Mathematics Information Session The Number Strand Early Stage One and Stage One Presented by Connie Sawyer & Emily Hewitt

The K-6 Mathematics Syllabus The K-6 Mathematics Syllabus is structured using: one process strand Working Mathematically and five content strands Number Patterns and Algebra Data Measurement Space and Geometry

The Number strand The Number strand encompasses five sub-strands: Whole Numbers Addition and Subtraction Multiplication and Division Fractions and Decimals Chance (no outcomes for ES1)

Where do we begin? The ‘Best Start’ Numeracy Assessment provides Early Stage One teachers with a starting point. It helps teachers identify the numeracy knowledge and skills that each child brings to school as they enter Kindergarten. It enables teachers to plan appropriate learning experiences that make connections with existing mathematical understanding. Prior learning indicates pathways for further learning.

Early Stage One Number

Whole Numbers Outcome: Counts to 30, and orders, reads and represents numbers in the range 0 to 20 Count forwards to 30, from a given number Count backwards from a given number, in the range 0 to 20 Compare, order, read and represent numbers to at least 20 Read and use the ordinal names to at least ‘tenth’ Use the language of money

Learning Tools:

Addition and Subtraction Outcome: Combines, separates and compares collections of objects, describes using everyday language and records using informal methods Combine groups to model addition Take part of a group away to model subtraction Record addition and subtraction informally

Multiplication and Division Outcome: Groups, shares and counts collections of objects, describes using everyday language and records using informal methods Model equal groups or rows Group and share collections of objects equally Record addition and subtraction informally

Fractions and Decimals Outcome: Describes halves, encountered in everyday contexts, as two equal parts of an object Divide an object into two equal parts Recognise and describe halves

Stage 1 Number

Whole Number – Key Ideas Count forwards and backwards by ones, twos and fives Count forwards and backwards by tens, on and off the decade Read, order and represent two- and three-digit numbers Read and use the ordinal names to at least ‘thirty-first’ Sort, order and count money using face value

Place Value Language: Hundreds, tens and ones. MAB blocks Numeral expander

Hundreds Chart

Addition and Subtraction – Key Ideas Model addition and subtraction using concrete materials Develop a range of mental strategies and informal recording methods for addition and subtraction Record number sentences using drawings, numerals, symbols and words

The Language of Addition and Subtraction plus sum total altogether in all take away minus difference less subtract how many more? how many remain? how many less?

Jump Strategy

Split Strategy

Bridging to ten Step 2: Take from the second number to make the nearest ten: Step 1: 19 + 8 = + + Step 3: 20 + 7 = 27

Multiplication and Division – Key Ideas Rhythmic and skip count by ones, twos, fives and tens Model and use strategies for multiplication including arrays, equal groups and repeated addition Model and use strategies for division including sharing, arrays and repeated subtraction Record using drawings, numerals, symbols and words

Multiplication 3 x 3 = Language of multiplication: Groups Rows/Arrays Repeated addition 3 + 3 + 3 = 9

Division 16 ÷ 4 = Sharing into groups Sorting into arrays Repeated subtraction -4 -4 -4 -4 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Fractions – Key Ideas Model and describe a half or a quarter of a whole object Model and describe a half or a quarter of a collection of objects Use fraction notation ½ and ¼.

Working Mathematically Students will develop knowledge, skills and understanding through inquiry, application of problem- solving strategies including the selection and use of appropriate technology, communication, reasoning and reflection. Five Interrelated Processes: Questioning Applying Strategies Reasoning Communicating Reflecting

How to help Ensure that your child has a hundreds chart available to assist them with solving addition and subtraction problems Draw attention to the way house numbers are divided in streets – odd and even patterns Model appropriate use of mathematical language at home – limit the use of ‘big’ and ‘small’ Practice addition facts to 20 for faster recall Ask your child questions about numbers – what is the number before/after? What is 10 more than a number?