K6 MATHEMATICS
Mathematics develops students’ thinking, understanding, competence and confidence with numbers, shapes and measurement. Students learn to add, subtract, divide and multiply whole numbers, fractions and decimals. They learn to measure time and calculate with money. They learn geometry, algebra and how to work with data and graphs.
At Salamah College, Mathematics is based on student centred activities which consists of relating key concepts to real life experiences, handson resources, group work, mental computation, higher order thinking skills, reflecting on learning, questioning students’ understanding, and assessment for and of learning.
‘Learning In Early Numeracy (LIEN) and Learning In Numeracy (LIN) Framework’
The practice of learning and teaching Mathematics at Salamah College is based on the latest mathematical research and pedagogical developments. The Learning in Early Numeracy and Learning In Numeracy (LIEN and LIN) programs have been designed to improve student learning outcomes in Mathematics. The LIEN and LIN programs support teachers to develop learning and teaching approaches which place the development of conceptual understanding at the forefront. Teachers use a series of student interviews to identify what each student understands and apply this information to further develop students’ mathematical thinking and dialogue.
The LIEN and LIN Programs assist students to build and extend their mathematical knowledge and give teachers a better understanding of how students learn Mathematics. Teachers plan learning experiences that build upon what students already know and understand. This develops students’ confidence as users of mathematical ideas. Emphasis is placed on the key role that discussion plays in the learning of Numeracy and students are encouraged to use mathematical terms and concepts to help describe their own understanding.
EARLY STAGE 1

In Kindergarten

 count aloud to 30 and recognise numbers from 1 to 20
 manipulate objects such as counters to help add and subtract numbers
 recognise the value of currency, eg 20 cent piece, five dollar note
 count backwards from a given number in the range 0 to 20
 name the days of the week and seasons
 tell the time to the hour, eg four o’clock
 identify and name simple shapes, eg circles, squares
 use positional terms, eg between, under, right, left
 recognise that halves are equal parts

STAGE 1

Some Year 1 examples

Some Year 2 examples

 state the place value of digits in twodigit numbers, eg ‘in the number 32, the 3 represents 30 or 3 tens’
 begin to model multiplication using concrete objects, eg 3 x 2 is the same as 3 groups of 2 or as an array with 3 rows of 2
 describe halves and quarters found in everyday life, eg quarters of an orange, half a glass of water
 begin to use metres and centimetres to estimate and measure length and distance, eg ‘My book is 30 cm long’, ‘My desk is more than a metre wide’
 count forwards and backwards by two, fives and tens
 use the terms ‘add’, ‘plus’, ‘equals’, ‘is equal to’, ‘take away’, ‘minus’ and ‘the difference between’

 read clocks on the halfhour
 count, read and write numbers up to 999
 begin to model division using concrete objects, eg 6 ÷ 3 is the same as sharing 6 objects into 3 equal groups
 record area by describing the number and type of units, eg the area of this surface is 20 tiles
 use a calendar to identify dates, months, seasons and birthdays
 begin to understand and draw graphs and diagrams of data, eg using simple picture graphs and column graphs
 recognise and explain numbers such as odds and evens, numbers ending with five and zero

STAGE 2

Some Year 3 examples

Some Year 4 examples

 develop mental strategies to multiply a twodigit number by a onedigit number, eg using known facts, multiplying the tens and then the ones, repeatedly doubling when multiplying by an even number
 count, read, write and order numbers up to 9999
 identify, represent and compare fractions involving halves, quarters, and eighths
 interpret decimal notation for tenths and hundredths, eg 0.1 is the same as 1/10
 identify and measure the length, breadth, height and perimeter of objects in metres, centimetres and millimetres
 record area in square centimetres and square metres, eg 5 cm2, 6 m2
 recall multiplication facts (‘times tables’) up to 10 x 10
 organise data to create and interpret tables and graphs

 read and record time in oneminute intervals
 record numbers up to four digits using expanded notation, eg 5429 = 5000 + 400 + 20 + 9
 develop mental strategies to divide by a onedigit number, eg ‘63 ÷ 9 = 7 because I know 7 x 9 = 63’
 determine factors for a given number, eg ‘factors of 12 are 1, 2, 3, 4, 6, 12’
 add and subtract decimals with the same number of decimal places (up to 2 decimal places), eg 0.10 + 0.33 = 0.43
 relate common percentages to a fraction or decimal, eg ‘25% means 25 out of 100 or 0.25’
 manipulate, compare and describe features of 2D shapes, eg pentagons, octagons, parallelograms
 record volume and capacity using litres, millilitres and cubic centimetres, eg 5 L, 6 mL, 27 cm3
 use coordinates and compass points to describe position and to give and follow directions, eg ‘the lion cage is at B3’, ‘the treasure is northeast of the cave’

STAGE 3

Some Year 5 examples

Some Year 6 examples

 read, write, and order numbers of any size
 identify and classify angles, eg right, acute, obtuse, reflex, straight, revolution
 multiply threedigit numbers by twodigit numbers using the written extended form (long multiplication)
 identify prime numbers, eg 13 has only two factors (1 and 13) and therefore is prime
 find equivalent fractions using diagrams and number lines, eg 3/4 = 6/8
 add and subtract simple fractions, eg 5/6 + 3/6 = 8/6 or 12/6, 2/3 + 1/6 = 4/6 + 1/6 = 5/6
 record lengths and distances using decimal notation to 3 decimal places, eg 2.753 km

 use 24hour time and am/pm notation
 calculate simple fractions and percentages of an amount, eg 1/5 of 30 = 6, 10% of $200 = 1/10 of $200 = $20
 multiply simple fractions by whole numbers , eg 3 x 2/5 = 6/5
 record remainders as fractions or decimals, eg 25 ÷ 4 = 61/4 or 6.25
 identify and construct 3D objects on the basis of their properties, eg rectangular prisms, triangular pyramids
 record volume and capacity using decimal notation to 3 decimal places, eg 1.275 L
 interpret and draw a wider range of graphs using a scale, eg line graphs, divided bar graphs
 complete simple sentences by calculating missing values, eg 270 ÷ x = 9
