Mathematics

What is Mathematics and Statistics about?

Mathematics is the exploration and the use of patterns and relationships in quantities, space and time.

Statistics is the exploration and use of patterns and relationships in data.  These are related, but different ways of thinking and solving problems.


Mathematics and statistics use symbols, graphs and diagrams to find and communicate patterns and relationships and create models to represent real life and hypothetical situations.


How is Mathematics and Statistics structured in the New Zealand Curriculum?


Mathematics and Statistics consist of three strands:

Number and Algebra - involves calculating and estimating, using appropriate strategies and methods in flexible ways.  It also involves understanding patterns and relationships found in numbers.

Geometry and Measurement - Geometry involves recognising properties and symmetries of shapes and describing position and movement.  Measurement involves using appropriate units to predict and calculate.

Statistics - involves solving problems using appropriate data, finding relationships and trends and communicating findings.


How is Mathematics and Statistics taught at Torbay School?


At Torbay School we will coverage of Mathematics and Statistics in New Zealand Curriculum for Year 1-6.  We will provide a balanced needs based programme using the school wide mathematics plan.


  • Teaching and learning is supported by shared learning intentions

  • Appropriate teaching and learning resources, equipment and games will guide and enhance the teaching and learning of Mathematics and Statistics

  • Provide a balanced programme that addresses student needs, builds on prior knowledge and provides opportunities to use new learning with other contexts and/or learning areas

  • Students will be accurately assessed and taught to meet their learning needs at the appropriate level

  • At risk students are identified and are provided with appropriate support

  • All classes will have enriching and productive learning environments and established routines and expectations


The Torbay School Mathematics programme will:


  • Be delivered a minimum of four times per week for at least 45 minutes

  • Be timetabled into the morning session in the Senior School and in the mornings or afternoons in the Junior School

  • Be linked to other learning areas where appropriate

  • Provide time for new learning, practice and consolidation of knowledge and strategies

  • Integrated practical ("hands on"), authentic and relevant contexts where appropriate



Best practice in Mathematics and Statistics at Torbay School


Teachers will:

  • Place and emphasis on the teaching and learning of Number

  • Show evidence of current teaching practices

  • Use a combinations of knowledge and strategy activities when teaching Numeracy (as provided in Numeracy - Book 1 The Number Framework) and other strands with appropriate resources and equipment at all levels

  • Provide a range of practical ("hands on"), authentic and relevant experiences within all Mathematical strands

  • Allow students time to reflect on, and consolidate what they have learnt in Mathematics and Statistics

  • Follow the Numeracy teaching model:

  • Provide opportunities for students to present and communicate new learning in a variety of ways

  • Incorporate ICT, questioning and thinking skills to support and extend learning

  • Provide authentic contexts for the use of the schools CARE values in Mathematics and Statistics

  • Develop and display specific learning intentions, success criteria and student work to enhance student understanding

  • Provide opportunities for students to celebrate their learning in Mathematics


Providing a balanced Mathematics and Statistics Programme at Torbay School

Year 0 - 3 - The Number Strand is given priority and is taught 70% - 80% of the time.



1

2

3

4

5

6

7

8

9

10

T1

Routines and

Testing


Number/Algebra 7-8 Weeks

Strand

During Term

2-3 Weeks


T2

Number/Algebra 7-8 Weeks


Strand

During Term

2-3 Weeks


T3

Number/Algebra 7-8 Weeks


Strand

During Term

2-3 Weeks


T4


Strand

During Term

2-3 Weeks


Number/Algebra 7-8 Weeks (Including Routines & Testing)


Year 4 - 6 - The Number Strand is given priority and is taught 70% - 80% of the time.



1

2

3

4

5

6

7

8

9

10

T1



Number/Algebra 6-7 Weeks



T2

Number/Algebra 6-7 Weeks

Including Testing



Strand

During Term

3-4 Weeks


T3

Number/Algebra 6-7 Weeks



Strand

During Term

3-4 Weeks


T4


Strand

During Term

3-4 Weeks


Number/Algebra 7 Weeks (Including Routines & Testing)


Topic Mathematics Guidelines

Each term there will be a specific topic maths focus (Measurement, Geometry and Statistics).

Teachers are able to select a strand topic per term that may link to another learning area if an authentic context can be made (e.g. Integrated Unit).  However each topic strand must also be taught in isolation as well as making connections with other learning areas.  Teachers must ensure the coverage of each topic strand by the end of each school year.


How do we plan Mathematics and Statistics at Torbay School?

The way we plan and teach the Number strand is guided by the Numeracy project.  We use the "Number Framework" books in conjunction with the unit plan found on www.nzmaths.co.nz, and other supporting resources.  Teachers will develop unit plans for the other strands based on their class needs and curriculum expectations.


Long Term Planning will include:

  • Team and/or individual class long term plans will change yearly based on the Mathematical needs of the students' as identified in assessment data gathered.

  • Other strands (Algebra, Geometry, Measurement and Statistics) will be integrated into integrated topics, where appropriate, as well as being taught separately.


Unit Planning/Unit Overviews:

  • Include Learning Intentions for the unit of work

  • Show student groupings according to ability (interchange between classes may be appropriate)

  • Provide an overview of any target groups and/or individuals (At risk students or extension students) based on assessment data collected

  • Teachers will use the Numeracy Unit Plans as found on www.nzmaths.co.nz

  • If Mathematics is integrated into another subject, purposeful inks will be shown in the planning

  • May include authentic links to other Learning Areas or school CARE values


Weekly/Daily Planning will include:

  • A minimum of four days per week for 45 minutes a day

  • Specific learning intentions and learning outcome related to each needs based group activity

  • Whole class knowledge/maintenance programme used at the start of each activity

  • Details in planning about the activity relating to each group

  • Independent practice activities

  • A balance of knowledge and strategy teaching in Numeracy

  • An opportunity to apply taught knowledge and/or strategies in practical and authentic contexts

  • Teaching and Learning activities that meet individual needs

  • Anecdotal notes referring to student observations

  • Group plans for acceleration and extension


Lesson Overview/Structure - Teachers will:

  • Use a visual task board when teaching Numeracy, and other strands here appropriate

  • Group students for teaching according to stage indicators from the Numeracy Framework

  • Discuss with students the daily learning intentions ensuring understanding

  • Use a variety of assessment methods when appropriate

  • Provide students with ongoing feedback and feed forward relating to learning intention (oral, written, self, peer)

  • A lesson format will include ward up, work out and a reflection (Sharing of the learning) component.


Warm up

5 minutes

Work out

1 or 2 groups - 35 minutes

Reflection

5 minutes

Total

45 minutes


  • Ideas for warm-up activities can be found in Book 4 NDP and on the NZ Maths website

  • The teaching model of using materials, to imaging, to number operations (generalisations) will be evident in all planning practice

  • Planning will reflect the learning needs of students


Group Teaching

  • Children will be grouped according to their strategy stages

  • If knowledge gaps area identified it may be appropriate to group accordingly for a short time to meet needs

  • Cross grouping according to strategy stages may occur where necessary


Independent Learning

  • Students not involved in group teaching should be engaged in meaningful independent activities

  • These activities could include:

    • practice of prior learning

    • practice of knowledge activities

    • maintenance

    • purposeful games


How do we Assess and Report Mathematics and Statistics at Torbay School

Data will be gathered and analysed to ensure we are meeting the individual needs of all students.

Data analysis will inform:

  • The setting and monitoring of school-wide, class, target group or individual targets

  • Reporting to Parents, the Community and the Board of Trustees

  • Student Groupings

  • Students "At Risk" or "Well Above" expectations

  • Long Term/Medium Term planning

  • Next step learning

  • Students to monitor their own progress and set goals


Mathematics and Statistics information will:

  • Provide evidence to guide future teaching and learning

  • Be shared with students and parents honestly

  • Include assessment in a variety of forms (National Standardised Testing, Pre & Post Tests, OTJ - Overall Teacher Judgements, Peer and Self Assessments, Formative and Cumulative)

  • Be collected, collated and analysed by teachers and be kept in teacher records,
    student books/profiles and electronically (SMS)


Mathematics and Statistics Assessment Schedule

Ongoing assessments throughout the year across the school will include:

  • Formative assessment including specific feedback or feed forward (oral or written)

  • Student Profiles (I Can) will track student progress during their time at Torbay School

  • Snapshot assessment tools at the completing of a unit e.g. - Addition/Subtraction

  • Basic Facts Testing/Maintenance Programme (Yr 3-6 Benchmarks and Flash-facts Programme Yr 4-6)

  • Pre and Post Testing as appropriate

  • Self/Peer Assessments

  • Observations and anecdotal notes