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 4
- 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
- MA4-ANG-C-01
applies angle relationships to solve problems, including those related to transversals on sets of parallel lines
Use appropriate terminology and conventions to define, label and name points, rays, lines and intervals using capital letters
Identify and label the vertex and arms of an angle with capital letters
Use appropriate conventions to label and name angles
Use common conventions to indicate right angles, equal angles and intervals on diagrams
Identify right angles, straight angles, angles of complete revolution and vertically opposite angles
Apply the term adjacent angles to a pair of angles with a common arm and common vertex
Apply the common conventions to indicate parallel lines on diagrams
Identify and define transversals, including transversals of parallel lines
Identify, name and measure alternate angle pairs, corresponding angle pairs and co-interior angle pairs for 2 lines cut by a transversal
Verify and identify corresponding angles and alternate angles as equal, and co-interior angles as supplementary, when a pair of parallel lines is cut by a transversal
Justify that 2 lines are parallel by using properties of alternate, corresponding or co-interior angles on parallel lines
Apply the knowledge of angle relationships including angles at a point to find the sizes of unknown angles embedded in diagrams and give reasons
Apply the knowledge of angles associated with parallel lines to find the sizes of unknown angles embedded in related diagrams and give reasons