and explore
numbers
Discuss and develop a range of mental
and written strategies of counting
Make groups of objects, e.g. popsticks
Estimate and count number of objects in
groups
Make groups of 10
Use groups of ten and ones to estimate,
describe and make numbers
Free play with calculator
1
MATHEMATICS
Experiences will be provided which enable students to:
Reception
Scope statement
Outcomes
Classroom experiences
Number
•
•
•
•
•
Four Operations
•
•
•
Number
Money
Make an appropriate
choice of addition,
subtraction,
multiplication and
division of whole
numbers for a given
context
Remember addition
facts and use mental
arithmetic to extend
these facts
Us a basic four function
calculator efficiently
Estimate the size of a
collection and
approximate with
whole numbers,
•
•
•
•
•
•
•
•
•
•
•
•
Recognise numerals 1-10
Able to write numbers to
10
Count and estimate
collections
Count orally to 20
Count backward from 10
Perform addition to 10
Perform subtraction to 10
Match groups to number
name
Willing to use a calculator
Uses numbers to read a
pattern
Able to group objects
Able to share objects fairly
Records symbolically
Estimate the size of a
collection and
None required
approximate with
money
•
•
•
•
•
•
Add using concrete materials
Use concrete materials, diagrams
and calculators to help students
remember basic number facts
Use concrete materials to assist
informal paper and pencil recording
Free play with coins
Sort, compare and count coins
Understand that money is needed in
exchange for goods
Offer play money in exchange for
goods in the classroom shop
Discuss and develop a range of
mental and written counting
strategies
2
MATHEMATICS
Experiences will be provided which enable students to:
Reception
Number
Fractions
Scope statement
Outcomes
Classroom experiences
•
Compare and match
objects and collections
Estimate the size of a
collection
•
Use everyday
comparative language,
(e.g. whole piece, half)
•
Use verbal expressions
(oral and written) to
describe and
summarise spatial and
numerical patterns
Recognise, produces
and use patterns with
whole numbers
•
Being able to sort and
classify objects to one
criterion
Recognising a pattern
Recording patterns on
paper
Making patterns using
colour, shape, size and
number
•
•
•
AlgebraPatterning
•
•
•
•
•
•
•
•
•
•
•
Play freely with a variety of
commercial and environmental
materials
Play freely with fraction kits
Use fractional language in every day
contexts, (e.g. “I’ve eaten the whole
pizza. There’s a bit left. Can I have
half?”
Sort a collections of objects
(including coins)
Investigate equivalence using
concrete materials, e.g. compare
groups of blocks
Copy and continue a pattern
Describe a pattern
Recognise patterns in the
environment
3
MATHEMATICS
Experiences will be provided which enable students to:
Reception
Scope statement
Outcomes
Classroom experiences
Space
•
Students will be working
towards
• Identifying 2-D shape
• Sorting and classifying
shapes using one criteria
• Identifying shapes in the
environment
• Can pattern with figures
• Identify and name
rectangle, square, circle,
diamond, oval, triangle,
pentagon, hexagon,
octagon
•
2-D shape and
structure
Space
Location and
Arrangement
•
•
•
•
Making and drawing a variety of
plane figures using a range of
techniques e.g. cutting, pasting,
printing, geoboards
Can follow simple oral
instructions, e.g. put the
book in the shelf under the
window
Give simple oral
instructions using everyday
language of position
Use objects to make maps
and models, e.g. farm
yard, zoo
Describe arrangements
using language of position
4
MATHEMATICS
Experiences will be provided which enable students to:
Reception
Scope statement
Space
Outcomes
Classroom experiences
•
Explore translations,
rotations, reflections and
symmetry patterns e.g.
wrapping paper and
fabrics
Use everyday language to
describe movement of
shapes, e.g. the triangle
has moved along and
flipped over
•
Sorts geometric models
Constructs 3-D objects
Attempts to draw 3-D
shapes
•
Translation and
Symmetry
•
Space
•
3-D /shape and
structure
•
•
Build structures and
make and investigate
geometric models
Compare and classify
objects and describe
using everyday spatial
language
Compare and classify
figures and describe in
everyday spatial
language
•
•
•
•
•
•
•
•
•
•
Attempt simple transformations, e.g.
potato prints, ink blot paintings
Tessellate with figures
Free play with objects that facilitate
construction, e.g. boxes, polydrons
Sort a variety of objects
Sort geometric models and attempt
to describe using everyday
language, e.g. these roll, all are
boxes
Build and make 3-D structures
Match 2-D representations to
objects, e.g. match photo and
object
Attempts to draws structures
Identifies object in the environment
5
MATHEMATICS
Experiences will be provided which enable students to:
Reception
Scope statement
Measurement • Recognise the
Length
•
attributes of length
Make direct
comparisons of and
order objects using
length
Outcomes
Classroom experiences
•
•
•
•
Compare and order
objects according to
length
Measure using nonstandard units
Estimates length
•
•
•
•
•
Measurement
Mass
•
•
•
•
Recognise the attributes
of mass
Make direct comparisons
of and order objects
using mass
Use non-standard units for
the measurement of mass
Make estimates of mass
•
Sorts and compares objects
according to mass
•
•
•
•
•
•
•
•
Play freely with objects which include
the property of length, e.g. sticks,
streamers, ribbons, string
Use everyday language to describe
length
Sort and classify objects according to
length
Compare the lengths of objects
Choose non-standard units to
measure length
Attempt counting and recording
Play freely with objects, which include
the property of mass
Use everyday language to describe
mass
Sort and classify objects according to
mass
Compare the mass of objects
Recognise that units are needed for
measuring mass
Attempts counting and recording
Discuss and develop a range of
estimating strategies
Make standard units and measuring
equipment available for measuring.
However, students may not choose to
use them
6
MATHEMATICS
Experiences will be provided which enable students to:
Reception
Scope statement
Outcomes
Classroom experiences
Measurement
•
•
•
Volume and
Capacity
•
•
Recognise the attributes
of Volume and capacity
Make direct comparisons
of and order objects
using volume and
capacity
Use non-standard units for
the measurement of
volume and capacity
Sorts and compares objects
according to volume and
capacity
•
•
•
•
•
For the purpose of this
document
Capacity is defined as the
total amount a vessel will
hold,( not including the
vessel itself).
Volume is defined as the
amount a vessel holds at the
time of measurement.
Measurement
Temperature
•
Recognise the attribute of
temperature
•
•
•
•
•
Play freely with objects, which include
the property of capacity
Use everyday language to describe
capacity
Sort and classify objects according to
capacity
Compare the capacity of objects
Recognise that units are needed for
measuring capacity
Attempts counting and recording
Discuss and develop a range of
estimating strategies
Make standard units and measuring
equipment available for measuring.
However, students may not choose to
use them
Play freely with objects, which include
the property of volume, e.g. different
sized boxes
Use everyday language to describe
volume, e.g. takes up a lot of space
Use everyday language to
describe temperature, e.g.
hotter than, colder than,
warmer, cooler
7
MATHEMATICS
Experiences will be provided which enable students to:
Reception
Scope statement
Outcomes
Classroom experiences
Measurement
•
•
•
Recognise the attributes
of time
Time
Use everyday language to
describe and measure time,
e.g. day, night, morning,
afternoon, today, yesterday,
tomorrow.
•
•
•
Chance
and Data
•
Use with clarity everyday
language associated with
chance
•
None – language experience •
•
•
•
•
•
•
•
Sort activities according to time, e.g.
events which take short, long time,
events which happen in day, night,
morning, afternoon,
Begin to use non-standard measurement
of time, e.g. claps, drum beats
Investigate features of clocks
Informally make estimates of time.
Use language such as might, maybe,
will/will not in relation to chance events
Describe possible outcomes for a simple
random event, e.g. coin tossing, dice roll
Record results in a way that is
meaningful to themselves
Place familiar situations in order from the
one believed most likely
With guidance, pose questions about
familiar situations
Sort and classify data, concrete objects
Make representations using objects and
pictures
Answer simple questions related to
representations
8
MATHEMATICS
Experiences will be provided which enable students to:
YEAR ONE
Year One
Number
Scope statement
Outcomes
Classroom experiences
•
•
•
Base Ten
•
•
Use place value
concepts to read, write
and compare whole
numbers
Estimate the size of a
collection and
approximate with
whole numbers
Use a basic four
function calculator
efficiently
•
•
•
Shows process used to
make bundles of ten.
Recognises and writes
numbers
Able to tell how many tens
and ones in a numeral
Counts by 2, 5, and 10
•
•
•
•
•
•
•
Discuss and develop a range of
estimating strategies
Recognise and write numerals to at
least 50
Count and order ordinal numbers to
20
Explore patterns in counting, e.g.
counting by tens
Use a calculator to represent and
explore numbers
Discuss and develop a range of
mental and written strategies of
counting
Estimate, read, write and compare
amounts including money to at least
50 using tens and ones, e.g. Base Ten
Banker’s Game using addition
Begin to remember basic addition
facts to 12
9
MATHEMATICS
Experiences will be provided which enable students to:
Year One
Number
Scope statement
Outcomes
Classroom experiences
•
•
•
Four Operations
•
•
•
•
Make an appropriate
choice of addition,
subtraction,
multiplication and
division of whole
numbers for a given
context
Remember addition
facts and use mental
arithmetic to extend
these facts
Us a basic four function
calculator efficiently
Estimate the size of a
collection and
approximate with
whole numbers,
Choose computational
methods (mental,
paper and pencil,
calculator) and check
reasonableness of
results
•
•
•
•
•
•
•
Use own mental counting
strategies to add and
subtract numbers
Use written computation in
addition and subtraction
Use concrete materials to
build addition and
subtraction
Records addition in
vertical arrangement
Confident in using
calculators
Makes equal groups
Labels groups
Uses appropriate
terminology
•
•
•
•
•
•
•
Develop a range of strategies to
estimate totals
Recognise addition and equal
symbols (+,=)
Subtract using concrete materials
Choose appropriate operations, e.g.
Do I add or subtract?
Remember addition facts to 12
Use calculator to investigate basic
addition facts
Use concrete materials to support
paper and pen techniques to add
and subtract whole numbers, money
and measures.
Choose computational methods
(mental, paper and pencil,
calculator) to check results of
addition and subtraction
10
MATHEMATICS
Experiences will be provided which enable students to:
Year One
Number
Scope statement
Outcomes
Classroom experiences
•
•
•
Sort coins
Describe coins according
to value
Make amounts to at least
50 cents
Experiments with giving
change
Uses mental strategies to
manipulate amounts
•
Uses term “one half”
Uses term “one quarter”
Compares smaller and
larger fraction pieces
•
Money
Estimate the size of a
collection and
approximate with
money
•
•
•
Number
Fractions
•
•
•
•
•
•
Compare and match
objects and collections •
•
Use whole number to
count and order
Estimate the size of a
collection and
approximate the whole
numbers, measures and
money
Recognise unit fractions
(expressed in words
and notation) as they
occur in practical
situations
Use two digit decimals
to express money
•
•
•
•
•
•
Sort coins and notes and realise they
have different values
Read and make amounts to at least
50 cents in a variety of ways
Discuss and develop a range of
written and mental strategies of
counting
Use the term half in practical
situations, e.g. fold paper ion half
Begin recording correctly as numeral
½
Sort fractions and number pieces,
e.g. fraction kits
Attempt to use decimal point when
recording money
Discuss and develop a range of
mental and written strategies of
counting
11
MATHEMATICS
Experiences will be provided which enable students to:
Year One
Scope statement
Outcomes
Classroom experiences
AlgebraPatterning
•
•
•
•
•
•
Use verbal expressions
(oral and written) to
describe and
summarise spatial and
numerical patterns
Make and use
arithmetic
generalisations
Recognise, produces
and use patterns with
whole numbers
•
•
•
Sorts objects
Classifies and groups
objects
Puts a number to a pattern
Show the terms of a
pattern
Continue a pattern if given
a term
•
•
•
•
•
•
•
•
•
Sort and classify by more than one
criteria
Count the number of objects in each
term of a pattern and use addition to
investigate relationships
Begin to use Mathematical language
to describe patterns
Investigate patterns on the
calculator, e.g. continuous addition
of 2
Make the same pattern with different
materials and different patterns with
the same materials
Describe the same pattern in
different ways
Make various pattern using a variety
of materials
Verbally describe a pattern
Record patterns
Count the number of objects in a
term/pattern
12
MATHEMATICS
Experiences will be provided which enable students to:
Year One
Scope statement
Outcomes
Classroom experiences
Space
•
•
•
•
2-D shape and
structure
•
Sort, order and classify a
variety of 2-D shapes
Name and identify the
properties of 2-D shapes, e.g.
rectangles, square, circle,
diamond, triangle,
pentagon, hexagon, and
octagon, regular and
irregular
Make and draws plane
shapes
•
•
•
•
Space
Focus
Transformation
and Symmetry
•
•
•
Produce tessellations with
2-D straight sided shapes
Identify lines of symmetry
•
•
•
•
•
•
•
•
Make and draw a variety of plane
figures using a range of techniques, e.g.
cutting, pasting
Sort, classify and describe figures
according to spatial criteria, e.g.
number of sides, angles,
Sort, classify and describe geometric
models in everyday language
Attempts to use mathematical terms
Explore translations, rotations , reflections
and symmetry from patterns, e.g.
wrapping paper, fabric
Recognise translations, rotations ,
reflections and use everyday language
to describe
Use everyday language to describe
movement of shapes, e.g. the triangle
has moved along and flipped over
Attempt simple transformations, e.g.
potato prints, ink blots
Tessellate with figures and make patterns
Sort and identify figures which tessellate
with themselves and/or others
Use everyday language to give reasons
why they do or do not tessellate
Sort objects according to symmetry
Identify real life situations which involve
tessellation
13
MATHEMATICS
Experiences will be provided which enable students to:
Space
3-D /shape and
structure
•
•
•
Build structures and
make and investigate
geometric models
Compare and classify
objects and describe
using everyday spatial
language
Compare and classify
figures and describe in
everyday spatial
language
•
•
•
•
Sorts pyramids and prisms
Names 3-D objects
Describes faces, surfaces,
edges and vertices
Experiments with drawing
•
•
•
•
•
•
•
Measurement • Recognise the
Focus
Length
•
•
attributes of length
Make direct
comparisons of and
order objects using
length
Make estimates of
length
•
•
•
•
•
Sorts, classifies and orders
objects according to
length
Chooses common nonstandard units
Explores the concept of
cm
Uses standard units and
measuring tools
Estimates length
•
•
•
•
•
•
•
Build and make a variety of geometric
models
Attempts to name geometric models,
e.g. cube, rectangular solid, cone
Sort, classify and describe geometric
models in everyday language, e.g. this
cube has four squares
Attempts to use mathematical terms,
surface, edge, vertices, curved
Identify geometric models in the
environment
Match 2-D representations to models,
e.g. drawings with geometric models
Identifies figures found in objects
Uses everyday language of comparison
to describe attributes of length, e.g.
wide, narrow, tall, short
Sort, classify and order objects by length
Understand that the unit of measure
affects the outcome of the measure
Demonstrate and explain the need for
using common units when measuring
length
Choose common non-standard units
when measuring length
Count and record
Use standard units and measuring tools,
However, students may not choose to
use them
14
MATHEMATICS
Experiences will be provided which enable students to:
Year One
Scope statement
Measurement • Recognise the
Mass
•
•
•
Outcomes
Classroom experiences
•
•
attributes of mass
Make direct
•
comparisons of and
order objects using
•
mass
Use non-standard units
for the measurement of
mass
Make estimates of mass
Compares and orders
objects according to mass
Uses appropriate
language
Estimates using nonstandard units
•
•
•
•
•
Measurement •
Volume and
Capacity
•
•
•
Recognise the
attributes of Volume
and capacity
Make direct
comparisons of and
order objects using
volume and capacity
Use non-standard units
for the measurement of
volume and capacity
Make estimates of
•
•
•
Sorts and compares
objects according to
volume and capacity
Uses appropriate
language
Estimates using nonstandard units
•
•
•
•
Uses everyday language of
comparison to describe attributes of
mass, e.g. heavy, light, heavier than
Sort, classify and order objects by
mass
Understand that the unit of measure
affects the outcome of the measure
Demonstrate and explain the need
for using common units when
measuring mass
Choose common non-standard units
when measuring mass
Use standard units and measuring
tools, However, students may not
choose to use them
Uses everyday language of
comparison to describe attributes of
capacity, e.g. full, empty, half full,
level
Sort, classify and order objects by
capacity
Understand that the unit of measure
affects the outcome of the measure
Demonstrate and explain the need
for using common units when
measuring capacity/volume
15
MATHEMATICS
Experiences will be provided which enable students to:
volume and capacity
•
For the purpose of this
document
Capacity is defined as the
total amount a vessel will
hold,( not including the
vessel itself).
Volume is defined as the
amount a vessel holds at
the time of measurement.
•
•
•
•
Measurement • Recognise the attribute • Compare and order
Temperature
•
of temperature
Recognise that units
are required for
measuring and choose
units appropriate to the
task at hand
•
temperature
Use appropriate language
•
•
•
Choose common non-standard units
when measuring mass
Count and record
Use standard units and measuring
tools, However, students may not
choose to use them
Play freely with objects which include
the property of volume
Use everyday language to explain
volume
Use everyday language to describe
attributes of temperature, e.g. hotter
than, colder than, warmer, cooler
Use everyday language to compare
temperatures
Investigate tools to measure
temperature, e.g. thermometer
16
MATHEMATICS
Experiences will be provided which enable students to:
Year One
Scope statement
Outcomes
Classroom experiences
Measurement
•
•
•
•
Time
•
•
•
Recognise the attributes
of time
Make direct comparisons
of and order events using
time
Recognise that units are
required for measuring
and choose units
appropriate to the task at
hand
Use non-standard units for
the measurement of time
Use appropriate language
Sort. order and compare
events
•
•
•
•
•
•
•
Use everyday language of
comparison to describe the attributes
of time, e.g. long time, little time,
soon, later
Sort, order and compare events, e.g.
days in week, events in a day
Demonstrates and explains the need
for using common units when
measuring time, e.g. claps, drips of a
tap
Choose non-standard units for the
measurement of time
Investigates features and purposes of
a variety of clocks
Develop skills of estimation using nonstandard units, e.g. how many claps
will it take to write your name ten
times?
Discuss and develop a range of
estimating strategies
Use the concepts of o’clock and half
past,
17
MATHEMATICS
Experiences will be provided which enable students to:
Year One
Scope statement
Outcomes
Classroom experiences
Chance
and Data
•
•
•
•
•
•
•
•
Use with clarity
everyday language
associated with
chance
Describe the possible
outcomes for familiar
random events and
one stage experiments
Place outcomes for
familiar event and one
stage experiments in
order from the least
likely to happen to
those most likely to
happen
Frame questions about
them, families and
friends and collects,
sorts and organises
information in order to
answer questions
Represent and interpret
information to answer
questions about
themselves, friends and
families
•
•
•
•
Collects information
Asks questions of others to
extract specific
information
Tallies data
Understands the purpose
of a graph
Knows principles of graph
construction
Participates in construction
of class graphs and
displays
•
•
•
•
•
•
•
State an event that has no chance,
some chance and a sure chance of
happening
Develop language associated with
chance
Predict and record possible
outcomes for one stage experiments,
e.g. flip a coin
Place familiar events and one stage
experiments which h have more than
two outcomes in order, e.g. spinners
Frame simple questions about
familiar situations
Collect and sort objects and pictures
related to questions posed
Investigate a variety of ways to
organise data
Make representations using objects
and pictures and describe data in
words and numbers
18
MATHEMATICS
Experiences will be provided which enable students to:
YEAR TWO
Year Two
Scope statement
Outcomes
Number
•
•
Classroom experiences
•
Base Ten
•
•
Use place value concepts to
read, write and compare
whole numbers
Estimate the size of a
collection and approximate
with whole numbers
Use a basic four function
calculator efficiently
•
•
Understand place value, tens
and ones
Write expanded notation
Know basic number facts
•
•
•
•
•
•
•
•
Estimate, count and order amounts to
at least 100
Discuss and develop a range of
estimating strategies
Recognise and write numerals to at
least 100
Approximate to nearest 10
Count by 2, 5, and 10
Use a calculator to represent and
explore numbers
Discuss and develop a range of
mental and written strategies of
counting
Use terms hundreds, tens and ones
when describing numbers, e.g.
Banker’s Game using addition and
subtraction
Remember addition facts to 20
19
MATHEMATICS
Experiences will be provided which enable students to:
Year Two
Scope statement
Outcomes
•
Number
•
Four Operations
•
•
•
•
Number
Money
•
•
Make an appropriate choice
of addition, subtraction,
multiplication and division of
whole numbers for a given
context
Remember addition facts
and use mental arithmetic to
extend these facts
Us a basic four function
calculator efficiently
Estimate the size of a
collection and approximate
with whole numbers,
Choose computational
methods (mental, paper and
pencil, calculator) and
check reasonableness of
results
Estimate the size of a
collection and approximate
with money
Use two digit decimals to
express money
•
•
•
•
•
•
•
•
•
•
•
•
•
Able to add to 99 without
carrying over
Records addition using
appropriate symbols
Able to subtract from 99
without exchanging
Records subtraction using
appropriate symbols
Remember addition facts to 20
Confident in using a calculator
Makes and describes equal
groups and finds totals
Uses the multiplication and
division signs to describe equal
groups
Recall multiplication facts
involving groups of 2, 5 and 10
Uses calculator to multiply and
divide
Make amounts to at least $1
Writes amount s to $1
Gives change from amounts to
$1
Uses calculator to add and
subtract money
Classroom experiences
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Develop a range of strategies to
estimate totals
Investigate multiplication and division,
i.e. continuous addition, sharing and
grouping
Recognise the X symbol
Investigate relationships between
multiplication and division
Make appropriate choice of addition,
subtraction
Use calculator to add, subtract,
multiply and divide
Investigate equivalent arithmetic
statements using concrete materials,
diagrams, e.g. 4+5=9, 9-5=4
Choose computational methods
(mental, paper and pencil, calculator)
to check results of addition and
subtraction
Estimates and calculates amounts
Discuss and develop a range o
estimating strategies
Record amounts
Read and make amounts to at least
$1 in a variety of ways
Investigate giving change using a
variety of methods
Enter, add and subtract amounts of
money in a calculator and interpret
the calculator display
20
MATHEMATICS
Experiences will be provided which enable students to:
• Compare and match
• Uses term “one half” and
objects and collections
Number
records as ½
• Use whole number to count
•
Uses term “one quarter” and
and
order
Fractions
records as ¼
• Estimate the size of a
• Compares smaller and larger
collection and approximate
fractions
the whole numbers,
measures and money
• Recognise unit fractions
(expressed in words and
notation) as they occur in
practical situations
•
Algebra-
•
•
•
•
•
•
•
•
Patterning
•
•
Use verbal expressions (oral
and written) to describe and
summarise spatial and
numerical patterns
Make and use arithmetic
generalisations
Recognise, produces and
use patterns with whole
numbers
•
•
•
•
•
•
Sort and classify by more than
one criteria
Identify and continue a variety
of patterns
Use + and X to investigate
relationships
Record and find patterns in
numbers
Make simple predictions about
patterns
Use mathematical language to
describe a pattern
•
•
•
•
•
•
Sorts fractions and number pieces,
e.g. fraction kits
Divide a whole into equal pieces
Identify objects and quantities divided
into equal parts and name one half
Uses term “one half” and records as ½
Identify objects and quantities divided
into equal parts and name one
quarter
Uses term “one quarter” and records
as ¼
Record the same pattern in different
ways
Count the number of objects in each
term of a pattern and use addition
and multiplication to investigate
relationships
Investigate patterns on a calculator,
e.g. continuous addition of 10 to a
number
Record and find patterns in numbers
and the number system, e.g. 100 grid,
odd, even numbers, Base Ten, money
Describe a rule for a pattern
Identify and appreciate patterns in
our environment and daily life
Solve symbolic written & verbal
problems
21
MATHEMATICS
Experiences will be provided which enable students to:
Year Two
Scope statement
Outcomes
Classroom experiences
Space
•
•
•
•
2-D shape and
structure
•
Space
Focus
Location and
arrangement
•
•
•
•
•
•
•
Sort, order and classify a variety
of 2-D shapes
Name and identify the
properties of 2-D shapes, e.g.
rectangles, square, circle,
diamond, triangle, pentagon,
hexagon, and octagon,
regular and irregular
Make and draws plane shapes
Uses precise language to
describe position and
movement, e.g. spaces up and
2 to the left
Gives and follows directions
using precise language of
location and arrangement,
e.g. ¼ turns, ½ turns, full turns
Draws pictures of and make
things that illustrate the
meaning of the words relating
to position, e.g. draw yourself
next to the switch
Uses objects to make models
and maps
Attempts to draw simple maps
Plans draws and compares
informal maps
•
•
•
•
•
•
•
•
Use a ruler to draw figures more
accurately
Sort, classify and describe figures
according to spatial criteria, e.g.
number of sides, angles,
Sort, classify and describe geometric
models in everyday language
Use mathematical terms
Follows detailed directions including
written instructions to locate objects,
e.g. treasure maps
Plans and draws different pathways to
get from one location to another, e.g.
from the classroom to the library
Explains the purpose of the
arrangements on informal maps and
plans, .e.g. the sandpit is under the
tree in the shade
Draws the relative position of objects
on maps with accuracy
Uses simple grids to locate objects
22
MATHEMATICS
Experiences will be provided which enable students to:
Year Two
Space
Scope statement
•
Outcomes
•
•
•
Transformation
and Symmetry
Produce tessellations with 2-D
straight sided shapes
Identify lines of symmetry
Make and draw symmetrical
patterns
Classroom experiences
•
•
•
•
Space
•
3-D /shape and
structure
•
•
Build structures and make and
investigate geometric models
Compare and classify objects
and describe using everyday
spatial language
Compare and classify figures
and describe in everyday
spatial language
•
•
Names 3-D objects
Describes faces, surfaces, edges
and vertices
•
•
•
•
•
Measurement
•
Focus
Linear and area
•
•
•
•
•
Recognise the attributes of
length and area
Make direct comparisons of
and order objects using length
and area
Recognise the units required for
measuring and choose units
appropriate to the task at hand
Use non-standard units for the
measurement of area
Use everyday standard units for
the and measuring equipment
to measure area
Make estimates of length and
area
•
•
•
•
Sorts, classifies and orders objects
according to length, area and
perimeter
Chooses appropriate nonstandard and standard units to
measure length, area and
perimeter
Beginning to use standard units to
record measurement, e.g. cm, m
Estimates length, area and
perimeter with greater accuracy
•
•
•
•
•
•
•
Recognise transformations and symmetry
in the environment, e.g. tiling
Construct patterns with figures using
translation, rotation and reflection
Describe patterns using the terms
translation, rotation and reflection.
Sort, classify and describe figures
according to spatial criteria
Investigate cross-sections and nets of
geometric models
Identify geometric models in the
environment
Sort, classify and describe geometric
models using a variety of criteria
Attempts to use mathematical terms,
surface, edge, vertices, curved
Identify geometric models in the
environment
Sort, classify, order and describe objects
according to length using everyday
language of comparison, e.g. wide,
narrow, taller, shorter
Choose appropriate units (standard, nonstandard) when measuring length, area
and perimeter and measures accurately
Begin to use symbols
Starts at zero when measuring and uses
calibrated measuring tools
Recognises and uses attributes of area
Sort, order and describe objects
according to area using language of
comparison
Measure recognising the importance of
accuracy
23
MATHEMATICS
Experiences will be provided which enable students to:
•
Investigate and make tools
Year Two
Scope statement
Outcomes
Classroom experiences
Measurement
•
•
•
•
Mass
•
•
•
Recognise the attributes of mass
Make direct comparisons of
and order objects using mass
Use non-standard units for the
measurement of mass
Recognise there are units
required for measuring and
choose appropriate units for the
task at hand
Make estimates of mass
•
•
•
•
Compares and orders objects
according to mass
Uses appropriate language
Estimates using non-standard units
Estimates using standard units
Uses standard units to justify
estimates
•
•
•
•
•
•
Measurement
Volume and
Capacity
Recognise the attributes of
Volume and capacity
• Make direct comparisons of
and order objects using volume
and capacity
• Recognise units are required for
measuring and choose units
appropriate for the task at hand
• Use non-standard units for the
measurement of volume and
capacity
• Make estimates of volume and
capacity
For the purpose of this document
Capacity is defined as the total
amount a vessel will hold,( not
including the vessel itself).
Volume is defined as the amount a
vessel holds at the time of
measurement.
•
•
•
•
•
Sorts, compares and orders
objects according to volume and
capacity
Uses appropriate language
Estimates using non-standard units
Estimates using standard units
Uses standard units to justify
estimates
•
•
•
•
Sort, classify and order objects by mass
using language of comparison
Chooses appropriate unit (non-standard
and standard) when measuring mass and
measure accurately
Begin to use standard units when
measuring mass, i.e. kilogram and gram
Begin to use symbols, kg, g
Investigate equipment used to measure
mass
Estimate using standard and non-standard
units recognising the importance of
accuracy
Sort, classify, order and describe objects
according to capacity using the
language of comparison
Choose appropriate units (non-standard)
when measuring capacity and measure
accurately
Play freely with objects which include the
property of volume
Use everyday language to explain volume
24
MATHEMATICS
Experiences will be provided which enable students to:
Year Two
Scope statement
Outcomes
Classroom experiences
Measurement
•
•
Temperature
•
•
•
Recognise the attribute of
temperature
Recognise that units are
required for measuring and
choose units appropriate to the
task at hand
Compare and order temperature
Use appropriate language
•
•
•
Measurement
Time
•
•
•
•
Recognise the attributes of time
Make direct comparisons of
and order events using time
Recognise that units are
required for measuring and
choose units appropriate to the
task at hand
Use non-standard units for the
measurement of time
•
•
•
•
•
•
•
Recognise and describe the
attributes of time using
mathematical terms, e.g. days,
weeks, months years, seconds,
minutes, hours
Use appropriate language
Sort, order and compare events,
e.g. what happens each hour of a
day? What so you do in a week?
Order months of the year
Describe the seasons
Choose appropriate non-standard
units when measuring time
•
•
•
•
•
•
•
Use everyday language to describe
attributes of temperature, e.g. hotter than,
colder than, warmer, cooler
Use everyday language to compare
temperatures
Investigate relationship between
temperature and weather
Investigate tools to measure temperature,
e.g. thermometer
Use everyday language of comparison to
describe the attributes of time, e.g. long
time, little time, soon, later
Sort, order and compare events, e.g. days
in week, events in a day
Choose non-standard units for the
measurement of time
Investigate features of analogue and
digital clocks
Discuss and develop a range of
estimating strategies, e.g. how many
seconds will it take to write your name?
Use the concepts of o’clock and half past,
Introduce incidental work on 15 minute
intervals, ¼ past, ¼ to
25
MATHEMATICS
Experiences will be provided which enable students to:
Year Two
Scope statement
Outcomes
Classroom experiences
Chance
•
•
•
•
•
•
Data
•
Use with clarity everyday
language associated with
chance
Describe the possible outcomes
for familiar random events and
one stage experiments
Place outcomes for familiar
event and one stage
experiments in order from the
least likely to happen to those
most likely to happen
Frame questions about them,
families and friends and
collects, sorts and organises
information in order to answer
questions
Represent and interpret
information to answer questions
about themselves, friends and
families
•
•
•
•
Use language associated with
chance events
Distinguish between possible and
impossible events
Make predictions concerning
familiar events
Orders events from least likely to
most likely
Able to record findings
•
•
•
•
•
•
•
Collects data
Tallies data
Reads information in a variety of
ways
Extracts specific information from
tables, lists and graphs
•
•
•
•
•
•
•
Uses terms associated with chance events
such as likely, a good chance, possible
and definitely
Predict and record possible outcomes for
one stage experiments, e.g. spinner with
different amounts of coloured sections –
more red than blue
Place familiar events and one stage
experiments which have more than two
outcomes in order, e.g. spinners
Discuss reasons for order
Frame simple questions about familiar
situations
Collect and sort objects and pictures or
statements to answer questions posed
Choose own methods to organise data
Investigate tallies and tables
Represent information in different ways,
e.g. including block graphs using real
data – one square represents one car
Demonstrates importance of baseline and
regular spacing of blocks
Discuss and interpret information from
representations, including block graphs
26
MATHEMATICS
Experiences will be provided which enable students to:
YEAR THREE
Year Three
Scope statement
Outcomes
Classroom experiences
Number
•
•
•
Base Ten
•
•
Use place value concepts to
read, write and compare
whole numbers
Estimate the size of a
collection and approximate
with whole numbers
Use a basic four function
calculator efficiently
•
•
•
•
•
Understand place value,
hundreds, tens and ones
Write expanded notation
Able to +/- without subtraction
Able to +/- with subtraction
Able to recall an increasing
number of family of facts
Uses a calculator efficiently
Estimate, count and order amounts to
at least 1 000
• Discuss and develop a range of
estimating strategies
• Recognise and write numerals to at
least
• 1 000
• Approximate to nearest 10
• Use a calculator to represent and
explore numbers
• Discuss and develop a range of
mental and written strategies of
counting
• Use terms thousands, hundreds, tens
and ones when describing numbers,
e.g. Banker’s Game using addition
and subtraction with exchanging
• Find approximate amounts by
rounding to whole numbers
Tables
Relate all tables to patterns, continuous
addition, terms and groups of, i.e.
multiplication
Patterns of 2,4,8
Base Ten Game
27
MATHEMATICS
Experiences will be provided which enable students to:
Year Three
Scope statement
Outcomes
Classroom experiences
Number
•
•
•
Four
Operations
•
•
•
•
Make an appropriate choice
of addition, subtraction,
multiplication and division of
whole numbers for a given
context
Remember addition facts
and use mental arithmetic to
extend these facts
Us a basic four function
calculator efficiently
Estimate the size of a
collection and approximate
with whole numbers,
Choose computational
methods (mental, paper and
pencil, calculator) and
check reasonableness of
results
•
•
•
•
•
•
•
•
Able to add numbers to 1 000
with exchanging
Able to subtract with
exchanging
Able to recall an increasing
number of family of facts
Uses a calculator efficiently
Recognise and write numbers
to 1,000
Estimates, counts and orders
amounts to at least 1,000
Use multiplication and division
symbols and algorithms
Multiplies 2 digit by one digit
Divides amounts with and
without remainders
•
•
•
•
•
•
•
•
•
•
Sorts collections using a variety of
criteria and compares groups
Discuss and develop a range of
estimating strategies
Investigate multiplication and division,
i.e. continuous addition, sharing and
grouping
Approximate numbers to the nearest
ten
Use a calculator to represent and
explore numbers
Explain relationships between
multiplication and division
Explores inverse relationships between
multiplication and division
Make appropriate choice of addition,
subtraction, multiplication and division
of whole numbers
Investigate relationships between
addition and subtraction
Use and compare different counting
strategies in constructing basic facts,
e.g. counting on, counting all, double
facts
Investigate equivalent arithmetic
statements to 20
28
MATHEMATICS
Experiences will be provided which enable students to:
Year Three
Scope statement
Outcomes
Classroom experiences
Number
•
•
•
•
•
•
Money
•
Estimate the size of a
collection and approximate
with money
Use two digit decimals to
express money
•
Make amounts to at least $100
Writes amount s to $100
Gives change from amounts to
$20
Uses calculator to add,
subtract and multiply money
•
•
•
•
Number
Fractions
•
•
•
•
Compare and match
objects and collections
Use whole number to count
and order
Estimate the size of a
collection and approximate
the whole numbers,
measures and money
Recognise unit fractions
(expressed in words and
notation) as they occur in
practical situations
•
•
•
Identify and record unit
fractions, e.g. ½, 1/5 to one
tenth of objects and quantities
Add fractions with like
denominators using concrete
materials
Use concrete materials to
identify, name and construct
fractions with a value greater
than one, e.g. 2½
•
•
•
Estimates and calculates amounts
Discuss and develop a range o
estimating strategies
Record amounts to $100
Read and make amounts to at least
$100 in a variety of ways
Enter, add and subtract amounts of
money in a calculator and interpret
the calculator display
Discuss and develop a range of
mental and written strategies of
counting
Sort and order fractions
Investigate that the more shares the
smaller each share and vice versa
Identify, name and construct
equivalent fractions
29
MATHEMATICS
Experiences will be provided which enable students to:
Year Three
Scope statement
Outcomes
Classroom experiences
Algebra-
•
•
Sort and classify by a variety of
criteria
Identify and continue a variety
of patterns
Identifies and continues
patterns
Predicts and makes
generalisations about patterns
Uses mathematical language
to describe a pattern
Uses patterns to explore repeat
addition and multiplication
•
•
Relate numbers to spatial patterns
Create a pattern from a rule
Sort, order and classify a variety
of 2-D shapes
Name and identify the
properties of 2-D shapes, e.g.
rectangles, square, circle,
diamond, triangle, pentagon,
hexagon, and octagon,
regular and irregular
Make and draws plane shapes
•
Use a ruler to draw figures more
accurately
Sort, classify and describe figures
according to spatial criteria, e.g.
number of sides, angles,
Sort, classify and describe geometric
models in everyday language
Use mathematical terms
Patterning
•
•
•
Space
2-D shape
and structure
•
Use verbal expressions (oral
and written) to describe and
summarise spatial and
numerical patterns
Make and use arithmetic
generalisations
Represent (verbally,
graphically, in writing) and
draw informal graphs to
model familiar events
Recognise, produces and
use patterns with whole
numbers
•
•
•
•
•
•
•
•
•
•
•
30
MATHEMATICS
Experiences will be provided which enable students to:
Year Three
Scope statement
Outcomes
Classroom experiences
Space
•
•
•
Focus
Location and
arrangement
•
•
•
•
•
Space
Transformation
and Symmetry
Uses precise language to
describe position and
movement, e.g. spaces up and
2 to the left
Gives and follows directions
using precise language of
location and arrangement,
e.g. ¼ turns, ½ turns, full turns
Draws pictures of and make
things that illustrate the
meaning of the words relating
to position, e.g. draw yourself
next to the switch
Uses objects to make models
and maps
Attempts to draw simple maps
Plans draws and compares
informal maps
•
•
•
•
•
•
•
•
•
Produce tessellations with 2-D
straight sided shapes
Identify lines of symmetry
Make and draw symmetrical
patterns
•
•
Follows detailed directions including
written instructions to locate objects,
e.g. treasure maps
Plans and draws different pathways to
get from one location to another, e.g.
from the classroom to the library
Explains the purpose of the
arrangements on informal maps and
plans, .e.g. the sandpit is under the
tree in the shade
Draws the relative position of objects
on maps with accuracy
Uses simple grids to locate objects
Recognise transformations and
symmetry in the environment, e.g.
tiling
Construct patterns with figures using
translation, rotation and reflection
Describe patterns using the terms
translation, rotation and reflection.
31
MATHEMATICS
Experiences will be provided which enable students to:
Year Three
Scope statement
Outcomes
Classroom experiences
Space
•
•
•
•
•
3-D /shape
and structure
•
•
Build structures and make
and investigate geometric
models
Compare and classify
objects and describe using
everyday spatial language
Compare and classify figures
and describe in everyday
spatial language
•
•
Names 3-D objects
Describes properties of 3-D
objects
Constructs 3-D objects
Makes and compares nets of
geometric shapes
•
•
•
•
•
•
Investigate cross sections and nets
Compares different nets of the same
objects
Sorts and classifies prisms and
pyramids
Identifies and names properties of
geometric models, i.e. vertex, face,
edge, base, surface
Identify geometric models in the
environment
Draw objects from different view
points
Identify real life situations which
involve tessellations of stacking and
packing grocery items
Make models of familiar structures
using informal scale, i.e. objects
proportional in size to each other
32
MATHEMATICS
Experiences will be provided which enable students to:
Year Three
Scope statement
Outcomes
Classroom experiences
Measurement
•
•
•
Focus
•
Recognise the attributes of
length and area
Make direct comparisons of
and order objects using
length and area
Recognise the units required
for measuring and choose
units appropriate to the task
at hand
Use non-standard units for
the measurement of area
Use everyday standard units
for the and measuring
equipment to measure area
Make estimates of length
and area
Recognise the attributes of
mass
Make direct comparisons of
and order objects using mass
Use non-standard units for
the measurement of mass
Recognise there are units
required for measuring and
choose appropriate units for
the task at hand
Make estimates of mass
•
Length,
perimeter
area
•
•
•
•
Measurement
•
Mass
•
•
•
•
•
•
•
Sorts, classifies and orders
objects according to length,
area and perimeter
Uses non-standard and
standard units to measure
Measures accurately using cm
and m
Understands the relationships
between, mm, cm and m
•
•
•
•
•
•
•
•
•
•
•
Compares and orders objects
according to mass
Uses appropriate language
Estimates using non-standard
and standard units
Measures mass accurately
Uses symbols for mass, i.e. kg, g
Clearly demonstrates the attributes of
length as opposed to area or other
measurements
Sort, classify, order and describe
objects by length, perimeter and area
using standard and non-standard units
Investigate relationships between
length and area
Choose appropriate units for
measuring and measure accurately
Use appropriate symbols, e.g. cm, m
Make reasonable estimates using
standard units
Accurately uses standard units when
measuring length, perimeter and area
Make standard units available,
however, students may not choose to
use them
•
33
MATHEMATICS
Experiences will be provided which enable students to:
• Recognise the attributes of
Measurement
• Sorts, compares and orders
Volume and capacity
objects according to volume
• Make direct comparisons of
Volume and
and capacity
and order objects using
Capacity
• Uses appropriate language
volume and capacity
• Estimates using non-standard
• Recognise units are required
units
for measuring and choose
units appropriate for the task • Estimates using standard units
• Uses standard units to justify
at hand
estimates
• Use non-standard units for
the measurement of volume
and capacity
• Make estimates of volume
and capacity
•
•
•
•
Sort, classify, order and describe
objects according to capacity using
the language of comparison
Choose appropriate units (nonstandard) when measuring capacity
and measure accurately
Play freely with objects which include
the property of volume
Use everyday language to explain
volume
For the purpose of this
document
Capacity is defined as the total
amount a vessel will hold,( not
including the vessel itself).
Volume is defined as the
amount a vessel holds at the
time of measurement.
34
MATHEMATICS
Experiences will be provided which enable students to:
Year Three
Scope statement
Outcomes
Classroom experiences
Measurement
•
•
•
Temperature
•
Recognise the attribute of
temperature
Recognise that units are
required for measuring and
choose units appropriate to
the task at hand
Recognise the attributes of
time
Make direct comparisons of
and order events using time
Recognise that units are
required for measuring and
choose units appropriate to
the task at hand
Use non-standard units for
the measurement of time
•
Measurement
•
Time
•
•
•
•
Compare and order
temperature
Use appropriate language
•
•
•
•
•
•
•
Recognise and describe the
attributes of time using
mathematical terms, e.g. days,
weeks, months years, seconds,
minutes, hours
Use appropriate language
Sort, order and compare
events, e.g. what happens
each hour of a day? What so
you do in a week?
Order months of the year
Describe the seasons
Choose appropriate nonstandard units when measuring
time
•
•
•
•
•
•
•
•
Uses everyday language of
comparison to describe attributes of
temperature
Begin to compare and order
temperatures using degrees Celsius
Identify and name features of tools
used to measure temperature, e.g.
features of a thermometer
Use everyday language of
comparison to describe the attributes
of time, e.g. long time, little time, soon,
later
Sort, order and compare events, e.g.
days in week, events in a day
Choose non-standard units for the
measurement of time
Investigate features of analogue and
digital clocks
Discuss and develop a range of
estimating strategies, e.g. how many
seconds will it take to write your
name?
Use the concepts of o’clock and half
past,
Introduce incidental work on 14
minute intervals, ¼ past, ¼ to
35
MATHEMATICS
Experiences will be provided which enable students to:
Year Three
Scope statement
Outcomes
Classroom experiences
•
Chance
•
•
•
•
Data
•
Use with clarity everyday
language associated with
chance
Describe the possible
outcomes for familiar
random events and one
stage experiments
Place outcomes for familiar
event and one stage
experiments in order from the
least likely to happen to
those most likely to happen
Frame questions about them,
families and friends and
collects, sorts and organises
information in order to
answer questions
Represent and interpret
information to answer
questions about themselves,
friends and families
•
•
•
•
•
Use language associated with
chance events
Distinguish between possible
and impossible events
Make predictions concerning
familiar events
Orders events from least likely
to most likely
Able to record findings
•
•
•
•
•
•
•
•
Collects and sorts data
Represents data using tables
and graphs
Interprets and compares data
•
•
•
•
•
•
Uses terms associated with chance
events such as likely, a good chance,
possible and definitely
Predict and record possible outcomes
for one stage experiments, e.g.
spinner with different amounts of
coloured sections, more red than blue
Place familiar events and one stage
experiments which have more than
two outcomes in order, e.g. spinners
Place familiar events and one stage
experiments which have more than
two outcomes in order, e.g. spinners
Discuss reasons for order
Frame simple questions about familiar
situations
Collect and sort objects and pictures
or statements to answer questions
posed
Choose own methods to organise
data
Investigate tallies and tables
Represent information in different
ways, e.g. including block graphs
using real data – one square
represents one car
Demonstrates importance of baseline
and regular spacing of blocks
Discuss and interpret information from
representations, including block
graphs
36
MATHEMATICS
Experiences will be provided which enable students to:
YEAR FOUR
Year Four
Scope statement
Outcomes
Number
•
•
•
Base Ten
•
Focus:
Whole number •
to a thousand
Tenths and
hundredths
Use place value to read write and
compare decimal fractions
Use a four function calculator with
memory efficiently
Estimate and approximate computations
on decimals, money and measures
Choose computational methods (mental,
paper and pencil, calculator) and check
results
Develop a range of estimation strategies to refine accuracy
in estimating amount s
• Read, write and compare amounts, including money, using
tenths and hundredths to at least a thousand
• Base Ten game addition, subtraction, tens, hundreds,
thousands
• Round amounts to whole number
• Use calculator to investigate place value, e.g. multiplying
and dividing by ten
• Check reasonableness of results using mental, paper and
pencil and calculator methods
• Develop strategies for mental and written computation
Base Ten Game
• Consolidation of addition and subtraction with exchanging
to thousands
• Introduce multiplication by single digit including 1 and 0
• Extend to two digits
• Multiplication and division by 10
• Use of decimal point
• Place value of zero
Tables
• Aim to practise all tables and encourage students to know
them by end of the year
• Understand multiplication as groups, continuous addition
• Understand division as continuous subtraction
some students may need to use patterns to help them
• Tables should be use to calculate division
• Consolidate family of facts
37
MATHEMATICS
Experiences will be provided which enable students to:
Year Four
Scope statement
Outcomes
Number
•
•
Four
Operations
•
•
•
•
•
Recognise, produce and use patterns in
number
Make an appropriate choice of addition,
subtraction, multiplication or division of
decimal numbers, money and measures
Use four function calculator with memory
facility
Estimate and approximate computations
on decimals, money and measures
Use efficient paper and pencil methods to
add, subtract, multiply and divide
Choose computational methods and
check reasonableness of result
•
•
•
•
•
•
Use a range of ways to recognise and produce patterns in
number, e.g. multiplication tables, square numbers, prime
numbers
Use concrete and real situations involving money and
measurements as
- whole numbers
- decimal fractions to hundredths
- simple fractions with like denominators
Add and subtract amounts from 0 to at least 1,000
Divides or multiplies amounts using whole numbers and
single digit divisors and multipliers with no remainders
Estimate, approximate and perform mental computations
on
- whole numbers
- money
- decimals
- measures
Devise strategies to extend mental skills in order to add,
subtract, multiply and divide
Know tables 2-10
38
MATHEMATICS
Experiences will be provided which enable students to:
Year Four
Scope statement
Outcomes
Number
•
•
Fractions
Decimals
Percentages
Ratio
Counting
Focus
Fractions
Decimals to
hundredths
•
•
•
Use numbers in a variety of equivalent
forms and translates between forms
Estimate and approximate computations
on decimals and fractions to count and
order collections and measures
Interpret common fractions in everyday
use and compare fractions for practical
purposes
Interpret ratio and percentages in
everyday use
•
•
•
•
•
•
Algebra-
•
Patterning
•
•
Use verbal expressions (oral and written) to
describe and summaries spatial or numeric
patterns
Make and use arithmetic generalisations
Recognise, produce and use patterns in
numbers
•
•
•
•
•
•
Develop a range of estimation strategies to refine accuracy
in estimating quantities
Recognise and translate between equivalent amounts of
fractions, e.g. 1/5=2/10
Estimate, approximate, count and order collections,
measures and money using whole numbers and fractions
Use whole numbers and commonly used decimals (0.5,
0.25) to count and order collections and measures (money,
time, lengths, etc)
Estimate, compare and represent simple fractions as part of
a whole, using realistic situations, e.g. ½, 2/3, 5/10 of the
table, halves, thirds quarters to tenths
Have an understanding of mixed numbers and improper
fractions
Use concrete materials to identify, name and construct
fractions with a greater value than one, e.g. 2½
Use a variety of materials to make and describe spatial and
number sequences
Recognise patterns in multiplication tables
Uses patterns to predict future elements and terms in the
pattern
Describe different rules for the same pattern
Make different patterns using the same rule
Identify and use consistent patterns found in arithmetic
sentences
39
MATHEMATICS
Experiences will be provided which enable students to:
Year Four
Scope statement
Outcomes
Space
•
•
2-D and 3-D
shape and
structure
•
•
Build structures and make models,
analysing their cross sections
Compare and classify objects, analyse
their shapes and describe using
conventional geometric language
Compare and classify figures, analyse their
shapes and describe using conventional
geometric language
•
•
•
•
•
•
•
•
Space
•
Focus
Location and
arrangement
•
•
Give and follow directions for moving and
locating objects using angles, compass,
points and grids
Plan and execute arrangements to
specifications
Describe, follow and record paths and
routes u sing sketches and simple networks
•
•
•
Make and draw polygons using a variety of materials
including dot paper, geoboards and geometric tools, e.g.
rulers
Identify polygons as they occur in everyday contexts
Identify, compare and classify polygons according to
geometric features, explaining the criteria for sorting, e.g.
sides, angles and parallel lines
Use correct terms when describing angles, e.g. acute,
obtuse, right, straight, reflex, full turn
Uses a variety of materials to make geometric models
Identify cross sections within each model
Predict and test the shape of cross sections of different
objects, e.g. boxes, fruit
Compare and classify objects identifying likeness and
differences and describing using geometric language, e.g.
faces, edges, vertices
Predict and construct nets of 3-D shapes
Give and follow directions for moving and locating objects
using appropriate language, e.g. left, right, turns, walk 5m,
north, west, east and south, 90 degrees, objects as
reference points, grid co-ordinates
Plan arrangements for efficiency and practical purposes,
e.g. arranging bedroom furniture for maximum playing
space
Describe and follow paths and routes from familiar settings
showing recording of directions, e.g. maps, street
directories, verbal and written directions
40
MATHEMATICS
Experiences will be provided which enable students to:
Year Four
Space
Transformation
and Symmetry
Scope statement
Outcomes
•
Carry out rotations, translations and reflections
and recognise and produce related symmetries
Recognise congruent figures by superimposition
and informally investigate congruent figures
Rearrange, fit together and tessellate figures and
stack and pack objects
Reduce and enlarge figures and objects and
investigate distortions resulting from
transformation
Produce, interpret and compare scale drawings
and maps, and scale models of familiar structures
Interpret and produce 2-D representations of
objects
•
Measure, compare and order objects
using angles
Choose appropriate units for task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Use standard techniques and tools to
measure length
Place objects in order by estimating
relative sizes and make estimates of angles
Investigate relationships between
measures for different attributes and apply
to solve problems
Use standard techniques and tools to
measure angles
•
•
•
•
•
•
Space
•
Angles
•
•
•
•
•
•
•
•
•
Discuss and develop an increasing range of estimation
strategies to calculate angles
Use a range of strategies to measure, compare and order
the angles
Choose degrees to describe angles, e.g. acute, obtuse,
straight, right and full turn
Use standard methods and chooses tools to accurately
measure angles, e.g. set square to determine angle s
greater or less than 90 degrees
41
MATHEMATICS
Experiences will be provided which enable students to:
Year Four
Measurement
Length,
perimeter
Scope statement
•
•
•
•
•
•
•
Measurement
Area
•
•
•
•
•
Year Four
Measure, compare and order objects
using length
Choose appropriate units for task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Use standard techniques and tools to
measure length
Place objects in order by estimating
relative sizes and make estimates of length
Investigate relationships between
measures for different attributes and apply
to solve problems
Use standard techniques and tools to
measure length
Measure, compare and order objects
using area
Choose appropriate units for the task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Place objects in order by estimating
relative sizes and make estimates of area
Investigate relationships between
measures for different attributes and apply
to solve problems
Scope statement
Outcomes
•
•
•
•
•
•
•
•
•
•
Discuss and develop an increasing range of estimation
strategies to calculate length
Use a range of strategies to measure, compare and order
real objects using millimetre, centimetre and metre,
including fractional parts, e.g. ½, ¾
Measure accurately using suitable units
Recognise relationships between units, e.g. millimetres,
centimetres, metres
Choose standard tools to measure length, e.g. rulers,
trundle wheels
Estimate perimeter
Measure the perimeter of an object accurately
Discuss and develop an increasing range of estimation
strategies to calculate area
Uses a range of strategies to measure, compare and order
real objects using square centimetres and square metres
Measures accurately using suitable units
Outcomes
42
MATHEMATICS
Experiences will be provided which enable students to:
Measurement
•
Mass
•
•
•
•
Measurement
•
Capacity
•
•
•
•
Measure, compare and order objects
using mass
Choose appropriate units for the task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Place objects in order by estimating
relative sizes and make estimates of area
Investigate relationships between
measures for different attributes and apply
to solve problems
•
Measure, compare and order objects
using capacity
Choose appropriate units for the task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Place objects in order by estimating
relative sizes and make estimates of
capacity
Investigate relationships between
measures for different attributes and apply
to solve problems
•
•
•
•
•
•
•
•
•
•
Discuss and develop an increasing range of strategies to
calculate mass
Use a range of strategies to measure, compare and order
real objects using grams and kilograms
Choose suitable units, estimate and accurately measure
mass
Recognise relationships between units, e.g. kilogram and
gram
Choose tools to accurately measure mass, e.g. balance
beams, scales
Be involved in a range of activities to explore the concept
of capacity
Fill regular containers with irregular containers
Use correct terminology to describe capacity, e.g. litres,
millilitres
Compare capacities of containers, e.g. greater than, less
than (>,<)
Look at everyday containers and discuss capacity
Recognise the importance of accuracy, e.g. recipes
43
MATHEMATICS
Experiences will be provided which enable students to:
Year Four
Scope statement
Outcomes
Measurement
•
•
Volume
•
•
•
•
Measurement
Time
Measure, compare and order objects
using volume
Choose appropriate units for the task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Place objects in order by estimating
relative sizes and make estimates of
volume
Investigate relationships between
measures for different attributes and apply
to solve problems
•
•
•
Volume is defined as the amount a vessel holds at the time
of measurement
•
•
•
•
•
•
•
Recognise the attributes of time
Choose appropriate units for tasks
considering purpose and the need for
precision and/or communication
Recognise standard units of time and
relate units to each other
Use standard techniques and tools to
measure time
Place objects in order by estimating their
relative sizes and make estimates of time
Investigate relationships between
measures for different attributes and apply
to problem solve
Be involved in a range of activities to explore the concept
of volume
Compare volume, e.g. greater than and less than (>,<)
Discuss difference between volume and capacity (see
definitions)
Describe accurately half full, quarter full
•
•
•
•
•
•
Discuss and develop a range of strategies to refine
accuracy in estimating time
Use a range of strategies to estimate, measure, compare
and order events using analogue and digital time. Use ‘to’,
past’ language to 5 and 1 minute intervals
Choose suitable units, estimate and accurately measure
time
Recognise standard units, e.g. am, pm, sec, min, hour, day
week, etc
Use standard methods and choose tools to accurately
measure and record time, e.g. digital clock, analogue
clock, calendar
Investigate relationship between measures, e.g. time and
distance, time and growth
Develop a range of strategies for mental and written
computation
44
MATHEMATICS
Experiences will be provided which enable students to:
Year Four
Scope statement
Outcomes
Chance
•
Make statements about how likely are
everyday experiences which involve some
elements of chance and understand the
terms “chance” and “probability” in
common usage
For random events, systematically list
possible outcomes, deduce the order or
probability of outcomes and test
predictions experimentally
Make and interpret empirically base
predictions about simple situations
•
Systematically collect, organise and
record data to answer questions posed by
themselves and others
Represent, interpret and report on data in
order to answer questions posed by
themselves and others
Understands what samples are, select
appropriate samples from specified groups
and draw inferences from data collected
•
•
•
Data
•
•
•
•
•
•
•
•
•
Use appropriate language to explain and justify the
likelihood of events occurring
List possible outcomes of random events to make nonnumerical predictions, test and justify
- Choose events
- Predict possible likelihood of each outcome
- Series of tests
- Evaluate predictions
Record in and appropriate way
Inquire, collect, organise and record data efficiently and
appropriately to answer questions about themselves or
others, e.g. construct own questionnaires, multiple choice
box
Represent data in appropriate ways using a variety of tools,
e.g. pen and paper, computer, 3-D
Interpret data gathered from themselves and other
sources, e.g. newspapers, internet
Prepare and present oral and written reports to describe
data collected, the source of data, how the sample was
chosen and how the measurement was made
Identify what makes a sample and the purposes for an
appropriate sample to draw informal inferences
45
MATHEMATICS
Experiences will be provided which enable students to:
YEAR FIVE
Year Five
Scope statement
Outcomes
Number
•
•
•
Base Ten
•
Focus
•
Tens of
thousands
Tenths and
hundredths
Use place value to read write and
compare decimal fractions
Use a four function calculator with memory
efficiently
Estimate and approximate computations
on decimals, money and measures
Choose computational methods (mental,
paper and pencil, calculator) and check
results
Develop a range of estimation strategies to refine accuracy in
estimating amounts
• Read, write and compare amounts, including money, using tenths
and hundredths to at least ten thousand
• Round amounts to whole number
• Use calculator to investigate place value, e.g. multiplying and
dividing by ten
• Check reasonableness of results using mental, paper and pencil
and calculator methods
• Develop strategies for mental and written computation
Base Ten
• Bankers Game using tenths and hundredths
• Relate decimals addition and subtraction
• Multiplication and division by 10, 100 (rule is move the decimal
place)
• Multiplication by two digits only (including 1 and 0)
• The place value of zero
Tables
• Aim for students to know tables at speed with out fingers
• Master families of facts
46
MATHEMATICS
Experiences will be provided which enable students to:
Year Five
Scope statement
Outcomes
Number
•
•
•
Four
Operations
•
•
•
•
Recognise and use patterns in number
Make and appropriate choice of addition,
subtraction, multiplication or division of
decimal numbers, money and measures
Use four function calculator with memory
facility
Estimate and approximate computations
on decimals, money and measures
Use efficient paper and pencil methods to
add, subtract, multiply and divide
Choose computational methods and
check reasonableness of result
•
•
•
•
•
•
Number
Fractions
Decimals
Percentages
Ratio
Counting
Focus
Fractions and
decimals
•
•
•
•
Use numbers in a variety of equivalent
forms and translates between forms
Estimate and approximate computations
on decimals and fractions to count and
order collections and measures
Interpret common fractions in everyday use
and compare fractions for practical
purposes
Interpret ratio and percentages in
everyday use
•
•
•
•
•
Use a range of ways to recognise and produce patterns in
number, e.g. square numbers, triangular numbers, composite,
prime numbers
Use concrete and real situations involving money and
measurements as
- whole numbers
- decimal fractions to hundredths
- simple fractions to tenths
Add and subtract amounts from 0 to at least 100,000
Divide or multiply amounts using whole numbers and single digit
divisors and multipliers with remainders
Estimate, approximate and perform mental computations on
- whole numbers
- money
- decimals
- measures
Devise strategies to extend mental skills in order to add, subtract,
multiply and divide
Know tables 2-10
Develop a range of estimation strategies to refine accuracy in
estimating quantities
Recognise and translate between fractions and decimals as
equivalent amounts, beginning with tenths and hundredths, e.g.
1/4m=25/100m=0.225m
Estimate, approximate, count and order collections, measures
and money using whole numbers, tenths and hundredths
Estimate, compare and represent any fraction as part of a whole
using realistic situations, e.g. 2/5 of the class
Use correct terminology to describe fractions and decimals, e.g.
tenths, hundredths, denominator, numerator, mixed, proper,
improper
47
MATHEMATICS
Experiences will be provided which enable students to:
Year Five
Scope statement
Outcomes
Algebra-
•
Use verbal expressions (oral and written) to
describe and summaries spatial or numeric
patterns
Make and use arithmetic generalisations
Recognise, produce and use patterns in
numbers
•
Build structures and make models,
analysing their cross sections
Compare and classify objects, analyse their
shapes and describe using conventional
geometric language
Compare and classify figures, analyse their
shapes and describe using conventional
geometric language
•
Patterning
•
•
Space
•
2-D and 3-D
shape and
structure
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use a variety of materials to make and describe spatial and
number sequences
Record patterns as simple rules
Use these rules to predict future elements and terms in the pattern
Describes different patterns for the same rule
Make and draw regular and irregular polygons using a variety of
tools, refining the use of protractors and set squares
Identify, compare and classify regular and irregular polygons
including everyday contexts
Make own tools to measure angles
Use a variety of materials to make geometric models
Identify and construct alternative nets for each model
Identify properties of geometric models
Investigate relationships between geometric models and their
names, e.g. triangles in the triangular prism
Use geometric language to describe figures
Compare and classify objects identifying likeness and differences
and describing using geometric language, e.g. faces, edges,
vertices
Predict and construct nets of 3-D shapes
48
MATHEMATICS
Experiences will be provided which enable students to:
Year Five
Scope statement
Outcomes
Space
•
•
Angles
•
Measure, compare and order objects using
angles
Choose appropriate units for task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Use standard techniques and tools to
measure length
Place objects in order by estimating relative
sizes and make estimates of angles
Investigate relationships between measures
for different attributes and apply to solve
problems
Use standard techniques and tools to
measure angles
Give and follow directions for moving and
locating objects using angles, compass,
points and grids
Plan and execute arrangements to
specifications
Describe, follow and record paths and
routes u sing sketches and simple networks
•
•
•
•
•
•
Space
•
Location and
arrangement
•
•
•
•
•
Discuss and develop an increasing range of estimation strategies
to calculate angles
Use a range of strategies to measure, compare and order the
angles, , e.g. acute, obtuse, straight, right and full turn
Identify the range of degrees with in certain types of angles, e.g.
obtuse is 90-180 degrees
Use standard methods and chooses tools to accurately measure
angles, e.g. set square, protractor
49
MATHEMATICS
Experiences will be provided which enable students to:
Year Five
Space
Focus
Transformation
and Symmetry
Scope statement
•
•
•
•
•
•
Measurement
Length,
perimeter
•
•
•
•
•
•
•
Carry out rotations, translations and
reflections and recognise and produce
related symmetries
Recognise congruent figures by
superimposition and informally investigate
congruent figures
Rearrange, fit together and tessellate
figures and stack and pack objects
Reduce and enlarge figures and objects
and investigate distortions resulting from
transformation
Produce, interpret and compare scale
drawings and maps, and scale models of
familiar structures
Interpret and produce 2-D representations
of objects
Measure, compare and order objects using
length
Choose appropriate units for task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Use standard techniques and tools to
measure length
Place objects in order by estimating relative
sizes and make estimates of length
Investigate relationships between measures
for different attributes and apply to solve
problems
Use standard techniques and tools to
measure length
Outcomes
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Identify plane figures which tessellate with each other
Use rotate, translate and reflect to find lines of symmetry
Uses tessellations in practical contexts, e.g. laying bricks
Investigate the stack and pack qualities of 3-D objects
Reduce and enlarge simple figures using specific scale
Investigate formal scale of maps and models
Identify models from representations showing different view points
of that model, e.g. side view, bird’s eye view
Construct models to a specific scale maintaining proportions
Establish a congruence of regular and irregular polygons
Discuss and develop an increasing range of estimation strategies
to calculate length
Use a range of strategies to measure, compare and order real
objects using millimetre, centimetre and metre and part units,
recording as a decimal or fraction
Measures accurately using suitable units
Recognise relationships between units, e.g. millimetres,
centimetres, metres and fractional parts
Choose standard tools to measure length, e.g. rulers, trundle
wheels
Construct and apply a rule for calculating the perimeter of shapes
50
MATHEMATICS
Experiences will be provided which enable students to:
Year Five
Scope statement
Outcomes
Measurement
•
Measure, comp[are and order objects
using area
Choose appropriate units for the task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Place objects in order by estimating relative
sizes and make estimates of area
Investigate relationships between measures
for different attributes and apply to solve
problems
•
Measure, compare and order objects using
mass
Choose appropriate units for the task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Place objects in order by estimating relative
sizes and make estimates of area
Investigate relationships between measures
for different attributes and apply to solve
problems
•
Area
•
•
•
•
Measurement
•
Mass
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Discuss and develop an increasing range of estimation strategies
to calculate area
Uses a range of strategies to measure, compare and order real
objects using square centimetres and square metres
Measure accurately using suitable units
Recognise standard metric units and recognise relationship
between units, e.g. square centimetre and square metre
Construct and apply rule for calculating the area of a square or
rectangle
Investigate whether this rule applies to other quadrilateral shapes
Discuss and develop an increasing range of strategies to
calculate mass
Use a range of strategies to measure, compare and order real
objects using grams and kilograms
Choose suitable units, estimate and accurately measure mass
Recognise relationships between units, e.g. kilogram and gram
Choose tools to accurately measure mass, e.g. balance beams,
scales
Construct and apply a rule
51
MATHEMATICS
Experiences will be provided which enable students to:
Year Five
Scope statement
Outcomes
Measurement
•
•
Capacity
•
Measure, compare and order objects using
capacity
Choose appropriate units for the task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Place objects in order by estimating relative
sizes and make estimates of capacity
Investigate relationships between measures
for different attributes and apply to solve
problems
Measure, compare and order objects using
volume
Choose appropriate units for the task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and use
common metric prefixes to relate units to
each other
Place objects in order by estimating relative
sizes and make estimates of volume
Investigate relationships between measures
for different attributes and apply to solve
problems
•
•
•
•
Measurement
•
Volume
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Discuss and develop an increasing range of estimation strategies
to calculate capacity
Use a range of strategies to measure, compare and order real
objects using litres and millilitres
Choose appropriate units for task, estimate and accurately
measure capacity
Recognise standard metric units and recognise relationships
between units, e.g. millilitre and litre
Choose standard tools to accurately measure capacity
Investigate relationships between measures, e.g. compare
capacity of objects in relation to size/shape, litre of milk to a litre
of coke
Discuss and develop and increasing range of estimation strategies
to calculate volume
Uses a range of strategies to measure, compare and order the
volume of prisms
Choose appropriate units considering purpose
Use standard metric units to measure volume, e.g. cubic
centimetres
Use standard methods to calculate the volume of rectangular
prisms
Choose appropriate units that exhibit the attribute of volume
(must be 3-D)
52
MATHEMATICS
Experiences will be provided which enable students to:
Year Five
Scope statement
Measurement
•
Outcomes
Temperature
Measurement
Time
•
•
•
•
•
•
Recognise the attributes of time
Choose appropriate units for tasks
considering purpose and the need for
precision and/or communication
Recognise standard units of time and relate
units to each other
Use standard techniques and tools to
measure time
Place objects in order by estimating their
relative sizes and make estimates of time
Investigate relationships between measures
for different attributes and apply to
problem solve
•
•
•
•
•
•
•
Chance
•
•
•
Make statements about how likely are
everyday experiences which involve some
elements of chance and understand the
terms “chance” and “probability” in
common usage
For random events, systematically list
possible outcomes, deduce the order or
probability of outcomes and test
predictions experimentally
Make and interpret empirically base
predictions about simple situations
•
•
•
Discuss and develop a range of strategies to refine accuracy in
estimating time
Use a range of strategies to estimate, measure, compare and
order events using analogue and digital time. Use ‘to’, past’
language to 1 minute intervals, elapsed time
Choose appropriate units, estimate and accurately measure time
Recognise standard units, e.g. am, pm, sec, min, hour, day week,
years seasons etc and recognise relationship between un its
Use standard methods and choose tools to accurately measure
and record time, e.g. digital clock, analogue clock, calendar,
timeline, time tables
Investigate relationship between measures, e.g. time and
temperature
Develop a range of strategies for mental and written computation
Identify and explain what are chance events in everyday
experiences using appropriate language
List possible outcomes of random events to make non-numerical
predictions, test and justify
- Choose events
- Predict possible likelihood of each outcome
- Series of tests
- Evaluate predictions
Record in and appropriate way
53
MATHEMATICS
Experiences will be provided which enable students to:
Year Five
Scope statement
Outcomes
Data
•
•
•
•
Systematically collect, organise and record
data to answer questions posed by
themselves and others
Represent, interpret and report on data in
order to answer questions posed by
themselves and others
Understands what samples are, select
appropriate samples from specified groups
and draw inferences from data collected
•
•
•
•
•
Inquire, collect, organise and record data efficiently and
appropriately to answer questions about themselves or others,
e.g. construct own questionnaires, multiple choice box
Consider the need for consistent presentation of questions and
the possibility of different interpretations of the same questions
Represent data in appropriate ways using a variety of tools, e.g.
pen and paper, computer, 3-D, line, point and pie graph
Interpret data gathered from themselves and other sources, e.g.
newspapers, internet
Prepare and present oral and written reports to describe data
collected, the source of data, how the sample was chosen and
how the measurement was made
Choose appropriate samples and draw informal inferences on
data collected
54
MATHEMATICS
Experiences will be provided which enable students to:
YEAR SIX
Year Six
Scope statement
Outcomes
Number
•
•
•
Base Ten
•
Focus
One million
Tenths and
hundredths
•
Use place value to read write and
compare decimal fractions
Use a four function calculator with
memory efficiently
Estimate and approximate
computations on decimals, money
and measures
Choose computational methods
(mental, paper and pencil,
calculator) and check results
•
•
•
•
•
•
•
•
•
•
Develop a range of estimation strategies to refine accuracy in
estimating amounts
Read, write and compare amounts, including money and
measurements, using tenths, hundredths and thousandths to at
least one million
Round amounts to whole number, tenths and hundredths
Use calculator to investigate place value, e.g. multiplying and
dividing by ten
Check reasonableness of results using mental, paper and pencil
and calculator methods
Develop a range of strategies for mental and written computation
Quickly recall tables 2-10
Use a calculator to perform basic operations
Develop skills to use the memory, constant addition, subtraction
functions and percentage function on the calculator
Devise, justify and use efficient and accurate paper and pencil
methods to perform any operation
Determine whether an exact solution or approximate calculation is
needed in context
Base Ten
• Bankers Game using decimal fraction, vulgar and improper
fractions and whole amounts
• Add, subtract, multiply and divide
• Use tenths to thousandths
Tables
• Continue to consolidate and extend knowledge of tables
55
MATHEMATICS
Experiences will be provided which enable students to:
Scope statement
Year Six
Number
Four
Operations
•
•
•
•
•
•
Recognise and use patterns in
number
Make and appropriate choice of
addition, subtraction, multiplication
or division of decimal numbers,
money and measures
Use four function calculator with
memory facility
Estimate and approximate
computations on decimals, money
and measures
Use efficient paper and pencil
methods to add, subtract, multiply
and divide
Choose computational methods and
check reasonableness of result
Outcomes
•
•
•
•
•
•
Number
Fractions
Decimals
Percentages
Ratio
Counting
•
•
•
•
Use numbers in a variety of
equivalent forms and translates
between forms
Estimate and approximate
computations on decimals and
fractions to count and order
collections and measures
Interpret common fractions in
everyday use and compare fractions
for practical purposes
Interpret ratio and percentages in
everyday use
•
•
•
•
•
•
Use a range of ways to recognise and produce patterns in number,
e.g. multiplication tables, power notation, shape numbers,
triangular, hexagonal
Investigate established number sequences – Pascal’s triangle,
Fibonacci numbers
Able to add or subtract amounts from zero to one million
Able to divide and multiply amounts using whole number and
decimals with two digit multipliers
Interpret operations in different ways
Develop a range of estimation strategies to refine accuracy in
estimating quantities
Recognise and translate between fractions, percentages and
decimals as equivalent amounts, e.g. 1/3 of a kg equals 2/6 of a kg
equals 0.33 of a kg equals 33% of a kg
Adds and subtracts fractions with like denominators
Estimate, approximate, count and order collections, measures and
money using whole numbers, tenths, hundredths and thousandths
Estimate, compare and represent fractions, percentages and
decimals using realistic situations, e.g. 1/5 of the class
Interpret, calculate and record percentages in realistic situations
Interpret ratios in everyday contexts, e.g. maps, scale, drawings,
mixture
•
56
MATHEMATICS
Experiences will be provided which enable students to:
Scope statement
Year Six
Outcomes
Algebra-
Use verbal expressions (oral and
written) to describe and summaries
spatial or numeric patterns
Make and use arithmetic
generalisations
Recognise, produce and use
patterns in numbers
•
Build structures and make models,
analysing their cross sections
Compare and classify objects,
analyse their shapes and describe
using conventional geometric
language
Compare and classify figures,
analyse their shapes and describe
using conventional geometric
language
•
•
Patterning
•
•
Space
•
2-D and 3-D
shape and
structure
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use a variety of materials to make, describe spatial and number
sequences
Begin to record rules using mathematical symbols and simple
algebraic expressions
Use patterns to predict future elements and terms in the pattern
Compare, refine and explain rules in patterns to construct
statements of generality
Compare, contrast, classify and describe objects according to their
geometric features
Use a variety of techniques and geometric tools, e.g. template,
compass, protractor, computer, to draw plane figures
Draw plane figures including circles according to specifications,
e.g. radius, diameter, circumference
Use plane figures including circle to design and draw familiar
objects
Recognise sum of angles for plane figures
Identify interior angles by name, e.g. acute, obtuse, reflex, right,
straight
Identify and measure interior and exterior angles
Use protractor accurately
Draw 3-D representations
Use a variety of materials to build structures
Predict and test cross sections
Identify nets
Investigate and report on strength, stability and appeal of structures
57
MATHEMATICS
Experiences will be provided which enable students to:
Scope statement
Year Six
Outcomes
Space
•
•
Angles
•
Measure, compare and order
objects using angles
Choose appropriate units for task by
considering purpose and the need
for precision and/or communication
Recognise standard metric units and
use common metric prefixes to relate
units to each other
Use standard techniques and tools to
measure length
Place objects in order by estimating
relative sizes and make estimates of
angles
Investigate relationships between
measures for different attributes and
apply to solve problems
Use standard techniques and tools to
measure angles
Give and follow directions for moving
and locating objects using angles,
compass, points and grids
Plan and execute arrangements to
specifications
Describe, follow and record paths
and routes u sing sketches and
simple networks
•
•
•
•
•
•
Space
Focus
Location and
arrangement
•
•
•
•
•
•
•
•
•
Discuss and develop an increasing range of estimation strategies to
calculate angles
Use a range of strategies to measure, compare and order the
angles
Use degrees to accurately describe angles
Use standard methods and chooses tools to accurately measure
angles
Investigate relationships between angles in figures, e.g. how interior
angles relate to exterior angles
Give and follow directions to move and locate objects in unfamiliar
settings, e.g. night paths, ship navigation, space travel
Plan arrangements from familiar settings considering positions of
objects for efficiency of use and practical purposes, e.g. design a
town showing location of utilities in relation to geographical
features
Describe and follow paths and routes from unfamiliar settings
showing precise recording of directions
58
MATHEMATICS
Experiences will be provided which enable students to:
Scope statement
Year Six
•
Space
Transformation
and Symmetry
•
•
•
•
•
Measurement
Length,
perimeter
•
•
•
•
•
•
•
Year Six
Carry out rotations, translations and
reflections and recognise and produce
related symmetries
Recognise congruent figures by
superimposition and informally
investigate congruent figures
Rearrange, fit together and tessellate
figures and stack and pack objects
Reduce and enlarge figures and objects
and investigate distortions resulting from
transformation
Produce, interpret and compare scale
drawings and maps, and scale models
of familiar structures
Interpret and produce 2-D
representations of objects
Measure, compare and order objects
using length
Choose appropriate units for task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and
use common metric prefixes to relate
units to each other
Use standard techniques and tools to
measure length
Place objects in order by estimating
relative sizes, make estimates of length
Investigate relationships between
measures for different attributes and
apply to solve problems
Use standard techniques and tools to
measure length
Scope statement
Outcomes
•
•
•
•
•
•
•
Discuss and develop an increasing range of estimation strategies to
calculate length
Use a range of strategies to measure, compare and order real
objects using millimetre, centimetres, metre, kilometre and part
units, recording as a decimal where necessary
Choose appropriate units
Use standard metric units
Convert between units and part units
Choose standard tools to measure length
Construct and apply a rule for calculating the perimeter of shapes
Outcomes
59
MATHEMATICS
Experiences will be provided which enable students to:
Measurement
Area
Measurement
Mass
Year Six
•
Measure, comp[are and order
objects using area
• Choose appropriate units for the task
by considering purpose and the
need for precision and/or
communication
• Recognise standard metric units and
use common metric prefixes to relate
units to each other
• Place objects in order by estimating
relative sizes and make estimates of
area
• Investigate relationships between
measures for different attributes and
apply to solve problems
• Measure, compare and order
objects using mass
• Choose appropriate units for the task
by considering purpose and the
need for precision and/or
communication
• Recognise standard metric units and
use common metric prefixes to relate
units to each other
• Place objects in order by estimating
relative sizes and make estimates of
area
• Investigate relationships between
measures for different attributes and
apply to solve problems
Scope statement
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Discuss and develop an increasing range of estimation strategies to
calculate area
Uses a range of strategies to measure, compare and order real
objects using square centimetres and square metres
Choose appropriate units considering purpose and accurately
measure the area of a variety of shapes
Use standard metric units
Convert between units and part units
Construct and apply rule for calculating the area of a square or
rectangle
Investigate whether this rule applies to other quadrilateral shapes
Construct and apply a rule for calculating the area of a triangle
Investigate how to measure the area of all regular polygons
(except circle)
Calculate area of irregular polygons
Discuss and develop an increasing range of strategies to calculate
mass
Use a range of strategies to measure, compare and order real
objects using grams, kilograms and tonne and part units recording
as a decimal where necessary
Choose appropriate units considering purpose
Uses standard metric units
Convert between units and part units
Choose standard tools to measure mass
Recognise relationships between units, e.g. kilogram and gram
Investigate relationships between measures, e.g. the relationship
between mass and capacity
Outcomes
60
MATHEMATICS
Experiences will be provided which enable students to:
Measurement • Measure, compare and order
objects using capacity
Capacity
• Choose appropriate units for the task
by considering purpose and the
need for precision and/or
communication
• Recognise standard metric units and
use common metric prefixes to relate
units to each other
• Place objects in order by estimating
relative sizes and make estimates of
capacity
• Investigate relationships between
measures for different attributes and
apply to solve problems
• Measure, compare and order
Measurement
objects using volume
• Choose appropriate units for the task
Volume
by considering purpose and the
need for precision and/or
communication
• Recognise standard metric units and
use common metric prefixes to relate
units to each other
• Place objects in order by estimating
relative sizes and make estimates of
volume
• Investigate relationships between
measures for different attributes and
apply to solve problems
Scope
statement
Year Six
Measurement
•
Recognise the attributes of time
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Discuss and develop an increasing range of strategies to calculate
capacity
Use a range of strategies to measure, compare and order real
objects using litre and millilitre and part units recording as a decimal
where necessary
Choose appropriate units considering purpose
Estimate and accurately measure
Use standard metric units
Convert between units and part units
Choose tools to accurately measure capacities larger than
measuring tools
Investigate relationships between measures, e.g. the relationship
between capacity of a litre of water and mass of a litre of water
Discuss and develop and increasing range of estimation strategies
to calculate volume
Uses a range of strategies to measure, compare and order real
objects using cubic metres and cubic centimetres
Chooses appropriate units considering purpose
Use standard metric units
Converts between units of volume
Use standard methods to calculate the volume of rectangular
prisms
Outcomes
•
Discuss and develop a range of strategies to refine accuracy in
61
MATHEMATICS
Experiences will be provided which enable students to:
• Choose appropriate units for tasks
Time
considering purpose and the need
for precision and/or communication
• Recognise standard units of time and
relate units to each other
• Use standard techniques and tools to
measure time
• Place objects in order by estimating
their relative sizes and make
estimates of time
• Investigate relationships between
measures for different attributes and
apply to problem solve
•
•
•
•
•
•
•
•
Chance
•
•
•
Make statements about how likely
are everyday experiences which
involve some elements of chance
and understand the terms “chance”
and “probability” in common usage
For random events, systematically list
possible outcomes, deduce the
order or probability of outcomes and
test predictions experimentally
Make and interpret empirically base
predictions about simple situations
•
•
•
•
estimating time
Use a range of strategies to estimate, measure, compare and order
events using standard units and part units recording as a decimal
where necessary
Choose appropriate units considering purpose
Estimate and accurately measure time
Use standard units
Convert between units and part units, tenths of seconds
Use standard methods and choose tools to accurately measure
and record time, e.g. stop watch, timeline, time tables, time zones,
daylight saving, own time device
Investigate relationship between measures, e.g. time and seasons,
tides, lunar cycle
Develop a range of strategies for mental and written computation
Identify and use appropriate language that recognises the order
of likelihood, e.g. ‘certain’, ‘likely’, ‘Buckleys
List possible outcomes of random events to make predictions,, test
and justify
- Choose events
- Predict possible likelihood of each outcome, e.g. one in
six,1/6
- Series of tests
- Evaluate predictions
Record in and appropriate way
Use statistics to estimate specific probabilities
Year Six
Scope statement
Outcomes
Data
•
•
Systematically collect, organise and
record data to answer questions
Inquire, collect, organise and record data efficiently and
appropriately to answer questions about themselves or others, e.g.
62
MATHEMATICS
Experiences will be provided which enable students to:
posed by themselves and others
• Represent, interpret and report on
data in order to answer questions
posed by themselves and others
• Understands what samples are,
select appropriate samples from
specified groups and draw
inferences from data collected
•
•
•
•
•
•
construct own questionnaires, multiple choice box
Consider the need for consistent presentation of questions and the
possibility of different interpretations of the same questions
Use a variety of tools to represent the same data in a variety of
ways relevant to the purpose, e.g. comparative graphs
Interpret and generalise about the data gathered
Prepare and present oral and written reports to describe data
collected, the source of data, how the sample was chosen and
how the measurement was made
Use a variety of samples of the same data, make informal
predictions about persons, things events
Make statements regarding the future use and purpose of data
gathered
63
MATHEMATICS
Experiences will be provided which enable students to:
YEAR SEVEN
Year Seven
Scope statement
Outcomes
Number
•
•
•
Base Ten
•
Focus
Millions
Tenths,
hundredths,
thousandths
•
Use place value to read write and
compare decimal fractions
Use a four function calculator with
memory efficiently
Estimate and approximate
computations on decimals, money
and measures
Choose computational methods
(mental, paper and pencil,
calculator) and check results
•
•
•
•
•
•
•
•
•
•
•
Develop a range of estimation strategies to refine accuracy in
estimating amounts
Read, write and compare amounts, including money and
measurements, using tenths, hundredths and thousandths to at
least one million
Round amounts to whole number, tenths, hundredths and
thousandths
Use calculator to investigate place value
Check reasonableness of results using mental, paper and pencil
and calculator methods
Develop a range of strategies for mental and written
computation
Quickly recall tables 2-10
Recognises order of operations (BODMAS, brackets)
Use a calculator to perform basic operations
Develop skills to use the memory, constant addition, subtraction
functions and percentage function on the calculator
Devise, justify and use efficient and accurate paper and pencil
methods to perform any operation
Determine whether an exact solution or approximate calculation
is needed in context
Base Ten
• Bankers Game using dice showing amounts in different forms
• Multiply and divide by 10’s,100’s, 1,000’s and any power of ten
• Use of power notation
Tables
• Continue to consolidate and extend knowledge of tables
64
MATHEMATICS
Experiences will be provided which enable students to:
Year Seven
Scope statement
Outcomes
Number
•
Recognise and use patterns in
number
Make and appropriate choice of
addition, subtraction, multiplication
or division of decimal numbers,
money and measures
Use four function calculator with
memory facility
Estimate and approximate
computations on decimals, money
and measures
Use efficient paper and pencil
methods to add, subtract, multiply
and divide
Choose computational methods and
check reasonableness of result
•
Use numbers in a variety of
equivalent forms and translates
between forms
Estimate and approximate
computations on decimals and
fractions to count and order
collections and measures
Interpret common fractions in
everyday use and compare fractions
for practical purposes
Interpret ratio and percentages in
everyday use
•
Four
Operations
•
•
•
•
•
Number
Fractions
Decimals
Percentages
Ratio
Counting
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use a range of ways to recognise and produce patterns in
number, e.g. cubic numbers, square roots
Able to add and subtract any amounts greater than zero
Able to divide and multiply amounts using whole numbers and
decimals with a three digit multiplier
Interpret operations in different ways
Become aware of negative numbers in our environment
Develop a range of estimation strategies to refine accuracy in
estimating quantities
Recognise and translate between fractions, percentages and
decimals as equivalent amounts, e.g. 1/3 of a kg equals 2/6 of a
kg equals 0.33 of a kg equals 33% of a kg
Estimate, approximate, count and order collections, measures
and money using any amount, positive and negative
Use whole numbers and any decimal fraction to count and order
collections and measures, money, length, time etc
Compare, calculate and record percentages in realistic
situations
Add, subtract, multiply and divide fractions with common and
unlike denominators
Explain, represent and label fractions accurately
65
MATHEMATICS
Experiences will be provided which enable students to:
•
•
•
•
Algebra-
•
Patterning
•
•
Use verbal expressions (oral and
written) to describe and summaries
spatial or numeric patterns
Make and use arithmetic
generalisations
Recognise, produce and use
patterns in numbers
•
•
•
Describe equivalent fractions in graphic, concrete and written
forms
Devise and prove rules to generate equivalent fractions
Explain the difference between proper and improper fractions
Compare and order
Make and describe spatial and number sequences top derive
arithmetic generalisations
Construct algebraic expressions to record patterns as rules
Use patterns to predict future elements and terms in the patterns
66
MATHEMATICS
Experiences will be provided which enable students to:
Year Seven
Scope statement
Outcomes
Space
•
•
2-D and 3-D
shape and
structure
•
•
Build structures and make models,
analysing their cross sections
Compare and classify objects,
analyse their shapes and describe
using conventional geometric
language
Compare and classify figures,
analyse their shapes and describe
using conventional geometric
language
•
•
•
•
•
•
•
•
•
•
•
•
•
Compare, contrast, classify and describe objects according to
their geometric features
Solve construction problems to draw any plane figure to
specification using a variety of geometric tools, e.g. circle with
area of 20 square centimetres
Draw plane figures including circles according to specifications,
e.g. radius, diameter, circumference
Use any plane figure to design and draw familiar objects
Recognise sum of angles for plane figures
Investigate and analyse relationships between plane figures, e.g.
the number of sides and the number of angles
Investigate relationship between radius, diameter and
circumference
Recognise the features of any plane figure including circles
Measures angles accurately
Names interior and exterior angles
Estimates angles
Use a variety of materials to construct objects according to
design specifications
Investigate and report on strength, stability, functionality and
aesthetic appeal of structures
67
MATHEMATICS
Experiences will be provided which enable students to:
Year Seven
Scope statement
Outcomes
Space
•
•
Angles
•
•
•
•
•
•
Space
•
Location and
arrangement
•
•
Measure, compare and order
objects using angles
Choose appropriate units for task by
considering purpose and the need
for precision and/or communication
Recognise standard metric units and
use common metric prefixes to relate
units to each other
Use standard techniques and tools to
measure length
Place objects in order by estimating
relative sizes and make estimates of
angles
Investigate relationships between
measures for different attributes and
apply to solve problems
Use standard techniques and tools to
measure angles
•
•
•
•
Discuss and develop an increasing range of estimation strategies
to calculate angles
Use a range of strategies to measure, compare and order the
angles
Use degrees to accurately describe angles
Use standard methods and chooses tools to accurately measure
angles
Investigate congruent angles in similar shapes and objects
Give and follow directions for moving
and locating objects using angles,
compass, points and grids
Plan and execute arrangements to
specifications
Describe, follow and record paths
and routes u sing sketches and
simple networks
68
MATHEMATICS
Experiences will be provided which enable students to:
Year Seven
Scope statement
Outcomes
Space
•
•
Focus
Transformation
and Symmetry
•
•
•
•
•
Carry out rotations, translations and
reflections and recognise and
produce related symmetries
Recognise congruent figures by
superimposition and informally
investigate congruent figures
Rearrange, fit together and tessellate
figures and stack and pack objects
Reduce and enlarge figures and
objects and investigate distortions
resulting from transformation
Produce, interpret and compare
scale drawings and maps, and scale
models of familiar structures
Interpret and produce 2-D
representations of objects
•
•
•
•
•
•
•
•
•
•
Research and report on some of the uses of Transformation and
Symmetry in art
Identify which plane figures tessellate when rotated, translated
and reflects
Identify which geometric models stack and pack
Explain why some 2-D figures will not tessellate, e.g. examination
of angles and symmetry
Identify why some 3-D objects will not tessellate
Identify scale and reproduce to alternative scale
Calculate dimensions from scale model 9moodel-original)
Investigate and explore the relationships between a figure’s
dimensions when reduced, enlarged, i.e. distortions
Explore the effect of enlargements, reductions on properties and
figures – what happens to the capacity? Length? Perimeter?
Interpret 2-D representations to produce a corresponding 3-D
model
Use superimposition and comparison of lengths and angles to
establish the congruence on faces of regular and rregular
polyhedra
69
MATHEMATICS
Experiences will be provided which enable students to:
Year Seven
Measurement
Length,
perimeter
Scope statement
•
•
•
•
•
•
•
Measurement
Area
•
•
•
•
•
Measure, compare and order objects
using length
Choose appropriate units for task by
considering purpose and the need for
precision and/or communication
Recognise standard metric units and
use common metric prefixes to relate
units to each other
Use standard techniques and tools to
measure length
Place objects in order by estimating
relative sizes and make estimates of
length
Investigate relationships between
measures for different attributes and
apply to solve problems
Use standard techniques and tools to
measure length
Measure, comp[are and order objects
using area
Choose appropriate units for the task
by considering purpose and the need
for precision and/or communication
Recognise standard metric units and
use common metric prefixes to relate
units to each other
Place objects in order by estimating
relative sizes and make estimates of
area
Investigate relationships between
measures for different attributes and
apply to solve problems
Outcomes
•
•
•
•
•
•
•
•
•
•
•
•
•
Discuss and develop an increasing range of estimation strategies
to calculate length
Uses a range of strategies to measure, compare and order real
objects
Choose appropriate units
Use standard metric units
Convert between units and part units
Choose tools to measure minute and vast distances
Measure length with precision and accuracy
Discuss and develop an increasing range of estimation strategies
to calculate area
Use a range of strategies to measure, compare and order real
objects using metric unit and part units, recording as a decimal
Choose appropriate units considering purpose and justify choice
Uses standard metric units
Convert between units and part units, square centimetre, square
metre, square kilometre, hectare
Use standard methods and choose tools to calculate area of any
polygon and any shape
70
MATHEMATICS
Experiences will be provided which enable students to:
Year Seven
Measurement
Mass
Scope statement
•
•
•
•
•
Measurement
•
Capacity
•
•
•
•
Measure, compare and order
objects using mass
Choose appropriate units for the task
by considering purpose and the
need for precision and/or
communication
Recognise standard metric units and
use common metric prefixes to relate
units to each other
Place objects in order by estimating
relative sizes and make estimates of
area
Investigate relationships between
measures for different attributes and
apply to solve problems
Measure, compare and order
objects using capacity
Choose appropriate units for the task
by considering purpose and the
need for precision and/or
communication
Recognise standard metric units and
use common metric prefixes to relate
units to each other
Place objects in order by estimating
relative sizes and make estimates of
capacity
Investigate relationships between
measures for different attributes and
apply to solve problems
Outcomes
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Discuss and develop an increasing range of estimation strategies
to calculate mass
Use a range of strategies to measure, compare and justify choice
Choose appropriate units considering purpose
Estimate and accurately measure
Use standard metric units
Convert between units and part units
Use standard methods and choose tools to measure mass, e.g.
electronic scale callipers
Measure mass with precision and accuracy
Discuss and develop an increasing range of strategies to
calculate capacity
Use a range of strategies to measure, compare and order real
objects using litre and millilitre and part units recording as a
decimal where necessary
Choose appropriate units considering purpose and justify choice
Estimate and accurately measure
Use standard metric units
Convert between units and part units
Choose tools to accurately measure and calculate minute and
vast capacities
Investigates relationships between measures, e.g. the relationship
between capacity and volume
71
MATHEMATICS
Experiences will be provided which enable students to:
Year Seven
Measurement
Volume
Scope statement
Outcomes
•
•
•
•
•
•
Measurement
Time
Measure, compare and order
objects using volume
Choose appropriate units for the task
by considering purpose and the
need for precision and/or
communication
Recognise standard metric units and
use common metric prefixes to relate
units to each other
Place objects in order by estimating
relative sizes and make estimates of
volume
Investigate relationships between
measures for different attributes and
apply to solve problems
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Recognise the attributes of time
Choose appropriate units for tasks
considering purpose and the need
for precision and/or communication
Recognise standard units of time and
relate units to each other
Use standard techniques and tools to
measure time
Place objects in order by estimating
their relative sizes and make
estimates of time
Investigate relationships between
measures for different attributes and
apply to problem solve
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Discuss and develop and increasing range of estimation
strategies to calculate volume
Uses a range of strategies to measure, compare and order real
objects using cubic metres and cubic centimetres and part units
Chooses appropriate units considering purpose and justify choice
Use standard metric units
Converts between units and part units
Use standard methods to calculate the volume of any object regular and irregular
Investigate relationship between pyramids and enclosing prisms
and cylinders and enclosing cones
Discuss and develop a range of strategies to refine accuracy in
estimating time
Use a range of strategies to estimate, measure, compare and order
events using any unit and part units recording as a decimal where
necessary
Choose appropriate units considering purpose and justify choice
Estimate and accurately measure time
Use standard units
Convert between units and part units, tenths, hundredths of seconds
Use standard methods and choose tools to accurately measure,
calculate and record time, e.g. 24 hour time notation, world zone
time, various ways people have measured and do measure time,
different calendars, past and present
Investigate relationship between measures, e.g. time and distance –
speed, kilometres per hour, time and light
Develop a range of strategies for mental and written computation
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MATHEMATICS
Experiences will be provided which enable students to:
Year Seven
Scope statement
Outcomes
Chance
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Make statements about how likely
are everyday experiences which
involve some elements of chance
and understand the terms “chance”
and “probability” in common usage
For random events, systematically list
possible outcomes, deduce the
order or probability of outcomes and
test predictions experimentally
Make and interpret empirically base
predictions about simple situations
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Data
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Systematically collect, organise and
record data to answer questions
posed by themselves and others
Represent, interpret and report on
data in order to answer questions
posed by themselves and others
Understands what samples are,
select appropriate samples from
specified groups and draw
inferences from data collected
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Interpret probability events using appropriate language
Use and justify probability statements to include
o Very likely events of probability as ‘close to 1’, unlikely
events of probability as ‘close to 0’
o Alternative ways to express probability, e.g. 30%, ¼
List possible outcomes of random events to make numerical
predictions (zero to one), test and justify
- Choose events
- Predict possible likelihood of each outcome, e.g. ¼=25%
- Series of tests
- Evaluate predictions
Record in and appropriate way
Use statistics to estimate specific probabilities
Inquire, collect, organise and record data efficiently and
appropriately to answer questions about themselves or others,
e.g. construct own questionnaires, multiple choice box
Consider the use of leading or restrictive questions to collect
specific answers
Select the most appropriate mode to represent data depending
on purpose and justify choice
Interpret different representations of the same data, identify the
strengths and weaknesses of various forms of representations
Prepare and present oral and written reports to describe data
collected, the source of data, how the sample was chosen and
how the measurement was made
Use a variety of samples of the same data, make informal
predictions about persons, things events
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