Trying to make sense of the mathematics curriculum?
Read on below.
Mathematics at school is divided into 2 parts:
Numeracy and Strand
Numeracy

Strand  Statistics, Measurement and Geometry

* Addition
* Subtraction
* Multiplication
* Division
* Fractions
* Ratios
* Proportions
* Algebra

Time
Length
Area
Temperature
Mass
Volume
Capacity
Shape
Angle
Position
Orientation

Students will also learn about
NUMBER KNOWLEDGE and BASIC FACTS .
There is a separate page for this.
Year 5 and 6 students are working at LEVEL 3 of the NZ Curriculum, although some students may be working above or below this level
YEAR 1 & 2 YEAR 3 & 4 YEAR 5 & 6 YEAR 7 & 8
YEAR 1 & 2 YEAR 3 & 4 YEAR 5 & 6 YEAR 7 & 8
So, Year 5 and 6 = Curriculum level 3; Numeracy stage 6
Expected coverage of each maths area in one year
Stages explained
Stage 0: Emergent  The student is unable to consistently count a given number of objects because they lack knowledge of counting sequences and/or onetoone correspondence. 
Stage 1: Onetoone counting  The student is able to count a set of objects or form sets of objects but cannot solve problems that involve joining and separating sets. 
Stage 2: Counting from one on materials  The student is able to count a set of objects or form sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects. 
Stage 3: Counting from one by imaging  The student is able to visualise sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects. 
Stage 4: Advanced counting  The student uses counting on or counting back to solve simple addition or subtraction tasks. 
Stage 5: Early additive partwhole  The student uses a limited range of mental strategies to estimate answers and solve addition or subtraction problems. These strategies involve deriving the answer from known basic facts (for example doubles, fives, making tens). 
Stage 6: Advanced additive/early multiplicative partwhole  The student can estimate answers and solve addition and subtraction tasks involving whole numbers mentally by choosing appropriately from a broad range of advanced mental strategies (for example place value positioning, rounding and compensating or reversibility). The student uses a combination of known facts and a limited range of mental strategies to derive answers to multiplication and division problems (for example doubling, rounding or reversibility). 
Stage 7: Advanced multiplicative partwhole  The student is able to choose appropriately from a broad range of mental strategies to estimate answers and solve multiplication and division problems. These strategies involve partitioning one or more of the factors (for example place value partitioning, rounding and compensating, reversibility). 
Stage 8: Advanced proportional partwhole  The student can estimate answers and solve problems involving the multiplication and division of fractions and decimals using mental strategies. These strategies involve recognising the effect of number size on the answer and converting decimals to fractions where appropriate. These students have strongly developed number sense and algebraic thinking. 
Where should my child be?
To be AT the expectation you should be at ...
STAGE 6
B  beginning
Starting out

P = proficient
Got it

A = advanced
Ready to move on to the next level

Year 5

Year 6

Year 6

Click here to watch videos and see visual explanations of how students solve maths problems at each levelhttp://nzmaths.co.nz/selectstageanddomain
National Standards
Link to NZ Maths website where you can click on the different maths areas to see what the expectations are
Examples of how students are expected to solve maths problems at each level. What they should be able to use to solve the problem. Click on the Year 5 and 6 examples.
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