Primary & Intermediate

Primary (Yr 1-6)

• Year 1 - 6

Intermediate (Yr 7-8)

• Year 7 - 8

Stage 1

Students can count and from a set of objects up to ten.

• Skip count forward and backward 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
• Makeup 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
• Makeup patterns to 5 using my fingers or materials e.g. 2 and 3,4 and 1
• Makeup patterns to 10 using my fingers or materials e.g. 5 and 5,7 and 3

Stage 2

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
• Describe heavies in words orally or written always in reference to the whole
• Know all the numerals 0-20

Stage 3

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
• 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

Stage 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

Stage 6

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