Using the numeracy continuum with the new Mathematics K-10 syllabus

Implementing new curriculum Building capacity

This is an interactive Adobe Acrobat PDF 9 document. It is best viewed on screen as it contains video and interactive menu.

Welcome

Welcome to the K-6 resource, Using the numeracy continuum with the new Mathematics K10 syllabus.
This resource explores the connection between the Numeracy continuum K-10 and the Mathematics K-10 syllabus (2012) Board of Studies NSW. It is organised into four main sections. Teachers may use this resource individually or as a team.

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

Overview

This section contains a welcome note, a brief description of the resource and a rationale.

The Numeracy continuum

This section provides an overview of the seven aspects of the Numeracy continuum K-10 and provides links to the interactive version of the continuum.

Exploring EAS

Exploring EAS
This section provides a description of the counting strategies for each level of the Early Arithmetical Strategies (EAS) aspect of the Numeracy continuum. Video snippets of students completing assessment tasks are also included for further clarification of the levels. Each EAS level has been linked to mathematics K-10 syllabus outcomes, associated syllabus key ideas and a sample of syllabus content.

Exploring Place value

Wrap up

Exploring Place value

This section provides a description of addition and subtraction problem solving strategies for each level of the Place value aspect of the Numeracy continuum. Video snippets of students completing assessment tasks are also included for further clarification of the levels. Each level has been linked to mathematics K-10 syllabus outcomes, associated syllabus key ideas and a sample of syllabus content.

Wrap up
This section contains a number of additional activities you may wish to complete with your colleagues at school.
NSW Department of Education and Communities 2012

The Numeracy continuum K-10

What is the Numeracy continuum K-10?

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

The Numeracy continuum K-10 outlines the sequential development of key concepts in seven aspects of numeracy. These aspects are: Counting sequences Early arithmetical strategies Pattern and number structure Place value Multiplication and division Fraction units Unit structure of length, area and volume. The continuum represents the synthesis of extensive national and international research over the past 20 years and underpins State developed numeracy programs including, Best Start, Targeted Early Numeracy (TEN), Count Me In Too (CMIT) and Taking Off With Numeracy (TOWN).

Exploring EAS

Exploring Place value

Wrap up

Download
The above version of the Numeracy continuum identifies links to the mathematics K-10 syllabus outcomes. Click on the image above to download the document. It can be printed onto A3 paper for comparison with the current syllabus outcomes.
NSW Department of Education and Communities 2012

Why is the numeracy continuum important?

The numeracy continuum assists teachers to understand how students develop key numeracy concepts. It can be used to gather assessment information when observing students working on mathematics problems. This information will assist teachers to develop teaching programs based on students current understandings and skills. The progression of learning described in the continuum provides teachers with guidance in planning the next steps of learning for their students. Beyond assessing and planning, the continuum provides a vehicle for monitoring student progress and setting progress targets. The numeracy continuum provides a central focus for both professional discussion and action related to classroom practice.

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

The seven aspects of the numeracy continuum

The aspects described should not be regarded as distinct from one another, nor developing sequentially (i.e. Aspect 4 need not develop before Aspect 5).

Exploring EAS

Exploring Place value

Wrap up

NSW Department of Education and Communities 2012

Aspect 1: Counting sequences and numeral identification

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

This aspect deals with students growing knowledge of counting sequences, forwards and backwards, and the identification of numerals. The concepts dealt with in Aspect 1 link closely to those in Aspect 2, Early arithmetical strategies (EAS). A students knowledge of forwards and backwards counting and his or her knowledge of the number before or after a particular number in a counting sequence will influence the strategy that the student is able to use when solving addition and subtraction problems.

Internet link
Use the following web link, or click on the image below, to access the interactive version of the Numeracy continuum K-10, Aspect 1. Here, frameworks describing the progression of students learning are provided for forwards and backwards counting and numeral identification. You can also view videos of students completing assessment tasks.

Exploring EAS

Exploring Place value

Wrap up

NSW Department of Education and Communities 2012

Aspect 2: Counting as a problem solving process

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

This aspect explains the development of counting strategies that students use to solve addition and subtraction problems. The EAS framework describes a progression from relying on concrete representations of numbers to developing visual images of numbers. Initially, this visualisation will still rely on counting from the number one. Later, students will move to having an understanding that one of the numbers in the problem can be treated as a completed count and therefore counting does not have to start at one.

Internet link
Use the following web link, or click on the image below, to access the interactive version of the Numeracy continuum K-10, Aspect 2. You will be able to view the Early arithmetical strategies framework and see video snippets of students completing assessment tasks at each of the levels of the framework.

Exploring EAS

Exploring Place value

Wrap up

NSW Department of Education and Communities 2012

Aspect 3: Pattern and number structure

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

This aspect focuses on the identification of spatial patterns, number patterns and number structure. Understanding the structure of a group and a group repeated to form groups of groups leads to an understanding of the row and column structure of arrays and multiplication and division concepts that are dealt with in Aspect 5. Understanding the structure of numbers allows students to manipulate numbers and regroup them in ways that make mental calculations easier. By knowing combinations for numbers up to 10 and up to 20, students can separate numbers (break them into smaller groups) and combine (join groups together) when mentally calculating. Knowledge of combinations can then be applied when solving two- and three-digit additions and subtractions (and beyond). Number structure concepts developed in the later levels of this aspect link to place value understanding within Aspect 4 as well as create a foundation for later work with algebra.

Internet link
Use the following web link, or click on the image below, to access the interactive version of the Numeracy continuum K-10, Aspect 3. You will be able to see an overview of the Pattern and number structure progression.

Exploring EAS

Exploring Place value

Wrap up

NSW Department of Education and Communities 2012

Aspect 4: Multi-unit place value

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

This aspect describes how students understanding of ten as a counting unit develops. When working with addition and subtraction problems involving two-, three- and four-digit numbers, students need to mentally partition and re-group numbers in flexible ways. They will need to learn to treat ten as a unit when counting by tens on the decade or from any point within a decade, learn to partition numbers into ones, tens and hundreds and to build numbers up to the nearest decade.

Internet link
Use the following web link, or click on the image below, to access the interactive version of the Numeracy continuum K-10, Aspect 4. Here you will find a description of each of the levels on the Place value framework as well as video snippets of students completing assessment tasks.

Exploring EAS

Exploring Place value

Wrap up

NSW Department of Education and Communities 2012

Aspect 5: Multiplication and division

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

This aspect describes the development of key concepts that underpin multiplication and division understanding. Seeing a group as a counting unit (composite unit). Coordinating groups of groups when counting. Understanding the row and column structure of the array. Developing counting strategies involving multiples.

Internet link
Use the following web link, or click on the image below, to access the interactive version of the Numeracy continuum K-10, Aspect 5. Here you will find a description of each of the levels on the Multiplication and division framework as well as video snippets of students completing assessment tasks.

Exploring EAS

Exploring Place value

Wrap up

NSW Department of Education and Communities 2012

Aspect 6: Fraction units

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

This aspect focuses on the partitioning of a whole into equal parts and relating each part to the whole. Students need to develop an understanding that a fraction is a way of representing a multiplicative relationship between two quantities.That is, a fraction such as 1/3 is not the quantity 1 or the quantity 3 but is the relationship between the two quantities.

Internet link
Use the following web link, or click on the image below, to access the interactive version of the Numeracy continuum K-10, Aspect 6. Here you will find a description of each of the levels on the Fractions framework as well as video snippets of students completing assessment tasks.

Exploring EAS

Exploring Place value

Wrap up

NSW Department of Education and Communities 2012

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Aspect 7: Measurement

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

This aspect deals with the structure of units in length, area and volume. A key idea that is central to students early understanding of measurement is the identification of the attribute to be measured. Initially, students will compare quantities by direct comparison and ordering. Once students can identify the attribute to be measured and directly compare and order quantities, they then learn to use units to measure and count the units. Students will progress through using as many units as are needed to measure to only needing one unit and repeatedly using the unit (iterating) to measure. The concepts associated with the row and column structure of units when measuring, closely link to multiplication and division concepts.

Internet link
Use the following web link, or click on the image below, to access the interactive version of the Numeracy continuum K-10, Aspect 7. Here you will find a description of each of the levels on the Measurement framework as well as video snippets of students completing assessment tasks.

Exploring EAS

Exploring Place value

Wrap up

NSW Department of Education and Communities 2012

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Exploring Early Arithmetical Strategies (EAS)

Linking the EAS levels to the NSW Mathematics K-10 syllabus

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

Exploring EAS
This PowerPoint provides a description of the counting strategies for each level of the EAS aspect of the Numeracy continuum. For further clarification of the counting strategies, view the video snippets which are included throughout the slideshow. These videos demonstrate the strategies being used by students when completing counting tasks and addition and subtraction problems. As you proceed through the slides you will see that each EAS level has been linked to the mathematics K-10 syllabus outcomes, associated syllabus key ideas and a sample of syllabus content. Identifying each students current number knowledge and recognising where this places the student on the continuum will assist in designing future teaching, as planning can be based on moving the student to the next level along the aspect.

Exploring Place value

Wrap up

Download
Download and view the PowerPoint above. If possible, view and discuss the PowerPoint presentation with colleagues. Assess the students in your class to determine at which level on the Early Arithmetical Strategies aspect of the numeracy continuum you would place each student. Look at the associated syllabus outcomes as indicated on the numeracy continuum. The content associated with each outcome will help you to plan a teaching program aimed at progressing each student to the next level along the continuum.

NSW Department of Education and Communities 2012

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Exploring Place value

Linking the Place value levels to the Mathematics K-10 syllabus

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

Exploring EAS

Exploring Place value

Wrap up

This PowerPoint provides a description of each of the levels of the Place value aspect of the Numeracy continuum. For further clarification of the levels, view the video snippets which are included throughout the slideshow. These videos demonstrate the mental computation strategies used by students when completing addition and subtraction problems. As you proceed through the slides you will see that each level of the Place value aspect has been linked to the NSW Mathematics K-10 syllabus outcomes, associated syllabus key ideas and a sample of syllabus content. Identifying each students current number knowledge and recognising where this places the student on the continuum will assist in designing future teaching, as planning can be based on moving the student to the next level along the aspect.

Download
Download and view the above PowerPoint. If possible, view and discuss the PowerPoint presentation with colleagues. Assess the students in your class to determine at which level on the Place value aspect of the numeracy continuum you would place each student. Look at the associated syllabus outcomes as indicated on the numeracy continuum. The content associated with each outcome will help you to plan a teaching program aimed at progressing each student to the next level along the continuum.
NSW Department of Education and Communities 2012

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Wrap up
Collaborate
Share the numeracy continuum with other teachers at your school.

Using the numeracy continuum

K-10
Overview
The Numeracy continuum

Discuss how it could be used to track and monitor students achievement of syllabus outcomes. Consider creating a data wall for tracking and monitoring student progress through the Early Arithmetical Strategies (EAS) stages or Place value levels.

Exploring EAS

Exploring Place value

Wrap up

NSW Department of Education and Communities 2012

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