At Karingal Primary School we teach Mathematics in a way that aims to develop efficient, confident and creative mathematicians, through a balance of targeted teaching, problem solving and ‘challenging tasks’.

As a result of learning mathematics at Karingal Primary School all students will be encouraged and assisted to:
* develop a positive attitude towards mathematics and an awareness of the relevance of mathematics in the real world
* develop competence and confidence in mathematical knowledge, concepts and skill
* develop an ability to solve problems, to reason, to think logically and to work systematically and accurately
* develop accuracy in computational skills consistent with their age and stages of development
* understand and use mathematical language
* develop an ability to work both independently and in cooperation with others
* develop a range of strategies to become mathematical problem solvers
* be risk-takers, who are happy to make mistakes
* develop knowledge and skills to develop mathematical understanding
* develop skills in presenting and interpreting mathematical data
* articulate their thinking confidently during mathematical tasks

At Kaingal Primary School, Mathematics is timetabled daily for 60 minutes using the K4 Instructional Model for Maths.

The K4 Instructional Model for Maths is a whole school framework that describes the teaching of critical areas of the curriculum that require more in-depth attention. It is a 3 - 4 week instructional cycle. The success of this model is the collaboration of the Professional Learning Team to discuss, plan and implement an all-inclusive maths program to cater for the learning needs of all students.

The planning and facilitation of these lessons follows a 4-part lesson structure:

  • Number Fluency
  • Launch
  • Discover
  • Summary

Part 1: Number Fluency
  • Short and sharp tasks designed to build fluency, automatic response and efficient computation.
  • These may be a game, interactive whiteboard task, quick counting, etc.
  • All students should experience success.

Part 2: Launch

  • Introduce the mathematical language of the lesson.
  • Revisit any prior learning.
  • Collectively discuss the task/model the task if required.
  • Invite questions to ensure the task is clear, but do not show students how to do it.
  • Set expectations for student working, ie groups/pairs/individual work.

Part 3: Discovery
  • Small focus group: teacher engages with a small group for targeted teaching.
  • ROVE: Ask questions, clarify understandings, listen to students’ thinking and reasoning.
  • The teacher uses anecdotal notes/checklists/’at a glance’ sheets as evidence-gathering.
  • The teacher watches what the students are doing and choose students they want to explain their thinking later.

Part 4: Summary
  • The purpose of this is to draw together the learning that has taken place, to provide a synthesis of mathematical ideas.
  • The teacher’s role is to use the solutions, ideas and strategies of the students to highlight the important mathematical ideas in the task.
  • Students are selected to represent a range of approaches – they explain their solution strategy and other insights to the class.
  • Questions from other students are invited, asking to confirm the strategy, and compare methods.

We use websites such as Mathletics and Essential Assessment to help assist us with our teaching and to provide opportunities for pre and post assessment tasks to determine students understanding of topics and inform our teaching for each unit.