Maths Tutoring For Primary School Students

Name: Optimise Learning
Brand: Optimise Learning
Rating: 5 (39 reviews)

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The primary school years are important for students as they develop their foundational knowledge and skills in Mathematics. Our Maths lessons assist students to understand Mathematic concepts, build specific skill sets and gain confidence in their mathematical ability.

Our one-to-one and small group student to teacher ratio ensures that every student learning with us at Optimise, is being explicitly taught the skills they need to learn next.

Student progress is carefully monitored throughout each lesson, and these observations are used to plan future lessons, ensuring that the learning needs of individual students are being catered for. At Optimise Learning, teaching resources are mapped to the Australian National curriculum, so by learning with us, students are building upon what they are learning at school.

Why Do Some Students Need Mathematics Tutoring?

Even though student’s progress at different rates, they are expected to demonstrate pre-determined levels of proficiency in Mathematics, every school year. The Mathematic progression of students is assessed, then measured against the Australian National Curriculum Achievement Standards, and graded as being of an A, B, C, D or E standard.

For a variety of reasons, including those discussed below, many students perform below their potential in Mathematics at school, and receive a grade that is not indicative of their true ability.

The Ability of Students to Block Out Distractions and Focus in Class

If a student is easily distracted by the other students, or by events occurring in the classroom (such as another student being spoken to by the teacher, or a group of students walking past the classroom), this can impact negatively on their ability to focus on their schoolwork, and learn to their potential.

Students Who Are Absent, or Change Schools

Despite students needing to stay away from school when they are unwell, by being absent they may miss a new topic being introduced, or a previously taught concept being reviewed by their teacher. Students who move to a new school during the year may also miss being taught chunks of the Mathematics curriculum, as different schools teach the Mathematics curriculum in a different order.

Students Who Have a Diagnosed Learning Disorder

Learning disorders, or learning disabilities are terms used to describe a variety of learning problems that students of normal intelligence can experience. Student’s with a diagnosed learning disorder usually have neurologically-based processing problems, that can interfere with the development of their reading and writing skills, both skills are used in Mathematics. It is important to understand that whilst students with learning disabilities can learn, they may need to be taught in different ways.

The Motivation Level a Student Has

Educational research consistently shows that learning is enhanced when students are feeling positive and motivated at school. Students who are feeling unwell, stressed, worried, anxious, upset, tired or overwhelmed can find it very difficult to be positive or motivated at school. Students who lack confidence in their ability to succeed in Mathematics, often feel unmotivated to try their best in Math lessons.

The Individual Learning Style of a Student

Every student is unique, and has a preferred style of learning. Some students need to practise a newly taught skill several times, before it is properly learned. Other students feel frustrated by not having the opportunity to work through newly learned topics more quickly. Some students learn most effectively by being instructed, and other students learn most effectively by being actively involved in constructing new knowledge. If a student’s preferred learning style is not catered for, their ability to learn can be compromised.

Primary Mathematics Tutoring from Prep to Year 2

From Prep to Year 2, students are developing their foundational knowledge and skills in the areas of number, algebra, measurement, geometry, statistics and probability. If a student falls behind in Mathematics in their early years of school, research shows that it is extremely difficult for them to catch up in later years without extra assistance.

Whilst the focus of our individualised tutoring is dependent on the specific learning needs of each student, our tutoring lessons cover the full range of early Mathematical skills taught at school, including:

Number names, numerals and quantities up to 1000.
Skip counting forwards and backwards by 2s, 3s and 5s.
Comparing objects using mass, length and capacity.
Telling the time and interpreting calendars
Using the language of direction and interpreting simple maps
Dividing collections and shapes into halves, quarters and eighths.
Collecting, organising and representing data to make simple references

Mathematics – Foundation

The numeracy understandings that students develop in their first year of school will form the ‘foundation’ for all of their future mathematical learning. By the end of the Foundation Year students are expected to make connections between number names, numerals and quantities up to 10. They compare objects using mass, length, capacity and connect days of the week to events. Students are all expected to demonstrate the ability to count to and from 20 and order small collections of objects.

Mathematics – Year 01

In their second year of school students are consolidating and extending the numeracy understandings they gained in the Foundation Year. By the end of Year One students are expected to skip count by 2s, 5s and 10s. They demonstrate an understanding of one half and tell the time to half an hour. Students recognise Australian coins and describe 2 and 3-dimensional objects. They are expected to be able to count to and from 100 and locate numbers on a number line. Students complete simple addition and subtraction equations and order the length and capacity of objects using informal units.

Mathematics – Year 02

Students in their third year of school are continuing to consolidate and extend their early understandings of numeracy. By the end of Year Two students are expected to skip count forwards and backwards by 2s, 3s and 5s. They are introduced to multiplication and division, and describe the features of 3-dimensional objects. Students are expected to be able to count to and from 1000, and perform simple addition and subtraction calculations using a range of strategies. They demonstrate an understanding of halves, quarters and eighths and tell the time to quarter-hour.

Primary Mathematics Tutoring from Year 3 to Year 6

Throughout the middle and upper years of Primary School, students are consolidating and extending their Mathematics knowledge and skills in the areas of number, algebra, measurement, geometry, statistics and probability.

Whilst the focus of our individualised lessons is dependent on the specific learning needs of each student, our tutoring lessons cover the full range of Mathematical skills taught from Year 3 to Year 6 at school. This involves developing proficiencies in a range of areas, including:

Using a variety of strategies to solve problems that involve using the four operations to solve problems.
Connecting three-dimensional shapes with their two-dimensional representations.
Connecting fractions, decimals and percentages as different representations of the same number.
Making connections between capacity and volume.
Solving problems involving area and perimeter.
Describing combinations of transformations.
Solving problems using the property of angles.
Calculating a fraction of a quantity.
Adding, subtracting, multiplying and dividing decimals.
Constructing prisms and pyramids.
Locating integers and fractions on number lines.
Locating an ordered pair in any quadrant of the Cartesian plane.

Mathematics – Year 03

By the end of Year Three students are expected to recognise the connection between addition and subtraction and solve multiplication problems. They model and represent unit fractions. Students identify symmetry and recognise angles in real situations. They count to and from 10 000 and tell the time to the nearest minute. Students measure length, capacity and mass using metric units and make models of 3-dimensional objects. The first year of NAPLAN provides insights into individual student’s progress and highlights areas that require support or extension.

Mathematics – Year 04

By the end of Year Four students are expected to recognise the connection between multiplication and division. They recognise common equivalent fractions, locate fractions on a number line and make connections between fractions and decimals up to two decimal places. Students compare formal and informal shapes using informal units. They solve problems using time, temperature, length, shapes and objects. Students recall the times-tables and related division facts. They classify angles and create symmetrical shapes and patterns.

Mathematics – Year 05

By the end of Year Five students are expected to be able to identify and describe factors and multiples, and connect 3-dimensional objects with their 2-dimensional representations. They are expected to be able to describe transformations of 2-dimensional shapes, and identify line and rotational symmetry. Student order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students calculate the area and perimeter of rectangles, and convert between 12 and 24 hour time. They measure different angles and list the possible outcomes of experiments involving chance. The second year of NAPLAN provides insights into individual student’s progress and highlights areas that require support or extension.

Mathematics – Year 06

By the end of their final year of primary school, students are expected to be able to describe the properties of prime, composite, square and triangular numbers, and solve problems involving all four operations. Students connect fractions, decimals and percentages, and solve problems involving the addition and subtraction of related fractions. They add, subtract, multiply and divide decimals where the result is rational. Students use the order of operations, and locate ordered pairs of numbers on the Cartesian plane. They construct simple pyramids and prisms, and describe probabilities using simple fractions, decimals and percentages. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform calculations.

Check if Your Child Has The Appropriate Understandings and Skills In Mathematics At Their Year Level

MATHEMATICS PRE TASKS (PREP TO YEAR 6)

Optimise Learning’s Mathematics Pre Tasks for Prep to Year 6 students will enable parents to see if their child demonstrates the required understandings in number and algebra, measurement and geometry and statistics and probability at their year level.

If a student is able to complete a Pre Task independently, easily and accurately, parents can assume their child has reached the required achievement standard* in that topic. If a student needed assistance to complete the Pre Task, parents can assume their child needs to learn more in that topic, to reach the required achievement standard*.

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*Achievement Standards describe the expected knowledge, understanding and skills of students at each year level. You can read more about Australian Curriculum Achievement Standards HERE.

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