2012 MATHS SCOPE AND SEQUENCE

STRANDS Trinity / St Andrews

Number & Alegbra Number and place value Fractions and decimals Patterns and algebra

ACARA
Number and Algebra Number and place value Fractions and decimals Money and financial mathematics Patterns and algebra

PYP Scope & Sequence

Number (place and value fractions)

Pattern and Function

Measurement and Geometry

Measurement and Geometry Using units of measurement Shape Location and transformation Geometric reasoning

Measurement (e.g. money, mass, length)

Shape and Space (e.g. geometric reasoning, location and transformation)

Statistics and Probability

Statistics and Probability Chance Data representation and interpretation

Data Handling

Proficiency Strands "The proficiency strands describe the actions in which students can engage when learning and using content. While not all proficiency strands apply to every content description, they indicate the breadth of mathematical actions that teachers can emphasise." ACARA We think we have it covered in the process of how students learn Maths in the PYP scope and sequence document.

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ACARA ACHIEVEMENT STANDARDS
Year Level Prep 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. By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays. Year 1 Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions and draw simple data displays. By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information. Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs. By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays. Year 3 Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They carry out simple data investigations for categorical variables. By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness. Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data. By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students compare and interpret different data sets. Year 5 Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They find unknown quantities in number sentences. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data. Achievement Standard By the end of the Prep 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.

Year 2

Year 4

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NUMBER AND ALGEBRA - CONCEPTUAL UNDERSTANDINGS
Prep
Numbers are a naming system Numbers can be used in many ways for different purposes in the real world Numbers are connected to each other through a variety of relationships Making connections between our experiences with number can help us to develop number sense Patterns and sequences occur in everyday situations Patterns repeat and grow

Year 1
The base 10 place value system is used to represent numbers and number relationships Fractions are ways of representing whole part relationships The operations of addition and subtraction are related to each other and are used to process information to solve problems Number operations can be modelled in a variety of ways There are many mental methods that can be applied for exact and approximate computations Whole numbers exhibit patterns and relationships that can be observed and described Patterns can be represented using numbers and other symbols

Year 2
The base 10 place value system is used to represent numbers and number relationships Fractions are ways of representing whole part relationships The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems Number operations can be modelled in a variety of ways There are many mental methods that can be applied for exact and approximate computations Whole numbers exhibit patterns and relationships that can be observed and described

Year 3
The base 10 place value system can be extended to represent magnitude Fractions and decimals are ways of representing whole-part relationships The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems Even complex operations can be modelled in a variety of ways, for example, an algorithm is a way to represent an operation Whole numbers exhibit patterns and relationships that can be observed and described Patterns can be represented using numbers and other symbols

Year 4
The base 10 place value system extends infinitely in two directions Fractions, decimal fractions and percentages are ways of representing whole-part relationships The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems Even complex operations can be modelled in a variety of ways, for example, an algorithm is a way to represent an operation For fractional and decimal computation, the ideas developed for whole-number computation can apply Functions are relationships or rules that uniquely associate members of one set with members of another set By analysing patterns and identifying rules for patterns it is possible to make predictions

Year 5
The base 10 place value system extends infinitely in two directions Fractions, decimal fractions and percentages are ways of representing whole-part relationships Ratios are a comparison of two numbers or quantities. Functions are relationships or rules that uniquely associate members of one set with members of another set By analysing patterns and identifying rules for patterns it is possible to make predictions

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NUMBER AND ALGEBRA - CONSTRUCTING MEANING
Prep
Counts by naming numbers in sequence initially to and from 20 moving from any starting point Understand one-to-one correspondence Understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set Understand that numbers can be constructed in multiple ways, for example, by combining and partitioning Understand conservation of number* Understand the relative magnitude of whole numbers Recognize groups of zero to five objects without counting (subitizing) Sort and classify familiar objects and explain the basis for these classifications Understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature.

Year 1
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero Model numbers to at least 100 or beyond using the base 10 place value system** and locates these numbers on a number line Estimate quantities to 100 or beyond Model simple fraction relationships (one-half as one of two equal parts of a whole). Use the language of addition and subtraction, for example, add, take away, plus, minus, sum, difference Model addition and subtraction of whole numbers Develop strategies for memorizing addition and subtraction number facts including counting on, partitioning and rearranging parts Estimate sums and differences Understand that patterns can be found in numbers, for example, odd and even numbers, skip counting

Year 2
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences. Explore connection between addition and subtraction. Recognise, model, represent and order numbers to at least 1000 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting Explore connection between addition and subtraction understand situations that involve multiplication and division Recognise and represent multiplication as repeated addition, groups and arrays Recognise and represent division as grouping into equal sets estimate sums and differences Understand the inverse relationship between addition and subtraction Understand the associative and commutative properties of addition. Recognise halves, quarters and eighths of shapes and collections. Count and order small collections of Australian coins and notes according to their value.

Year 3
Investigate the conditions required for a number to be odd or even and identify odd and even numbers Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation Recall multiplication facts of two, three, five and ten and related division facts Model simple fraction relationships Use the language of addition and subtraction, for example, add, take away, plus, minus, sum, difference Develop strategies for memorizing addition and subtraction number facts to 20 Model numbers to thousands or beyond using the base 10 place value system use the language of fractions, for example, numerator, denominator Model multiplication and division of whole numbers Understand situations that involve multiplication and division

Year 4
Investigate and use the properties of odd and even numbers Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 Investigate equivalent fractions used in contexts Explore and describe number patterns resulting from performing multiplication Model equivalent fractions Use the language of fractions, for example, numerator, denominator Model multiplication and division of whole numbers Model numbers to millions or beyond using the base 10 place value system

Year 5
Compare and order common unit fractions and locate and represent them on a number line Investigate strategies Compare, order and represent decimals Compare and order common unit fractions and locate and represent them on a number line Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator Compare and order decimals Create simple financial plans Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction Use equivalent number sentences involving multiplication and division to find unknown quantities Model equivalent fractions Use the language of fractions, for example, numerator, denominator Understand that patterns can be analysed and rules identified Understand the associative and commutative properties of multiplication. Model decimal fractions to hundredths or beyond Model numbers to millions or beyond using the base 10 place value system Model ratios

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Model improper mixed numbers Simplify fractions using manipulatives Model decimal fractions to thousandths or beyond Understand the relationship between fractions, decimals Model addition and subtraction of fractions with related denominators*** Model addition and subtraction of decimals.

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NUMBER AND ALGEBRA - APPLYING WITH UNDERSTANDING
Prep
Count to determine the number of objects in a set Initially to 20 and explaining reasoning Use number words and numerals to represent quantities in real-life situations Use the language of mathematics to compare quantities in real-life situations, for example, more, less, first, second Subitize in real-life situations Extend and create patterns. Select an appropriate method for solving a problem, for example, mental estimation, mental or written strategies, or by using a calculator Use strategies to evaluate the reasonableness of answers Recognise, describe and order Australian coins according to their value. Extend and create patterns in numbers, for example, odd and even numbers, skip counting Use number patterns to represent and understand real-life situations

Year 1
Use whole numbers up to at least 100 in real-life situations Use cardinal and ordinal numbers in real-life situations use fast recall of addition and subtraction number facts involving single digit numbers in real-life situation Use fractions in real-life situations. Recognise and describe one half as one of two equal parts of a whole.

Year 2
Use mental and written strategies for addition and subtraction of numbers in real-life situations Select an appropriate method for solving a problem, for example, mental estimation, mental or written strategies, or by using a calculator Use strategies to evaluate the reasonableness of answers Extend and create patterns in numbers, for example, odd and even numbers, skip counting Use number patterns to represent and understand real-life situations Use the properties and relationships of addition and subtraction to solve problems. Solve problems by using number sentences for addition or subtraction Represent division as grouping into equal sets and solve simple problems using these representations Interpret common uses of halves, quarters and eighths of shapes and collections

Year 3
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems Recognise, model, represent and order numbers to at least 10 000 Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole Use simple fraction names in reallife situations. Use fast recall of addition and subtraction number facts in reallife situations to 20 Use mental and written strategies for addition and subtraction of two digit numbers or beyond in real-life situations (written) select an appropriate method for solving a problem, for example, mental estimation, mental or written strategies, or by using a calculator use strategies to evaluate the reasonableness of answers. Use whole numbers up to thousands - ten thousand or beyond in real-life situations Use fast recall of multiplication and division number facts in real-life situations (2x,3x,5x,10x) Extend and create patterns in numbers, for example, odd and even numbers, skip counting Use number patterns to represent and understand real-life situations Use the properties and relationships of addition and subtraction to solve problems.

Year 4
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies Solve word problems by using number sentences involving multiplication or division where there is no remainder Use equivalent number sentences involving addition and subtraction to find unknown quantities Use whole numbers up to thousands or beyond in real-life situations use fast recall of multiplication and division number facts in real-life situations Use mental and written strategies for multiplication and division in real-life situations Add and subtract decimals in reallife situations, relating to money Use number patterns to make predictions and solve problems Use the properties and relationships of the four operations to solve problems.

Year 5
Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies Solve problems involving division by a one digit number, including those that result in a remainder Use efficient mental and written strategies and apply appropriate digital technologies to solve problems Recognise that the number system can be extended beyond hundredths Use whole numbers up to thousands or beyond in real-life situations Use fast recall of multiplication and division number facts in real-life situations Use whole numbers up to millions or beyond in real-life situations Use decimal fractions in real-life situations Use mental and written strategies for multiplication and division in real-life situations Select an efficient method for solving a problem, for example, mental estimation, mental or written strategies, or by using a calculator Use strategies to evaluate the reasonableness of answers Add and subtract fractions with related denominators in real-life situations Add and subtract decimals in reallife situations, including money

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Estimate sum, difference, product and quotient in real-life situations, including fractions and decimals. Select appropriate methods for representing patterns, for example using words, symbols and tables Use number patterns to make predictions and solve problems Use the properties and relationships of the four operations to solve problems.

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NUMBER AND ALGEBRA - TRANSFERRING MEANING
Prep
Connect number names and numerals including 0 to the quantities they represent, initially up to 10 and then beyond Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers.

Year 1
Read and write whole numbers up to at least 100 Read, write, compare and order cardinal and ordinal numbers to at least 100 Describe mental strategies for adding and subtracting numbers. Represent patterns in a variety of ways, for example, using words, drawings, symbols, materials, actions, numbers Describe number patterns, for example, odd and even numbers, skip counting.

Year 2
Describe mental and written strategies for adding and subtracting numbers. Represent patterns in a variety of ways, for example, using words, drawings, symbols, materials, actions, numbers Describe number patterns, for example, odd and even numbers, skip counting.

Year 3
Recognise and explain the connection between addition and subtraction Describe, continue, and create number patterns resulting from performing addition or subtraction Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents Describe mental and written strategies for adding and subtracting two-digit numbers. Read, write, compare and order whole Read, write, compare and order fractions with the same denominator Understand that patterns can be found in numbers, for example, odd and even numbers, skip counting Represent patterns in a variety of ways, for example, using words, drawings, symbols, materials, actions, numbers Describe number patterns, for example, odd and even numbers, skip counting. Understand that multiplication is repeated addition and that division is repeated subtraction Understand the inverse relationship between multiplication and division

Year 4
Recall multiplication facts up to 10 _ 10 and related division facts Recognise, represent and order numbers to at least tens of thousands Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation Read, write, compare and order whole numbers up to thousands or beyond Develop strategies for memorizing addition, subtraction, multiplication and division number facts Read, write, compare and order fractions. Read and write equivalent fractions Describe number patterns, for example, odd and even numbers, skip counting. Describe the rule for a pattern in a variety of ways Describe mental and written strategies for multiplication and division. Understand the inverse relationship between addition and subtraction Understand the associative and commutative properties of addition Understand that multiplication is repeated addition and that division is repeated subtraction Understand the inverse relationship between multiplication and division

Year 5
Identify and describe factors and multiples of whole numbers and use them to solve problems Use estimation and rounding to check the reasonableness of answers to calculations Order and represent decimals Read, write, compare and order whole numbers up to millions or beyond Develop strategies for memorizing addition, subtraction, multiplication and division number facts Read, write, compare and order fractions Read and write equivalent fractions Read, write, compare and order fractions to hundredths or beyond Describe mental and written strategies for multiplication and division. Describe the rule for a pattern in a variety of ways Represent rules for patterns using words, symbols and tables Identify a sequence of operations relating one set of numbers to another set.

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Number and Algebra - NOTES

*To conserve, in mathematical terms, means the amount stays the same regardless of the arrangement. Learners who have been encouraged to select their own apparatus and methods, and who become accustomed to discussing and questioning their work, will have confidence in looking for alternative approaches when an initial attempt is unsuccessful. Estimation is a skill that will develop with experience and will help children gain a feel for numbers. Children must be gi ven the opportunity to check their estimates so that they are able to further refine and improve their estimation skills. There are many opportunities in the units of inquiry and during the school day for students to practise and apply number concepts authentically. The world is filled with pattern and there will be many opportunities for learners to make this connection across the curriculum. A range of manipulatives can be used to explore patterns including pattern blocks, attribute blocks, colour tiles, calculators, number charts, beans and buttons.

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MEASUREMENT AND GEOMETRY - CONCEPTUAL UNDERSTANDINGS

Prep
Shapes can be described and organised according to their properties Objects in our immediate environment have a position in space that can be described according to a point of reference Measurement involves comparing objects and events Events can be ordered and sequenced

Year 1
Shapes can be described and organised according to their properties Shapes are classified and named according to their properties Objects in our immediate environment have a position in space that can be described according to a point of reference Students use specific language to describe location and give directions Objects have attributes that can be measured using non-standard units. Events can be ordered and sequenced. Estimation allows us to measure with different levels of accuracy

Year 2
Shapes are classified and named according to their properties Some shapes are made up of parts that repeat in some way Specific vocabulary can be used to describe an objects position in space Standard units allow us to have a common language to identify, compare, order and sequence objects and events We use tools to measure the attributes of objects and events Estimation allows us to measure with different levels of accuracy

Year 3
Changing the position of a shape does not alter its properties Shapes can be transformed in different ways Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations Objects and events have attributes that can be measured using appropriate tools Relationships exist between standard units that measure the same attributes

Year 4
Changing the position of a shape does not alter its properties Shapes can be transformed in different ways Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations Objects and events have attributes that can be measured using appropriate tools Relationships exist between standard units that measure the same attributes

Year 5
Manipulation of shape and space takes place for a particular purpose Consolidating what we know of geometric concepts allows us to make sense of and interact with our world Geometric tools and methods can be used to solve problems relating to shape and space Objects and events have attributes that can be measured using appropriate tools Relationships exist between standard units that measure the same attributes

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MEASUREMENT AND GEOMETRY - CONSTRUCTING MEANING

Prep
When constructing meaning learners: Understand that 2D and 3D shapes have characteristics that can be described Understand that common language can be used to describe position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down. Learning outcomes When constructing meaning learners: Understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter, colder Understand that events in daily routines can be described and sequenced, for example, before, after, bedtime, storytime, today, tomorrow. relate events to specipic days of the week

Year 1
When constructing meaning learners: Understand that 2D and 3D shapes have characteristics that can be described and compared Understand that 2D and 3D shapes can be created by putting together and/or taking apart other shapes Understand that examples of symmetry and transformations can be found in their immediate environment Understand that geometric shapes are useful for representing realworld situations Understand that directions can be used to describe pathways and positions of their immediate environment. Understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter, colder Understand that tools can be used to measure understand that calendars can be used to determine the date, and to identify and sequence days of the week and months of the year Understand that time is measured using universal units of measure, for example, years, months, days, hours

Year 2
When constructing meaning learners: Understand that there are relationships among and between 2D and 3D shapes Understand that 2D and 3D shapes can be created by putting together and/or taking apart other shapes Understand that examples of symmetry and transformations (one-step slides and flips, half and quarter turns) can be found in their immediate environment Understand that geometric shapes are useful for representing realworld situations Understand that directions can be used to describe pathways, regions, positions and boundaries of their immediate environment. Understand the use of standard units to measure, for example, length, mass, money, time, temperature Understand that tools can be used to measure Understand that time is measured using universal units of measure, for example, years, months, days, hours, minutes and seconds

Year 3
When constructing meaning learners: Understand the common language used to describe shapes Understand the properties of regular and irregular polygons Understand that lines and axes of reflective and rotational symmetry assist with the construction of shapes Understand an angle as a measure of rotation Understand that directions for location can be represented by coordinates on a grid Understand that visualization of shape and space is a strategy for solving problems Understand that tools can be used to measure

Year 4
When constructing meaning learners: Understand the common language used to describe shapes Understand the properties of regular and irregular polygons Understand congruent or similar shapes Understand that lines and axes of reflective and rotational symmetry assist with the construction of shapes Understand an angle as form of measurement Understand that directions for location can be represented by coordinates on a grid Understand that visualization of shape and space is a strategy for solving problems Understand that measures can fall between numbers on a measurement scale, for example, 3 kg, between 4 cm and 5 cm Understand relationships between units, for example, metres, centimetres and millimetres Understand an angle as a measure of rotation. Compare objects using familiar metric units of area and volume

Year 5
When constructing meaning learners: Understand the common language used to describe shapes Understand congruent or similar shapes Understand the common language used to describe shapes Understand the properties of regular and irregular polyhedral Understand that lines and axes of reflective and rotational symmetry assist with the construction of shapes Understand an angle as a measure of rotation - understand systems for describing position and direction Understand that 2D representations of 3D objects can be used to visualize and solve problems Understand that geometric ideas and relationships can be used to solve problems in other areas of mathematics and in real life. Understand procedures for finding area, perimeter, length,capacity, mass and volume Understand the relationships between area and perimeter, Understand unit conversions within measurement systems (metric or customary).

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MEASUREMENT AND GEOMETRY - TRANSFERRING MEANING
Prep
When transferring meaning into symbols learners: Sort, describe and compare 2D shapes Describe position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down Identify, compare and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder Identify, describe and sequence events in their daily routine, for example, before, after, bedtime, story time, today, tomorrow.

Year 1
When transferring meaning into symbols learners: Sort, describe and compare 2D and 3D shapes Describe the relationships between 2D and 3D shapes Interpret and create simple directions, describing paths, regions, positions and boundaries of their immediate environment Understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance Understanding the meaning and importance of words such as clockwise, anticlockwise, forward and under when giving and following directions Compare the length, mass and capacity of objects using nonstandard units Identify, describe and sequence events in their daily routine, for example, before, after, bedtime, story time, today, tomorrow. Read and write the time to the hour and half hour Estimate and compare lengths of time: hour, day, week and month.

Year 2
When transferring meaning into symbols learners: Sort, describe and label 2D and 3D shapes Analyse and describe the relationships between 2D and 3D shapes Create and describe symmetrical and tessellating patterns Identify lines of reflective symmetry Represent ideas about the real world using geometric vocabulary and symbols, for example, through oral description, drawing, modelling, labelling Understanding that we use representations of objects and their positions, such as on maps, to allow us to receive and give directions and to describe place Estimate and measure objects using standard units of measurement: length, mass, capacity, money and temperature Read and write the time to the hour, half hour and quarter hour Estimate and compare lengths of time: second, minute, hour, day, week and month.

Year 3
When transferring meaning into symbols learners: Describe and model congruency and similarity in 2D shapes Analyse angles by comparing and describing rotations: whole turn; half turn; quarter turn; Locate features on a grid using coordinates Describe and/or represent mental images of objects, patterns, and paths Estimate and measure objects using standard units of measurement: length, mass, capacity Estimate and compare lengths of time: minute, hour, day, week and month. Read and write the time to the hour, half hour and quarter hour and to the minute Measure, order and compare objects using familiar metric units of length, mass and capacity

Year 4
When transferring meaning into symbols learners: Sort, describe and model regular and irregular polygons Describe and model congruency and similarity in 2D shapes Analyse angles by comparing and classifying them as equal to, greater than or less than a right angle, including knowledge of acute, obtuse and reflex. Locate features on a grid using coordinates Describe and/or represent mental images of objects, patterns, and paths. Estimate and measure using standard units of measurement: perimeter, area and volume Use scaled instruments to measure and compare lengths, masses, capacities and temperatures Use am and pm notation and solve simple time problems

Year 5
When transferring meaning into symbols learners: Analyse angles by comparing and describing rotations: whole turn; half turn; quarter turn; north, south, east and west on a compass Locate features on a grid using coordinates Describe and/or represent mental images of objects, patterns, and paths. Analyse, describe, classify and visualize 2D (including circles, triangles and quadrilaterals) and 3D shapes, using geometric vocabulary Describe lines and angles using geometric vocabulary Create and model how a 2D net converts into a 3D shape and vice versa Explore the use of geometric ideas and relationships to solve problems in other areas of mathematics. Calculate the perimeter and area of rectangles using familiar metric units develop and describe formulas for finding perimeter, area, volume Compare 12- and 24-hour time systems and convert between them Use decimal and fraction notation in measurement, for example, 3.2 cm, 1.47 kg Read and write digital and analogue time on 12-hour and 24hour clocks.

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Read and interpret scales on a range of measuring instruments Measure and construct angles in degrees using a protractor Carry out simple unit conversions within a system of measurement (metric or customary).

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MEASUREMENT AND GEOMETRY - APPLYING WITH UNDERSTANDING
Prep
Explore and describe the paths, regions and boundaries of their immediate environment (inside, outside, above, below) and their position (next to, behind, in front of, up or down) Interpreting the everyday language of location and direction, such as between, near, next to, forwards, towards Interpreting and following directions around familiar locations Describe observations about events and objects in real-life situations

Year 1
Following and giving simple directions to guide a friend around an obstacle path and vice versa Constructing arrangements of objects from a set of directions Interpret and use simple directions, describing paths, regions, positions and boundaries of their immediate environment Use non-standard units of measurement to solve problems in real-life situations involving length, mass and capacity. Use measures of time to assist with problem solving in real-life situations.

Year 2
Understanding that objects can be moved but changing position does not alter an objects size or features Identify and describe half and quarter turns Analyse and use what they know about 3D shapes to describe and work with 2D shapes Recognize and explain simple symmetrical designs in the environment Apply knowledge of symmetry to problem-solving situations Use standard units of measurement to solve problems in real-life situations involving length, mass, capacity, money and temperature Use measures of time to assist with problem solving in real-life situations.

Year 3
When applying with understanding learners: Make models of three dimensional objects and describe key features. Analyse and describe 2D and 3D shapes, using geometrical vocabulary Identify, describe and model congruency and similarity in 2D shapes Recognize and explain symmetrical patterns, including tessellation, in the environment Apply knowledge of transformations to problem-solving situations Use standard units of measurement to solve problems in real-life situations involving length, mass, capacity Tell time to the minute and investigate the relationship between units of time

Year 4
When applying with understanding learners: Analyse and describe 2D and 3D shapes, including regular and irregular polygons, using geometrical vocabulary Identify, describe and model congruency and similarity in 2D shapes Recognize and explain symmetrical patterns, including tessellation, in the environment Apply knowledge of transformations to problem-solving situations Apply understanding of angles greater and less than a right angle to different real life contexts Use standard units of measurement to solve problems in real-life situations involving length, mass, capacity, money and temperature Use measures of time to assist with problem solving in real-life situations. Convert between units of time

Year 5
When applying with understanding learners: Apply knowledge of transformations to problem-solving situations. Use geometric vocabulary when describing shape and space in mathematical situations and beyond Use 2D representations of 3D objects to visualize and solve problems, for example using drawings or models Use standard units of measurement to solve problems in real-life situations involving perimeter, area Select appropriate tools and units of measurement Use timelines in units of inquiry and other real-life situations Select and use appropriate units of measurement and tools to solve problems in real-life situations Determine and justify the level of accuracy required to solve real-life problems involving measurement Use decimal and fractional notation in measurement, for example, 3.2 cm, 1.47 kg Choose appropriate units of measurement for length, area, volume, capacity and mass

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MEASUREMENT AND GEOMETRY - NOTES
PREP & Year 1 *Learners need many opportunities to experience shape and space in a direct kinesthetic manner, for example, through play, construction and movement. *The manipulatives that they interact with should include a range of 3D shapes, in particular the real-life objects with which children are familiar. *2D shapes (plane shapes) are a more abstract concept bu can be understood as faces of 3D shapes. Learners need many opportunities to experience and quantify measurement in a direct kinesthetic manner. They will develop understanding of measurement by using manipulatives and materials from their immediate environment, for example, containers of different sizes, sand, water, beads, corks and beans. Year 1 & 2 Learners need to understand the properties of 2D and 3D shapes before the mathematical vocabulary associated with shapes makes sense to them. Through creating and manipulating shapes, learners align their natural vocabulary with more formal mathematical vocabulary and begin to appreciate the need for this precision. Using materials from their immediate environment, learners can investigate how units are used for measurement and how measurements vary depending on the unit that is used. Learners will refine their estimation and measurement skills by basing estimations on prior knowledge, measuring the object and comparing actual measurements with their estimations. Years 3, 4, 5 Computer and web-based applications can be used to explore shape and space concepts such as symmetry, angles and coordinates. The units of inquiry can provide authentic contexts for developing understanding of concepts relating to location and directions. General Tools such as compasses and protractors are commonly used to solve problems in real-life situations. However, care should be taken to ensure that students have a strong understanding of the concepts embedded in the problem to ensure meaningful engagement with the tools and full understanding of the solution. In order to use measurement more authentically, learners should have the opportunity to measure real objects in real situations. The units of inquiry can often provide these realistic contexts. A wide range of measuring tools should be available to the students, for example, rulers, trundle wheels, tape measures, bathroom scales, kitchen scales, timers, analogue clocks, digital clocks, stopwatches and calendars. There are an increasing number of computer and web based applications available for students to use in authentic contexts. Please note that outcomes relating to angles also appear in the shape and space strand.

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STATISTICS AND PROBABILITY - CONCEPTUAL UNDERSTANDINGS

Prep
We collect information to make sense of the world around us.

Year 1
Organizing objects and events helps us to solve problems. Information can be expressed as organized and structured data. Objects and events can be organized in different ways. Events in daily life involve chance.

Year 2
Information can be expressed as organized and structured data. Objects and events can be organized in different ways. Some events in daily life are more likely to happen than others. Data representation and interpretation

Year 3
Data can be collected, organized, displayed and analysed in different ways. Different graph forms highlight different aspects of data more efficiently. Probability can be based on experimental events in daily life. Probability can be expressed in numerical notations. Data representation and interpretation

Year 4
Data can be collected, organized, displayed and analysed in different ways. Different graph forms highlight different aspects of data more efficiently. Probability can be based on experimental events in daily life. Probability can be expressed in numerical notations.

Year 5
Data can be presented effectively for valid interpretation and communication. Probability can be represented on a scale between 01 or 0%100%.

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STATISTICS AND PROBABILITY - CONSTRUCTING MEANING

Prep
Answer yes/no questions to collect information Understand that sets can be organized by different attributes Understand that information about themselves and their surroundings can be obtained in different ways

Year 1
Choose simple questions and gather responses Understand that sets can be organized by one or more attributes Understand that information about themselves and their surroundings can be collected and recorded in different ways Understand the concept of chance in daily events (impossible, less likely, maybe, most likely, certain).

Year 2
Understand that sets can be organized by one or more attributes Understand that information about themselves and their surroundings can be collected and recorded in different ways Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely and identify some events as certain or impossible

Year 3
Understand that data can be collected, displayed and interpreted Using simple graphs, for example, bar graphs, line graphs Understand that scale can represent different quantities in graphs Understand that the mode can be used to summarize a set of data Understand that one of the purposes of a database is to answer questions and solve problems Understand that probability is based on experimental events. Conduct chance experiments, identify and describe possible outcomes and recognise variation in results

Year 4
Understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs Understand that scale can represent different quantities in graphs Understand that the mode can be used to summarize a set of data Understand that one of the purposes of a database is to answer questions and solve problems Understand that probability is based on experimental events. Describe possible everyday events and order their chances of occurring Identify everyday events where one cannot happen if the other happens Identify events where the chance of one will not be affected by the occurrence of the other

Year 5
Understand that different types of graphs have special purposes Understand that probability can be expressed in scale (01) or per cent (0%100%)

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STATISTICS AND PROBABILITY - TRANSFERRING MEANING

Prep
Describe possible everyday events and order their chances of occurring Identify everyday events where one cannot happen if the other happens Identify events where the chance of one will not be affected by the occurrence of the other

Year 1
Collect and represent data in different types of graphs, for example, tally marks, bar graphs Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays Collect and represent data in different types of graphs, for example, tally marks, bar graphs represent the relationship between objects in sets using tree, Venn and Carroll diagrams Express the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain).

Year 2
Collect, check and represent data in different types of graphs, for example, tally marks, bar graphs Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely and identify some events as certain or impossible Identify a question of interest based on one categorical variable. Gather data relevant to the question Create displays of data using lists, table and picture graphs and interpret them Represent the relationship between objects in sets using tree, Venn and Carroll diagrams Express the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain).

Year 3
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording Select and trial methods for data collection, including survey questions and recording sheets

Year 4
Identify, read and interpret range and scale on graphs Identify the mode of a set of data Use tree diagrams to express probability using simple fractions. Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values

Year 5
Pose questions and collect categorical or numerical data by observation or survey Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions Express probabilities using scale (0 1) or per cent (0%100%).

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STATISTICS AND PROBABILITY - APPLYING WITH UNDERSTANDING

Prep
Create pictographs and tally marks Create living graphs using real objects and people* Describe real objects and events by attributes.

Year 1
Collect, display and interpret data for the purpose of answering questions Create a pictograph and sample bar graph of real objects and interpret data by comparing quantities (for example, more, fewer, less than, greater than) Use tree, Venn and Carroll diagrams to explore relationships between data Identify and describe chance in daily events (impossible, less likely, maybe, most likely, certain).

Year 2
Collect, display and interpret data for the purpose of answering questions Create a pictograph and sample bar graph of real objects and interpret data by comparing quantities (for example, more, fewer, less than, greater than) Create displays of data using lists, table and picture graphs and interpret them Use tree, Venn and Carroll diagrams to explore relationships between data Identify and describe chance in daily events (impossible, less likely, maybe, most likely, certain).

Year 3
Design a survey and systematically collect, organize and display data in pictographs and bar graphs Interpret and compare data displays Select appropriate graph form(s) to display data Interpret range and scale on graphs Use probability to determine mathematically fair and unfair games and to explain possible outcomes Express probability using simple fractions.

Year 4
Design a survey and systematically collect, organize and display data in pictographs and bar graphs Select appropriate graph form(s) to display data Interpret range and scale on graphs Evaluate the effectiveness of different displays in illustrating data features including variability Use probability to determine mathematically fair and unfair games and to explain possible outcomes Express probability using simple fractions.

Year 5
Describe and interpret different data sets in context Design a survey and systematically collect, record, organize and display the data in a bar graph. Create and manipulate an electronic database for their own purposes

Notes

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