MATAMATA PRIMARY SCHOOL IMPLEMENTATION PLAN Curriculum Area: MATHEMATICS and STATISTICS

LEARNING AREA DESCRIPTION St dents "ill learn the $no"ledge and strategies to sol!e mathematical pro#lems in e!eryday life St dent "ill learn to thin$ and reason logically

EMPHASIS FOR MATAMATA PRIMARY Mathematical pro#lems are presented in realistic and meaningf l conte'ts lin$ed to e'isting e'perience and ideas2

KEY INDICATORS OF EFFECTIVE PRACTICE Standardised classroom displays of mathematical strategies Learning Intentions on display St dent se of interacti!e "hite#oards Modelling #oo$s sed Lin$ing past learning to ne" concepts %se of e& ipment #y e!ery st dent at all le!els in the c rric l m to e'plore( demonstrate and practice Maths learning Mathematical !oca# lary and sym#ols lin$ed "ith actions on materials Pro#lem sol!ing indi!id ally and co)operati!ely %se of mathematical lang age to e'plain the process or pro#lem St dent ris$ ta$ing in a s pporti!e en!ironment * estions that pro!o$e high)order thin$ing s$ills s ch as analysing( synthesi+ing and , stifying Opport nities to practice and apply practical pro#lem sol!ing Acti!ity rotation system in action The needs of the learner m st #e at the heart of all planning -eed#ac$ and feed for"ard gi!en , st in time Critical reflection #y the teacher Teachers pro!iding e'tra time for st dents "ith high learning needs -oc sing on the se& ence of glo#al stages thro gh emergent .stage /0 to Ad!anced Proportional .stage 102 A#ility to lin$ mathematical concepts across strands

IMPLEMENTATION PLAN: MATHEMATICS and STATISTICS

PROGRAMME IMPLEMENTATION GUIDELINES Prime time learning .am0 programming for 34 5 64 min tes fi!e times per "ee$ The N mPa -rame"or$ pro!ides the ma,or foc s for n meracy "ithin the school2 o 7ears / 5 8 9 14:( 7ears ; 5 39 <4: 7ears = )6 9 64 :2 Each term "ill ha!e emphasis from all of the follo"ing N meracy domains> Addition ? S #traction( M ltiplication ? @i!ision( and Aatio ? Proportion All other strands "ill #e deli!ered thro gho t the year( in shorter #loc$s .e2g2 t"o "ee$s0( planned from a syndicate cyclical o!er!ie"( #ased on integration "here possi#le2 A#ility gro ps "ill operate thro gh e!idence gleaned in testing on school entry( si' year nets( anecdotal e!idence( BAM testing( CloSS( PAT tests( IDan( #asic facts #an$s in all classes2 Senior and Middle syndicate streaming of a#ility "ill occ r across the classes The programme "ill incl de a "arm p hot spotting "here n m#er $no"ledge is re!ie"ed and ta ght( appropriate to the MOE N meracy #oo$lets2 Cro p rotation system to teach strategy appropriate to the MOE N meracy #oo$lets .Teacher( Practice( Acti!ities02 The daily programme to #e concl ded "ith a s mmarising and sharing of the dayEs "or$ Modeling #oo$s and acti!#oard flipcharts "ill #e sed( doc menting learning intentions( strategy models and & estions pro!ided for the st dents to complete2

KEY ELEMENTS FOR ASSESSMENT AND EVALUATION Standardised Testing as appropriate2 o 7ear 4( 7ear /( 7ear 8 st dents

BAM March and Octo#er2 =2/ testing( EOT Sampling

o 7ear ;( 7ear 3 st dents

BAM .Stages / 5 30 CloSS .Stage = pl s0 March and Octo#er( IDAN ) March PAT Mathematics ) March

o 7ear =( 7ear 6 st dents

BAM .Stages / 5 30 CloSS .Stage = pl s0 March and Septem#er( IDAN March and B ne( Fasic -acts March and Septem#er PAT March

-ormati!e assessment nderta$en #y the teacher St dent self and peer e!al ation "ill occ r "ithin learning acti!ities

IMPLEMENTATION PLAN: MATHEMATICS and STATISTICS

RESOURCES

The Ne" Gealand C rric l m MOE N meracy Foo$lets """2n+maths2co2n+ Material master folder -ig re)it)o t series Ne" Gealand C rric l m Mathematics St dent Foo$s Stages 3 5 < N meracy e& ipment located in central storage area2 Assorted te't specifically p rchased to s pport the deli!ery of the mathematics c rric l m in central storage area2 Maths Aeso rce -ile for f rther g iding information for this s #,ect area2

LEARNING EXPECTATIONS
At the end of Year 2 At the end of Year At the end of Year !

7ear / at Stage 8?; 7ear 8 at Stage 3 Le!el / NGC N m#er H Alge#ra Ceometry H Meas rement Statistics

7ear ; Early Stage = 7ear 3 at Stage = Le!el 8 NGC N m#er H Alge#ra Ceometry H Meas rement Statistics

7ear = Early Stage 6 7ear 6 at Stage 6 Le!el ; NGC N m#er H Alge#ra Ceometry H Meas rement Statistics

At Stage 3 MOE N meracy Ad!anced Co nting

At Stage = MOE N meracy Early Additi!e

At Stage 6 N meracyE

MOE

Ad!anced Additi!e

IMPLEMENTATION PLAN: MATHEMATICS and STATISTICS

LEARNING EXPECTATIONS
At the end of Year 2 At the end of Year At the end of Year !

NATIONAL STAN"AR"S: MATHEMATICS AN" STATISTICS St dents "ill #e achie!ing at Le!el / in the Mathematics and Statistics learning area of The Ne" Gealand C rric l m2 Num#er and Al$e#ra
apply co nting)on( co nting)#ac$(

St dents "ill #e achie!ing at Le!el 8 in the Mathematics and Statistics learning area of The Ne" Gealand C rric l m2

St dents "ill #e achie!ing at Le!el ; in the Mathematics and Statistics learning area of The Ne" Gealand C rric l m2

s$ip)co nting( and simple gro ping strategies to com#ine or partition "hole n m#ers se e& al sharing and symmetry to find fractions of sets( shapes( and & antities create and contin e se& ential patterns #y identifying the nit of repeat contin e n m#er patterns #ased on ones( t"os( fi!es( and tens2

apply #asic addition and s #traction facts( simple m ltiplication facts( and $no"ledge of place !al e and symmetry to: ) com#ine or partition "hole n m#ers ) find fractions of sets( shapes( and & antities create( contin e( and gi!e the r le for se& ential patterns "ith t"o !aria#les create and contin e spatial patterns and n m#er patterns #ased on repeated addition or s #traction2

apply additi!e and simple m ltiplicati!e strategies fle'i#ly to: ) com#ine or partition "hole n m#ers ) find fractions of sets( shapes( and & antities determine mem#ers of se& ential patterns( gi!en their ordinal positions descri#e spatial and n m#er patterns( sing: ) ta#les and graphs ) r les that in!ol!e spatial feat res( repeated addition or s #traction( and simple m ltiplication2

%eometr& and Mea'urement

IMPLEMENTATION PLAN: MATHEMATICS and STATISTICS

compare the lengths( areas( !ol mes or capacities( and "eights of o#,ects and the d rations of e!ents( sing self) chosen nits of meas rement sort o#,ects and shapes #y different feat res and descri#e the feat res( sing mathematical lang age represent reflections and translations #y creating and descri#ing patterns descri#e personal locations and gi!e directions( sing steps and half) or & arter)t rns2

meas re the lengths( areas( !ol mes or capacities( "eights( and temperat res of o#,ects and the d ration of e!ents( reading scales to the nearest "hole n m#er and applying addition( s #traction( and simple m ltiplication to standard nits sort o#,ects and t"o) and three) dimensional shapes #y t"o feat res sim ltaneo sly represent and descri#e the symmetries of a shape create nets for c #es descri#e personal locations and gi!e directions( sing simple maps2

meas re time and the attri# tes of o#,ects( choosing appropriate standard nits se arrays to find the areas of rectangles and the !ol mes of c #oids( sort t"o) and three)dimensional shapes .incl ding prisms0( considering gi!en properties sim ltaneo sly and , stifying the decisions made represent and descri#e the res lts of reflection( rotation( and translation on shapes or patterns identify nets for rectang lar prisms dra" or ma$e o#,ects( gi!en their plan( front( and side !ie"s descri#e locations and gi!e directions( sing grid references( t rns( and points of the compass2

Stati'tic'
in!estigate & estions #y sing the statistical en& iry cycle ."ith s pport0( gathering( displaying( and?or identifying similarities and differences in category data descri#e the li$elihoods of o tcomes for a simple sit ation in!ol!ing chance( sing e!eryday lang age2 in!estigate & estions #y sing the statistical en& iry cycle independently: ) gather and display category and simple "hole) n m#er data ) interpret displays in conte't compare and e'plain the li$elihoods of o tcomes for a simple sit ation in!ol!ing chance( ac$no"ledging ncertainty2 in!estigate s mmary and comparison & estions #y sing the statistical en& iry cycle: ) gather or access m lti!ariate category and "hole)n m#er data ) sort data into categories or inter!als( display it in different "ays( and identify patterns ) interpret res lts in conte't( accepting that samples !ary order the li$elihoods of o tcomes for sit ations in!ol!ing chance( considering e'perimental res lts and models of all possi#le o tcomes2

IMPLEMENTATION PLAN: MATHEMATICS and STATISTICS