## Connected Number and Algebra, Level 2

## Amazing AlgorithmsConnected Level 2, 2018: Step by Step | ||

Context | Algorithms | |

Mathematics | Algebra: Using step by step instructions to solve number problems. | |

Cross Curriculum | Technology | |

## Busy BeesConnected Level 2, 2012: The Buzz of Bees, p.9 | ||

Context | Honey bees | |

Mathematics | Number: Students calculate honey-producing rates of, and distances travelled by, honey bees. | |

Cross Curriculum | Science: Living World | |

## Living with a VolcanoConnected 1, 2011: Rūaumoko Rages, p.28 | ||

Context | Volcanoes | |

Mathematics | Number: The number of passengers grounded at Heathrow Airport, as a result of a volcanic eruption in Iceland, is calculated from data. | |

Cross Curriculum | Science: Physical World | |

## Finding FridayConnected 1, 2007, p.26 | ||

Context | A classroom is kept tidy by sorting and counting classroom materials. | |

Mathematics | Number: Stage 5 number strategies are applied to practical classroom tasks. | |

Cross Curriculum | Key competencies | |

## Multiplication MondayConnected 1, 2004, p.2 | ||

Context | Students look for number patterns about them in the school grounds and the classroom. | |

Mathematics | Number: A connection is developed between skip counting and multiplication. | |

Cross Curriculum | N/A | |

## A Bird’s breakfastConnected 1, 2004, p.8 | ||

Context | Fictional birds are catching worms and sharing worm segments fairly. | |

Mathematics | Number: Division problems posed and these are supported by precise drawings that show the numbers in each problem. Connections are made between fractions, division and multiplication. | |

Cross Curriculum | Science: Living World | |

## The Monster Birthday PartyConnected 1, 2003, p.2 | ||

Context | A monster mother is providing party food for young monsters and ensuring it is fairly shared. | |

Mathematics | Number: Simple division problems are posed within the context of sharing different kinds of party food. | |

Cross Curriculum | N/A | |

## Out of StepConnected 1, 2002, p.26 | ||

Context | This is a fictional story about three animals that escape from a zoo and are being pursued. | |

Mathematics | Algebra: Problems posed in the story require the reader to continue different sequential patterns and explore relationships between them. | |

Cross Curriculum | English | |

## Baby MathsConnected 1, 2001, p.12 | ||

Context | A short poem tells about a baby’s body. | |

Mathematics | Number/Geometry: The numbers in the poem highlight the body’s symmetry. | |

Cross Curriculum | English | |

## SnailsConnected 1, 2001, p.14 | ||

Context | A boy earns money by removing unwanted snails from his father’s garden. | |

Mathematics | Number: Place value is explored through collections of ten snails, each of which is worth ten cents. | |

Cross Curriculum | Science: Living World | |

## The Case of the 13-year-old GrandmotherConnected 1, 2000, p.28 | ||

Context | A teacher has a leap year birthday. | |

Mathematics | Number/Measurement: The multiplicative relationship between the number of leap years and the number of actual years is represented and explored with a double number line. | |

Cross Curriculum | Social Sciences | |

## Numbers, Numbers EverywhereConnected 1, 2000, p.30 | ||

Context | Numbers are found in many real life situations. | |

Mathematics | Number: Readers are encouraged to recognize where we find numbers in our daily lives and how they help us. | |

Cross Curriculum | Social Sciences | |

## Eggs in the NestConnected 1, 1999, p.8 | ||

Context | A game for two players | |

Mathematics | Number: Single digit subtraction strategies are investigated. | |

Cross Curriculum | N/A | |

## My Amazing PlantConnected 1, 1999, p.9 | ||

Context | A plant is growing quickly in a glasshouse. | |

Mathematics | Number: Doubling and halving are investigated. | |

Cross Curriculum | Science: Living World | |

## Racehorse RhymeConnected 1, 1999, p.29 | ||

Context | A rhyme, a riddle and a joke. | |

Mathematics | Number: This is a play on single digit number words. | |

Cross Curriculum | English | |

## PatternsConnected 1, 1999, p.30 | ||

Context | Photographs of patterns made with physical objects. | |

Mathematics | Algebra: Pattern attributes of size, shape and colour are identified and recorded on a chart. | |

Cross Curriculum | N/A | |

## A Number Grid GameConnected 1, 1998, p.26 | ||

Context | A Number Grid Game | |

Mathematics | Number: This game involves the consecutive addition of 21 single digit numbers. | |

Cross Curriculum | N/A |

## Connected Number and Algebra, Level 3

## Plants that HealConnected 2, 2010: Working with Nature, p.18 | ||

Context | Exploring the medicinal properties of plants. | |

Mathematics | Number/Measurement: Readers follow a recipe to make natural ointment and calculate the profit from selling it. | |

Cross Curriculum | Science: Living World | |

## The Finishing TouchConnected 2, 2007, p.27 | ||

Context | A mother and daughter are redecorating a rumpus room. | |

Mathematics | Number/Algebra/Measurement: Simple decimal length measurements are added, and multiplication and division strategies are applied to a practical patterning problem, suitable for students at numeracy stage 6-7. | |

Cross Curriculum | The Arts and Technology | |

## The Big RaceConnected 2, 2006, p.28 | ||

Context | A grandfather shares the race results that led to his successful swimming career in his youth. | |

Mathematics | Number/Measurement: Distance, analogue and digital time, and speed can be explored using swimming race results. | |

Cross Curriculum | Health and PE | |

## Pond PuzzlerConnected 2, 2005, p.24 | ||

Context | A puzzle involving frogs hopping onto lily pads, is presented. | |

Mathematics | Number: The reader is challenged to find a strategy to solve a frog-hopping problem and be the first to have three frogs in a row. | |

Cross Curriculum | Key competencies | |

## Split personalitiesConnected 2, 2003, p.27 | ||

Context | Large amounts of cash are paid to a fictional youthful band of performers, who should share the money fairly. | |

Mathematics | Number: The story includes an opportunity to explore place value. | |

Cross Curriculum | N/A | |

## Hair, There, and EverywhereConnected 2, 2003, p.2 | ||

Context | This is an adaptation of the fictional story Rapunzel. | |

Mathematics | Number/Measurement: Problems are posed with reference to table that relates different hair lengths to their dollar values. | |

Cross Curriculum | English | |

## Magic MuffinsConnected 2, 2001, p.3 | ||

Context | Mrs Minty is making muffins. | |

Mathematics | Number/Measurement: Problems relating numbers of muffins and the costs of ingredients in decimals, involve the use of the four number operations and a range of strategies. | |

Cross Curriculum | Social Sciences | |

## Number HospitalConnected 2, 2000, p.12 | ||

Context | A play in which the characters are defined by their mathematical characteristics, and in which clever puns entertain. | |

Mathematics | Number/Algebra: This play explores prime numbers, place value with 2-digit and 3-digit numbers, exponential growth, and the four number operations. | |

Cross Curriculum | English | |

## Miss Mind-readerConnected 2, 2000, p.27 | ||

Context | A think-of-a-number problem is posed. | |

Mathematics | Number/Algebra: The digits in multiples of 9 are explored. | |

Cross Curriculum | N/A | |

## Multiplication MagicConnected 2, 2000, p.30 | ||

Context | Finger patterns for the 9 times table. | |

Mathematics | Number/Algebra: Number patterns, beginning with the 9 times table, are investigated. | |

Cross Curriculum | N/A | |

## The Bubblegum MachineConnected 2, 1999, p.20 | ||

Context | This is a fictional story of a little girl in a bubblegum factory. | |

Mathematics | Number: Place value in 2-digit and 3-digit numbers is explored. | |

Cross Curriculum | N/A | |

## The Playful FrogsConnected 2, 1999, p.30 | ||

Context | A puzzle involving frogs hopping onto lily pads. | |

Mathematics | Number: The reader is challenged to find a strategy to solve a frog-hopping problem and to decide if the frogs can change places. | |

Cross Curriculum | Key competencies | |

## Money GameConnected 2, 1998, p.16 | ||

Context | A board game using counters, dice, a pencil and paper. | |

Mathematics | Number: The four number operations are applied to amounts of money less than $20. | |

Cross Curriculum | N/A | |

## Eight CoinsConnected 2, 1998, p.9 | ||

Context | Adding values of NZ coins. | |

Mathematics | Number/Algebra: A problem is posed requiring the reader to explore addends and sums of NZ coin values. | |

Cross Curriculum | N/A | |

## Nine LemonsConnected 2, 1998, p.20 | ||

Context | A story about selling lemons | |

Mathematics | Number: Working with amounts of money less than $10. | |

Cross Curriculum | English |

## Connected Number and Algebra, Level 4

## Back to the Drawing BoardConnected 3, 2007, p.2 | ||

Context | Perspective drawing | |

Mathematics | Number/Measurement/Geometry: Single-point perspective, the relationship between perspective and ratio, and two-point perspective are explored, requiring the application of a broad range of stage 7 and 8 strategies involving fractions, proportions and ratios. | |

Cross Curriculum | The Arts | |

## Kynan’s Positive and Negative AdventuresConnected 3, 2006, p.26 | ||

Context | A student manages the practicalities and finances associated with starting up and running his own holiday pet care business. | |

Mathematics | Number/Financial Literacy: Problems involving positive and negative numbers are solved with the help of red and black bean counters. | |

Cross Curriculum | Social Sciences | |

## Who Wants to Be a Billionaire?Connected 3, 2003, p.18 | ||

Context | A play in which a fictional factory has invented machines for counting Hundreds and Thousands (confectionary). | |

Mathematics | Number: Place value and the relationships between very large numbers can be further explored using the play as a springboard for discussion. | |

Cross Curriculum | N/A | |

## Shrinking the Solar SystemConnected 3, 2003, p.22 | ||

Context | The journey of the Cassini space probe prompts a Wellington school to make an outdoor scale model of the solar system. | |

Mathematics | Number/Measurement: Calculations are made to systematically scale down very large kilometre distances and to make scale models of the planets. | |

Cross Curriculum | Science: Planet Earth and Beyond | |

## The Chain Goes OnConnected 3, 2001, p.30 | ||

Context | A girl receives a chain letter. | |

Mathematics | Number/Algebra: The likelihood of the chain letter recipient receiving a specified amount of money is demonstrated with a tree diagram, and calculated using exponents. | |

Cross Curriculum | English | |

## Alien ComputerConnected 3, 1999, p.18 | ||

Context | A play in which a class of students work out how an alien computer functions. | |

Mathematics | Algebra: A function machine generates number patterns for which rules must be stated. | |

Cross Curriculum | English | |

## What’s the Score?Connected 3, 1999, p.32 | ||

Context | Points scored by teams in rugby games. | |

Mathematics | Number: Three problems are posed exploring multiple combinations of single digit amounts. | |

Cross Curriculum | Health and PE | |

## Seeing Behind Your BackConnected 3, 1998, p.29 | ||

Context | A practical ‘How many are left’ problem is presented with three piles of matches. | |

Mathematics | Algebra: The reader is challenged to apply algebraic reasoning to work out why the result is always 9. | |

Cross Curriculum | N/A |