# Mathematics K-2 units

Sample units to support implementation of the Mathematics K-2 Syllabus.

## Unit features

Sample units are optional resources forming part of the curriculum reform support package in mathematics for primary teachers. These units are designed for teachers of K-2 students and represent ‘one way’ of designing teaching and learning experiences.

The Mathematics K-2 Syllabus affords a refreshed approach to mathematics units. Sample units include value-added features that support this approach.

#### Timeframe for use

Each unit is 2 weeks in duration, aligned to department scope and sequences.

**Sample units**

- take a ‘connectionist’ approach that reflects the ‘big ideas’ of mathematics in the early years of school
- highlight and reinforce the role of working mathematically and student reasoning
- include rich mathematical tasks, resources and opportunities for assessment and differentiation
- address all syllabus outcomes for Early Stage 1 and Stage 1
- comply with curriculum policy and registration requirements.

Before engaging with sample units, it is imperative to develop a deep understanding of the Mathematics K-2 Syllabus and the underpinning evidence base.

**Professional learning**

- NR32967 – Mathematics K-2 (elective professional development) – department microlearning course
- Introduction to Mathematics K-2 Syllabus (NESA) – all NSW teachers have access to the course by logging into NESA Online Learning.

**Resources**

## How to use sample units

Sample units are optional resources to support classroom teachers in designing high-quality teaching and learning experiences for students.

Like any resource, sample units must be reviewed for suitability prior to use. Teachers should exercise professional judgement when making these decisions. Teachers are strongly encouraged to adapt and modify sample units to reflect their whole-school approach to mathematics and meet their students’ learning needs.

#### Note

Where staff cannot adapt or modify sample units, consider use of alternatives that:

- have a strong evidence base
- are better matched to local-level curriculum requirements
- are more effective in meeting student needs.

All units are best viewed digitally as opposed to printed hard copies.

To move through sections of a unit, open the unit and view the navigation pane (Ctrl+F or selecting View > Navigation Pane). In the navigation pane, select the Headings tab.

To go to a heading in a sample unit, select that heading in the navigation pane. This allows teachers to view headings without scrolling.

Each sample unit has been designed using the following structure:

**Title–**indicates key learning area, stage of learning and unit number.**Contents–**key reference page to support navigation.**Unit description****and duration–**describes the focus of the unit and indicates suggested student prior learning experiences. All sample K-2 units are 2 weeks in duration.**Lesson overview and resources–**a high-level summary of each lesson, including indicative times, resources, and syllabus focus areas and content groups.**Lessons 1 to 8–**every sample unit comprises 8 lessons. Each lesson includes- the core concepts
- learning intentions and success criteria
- activities (daily number sense, consolidation and meaningful practice)
- indicative times to support weekly timetabling
- prompts and anticipated student responses
- assessment opportunities (What to look for? What to collect?)
- differentiation ideas (Too hard? Too easy?)

**Resources–**for whole class display or distribution to small groups/individual students.**Syllabus outcomes and content –**syllabus intent is explicitly indicated through relevant focus areas, outcomes, content groups and content points. Where relevant, content points show links to the National Numeracy Learning Progression (Version 3).**References–**provide links to third-party material, websites and further reading.

Sample units are provided as a starting point for teachers to contextualise learning for their students. Implementation of inclusive practices in planning, programming and assessing supports learning for the full range of students and ensure all students can access and engage with the units.

In NSW classrooms there is a diverse range of students including:

- Aboriginal students
- students learning English as an additional language or dialect
- high potential and gifted students
- students with disability.

Advice and links to resources to support teachers to contextualise the sample units.

Teachers are also encouraged to enrol in ‘Curriculum planning for every student in every classroom’, available in MyPL, for more curriculum planning strategies and resources to optimise learning for every student.

Use comments to annotate a unit, including when showing evidence of differentiation adjustment strategies in meeting students’ learning needs. To learn how to share comments read Share and collaborate with Word for the web.

Staff can reply to a comment, adding further detail such as the level, type and effectiveness of support provided to a student or group of students.

## Early Stage 1 units

Twenty sample units for Early Stage 1 will be available for download, released in a phased manner across 2022 and 2023. Individual units, lessons, activities and resources can be taught in any order, at any time in meeting student learning needs.

A suggested term-by-term approach, aligned with the department’s scope and sequence is outlined below, including associated ‘big ideas’ and syllabus focus areas.

##### Term 1

#### Unit 1 – Attributes can be used to sort objects

- Representing whole numbers
- Combining and separating quantities
- Two-dimensional spatial structure: 2D shapes
- Data

Mathematics Early Stage 1 Unit 1 (DOCX 10.5 MB)

#### Unit 2 – Patterns have something that repeats over and over and over again

- Representing whole numbers
- Combining and separating quantities
- Forming groups

Mathematics Early Stage 1 Unit 2 (DOCX 2.6 MB)

**Unit 3 – What needs to be measured determines the unit of measurement**

- Representing whole numbers
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes, Area
- Three-dimensional spatial structure: 3D objects, Volume
- Non-spatial measure: Mass

Mathematics Early Stage 1 Unit 3 (DOCX 7.7 MB)

**Unit 4 – Smaller numbers can be found hiding in bigger numbers**

- Representing whole numbers
- Combining and separating quantities

Mathematics Early Stage 1 Unit 4 (DOCX 3.1 MB)

**Unit 5 – New shapes can be made by joining (combining) or partitioning (breaking apart) existing shapes**

- Representing whole numbers
- Combining and separating quantities
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes

##### Term 2

#### Unit 6 – Equal means equivalent

- Representing whole numbers
- Combining and separating quantities
- Non-spatial measure: Mass

Mathematics Early Stage 1 Unit 6 (DOCX 15.4 MB)

#### Unit 7 – Data helps describe and wonder about the world

- Representing whole numbers
- Combining and separating quantities
- Non-spatial measure: Time
- Data

Mathematics Early Stage 1 Unit 7 (DOCX 2.67 MB)

#### Unit 8 – What needs to be measured determines the unit of measurement

- Representing whole numbers
- Combining and separating quantities
- Geometric measure: Length
- Non-spatial measure: Time

Mathematics Early Stage 1 Unit 8 (DOCX 33.96 MB)

#### Unit 9 – Collections of objects can be changed by adding more (combining) or taking some away (separating)

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Data

Mathematics Early Stage 1 Unit 9 (DOCX 2.338 MB)

#### Unit 10 – Sometimes things move and change location

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric measure: Position, Length

##### Term 3

#### Unit 11 – Collections of ten are really useful

- Representing whole numbers
- Combining and separating quantities
- Geometric measure: Length

Mathematics Early Stage 1 Unit 11 (DOCX 22.5 MB)

#### Unit 12 – Patterns have something that repeats over and over and over again

- Representing whole numbers
- Combining and separating quantities
- Forming groups

Mathematics Early Stage 1 Unit 12 (DOCX 15.6 MB)

#### Unit 13 – Making and using equal groups

- Representing whole numbers
- Forming groups

Mathematics Early Stage 1 Unit 13 (DOCX 3.3 MB)

#### Unit 14 – What needs to be measured determines the unit of measure

- Geometric measure: Length
- Two-dimensional spatial structure: Area
- Three-dimensional spatial structure: Volume
- Non-spatial measure: Time

Mathematics Early Stage 1 Unit 14 (Available 2023)

#### Unit 15 – A fraction (like one half) can mean half of a collection, half of an object or half of a measure

- Combining and separating quantities
- Forming groups
- Geometric measure: Length

Mathematics Early Stage 1 Unit 15 (Available 2023)

##### Term 4

All units will be available by the end of 2023. These will be released periodically throughout the year.

## Stage 1 units

Forty sample units for Stage 1 will be available for download, released in a phased manner across 2022 and 2023. Individual units, lessons, activities and resources can be taught in any order, at any time in meeting student learning needs.

A suggested term-by-term approach, aligned with the department’s scope and sequence, is outlined below, including associated ‘big ideas’ and syllabus focus areas.

#### Stage 1 - Year A

NSW students in Years 1 and 2 may be working towards Stage 1 outcomes from the Mathematics K-2 Syllabus. Year A sample units are designed for early concept development of Stage 1 outcomes, regardless of students’ year level. Teachers should exercise professional judgement in determining the suitability of teaching and learning experiences in meeting the needs of their students.

##### Term 1

#### Unit 1 – Collections of ten are really useful

- Representing whole numbers
- Combining and separating quantities
- Two-dimensional spatial structure: 2D shapes
- Data

Mathematics Stage 1 Year A Unit 1 (DOCX 4.2 MB)

#### Unit 2 – Patterns have something that repeats over and over and over again

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Two-dimensional spatial structure: 2D shapes
- Data

Mathematics Stage 1 Year A Unit 2 (DOCX 4 MB)

**Unit 3 – What needs to be measured determines the unit of measurement**

- Representing whole numbers
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes, Area
- Three-dimensional spatial structure: Volume
- Non-spatial measure: Mass

Mathematics Stage 1 Year A Unit 3 (DOCX 754 KB)

**Unit 4 – Smaller numbers can be found hiding in bigger numbers**

- Representing whole numbers
- Combining and separating quantities

Mathematics Stage 1 Year A Unit 4 (DOCX 4.5 MB)

**Unit 5 –New shapes can be made by joining (combining) or partitioning (breaking apart) existing shapes**

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes

##### Term 2

#### Unit 6 – Equal means equivalent

- Representing whole numbers
- Combining and separating quantities
- Non-spatial measure: Mass

Mathematics Stage 1 Year A Unit 6 (DOCX 2.52 MB)

#### Unit 7 – Data helps describe and wonder about the world

- Representing whole numbers
- Combining and separating quantities
- Data
- Chance

Mathematics Stage 1 Year A Unit 7 (DOCX 1.7 MB)

#### Unit 8 – What needs to be measured determines the unit of measurement

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes
- Non-spatial measure: Time

Mathematics Stage 1 Year A Unit 8 (DOCX 4.2 MB)

#### Unit 9 – Collections of objects can be changed by adding more (combining) or taking some away (separating)

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Non-spatial measure: Time

Mathematics Stage 1 Year A Unit 9 (DOCX 3.746 MB)

#### Unit 10 – Sometimes things move and change location

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric measure: Position, Length
- Chance

##### Term 3

#### Unit 11 – Collections of ten are really useful

- Representing whole numbers
- Combining and separating quantities
- Geometric measure: Length

Mathematics Stage 1 Year A Unit 11 (DOCX 3 MB)

#### Unit 12 – Patterns have something that repeats over and over and over again

- Representing whole numbers
- Combining and separating quantities
- Forming groups

Mathematics Stage 1 Year A Unit 12 (DOCX 2.6 MB)

#### Unit 13 – Making and using equal groups

- Representing whole numbers
- Forming groups

Mathematics Stage 1 Year A Unit 13 (DOCX 4.6 MB)

#### Unit 14 – What needs to be measured determines the unit of measure

- Geometric measure: Length
- Two-dimensional spatial structure: Area
- Three-dimensional spatial structure: Volume
- Non-spatial measure: Mass

Mathematics Stage 1 Year A Unit 14 (Available 2023)

#### Unit 15 – A fraction (like one half) can mean half of a collection, half of an object or half of a measure

- Combining and separating quantities
- Forming groups
- Geometric measure: Length

Mathematics Stage 1 Year A Unit 15 (Available 2023)

##### Term 4

All units will be available by the end of 2023. These will be released periodically throughout the year.

#### Stage 1 - Year B

NSW students in Years 1 and 2 may be working towards Stage 1 outcomes from the Mathematics K-2 Syllabus. Year B sample units are designed for later concept development of Stage 1 outcomes, regardless of students’ year level.

Teachers should exercise professional judgement in determining the suitability of teaching and learning experiences in meeting the needs of their students.

##### Term 1

#### Unit 21 – Collections of ten are really useful

- Representing whole numbers
- Combining and separating quantities
- Two-dimensional spatial structure: 2D shapes
- Data

Mathematics Stage 1 Year B Unit 21 (DOCX 3 MB)

#### Unit 22 – Patterns have something that repeats over and over and over again

- Representing whole numbers
- Combining and separating quantities
- Two-dimensional spatial structure: 2D shapes
- Data

Mathematics Stage 1 Year B Unit 22 (DOCX 4 MB)

**Unit 23 – What needs to be measured determines the unit of measurement**

- Representing whole numbers
- Geometric measure: Length
- Two-dimensional spatial structure: Area
- Three-dimensional spatial structure: Volume
- Non-spatial measure: Mass

Mathematics Stage 1 Year B Unit 23 (DOCX 3.8 MB)

**Unit 24 – Smaller numbers can be found hiding in bigger numbers**

- Representing whole numbers
- Combining and separating quantities

Mathematics Stage 1 Year B Unit 24 (DOCX 6.3 MB)

**Unit 25 – New shapes can be made by joining (combining) or partitioning (breaking apart) existing shapes**

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes, Area
- Three-dimensional spatial structure: 3D objects

##### Term 2

#### Unit 26 – Equal means equivalent

- Representing whole numbers
- Combining and separating quantities
- Non-spatial measure: Mass

Mathematics Stage 1 Year B Unit 26 (DOCX 1.53 MB)

#### Unit 27 – Data helps describe and wonder about the world

- Representing whole numbers
- Combining and separating quantities
- Data
- Chance

Mathematics Stage 1 Year B Unit 27 (DOCX 3.1 MB)

#### Unit 28 – What needs to be measured determines the unit of measurement

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric measure: length
- Two-dimensional spatial structure: 2D shapes, Area
- Non-spatial measure: Time

Mathematics Stage 1 Year B Unit 28 (DOCX 3.1 MB)

#### Unit 29 – Collections of objects can be changed by adding more (combining) or taking some away (separating)

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Data

Mathematics Stage 1 Year B Unit 29 (DOCX 9.4 MB)

#### Unit 30 – Sometimes things move and change location

- Representing whole numbers
- Combining and separating quantities
- Geometric measure: Position
- Two-dimensional spatial structure: 2D shapes

##### Term 3

#### Unit 31 – Collections of ten are really useful

- Representing whole numbers
- Combining and separating quantities
- Geometric measure: Length

Mathematics Stage 1 Year B Unit 31 (DOCX 2.8 MB)

#### Unit 32 – Patterns have something that repeats over and over and over again

- Representing whole numbers
- Combining and separating quantities
- Forming groups

Mathematics Stage 1 Year B Unit 32 (DOCX 10.1 MB)

#### Unit 33 – Making and using equal groups

- Representing whole numbers
- Forming groups

Mathematics Stage 1 Year B Unit 33 (DOCX 8.5 MB)

#### Unit 34 – What needs to be measured determines the unit of measure

- Geometric measure: Length
- Two–dimensional spatial structure: Area
- Three–dimensional spatial structure: Volume
- Non–spatial measure: Mass

Mathematics Stage 1 Year B Unit 34 (Available 2023)

#### Unit 35 – A fraction (like one half) can mean half of a collection, half of an object or half of a measure

- Combining and separating quantities
- Forming groups
- Geometric measure: Length

Mathematics Stage 1 Year B Unit 35 (Available 2023)

##### Term 4

All units will be available by the end of 2023. These will be released periodically throughout the year.

## K-2 multi-age units

Across 2022 and 2023, forty sample units will be available for download that may assist teachers with multi-age classes. Individual units, lessons, activities and resources can be taught in any order, at any time in meeting student learning needs.

A suggested term-by-term approach, aligned with the department’s scope and sequence, is outlined below, including associated ‘big ideas’ and syllabus focus areas. This approach covers all Early Stage 1 and Stage 1 syllabus outcomes across an A or B year cycle.

#### Multi-age – Year A

Teachers of multi-age classes have the flexibility to select Year A or Year B sample units to reflect their cycle of programming.

##### Term 1

#### Unit 1 – Collections of ten are really useful

- Representing whole numbers
- Combining and separating quantities
- Two-dimensional spatial structure: 2D shapes
- Data

Mathematics Multi-age Year A Unit 1 (DOCX 6.6 MB)

#### Unit 2 – Patterns have something that repeats over and over and over again

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Two-dimensional spatial structure: 2D shapes (Stage 1 only)
- Data (Stage 1 only)

Mathematics Multi-age Year A Unit 2 (DOCX 3.7 MB)

**Unit 3 – What needs to be measured determines the unit of measurement**

- Representing whole numbers
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes (Early Stage 1 only), Area
- Three-dimensional spatial structure: 3D objects (Early Stage 1 only), Volume
- Non-spatial measure: Mass

Mathematics Multi-age Year A Unit 3 (DOCX 1.8 MB)

**Unit 4 – Smaller numbers can be found hiding in bigger numbers**

- Representing whole numbers
- Combining and separating quantities

Mathematics Multi-age Year A Unit 4 (DOCX 4.5 MB)

**Unit 5 –New shapes can be made by joining (combining) or partitioning (breaking apart) existing shapes**

- Representing whole numbers
- Combining and separating quantities
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes, Area (Stage 1 only)

##### Term 2

#### Unit 6 – Equal mean equivalent

- Representing whole numbers
- Combining and separating quantities
- Non-spatial measure: Mass

Mathematics Multiage Year A Unit 6 (DOCX 6.53 MB)

#### Unit 7 – Data helps describe and wonder about the world

- Representing whole numbers
- Combining and separating quantities
- Non-spatial measure: Mass (Early Stage 1 only)

Mathematics Multiage Year A Unit 7 (DOCX 3.7 MB)

**Unit 8 – What needs to be measured determines the unit of measurement**

- Representing whole numbers
- Combining and separating quantities
- Forming groups (Stage 1)
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes (Stage 1 only)
- Non-spatial measure: Time

Mathematics Multiage Year A Unit 8 (DOCX 1.49 MB)

**Unit 9 – Collections of objects can be changed by adding more (combining) or taking some away (separating)**

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Non-spatial measure: Mass

Mathematics Multiage Year A Unit 9 (DOCX 4.76 MB)

**Unit 10 – Sometimes things move and change location**

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric measure: Position, Length
- Two-dimensional spatial structure: 2D shapes (Stage 1 only)

##### Term 3

#### Unit 11– Collections of ten are really useful

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric Measure: Position
- Non-spatial measure: Mass
- Non-spatial measure: Time

Mathematics Multi-age Year A Unit 11 (DOCX 3.2 MB)

#### Unit 12 – Patterns have something that repeats over and over and over again

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Data

Mathematics Multiage Year A Unit 12 (DOCX 1.5 MB)

#### Unit 13– Making and using equal groups

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Two-dimensional spatial structure
- Three-dimensional spatial structure
- Non-spatial measure: Mass

Mathematics Multiage Year A Unit 13 (DOCX 4.9 MB)

#### Unit 14– What needs to be measured determines the unit of measure

- Representing whole numbers
- Combining and separating quantities
- Geometric measure: Length
- Two-dimensional spatial structure
- Three-dimensional spatial structure
- Non-spatial measure: Mass

Mathematics Multiage Year A Unit 14 (Available 2023)

#### Unit 15– A fraction (like one half) can mean half of a collection, half of an object or half of a measure

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric measure: Length

Mathematics Multiage Year A Unit 15 (Available 2023)

##### Term 4

#### Multi-age – Year B

Teachers of multi-age classes have the flexibility to select Year A or Year B sample units to reflect their cycle of programming.

##### Term 1

#### Unit 1 – Collections of ten are really useful

- Representing whole numbers
- Combining and separating quantities
- Two-dimensional spatial structure: 2D shapes
- Data

Mathematics Multi-age Year B Unit 1 (DOCX 3.1 MB)

#### Unit 2 – Patterns have something that repeats over and over and over again

- Representing whole numbers
- Combining and separating quantities
- Forming groups (Early Stage 1 only)
- Two-dimensional spatial structure: 2D shapes (Stage 1 only)
- Data (Stage 1 only)

Mathematics Multi-age Year B Unit 2 (DOCX 4.2 MB)

**Unit 3 – What needs to be measured determines the unit of measurement**

- Representing whole numbers
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes (Early Stage 1 only), Area
- Three-dimensional spatial structure: 3D objects (Early Stage 1 only), Volume
- Non-spatial measure: Mass

Mathematics Multi-age Year B Unit 3 (DOCX 5 MB)

**Unit 4 – Smaller numbers can be found hiding in bigger numbers**

- Representing whole numbers
- Combining and separating quantities

Mathematics Multi-age Year B Unit 4 (DOCX 5.3 MB)

**Unit 5 –New shapes can be made by joining (combining) or partitioning (breaking apart) existing shapes**

- Representing whole numbers
- Combining and separating quantities
- Forming groups (Stage 1 only)
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes, Area (Stage 1 only)

##### Term 2

#### Unit 6 – Equal mean equivalent

- Representing whole numbers
- Combining and separating quantities
- Non-spatial measure: Mass

Mathematics Multiage Year B Unit 6 (DOCX 4.03 MB)

#### Unit 7 – Data helps describe and wonder about the world

- Representing whole numbers
- Combining and separating quantities
- Non-spatial measure: Mass (Early Stage 1 only)
- Data
- Chance (Stage 1 only)

Mathematics Multiage Year B Unit 7 (DOCX 8.8 MB)

**Unit 8 – What needs to be measured determines the unit of measurement**

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric measure: Length
- Two-dimensional spatial structure: 2D shapes (Stage 1 only)
- Three-dimensional spatial structure: Volume (Stage 1 only)
- Non-spatial measure: Time

Mathematics Multiage Year B Unit 8 (DOCX 11.75 MB)

**Unit 9 – Collections of objects can be changed by adding more (combining) or taking some away (separating)**

- Representing whole numbers
- Combining and separating quantities
- Forming groups

Mathematics Multiage Year B Unit 9 (DOCX 13.01 MB)

**Unit 10 – Sometimes things move and change location**

- Representing whole numbers
- Combining and separating quantities
- Geometric measure: Position
- Two-dimensional spatial structure: 2D shapes

##### Term 3

#### Unit 11 – Collections of ten are really useful

- Representing whole numbers
- Combining and separating quantities
- Forming groups (Stage 1 only)
- Geometric Measure: Position
- Data

Mathematics Multiage Year B Unit 11 (DOCX 6 MB)

#### Unit 12 – Patterns have something that repeats over and over and over again

- Representing whole numbers
- Combining and separating quantities (Early Stage 1 only)
- Forming groups
- Data

Mathematics Multiage Year B Unit 12 (DOCX 15.1 MB)

#### Unit 13 – Making and using equal groups

- Representing whole numbers
- Combining and separating quantities (Stage 1 only)
- Forming groups

Mathematics Multiage Year B Unit 13 (DOCX 11.6 MB)

#### Unit 14 – What needs to be measured determines the unit of measure

- Representing whole numbers
- Forming groups (Stage 1 only)
- Geometric measure: Length
- Two–dimensional spatial structure: Area
- Three–dimensional spatial structure: Volume
- Non–spatial measure: Mass

Mathematics Multiage Year B Unit 14 (Available 2023)

#### Unit 15 – A fraction (like one half) can mean half of a collection, half of an object or half of a measure

- Representing whole numbers
- Combining and separating quantities
- Forming groups
- Geometric measure: Length

Mathematics Multiage Year B Unit 15 (Available 2023)

##### Term 4

### Quality assurance

Sample units have undergone a rigorous quality assurance process as part of our commitment to improving school support under the School Success Model. The process ensures that all sample units provided to schools are relevant, of high quality, and underpinned by evidence-based practice.

#### Alignment to School Excellence Framework

These resources support the School Excellence Framework and clearly align to the following domains and themes:

##### Learning domain

Curriculum: Curriculum provision, Teaching and learning programs

Assessment: Whole school monitoring of student learning

Student performance measures: NAPLAN

##### Teaching domain

Effective classroom practice: Lesson planning, Explicit teaching

Learning and development: Collaborative practice and feedback; Expertise and innovation

##### Leading domain

Educational leadership: Instructional leadership

#### Alignment to system priorities and/or needs

These resources reflect the following existing frameworks:

Australian Professional Standards for Teachers

- 1.2 – Understand how students learn
- 1.5 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities
- 2.1 – Content and teaching strategies of the teaching area
- 2.2 – Content selection and organisation
- 2.3 – Curriculum, assessment and reporting
- 2.5 – Literacy and numeracy strategies
- 3.1 – Establish challenging learning goals
- 3.2 – Plan, structure and sequence learning programs
- 3.3 – Use teaching strategies
- 3.4 – Select and use resources
- 5.1 – Assess student learning
- 7.2 – Comply with legislative, administrative and organisational requirements

Curriculum planning and programming assessing and reporting to parents K-12 policy

Registration process for monitoring the government schooling system

#### Consultation

Resources have been refined based on findings from consultation with key stakeholder groups and tested by NSW teachers as part of the 'Accelerated adopter and self-selector schools project' in 2022. Subject matter experts from Curriculum Early Years and Primary Learners, the NSW Mathematics Strategy team, and Literacy and Numeracy endorsed documents to ensure accuracy of content.

#### Evidence base

The evidence base for these resources is:

Boaler J, Munson J and Williams C (2017) What is mathematical beauty: teaching through big ideas and connections (PDF 2.4MB), youcubed, Stanford University.

Masters and Adams (2017) The School Curriculum: about time [PDF 425KB], Australian Council for Education Research.

NESA (NSW Education Standards Authority) (2020) Nurturing wonder and passion: Designs for a new school curriculum – NSW Curriculum Review April 2020

Sullivan, P (2011) Teaching Mathematics: Using research-informed strategies (acer.edu.au) Chapter 5, page 24-30

Sullivan, P (2011) Teaching mathematics: using research-informed strategies Chapter 7, page 40-47

National Research Council (2001) Adding it up: Helping children learn mathematics

#### Contact

Email questions, comments and feedback about these resources to mathematicsk6@det.nsw.edu.au using the subject line 'Maths K-2 units'.