How does Numeracy Develop?

Young Numeracy learners will typically know the names of some numbers and be able to write them.  They will recognise numbers in the environment and may enthusiastically - though not always correctly - say some of the number names in order.
They are aware that things in their lives can be described by measurement - That girl is taller than I am.  They recognise similarities and differences in objects, places and events - This house is like ours but the door is on the other side.
Children recognise and use the language of position as it relates to them - I am putting my arms up above my head.

Building on these early experiences, children can learn that numbers are constant and they can state numbers correctly in sequence when counting forwards and backwards.  They accurately count small groups of objects, and use their number knowledge to add and subtract in an informal way in their daily lives.  They are learning that many objects and events in their lives can be measured - We go swimming on Fridays.
They can identify shapes and think about space, movement and position in their lives - We line up next to the steps.  They can distinguish possible from impossible events.

Children become increasingly confident when using numbers.  They can recognise and understand the value of numbers in different positions, such as the different values of the number 5 in 45 and in 459.  Children can count forwards and backwards by 2s, 5s, 10s.  They are learning the formal processes of addition, subtraction, multiplication and division to solve real life problems.
They measure events and objects, using basic standard units such as metre, hour and gram.  They can confidently classify and represent data.
Their drawings show deeper understandings about shapes and location - This is a picture of the way I come to school

Building on these early experiences, children can learn that numbers are constant and they can state numbers correctly in sequence when counting forwards and backwards.  They accurately count small groups of objects, and use their number knowledge to add and subtract in an informal way in their daily lives.  They are learning that many objects and events in their lives can be measured - We go swimming on Fridays.
They can identify shapes and think about space, movement and position in their lives - We line up next to the steps.  They can distinguish possible from impossible events.

In Prep the development of mathematical concepts, skills and processes from Space, Number, Measurement and data and Reasoning and strategies are interwoven in various classroom activities.  Students relate mathematical activity to themselves and their immediate environment.  They 'learn by doing' and develop links between everyday language and mathematical activity.  This learning requires access to a range of objects, such as shapes, containers, straws, counters and other materials.  Learning activities give rise to a variety of mathematics.  The emphasis is on children working together and, with the teacher, engaging in mathematically rich ideas and recording and recounting their work in simple ways.

In Grades 1 and 2 students continue to mainly relate mathematical activity to themselves and their immediate environment while mathematics begins to take shape as a distinct area of the curriculum.  They develop links between everyday language and mathematical activity in a broader range of situations relating to their daily life.  Students start to use some mathematical symbols to convey ideas, and they describe locations and give directions using the language of position.  They use spatial terms to describe the features of and movement of shapes and objects (for example, edge, rotate).  They use +, - and = signs in number statements, and also use everyday language to compare numbers, physical quantities and informal units of measurement (for example, less, 3 more than) and describe and interpret simple collections of data.


In Grades 3 and 4 students relate alternative meanings expressed in both everyday and mathematical language to the symbols of the four operations, integrate conventional names of shapes and parts of shapes into descriptions and interpretations of geometric situations, integrate measurement language into descriptions and comparisons of physical quantities (for example, mass, metre), distinguish mathematical meaning from everyday usage of words (for example, table, odd) and use mathematical language appropriately in context.

In Grades 5 and 6 students use mathematical terms, symbols and notations to describe mathematical objects, situations and relationships.  They use correct geometric language to describe location, features and movement of figures and objects, describe number patterns, relations and operations in symbols, including inequality signs.  Students use formal units in describing and comparing physical quantities and distinguishing between different physical attributes such as perimeter and area, and use lists, tables and graphs to classify, display, summarise and interpret data.