Mathematics

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Rationale

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in number and algebra, measurement and geometry, and statistics and probability.

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Aims

The Australian Curriculum: Mathematics aims to ensure that students:

are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens.

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Key ideas

In Mathematics, the key ideas are the proficiency strands of understanding, fluency, problem-solving and reasoning. The proficiency strands describe the actions in which students can engage when learning and using the content.

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Structure

The Australian Curriculum: Mathematics is organised around the interaction of three content strands and four proficiency strands.
The content strands are number and algebra, measurement and geometry, and statistics and probability. They describe what is to be taught and learnt.

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PDF documents

Resources and support materials for the Australian Curriculum: Mathematics are available as PDF documents. 
Mathematics: Sequence of content
Mathematics: Sequence of achievement

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Glossary

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Foundation Year

Foundation Year Level Description

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

At this year level:

  • understanding includes connecting names, numerals and quantities
  • fluency includes readily counting numbers in sequences, continuing patterns and comparing the lengths of objects
  • problem-solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer
  • reasoning includes explaining comparisons of quantities, creating patterns and explaining processes for indirect comparison of length.

Foundation Year Content Descriptions

Data representation and interpretation

Answer yes/no questions to collect information and make simple inferences (ACMSP011 - Scootle )
Numeracy

Interpreting statistical information
  • Interpret data displays

  • posing questions about themselves and familiar objects and events
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions

  • representing responses to questions using simple displays, including grouping students according to their answers
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Numeracy

    Interpreting statistical information
    • Interpret data displays

  • using data displays to answer simple questions such as ‘how many students answered “yes” to having brown hair?’
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Numeracy

    Interpreting statistical information
    • Interpret data displays


Foundation Year Achievement Standards

By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.

Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.


Foundation Year Work Sample Portfolios