The New Zealand Mathematics Curriculum years 0-8 PLD - Day 2

23/5/25

The New Zealand Mathematics Curriculum years 0-8 PLD - Day 2
RTLB

Years 0-8 PLD 

Te Mataiaho

Session 1 - Planning

Plans are not set in concrete, you can modify/be flexible.

Science of Learning in Maths PLD

• We learn best when we experience a sense of belonging in the learning environment and feel valued and supported. (Relationships with maths and communication days 3&4)
• A new idea or concept is always interpreted through, and learned in association with, existing knowledge. (Progress model & teaching sequence, day 1.  Planning & explicit teaching, day 2)
• Establishing knowledge in a well-organised way in long-term memory reduces students’ cognitive load when building on that knowledge. It also enables them to apply and transfer the knowledge.  (working memory - conceptual understanding and procedural fluency, day  1) (planning & explicit teaching, day 2, communication day 4)
• Our social and emotional wellbeing directly impacts on our ability to learn new knowledge. (Relationships with maths, day 3)
• Motivation is critical for wellbeing and engagement in learning. (Rich tasks, days 1-4)

Music reduces anxiety

If you overload their emotional state their ability to retain academic knowledge goes down. A seesaw.

Important

• Organise learning coherently
• Build conceptual understanding and procedural knowledge
• Reduce anxiety and enhance well-being
• build positive relationships with maths
• Reduce cognitive load.

Year Plan

Glow (what you're doing well) and Grow (what you need to improve on)

• all statements are covered across the year
• order units to build on each other
• make connections and combine within and across strands
• revisit and consolidate (remember when we did....)
• consider school or community events for context

Maths is EVERYWHERE ALL THE TIME

Unit Plans

• understand know do
• prior knowledge
• teaching sequences by week
• learning experiences
• language and vocabulary
• materials required
• acceleration and enrichment

Make sure there are lots of repeated opportunities

Grouping

small groups/pairs for further teaching or fluency work. Teacher or self-selected small groups.  Whole class or larger groups.

Education Counts - a rapid review of grouping practices for equitable outcomes.

Unit and weekly planning

• explicit teaching
• rich tasks
• positive relationships with maths
• communication
• acceleration and enrichment opportunities
• organising for learning

Session 2 - Explicit Teaching

Assessment to inform teaching

Notice, recognise, and respond.

• Consider a student's understanding (notice).
• Understand the concept the student is developing (recognise).
• Decide how to respond to continue progress.

The important part is DISCUSSION.

Assessment evidence

• analysing responses to a task.
• observing the procedures and processes used in a task.
• conversing with students.
• using assessment tools.

ALWAYS have MATERIALS NO MATTER THE AGE

Is it satisfying? Light bulb moment.

Picture books great for language.

Explicit teaching should be highly interactive.

Acceleration

• advances students's learning rapidly
• uses targeted teaching provided just in time
• is active, fast paced, and hands-on

[RESOURCE] Accelerating learning in oral language, reading, writing and mathematics and Learning in the Fast Lane.

• year level focus
• scaffold to enable access
• build fluency and understanding
• teach problem solving skills
• monitor progress
• flexible grouping
• relevance and engagement

The New Zealand Mathematics Curriculum years 0-8 PLD - Day 1b

 13/5/25

NZ Maths curriculum yr 0-8
Day 2

• Ordinal number activity.
• Glossary activity.

Look at the glossary in each section.

Ongoing deep learning often comes through struggle.

We often lighten the cognitive load so sometimes we need to have that struggle.

<insert key message slide>

Teach the year level and differentiate by the use of materials etc.

Number

- number structure

- operations

- rational numbers

- financial mathematics

These are interconnected.

They connect with other strands too.

Could have been organised in a different way but this is the way it is.

Thinking about fractions INSIGHTS FOR TEACHERS NMSSA

Rich Tasks

Activities to deepen their understanding and enable them to achieve what they're expected to achieve.

Helping students to access the content for their year level

Enablers and Extenders/Enrichment.

The New Zealand Mathematics Curriculum years 0-8 PLD - Day 1a

 6/5/25

The NZ Maths Curriculum years 0-8 PLD
by Core-ed

• Royal Society did an advisory panel into maths - Pāngarau Mathematmics and tauanga Statistics in Aotearoa NZ.
• This was used to refresh the mathematics curriculum.
• Schools should be starting to refer to the new maths curriculum now.
• Common practice model is now within the curriculum.
• Key competencies are woven in literacy and maths.

 

<insert flower image teacher booklet p. 4>

Conceptual understanding - what and why

The comprehension of mathematical and statistical concepts, operations, and relations by:

- connecting related ideas

- representing concepts in different ways

- identifying commonalities and differences

- communicating thinking

- interpreting information

Take information and interpret confidently.

Use ideas that make sense.

Understand misconceptions.

Procedural fluency - how

Choosing procedures appropriately and carrying them out flexibly, accurately, and efficiently.

Progression based curriclum

Year 1-3 Phase 1

Year 4-6 Phase 2

Year 7-8 Phase 3

Year 9-10 Phase 4

Year 11-13 Phase 5

Sciences of Learning

 3 key areas of teacher decision making

1. Developing a comprehensive teaching and learning prog.

2. Using assessment to inform teaching.

3. Planning.

<insert venn diagram from teacher booklet p. 7>

Four components

• Explicit teaching
• Positive relationships
• Rich tasks
• Communication

*vocab list at end of every phase.  Kid speak - should understand, know, and use these terms.*

Assessment

• What's going on?
• What's next?
• How am I going to use it?

Planning

• Teaching and learning plans
• Programme richness
• Use assessment information

USE YOUR CURRICULUM -> Don't throw the baby out with the bath water!

<insert summary of maths and stats learning area from teacher booklet>

Statistics - PPDAC Problem, Plan, Data, Analysis, and Conclusion

can be used across science, technology as well.

Key Messages

Plan for all students to experience all the statements in the sequence for their year level. NZC p.24  

• Match your resources to the needs of your akonga.
• Learning experiences align with the students' year.
• Accelerative practices and design for inclusion support readiness.
• Accelerated Learning in Mathematics (ALiM) and Accelerated Learning in Literacy (ALL) support schools.
• Collaborative planning supports teacher.

Maths No Problem

27/1/25

Maths No Problem
Implementation Workshop

Problem solving is the main strategy

Whānau resources - limitations.  If you’re yr3 they click yr 3 and they’ll see all the content.

Can be used as support at home or when children go away when they’re away long period.

Has built in assessment.  

Is whole class in year levels

Mastery is equable outcomes to students

From year 3 up the first 3 chapters are always the same.

• Ch 1 place value

• Ch 2 add/sub

• Ch 3 mult/div

Move through the books swiftly.  It’s a spiral curriculum and strategies pop up again later on.

Strategies taught earlier and then moves through with larger numbers as they get older.

There are “white space” lessons.  This allows you to remediate with extra lessons/teachable moments/localised curriculum/AOTC.

You still have autonomy to do your own stuff as well.

Prep - look ahead at the lesson, decide what to teach, look at both the teacher guide and the student workbook.

Fundamentals

Anxiety can be a real barrier.

Explore tasks are never by yourself.  Work in partners.

Good communication and Empathy to be learnt through whole class

Explore tasks are low floor/high ceiling tasks

Maths is a language and need opportunities to practice the language.

Talk to a friend helps everybody practice an answer and practice describing the mathematics.

We need to get students to think in abstraction.  So we start with a toggle approach - concrete materials, pictorial representations, and abstraction.

Don’t utilise TA with students during the explore session.

Reduce cognitive load.

4’s are optimal for natural size group conversation.

Explore part at the tables and then the explicit on the carpet.

1st day

20 mins to explore the book.

Names are at the front of the book.

Explore Phase

Key pieces of information.  What do you see, notice, understand?

Honour the contribution ignore the bit you don’t want (answer).

One whiteboard marker between two students

Master 

Explicit teaching

They can follow along in the text book.  1 between 2.

On the carpet.

Use the textbooks as a tool as well.  Could you point to the book where it’s telling us ____.  They can use them as a tool to justify their thinking.

Journal (after master before practice 10mins)

Develop mathematical thinking, language and communication skills.

Practice - Guided practice (in the text book).

Not the same as drill.

You don’t need hard evidence of as they will also practice in work book.

1st time you might need some workshops. Others do it in pairs at the tables.  Target the ones who are on the cusp rather than tier 3.  

Practice - Childrens worksheet

The worksheet is done at the end of the lesson and it is only 10-15 minutes!

If the student takes longer it is more about the fluency.  They are diagnostic practice sheets with differentiation.

Because it’s differentiated students don’t have to do all the worksheet.  

• Outcome 1 (all incorrect) - A child should never get the whole sheet wrong.  If they do make it guided practice.  Support these students.

• Outcome 2 (all correct) - if this is all the time be careful to say they are exceeding the demands of the curriculum.  They are still at their level.

• Outcome 3 (some correct, some incorrect) - Say can you tell me the answer.  This will tell you if they can calculate using their strategy but not using another more complex idea.

If you have a target group to support doing section one just create extra problems similar to the ones they’ve done rather than pushing ahead.

Differentiation

Enrichment model.  Rich sophisticated questions on topic to deepen understanding.

Depth and breadth important first.

Mathsteaser used years 3-8

Yellow 4-8

Red 6-8

Blue 7-8

If your student is really good at calculation they then need to do all of these as well.

            Can  you make your own worksheet

Look at Remedial interventions (every day after a break for 10 mins for a month)

Eliminate barriers.  What is that barrier?

Give more exposure

Teach how to use the resources

Models

Part-whole model

Comparison model

Before and After model

Composite classes

Model 1: Split to single cell classes for maths

Model 2: Teach year groups separately in the class

Storage

NZ Maths Refresh - Uru Mānuka Kahui Ako TOD

14/11/24

NZ Maths Refresh Uru Mānuka Kahui Ako TOD

Phases

1. Year 1-3

2. Year 4-6

3. 7-8

4. 9-10

5. 11-13

Understand-Know-Do 

Understand (big ideas)

1. Patterns and variations

2. Logic and reasoning

3. Visualisation and application

Know

“Important concepts and procedures that we develop those ideas through.”

~Currently known as strands~

Number

Algebra

Measurement

Geometry

Statistics

Probability

Do

Processes that underpin the learning.

1. Investigating situations

2. Representing situations

3. Connecting situations

4. Generalising findings

5. Explaining and Justifying findings

Current curriculum we have A.O.s

We now have progress outcomes.  One per phase. Large and meaty.