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Numeracy at MNS

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Numeracy at MNS

Rimu Syndicate

Parent Information Evening

- How is Mathematics taught now?The New Zealand Numeracy Framework
- Helpful and practical ideas to support your child’s learning in mathematics.

“to be numerate is to have the ability and inclination to use mathematics effectively – at home, at work and in the community”

Published in Curriculum Update 45:

Developmental Stage Progression

The New Zealand Number Framework

Strategy

Knowledge

- Each Numeracy Stage highlights key knowledge and strategy that a child should know.
- Strong knowledge is essential for students to broaden their strategies across a full range of numbers.

Creates new knowledge through use

Provides the foundation for strategies

- Emergent
- One to One Counting
- Count from one on Materials
- Count from one by Imaging
- Advanced Counting
- Early Additive Part-Whole
- Advanced Additive Part-Whole
- Advanced Multiplicative
- Advanced Proportional

Counting Strategies

Non Counting Strategies

Can you get me 7 counters from the pile please?

1,2,3,5,8...?

The child can not consistently count a collection of objects.

Movie Clip

Video clip

Can you get me 7 counters from the pile please?

1,2,3,4,5,6,7.

The child can count a set of objects up to ten but can’t join and separate sets like 4 + 3 =

Video Clip

Identify numbers to ten

Rote count fluently backwards and forwards in the range one to ten

Order numerals in the range one to ten

Instantly recognise finger and dot patterns to five

Correct number formation

There are 4 counters and another 3 counters. How many are there altogether?

1,2,3,4,5,6,7.

Video clip

The child solves the problem by using their fingers or other materials and counts from one.

There are 4 counters and another 3 counters. How many are there altogether?

Counts in head1,2,3,4…

5,6,7.

The child counts all the objects from one by imaging visual patterns of the objects in their mind.

Video clip

Identify numbers to twenty

Rote count fluently backwards and forwards in the range one to twenty

Order numerals in the range one to twenty

Instantly recognise finger and dot patterns to ten

Say what comes before and after numbers in the range one to ten

Skip count in twos and fives in the range one to twenty

Recall addition and subtraction facts 2+3, 5-1, to five and doubles to five 3+3

Uses pictures, diagrams, words and symbols to record

There are 9 counters under there and another 4 counters under there. How many are there altogether?

Counts on 9, 10, 11, 12, 13.

The child counts on from the largest number

Video clip

Identify numbers to 100, then to 1000

Identify ½ 1/3 ¼ 1/5 symbols

Rote count fluently backwards and forwards in the range one to 100

Order numerals in the range one to 100

Say what comes before and after numbers in the range one to 100

Knows grouping with ten, within 20, and tens in ty numbers

Skip count in twos and fives and tens in the range one to 100

Basic facts to ten, doubles to 20, teen facts, and 20+20

Records using equations

There are 9 counters under there and another 6 counters under there. How many are there altogether?

“I know that

If I take one off the 6 and put it on the 9 it =10. 10 + 5 = 15”

Video clip

The child uses simple strategies to solve addition and subtraction problems mentally

Identify, order and count forwards and backwards in the range 0 to 1000

Identify fractions

Say the number 1, 10, 100 before and after a number

Knows grouping with ten, within 20, and tens in ty numbers

Basic facts to 20, doubles and halves to 100

Skip count in twos, threes, fives and tens

2s, 5s and 10s times tables

Records using equations and diagrams E.G. Number line

How is maths taught differently now?

UsingMaterials

ImagingMaterials

Working only with numbers

- Model and support children understanding using a researched teaching model.Using materialsThinking about what would happen on the materialsWorking only on numbers
- Teach to achieve next learning steps.

- Developing a child’s knowledge is a key to their success and development in mathematics.

- Counting(cars, shells on beach, pegs, run around the house, how many steps you walk, count backwards, start from different numbers)
- Numbers before and after(Letter boxes, say a number, use a numberline, use number cards, write a number down, ladder game, keyboard numbers, using dice)
- Identifying numbers(Letter boxes, number plates, speed signs, how many km to go, number cards, combine numbers)
- Ordering numbers(Number cards, write some numbers down)

- Knowing groups to ten(Using ten frames, using fingers)
- Basic addition facts to ten(Buttons, ten frames, fingers)
- Recalling Doubles(ten frames, fingers, quinary sticks)

Ten frames

Abacus

After 40 weeks at school

After 80 weeks at school

After 120 weeks at school

- What you do counts
- NZ Maths – family section
- Mathletics
- Maths at home