The Ministry is migrating nzmaths content to Tāhurangi.
Relevant and up-to-date teaching resources are being moved to Tāhūrangi (tahurangi.education.govt.nz).
When all identified resources have been successfully moved, this website will close. We expect this to be in June 2024.
e-ako maths, e-ako Pāngarau, and e-ako PLD 360 will continue to be available.
For more information visit https://tahurangi.education.govt.nz/updates-to-nzmaths
This means students will know the forward number word sequence for whole numbers is the counting pattern of words and symbols, 0, 1, 2, 3, 4..., ∞ (infinity) while the backward sequence is the pattern 1000 000, 999 999, 999 998, 999 997... beginning with any whole number. At Level Three students should know these sequences in multiples of one, ten, for example 358, 348, 338..., one hundred, for example 247, 347, 447..., one thousand, etc.
This means students will know basic multiplication facts are those that range from 0 x 0 = 0 to 9 x 9 = 81. The division basic facts are the inverse of the multiplication facts. So 6 x 4 = 24, 4 x 6 = 24, 24 ÷ 6 = 4 and 24 ÷ 4 = 6 are all basic facts. Students should commit their basic facts to memory as soon as they understand the meaning of the equations and can use number properties to work them out, 8 x 7 = 56 means "eight sets of seven" and can be worked out by doubling 4 x 7 = 28. Note that 56 ÷ 7 can mean "fifty-six shared among seven" or "how many sevens are in fifty-six".
This means students will use a range of mental strategies based on partitioning and combining to solve addition and subtraction problems with multi-digit whole numbers and simple decimals (tenths). These strategies include standard place value, for example 603 – 384 = .gif){kind=small}
as 60 – 38 tens less one (219), rounding and compensating, for example 923 – 587 = as 923 – 600 + 13 =
