Australian Professional Standards for Teachers

Explicit numeracy experiences

About this Illustration of Practice

In her first year of teaching, a teacher designs and implements explicit learning experiences for her class comprised of students at a year 3/4 level. She selects and uses content and resources for her numeracy lessons that are appropriate to the strengths and needs of individual students from diverse backgrounds. In the illustration, she develops teaching activities to assist students to understand the mathematical concepts of whole numbers, fractions and decimals. She supports differentiated learning through small group work. She is also able to use a literacy approach to support these numeracy activities. 

Standard 1
Know students and how they learn
Focus area 1.3
Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Career stage
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Other descriptors
Standard 2
Know the content and how to teach it
Focus area 2.1
Content and teaching strategies of the teaching area
Career stage
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
  1. What teaching strategies do you use to support students’ numeracy achievement in your classroom?
  2. Considering the needs of your students how do you plan your numeracy lesson?
  3. How do you use resources to support your students’ numeracy experience?
Learning area
Year level
Year 3
Australian Curriculum content descriptions
St Albans East Primary School
Year level
Year 3
Year 4
Related subject
Stage of schooling
School type
School location
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St Albans East Primary School caters for a culturally diverse student population of approximately 365 students and is located in the City of Brimbank in the western metropolitan region of Melbourne, Victoria. The teachers plan their program together each week, focusing on the development of lessons based on what they consider students need rather than on the delivery of ‘content’. The teacher supports students learning through the selection of ‘concrete’ resources and achievable activities that will build understanding and promote the students’ learning of Mathematics.

Content provider
Mathematics Education Research Group of Australasia (MERGA)

© 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.