The New Zealand Curriculum Mathematics Standards For Years 1-8 Poster Template printable pdf download

THE NEW ZEALAND CURRICULUM MATHEMATICS STANDARDS FOR YEARS 1–8

Level One

Mathematics and Statistics

Level Two

Mathematics and Statistics

Level Three

Mathematics and Statistics

Level Four

Mathematics and Statistics

During these school years, Number should be the focus

G & M

During these school years, Number should be the focus

G & M

N & A

G & M

of 60–80 percent of mathematics teaching time.

of 50–70 percent of mathematics teaching time.

of 60–80 percent of mathematics teaching time.

of 40–60 percent of mathematics teaching time.

AFTER ONE YEAR AT SCHOOL

AFTER TWO YEARS AT SCHOOL

AFTER THREE YEARS AT SCHOOL

BY THE END OF YEAR 4

BY THE END OF YEAR 5

BY THE END OF YEAR 6

BY THE END OF YEAR 7

BY THE END OF YEAR 8

After one year at school, students will be achieving

After two years at school, students will be achieving

After three years at school, students will be achieving

By the end of year 4, students will be achieving

By the end of year 5, students will be achieving

By the end of year 6, students will be achieving

By the end of year 7, students will be achieving

By the end of year 8, students will be achieving

at early level 1 of the New Zealand Curriculum.

at level 1 of the New Zealand Curriculum.

at early level 2 of the New Zealand Curriculum.

at level 2 of the New Zealand Curriculum.

at early level 3 of the New Zealand Curriculum.

at level 3 of the New Zealand Curriculum.

at early level 4 of the New Zealand Curriculum.

at level 4 of the New Zealand Curriculum.

In contexts that require them to solve problems

In contexts that require them to solve problems or

In contexts that require them to solve problems

or model situations, students will be able to:

model situations, students will be able to:

or model situations, students will be able to:

•

apply counting-all strategies

;

apply counting-on, counting-back, skip-

apply basic addition facts and knowledge of

apply basic addition and subtraction facts,

apply additive and simple multiplicative

additive and simple multiplicative

apply additive and multiplicative

apply multiplicative strategies ﬂ exibly to

counting, and simple grouping strategies to

place value and symmetry to:

simple multiplication facts, and knowledge

strategies and knowledge of symmetry to:

strategies ﬂ exibly to:

strategies ﬂ exibly to whole numbers,

whole numbers, ratios, and equivalent

combine or partition whole numbers;

of place value and symmetry to:

ratios, and equivalent fractions (including

fractions (including decimals and

– combine or partition whole numbers

– combine or partition whole numbers,

percentages);

•

– combine or partition whole numbers

including performing mixed operations

use equal sharing and symmetry to ﬁ nd

– ﬁ nd fractions of sets, shapes, and

and using addition and subtraction as

•

fractions of sets, shapes, and quantities;

quantities;

– ﬁ nd fractions of sets, shapes, and

quantities;

apply additive strategies to decimals;

use multiplication and division as inverse

inverse operations

quantities;

operations on whole numbers;

•

balance positive and negative amounts;

– ﬁ nd fractions of sets, shapes, and

•

apply additive strategies ﬂ exibly to

quantities;

decimals and integers;

•

continue sequential patterns and number

create and continue sequential patterns by

create and continue sequential patterns

create, continue, and give the rule for

create, continue, and predict further

determine members of sequential patterns,

ﬁ nd and represent relationships in spatial

patterns based on ones.

identifying the unit of repeat;

with one or two variables by identifying

sequential patterns with two variables;

members of sequential patterns with two

given their ordinal positions;

and number patterns, using:

the unit of repeat;

variables;

•

– tables and graphs

continue number patterns based on ones,

create and continue spatial patterns

describe spatial and number patterns,

•

twos, ﬁ ves, and tens.

continue spatial patterns and number

and number patterns based on repeated

describe spatial and number patterns,

using:

– general rules for linear relationships.

– equations for linear relationships

patterns based on simple addition or

addition or subtraction.

using rules that involve spatial features,

– tables and graphs

– recursive rules for non-linear

subtraction.

repeated addition or subtraction, and

relationships;

– rules that involve spatial features,

simple multiplication.

repeated addition or subtraction, and

•

apply inverse operations to simple linear

simple multiplication.

relationships.

•

compare the lengths, areas, volumes or

measure the lengths, areas, volumes or

measure time and the attributes of objects,

use metric and other standard measures;

capacities, and weights of objects directly;

capacities, and weights of objects and the

capacities, weights, and temperatures of

choosing appropriate standard units and

choosing appropriate standard units;

using metric and other standard measures;

•

make simple conversions between units,

durations of events, using self-chosen units

duration of events, using linear whole-

objects and the duration of events, reading

working with them to the nearest tenth;

•

use arrays to ﬁ nd the areas of rectangles

make simple conversions between units,

using decimals;

of measurement;

number scales and applying basic addition

scales to the nearest whole number and

and the volumes of cuboids, given whole-

using whole numbers;

•

use side or edge lengths to ﬁ nd the

facts to standard units;

applying addition, subtraction, and simple

number dimensions;

•

use side or edge lengths to ﬁ nd the

perimeters and areas of rectangles,

multiplication to standard units;

perimeters and areas of rectangles and

parallelograms, and triangles and the

parallelograms and the volumes of cuboids,

volumes of cuboids;

given whole-number dimensions;

•

sort objects and shapes by a single feature

sort objects and shapes by different

sort objects and two- and three-dimensional

sort objects and two- and three-

sort two- and three-dimensional shapes,

sort two- and three-dimensional shapes

and describe the feature, using everyday

features and describe the features, using

shapes by their features, identifying

dimensional shapes by two features

considering the presence and/or absence

(including prisms), considering given

into classes, deﬁ ning properties and

into classes, considering the relationships

language;

mathematical language;

categories within categories;

simultaneously;

of features simultaneously and justifying

properties simultaneously and justifying

justifying the decisions made;

between the classes and justifying the

the decisions made;

decisions made;

•

represent reﬂ ections and translations by

represent reﬂ ections, translations, and

represent and describe the symmetries of

represent and describe the results of

identify and describe the transformations

identify and describe the features of shapes

creating patterns;

creating and describing patterns;

rotations by creating and describing patterns;

a shape;

reﬂ ection, rotation, and translation on

that have produced given shapes or

or patterns that change or do not change

shapes;

shapes or patterns;

patterns;

under transformation;

•

create nets for cubes;

•

create nets for rectangular prisms;

identify nets for rectangular prisms;

create or identify nets for rectangular

prisms and other simple solids;

prisms and other simple solids, given

•

draw plan, front, and side views of objects;

draw or make objects, given their plan,

•

particular requirements;

front, and side views;

draw plan, front, side, and perspective

•

views of objects;

draw or make objects, given their plan,

front, and side views or their perspective

views;

•

describe personal locations and give

describe locations and give directions,

directions, using everyday language.

directions, using steps and half- or quarter-

directions, using whole-number measures

directions, using simple maps.

using grid references and points of the

using grid references, turns, and points

using grid references, simple scales, turns,

using scales, bearings, and co-ordinates.

turns.

and half- or quarter-turns.

compass.

of the compass.

and points of the compass.

•

investigate questions by using the statistical

investigate questions by using the

investigate summary and comparison

investigate summary, comparison, and

enquiry cycle (with support), gathering,

enquiry cycle (with support):

statistical enquiry cycle independently:

questions by using the statistical enquiry

relationship questions by using the

displaying, and/or counting category data.

displaying, and/or identifying similarities

– gather and display category and simple

cycle:

statistical enquiry cycle:

and differences in category data;

whole-number data

– gather, display, and identify patterns in

– gather or access multivariate category

– gather or access multivariate category,

category and whole-number data

and whole-number data

and measurement data

measurement, and time-series data

– interpret displays in context;

– interpret results in context;

– sort data into categories or intervals,

– sort data and display it in multiple ways,

– sort data and display it in multiple

display it in different ways, and identify

identifying patterns and variations

ways, identifying patterns, variations,

patterns

relationships, and trends and using

– interpret results in context, accepting

ideas about middle and spread where

– interpret results in context, accepting

that samples vary and have no effect on

that samples vary;

one another;

appropriate

– interpret results in context, identifying

factors that produce uncertainty;

•

describe the likelihoods of outcomes for

compare and explain the likelihoods of

order the likelihoods of outcomes for

express as fractions the likelihoods of

a simple situation involving chance, using

outcomes for a simple situation involving

simple situations involving chance,

situations involving chance, considering

situations involving chance, checking for

outcomes for situations involving chance,

everyday language.

chance.

chance, acknowledging uncertainty.

experimenting or listing all possible

experimental results and models of all

consistency between experimental results

checking for consistency between

outcomes.

possible outcomes.

and models of all possible outcomes.

experimental results and models of all

possible outcomes.

Advanced Multiplicative – Early Proportional

Advanced Additive – Early Multiplicative

Early Additive

STAGE 7

Advanced Counting

Counting from One

STAGE 6

STAGE 5

STAGE 4

S T

A G

S T

A G

THE NEW ZEALAND NUMBER FRAMEWORK

The Numeracy Development Project strategy stages

The New Zealand Curriculum Mathematics Standards For Years 1-8 Poster Template

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