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

2. 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

3. 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)

4. 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.

5. Early Stage One
Number

6. 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

7. Learning Tools:

10. 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

13. 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

16. 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

18. Stage 1
Number

19. 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

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

21. Hundreds Chart

22. 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

23. 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?

24. Jump Strategy

25. Split Strategy

26. Bridging to ten
Step 2:
Take from the second number to make the nearest ten:
Step 1: = + +
Step 3:
= 27

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

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

29. Division 16 ÷ 4 = Sharing into groups Sorting into arrays
Repeated subtraction -4 -4 -4 -4

30. 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.

31. 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

32. 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?