Australian Professional Standards for Teachers

Explicit number fluency

About this Illustration of Practice

Here the classroom teacher demonstrates the use of information and communication technology to develop students’ knowledge of number sequence and skills in counting from any starting point. The teacher invites individual students to use the interactive whiteboard to set the starter counter from which students will count in unison by ‘twos’.

Standard 3
Plan for and implement effective teaching and learning
Focus area 3.3
Use teaching strategies
Career stage
Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
  1. What teaching strategies do you use to develop and consolidate students’ skills in numeracy?
  2. What daily routines do you use to develop and consolidate students’ learning?
Learning area
Year level
Year 2
Australian Curriculum content descriptions
Carlton North Primary School
Year level
Year 2
Related subject
Stage of schooling
School type
School location
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At Carlton North Primary School the teacher is implementing a whole-school policy to improve explicit number fluency in his students by setting aside five to ten minutes of time at the beginning of every Mathematics lesson for students to practice counting. The teacher believes that his approach has had direct benefits for student learning outcomes over the year. He uses ICT because it is interactive, because of its flexibility, and because of the range of software that can be used to support a number sequencing learning activities.

Content provider
Education Services Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.