Primary and intermediate school make up the formative years of a child's life. It's crucial to gift them the best education possible to ensure their futures are bright and full of opportunities.
Even if your child is not a maths fan it's important they keep up with the curriculum. The further they are left behind the harder it will be for them to catch up. Then in secondary school they will have a very difficult time trying to excel, or even achieve, NCEA and Cambridge.
We can help primary and intermediate students that are struggling or are looking for that extra challenge. We pride ourselves on making maths fun and getting the students engaged and keen to learn. Often they say how much more they enjoy learning maths from us rather than from school.
The New Zealand curriculum is divided into 8 levels. Each level takes around two years to complete. The subject matter is is broad and covers many different aspects of mathematics.
Ask us today about what your child should be learning through their school's curriculum.
Students can count and from a set of objects up to ten.
- Skip count forward and backwards to 20 in 2s and 5s e.g. 2, 4, 6……. 20,15,10……..
- Identify all of the numerals 0-20
- Say the number after up to 20 e.g. after 16 is 17
- Make up patterns with 5 e.g. 5 and 1,5 and 2 using my fingers or materials
- Say the number before up to 20 e.g. 6 is before
- Say the numbers from 0-20 in order
- Match numbers, sets and words e.g: two,2,rua
- Make up patterns to 5 using my fingers or materials e.g. 2 and 3,4 and 1
- Make up patterns to 10 using my fingers or materials e.g. 5 and 5,7 and 3
Students can join or separate sets problems by counting physical materials like their fingers.
- Quickly recall addition facts within 5 e.g. 2+1, 3+1
- Can put numbers from 0 – 20 in order
- Quickly recall subtraction facts to 5 e.g. 4-2
- Say the numbers between the numbers to 20 E.G. the number between 15 and 17 is 16
- Say what doubles are to 10 e.g. 1+1, 2+2, 3+3……etc.
- Can record counting and problem solving using pictures and diagrams
- Say the numbers backwards from 20-0
- Make groupings within 5 e.g. Groupings of 2,groupings of 3, and 4
- Make groupings of 5 e.g. .
- Describe heavies in words orally or written always in reference to the whole
- Know all the numerals 0-20
Students are able to image visual patterns of objects in their minds and count them.
- Instant recall of subtraction facts from 10 e.g. 10-4=6
- Skip count to 20 in 2s and 5s e.g. 2,4,6,8……… 5, 10, 15………
- Given wholes, draw a cut halves of regions
- Given halves of regions draw and construct wholes
- Skip count backwards from 20 in 2s and 5s e.g. 20, 18, 16……, 20, 15, 10……
- Indentify that a number is the same no matter the grouping e.g.
- Can record counting and problem solving using pictures diagrams and words e.g. five +4=Nine plus four makes 9
- Make groupings within 10(groupings of 6, 7, 8, 9, 10) e.g. 4+2+1+3=10, 3+2+2=7 etc.
- Say the number thirteen is “thirteen”. Say the number thirteen as “one ten and three ones” One bundle of ten and three ones
- Show what thirteen, 13 looks like. E.g. one bag of 10 lollies and 3 more lollies is thirteen lollies.
- Read the numbers to 20.E.g. 13 are thirteen.
- Know all the symbols and words and patterns for numerals 0-20. 14….fourteen, tekau ma wha
- Make groupings with 5 to 10 e.g. 5+2, 5+4
Students understand that the end number in a counting sequence measures the whole set and can relate addition and subtraction of objects to the forward and backward number sequences by ones, tens, etc. e.g. 32 + 21 = 32, 42, 52, 53
- Know the number before and after a given number in range of 0-100
- Can skip count forward and backwards in 2s, 5s and 10s to 100
- Can identify the numbers in the range of 0-100
- Order numbers within 0-100
- Doubles to 20 and corresponding halves
- Know groupings with 10 e.g. 10 and 2, 10 and 3 and the pattern of ‘teens’
- Instantly recalls the “ten” facts e.g. 10+4=14, 7+10=17
- Know patterns of numbers e.g. 8+5=13 , 13+5=18, 18+5=23,23+5=33 etc
- Recall addition facts to 10 e.g. 4 +3,6+2,7-3……
- Know groupings within 20 e.g. 12 and 8,6 and 14
- Given wholes draw and cut identical thirds and quarters of regions
- Describe thirds & quarters in words orally or written always in reference to the whole
- Know the number of 10s in decades e.g. tens in 40, in 60
- Record the results of mental addition and subtraction using equations
- Know multiples of 10 that add to 100 e.g. 30+70 , 40+60
- Given thirds or quarters of rectangular regions make the wholes with materials
- Counts forwards and backward in the range of 0-100
Stage 5 : Early Additive Part – Whole part 1
Students recognise that numbers can be treated simultaneously as wholes or can be partitioned and recombined. This is called part whole thinking. E.g. 9 + 4 = (4 – 3 = 1) (9 + 1 = 10) + 3 = 13
- Recall multiples of 100 that add to 1000 e.g. 400 and 600
- Know all of the numbers o-1000
- Know the number of 100’s centuries and thousands e.g. hundreds in 800 is 8 and in 4000 is 40
- Count forward by ones tens and hundreds up to 1000.e.g. 3,13,23,33…….
- Count backward by ones, tens and hundreds from 1000 e.g. 66,56,46,36……
- Can skip count forward in 2’s,3’s,5’s and 10’s
- Can skip count backwards in 2’s,3’s,5’s and 10’s
- Know patterns like 8+2=10 so .80+20=100,800+200=1000
- Record results of problem solving using equations and diagrams
- Know the number 1, 10 and 100 before and after a given number e.g. ‘256’ then 100 before that is 156
- Know groupings of whole ten addition and subtraction e.g. 80+20, 70 + ?=100
- Identify the symbols for at least halves, quarters, thirds, fifths and tenths
- Know the number of 10’s in any 3 digit number e.g. tens in 163 is 16
- Match fraction words and symbols
- Comparison of fractions with the same wholes in words and fraction symbols
- Recall all addition and subtraction facts to 20e.g. 7+5,8+7
- Recall multiplication and division facts for 2, 5 and 10 times tables.
Stage 5 : Early Additive Part- Whole Part 2
- Identify the symbols for improper fractions, e.g. 5/4
- Round 3 digit numbers to the nearest 10 or 100
- Put numbers in order 0- 1000
- Know groupings with in 100 e.g. 25+ ?=100, 49+ ?=100
- Record results of problem solving using equations and diagrams
- Know patterns like 8+12=20 so 80+120=200 and 800+1200=2000
- Round 3 digit whole numbers to the nearest 10 or 100 e.g. 561 560 or 561 600
- Identify the pattern of naming fraction words most end in “th’’
- Order fractions e.g. 2/7,2/9,2/11,2/13
- Know the groupings of 5’s in numbers up to 50,e.g. 9 groups of 5 in 47
Students use a range of part-whole strategies to solve and estimate the answers to addition and subtraction problems.
- Recall addition and subtraction facts up to 20, e.g. 9+5, 13-7
- Count forwards and backwards tenths and hundredths
- Round decimals to the nearest whole numbers e.g. 6.49 to 6, 19.91 to 20
- Order whole numbers from 0 – 1 000 000
- Record the results of calculations using addition, subtraction, multiplication, division, equations
- Order unit fractions from halves, thirds, quarters, fifths and
- Read symbols for any fraction and improper fraction e.g.Including tenths, hundredths, thousandths Record results of calculations using number line or diagrams
- Know tenths and hundredths in decimal to two places, e.g. tenths in 7.2 is 72