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 3
- 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
- MA3-MR-01
selects and applies appropriate strategies to solve multiplication and division problems
- MA3-MR-02
constructs and completes number sentences involving multiplicative relations, applying the order of operations to calculations
Use the term product to describe the result of multiplying 2 or more numbers
Model different ways to show a whole number as a product (Reasons about structure)
Determine factors for a given whole number
Determine whether a number is prime, composite or neither (0 or 1)
Use mental strategies to multiply one-digit numbers by 10, 100, 1000 and their multiples
Estimate the product of 2 numbers (one-digit by 2- or 3-digit numbers) using multiples of 10 or 100
Use informal written strategies such as the area model to solve multiplication and division problems
Use the distributive property with the area model to partition numbers in representing multiplication problems
Use the distributive property with partial products to solve problems by multiplying the hundreds, then the tens and then the ones
Record the product of multiplying by a one-digit number using a formal algorithm
Factorise numbers to aid mental multiplication
Extend the area model to represent 2-digit by 2-digit multiplication
Use a multiplication algorithm with understanding (Reasons about relations)
Solve multiplication word problems
Model division, including where the answer involves a remainder, using materials or diagrams
Record remainders in words to division problems
Use known multiplication fact families to solve division problems for which answers may include a remainder
Use the term quotient to describe the result of a division calculation
Show the connection between division and multiplication involving the divisor and quotient
Estimate the result of dividing by a one-digit divisor
Use knowledge of multiples to partition as appropriate and divide
Apply and record appropriate strategies to solve division word problems
Use and interpret remainders in solutions to division problems
Use digital technologies to divide whole numbers by one- and 2-digit divisors
Use estimation to check the reasonableness of answers to multiplication and division calculations