Room 9 2015: Mathematics explained

Trying to make sense of the mathematics curriculum?

Read on below.

Mathematics at school is divided into 2 parts:

Numeracy and Strand

Numeracy

Strand - Statistics, Measurement and Geometry

* Addition

* Subtraction

* Multiplication

* Division

* Fractions

* Ratios

* Proportions

* Algebra

Statistical investigation

Measurement -

Time

Length

Area

Temperature

Mass

Volume

Capacity

Geometry -

Shape

Angle

Position

Orientation

Students will also learn about

NUMBER KNOWLEDGE and BASIC FACTS .

There is a separate page for this.

Year 5 and 6 students are working at LEVEL 3 of the NZ Curriculum, although some students may be working above or below this level

YEAR 1 & 2 YEAR 3 & 4 YEAR 5 & 6 YEAR 7 & 8

So, Year 5 and 6 = Curriculum level 3; Numeracy stage 6

Expected coverage of each maths area in one year

Stages explained

Stage 0: Emergent	The student is unable to consistently count a given number of objects because they lack knowledge of counting sequences and/or one-to-one correspondence.
Stage 1: One-to-one counting	The student is able to count a set of objects or form sets of objects but cannot solve problems that involve joining and separating sets.
Stage 2: Counting from one on materials	The student is able to count a set of objects or form sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects.
Stage 3: Counting from one by imaging	The student is able to visualise sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects.
Stage 4: Advanced counting	The student uses counting on or counting back to solve simple addition or subtraction tasks.
Stage 5: Early additive part-whole	The student uses a limited range of mental strategies to estimate answers and solve addition or subtraction problems. These strategies involve deriving the answer from known basic facts (for example doubles, fives, making tens).
Stage 6: Advanced additive/early multiplicative part-whole	The student can estimate answers and solve addition and subtraction tasks involving whole numbers mentally by choosing appropriately from a broad range of advanced mental strategies (for example place value positioning, rounding and compensating or reversibility). The student uses a combination of known facts and a limited range of mental strategies to derive answers to multiplication and division problems (for example doubling, rounding or reversibility).
Stage 7: Advanced multiplicative part-whole	The student is able to choose appropriately from a broad range of mental strategies to estimate answers and solve multiplication and division problems. These strategies involve partitioning one or more of the factors (for example place value partitioning, rounding and compensating, reversibility).
Stage 8: Advanced proportional part-whole	The student can estimate answers and solve problems involving the multiplication and division of fractions and decimals using mental strategies. These strategies involve recognising the effect of number size on the answer and converting decimals to fractions where appropriate. These students have strongly developed number sense and algebraic thinking.