These components are embedded in the development of knowledge, skills and understanding. Understanding and fluency components do not have an outcome. Working mathematically has a separate set of outcomes for the components: These components describe how content is explored or developed – the thinking and doing of mathematics. The five inter-related components of working mathematically are communicating, problem-solving, reasoning, understanding and fluency. 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. multi-age K-2 and 3-6 with connections highlighted within and across the strands and stagesĮach approach contains a full set of sample scope and sequences and blank templates for all stages from Early stage 1 to Stage 3).stage-based with connections highlighted within and across the strands.Each approach builds upon basic requirements and provides additional syllabus information to assist planning and programming. They provide a range of flexible options and models for whole school organisation of mathematics. The sample scope and sequences have been designed using three approaches. Three approaches for flexible organisation relevant information for particular learning areas or particular school requirements.Įach document is a ‘sample’ that schools may adapt to meet the needs of their students and local context.syllabus outcomes addressed through the learning and related outcomes (from other KLAs) if the teaching program are integrated.the sequence of learning in relation to the syllabus outcomes to be addressed.the scope of learning in relation to the syllabus outcomes to be addressed.The sample scope and sequences incorporate advice from NSW Education Standards Authority (NESA) and include the following elements: Teachers should be looking for opportunities to develop and make connections within and between strands to support the development of deep knowledge and a conceptual understanding for students. It is considered a working document that is flexible and should be modified to meet the needs of students and the local school context. Decision making about the scope and sequence should be guided by information about student learning in mathematics, including assessment. The purpose of a scope and sequence is to provide an overview of intended learning for the year. ![]()
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