NSW Education Standards Authority

Mathematics K–10 (2022): Sample scope and

sequence (Stage 2)
The sample scope and sequences developed by NESA include content groups to identify where and
when key concepts may be addressed, and the possible in-parallel connections for teaching. Incidental
teaching of outcomes in addition to those indicated on a scope and sequence may occur. Advice on
scope and sequences is available on the NESA website.
The inclusion of specific focus areas and content groups at points in time across a scope and sequence
will be informed by formative assessment determining the learning needs of students, and syllabus
advice regarding content that can be taught in parallel.
Mathematics K–6 has one overarching Working mathematically outcome. The focus area outcomes
and content groups provide the knowledge and skills for students to 'reason about', and contexts for
problem solving. The Working Mathematically outcome is assessed in conjunction with the mathematics
content outcomes. The Working Mathematically outcome appears in the sample scope and sequences,
and the interrelated processes in this outcome are embedded in the focus area outcomes and content
groups.
To assist with creating scope and sequences in Mathematics K–6, the following documents can be
accessed through the NSW Curriculum website Teaching and learning support tab:
 Making connections in Mathematics K–2: Early Stage 1 and Stage 1
 Making connections in Mathematics 3–6: Stage 2 and Stage 3
 Mathematics K–6: Continuum of content groups
This sample scope and sequence indicates the mathematical concepts within each focus area and the
related content groups that can be addressed over each Term. Focus areas and related content groups
to be addressed in parallel are identified.

This sample scope and sequence suggests early and later Term durations to address the outcomes and
related content groups. Some learning sequences may take less or more time, based on students’ prior
learning, needs and abilities. This flexibility allows teachers to make decisions about when to continue
teaching a learning sequence and when to move on.

In Mathematics Stage 2 classrooms, some focus areas, such as Representing Numbers Using Place
Value (Whole Numbers and Decimals), will likely be a regular focus in addition to its suggested
placement in this sample scope and sequence.
A mathematics outcomes tracking grid is included at the end of this document. Teachers can use this as
a reference to ensure all outcomes are addressed across a stage of learning.
As Stage 2 spans 2 years of teaching, content groups from both Parts A and B have been included
throughout the scope and sequence. Teachers can select the content groups that suit the learning
needs of their students. It is not suggested that all content groups be addressed in a single teaching
year (calendar year). This sample scope and sequence shows how outcomes and content groups could
be addressed across the 2 years.

Mathematics K–10 (2022): Sample scope and sequence (Stage 2) Page 1 of 21

© 2023 NSW Education Standards Authority
Term 1: First year of stage
Duration: Early Term 1 Duration: Later Term 1

Focus area(s) and related content groups: Focus area(s) and related content groups:
Representing numbers using place value A Additive relations A
(Whole numbers) Select strategies flexibly to solve addition and
Read, represent and order numbers to thousands subtraction problems of up to 3 digits
Apply place value to partition and regroup Additive relations B
numbers up to 4 digits Partition, rearrange and regroup numbers to at
least 1000 to solve additive problems

Focus area and related content groups:

Geometric measure A (Position)
Interpret movement on a map
Locate positions on grid maps

Focus area(s) and related content groups that can Focus area(s) and related content groups that
be addressed in parallel, connecting number and can be addressed in parallel, connecting the
patterning: language of time and quarter turns with 2D
Representing numbers using place value A shapes:
(Whole numbers) Non-spatial measure A (Time)
Read, represent and order numbers to thousands Represent and read analog time
Representing numbers using place value B Geometric measure A (Angles)
(Whole numbers) Identify angles as measures of turn
Order numbers in the thousands Two-dimensional spatial structure A (2D
Multiplicative relations A shapes)
Generate and describe patterns Transform shapes by reflecting, translating and
Multiplicative relations B rotating
Investigate number sequences involving related Two-dimensional spatial structure B (2D
multiples shapes)
Operate with multiples of 10 Create symmetrical patterns and shapes

Outcomes: Outcomes:
MAO-WM-01, MA2-RN-01, MA2-MR-01, MA2-GM- MAO-WM-01, MA2-AR-01, MA2-GM-03, MA2-
01 2DS-01, MA2-2DS-02, MA2-NSM-02

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

Page 2 of 21
Term 2: First year of stage
Duration: Early Term 2 Duration: Later Term 2

Focus area(s) and related content groups that can Focus area(s) and related content groups that
be addressed in parallel, connecting additive can be addressed in parallel, connecting
strategies and measuring lengths: counting and measuring mass:
Additive relations A Representing numbers using place value A
Select strategies flexibly to solve addition and Apply place value to partition and regroup
subtraction problems of up to 3 digits numbers up to 4 digits
Additive relations B Representing numbers using place value B
Partition, rearrange and regroup numbers to at Recognise and represent numbers that are 10,
least 1000 to solve additive problems 100 or 1000 times as large
Geometric measure A (Length) Non-spatial measure A (Mass)
Measure and compare objects using metres, Compare objects using the kilogram
centimetres and millimetres Non-spatial measure B (Mass)
Geometric measure B (Length) Use scaled instruments to measure and
Use scaled instruments to measure and compare compare masses
lengths

Focus area(s) and related content groups that can Focus area(s) and related content groups that
be addressed in parallel, connecting equality of can be addressed in parallel, connecting linear
numbers with equal balance in mass: representations and fractions:
Additive relations A Partitioned fractions A
Use the principle of equality Model and represent unit fractions, and their
Recognise and explain the connection between multiples, to a complete whole on a number line
addition and subtraction Partitioned fractions B
Additive relations B Represent fractional quantities equal to and
Complete number sentences involving additive greater than one
relations to find unknown quantities Representing numbers using place value A
Multiplicative relations B (Whole numbers)
Represent and solve word problems with number Read, represent and order numbers to
sentences involving multiplication or division thousands
Non-spatial measure B (Mass) Representing numbers using place value B
Use scaled instruments to measure and compare (Decimals)
masses Extend the application of the place value system
from whole numbers to tenths and hundredths
Make connections between fractions and
decimal notation

Outcomes: Outcomes:
MAO-WM-01, MA2-AR-01, MA2-AR-02, MA2-MR- MAO-WM-01, MA2-RN-01, MA2-RN-02, MA2-PF-
02, MA2-GM-02, MA2-NSM-01 01, MA2-NSM-01

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Term 3: First year of stage
Duration: Early Term 3 Duration: Later Term 3

Focus area(s) and related content groups that Focus area(s) and related content groups that
can be addressed in parallel, connecting can be addressed in parallel, connecting division
representing multiples and the array structure: and fractions:
Multiplicative relations A Partitioned fractions A
Use arrays to establish multiplication facts from Create fractional parts of a length using
multiples of 2 and 4, 5 and 10 techniques other than repeated halving
Recall multiplication facts of 2 and 4, 5 and 10 Model and represent unit fractions, and their
and related division facts multiples, to a complete whole on a number line
Represent and solve problems involving
Multiplicative relations B
multiplication fact families
Investigate number sequences involving related
Multiplicative relations B multiples
Use the structure of the area model to represent
multiplication and division Focus area(s) and related content groups:
Two-dimensional spatial structure A (Area) Additive relations A
Use square centimetres to measure and estimate Represent money values in multiple ways
the areas of rectangles Additive relations B
Two-dimensional spatial structure B (Area) Apply addition and subtraction to familiar
Measure the areas of shapes using the grid contexts, including money and budgeting
structure

Focus area(s) and related content groups that Focus area(s) and related content groups that
can be addressed in parallel, connecting array can be addressed in parallel, connecting the
structure and grid maps: language of fractions with time:
Multiplicative relations A Partitioned fractions A
Use arrays to establish multiplication facts from Model and represent unit fractions, and their
multiples of 2 and 4, 5 and 10 multiples, to a complete whole on a number line
Geometric measure A (Position) Partitioned fractions B
Locate positions on grid maps Represent fractional quantities equal to and
Geometric measure B (Position) greater than one
Create and interpret grid maps Non-spatial measure A (Time)
Use directional language and describe routes Represent and read analog time
with grid maps

Outcomes: Outcomes:
MAO-WM-01, MA2-MR-01, MA2-GM-01, MA2- MAO-WM-01, MA2-AR-01, MA2-MR-01, MA2-PF-
2DS-03 01, MA2-NSM-02

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Term 4: First year of stage
Duration: Early Term 4 Duration: Later Term 4

Focus area(s) and related content groups that Focus area(s) and related content groups that
can be addressed in parallel, connecting can be addressed in parallel, connecting counting
measuring area of shapes and the array and data:
structure: Data A
Two-dimensional spatial structure A (2D Organise and display data using tables and
shapes) graphs
Compare and describe features of two- Interpret and compare data
dimensional shapes Data B
Two-dimensional spatial structure A (Area) Construct and interpret data displays with equal
Use square centimetres to measure and interval scales
estimate the areas of rectangles Representing numbers using place value A
Use square metres to measure and estimate the Apply place value to partition and regroup
areas of rectangles numbers up to 4 digits
Two-dimensional spatial structure B (Area) Representing numbers using place value B
Measure the areas of shapes using the grid Recognise and represent numbers that are 10,
structure 100 or 1000 times as large
Compare surfaces using familiar metric units of
area Focus area(s) and related content groups:
Multiplicative relations A Chance A
Use arrays to establish multiplication facts from Identify possible outcomes from chance
multiples of 2 and 4, 5 and 10 experiments
Multiplicative relations B Chance B
Use the structure of the area model to represent Describe the likelihood of outcomes of chance
multiplication and division events

Focus area(s) and related content groups: Focus area(s) and related content groups that
can be addressed in parallel, connecting
Three-dimensional spatial structure A
multiplicative relations to the 3D structure of
(Volume)
measuring volume:
Measure and order containers using litres
Compare objects using familiar metric units of Multiplicative relations A
volume Represent and solve problems involving
multiplication fact families
Three-dimensional spatial structure B
(Volume) Multiplicative relations B
Use scaled instruments to measure and Use the structure of the area model to represent
compare capacities (internal volume) multiplication and division
Three-dimensional spatial structure A (3D
objects)
Make models of 3-dimensional objects to
compare and describe key features
Three-dimensional spatial structure A
(Volume)
Compare objects using familiar metric units of
volume

Outcomes: Outcomes:

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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 Duration: Early Term 4 Duration: Later Term 4

MAO-WM-01, MA2-MR-01, MA2-2DS-01, MA2- MAO-WM-01, MA2-RN-01, MA2-MR-01, MA2-3DS-

2DS-03, MA2-3DS-02 01, MA2-3DS-02, MA2-DATA-01, MA2-DATA-02,
MA2-CHAN-01

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Term 1: Second year of stage
Duration: Early Term 1 Duration: Later Term 1

Focus area(s) and related content groups: Focus area(s) and related content groups that
can be addressed in parallel, connecting additive
Representing numbers using place value B
strategies and measuring lengths:
(Whole numbers)
Order numbers in the thousands Additive relations A
Apply place value to partition, regroup and Select strategies flexibly to solve addition and
rename numbers up to 6 digits subtraction problems of up to 3 digits
Representing numbers using place value B Additive relations B
(Decimals) Partition, rearrange and regroup numbers to at
Extend the application of the place value system least 1000 to solve additive problems
from whole numbers to tenths and hundredths Geometric measure A (Length)
Measure and compare objects using metres,
centimetres and millimetres
Geometric measure B (Length)
Use scaled instruments to measure and compare
lengths

Focus area(s) and related content groups that Focus area(s) and related content groups that
can be addressed in parallel, connecting equality can be addressed in parallel, connecting linear
of numbers in additive and multiplicative representations and fractions:
relations: Partitioned fractions A
Additive relations A Create fractional parts of a length using
Use the principle of equality techniques other than repeated halving
Recognise and explain the connection between Partitioned fractions B
addition and subtraction Model equivalent fractions as lengths
Additive relations B Represent fractional quantities equal to and
Complete number sentences involving additive greater than one
relations to find unknown quantities Geometric measure A (Length)
Multiplicative relations A Measure and compare objects using metres,
Represent and solve problems involving centimetres and millimetres
multiplication fact families Geometric measure B (Length)
Multiplicative relations B Use scaled instruments to measure and compare
Use known number facts and strategies lengths

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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 Duration: Early Term 1 Duration: Later Term 1

Use number properties to find related Focus area(s) and related content groups that
multiplication facts can be addressed in parallel, connecting the
Represent and solve word problems with number language of fractions with time:
sentences involving multiplication or division Partitioned fractions A
Model and represent unit fractions, and their
multiples, to a complete whole on a number line
Partitioned fractions B
Represent fractional quantities equal to and
greater than one
Non-spatial measure A (Time)
Represent and read analog time
Non-spatial measure B (Time)
Represent and interpret digital time displays
Use am and pm notation

Outcomes: Outcomes:
MAO-WM-01, MA2-RN-01, MA2-RN-02, MA2-AR- MAO-WM-01, MA2-AR-01, MA2-PF-01, MA2-GM-
01, MA2-AR-02, MA2-MR-01, MA2-MR-02 02, MA2-NSM-02

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Term 2: Second year of stage
Duration: Early Term 2 Duration: Later Term 2

Focus area(s) and related content groups that Focus area(s) and related content groups that
can be addressed in parallel, connecting can be addressed in parallel, connecting
representing multiples and the array structure: counting and data:
Multiplicative relations A Data A
Use arrays to establish multiplication facts from Organise and display data using tables and
multiples of 2 and 4, 5 and 10 graphs
Recall multiplication facts of 2 and 4, 5 and 10 Interpret and compare data
and related division facts Data B
Multiplicative relations B Construct and interpret data displays with equal
Investigate number sequences involving related interval scales
multiples Representing numbers using place value A
Use the structure of the area model to represent Apply place value to partition and regroup
multiplication and division numbers up to 4 digits
Use known number facts and strategies
Representing numbers using place value B
Use number properties to find related
Recognise and represent numbers that are 10,
multiplication facts
100 or 1000 times as large
Two-dimensional spatial structure A (Area)
Use square centimetres to measure and estimate
the areas of rectangles
Two-dimensional spatial structure B (Area)
Measure the areas of shapes using the grid
structure

Focus area(s) and related content groups that Focus area(s) and related content groups that
can be addressed in parallel, connecting 2D can be addressed in parallel, connecting the
shapes and 3D objects: array structure to the 3D structure of volume
Two-dimensional spatial structure A (2D (layers):
shapes) Two-dimensional spatial structure A (Area)
Compare and describe features of two- Use square centimetres to measure and
dimensional shapes estimate the areas of rectangles
Geometric measure A (Angles) Two-dimensional spatial structure B (Area)
Identify angles as measures of turn Measure the areas of shapes using the grid
Three-dimensional spatial structure A (3D structure
objects) Three-dimensional spatial structure A
Make models of 3-dimensional objects to (Volume)
compare and describe key features Compare objects using familiar metric units of
Three-dimensional spatial structure B (3D volume
objects)
Connect 3-dimensional objects and 2-
dimensional representations

Outcomes: Outcomes:
MAO-WM-01, MA2-MR-01, MA2-GM-03, MA2-2DS- MAO-WM-01, MA2-RN-01, MA2-2DS-03, MA2-
01, MA2-2DS-03, MA2-3DS-01 3DS-02, MA2-DATA-01, MA2-DATA-02

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

Page 10 of 21
Term 3: Second year of stage
Duration: Early Term 3 Duration: Later Term 3

Focus area(s) and related content groups: Focus area(s) and related content groups that can
Additive relations A be addressed in parallel, connecting patterning
Recognise and explain the connection between and building number relationships:
addition and subtraction Representing numbers using place value A
Select strategies flexibly to solve addition and (Whole numbers)
subtraction problems of up to 3 digits Read, represent and order numbers to thousands
Additive relations B Representing numbers using place value B
Partition, rearrange and regroup numbers to at (Whole numbers)
least 1000 to solve additive problems Order numbers in the thousands
Apply addition and subtraction to familiar Multiplicative relations A
contexts, including money and budgeting Generate and describe patterns
Multiplicative relations B
Investigate number sequences involving related
multiples
Use known number facts and strategies
Use number properties to find related
multiplication facts
Operate with multiples of 10

Focus area(s) and related content groups that Focus area(s) and related content groups that can
can be addressed in parallel, connecting be addressed in parallel, connecting area with
mapping with the array structure: shape transformations:
Geometric measure A (Position) Two-dimensional spatial structure A (2D
Locate positions on grid maps shapes)
Geometric measure B (Position) Transform shapes by reflecting, translating and
Create and interpret grid maps rotating
Two-dimensional spatial structure A (Area) Two-dimensional spatial structure B (2D
Use square centimetres to measure and shapes)
estimate the areas of rectangles Create two-dimensional shapes that result from
combining and splitting common shapes
Two-dimensional spatial structure B (Area)
Measure the areas of shapes using the grid Two-dimensional spatial structure B (Area)
structure Measure the areas of shapes using the grid
structure
Compare surfaces using familiar metric units of
area

Focus area(s) and related content groups that can

be addressed in parallel, connecting position in
3D to 2D representations:
Geometric measure B (Position)
Use directional language and describe routes with
grid maps
Three-dimensional spatial structure B (3D
objects)

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

Page 11 of 21
 Duration: Early Term 3 Duration: Later Term 3

Connect 3-dimensional objects and 2-dimensional

representations

Outcomes: Outcomes:
MAO-WM-01, MA2-AR-01, MA2-GM-01, MA2- MAO-WM-01, MA2-RN-01, MA2-MR-01, MA2-GM-
2DS-03 01, MA2-2DS-01, MA2-2DS-02, MA2-2DS-03, MA2-
3DS-01

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Term 4: Second year of stage
Duration Early Term 4 Duration Later Term 4

Focus area(s) and related content groups that Focus area(s) and related content groups that
can be addressed in parallel, connecting can be addressed in parallel, connecting angles,
measuring length with fractions and decimals: shape properties and directional language:
Partitioned fractions B Geometric measure A (Angles)
Model equivalent fractions as lengths Identify angles as measures of turn
Represent fractional quantities equal to and Geometric measure B (Angles)
greater than one Compare angles to a right angle
Geometric measure B (Length) Two-dimensional spatial structure A (2D
Use scaled instruments to measure and compare shapes)
length Compare and describe features of two-
Representing numbers using place value A dimensional shapes
(Whole numbers) Transform shapes by reflecting, translating and
Apply place value to partition and regroup rotating
numbers up to 4 digits Two-dimensional spatial structure B (2D
Representing numbers using place value B shapes)
(Whole numbers) Create symmetrical patterns and shapes
Recognise and represent numbers that are 10, Geometric measure B (Position)
100 or 1000 times as large Use directional language and describe routes
Representing numbers using place value B with grid maps
(Decimals)
Extend the application of the place value system
from whole numbers to tenths and hundredths
Make connections between fractions and decimal
notation

Focus area(s) and related content groups that Focus area(s) and related content groups that
can be addressed in parallel, connecting the can be addressed in parallel, connecting
place value system and measuring capacity possible events and outcomes during data
(internal volume) and mass: collection:
Three-dimensional spatial structure B Data A
(Volume) Collect discrete data
Use scaled instruments to measure and compare Interpret and compare data
capacities (internal volumes) Data B
Non-spatial measure B (Mass) Select and trial methods for data collection
Use scaled instruments to measure and compare Chance A
masses Identify possible outcomes from chance
Representing numbers using place value A experiments
(Whole numbers) Chance B
Apply place value to partition and regroup Describe the likelihood of outcomes of chance
numbers up to 4 digits events
Representing numbers using place value B Identify when events are affected by previous
(Whole numbers) events
Recognise and represent numbers that are 10,
100 or 1000 times as large

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

Page 13 of 21
 Duration Early Term 4 Duration Later Term 4

Representing numbers using place value B

(Decimals)
Extend the application of the place value system
from whole numbers to tenths and hundredths
Make connections between fractions and decimal
notation

Outcomes: Outcomes:
MAO-WM-01, MA2-RN-01, MA2-RN-02, MA2-PF- MAO-WM-01, MA2-GM-01, MA2-GM-03, MA2-
01, MA2-GM-02, MA2-3DS-02, MA2-NSM-01 2DS-01, MA2-2DS-02, MA2-DATA-01, MA2-DATA-
02, MA2-CHAN-01

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Mathematics Stage 2: Sample outcomes tracking grid
(first year of stage)
This grid can be used to highlight when each outcome is addressed in your scope and sequence.

Early Later Early Later Early Later Early Later

Focus areas and outcomes Term Term Term Term Term Term Term Term
1 1 2 2 3 3 4 4
Working mathematically MAO-01-
WM
Representing numbers using
place value – Whole numbers
MA2-RN-01
Representing numbers using
place value – Decimals MA2-RN-
02

Additive relations MA2-AR-01

Additive relations MA2-AR-02

Multiplicative relations MA2-MR-

01
Multiplicative relations MA2-MR-
02

Partitioned fractions MA2-PF-01

Geometric measure – Position

MA2-GM-01
Geometric measure – Length
MA2-GM-02
Geometric measure – Angles
MA2-GM-03
2D spatial structure – 2D shapes
MA2-2DS-01
2D spatial structure – Transform
shapes MA2-2DS-02
2D spatial structure – Area MA2-
2DS-03
3D spatial structure – 3D objects
MA2-3DS-01
3D spatial structure – Volume
MA2-3DS-02
Non-spatial measure – Mass
MA2-NSM-01
Non-spatial measure – Time MA2-
NSM-02
Data MA2-DATA-01
Data MA2-DATA-02

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

Page 15 of 21
 Early Later Early Later Early Later Early Later
Focus areas and outcomes Term Term Term Term Term Term Term Term
1 1 2 2 3 3 4 4

Chance MA2-CHAN-01

Mathematics Stage 2: Sample outcomes tracking grid

(second year of stage)
This grid can be used to highlight when each outcome is addressed in your scope and sequence.

Early Later Early Later Early Later Early Later

Focus areas and outcomes Term Term Term Term Term Term Term Term
1 1 2 2 3 3 4 4

Working mathematically MAO-01-

WM
Representing numbers using place
value – Whole numbers MA2-RN-
01
Representing numbers using place
value – Decimals MA2-RN-02

Additive relations MA2-AR-01

Additive relations MA2-AR-02

Multiplicative relations MA2-MR-01

Multiplicative relations MA2-MR-02

Partitioned fractions MA2-PF-01

Geometric measure – Position

MA2-GM-01
Geometric measure – Length MA2-
GM-02
Geometric measure – Angles MA2-
GM-03
2D spatial structure – 2D shapes
MA2-2DS-01
2D spatial structure – Transform
shapes MA2-2DS-02
2D spatial structure – Area MA2-
2DS-03
3D spatial structure – 3D objects
MA2-3DS-01
3D spatial structure – Volume MA2-
3DS-02
Non-spatial measure – Mass MA2-
NSM-01
Non-spatial measure – Time MA2-
NSM-02

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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 Early Later Early Later Early Later Early Later
Focus areas and outcomes Term Term Term Term Term Term Term Term
1 1 2 2 3 3 4 4

Data MA2-DATA-01
Data MA2-DATA-02
Chance MA2-CHAN-01

Mathematics Stage 2: Scope and sequence

template
Use this scope and sequence template to indicate the focus area, outcomes and related content groups
that can be addressed over each term. Schools and teachers may add or subtract columns in this
template to suit the needs of students, and teaching and learning programs.
This scope and sequence template suggests early and later term durations. This organisation is a guide,
as some learning sequences may take less or more time based on your students’ prior learning, needs
and abilities. Teachers make decisions about when to continue teaching a learning sequence and when
to move on.
There is an outcome tracking grid included at the end of this template. Teachers can use this as a
reference guide to ensure all outcomes are addressed as required, across a stage of learning.
For Mathematics K–6:

 Teachers select the sequence of content groups to address the learning needs of their students. It
is not suggested that all content groups be addressed in a single teaching year, ensuring
essential understandings can be developed, extended and revisited as necessary.
 For stages that span 2 years of learning, content from Part A and/or B can be accessed within a
teaching year. It is not expected that all Part A and Part B content be addressed in one teaching
year. Teachers can choose which content groups from Part A and/or Part B to address, based on
students’ prior learning, needs and abilities.
 When developing a scope and sequence, it is suggested to have the Making Connections in
Mathematics K–2 or 3–6 documents for the appropriate Stage(s) open, to identify opportunities to
teach related focus areas and content groups in parallel.

Term 1
Duration: Early Term 1 Duration: Later Term 1

Focus area(s) and related content groups: Focus area(s) and related content groups:
<Insert focus area heading here> <Insert focus area heading here>

Outcomes: Outcomes:

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Term 2
Duration: Early Term 2 Duration: Later Term 2

Focus area(s) and related content groups: Focus area(s) and related content groups:
<Insert focus area heading here> <Insert focus area heading here>

Outcomes: Outcomes:

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Term 3
Duration: Early Term 3 Duration: Later Term 3

Focus area(s) and related content groups: Focus area(s) and related content groups:
<Insert focus area heading here> <Insert focus area heading here>

Outcomes: Outcomes:

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Term 4
Duration: Early Term 4 Duration: Later Term 4

Focus area(s) and related content groups: Focus area(s) and related content groups:
<Insert focus area heading here> <Insert focus area heading here>

Outcomes: Outcomes:

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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Mathematics Stage 2: outcomes tracking grid template
This tracking grid can be used to highlight when each outcome is addressed in your scope and
sequence.

Early Later Early Later Early Later Early Later

Focus areas and outcomes Term Term Term Term Term Term Term Term
1 1 2 2 3 3 4 4
Working mathematically
MAO-01-WM
Representing numbers using
place value – Whole numbers
MA2-RN-01
Representing numbers using
place value – Decimals
MA2-RN-02
Additive relations
MA2-AR-01
Additive relations
MA2-AR-02
Multiplicative relations
MA2-MR-01
Multiplicative relations
MA2-MR-02
Partitioned fractions
MA2-PF-01
Geometric measure – Position
MA2-GM-01
Geometric measure – Length
MA2-GM-02
Geometric measure – Angles
MA2-GM-03
2D spatial structure – 2D
shapes MA2-2DS-01
2D spatial structure –
Transform shapes MA2-2DS-
02
2D spatial structure – Area
MA2-2DS-03
3D spatial structure – 3D
objects MA2-3DS-01
3D spatial structure – Volume
MA2-3DS-02
Non-spatial measure – Mass
MA2-NSM-01
Non-spatial measure – Time
MA2-NSM-02
Data
MA2-DATA-01
Data
MA2-DATA-02
Chance
MA2-CHAN-01

Mathematics K–10 (2022): Sample scope and sequence (Stage 2)

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