Connected Number and Algebra

Connected Number and Algebra, Level 3

Busy Bees

Connected 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 Volcano

Connected 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 Friday

Connected 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 Monday

Connected 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 breakfast

Connected 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 Party

Connected 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 Step

Connected 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 Maths

Connected 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


Connected 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 Grandmother

Connected 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 Everywhere

Connected 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 Nest

Connected 1, 1999, p.8
Context A game for two players
Mathematics Number: Single digit subtraction strategies are investigated.
Cross Curriculum N/A

My Amazing Plant

Connected 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 Rhyme

Connected 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


Connected 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 Game

Connected 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 Heal

Connected 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 Touch

Connected 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 Race

Connected 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 Puzzler

Connected 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 personalities

Connected 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 Everywhere

Connected 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 Muffins

Connected 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 Hospital

Connected 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-reader

Connected 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 Magic

Connected 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 Machine

Connected 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 Frogs

Connected 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 Game

Connected 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 Coins

Connected 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 Lemons

Connected 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 Board

Connected 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 Adventures

Connected 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 System

Connected 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 On

Connected 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 Computer

Connected 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 Back

Connected 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