At Frankston Heights Primary School, Mathematics is taught according to the Victorian Curriculum. Mathematics is separated into several different areas (dimensions): Number, Algebra, Measurement, Geometry, Statistics and Probability. Students engage in a minimum of five hours of Mathematics each week.

From Prep to Year 6, we have high quality Mathematics teaching and utilise a whole school lesson structure Model including four parts based on the E5 Model which includes Number Fluency, Launch(ENGAGE), Discover(EXPLORE), and Summarize(EXPLAIN,ELABORATE,EVALUATE).

The Guiding Principles for all maths lessons are:

  1. Explicit number fluency practice every lesson
  2. Explicit purpose, learning intentions and success criteria for every lesson
  3. Formal structure for every lesson
  4. Students working on tasks beyond their current levels of thinking
  5. Teacher communicating high expectations and using purposeful feedback.
  6. Established classroom norms for working

Flexible groupings are carried out to cater for students at point of need from Prep to Six. Teachers build strong relationships with all students and ensure that differentiation through math’s lessons provides for all our learners.

Problem solving :We have an evidence based whole school problem solving approach. Problem Solving is embedded through all Mathematics units.

Intervention and Extension is provided by our Personalised Learning Approach, catering for the individual child.

Frankston Heights is well resourced with mathematics equipment, both at whole school and classroom level. Regular inventory is undertaken to ensure classroom needs are met and updated.

Digital Technology is embedded throughout units and all students from Prep to Six have access to Mathletics.

Assessment: We uitlise pre and post testing, on demand testing and PAT testing. All data is collected and analysed on a whole school data system.


At Frankston Heights we aim to ensure that students:

  • are 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 processes, and are 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 and enjoyable discipline to stu



Assessment data is the starting point for curriculum planning and differentiation.

Effective Teachers:

  • Demonstrate capabilities as described in the e5 Instructional Model
  • Dedicate a daily one hour numeracy block (as a minimum) to explicit teaching, targeting important mathematical ideas and making the focus clear.
  • Use a range of flexible student groupings to provide the appropriate level of differentiated teacher support, including whole school focus, small groups, independent activities and whole school reflection
  • Provide independent time so students can practise what they know and act on reflection and feedback, giving opportunities to make knowledge and skills automatic.
  • Develop mathematical language by explicitly introducing new terms and symbols and expecting and encouraging correct use, making connections between language, symbols and materials.
  • Provide opportunities and resources for students to manipulate concrete materials
  • Structure purposeful, authentic tasks that allow different possibilities, strategies and products to emerge and encourage higher order thinking skills.
  • Develop numeracy understanding through strategic questioning by the teacher and feedback and explanation of reasoning and methods by the student.






  • Both methodical and opportunistic
  • Reflective, thoughtful and self-evaluative
  • Keen to build on their products and performances
  • Collaborative but also independent
  • Curious, adventurous and questioning
  • Resilient, determined and focus
  • Open minded, flexible , imaginative and creative
  • Critical, sceptical and analytical
  • Persistent in the face of difficulty
  • Relishes a challenge
  • Pauses to reflect and honest self-appraisal