NSW K-2 English and Mathematics Syllabuses

As mentioned in previous newsletters, all schools in NSW are implementing the reformed NSW English and Mathematics K-2 syllabuses. These syllabuses highlight foundational literacy and numeracy skills. Please find below suggestions about what you can do as a parent or carer to support your child in Early Stage 1 and Stage 1 in the area of Number and Algebra in Mathematics.

Helping your Early Stage 1 child at home with Mathematics

Number and algebra

Forming groups

Forming groups focuses on:

• forming groups through sharing and counting objects
• making and continuing patterns which repeat.

You can help your Kindergarten child at home by:

• teaching them to share cutlery for each place when setting the table
• sharing a packet of lollies equally between siblings or family members by repeatedly giving each person one in the same order until the packet is empty. Discuss what it would be fair to do if there are leftover lollies
• identifying and discussing patterns in and around your home such as lounge or curtain material colours or shapes. For example, blue square – yellow circle, blue square – yellow circle, blue square – yellow circle
• singing songs, making dances and readings books with repeating, rhyming or rhythmic numbers
• making patterns from objects in nature. Start with a repeating pattern of 2, then 3 and then 4. For example, leaf – rock – leaf – rock – leaf – rock (repeating pattern of 2). Also, flower – stick – rock – flower – stick – rock – flower – stick – rock (repeating pattern of 3).

Helping your Stage 1 child at home with Mathematics

Number and algebra

Forming groups

Forming groups focuses on:

• using groups to solve multiplication problems or share to solve division problems.

You can help your Year 1 and Year 2 child at home by:

• playing skip counting games or taking turns to count by 2s, 3s, 5s, and 10s
• using 5 cent, 10 cent or 2 dollar coins to skip count money
• drawing a skip counting hopscotch path with chalk. Use the hopscotch path in reverse to skip count backwards
• using collections of objects to show groups. For example, share a container of marbles equally between groups. Discuss the number of groups and the number of objects in each group. Refer to the leftover marbles as remainders.

MRS LILLIAN DEL GIUDICE

ASSISTANT PRINCIPAL