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of 6080 percent of mathematics teaching time.

N&A

G&M

S

of 6080 percent of mathematics teaching time.

N&A

G&M

of 5070 percent of mathematics teaching time.

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.

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:

combine or partition whole numbers;

place value and symmetry to:

combine or partition whole numbers

nd fractions of sets, shapes, and

quantities;

simple multiplication facts, and knowledge

of place value and symmetry to:

combine or partition whole numbers

nd fractions of sets, shapes, and

quantities;

strategies and knowledge of symmetry to:

combine or partition whole numbers

nd fractions of sets, shapes, and

quantities;

strategies exibly to:

combine or partition whole numbers,

including performing mixed operations

and using addition and subtraction as

inverse operations

nd fractions of sets, shapes, and

quantities;

strategies exibly to whole numbers,

ratios, and equivalent fractions (including

percentages);

whole numbers, ratios, and equivalent

fractions (including decimals and

percentages);

operations on whole numbers;

given their ordinal positions;

and number patterns, using:

tables and graphs

general rules for linear relationships.

twos, ves, and tens.

capacities, and weights of objects and the

durations of events, using self-chosen units

of measurement;

sequential patterns with two variables;

with one or two variables by identifying

the unit of repeat;

and number patterns based on repeated

addition or subtraction.

patterns based on simple addition or

subtraction.

members of sequential patterns with two

variables;

describe spatial and number patterns,

using rules that involve spatial features,

repeated addition or subtraction, and

simple multiplication.

capacities, and weights of objects and the

duration of events, using linear wholenumber scales and applying basic addition

facts to standard units;

capacities, weights, and temperatures of

objects and the duration of events, reading

scales to the nearest whole number and

applying addition, subtraction, and simple

multiplication to standard units;

choosing appropriate standard units and

working with them to the nearest tenth;

using:

tables and graphs

rules that involve spatial features,

repeated addition or subtraction, and

simple multiplication.

G&M

N&A

at early level 1 of the New Zealand Curriculum.

identifying the unit of repeat;

of 4060 percent of mathematics teaching time.

patterns based on ones.

G&M

N&A

fractions of sets, shapes, and quantities;

capacities, and weights of objects directly;

decimals and integers;

nd and represent relationships in spatial

and number patterns, using:

tables and graphs

equations for linear relationships

recursive rules for non-linear

relationships;

apply inverse operations to simple linear

relationships.

choosing appropriate standard units;

using metric and other standard measures;

and the volumes of cuboids, given wholenumber dimensions;

using whole numbers;

use side or edge lengths to nd the

perimeters and areas of rectangles and

parallelograms and the volumes of cuboids,

given whole-number dimensions;

make simple conversions between units,

using decimals;

use side or edge lengths to nd the

perimeters and areas of rectangles,

parallelograms, and triangles and the

volumes of cuboids;

and describe the feature, using everyday

language;

features and describe the features, using

mathematical language;

shapes by their features, identifying

categories within categories;

simultaneously;

considering the presence and/or absence

of features simultaneously and justifying

the decisions made;

(including prisms), considering given

properties simultaneously and justifying

the decisions made;

into classes, dening properties and

justifying the decisions made;

into classes, considering the relationships

between the classes and justifying the

decisions made;

creating patterns;

creating and describing patterns;

rotations by creating and describing patterns;

a shape;

reection, rotation, and translation on

shapes;

reection, rotation, and translation on

shapes or patterns;

that have produced given shapes or

patterns;

or patterns that change or do not change

under transformation;

front, and side views;

prisms and other simple solids;

prisms and other simple solids, given

particular requirements;

views of objects;

front, and side views or their perspective

views;

directions, using everyday language.

directions, using steps and half- or quarterturns.

directions, using whole-number measures

and half- or quarter-turns.

directions, using simple maps.

using grid references and points of the

compass.

using grid references, turns, and points

of the compass.

using grid references, simple scales, turns,

and points of the compass.

using scales, bearings, and co-ordinates.

enquiry cycle (with support), gathering,

displaying, and/or counting category data.

enquiry cycle (with support), gathering,

displaying, and/or identifying similarities

and differences in category data;

enquiry cycle (with support):

gather and display category and simple

whole-number data

interpret displays in context;

statistical enquiry cycle independently:

gather and display category and simple

whole-number data

interpret displays in context;

questions by using the statistical enquiry

cycle:

gather, display, and identify patterns in

category and whole-number data

interpret results in context;

questions by using the statistical enquiry

cycle:

gather or access multivariate category

and whole-number data

sort data into categories or intervals,

display it in different ways, and identify

patterns

interpret results in context, accepting

that samples vary;

relationship questions by using the

statistical enquiry cycle:

gather or access multivariate category

and measurement data

sort data and display it in multiple ways,

identifying patterns and variations

interpret results in context, accepting

that samples vary and have no effect on

one another;

relationship questions by using the

statistical enquiry cycle:

gather or access multivariate category,

measurement, and time-series data

sort data and display it in multiple

ways, identifying patterns, variations,

relationships, and trends and using

ideas about middle and spread where

appropriate

interpret results in context, identifying

factors that produce uncertainty;

a simple situation involving chance, using

everyday language.

outcomes for a simple situation involving

chance.

outcomes for a simple situation involving

chance, acknowledging uncertainty.

simple situations involving chance,

experimenting or listing all possible

outcomes.

situations involving chance, considering

experimental results and models of all

possible outcomes.

situations involving chance, checking for

consistency between experimental results

and models of all possible outcomes.

outcomes for situations involving chance,

checking for consistency between

experimental results and models of all

possible outcomes.

Strategy stages1

Statistics

STAGE 3

Advanced Counting

STAGE 4

Early Additive

STAGE 6

STAGE 5

ST

TAGE 2

STAGE 1

1

STAGE 7

Published 2010 for the Ministry of Education by Learning Media Limited. Copyright Crown 2010. All rights reserved. Enquiries should be made to the publisher. For further copies, phone 0800 660 662 and quote item number 11475.

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