K–10Mathematics K–10 Syllabus
Mathematics for K−2
The new syllabus must now be taught in Kindergarten to Year 2 in all NSW primary schools.
Mathematics for 3−10
The new syllabus is to be taught in Years 3 to 10 from 2024.
2023 Plan and prepare to teach the new syllabus
2024 Start teaching the new syllabus
School sectors are responsible for implementing syllabuses and are best placed to provide schools with specific guidance and information on implementation given their understanding of their individual circumstances.
Content
Stage 1
- MAO-WM-01
develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
- MA1-3DS-01
recognises, describes and represents familiar three-dimensional objects
- MA1-3DS-02
measures, records, compares and estimates internal volumes (capacities) and volumes using uniform informal units
Use the term ‘three-dimensional’ to describe a range of objects
Distinguish between objects, which are three-dimensional (3D) and shapes which are two-dimensional (2D)
Identify and name familiar three-dimensional objects, including cubes, cylinders, spheres and rectangular prisms
Manipulate and describe familiar three-dimensional objects
Use the term ‘surface' in describing familiar three-dimensional objects
Sort familiar three-dimensional objects according to obvious features
Use the term ‘face’ to describe the flat surfaces of three-dimensional objects with straight edges
Select and name a familiar three-dimensional object from a description of its features
Use uniform informal units to measure how much a container will hold by counting the number of times a smaller container can be filled and emptied into the container being measured
Select appropriate informal units to measure the capacities of containers
Recognise and explain the relationship between the size of a unit and the number of units needed (Reasons about relations)
Compare the internal volumes of two or more containers using appropriate uniform informal units
Recognise and explain why containers of different shapes may have the same internal volume (Reasons about relations)
Estimate how much a container holds by referring to the number and type of uniform informal unit used and check by measuring
Pack cubic units (eg blocks) into rectangular containers so that there are no gaps
Recognise that cubes pack better than other objects in rectangular containers (Reasons about spatial structure)
Estimate and measure the internal volume of a container by filling the container with uniform informal units and counting the number of units used
Explain that if there are gaps when packing and stacking, this will affect the accuracy of measuring the internal volume
Explore different rectangular prisms that can be made from a given number of cubes
Devise and explain strategies for stacking and counting units to form a rectangular prism (Reasons about spatial structure)
Record volumes, referring to the number and type of uniform informal unit used