At EPS, we believe it is essential for our students to build a strong foundation in all areas of the mathematics curriculum to equip them with the skills, knowledge and behaviours upon which further learning and professional applications of mathematics are built. Focus is given to communication, collaboration, critical and creative thinking, all vital for preparing our students for their future lives.

Our rich mathematics program consists of dedicated numeracy lessons each week, blended, where possible, with our Inquiry Learning. This enables explicit instruction of skills in mathematics alongside the opportunity to then use these skills in authentic ways to deepen learning. The use of hands on materials, games, open-ended tasks, investigations, rich tasks, collaboration and discussion of solution strategies, mental computation and visualisation enable students to grasp increasingly complex theoretical concepts.

Curriculum coaching forms a strong component of the school's professional learning program with the leading teachers working to support improved teaching practice based on evidence.


Our whole school approach to teaching mathematics ensures students are stimulated and challenged by engaging in meaningful and authentic learning.
Daily lessons with teacher modelling of different mathematical strategies ensure students become numerate whilst gaining an appreciation and enjoyment of mathematics and see themselves as mathematicians.

The Maths curriculum is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability. These content areas are taught through a structured approach that incorporates problem solving and an application of mathematics skills to develop knowledge and deep understandings.

1. Number and Algebra - Number and Algebra are developed together, and each enriches the study of the other. The focus is on developing number sense and an understanding of counting, patterns, place value, fractions and decimals and the connections between operations. Students develop and apply a range of strategies for computation and conduct investigations, solve problems and communicate their reasoning.

2. Measurement and Geometry - Focuses on developing an understanding of size, shape, relative position and movement of two-dimensional figures in the plane and three-dimensional objects in space. Students  make meaningful measurements of quantities, choosing appropriate metric units of measurement including; length, area, perimeter, time, volume and capacity. They study the properties of shapes and the relationships between shapes and measurement. Students begin to build an understanding of the connections between units and calculate derived measures such as area, speed and density.

3. Statistics and Probability - Develops initially in parallel, this strand focuses on building understandings about how to create, display and interpret data and developing an understanding of chance and how it can influence the outcome of events. Students undertake purposeful investigations involving the collection and interpretation of data. They develop their ability to evaluate chance and data concepts and make reasoned judgments and decisions, as well as building skills to critically evaluate statistical information and develop intuitions about data.

Learning in Mathematics

At EPS, our mathematics teaching and learning focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, modelling and problem-solving and reasoning as these proficiencies are fundamental to learning mathematics and working mathematically and are applied across all three strands Number and Algebra, Measurement and Geometry, and Statistics and Probability.

Understanding refers to students building a robust knowledge of adaptable and transferable mathematical concepts and structures. Students make connections between related concepts and progressively apply the familiar to develop new ideas. They develop an understanding of the relationship between the 'why' and the 'how' of mathematics.

Fluency describes students developing skills in choosing appropriate procedures, carrying out procedures flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily.

Problem-solving is the ability of students to make choices, interpret, formulate, model and investigate problem situations, select and use technological functions and communicate solutions effectively.

Reasoning refers to students developing an increasingly sophisticated capacity for logical, statistical and probabilistic thinking and actions, such as conjecturing, hypothesising, analysing, proving, evaluating, explaining, inferring, justifying, refuting, abstracting and generalising.


The mathematical understanding of every student is continually monitored and assessed to ensure students are taught at their point of need. Teachers use a range of assessment tools including observations, small groups, individual conferencing, online assessments, open-ended activities and developmental checklists to ensure the teaching program meets students’ needs and challenges them at an appropriate level.

Our Maths Curriculum is greatly enhanced by our Maths Masters program.

Maths Masters
Maths Masters
The purpose of the Maths Masters program is to focus teaching and learning on the really important concepts in Number (the BIG Ideas) and to help our students develop number sense and number fluency. The program is informed by the research of Professor Dianne Siemon from RMIT University, and is designed to complement our existing rich maths curriculum.

The Big Ideas in Number are important because they:
  - Help us to develop general number sense or 'fluidity and flexibility with numbers,' (Gersten & Chard, 2001).   
  - Are the foundation understandings/skills for many other mathematical concepts
  - Help us to make connections between mathematical ideas
  - Teach us to use our brain in different ways
For further information on Professor Siemon's Big Ideas in Number please go to:

In addition, we celebrate The EPS Potato Olympics!

Potato Olympics

The Potato Olympics is an annual fantastic, fun event at EPS. Each student from Prep to Year 6 have their own potato - or Pot-athlete, as we like to call them - that they prepare for entry into specially designed Potato Olympic events. Students measure their potatoes in various ways to create Pot-athlete profiles. They keep track of their Pot-athlete's performance in the Potato Olympics events. All this measurement produces data, which students display, analyse and report on.

Extension and enrichment programs include:

The Australian Mathematics Competition
The Australian Mathematics Competition (AMC) was introduced in Australia in 1978 as the first Australia-wide mathematics competition for students. It has since spread internationally, with students in more than 30 countries attempting the same problems. In recent years the competition has been available in two formats (online and paper), allowing even more students to participate worldwide.

Year 4, 5 and 6 Year 5 State-wide Maths Games Days
The Maths Games is designed to provide students with an opportunity to learn and develop valuable maths problem solving skills, while offering enjoyment and an appreciation of maths.
APSMO Maths Olympiad
Students from Grades 3 to 6 can take part in the APSMO Maths Olympiad. Our students will put their talent to the test by competing alongside thousands of other students around Australia and New Zealand in this year's problem solving competition.
The annual APSMO Maths Olympiad consists of a series of 5 separate contests, one per month from May to September.

We encourage parents and carers to support their child or children's mathematical develop through homework activities and participation in activities such as The Victorian Maths Challenge.

        ChallengeA fun and engaging way for families to engage in real life mathematics and explore problems together.