#### MATHEMATICS

The aim of Mathematic in primary is to develop students mathematics thinking, understanding and confidence in the application of mathematics, their creativity.

The CS Mathematics curriculum aims to ensure that students :

• are confident, creative student.
• develop increasingly sophisticated understanding of mathematical concepts.
• develop and enrich students problem solving skills and reasons in number, patterns and algebra, data, measurement, space and geometry.

Content structure

• Mathematics is organized around the interaction of five content strands, proficiency strands and one substrands.
• The content strands are number, patterns and algebra data, measurement, space and geometry.
• The proficiency strands are enrich maths, creative problem solving and describe ＂how＂ content is developed.
• The substrand is the mental math and will assist student to :
• practice essential number operations and mathematical facts.
• develop, practice and strengthen mental computation skills.

Learning Mathematics
Mathematics provides students with knowledge in Number, Patterns, Data, Measurement, Space and Geometry essential mathematical skills.

#### MATHEMATICAL REASONING

The CS Education Mathematics curriculum is created in accordance with the NSW curriculum that is set by the NSW Education Standards Authority (NESA). The core question types identified by the NSW curriculum are:

• Measurement and Geometry
• Number and Algebra
• Statistics and Probability

The sub-strands taught within these skillsets can be identified in the image below. However, in light of changes to the Selective Examination, mathematical reasoning skills that extend beyond the basics of the NSW Curriculum are also being tested. Consequently, CS Education has developed two additional question types that will develop students’ mathematical reasoning skills so that they can excel in mathematics. These are questions involving Data Interpretation and Problem Solving. The specifics are explained below.

Data Interpretation

Interpreting data involves reading and understanding data presented in different forms such as in graphs, charts or tables along with using mathematical reasoning skills to answer questions. It is important to take note of keys, axis and headings to be able to completely and accurately understand and analyse data. The best thing that students can do is expose themselves to as many different ways of representing data as possible so that they are not caught off-guard and are able to use reasoning skills to interpret any type of visual representation that they are presented with.

Problem Solving

These questions differ from standard math questions in that there is no clear and obvious way in which to solve them. The questions generally contain aspects of more than one question type and require higher order mathematical reasoning skills in order to solve them.

As such, students cannot simply rote learn the method for solving these questions and must instead use their mathematical reasoning skills to apply multiple techniques and arrive at the correct answer. Practice is the key to improving with these types of questions, as being exposed to varied question types will help students identify how the techniques they already know can now be applied to harder questions in creative ways. Developing these reasoning skills will broaden student’s mathematical intuition and introduce them to the thrill of discovery, thus fostering their interest in math and aiding brain development.

#### ESSENTIAL MATHEMATICS

The Essential Mathematics syllabus identifies essential knowledge, skills and understanding of mathematics. This(book) is designed to cover the diverse needs of all students. It provides continuity of study and ensures successful transition through all stages in learning mathematics.

There are five content strands:

• Number
• Patterns
• Data
• Measurement
• Space and Geometry

In each of the strands, particular aspects of students’ mathematical learning and understanding are developed. The basic concepts are covered thoroughly in each unit. Each unit is intended to build student confidence and develop a positive attitude towards mathematics through experiencing success in completing the carefully graded practice exercises.

Basic Concepts + Examples + Practice Exercises

Essential Mathematics is prepared with a very structured and clear idea of the syllabus.

It is an invaluable source which will provide the foundation of Mathematics. Students who wish to achieve confidence and success should:

• understand all the basic mathematical concepts and steps taken in each unit.
• practise consistently by applying the mathematical concepts and rules learnt.
• attempt more practice exercises on difficult areas to understand and eliminate errors.

Essential Mathematics ensures that students learn to describe and apply basic mathematical concepts, reason and solve problems, calculate accurately and interpret information.

#### ENRICH MATHEMATICS

Enrich Maths is designed to develop and enrich students＇ problem solving-skills. It further reinforces students＇ mathematical concepts, encourages flexibility of thinking and tackling challenging problems that will broaden and enrich each student’s learning in mathematics.

There are five content strands:

• Number
• Patterns
• Data
• Measurement
• Space and Geometry

The comprehensive graded problem solving exercises are divided into different levels of difficulty to provide a systematic development of problem solving and mathematical ability.

 Level 2 (Advanced) Challenging problem solving tasks with average difficulty to reinforce concepts and skills. Level 3 (Elite) More challenging problem solving tasks to develop students’ problem solving strategies and extend their mathematical insight, ability and logical thought. same time, providing opportunities for students to experience the satisfaction and thrill of discovery. Level 4 (Olympian) Very challenging problem solving tasks to further enrich and develop students’ mathematical insight, ability and logical thought.

Enrich Maths is an excellent material for mathematical development at different levels to meet student interests and also to stimulate student development in other areas of mathematics. Students’ mathematical understanding will be enhanced through the different ways of applying mathematics to real situations and problems in other key learning areas.

#### CREATIVE PROBLEM SOLVING

Creative Problem Solving is designed to develop and enrich students’ problem solving skills. It is a systematic approach to problem solving which contains challenging and interesting problems at varying levels from all strands of the maths curriculum.

Creative Problem Solving has a collection of puzzles, creative and recreational number games and general problem solving designed to strengthen students’ mathematical understanding. All the exercises and activities will provide a systematic development of problem solving and mathematical ability.

Problem solving tasks provide opportunities for students to apply their mathematical skills and knowledge to solve meaningful and challenging problems which are encountered daily and can be solved mathematically, through a variety of strategies. This will develop their ability and confidence to solve problems and build the foundation for excellence in mathematics. The following four steps are a guideline for successful problem solving:

• read, understand and plan how to solve the problem
• carry out the plan, checking the work at the end of each step
• look back to check whether the answer makes sense
• make one final check for computational accuracy

Creative Problem Solving will stimulate students’ interest and enthusiasm for problem solving in mathematics, broaden their mathematical intuition and introduce them to important mathematical ideas whilst also providing opportunities for students’ to experience the satisfaction and thrill of discovery.

Please tick the check box below the branch selection