Numeracy 2003. Presented by JB 2003. “To be numerate is to have the ability and inclination to use mathematics effectively in our lives – at home, at work and in the community.” Curriculum Update 45 Ministry of Education 2001. Ministry Philosophy. Research based Dynamic and evolutionary
“To be numerate is to have the ability and inclination to use mathematics effectively in our lives – at home, at work and in the community.”Curriculum Update 45 Ministry of Education 2001
Provides foundation for strategies
Strategy is about how children solve number problems, in particular the mental processes they use.
Knowledge considers the key items of knowledge that children need to acquire.
Stage 0 Emergent
Stage 1 1 – 1 counting
Stage 2 Counting from 1 on Materials
Stage 3 Counting from 1 by Imaging
Stage 4 Advanced Counting
Stage 5 Early Additive
Stage 6 Advanced Additive/Early Multiplicative
Stage 7 Advanced Multiplicative/Early Proportional
Stage 8 Advanced Proportional
Solve simple addition and subtraction problems to 20 by counting all the objects.
Rote count to 20 at least
Instant recognition of patterns to 5 including finger patterns
Forward and backward number word sequence 0 – 20
Order numbers to 20
Numbers before and after in the range 1 - 20Counting from one on Materials
Solve addition and subtraction problems to 20 by counting all the objects and or numbers in my head.
Instant recognition of patterns to 10 including finger patterns
Ordering numbers 0-20
Forward and backward word sequence in the range 0 –20
Say the number before and after a given number in the range 0-20Counting From One By Imaging
Solve addition and subtraction problems by counting on or back in my head from the largest number using supporting materials then moving to imagery.
Solve addition and subtraction problems by counting on in 10’s and 1’s.
Solve multiplication problems by skip counting in 2s, 5s 10s.
Recognising numbers 0 –100
Ordering numbers 0-100
Forward and backward word sequence 0-100
Numbers before and after a given number from 0-100
Skip count in 2s, 5,s 10s forwards and backwards.Advanced Counting
Solve addition and subtraction problems in their head by working out the answer from basic facts they know.
Solve addition and subtraction problems with 2 or 3 numbers using groupings of 10 and 100.
Use addition strategies to solve multiplication strategies
Recall doubles to 20 and corresponding halves
Recall the names for 10
Recall the teen numbers
Skip count in 2s,5s, 10s forwards and backwardsEarly Additive Part Whole
to solve + and - problems.
Use pencil and paper or calculator to work out answers where the numbers are large or untidy
Carry out column + and – with whole numbers of up to 4 digits.
Solve multiplication and division problems using known strategies eg doubling, rounding.
Identify numbers 0-1000
Forward and backward sequence by 1,10,100 to 1000
Order numbers from 0-1000
Recall + and - facts to 20
Recall multiplication facts for 2, 5, and 10 times tables.Advanced Additive Part Whole
Solve +, - , x and ÷ problems with whole numbers (and decimals) using a range of strategies.
Solve problems involving fractions, decimals, proportions and ratios using multiplication and division strategies
Identify, order and say forward and backward number sequence from 0 –1000000
Recall multiplication and division facts.
Order fractions, including those greater than 1.Advanced Multiplicative Part Whole
Choose appropriately from a broad range of strategies to +, -, x and ÷ fractions and decimals.
Know equivalent proportions for unit fractions with numbers to 100 and 1000
Know fraction, decimal, % conversion for unit fractions.
Order decimals to 3 places.Advanced Proportional Part Whole