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# Stage 3 plan NSW Syllabus for the Australian curriculum: Mathematics

Objectives

## Knowledge, Skills and Understanding

Students:
Working Mathematically
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
Number and Algebra
develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation
Measurement and Geometry
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 problems
Statistics and Probability
collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgements.

Identify curriculum

## Values and Attitudes

Students:
appreciate mathematics as an essential and relevant part of life, recognising that its cross-cultural development has been largely in response to
human needs
demonstrate interest, enjoyment and confidence in the pursuit and application of mathematical knowledge, skills and understanding to solve
everyday problems
develop and demonstrate perseverance in undertaking mathematical challenges.

Stage Statement

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.
Source: NSW Syllabuses for the Australian curriculum Mathematics http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/stage-statements/

Term overview

Term 1

Term 2

Term 3

Term 4

## During this term students will:

! identify and describe prime,
composite, square and
triangular numbers
! use efficient mental and written
strategies for all four operations
with whole numbers
! solve length and area problems
! connect and convert metric
units of length, mass and
capacity
! Compare 12- and 24-hour time
systems and convert between
them
! construct prisms and pyramids
! investigate angles and parts of
a circle
! conduct chance experiments
(observed and expected
frequency).
! revise and consolidate Year 5
concepts as required.

## During this term students will:

! revise and consolidate Term 1
concepts as required
! construct and interpret data
displays column, line and pie.
! compare fractions with related
denominators and represent
them on a number line
! investigate fractions of a
quantity
! multiply and divide decimals by
powers of ten
! connect volume and capacity
! investigate order of operations
! Interpret scales on maps and
plans.
! sequence whole numbers,
fractions and decimals and
describe the rule used.

## During this term students will:

! revise and consolidate Terms 1
and 2 concepts as required
! describe probability (using
fractions, decimals and
percentage)
! investigate fractions, decimals
and percentage (equivalence)
! calculate percentage discounts
! add and subtract fractions with
related denominators
! use efficient mental and written
strategies for all four operations
with whole numbers
! investigate translations,
reflections and rotations and
rotational symmetry
! construct and interpret data
displays dot, side by side,
segmented bar.

## During this term students will:

! revise and consolidate Terms 1,
2 and 3 concepts as required
! investigate positive and
negative numbers
! multiply decimals by whole
numbers and perform divisions
with terminating decimals
! interpret secondary data
! Solve problems involving 24
hour time
! interpret and use timetables
! construct angles
! be introduced to the Cartesian
coordinate system.

Aboriginal and
Torres Strait
Islander
perspectives

Mathematics provides opportunities for students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples
and their living cultures. Specific content and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:
Aboriginal and Torres Strait Islander frameworks of knowing and ways of learning
Social, historical and cultural contexts associated with different uses of mathematical concepts in Australian Indigenous societies
Aboriginal peoples and Torres Strait Islander peoples contributions to Australian society and cultures.
Mathematics provides opportunities to explore aspects of Australian Indigenous knowing in connection to, and with guidance from, the communities who own
them. Using a respectful inquiry approach students have the opportunity to explore mathematical concepts in Aboriginal and Torres Strait Islander lifestyles
including knowledge of number, space, measurement and time. Through these experiences, students have opportunities to learn that Aboriginal peoples and
Torres Strait Islander peoples have sophisticated applications of mathematical concepts which may be applied in other peoples ways of knowing.

General capabilities
and cross-curriculum
priorities

## Opportunities to engage with:

Key to general
capabilities and crosscurriculum priorities

Literacy

Numeracy

ICT capability

## Critical and creative thinking

Ethical behaviour

## Personal and social capability

Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures

Sustainability