This document aligns the old NSW Maths Syllabus and the NSW Maths Syllabus, for the
Australian Curriculum.
Text / information pertaining to the new Maths for the Australian Curriculum is in blue,
while all black text pertains to the old (current until 2014) Maths Syllabus
Strands
K-6 Mathematics Syllabus (Old)






Working Mathematically WM
Number N
Patterns and Algebra PAS
Data D
Measurement M
Space and Geometry SG
K-6 Mathematics Syllabus (NEW)




Working Mathematically MA-WM
Number and Algebra MA-NA
Measurement and Geometry MA-MG
Statistics and Probability MA-SP
Overall Organisation of Syllabus

chance strand is now in statistics and probability not number

patterns and algebra strand is now in number

data is not a strand on its own. it is now found in statistics and probability
Organsation of the New Maths Syllabus
Working Mathematically Outcomes (Old)
Working Mathematically Outcomes (New)
Students:
develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and
applying problem-solving skills and mathematical techniques, communication and reasoning
Process
EARLY STAGE 1
STAGE 1
STAGE 2
STAGE 3
Students develop
understanding and
fluency through inquiry,
exploring and connecting
mathematical concepts,
choosing and applying
problem-solving skills and
mathematical techniques,
communication and
reasoning
Describes mathematical
situations using everyday
language, actions,
materials and informal
recordings
MAe-1WM
Describes mathematical
situations and methods
using everyday and some
mathematical language,
actions, materials,
diagrams and symbols
MA1-1WM
Uses appropriate
terminology to describe,
and symbols to represent,
mathematical ideas
MA2-1WM
Describes and represents
mathematical situations in
a variety of ways using
mathematical terminology
and some conventions
MA3-1WM
WMES1.1
Asks questions that could
be explored using
mathematics in relation to
Early Stage 1 content
WMS1.1
Asks questions that could
be explored using
mathematics in relation to
Stage 1 content
WMES1.2
Uses objects, actions,
imagery, technology and/or
trial and error to explore
mathematical problems
WMS1.2
Uses objects, diagrams,
imagery and technology to
explore mathematical
problems
uses objects, actions,
technology and/or trial and
error to explore
mathematical problems
MAe-2WM
uses objects, diagrams and
technology to explore
mathematical problems
MA1-2WM
*selects and uses
appropriate mental or
written strategies, or
technology, to solve
problems
MA2-2WM
* selects and applies
appropriate problemsolving strategies,
including the use of digital
technologies, in
undertaking investigations
MA3-2WM
WMS1.4
Supports conclusions by
explaining or demonstrating
how answers were obtained
WMS2.4
Checks the accuracy of a
statement and explains the
reasoning used
WMS3.4
Gives a valid reason for
supporting one possible
solution over another
*supports conclusions by
explaining or
demonstrating how
answers were obtained
MA1-3WM
*checks the accuracy of a
statement and explains the
reasoning used
MA2-3WM
*gives a valid reason for
supporting one possible
solution over another
MA3-3WM
Questioning
Students ask questions in
relation to mathematical
situations and their
mathematical experiences
Applying Strategies
Students develop, select and
use a range of strategies,
including the selection and
use of appropriate
technology, to explore and
solve problems
Reasoning
Students develop and use
processes for exploring
relationships, checking
solutions and giving reasons
to support their conclusions
WMES1.4
Uses concrete materials
and/or pictorial
representations to support
conclusions
*uses concrete materials
and/or pictorial
representations to support
conclusions
MAe-3WM
WMS2.1
Asks questions that could
be explored using
mathematics in relation to
Stage 2 content
WMS2.2
Selects and uses appropriate
mental or written strategies,
or technology, to solve
problems
WMS3.1
Asks questions that could
be explored using
mathematics in relation to
Stage 3 content
WMS3.2
Selects and applies
appropriate problemsolving strategies, including
technological applications,
in undertaking
investigations
Reflecting
Students reflect on their
experiences and critical
understanding to make
connections with, and
generalisations about,
existing knowledge and
understanding
WMES1.5
Links mathematical ideas
and makes connections
with, and generalisations
about, existing knowledge
and understanding in
relation to Early Stage 1
content
WMS1.5
Links mathematical ideas
and makes connections
with, and generalisations
about, existing knowledge
and understanding in
relation to Stage 1 content
WMS2.5
Links mathematical ideas
and makes connections
with, and generalisations
about, existing knowledge
and understanding in
relation to Stage 2 content
WMS3.5
Links mathematical ideas
and makes connections
with, and generalisations
about, existing knowledge
and understanding in
relation to Stage 3 content
Number Outcomes
Number and Algebra (New)
Students:

develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic
techniques and generalisation
Substrand
EARLY STAGE 1
STAGE 1
STAGE 2
STAGE 3
Whole Numbers
Students develop a sense
of the relative size of
whole numbers and the
role of place value in their
representation
NES1.1
Counts to 30, and orders,
reads and represents
numbers in the range 0 to
20
NS1.1
Counts, orders, reads and
represents two- and threedigit numbers
NS2.1
Counts, orders, reads and
records numbers up to
four digits
NS3.1
Orders, reads and writes
numbers of any size
*counts to 30, and
orders, reads and
represents numbers in
the range 0 to 20
MAe-4NA
*applies place value,
informally, to count,
order, read and represent
two- and three-digit
numbers
MA1-4NA
*applies place value to
order, read and represent
numbers of up to five
digits
*orders, reads and
represents integers of
any size and describes
properties of whole
numbers
MA3-4NA
MA2-4NA
Addition and Subtraction
Students develop facility
with number facts and
computation with
progressively larger
numbers in addition and
subtraction and an
appreciation of the
relationship between
those facts
NES1.2
Combines, separates and
compares collections of
objects, describes using
everyday language and
records using informal
methods
NS1.2
Uses a range of mental
strategies and informal
recording methods for
addition and subtraction
involving one- and twodigit numbers
NS2.2
Uses mental and written
strategies for addition and
subtraction involving
two-, three- and four-digit
numbers
NS3.2
Selects and applies
appropriate strategies for
addition and subtraction
with counting numbers of
any size
*combines, separates and
compares collections of
objects, describes using
everyday language, and
records using informal
methods
MAe-5NA
*uses a range of
strategies and informal
recording methods for
addition and subtraction
involving one- and twodigit numbers
MA1-5NA
*uses mental and written
strategies for addition
and subtraction
involving two-, three-,
four- and five-digit
numbers
MA2-5NA
*selects and applies
appropriate strategies for
addition and subtraction
with counting numbers
of any size
MA3-5NA
Multiplication and
Division
Students develop facility
with number facts and
computation with
progressively larger
numbers in multiplication
and division and an
appreciation of the
relationship between
those facts
NES1.3
Groups, shares and counts
collections of objects,
describes using everyday
language and records
using informal methods
NS1.3
Uses a range of mental
strategies and concrete
materials for
multiplication and
division
NS2.3
Uses mental and informal
written strategies for
multiplication and
division
NS3.3
Selects and applies
appropriate strategies for
multiplication and
division
*groups, shares and
counts collections of
objects, describes using
everyday language, and
records using informal
methods
MAe-6NA
*uses a range of mental
strategies and concrete
materials for
multiplication and
division
MA1-6NA
*uses mental and
informal written
strategies for
multiplication and
division
MA2-6NA
*selects and applies
appropriate strategies for
multiplication and
division, and applies the
order of operations to
calculations involving
more than one operation
MA3-6NA
Fractions and Decimals
Students develop an
understanding of the parts
of a whole, and the
relationships between the
different representations
of fractions
NES1.4
Describes halves,
encountered in everyday
contexts, as two equal
parts of an object
NS1.4
Describes and models
halves and quarters, of
objects and collections,
occurring in everyday
situations
*describes two equal
parts as halves
MAe-7NA
*represents and models
halves, quarters and
eighths
MA1-7NA
NS2.4
Models, compares and
represents commonly
used fractions and
decimals, adds and
subtracts decimals to two
decimal places, and
interprets everyday
percentages
*represents, models and
compares commonly
used fractions and
decimals
NS3.4
Compares, orders and
calculates with decimals,
simple fractions and
simple percentages
*compares, orders and
calculates with fractions,
decimals and
percentages
MA3-7NA
MA2-7NA
Substrand
EARLY STAGE 1
STAGE 1
STAGE 2
STAGE 3
PAES1.1
Recognises, describes,
creates and continues
repeating patterns and
number patterns that
increase or decrease
PAS1.1
Creates, represents and
continues a variety of
number patterns,
supplies missing
elements in a pattern and
builds number
relationships
PAS2.1
Generates, describes and
records number patterns
using a variety of strategies
and completes simple
number sentences by
calculating missing values
PAS3.1a
Records, analyses and
describes geometric and
number patterns that
involve one operation
using tables and words
*creates, represents and
continues a variety of
patterns with numbers
and objects
MA1-8NA
*generalises properties of
odd and even numbers,
generates number patterns,
and completes simple
number sentences by
calculating missing values
MA2-8NA
Patterns and Algebra now
in Number not a separate
strand
Patterns and Algebra
Students develop skills in
creating, describing and
recording number
patterns as well as an
understanding of the
relationships between
numbers
*recognises, describes
and continues repeating
patterns
MAe-8NA
PAS3.1b
Constructs, verifies and
completes number
sentences involving the
four operations with a
variety of numbers

Chance strand is no longer in number strand. It is in statistics and probability

Patterns and algebra strand is now in number and algebra.

Data is in statistics and probability
*analyses and creates
geometric and number
patterns, constructs and
completes number
sentences, and locates
points on the Cartesian
plane
MA3-8NA
Space and Geometry (Old)
Measurement and Geometry (New)
Students: identify, visualise and quantify measures and the attributes of shapes and objects, and explore measurement concepts and
geometric relationships, applying formulas, strategies and geometric reasoning in the solution of problemsMeasurement
Substrand
EARLY STAGE 1
STAGE 1
STAGE 2
STAGE 3
Length
Students distinguish the
attribute of length and use
informal and metric units
for measurement
MES1.1
Describes length and
distance using everyday
language and compares
lengths using direct
comparison
MS1.1
Estimates, measures,
compares and records
lengths and distances
using informal units,
metres and centimetres
MS2.1
Estimates, measures,
compares and records
lengths, distances and
perimeters in metres,
centimetres and
millimetres
MS3.1
Selects and uses the
appropriate unit and device
to measure lengths,
distances and perimeters
*describes and compares
lengths and distances
using everyday language
MAe-9MG
*measures, records,
compares and estimates
lengths and distances
using uniform informal
units, metres and
centimetres
MA1-9MG
* measures, records,
compares and estimates
lengths, distances and
perimeters in metres,
centimetres and
millimetres, and
measures, compares and
records temperatures
MA2-9MG
*selects and uses the
appropriate unit and
device to measure lengths
and distances, calculates
perimeters, and converts
between units of length
MA3-9MG
MES1.2
Describes area using
everyday language and
compares areas using
direct comparison
MS1.2
Estimates, measures,
compares and records
areas using informal units
MS2.2
Estimates, measures,
compares and records the
areas of surfaces in square
centimetres and square
metres
MS3.2
Selects and uses the
appropriate unit to calculate
area, including the area of
squares, rectangles and
triangles
*describes and compares
areas using everyday
language
MAe-10MG
*measures, records,
compares and estimates
areas using uniform
informal units
MA1-10MG
*measures, records,
compares and estimates
areas using square
centimetres and square
metres
MA2-10MG
*selects and uses the
appropriate unit to
calculate areas, including
areas of squares,
rectangles and triangles
MA3-10MG
MES1.3
Compares the capacities
of containers and the
volumes of objects or
substances using direct
comparison
MS1.3
Estimates, measures,
compares and records
volumes and capacities
using informal units
MS2.3
Estimates, measures,
compares and records
volumes and capacities
using litres, millilitres and
cubic centimetres
MS3.3
Selects and uses the
appropriate unit to estimate
and measure volume and
capacity, including the
volume of rectangular
prisms
*describes and compares
the capacities of
containers and the
volumes of objects or
substances using
everyday language
MAe-11MG
* measures, records,
compares and estimates
volumes and capacities
using uniform informal
units
MA1-11MG
* measures, records,
compares and estimates
volumes and capacities
using litres, millilitres
and cubic centimetres
MA2-11MG
*selects and uses the
appropriate unit to
estimate, measure and
calculate volumes and
capacities, and converts
between units of capacity
MA3-11MG
MES1.4
Compares the masses of
two objects and describes
mass using everyday
language
MS1.4
Estimates, measures,
compares and records the
masses of two or more
objects using informal
units
MS2.4
Estimates, measures,
compares and records
masses using kilograms
and grams
MS3.4
Selects and uses the
appropriate unit and
measuring device to find
the mass of objects
*describes and compares
the masses of objects
using everyday language
MAe-12MG
*measures, records,
compares and estimates
the masses of objects
using uniform informal
units
MA1-12MG
*measures, records,
compares and estimates
the masses of objects
using kilograms and
grams
MA2-12MG
*selects and uses the
appropriate unit and
device to measure the
masses of objects, and
converts between units of
mass
MA3-12MG
Area
Students distinguish the
attribute of area and use
informal and metric units
for measurement
Volume and Capacity
Students recognise the
attribute of volume and
use informal and metric
units for measuring
capacity or volume
Mass
Students recognise the
attribute of mass through
indirect and direct
comparisons, and use
informal and metric units
for measurement
Time
Students develop an
understanding of the
passage of time, its
measurement and
representations, through
the use of everyday
language and experiences
MES1.5
Sequences events and uses
everyday language to
describe the duration of
activities
MS1.5
Compares the duration of
events using informal
methods and reads clocks
on the half-hour
MS2.5
Reads and records time in
one-minute intervals and
makes comparisons
between time units
MS3.5
Uses twenty-four hour
time and am and pm
notation in real-life
situations and constructs
timelines
*sequences events, uses
everyday language to
describe the durations of
events, and reads hour
time on clocks
MAe-13MG
* describes, compares
and orders durations of
events, and reads halfand quarter-hour time
MA1-13MG
* reads and records time
in one-minute intervals
and converts between
hours, minutes and
seconds
MA2-13MG
* uses 24-hour time and
am and pm notation in
real-life situations, and
constructs timelines
MA3-13MG
Substrand
EARLY STAGE 1
STAGE 1
STAGE 2
STAGE 3
SGES1.1
Manipulates, sorts and
represents threedimensional objects and
describes them using
everyday language
SGS1.1
Sorts, describes and
represents threedimensional objects
including cones, cubes,
cylinders, spheres and
prisms, and recognises
them in pictures and the
environment
SGS2.1
Makes, compares,
describes and names
three-dimensional objects
including pyramids, and
represents them in
drawings
SGS3.1
Identifies threedimensional objects,
including particular
prisms and pyramids, on
the basis of their
properties, and visualises,
sketches and constructs
them given drawings of
different views
*manipulates, sorts and
represents threedimensional objects and
describes them using
everyday language
MAe-14MG
*sorts, describes,
represents and recognises
familiar threedimensional objects,
including cones, cubes,
cylinders, spheres and
prisms
MA1-14MG
*makes, compares,
sketches and names
three-dimensional
objects, including prisms,
pyramids, cylinders,
cones and spheres, and
describes their features
MA2-14MG
*identifies threedimensional objects,
including prisms and
pyramids, on the basis of
their properties, and
visualises, sketches and
constructs them given
drawings of different
views
MA3-14MG
Space and Geometry now in
Measurement and
Geometry
Three-dimensional Space
Students develop verbal,
visual and mental
representations of threedimensional objects, their
parts and properties, and
different orientations
Two-dimensional Space
Students develop verbal,
visual and mental
representations of lines,
angles and twodimensional shapes, their
parts and properties, and
different orientations
SGES1.2
Manipulates, sorts and
describes representations
of two-dimensional
shapes using everyday
language
SGS1.2
Manipulates, sorts,
represents, describes and
explores various twodimensional shapes
SGS2.2a
Manipulates, compares,
sketches and names twodimensional shapes and
describes their features
SGS3.2a
Manipulates, classifies and
draws two-dimensional
shapes and describes side
and angle properties
*manipulates, sorts and
describes representations
of two-dimensional
shapes, including circles,
triangles, squares and
rectangles, using
everyday language
MAe-15MG
* manipulates, sorts,
represents, describes and
explores two-dimensional
shapes, including
quadrilaterals, pentagons,
hexagons and octagons
MA1-15MG
* manipulates, identifies
and sketches twodimensional shapes,
including special
quadrilaterals, and
describes their features
MA2-15MG
* manipulates, classifies
and draws twodimensional shapes,
including equilateral,
isosceles and scalene
triangles, and describes
their properties
MA3-15MG
Position
Students develop their
representation of position
through precise language
and the use of grids and
compass directions
SGS2.2b
Identifies, compares and
describes angles in
practical situations
SGS3.2b
Measures, constructs and
classifies angles
*identifies, describes,
compares and classifies
angles
MA2-16MG
*measures and constructs
angles, and applies angle
relationships to find
unknown angles
MA3-16MG
SGES1.3
Uses everyday language
to describe position and
give and follow simple
directions
SGS1.3
Represents the position of
objects using models and
drawings and describes
using everyday language
SGS2.3
Uses simple maps and
grids to represent position
and follow routes
SGS3.3
Uses a variety of mapping
skills
*describes position and
gives and follows simple
directions using everyday
language
MAe-16MG
*represents and describes
the positions of objects in
everyday situations and on
maps
MA1-16MG
*uses simple maps and
grids to represent
position and follow
routes, including using
compass directions
MA2-17MG
*locates and describes
position on maps using a
grid-reference system
MA3-17MG
Data (Old)
Statistics and Probability (New)
Students: collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgements
Substrand
Data
Students inform their
inquiries through
gathering, organising,
tabulating and graphing
data
Chance
Students develop an
understanding of the
application of chance in
everyday situations and an
appreciation of the
difference between
theoretical and
experimental probabilities
EARLY STAGE 1
DES1.1
Represents and interprets
data displays made from
objects and pictures
STAGE 1
DS1.1
Gathers and organises
data, displays data using
column and picture
graphs, and interprets the
results
STAGE 2
DS2.1
Gathers and organises
data, displays data using
tables and graphs, and
interprets the results
STAGE 3
DS3.1
Displays and interprets
data in graphs with scales
of many-to-one
correspondence
*represents data and
interprets data displays
made from objects
MAe-17SP
*gathers and organises
data, displays data in
lists, tables and picture
graphs, and interprets the
results
MA1-17SP
*selects appropriate
methods to collect data,
and constructs, compares,
interprets and evaluates
data displays, including
tables, picture graphs and
column graphs
MA2-18SP
NS2.5
Describes and compares
chance events in social
and experimental contexts
*uses appropriate
methods to collect data
and constructs, interprets
and evaluates data
displays, including dot
plots, line graphs and
two-way tables
MA3-18SP
NS3.5
Orders the likelihood of
simple events on a number
line from zero to one
No outcome at this Stage
NS1.5
Recognises and describes
the element of chance in
everyday
events
*recognises and describes
the element of chance in
everyday events.
MA1-SP19
*describes and compares
chance events in social
and experimental
contexts
MA2-19SP
*conducts chance
experiments and assigns
probabilities as values
between 0 and 1 to
describe their outcomes
MA3-19SP
Foundation Statement
EARLY STAGE 1
Working Mathematically Number Patterns and Algebra Measurement and Data Space and
Geometry
Students ask questions and explore mathematical problems. They use everyday language, materials
and informal recordings to demonstrate understanding and link mathematical ideas.
Students count to 30 and represent numbers to 20 with objects, pictures, numerals and words and
read and use ordinal
numbers to at least ‘tenth’ place. They manipulate objects to model addition and subtraction,
multiplication and division.
Students divide objects into two equal parts and describe them as halves. They recognise coins and
notes.
Students recognise, describe and continue patterns that increase or decrease.
Students identify length, area, volume, capacity and mass and compare and arrange objects according
to these attributes.
They name the days of the week and the seasons and they order events in a school day, telling the
time on the hour.
Students use objects and pictures to create a data display and interpret data.
Students manipulate, sort and describe 3D objects using everyday language. They manipulate, sort
and describe 2D shapes,identifying circles, squares, triangles and rectangles. Students give and
follow simple directions and describe position using everyday language.
By the end of Early Stage 1, students ask questions and use known facts to explore
mathematical problems and develop fluency with mathematical ideas. They use everyday
language, concrete materials and informal recordings to demonstrate understanding and link
mathematical ideas.
Students count to 30 and represent numbers to 20 with objects, pictures, numerals and words.
They read and use ordinal numbers to at least 'tenth'. Students use concrete materials to
model addition, subtraction, multiplication and division. They use the language of money and
recognise the coins and notes of the Australian monetary system. Students divide objects into
two equal parts and describe them as halves. They recognise, describe and continue repeating
patterns of objects and drawings.
Students identify length, area, volume, capacity and mass, and compare and arrange objects
according to these attributes. They manipulate, sort and represent three-dimensional objects
and describe them using everyday language. Students manipulate, sort and describe
representations of two-dimensional shapes, identifying circles, squares, triangles and rectangles.
They connect events and the days of the week and explain the order and duration of events,
telling the time on the hour. Students give and follow simple directions and describe position
using appropriate language.
Students answer simple questions to collect information. They use objects to create a data
display and interpret data.
STAGE 1
Working Mathematically Number Patterns and Algebra Measurement and Data Space and
Geometry
Students ask questions and use objects, diagrams and technology to explore mathematical problems.
They link mathematical ideas and use everyday language, some mathematical language and diagrams
to explain how answers were obtained.
Students count, order, read and write numbers up to 999 and use a range of mental strategies,
informal recording methods and materials to add, subtract, multiply and divide. They model and
describe objects and collections divided into halves and quarters. Students sort, order and count
money and recognise and describe the element of chance in familiar activities.
Students describe, create and continue a variety of number patterns and relate addition and
subtraction facts to at least 20.
Students estimate, measure, compare and record using informal units for length, area, volume,
capacity and mass. They recognise the need for formal units of length and use the metre and
centimetre to measure length and distance. Students use a calendar to identify the date and name
and order the months and the seasons of the year. They use informal units to compare and order
the duration of events and tell the time on the half-hour. Students gather, organise, display and
interpret data using column and picture graphs.
Students identify, describe, sort and model particular 3D objects and 2D shapes. They represent
and describe the position of objects.
By the end of Stage 1, students ask questions and use known facts, objects, diagrams and
technology to explore mathematical problems and develop mathematical fluency. They link
mathematical ideas and use appropriate language and diagrams to explain strategies used.
Students count, order, read and write two- and three-digit numbers and use a range of
strategies and recording methods. They use mental strategies and concrete materials to add,
subtract, multiply and divide, and solve problems. Students model and describe objects and
collections divided into halves, quarters and eighths. They associate collections of Australian
coins with their value. They use place value to partition numbers. Students describe and
continue a variety of number patterns and build number relationships. They relate addition and
subtraction facts for sums to at least 20.
Students estimate, measure, compare and record using informal units for length, area, volume,
capacity and mass. They recognise the need for formal units of length and use the metre and
centimetre to measure length and distance. They use a calendar to identify the date and name
and order the months and the seasons of the year. Students use informal units to compare and
order the duration of events and tell the time on the half- and quarter-hour. They identify,
describe, sort and model particular three-dimensional objects and two-dimensional shapes.
Students represent and describe the position of objects and interpret simple maps.
Students collect, organise, display and interpret data using lists, tables and picture graphs.
They recognise and describe the element of chance in everyday events.
STAGE 2
Working Mathematically Number Patterns and Algebra Measurement and Data Space and
Geometry
Students ask questions and use appropriate mental or written strategies, and technology, to solve
problems. They use appropriate terminology to describe and link mathematical ideas, check
statements for accuracy and explain reasoning.
Students count, order, read and record numbers up to 9999 and use mental and written strategies,
including the formal written algorithm, to solve addition and subtraction problems involving numbers
of up to four digits. They use mental strategies to recall
multiplication facts up to 10 x 10 and related division facts and use informal written strategies for
multiplication and division of two-digit numbers by one-digit numbers. Students model, compare and
represent simple fractions and recognise percentages in
everyday situations and they model, compare, represent, add and subtract decimals to two decimal
places. Students perform simple calculations with money and conduct simple chance experiments.
Students generate, describe and record number patterns and relate multiplication and division facts
to at least 10 x 10.
Students estimate, measure, compare and record length, area, volume, capacity and mass using some
formal units. They read and record time in hours and minutes in digital and analogue notation and
make comparisons between time units. Students gather and organise data to create and interpret
tables and graphs.
Students name, describe and sketch particular 3D objects and 2D shapes. They compare angles
using informal means and describe a ‘right angle’. Students use coordinates to describe position and
compass points to give and follow directions
By the end of Stage 2, students ask questions and use efficient mental and written strategies
with increasing fluency to solve problems. They use technology to investigate mathematical
concepts and check their solutions. Students use appropriate terminology to describe and link
mathematical ideas, check statements for accuracy and explain their reasoning.
Students count, order, read and record numbers of up to five digits. They use informal and
formal mental and written strategies to solve addition and subtraction problems. Students use
mental strategies to recall multiplication facts up to 10 × 10 and related division facts. They
use informal written strategies for multiplication and division of two-digit numbers by one-digit
numbers. Students represent, model and compare commonly used fractions, and model, compare
and represent decimals of up to two decimal places. Students perform simple calculations with
money and solve simple purchasing problems. They record, describe and complete number
patterns and determine missing numbers in number sentences. Students recognise the properties
of odd and even numbers.
Students estimate, measure, compare, convert and record length, area, volume, capacity and
mass using formal units. They read and record time in hours and minutes, convert between units
of time, and solve simple problems involving the duration of time. Students name, describe and
sketch particular three-dimensional objects and two-dimensional shapes. They combine and split
two-dimensional shapes to create other shapes. They compare angles using informal means and
classify angles according to their size. Students use a grid-reference system to describe
position, and compass points to give and follow directions. They make simple calculations using
scales on maps and plans.
Students collect and organise data, and create and interpret tables and picture and column
graphs. They list all possible outcomes of everyday events, and describe and compare chance
events in social and experimental contexts.
Stage 3
Working Mathematically Number Patterns and Algebra Measurement and Data nSpace and
Geometry
Students ask questions and undertake investigations, selecting appropriate technological applications
and problem-solving strategies.
They use mathematical terminology and some conventions and they give valid reasons when
comparing and selecting from possible solutions, making connections with existing knowledge and
understanding.
Students read, write and order numbers of any size, selecting and applying appropriate mental,
written or calculator strategies for the four operations. They compare, order and perform
calculations with simple fractions, decimals and simple percentages and apply the
four operations to money in real-life situations. Students place the likelihood of simple events in
order on a number line from 0 to 1.
Students record and describe geometric and number patterns using tables and words. They
construct, verify and complete number sentences involving the four operations.
Students select and use the appropriate unit to estimate, measure and calculate length, area,
volume, capacity and mass. They use 24-hour time in real-life situations and construct timelines.
Students draw and interpret a variety of graphs using a scale.
Students construct and classify 3D objects and 2D shapes and compare and describe their
properties. They measure, construct and classify angles and make simple calculations using scale.
By the end of Stage 3, students ask questions and undertake investigations, selecting
appropriate technological applications and problem-solving strategies to demonstrate fluency in
mathematical techniques. They use mathematical terminology and some conventions, and they
give valid reasons when comparing and selecting from possible solutions, making connections with
existing knowledge and understanding.
Students select and apply appropriate mental, written or calculator strategies for the four
operations and check the reasonableness of answers using estimation. They solve word problems
and apply the order of operations to number sentences where required. Students identify
factors and multiples and recognise the properties of prime, composite, square and triangular
numbers. They connect fractions, decimals and percentages as different representations of the
same value. Students compare, order and perform calculations with simple fractions, decimals
and percentages and apply the four operations to money in real-life situations. Students record,
describe and continue geometric and number patterns, and they find missing numbers in number
sentences. They locate an ordered pair in any one of the four quadrants on the Cartesian plane.
Students select and use the appropriate unit to estimate, measure and calculate length, area,
volume, capacity and mass. They make connections between capacity and volume, and solve
problems involving length and area. Students use 24-hour time in real-life situations, construct
and interpret timelines and use timetables. They convert between units of length, units of
capacity and units of mass. They construct and classify three-dimensional objects and twodimensional shapes, and compare and describe their features, including line and rotational
symmetries. Students measure and construct angles, and find unknown angles in diagrams using
known angle results. They use a grid-reference system to locate landmarks and describe routes
using landmarks and directional language.
Students use appropriate data collection methods to interpret and analyse sets of data and
construct a range of data displays. They assign probabilities as fractions, decimals or
percentages in simple chance experiments.