NUMERACY STRATEGIES EXPLAINED

Students in my classroom are working on the following strategies:

Stage 0: Emergent
The student is unable to consistently count a given number of objects because they lack knowledge of counting sequences and/or one-one counting.
Click on the symbol to the left see what students will be learning at this stage.
Stage 1: One-to-one 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.
Click on the symbol to the left see what students will be learning at this stage.
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.
 Click on the symbol to the left see what students will be learning at this stage.
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.
Click on the symbol to the left see what students will be learning at this stage.
Stage 4: Advanced counting
The student uses counting on or counting back to solve simple addition or subtraction tasks.
Click on the symbol to the left see what students will be learning at this stage.
Stage 5: Early additive part-whole
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, (eg. doubles, fives, making tens).
Click on the symbol to the left see what students will be learning at this stage.
Stage 6: Advanced additive/early multiplicative part-whole
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 (eg. 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, (eg. doubling, rounding or reversibility).
Click on the symbol to the left see what students will be learning at this stage.


Further information for parents:
http://nzmaths.co.nz/families

Further information for teachers:
http://nzmaths.co.nz/numeracy-development-projects-number-framework