Mathematics at N.K.P.S.The Western Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built. Teachers at N.K.P.S. devise and deliver a rich Mathematical learning program designed to engage and challenge students on all academic levels. Teachers differentiate their teaching to ensure all students progress at their own rate in the area of Mathematics. Our teachers have participated in a great deal of professional learning on developing Learning Intentions and Success Criteria in Mathematics lessons to ensure learning is made visible to all students. At N.K.P.S. teachers use the I.S.T.A.R. approach to teach Mathematics. This approach is used in Math lessons taught daily throughout the week during Math Blocks. I.S.T.A.R. DesignWarm Up/Tuning In
Occurs at the beginning of the Math lesson. The focus is on Math fluency such as mental math strategies. 
1. Inform/Inspire
This stage is where the Learning Intentions and Success Criteria are shared and made visible to the students to enable them to access the learning at their own level. This stage focuses on the skill or concept explicitly being taught in the lesson.
2. Show/Share
This is where the intentional teaching of the Mathematical concept is taught. The teacher models a strategy and teaches skills and concepts with the whole class. In this stage, the students move from Concrete to Representational to Abstract learning.
3. Try/Transfer
Students have a try at the activity in groups, pairs or individually whilst the teacher supports and scaffolds their learning.
4. Act/Apply
Students work on the activity and apply their learning independently.
5. Review/Reflect
At key teaching points during the lesson and at the end of the lesson, the learning will be reviewed and reflected upon. Teachers focus on the Success Criteria with students recognising and reflecting on what they have learnt during the lesson.
Year 6 Room 10  Data
In Room 10, the Year Six students have been working on Data and interpreting primary and secondary data presented in digital media. For this lesson, the students were presented with a range of different data from the media and they were to identify any potentially misleading data representations.
To ensure student academic success, the Learning Intentions and Success Criteria were displayed in three separate places for all students to access as needed throughout the lesson. The three places where they were displayed included: the Interactive Whiteboard, the blackboard, and each students worksheet. The Learning Intention was continually referred to throughout the lesson to ensure all students remained on track and worked to the Success Criteria.






Finished Work Samples
The finished work samples indicate if the students were successful in meeting the Learning Intention of the lesson. Highlighted Success Criteria at the bottom of each students worksheet allows the students to reflect on how they went in the lesson and what areas they may need to focus on during the next lesson on Data.
The finished work samples indicate if the students were successful in meeting the Learning Intention of the lesson. Highlighted Success Criteria at the bottom of each students worksheet allows the students to reflect on how they went in the lesson and what areas they may need to focus on during the next lesson on Data.
Room 16 Year 1/2 Math  Fractions: Whole and Half
In Room 16, the Year 1 and 2 students are working on fractions. They are working on identifying a whole and half of a shape or a collection. As outlined in the Learning Intention, the Year 1 and 2 are learning the same concept for this lesson. For the Year 1, this is new learning, and for the Year 2, this is revision to ensure they have the understanding before moving onto quarters and eights.






Halving a Shape
The students worked in small groups to sort shapes into equal or unequal fractions. The students then identified that a half needed to be two equal parts of the shape.
Halving a Collection
The students worked in small groups using the Halving Mat to halve a collection of counters. The students identified that half of a collection needed to be divided into two equal groups. The students learnt how to make two equal groups through onetoone sharing of the counters.
Finished Work Samples
At the end of the lesson, the students were asked to explain their reasoning as to if they were successful in meeting the Learning Intention. They provided a reason as to if they were successful, or a reason as to why they were not successful yet. Highlighted Success Criteria show if the students were successful, or require further teaching and learning of the concept of whole and half of a shape or collection.
Room 17 Math  Months of the Year and Seasons
In Room 17, the students have been working on naming and ordering the months of the year. They have also looked at identifying what seasons occur in which month of the year.