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.
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 contexts.
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
- MA1-2DS-01
recognises, describes and represents shapes including quadrilaterals and other common polygons
- MA1-2DS-02
measures and compares areas using uniform informal units in rows and columns
Explore, manipulate and describe features of polygons
Use the terms ‘side’, ‘vertex’ and ‘two-dimensional’ to describe plane (flat) shapes
Create repeating linear patterns with shapes, including two-shape and three-shape patterns
Compare, sort and classify polygons according to the number of sides or vertices
Select and name a shape from a description of its features, identifying triangles, quadrilaterals, pentagons, hexagons and octagons (Reasons about spatial relations)
Recognise that shapes with the same name may have sides of equal or different lengths (Reasons about spatial relations)
Identify shapes presented in different orientations
Recognise that sliding or reflecting a shape does not change its size or features (Reasons about spatial relations)
Identify and create a slide (translation) or reflection of a single shape and use the terms ‘slide’ (translation) and ‘reflection’ to describe the movement of the shape
Make designs with symmetry from reflection using paper-folding, mirrors, drawings or paintings
Indirectly compare the areas of two surfaces that cannot be moved or superimposed
Predict which of two similar shapes has the larger area and check by covering
Explore area using uniform informal units to cover the surface in rows or columns without gaps or overlaps
Measure area by selecting and using appropriate uniform informal units (Reasons about relations)
Explain the relationship between the size of a unit and the number of units needed to measure an area (Reasons about relations)
Explain why the area remains constant when units are rearranged (Reasons about relations)
Record areas by referring to the number and type of uniform informal unit used
Identify any parts of units left over when counting uniform informal units to measure area
Estimate areas by referring to the number and type of uniform informal unit used and check by measuring