{"id":921,"date":"2016-08-15T20:32:59","date_gmt":"2016-08-15T20:32:59","guid":{"rendered":"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/"},"modified":"2016-09-15T14:20:35","modified_gmt":"2016-09-15T14:20:35","slug":"the-mathematics-curriculum-in-primary-and-lower-secondary-grades","status":"publish","type":"page","link":"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/","title":{"rendered":"The Mathematics Curriculum in Primary and Lower Secondary Grades"},"content":{"rendered":"<div class=\"carouselwrap\"><div id=\"menu-new-zealand\" class=\"carouselmenu\"><a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Introduction<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/the-new-zealand-curriculum-in-primary-and-lower-secondary-schools\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>The New Zealand Curriculum in Primary and Lower Secondary Schools<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Mathematics Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Science Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/teachers-teacher-education-and-professional-development\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Teachers, Teacher Education, and Professional Development<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/instruction-for-mathematics-and-science-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Instruction for Mathematics and Science in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/monitoring-student-progress-in-mathematics-and-science\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Monitoring Student Progress in Mathematics and Science<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/special-initiatives-in-mathematics-and-science-education\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Special Initiatives in Mathematics and Science Education<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/use-and-impact-of-timss\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Use and Impact of TIMSS<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/suggested-readings\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Suggested Readings<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/references\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>References<\/span><\/a><\/li>\n<\/div><\/div>\t<style>\n\t\t.carouselwrap{\n\t\t\tbackground: #e5eaef;\n\t\t}\t\t\n\t\t.owl-item a{\n\t\t\tbackground: #ffffff;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\tcolor: #000000;\n\t\t}\t\t\n\t\t.owl-item a:hover,\n\t\t.owl-item a:focus,\n\t\t.owl-item a.current-menu-item{\n\t\t\tbackground: #00667f;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\t\n\t\t\tcolor: #ffffff;\n\t\t}\n\t<\/style>\n\t\n<h2>The Mathematics Curriculum in Primary and Lower Secondary Grades<\/h2>\n<p>The mathematics learning area for both English- and M\u0101ori-medium education has three strands: Number and Algebra, Measurement and Geometry, and Statistics. New Zealand only assessed students in English-medium settings in TIMSS 2015, therefore the following summary details Level 3 of the English-medium curriculum, with additional details provided by the National Standards.<sup>k<\/sup><\/p>\n<p>The majority of students should have been introduced to or taught each of the following topics or skills by the end of Year 5:<\/p>\n<ul>\n<li>Number and Algebra\u2014Use a range of additive and simple multiplicative strategies with whole numbers, fractions, decimals (simple), and percentages; know basic multiplication and division facts; know counting sequences for whole numbers; know how many ones, tens, hundreds, and thousands are in whole numbers; know fractions and percentages in everyday use; find fractions of sets, shapes, and quantities; record and interpret additive and simple multiplicative strategies using words, diagrams, and symbols, with an understanding of equality; generalize the properties of addition and subtraction with whole numbers; and connect members of sequential patterns with their ordinal position and use tables, graphs, and diagrams to find relationships between successive elements of number and spatial\u00a0patterns<\/li>\n<li>Geometry and Measurement\u2014Use linear scales and whole numbers of metric units for length, area, volume and capacity, weight (mass), angle, temperature, and time; find areas of rectangles and volumes of cuboids by applying multiplication; classify plane shapes and prisms by their spatial features; represent objects with drawings and models (nets for rectangular prisms and plans); use a coordinate system or the language of direction and distance to specify locations and describe paths; and describe transformations (reflection, rotation, or translation) that have mapped one object onto another<\/li>\n<li>Statistics\u2014Gather, sort, and display multivariate categorical and whole-number data and simple time-series data to answer questions; identify patterns and trends in context, within and between data sets; communicate findings using data displays; evaluate the effectiveness of different data displays; and investigate simple situations involving elements of chance by comparing experimental results with expectations from models of all outcomes, acknowledging that samples vary<\/li>\n<\/ul>\n<p>The following summary details Level 5 of the English-medium document.<sup>l<\/sup> Note that there are no National Standards for mathematics for Year 9 students. The majority of students should have been introduced to or taught each of the following topics or skills by the end of Year 9:<\/p>\n<ul>\n<li>Number and Algebra\u2014Reason with linear proportions; use prime numbers, common factors and multiples, and powers (including square roots); understand operations on fractions, decimals, percentages, and integers; use rates and ratios; know commonly used fraction, decimal, and percentage conversions; know and apply standard form, significant figures, rounding, and decimal place value; form and solve linear equations; generalize the properties of operations with fractional numbers and integers; and relate tables, graphs, and equations to linear relationships found in number and spatial patterns<\/li>\n<li>Geometry and Measurement\u2014Select and use appropriate metric units for length, area, volume and capacity, weight (mass), temperature, angle, and time, with awareness that measurements are approximate; convert between metric units using decimals; deduce and use formulas to find perimeters and areas of polygons and volumes of prisms; find perimeters and areas of circles and composite shapes; deduce angle properties of intersecting and parallel lines and angle properties of polygons and apply these properties; create accurate nets for simple polyhedra and connect three-dimensional solids with different two-dimensional representations; construct and describe simple loci; interpret points and lines in coordinate planes, including scales and bearings on maps; define and use transformations and describe the invariant properties of figures and objects under these transformations; and apply trigonometric ratios and the Pythagorean theorem in two dimensions<\/li>\n<li>Statistics\u2014Determine appropriate variables and measures; consider sources of variation; gather and clean data; use multiple displays, and recategorize data to find patterns, variations, relationships, and trends in multivariate data sets; compare sample distributions visually, using measures of center, spread, and proportion; present a report of findings; evaluate statistical investigations or probability activities undertaken by others, including data collection methods, choice of measures, and validity of findings; compare and describe the variation between theoretical and experimental distributions in situations involving elements of chance; and calculate probabilities, using fractions, percentages, and ratios<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Mathematics Curriculum in Primary and Lower Secondary Grades The mathematics learning area for both English- and M\u0101ori-medium education has three strands: Number and Algebra, Measurement and Geometry, and Statistics. New Zealand only assessed students in English-medium settings in TIMSS &hellip; <a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/new-zealand\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/\">Continued<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":156,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"2"},"class_list":["post-921","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/921","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/comments?post=921"}],"version-history":[{"count":4,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/921\/revisions"}],"predecessor-version":[{"id":5948,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/921\/revisions\/5948"}],"up":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/156"}],"wp:attachment":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/media?parent=921"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}