Kasey Ball

Numeracy and History

Numeracy and the Curriculum
The Australian Association of Mathematics Teachers (AAMT) (1998) states that To be numerate, is to use mathematics effectively to meet the general demands of life at
home, in paid work, and for participation in community and civic life. They go on to highlight the fundamentality of numeracy across the entire curriculum, and how it
represents the ability and willingness to use mathematical concepts, skills, thinking, strategies and general thinking and analytical skills all in contexts. Using numeracy
across the curriculum allows for a deeper understanding and analysis of the subject area, mathematics and numeracy itself. Numeracy can be seen in every subject,
whether it be creating texts based on data in English, measuring experimental results in science, time and sequence a production in the arts, or costing a project in
technology. All of these activities provide mathematics with a real world connection numeracy! Numeracy has been organised for the purposes of the curriculum into six
elements which all share some common elements; Estimating and calculating with whole numbers, Recognising and using patterns and relationships, Using fractions,
decimals, percentages, ratios and rates, Using spatial reasoning, Interpreting statistical information, and Using measurement (ACARA, c2014b)
While numeracy is the focus of this paper, focussed mathematics teaching is important to developing numerate learners. If they do not have content knowledge, and the
capacity to use it, they will be unable to make sense of numeracy within other curriculum areas. (AAMT, 1998) If teachers can explicitly show numeracy links across the
curriculum, students can apply mathematical elements to other areas, recognise the interconnected nature of mathematical knowledge and highlight the relevance of
numeracy and therefore mathematics to everyday life. (ACARA, c2014b) Students who are numerate, therefore have the capabilities to be critically analytical of the
mathematics they may encounter in all areas.
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Numeracy in History and Linked Mathematical Concepts
Content Descriptions
(ACARA, c2014a)
Numeracy Skills and Concepts
(ACARA, c2014b)
Related Mathematical Concepts and Scheduling in AC Mathematics
(ACARA, c2014c)
Foun.
Year
Sequence familiar objects and events
(ACHHS015)
Connect and order number names, numerals and groups
of objects using numbers up to two digits
Describe and continue patterns
Sequence familiar actions and events using the everyday
language of time

Language and process of counting by numbers up to 100
(ACMNA013, Year 1)
Copy, continue and create patterns with objects and drawings
(ACMNA005, Foundation)
Connect days of the week to familiar events and actions
(ACMMG008, Foundation)
Compare and order the duration of events using the everyday
language of time (ACMMG007, Foundation)
Use a range of communication forms (oral,
graphic, written, role play) and digital
technologies (ACHHS038)
Recognise how to ask and answer simple data questions
and interpret data in drawings or picture graphs
Compare, order and make correspondences between collections,
initially to 20, and explain reasoning (ACMNA289, Foundation)
Answer yes/no questions to collect information (ACMSP011,
Foundation)
Who the people in their family are, where
they were born and raised and how they
are related to each other (ACHHK001)
Describe and continue patterns
Recognise how to ask and answer simple data questions
See above
How they, their family and friends
commemorate past events that are
important to them (ACHHK003)
Describe familiar actions and events using the everyday
language of time
See above
Year 1
and 2
How the present, past and future are signified
by terms indicating time as well as by
dates and changes that may have personal
significance, such as birthdays, celebrations
and seasons (ACHHK029)
Read digital and analogue clocks to the half and quarter
hour, sequence events by months and seasons and
identify a date on a calendar
Model, represent, order and use numbers up to four
digits
Tell time to the quarter-hour, using the language of 'past' and 'to'
(ACMMG039, Year 2)
Name and order months and seasons (ACMMG040, Year 2)
Recognise, model, represent and order numbers to at least 1000
(ACMNA027, Year 2)

Sequence familiar objects and events
(ACHHS031) (ACHHS047)

Distinguish between the past, present and
future (ACHHS032) (ACHHS048)
Read digital and analogue clocks to the half and quarter
hour, sequence events by months and seasons and
identify a date on a calendar. Use a range of time
related terms
Model, represent, order and use numbers up to four
digits
Identify, describe and create everyday patterns
See above

Investigate and describe number patterns formed by skip counting
and patterns with objects (ACMNA018, Year 1)
Continue, and create number patterns resulting from performing
addition or subtraction (ACMNA060, Year 3)
Use a range of communication forms (oral,
graphic, written, role play) and digital
technologies (ACHHS038)
(ACHHS054)


Collect and describe data on a relevant issue based on
one variable and display as lists, tables or picture
graphs
Identify a question of interest based on one categorical variable.
Gather data relevant to the question (ACMSP048. Year 2)
Create displays of data using lists, table and picture graphs and
interpret them (ACMSP050, Year 2)
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Explore a point of view (ACHHS036)
(ACHHS052)
Collect and describe data on a relevant issue based on
one variable and display as lists, tables or picture
graphs
Give and follow directions on maps and diagrams of
familiar locations
See above

Give and follow directions to familiar locations (ACMMG023, Year 1)
Interpret simple maps of familiar locations and identify the relative
positions of key features (ACMMG044, Year 2)
The history of a significant person, building,
site or part of the natural environment in
the local community and what it reveals
about the past (ACHHK044)
The importance today of an historical site of
cultural or spiritual significance; for
example, a community building, a
landmark, a war memorial (ACHHK045)
Identify, describe and create everyday patterns (change
and continuity)

Give and follow directions on maps and diagrams of
familiar locations



See Above
Year 3
and 4
Sequence historical people and events
(ACHHS065) (ACHHS081)
Model, represent, order and use numbers up to five
digits
Identify and describe trends in everyday patterns
Read digital and analogue clocks to the minute, convert
between hours and minutes, use 'am' and 'pm', and
use calendars to locate and compare time events
Recognise, represent and order numbers to at least tens of
thousands (ACMNA072, Year 4)
Describe patterns with numbers and identify missing elements
(ACMNA035, Year 2)
Describe possible everyday events and order their chances of
occurring (ACMSP092, Year 4)
Use am and pm notation and solve simple time problems
(ACMMG086, Year 4)
Use a calendar to identify the date and determine the number of
days in each month (ACMMG041, Year 2)
The importance of Country and Place to
Aboriginal and/or Torres Strait Islander
peoples who belong to a local area.
(ACHHK060)
The diversity and longevity of Australias first
peoples and the ways Aboriginal and/or
Torres Strait Islander peoples are
connected to Country and Place (land, sea,
waterways and skies) and the implications
for their daily lives. (ACHHK077)
Interpret information, locate positions and describe
routes on maps and diagrams using simple scales,
legends and directional language
Use simple scales, legends and directions to interpret information
contained in basic maps (ACMMG090, Year 4)
Locate relevant information from sources
provided (ACHHS068) (ACHHS084)
Identify different points of view (ACHHS069)
(ACHHS085)
Use a range of communication forms (oral,
graphic, written) and digital technologies
(ACHHS071)(ACHHS087)

Collect record and display data as tables, diagrams,
picture graphs and column graphs
Interpret information, locate positions and describe
routes on maps and diagrams using simple scales,
legends and directional language
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 (ACMSP096, Year 4)
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Days and weeks celebrated or
commemorated in Australia and the
importance of symbols and emblems.
(ACHHK063)
Celebrations and commemorations in other
places around the world (ACHHK064)
Use calendars to locate and compare time events See Above
Develop texts, particularly narratives
(ACHHS070)
(ACHHS086)
Model, represent, order and use numbers up to five
digits
Use terms denoting time.
Convert between units of time (ACMMG085, Year 4)
Compare and order the duration of events using the everyday
language of time (ACMMG007, Foundation)
Year 5
and 6
Sequence historical people and events
(ACHHS098) (ACHHS117)
Key figures and events that led to Australias
Federation, including British and American
influences on Australias system of law and
government. (ACHHK113)
Collect, compare, describe and interpret data as 2-way
tables, double column graphs, timelines and sector
graphs, including from digital media
Convert between 12- and 24-hour systems to solve time
problems, interpret and use timetables from print
and digital sources
Identify and describe pattern rules and relationships
that help to identify trends
Interpret and compare a range of data displays, including side-by-
side column graphs for two categorical variables (ACMSP147,
Year 6)
Interpret secondary data presented in digital media and elsewhere
(ACMSP148, Year 6)
Compare 12- and 24-hour time systems and convert between them
(ACMMG110, Year 5)
Interpret and use timetables (ACMMG139, Year 6)
Continue and create sequences involving whole numbers, fractions
and decimals. Describe the rule used to create the sequence
(ACMNA133, Year 6)
Identify and locate a range of relevant
sources (ACHHS101) (ACHHS120)
Compare information from a range of
sources. (ACHHS122)
Use a range of communication forms (oral,
graphic, written) and digital technologies
(ACHHS106)
(ACHHS125)
Collect, compare, describe and interpret data as 2-way
tables, double column graphs and sector graphs,
including from digital media
See Above
The nature of convict or colonial presence,
including the factors that influenced
patterns of development, aspects of the
daily life of the inhabitants (including
Aboriginal Peoples and Torres Strait
Islander Peoples) and how the environment
changed. (ACHHK094)
Identify and describe pattern rules and relationships
that help to identify trends
Identify and describe routes and locations, using grid
reference systems and directional language such as
north or north east
Convert between 12- and 24-hour systems to solve time
problems, interpret and use timetables from print
and digital sources
Collect, compare, describe and interpret data as 2-way
tables, double column graphs and sector graphs,
including from digital media
Identify, describe and use numbers larger than one
million
See Above

Use a grid reference system to describe locations. Describe routes
using landmarks and directional language (ACMMG113, Year 5)
Select and apply efficient mental and written strategies and
appropriate digital technologies to solve problems involving all
four operations with whole numbers (ACMNA123, Year 6)
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Reasons (economic, political and social) for
the establishment of British colonies in
Australia after 1800. (ACHHK093)
Create simple financial plans, budgets and cost
predictions
Create simple financial plans (ACMNA106, Year 5)
Stories of groups of people who migrated to
Australia (including from ONE Asian
country) and the reasons they migrated,
such as World War II and Australian
migration programs since the war.
(ACHHK115)
Solve problems using equivalent fractions, decimals and
simple percentages
Identify, describe and use numbers larger than one
million
See Above
Investigate strategies to solve problems involving addition and
subtraction of fractions with the same denominator
(ACMNA103, Year 5)

Year 7 The range of sources that can be used in an
historical investigation, including
archaeological and written sources
(ACDSEH029)
Identify and describe points of view, attitudes
and values in primary and secondary
sources (ACHHS212)
Use a range of communication forms (oral,
graphic, written) and digital technologies
(ACHHS214)
Visualise, describe, and solve problems using simple
percentages, ratios and rates
Create and interpret 2D and 3D maps, models and
diagrams
Compare, interpret and assess the effectiveness of
different data displays of the same information
Recognise and solve problems involving simple ratios (ACMNA173,
Year 7)
Find percentages of quantities and express one quantity as a
percentage of another (ACMNA158, Year 7)
Use a grid reference system to describe locations. Describe routes
using landmarks and directional language (ACMMG113, Year 5)
Identify and investigate issues involving numerical data collected
from primary and secondary sources (ACMSP169, Year 7)
Construct and compare a range of data displays including stem-and-
leaf plots and dot plots (ACMSP170, Year 7)
Sequence historical events, developments
and periods (ACHHS205)
Compare, order and use positive and negative numbers
to solve everyday problems
Solve complex problems by estimating and calculating
using efficient mental, written and digital strategies
Identify trends using number rules and relationships
Use 12- and 24-hour systems within a single time zone
to solve time problems, and place personal and
family events on an extended time scale
Compare, order, add and subtract integers (ACMNA280, Year 7)
Carry out the four operations with rational numbers and integers,
using efficient mental and written strategies and appropriate
digital technologies (ACMNA183, Year 8)
Continue and create sequences involving whole numbers, fractions
and decimals. Describe the rule used to create the sequence
(ACMNA133, Year 6)
Solve problems involving duration, including using 12- and 24-hour
time within a single time zone (ACMMG199, Year 8)
Overview content identifies important
features of the period, approximately 60
000 BC (BCE) c.650 AD (CE), as part of an
expansive chronology that helps students
understand broad patterns of historical
change. (ACOKFH001)
(ACOKFH002)
(ACOKFH003)
Compare, order and use positive and negative numbers
to solve everyday problems
Identify trends using pattern rules, number rules and
relationships
Compare, interpret and assess the effectiveness of
different data displays of the same information
Use large and small timescales in complex contexts and
place historical and scientific events on an extended
time scale
See Above
Investigate very small and very large time scales and intervals
(ACMMG219, Year 9)