
Numeration: Language of Numbers

Numeration: Counting

Numeration: Representing Numbers

Numeration: Comparing and Ordering Numbers

Numeration: Fractions
Numeration: Language of Numbers
Outcomes
A student:

 MALS1WM
responds to and uses mathematical language to demonstrate understanding

 MALS3WM
uses reasoning to recognise mathematical relationships

 MALS4NA
recognises language used to represent number
Related Stage 4/5 outcome: MA44NA
Content
 Students:
 recognise language related to number, eg none, few, many, more, less
 respond to questions that involve descriptions of number, eg 'Are all the books on the shelf?', 'Which box has no pens?', 'Which plate has more cakes?' (Communicating, Understanding)
 respond to requests that involve descriptions of number, eg 'Put all the books on the shelf', 'Take some paper from my desk', 'Place a few chairs near the table' (Communicating, Understanding)
 describe and compare groups of objects using language descriptive of number, eg 'There are none left on the shelf', 'I have more cards than my brother' (Communicating, Reasoning, Understanding)
 recognise that some languages other than English, such as Aboriginal and Torres Strait Islander languages, may have interchangeable terms with the same meaning
 recognise ordinal terms, eg first, second, third
 respond to directions involving ordinal terms, eg 'Give a ball to the first person in each row', 'Put a book on every second chair' (Communicating, Understanding)
 use ordinal terms in familiar contexts, eg 'I go to training on the first and third Wednesday of the month', 'The youth group meets on the first Monday of each month', 'My birthday is on the fifth of November', 'Is the office on the first or second floor?', 'Is the post office in the third or fourth street on the left?' (Communicating, Understanding)
Numeration: Counting
Outcomes
A student:

 MALS1WM
responds to and uses mathematical language to demonstrate understanding

 MALS5NA
counts in familiar contexts
Related Stage 4/5 outcome: MA44NA
Content
 Students:
 count in familiar contexts, eg count out books for a group or class, count uniforms for a sports team, count seedlings when replanting
 count objects by twos, fives and tens
 match groups of objects that have the same number of items
 identify groups that have the same number of items as a given group, eg match golf balls with tees, match pieces of cake with people at a party (Understanding, Fluency)
 count with singledigit numbers, eg count the number of coins needed to purchase a bus ticket
 count with twodigit numbers
 count with coins and notes of the same denomination (Fluency)
 count with coins and notes of different denominations (Fluency)
 count forwards and backwards from a given number in the range 0 to 100
 solve problems involving counting, eg 'How many people are in class today?', 'How many coins do I have in my wallet?'
 count with threedigit numbers
 count by twos, fives, tens and hundreds
 tell the time on a watch or clock by counting by fives around the watch or clock face (Communicating, Understanding, Fluency)
 count out coins and notes when giving change to a customer (Reasoning, Fluency)
 recognise alternative means of counting, eg the abacus in Asian cultures
Numeration: Representing Numbers
Outcomes
A student:

 MALS1WM
responds to and uses mathematical language to demonstrate understanding

 MALS2WM
applies mathematical strategies to solve problems

 MALS3WM
uses reasoning to recognise mathematical relationships

 MALS6NA
reads and represents numbers
Related Stage 4/5 outcome: MA44NA
Content
 Students:
 read and record the numbers 0 to 9
 identify some of the ways numbers are used in everyday life, eg telephone numbers, bus numbers, personal identification numbers (PINs) (Reasoning, Understanding)
 read and record twodigit numbers
 recognise, read and interpret numerical information in a range of formats, eg recipes, medication dosages
 identify and locate numbers in a range of situations, eg the table of contents in a book, seat numbers in a theatre, odd and even house numbers (Understanding)
 recognise, read and convert Roman numerals used in everyday contexts
 read and record threedigit numbers
 recognise odd and even numbers
 recognise and read numbers with more than three digits
Numeration: Comparing and Ordering Numbers
Outcomes
A student:

 MALS2WM
applies mathematical strategies to solve problems

 MALS3WM
uses reasoning to recognise mathematical relationships

 MALS7NA
compares and orders numbers
Related Stage 4/5 outcome: MA44NA
Content
 Students:
 compare and order groups of objects according to the number in the group
 identify groups that have more or fewer items than a given group, eg available plates/cups for guests at a party (Understanding, Fluency)
 order groups of objects in ascending/descending order according to the number in the group (Fluency)
 compare and order the numbers from 0 to 9
 compare and order twodigit numbers
 order teams in a competition based on points scored (Reasoning)
 locate a given seat in a theatre according to the seat number on the ticket (Reasoning, Understanding)
 identify the value of a given number in relation to other numbers
 recognise whether a given number comes before or after other numbers, eg arrange students in a class in order of age, identify how many people finished a race before or after a given person (Reasoning, Problem Solving)
 use ordinal terms to describe the value of a given number in relation to other numbers, eg identify the position of a sporting team on the competition ladder (Reasoning)
 compare and order threedigit numbers
 order schools according to the size of the student population (Reasoning)
Numeration: Fractions
Outcomes
A student:

 MALS1WM
responds to and uses mathematical language to demonstrate understanding

 MALS2WM
applies mathematical strategies to solve problems

 MALS8NA
recognises and compares fractions in everyday contexts
Related Stage 4/5 outcome: MA45NA
Content
 Students:
 recognise the need for two equal parts when dividing a whole in half
 allocate portions or divide materials, eg cut a length of tape/rope into equal pieces (Problem Solving, Understanding, Fluency)
 recognise halves
 identify items that are a half, eg half an apple, half a pizza (Understanding)
 identify items that are less than a half or more than a half (Understanding)
 determine if parts of a whole object, or collection of objects, are equal, eg 'Has the cake been cut into two equal parts?' (Reasoning, Understanding)
 share an object into two equal parts, eg give half a sandwich (Understanding, Fluency)
 recognise and use the terms 'half' and 'halves'
 describe situations using the terms 'half' and 'halves', eg 'The television program is half an hour long' (Communicating, Understanding)
 follow an instruction involving fraction language in everyday contexts, eg 'Move to the other half of the soccer field' (Understanding)
 recognise the need for four equal parts when dividing a whole into quarters
 allocate portions or divide materials, eg cut a cake into equal pieces (Problem Solving, Understanding, Fluency)
 recognise quarters
 identify items that are a quarter of a whole, eg quarter of an apple, quarter of a sandwich (Understanding)
 identify items that are less than a quarter or more than a quarter (Understanding)
 determine if parts of a whole object, or collection of objects, are equal, eg 'Has the cake been cut into four equal parts?' (Reasoning, Understanding)
 put two quarters together to make a half (Communicating, Understanding)
 share an object into four equal parts, eg give a quarter of an apple (Understanding, Fluency)
 recognise and use the term 'quarter'
 describe situations using the term 'quarter', eg 'Lunch is threequarters of an hour' (Communicating, Understanding)
 follow an instruction involving fraction language in everyday contexts, eg 'Give a quarter of the orange to your friend' (Understanding, Fluency)
 recognise fractions in everyday contexts, eg threequarters of Australia is dry desert, more than half of the Earth is covered by water, onequarter of the class have migrated to Australia
 compare fractions, eg half of the pizza is more than a quarter of the pizza