This document summarizes the math curriculum at the school from years 0-8. It is divided into 4 levels that cover different stages of strategic thinking. Level 1 covers years 0-2 and focuses on counting skills. Level 2 covers years 3-4 and introduces addition, subtraction and place value concepts. Level 3 covers years 5-6 and involves more advanced additive and early multiplicative strategies. Level 4 covers years 7-8 and focuses on proportional reasoning with multi-digit numbers and decimals. The document also outlines basic fact stages and how math is taught with a focus on place value, real-world problems, and the use of technology.

1. Maths at our school
- stages explained

2. Levels of the
Curriculum
Year 0-2
Level 1
Year 3-4
Level 2
Year 5-6
Level 3
Year 7-8
Level 4

3. Numeracy Stages and Levels -
Students’ Strategic Thinking - 8
stages
Year 0-2 Level 1 Stages Emergent -
Stage 4
Year 3-4 Level 2 Stage 5
Year 5-6 Level 3 Stage 6
Year 7-8 Level 4 Stage 7
Above year 8 Level 5 Stage 8

4. Maths at Primary School covers:
Knowledge: Place Value
Number Sequence and Order
Basic Facts
Fractions
Number and Algebra: Addition and Subtraction
Multiplication and Division
Proportions and Ratios
Strands: Statistics - Investigation and Probability
Measurement - Length, Time, Weight,
Temperature
Geometry - Position and Orientation,
Shape

5. What we will see at Level 1:
Emergent Stage: Does not know how to count objects in a collection
Stage 1: One to One Counting - they can count each
object in a
collection up to twenty - can only do
this on materials
Stage 2/3: One to One Counting, Counting All - they can
imagine the
objects in their head - mentally, but
still count all the objects from one.

6. Students
count all the
objects in a
set - they do
this with
materials.

7. Students
count all the
objects in a
set - they do
this with
materials.

8. Students
count all the
objects in a
set - they
can do this
mentally.

9. What we will see at Level 2:
Stage 4: Advanced Counting or Counting on or back - students begin
counting
from the largest number for addition, or counting back
for
Subtraction.
Numbers to 100
Stage 5: Part Whole/Early Additive - students use strategies which
involve
Splitting numbers into parts and recombining the parts
to form new
Wholes. Ability to do this mentally.

10. Students
count on or
back from
the biggest
number.

11. Students
can split
numbers
and remake
them into
new wholes.

12. What we will see at Level 3:
Stage 6: Part Whole/Advanced Additive/Early Multiplicative
- students use strategies which require more steps. All numbers are
2 or more digits. These problems may require regrouping.
Numbers to 1 000 000

13. Students solve
problems by
splitting
numbers and
remaking them
into new
wholes by
using more
steps.

14. What we will see at Level 4:
Stage 7: Advanced Multiplicative/Early Proportional
- students solve multi-digit multiplication and division problems with
whole numbers mentally
Standard written method (algorithm) taught here as one strategy
when students have an excellent understanding of place value
Numbers to 1 000 000 and decimals

15. Students
choose an
efficient
strategy to split
decimals and
related
fractions to
solve problems.

16. Basic Facts
Stage 1: Instantly recognise patterns to 5
Stage 2: Know groupings within 5 and with 5
Stage 3: Know groupings within 10
Knows double to 10
Stage 4: Know teen number facts
Know addition and subtraction facts to 10
Know doubles and halves to 20

17. Basic Facts continued...
Stage 5: Know addition and subtraction facts to 10
Know multiplication & division facts for x2, x5, x10
Stage 6: Recall multiplication facts to 10x10 and some division facts
Know what happens when you multiply by 1, 0 or 10
Stage 7 and beyond: Recall all division facts to 10 x 10
Conversions - decimals to
fractions
to percentages
Factors and multiples

18. Things we do at school...
● Emphasis on knowing the value of digits in a number
● Use of a variety of materials
● Use of word problems
● Making it authentic and real for the students
● Teaching the operations - what do they actually mean - the keywords that tell
us what to do eg. altogether means equals; got 4 more means addition; took
away means subtraction

19. ● Use of ICT to reinforce concepts, including
○ Mathletics to reinforce learning in Number, Strand and Basic Facts
○ Websites, can be linked to Blogs and/or Weeblies
○ Interactive tools
○ Online instruction/tutorials/videos
○ Ability to create resources e.g. videos
○ Presentation of understanding

20. Benefits to doing Maths this way...
● Students develop a greater knowledge of number
● Students are better at estimation
● Students have strategies for solving problems with
developing complexity
● Students can choose the most effective strategy for the
problem

21. How you can
help at
home...
● Encouraging your child to do their
Mathletics
● Talking about numbers in everyday
situations
● Playing games, including board games
● Baking, cooking - measuring and fractions
● Making things - wood work
● Practising basic facts for your child’s level