Numeracy

The teaching of numeracy skills is a program of critical importance and is taught for 5 hours per week.

Students at Cedar Campus develop core mathematical skills and are well versed in number operations and problem solving. Theoretical concepts are made concrete via the use of hands on materials, games, open-ended tasks and investigative work. Our students develop an integrative mathematical approach to problem solving, which is applied throughout other areas of the curriculum. Teacher modelling of explicit mathematical strategies ensure students become numerate whilst gaining an appreciation and enjoyment of mathematics.

The mathematics program is designed to continually improve the Mathematical understandings and skills of all our students. We believe it is essential for our students to build a strong foundational knowledge in all areas of the mathematics curriculum. This helps to prepare our students for continuing their study of mathematics beyond primary school. A strong foundation will also prepare our students to use mathematical concepts to assist them in their daily life as adults.

The teaching of Mathematics is organised into three content areas, which can be linked during teaching sessions:

  • Number and Algebra: This focuses on developing student understanding of counting, patterns, place value, the four processes, financial mathematics, fractions and decimals.
  • Measurement and Geometry: This focuses on developing students understanding of different types of measurement including; length, area, perimeter, time, volume and capacity. It also focuses on the properties of shapes and the relationships between shapes and measurement.
  • Statistics and Probability: This focuses on building understandings about how to create, display and interpret data and developing an understanding of chance and how it can influence the outcome of events.

Throughout the year, the mathematical understanding of each student is continually assessed to ensure that each student at our school reaches their full potential. Teachers use a variety of assessment tools including; Online ACER testing, individual conferencing, one-to-one interviews, open-ended activities and developmental checklists. To ensure the teaching program meets students’ needs and challenges them at an appropriate level, teachers plan for each student’s individual needs in mathematics using these assessment tools.