Dulwich Hill Public School

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The study of mathematics is mandatory from Kindergarten to Year 10. 

By studying mathematics, students learn to work mathematically – developing fluency, understanding, problem-solving, reasoning and communication skills.

The syllabus consists of the following strands:

  • number and algebra
  • measurement and geometry
  • statistics and probability.


The aim of Mathematics in K–6 is for students to:

  • be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens
  • develop an increasingly sophisticated understanding of mathematical concepts and fluency with mathematical processes, and be able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability
  • recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible, enjoyable discipline to study, and an important aspect of lifelong learning.

Knowledge, skills and understanding


Working Mathematically

  • develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning

Number and Algebra

  • develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation

Measurement and Geometry

  • identify, visualise and quantify measures and the attributes of shapes and objects, and explore measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the solution of problems

Statistics and Probability

  • collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgements.

Values and attitudes


  • appreciate mathematics as an essential and relevant part of life, recognising that its cross-cultural development has been largely in response to human needs
  • demonstrate interest, enjoyment and confidence in the pursuit and application of mathematical knowledge, skills and understanding to solve everyday problems
  • develop and demonstrate perseverance in undertaking mathematical challenges.