Maths

Written by Administrator

Helping Your Child Children learn more when their parents and whanau are interested and involved. There are many things we can do to support our children's learning in mathematics by using the everyday experiences and resources that we find around the home. Below are links to different activities, ideas and resources that you can use to support your child's learning.     .    http://www.nzmaths.co.nz/families (Family Math site) ·       http://www.nzmaths.co.nz/home-school-partnership-numeracy-activities (Games and Activities) ·       http://www.nzmaths.co.nz/node/1390 (Games and Activities) ·       http://www.nzmaths.co.nz/number-knowledge-lessons (Number Knowledge lessons) ·       http://www.nzmaths.co.nz/parents-and-wh-nau (Supporting Gifted and Talented students) ·       http://www.nzmaths.co.nz/bracken/Supporting_children_with_special_needs/index.html        (Supporting the Mathematics learning  of children with diverse needs) Expectations for Number The New Zealand Curriculum and the Mathematics Standards The shaded part in the diagrams above indicate the expected levels of achievement for number in The New Zealand Curriculum, The Number Framework from the Numeracy Development Projects and the Mathematics Standards for students in years 1 to 8.  The diagram also illustrates the close alignment between standards, stages and curriculum levels. The expectation is that by the end of the year, or time at school for the first three years, students will be working within the standard, stage, or level indicated by the shaded part of the diagram. This does not mean that the student has mastered all objectives or parts, but it does mean they can successfully complete problems or tasks that demonstrate they "know and are able to do" work within the standard or stage or level.   These expectations apply to the three operational domains of The Number Framework - Strategies: addition and subtraction, multiplication and division, and proportions and ratios.  The standard or stage or level for each of the three domains for each student needs to be known.  This information is used in making an overall teacher judgment in relation to the Mathematics Standards. At, Above, Below, Well Below NAG 2A requires the numbers and proportions of students at, above, below or well below the standards to be described in the Board of Trustees' annual report.  As a general guide; .   above - achievement a year or more above the expectation .   at - achievement at the expectation .   below - achievement is one year below the expectation .   well below - achievement is more than one year below the expectation Please note that schools are not required to use the terms: above, at, below and well below in reporting to parents, although some schools may choose to use them. The terms ‘below' and ‘well below' are similar to the terms ‘cause for concern' and ‘at risk' previously used in the numeracy expectations.  Students rated as ‘below' or ‘cause for concern" are those who are below expectations, although at a stage where is it reasonable to expect classroom teachers to be able to move them to the expected stage.  A student rated as "well below" or "at risk" is sufficiently below expectations that their future learning in mathematics is in jeopardy. These students require special teaching, modified classroom programmes and extra support to continue their development and maintain positive attitudes.  The support required is likely to be beyond what can be reasonably expected from their classroom teacher alone. Although the terms ‘well above' or ‘high achievers' are not used in the standards, students with achievement two or more years above expectation may require special teaching, modified classroom programmes and extra support to continue their development and maintain positive attitudes. Click here for more information about expectations for Number: http://www.nzmaths.co.nz/expectations-number

Last Updated ( Monday, 04 August 2014 )