Stage 2 Maths

Let us not forget, as I did the other day, that level 2 of the New Zealand Curriculum does not equate to stage 2 in the Numeracy Project (NUMP).

I collected a series of 'Figure it Out' books for a maths taskboard activity the other day and the lovely, kind maths adviser smiled sweetly at me and informed me that the levels marked on the bottom were in fact NZ curriculum levels and not NUMP levels. 

Here's a breakdown, so I don't forget again.

NUMP level	New Zealand Curriculum level
1	1
2	1
3	1
4	1
5	2
6	2/3?

 

Additonally I've put together the Level 2 (NZC) problems on a helpful pdf. Here's an example:

The Problem

Mary had a $5 note. She exchanged it with her brother Sam for some coins.
Could shehave exchanged it for 6 coins?
What is the largest number of coins that Sam could have given Mary?

Word problems resource level 2 A5 size (198.2 KB, pdf) 

Te Toi Tupu – Maths focus on Measurement

First day of school and it’s a teacher only day. I’m not being paid for it but I need the PD.

The maths advisers from Te Toi Tupu came to school. We discussed Geometry and the teaching of measurement.

As a reliever visiting each class a couple of times a term I found this session amazingly helpful.  Taking a strand like this into the classroom is going to be so much easier than trying to teach number knowledge or strategy. The planning and delivery of those to are very specific, targeted to small groups and individuals and a there is a lot of room for error as I found last Monday.

So bring on the teaching of Strand is what I say.

The sessions and activities are very ‘discovery’ orientated, with practical activities and the opportunities presented to students to ‘figure it out’ themselves. 

The learning levels for measurement are as follows

     Identify

The first step in the measuring process is understanding that objects have attributes that can be measured. Initial experiences are needed to develop awareness of the attribute and to introduce the necessary language, for example, big, heavy, tall, empty.

 Compare and Ordering

When students are aware of the attribute being investigated they should be given opportunities to compare different objects. Adults realise that to say something is "long" does not have a lot of meaning. "Longer than what?" is a usual response.

 Non-standard units of measure

Some form of unit needs to be used if a question such as "How much longer is your pencil than mine?" is asked. Non-standard units are ordinary objects which are used because they are known to students and are readily available, for example, paces for length, books for area and cups for volume.

 Standard

Some form of unit needs to be used if a question such as "How much longer is your pencil than mine?" is asked. Non-standard units are ordinary objects which are used because they are known to students and are readily available, for example, paces for length, books for area and cups for volume.

 Applying

When students are comfortable and efficient in measuring and estimating using appropriate standard units, learning experiences can be directed towards applications of measurement and to the use of measurement formulae.

6.       Using appropriate units

SI Units used in school measurement

Length	metre (m)
Area	square metre (m2)
Volume	cubic metre (m3)
Mass	gram (g)
Time	second (s)

Non SI units

Time	minute (min) hour (h)
Angle	degree of plane angle (O)
Temperature	degree Celsius (OC)

Resources:

• Key mathematical ideas, click on the key at each level and thread to read the key mathematical idea.
• A maths dictionary for kids - Another wonderful resource from Jenny Eather.
• Assessment Resource Bank -You will need to know the ARBs username and password to access the specific examples and units.