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

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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
During these school years, Number should be the focus
During these school years, Number should be the focus
G & M
During these school years, Number should be the focus
G & M
N & A
N & A
N & A
N & A
G & M
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.
S
S
S
S
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
In contexts that require them to solve problems or
In contexts that require them to solve problems
In contexts that require them to solve problems
In contexts that require them to solve problems
In contexts that require them to solve problems
In contexts that require them to solve problems
or model situations, students will be able to:
or model situations, students will be able to:
model situations, students will be able to:
or model situations, students will be able to:
or model situations, students will be able to:
or model situations, students will be able to:
or 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
– combine or partition whole numbers,
percentages);
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
– 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
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:
and number patterns, using:
the unit of repeat;
variables;
– tables and graphs
– 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
compare the lengths, areas, volumes or
measure the lengths, areas, volumes or
measure the lengths, areas, volumes or
measure time and the attributes of objects,
measure time and the attributes of objects,
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, 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
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;
the decisions made;
decisions made;
represent refl ections and translations by
represent refl ections and translations by
represent refl ections, translations, and
represent and describe the symmetries of
represent and describe the results 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
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
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 personal locations and give
describe personal locations and give
describe personal locations and give
describe locations and give directions,
describe locations and give directions,
describe locations and give directions,
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 statistical
investigate questions by using the statistical
investigate questions by using the
investigate summary and comparison
investigate summary and comparison
investigate summary, comparison, and
investigate summary, comparison, and
enquiry cycle (with support), gathering,
enquiry cycle (with support), gathering,
enquiry cycle (with support):
statistical enquiry cycle independently:
questions by using the statistical enquiry
questions by using the statistical enquiry
relationship questions by using the
relationship questions by using the
displaying, and/or counting category data.
displaying, and/or identifying similarities
– gather and display category and simple
– gather and display category and simple
cycle:
cycle:
statistical enquiry cycle:
statistical enquiry cycle:
and differences in category data;
whole-number data
whole-number data
– gather, display, and identify patterns in
– gather or access multivariate category
– 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 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
compare and explain the likelihoods of
order the likelihoods of outcomes for
order the likelihoods of outcomes for
order the likelihoods of outcomes for
express as fractions the likelihoods of
a simple situation involving chance, using
outcomes for a simple situation involving
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
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THE NEW ZEALAND NUMBER FRAMEWORK
1
The Numeracy Development Project strategy stages

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