31st August 2026
What have you implemented since last time?
Debbie - Move n Prove - Need to make her own; you could get the children to make them.
Bea - Esti Mystery - Bea wants the children to make their own.
Anto - Get her to visit Lisa - ASAP
It's the understanding of the mathematical language for the ākonga.
Low floor - high ceiling
An open-ended math task with no single correct answer is a good way to start the math lesson; it will improve the class's math language.
The important part of finding activities is finding the connection between the task and the lesson/planning/math thinking.
Unpack the language around math.
- A square is a rectangle, but not all rectangles are squares! Students need to encounter both regular and irregular shapes to notice all the features.
- Build precise vocab, e.g. line, point, vertex, face
- Use digital and physical tools like rulers, protractors and grid paper to represent shapes and angles.
- An angle is a turn about a point. Connect angle measurements with fractions of a turn.
- Provide opportunities to connect Geometry with everyday life, e.g. tessellations, 3D shapes, and other patterns in the world. Shapes are visible all around us.
Mathematical curiosity needs to be developed in children, as it's all around us every day.
Get the materials out early so they are all prepared; explicitly teach the language of math. Not one way is the right way; it's important to have those discussions to feed into the language in the moment. It needs to be repeated so that it is embedded.
Amplify - Good for lessons online
Rich Geometry tasks are deliberately chosen. How are they linked to the sequence?
Create a space for the team to put all the links/resources etc so that we can get them year after year
How can the ākonga become more engaged in their learning?
Acceletration - Maths
This is the expliciate teaching:
Explicit teaching
• Engage students in the mathematical and statistical processes. Explicitly teach students to use them and demonstrate them regularly as part of the teaching.
• Teach connected knowledge and practices together. For example, when teaching time (within the measurement strand) connect with fractions (within number) and turns (within geometry). Point out connections within concepts (e.g., “If I know 3 + 4, then I know 4 + 3”). • Demonstrate new learning using clearly explained, manageable steps.
• Think ‘aloud’. Voice decision making (e.g., about which numbers or operations to use) while demonstrating a procedure or process.
• Ensure that every student engages in the active recall of previous learning (e.g., through games, matching activities, ‘think, pair, share’). Prompt students to make connections between previous and new learning.
• Plan ways for students to consolidate their mathematical and statistical learning and build fluency. Use a range of guided and independent practice tasks, such as working on problems that use a procedure that has been demonstrated. Use songs, games, materials, families of facts, and digital tools to build fluency and for students to practise skip counting, addition, subtraction, multiplication, and division facts.
Positive relationships with Mathematics and Statistics
• Encourage students to ‘have a go’ and take risks. Reinforce the idea that mistakes help us learn as we try new procedures or share ideas.
• Select highly interesting contexts based on knowledge of students’ personal experiences and backgrounds. Encourage students to connect with Mathematics and Statistics outside school by bringing in photos, resources, books, and other artefacts from home that link to Mathematics and Statistics learning. Rich tasks
• Use open-ended investigations with the whole class, groups, or individuals to support students to understand concepts and extend their learning. For example, plan investigations into local situations (e.g., “What should the new items on the lunch order menu cost?”) and into mathematical situations (e.g., the different ways of partitioning 24 into smaller groups).
• Choose problems or investigations that help students notice structures and relationships (e.g., present and discuss ‘odd-one-out’ numbers or shapes). Page 7 Mathematics and Statistics Years 0-10 | 11 September 2025 | Version
• Teach problem-solving and investigation strategies. Support students to read and make sense of a problem – through drawing, using materials, or trying some numbers – and to then plan how to solve it, take action to apply their plan, and check their findings.
Communication in Mathematics and Statistics
• Use numbers, materials, and pictorial representations (e.g., diagrams and pictures). Select representations that support the purpose of learning and help students to show their thinking and reasoning and to learn new ideas. Over the years, move students towards using symbols and showing operations as equations. Number lines are a key representation in these years for showing, ordering, and comparing numbers (including fractions) and for demonstrating operations.
• Prompt students to visualise and identify patterns, connections, and structures. Engage them in tasks where they are sorting, grouping, partitioning, and discussing what they have noticed and are wondering about. Guide them to notice and respond to patterns, similarities, and differences.
• Build students’ mathematical and statistical vocabulary. Use games, songs, word walls, books, and digital tools. Intentionally use vocabulary to connect students’ informal language with appropriate mathematical and statistical language. In doing so, draw on students’ first and heritage languages, so that they can use their languages as a resource to connect their thinking and learning.
• Foster interactions that allow students to discuss, clarify, and explain their mathematical and statistical ideas. Encourage students to summarise, ask questions, and make suggestions. Help them to recall and connect mathematical and statistical learning using questions, materials, and verbal or visual prompts.
What are the kinds of representations are we putting in front of the learners to help them, what deep/rich tasks am I putting in front of the learners.
MAP resrouces - insert link.
How would you define accelerated learning?
- Knowing where the child is and knowing where they need to go. Strong base knowledge, lots of repetition. Getting them there quickly.
- When someone isn't secured, they have the tools and knowledge which helps them. Mana enhancing, and building the efficacy where they feel strong with the learning.
- Accelerated learning - Learning concepts as a more rapid pace than normal.
ID the students who need that support
Plan targeted teaching
Monitor through assessment
Attention to detail is important here. Its about keeping the learning successful.
Explore how we are montoring the target students.
It's about the deeper richer math tasks that have better results later in schooling. (NZCEA)
Positive relationships with math enhance learning by helping students succeed and feel confident in their learning.
What kind of questions do we need to ask to dig deep into the ākonga's learning, can you explain to me.
Dispell the myth of effortess achievement, we need to know how to approach it when learning is hard.
Enrichment is the enchancement of mahtematical expereinces and may feature:
- alternative and creative approaches to topics, including open-ended investigations.
- Accessible aspect of mathematics outside the curriculum.
- Making connecitons between mathematical ideas that use usually taught speeratly, and linking mathematics to concepts in other subjects.
The history and developement of some of the deepest ideas of maths.
- Maths of particular relevance to students, like topcis connected to their local area or the schools special focus.
- Taking sutdents on trips outside the classroom
Benefits of enrichment
- Greater freedom exploring maths.
- Increasing intellectual satisfaction contributes to students' well-being
- Clear links between enriched acitivities and the general classroom acitivites and topics of study.
- Engages students in mathematics and is equally essential for disaffected or under-achieving learners as for the mathematically gifted. It is inclusive, while addressing individual needs.
Look at the children that we have and what are we using to motivate and engaged these learners, what can the use in their passions.
Enrich rather than racing ahead, lets extend the current topic and add complexity. It's not about pushing up, it's about pushing wide.
Universal Design for Learning - How are they going to represent their thinking? Teach the children different ways of sharing their thinking.
What kind of questions are we asking about maths and everyday things? How many times do we brush our teeth in one tube of tooth paste.
Books
Counting on Frank
One grain of rice
one is a snail, ten is a crab
What does maths enrichment look like in each of our classes? Are they the same across the board?
How often do you talk to the achievers about what they thing about what they are wanting to learn?
Day 1 - 21 March 2025
Making it more consistent for teachers nationwide.
A wide variety of achievements and progress, methods, and teaching varied.
Liking math and being good at math are linked to greater success. Teachers not feeling confident teaching math.
Teachers know exactly what they need to teach.
The Refresh process -
Got together and revised, and there is continuous feedback from the sector and lots of drafts to ensure that teachers and students gain success.
Books:
- Effective Pedagogy in Mathematics (little pink book)
- Making it count - teaching maths in years 1-3.
- Accelerating learning in oral language, reading, writing and mathematics
The learning matters:
The strands must be taught equally.
Spending time to share students' thinking, they need the opportunity to share how they used that specifi.c
Always fold back to the materials and then manipulate and talk about it. They need to visualize before they can move forward. Pattern and structure play a big part in maths. They want to apply their learned strategy through rich tasks and word problems.
When we give them a word problem, we need to unpack it more for the children so that we can identify the language and structure of the problem. Spending time on the launch is really important.
Our learners are struggling to understand word problems. They get stuck as they get older, and this starts early with creating word problems so that they can understand and unpack them.
Another way to look at the overview
What is conceptual understanding? It's connecting related ideas, representing concepts in different ways, identifying commonalities and differences, communicating things, and interpreting information.
using assessment to inform teaching
Continuously monitor students' progress - observations, conversations, and low-stakes testing.
Planning the next steps
Using the assessment information promptly - identify the misconception immediately and get them to share their learning.
They can then go home and share with their parents what we are doing and where we are heading.
Create a concept map—what are we learning along the way? Put it on the wall, and then they can use the wall to help them work through the problem. Support the learners along the way.
Planning:
Teaching and learning plans,
Program richness - thought being put into the work and how it supports them to make that progress>
Using assessment information to guide and support them.
Put the vocabulary wall/sheet so that they can have a deep, rich conversation with their peers, which will deepen their learning.
Teaching Resources -
Features of the sequence -
We need to connect our learners to these sequence statements multiple times throughout the year. We need to get into applying through the strand; they need equal opportunity.
Need to change the thinking around the long-term plans,
Rich Tasks -
Rich tasks are meaningful problem-solving and investigation experiences, designed to invoke curiosity and engagement. They should relate both to mathematical contexts and wider contexts relevant to the communities, cultures, interests, and aspirations of students. Rich tasks provide a motivational hook when exploring new concepts and procedures. They can also be used to consolidate concepts and procedures that have already been taught, to develop the mathematical and statistical processeses of Do, and to facilitate the transfer and application of learning to new situations. These experiences often allow students to decide how to approach the task, developing their agency, confidence, and motivation. Teachers design rich tasks that are accessible to all students and offer different levels of challenge. They ensure that students are clear about the purpose of learning, and they consider the core requirements of the task as well as the range of possible responses. As students work on rich tasks, teachers plan opportunities for discussion, collaboration, and feedback. They are actively involved in monitoring, prompting, and questioning during the task, to encourage students to ask questions, test conjectures, make generalisations, and form connections.
These are contexts that are relevant to our community, which are a motivational hook to explore or proving concepts and procedures.
Example of rich tasks at phase 2:
Plan to explore rich mathematical and statistical situations and contextual tasks that are useful and meaningful to the class or community.
› Design tasks that use different contexts or combinations of operations to encourage students to apply their reasoning and knowledge to other types of problems (e.g., using decimals in measurement situations).
› Encourage students to generalise by using questions such as “If I change this, what happens to that?” and “Is there another way to show this?”
› Teach problem-solving and investigation strategies. Support students to read and make sense of a problem – through drawing, using materials, or trying some numbers – and then to identify relevant knowledge, plan how to solve the problem in a sequence of steps, take action to apply their plan (recording calculations with meaningful explanations), and check their findings.
› Give students opportunities to notice and wonder about patterns, structures, and relationships and make statements about them.
Example of rich tasks at phase 3:
› Design investigations where students experience rich mathematical situations, as well as investigations where students use their findings to make decisions in their lives (e.g., making a savings plan). When planning an investigation, help students to identify appropriate questions, as well as the mathematical and statistical concepts, procedures, and representations they will need.
› Design tasks that have multiple entry and exit points and more than one solution or pathway.
› Teach problem-solving and investigation strategies such as:
– making sense of the problem by drawing a diagram or considering previously solved problems to identify strategies that can be reapplied
– trying some sequential numbers, recording the results in a table, and looking for patterns– identifying key information in the problem and connecting it to prior knowledge
– translating a word problem into a linear equation, to solve for an unknown quantity– recording calculations in an organised way, using correct mathematical notation
– checking the reasonableness of findings.
An example of a teaching time:
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