Mathematics is an essential component of the curriculum at Newport Gardens Primary School and is taught daily across all Learning Communities. We aim to teach at least 5 hours per week of Mathematics for every student. We focus on developing mathematical understanding, fluency, logical reasoning, multiplicative thinking and problem solving skills. Our aim is to engage students in authentic learning experiences that build numeracy skills that are transferable to everyday life, where they can see connections and apply concepts, skills and problem solve in other disciplines.
The Mathematics program covers aspects of Number, Measurement and Geometry and Statistics and Probability. The principles that underpin our program reflect current best practice and research in the field of Mathematics teaching. Teachers regularly undertake Numeracy professional development to ensure teaching methods and strategies reflect this.
The features of our Mathematics program include:
A daily one hour of Mathematics.
Use of assessment data to inform teaching and planning for students.
Fostering engagement through making real life connections and allowing students to work and present using their strengths.
Whole class and small group differentiated teaching based on student needs.
Development of problem solving skills and strategies.
In the early years students will develop their counting skills and will learn to partition and double small numbers . From there they will develop their Place Value Skills (10 ones = 1 ten, ten tens = 100)
Students will continue to develop their Place Value and will move to developing sound Multiplicative Thinking Skills (applying the processes efficiently). They will then move to developing a strong knowledge of measuring size of and partitioning decimals, percentages and fractions.
We also recognise the important role parents play in the development of numeracy skills in their children. Consistent application of numeracy within the family house assists children with their skills in the classroom. This can include playing games which require the use of mathematical skills, online programs such as Mathletics and participating in activities which require measuring and estimation skills such as cooking.
Number and Algebra are developed together, as each enriches the study of the other. Students apply number sense and strategies for counting and representing numbers. They explore the magnitude and properties of numbers. They apply a range of strategies for computation and understand the connections between operations. They recognise patterns and understand the concepts of variable and function. They build on their understanding of the number system to describe relationships and formulate generalisations. They recognise equivalence and solve equations and inequalities. They apply their number and algebra skills to conduct investigations, solve problems and communicate their reasoning.
Measurement and Geometry are presented together to emphasise their relationship to each other, enhancing their practical relevance. Students develop an increasingly sophisticated understanding of size, shape, relative position and movement of two-dimensional figures in the plane and three-dimensional objects in space. They investigate properties and apply their understanding of them to define, compare and construct figures and objects. They learn to develop geometric arguments. They make meaningful measurements of quantities, choosing appropriate metric units of measurement. They build an understanding of the connections between units and calculate derived measures such as area, speed and density.
Statistics and Probability initially develop in parallel and the curriculum then progressively builds the links between them. Students recognise and analyse data and draw inferences. They represent, summarise and interpret data and undertake purposeful investigations involving the collection and interpretation of data. They assess likelihood and assign probabilities using experimental and theoretical approaches. They develop an increasingly sophisticated ability to critically evaluate chance and data concepts and make reasoned judgments and decisions, as well as building skills to critically evaluate statistical information and develop intuitions about data.
Students build a robust knowledge of adaptable and transferable mathematical concepts. They make connections between related concepts and progressively apply the familiar to develop new ideas. They develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics. Students build understanding when they connect related ideas, when they represent concepts in different ways, when they identify commonalities and differences between aspects of content, when they describe their thinking mathematically and when they interpret mathematical information.
Students develop skills in choosing appropriate procedures; carrying out procedures flexibly, accurately, efficiently and appropriately; and recalling factual knowledge and concepts readily. Students are fluent when they calculate answers efficiently, when they recognise robust ways of answering questions, when they choose appropriate methods and approximations, when they recall definitions and regularly use facts, and when they can manipulate expressions and equations to find solutions.
Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively. Students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, when they design investigations and plan their approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable.
Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising. Students are reasoning mathematically when they explain their thinking, when they deduce and justify strategies used and conclusions reached, when they adapt the known to the unknown, when they transfer learning from one context to another, when they prove that something is true or false, and when they compare and contrast related ideas and explain their choices.
Partitioning: a strategy that splits (partitions) numbers into smaller addends, factors or place values to make calculations easier.
Double: multiplied by 2, twice as much.
Place Value: the value of a digit depending on its place in a number.
• in the decimal system, each place is 10x bigger than the place to its right.
• the decimal system uses 10 digits to show all numbers 0,1,2,3,4,5,6,7,8,9
by using place value and a decimal point to separate whole numbers from decimal fractions.
Percentage: a percent or percentage is a fraction expressed as a number out of 100 followed by the % symbol.
EXAMPLES: 20/100 = 20%, 50/100 = 50%, 1/2 = 50%
Fraction: any part of a group, number or whole.
Decimal: a number in a number system based on 10, also known as the Base-10 system
Source: Jenny Eather Mathematics Dictionary
Multiplicative thinking is characterised by: a capacity to work flexibly and efficiently with an extended range of numbers (for example, larger whole numbers, decimals, common fractions, ratio and percent)