On October 23rd, 2014, we updated our
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What is Numeracy?
Numeracy is a life skill. Being numerate goes
beyond simply 'doing sums'; it means having the
confidence and competence to use numbers and think
mathematically in everyday life…
Being numerate is about appreciating
relationships and interpreting answers,
and not just about doing calculations.
• The essential mathematical skills and knowledge in Number
and Algebra, Measurement and Geometry, and Statistics and
Probability are the content areas that are still developed within
the Mathematics curriculum.
• Recently in the development of the Australian Curriculum there
is a greater emphasis and importance on developing
mathematical thinking and reasoning.
• It focuses on developing sophisticated and refined
mathematical understanding, fluency with processes, logical
reasoning, analytical thinking and problem-solving skills.
• This is to enable students to make connections and transfer
skills when presented in a new context or across another
• To assist students in making informed
decisions and to solve problems efficiently.
Teaching & Learning of Numeracy
Numeracy Learning at Corpus Christi
AusVELS (developmental curriculum framework) F- 6 is
used to plan mathematical learning, assess student
progress and report to parents.
F- 6 Mathematical Learning Intentions: A statement(s)
which describes clearly to students what they need to
know, understand and be able to do.
Teaching and learning in Numeracy lessons usually takes
the format of „Whole, Small, Whole‟
Whole: Tuning in students to the Maths concept to be
investigated or developed.
Small: Teacher focus group and various small group
activities designed to practise and apply knowledge and
Whole: Shared discussion, about the mathematical
learning that took place, strategies they used and how
efficient were they? Making links to previously learnt
concepts (e.g. repeated addition with skip counting and
F- 2 Hundred Days of School: Everyday students are immersed
and develop skills, knowledge and language related to Number.
Classroom Maths Wall: A visible resource/reference which
highlights strategies, mathematical language, terms and symbols
related to a concept that is being or has been taught.
Family Maths Nights: Making Maths
fun by working together to solve
problems. Initiates conversations about
Maths in a positive way.
Maths Challenge Days: Students
work collaboratively in groups to complete or
solve a range of math challenges.
Hundred Days of School
What you can do as Parents to
Develop Numeracy Skills.
A child‟s early experiences with maths can affect how they
feel about maths throughout their lives.
The most important thing is to help your child to feel positive
about maths and have fun with it whenever possible.
• Do talk about the maths in everyday life, and ask your child
how they work out problems or questions.
• Do praise your child for effort, rather than talent.
• Do use time at home to practice practical maths like
shopping or cooking.
• Do talk about maths in a positive way. Avoid saying things
like „I can‟t do maths‟ or „I hated maths at school‟… your child
might start to think like that themselves…
Children best learn maths through activities and tasks where they
have to make choices in order to solve a problem or a puzzle and
where they can explore and talk about their ideas and approach
to the problem.
The more variety they experience with maths, the more
comfortable they will feel.
It is essential to give your child the opportunity to use and talk
about maths every day. This will help them to become a
mathematical problem solver, and develop lifelong skills such as:
• Sorting – into groups, into order, and comparing
adding, subtracting, multiplying, dividing
• Organising and understanding
• Looking for patterns and relationships between numbers
• Making sense of and checking information – learning to ask „is
this answer sensible? reasonable?
• Communicating (verbalising) and presenting information
Numeracy all Around Us
• Counting collections: number of doors, windows, lights etc.
• Reading number plates and counting on or back by
1s, count from the number by 2s, 5s, 10s. Discuss patterns
• Name the number that comes before/after, the number 1, 10
or 100 more/less on a number plate seen. What digit do you
need to look at to work it out?
• Discuss if the number is odd or even? Why?
• Using the digits to see who can make the smallest/largest
• Finding the total of digits.
• Reading numbers on the odometer? What will the number be
if I travel another 1, 5, or 10 kilometres? How did you work it
• If I was travelling at 110 kilometres an hour and I was driving
for 6 hours what distance would I have travelled?
• How likely is it to see a white car? How likely is it to see a pink
car? Which colour car are you more to see? Why?
• “I Spy” for different shapes in or outside the car. How did you
recognise that it was that shape? Features/attributes?
Resources to help support your Child’s
Learning in Numeracy
• Number Zone on myclasses. Access through school website.
• Studyladder Educational website: interactive
activities, worksheets, instructional videos.
• Class Maths Bags
• Conversations with your child‟s class
teacher, Rina Polastri (Numeracy Leader)
Susan Arians (Number Intervention)
• Games: board games, cards, die, dominoes, construction toys
such as lego, manipulative tools such as play dough.
• Books, Calendar, Charts
• Rhymes, chants, Raps
• Handouts, Newsletter