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The proficiency strands

**understanding, fluency, problem-solving**and**reasoning**are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.### Prep Year

At this year level:

·

**understanding**includes connecting names, numerals and quantities.·

**fluency**includes readily counting numbers in sequences, continuing patterns and comparing the lengths of objects.·

**problem-solving**includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer.·

**reasoning**includes explaining comparisons of quantities, creating patterns and explaining processes for indirect comparison of length.### Year 1

At this year level:

·

**understanding**includes connecting names, numerals and quantities, and partitioning numbers in various ways.·

**fluency**includes readily counting number in sequences forwards and backwards, locating numbers on a line and naming the days of the week.·

**problem-solving**includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer.·

**reasoning**includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data and explaining patterns that have been created.### Year 2

At this year level:

·

**understanding**includes connecting number calculations with counting sequences, partitioning and combining numbers flexibly and identifying and describing the relationship between addition and subtraction and between multiplication and division.·

**fluency**includes readily counting numbers in sequences, using informal units iteratively to compare measurements, using the language of chance to describe outcomes of familiar chance events and describing and comparing time durations.·

**problem-solving**includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape.·

**reasoning**includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations and creating and interpreting simple representations of data.### Year 3

At this year level:

·

**understanding**includes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying environmental symmetry.·

**fluency**includes recalling multiplication facts, using familiar metric units to order and compare objects, identifying and describing outcomes of chance experiments, interpreting maps and communicating positions.·

**problem-solving**includes formulating and modelling authentic situations involving planning methods of data collection and representation, making models of three-dimensional objects and using number properties to continue number patterns.·

**reasoning**includes using generalising from number properties and results of calculations, comparing angles and creating and interpreting variations in the results of data collections and data displays.### Year 4

At this year level:

·

**understanding**includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times and describing properties of symmetrical shapes.·

**fluency**includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations and collecting and recording data.·

**problem-solving**includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations and using properties of numbers to continue patterns.·

**reasoning**includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays.### Year 5

At this year level:

·

**understanding**includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and representing them in various ways, describing transformations and identifying line and rotational symmetry.·

**fluency**includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using instruments to measure angles.·

**problem-solving**includes formulating and solving authentic problems using whole numbers and measurements and creating financial plans.·

**reasoning**includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data investigations and interpreting data sets.### Year 6

At this year level:

·

**understanding**includes describing properties of different sets of numbers, using fractions and decimals to describe probabilities, representing fractions and decimals in various ways and describing connections between them, and making reasonable estimations.·

**fluency**includes representing integers on a number line, calculating simple percentages, using brackets appropriately, converting between fractions and decimals, using operations with fractions, decimals and percentages, measuring using metric units and interpreting timetables.·

**problem-solving**includes formulating and solving authentic problems using fractions, decimals, percentages and measurements, interpreting secondary data displays and finding the size of unknown angles.·

**reasoning**includes explaining mental strategies for performing calculations, describing results for continuing number sequences, explaining the transformation of one shape into another and explaining why the actual results of chance experiments may differ from expected results.WebPartZone1_2

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