These mathematics resources are all based on the new curriculum document. The achievement objectives and key competencies have been adapted from there.
Below, are links to the maths unit planners (unit-plan templates) for eachof the levels 1-8. Simply delete those achievement objectives not needed and fill in the Specific Learning Outcomes.
* * * * * * * All resources are free * * * * * * *
All of the education resources provided, especially the completed unit-plans, have a focus on Moriori and Rekohu, and all use the new curriculum document.
The links in the following drop-down list will take you directly to an online version of the unit plan template. Use your browsers back button to return to here. (You will find a link on the template page to download an MSWord version of each template).
These unit plan templates can be adapted to suit your needs or used as they are. For the MSWORD version of each template, select from the following drop-down list and click "go." This wll bring up the Open or Save As dialog box. Select save as.
In the drop down list below are the completed mathematics units, each complete with all resources needed to teach and assess them.
Below are the completed unit plans that are focused on Moriori topics or Rekohu.
So..... what is mathematics and statistics about?
Mathematics is the exploration and use of patterns and relationships in quantities, space, and time.
Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but different ways of thinking and of solving problems. Both disciplines equip students with effective means for investigating, interpreting,
explaining, and making sense of the world in which they live.
Mathematicians and statisticians use symbols, graphs, and diagrams to help them find and communicate patterns and relationships, and they create models to represent both real-life and hypothetical situations. These situations are drawn from a wide range of social, cultural, scientific, technological, health, environmental, and economic contexts.
Why study mathematics and statistics?
By studying mathematics and statistics, students develop the ability to think creatively, critically, strategically, and logically. They learn to structure and to organise, to carry out procedures flexibly and accurately, to process and communicate information, and to enjoy intellectual challenge. By learning mathematics and statistics, students develop other important thinking skills. They learn to create models and predict outcomes, to conjecture, to justify and verify, and to seek patterns and generalisations. They learn to estimate with reasonableness, to calculate with precision, and to infer with an appreciation of
variation.
Mathematics and statistics have a broad range of practical applications in everyday life, in other learning areas, and in workplaces.
How is the learning area
structured?
The achievement objectives are presented in three
strands. It is important that students can see and
make sense of the many connections within and
across the strands.
Number and algebra. Number involves calculating
and estimating, using appropriate mental, written,
or machine calculation methods in flexible ways.
It also involves knowing how and when to use
approximation and discerning whether results are
reasonable. Algebra involves generalising and
representing the patterns and relationships found
in numbers, shapes, and measures.
Geometry and measurement. Geometry involves
recognising and using the properties and
symmetries of shapes and describing position and
movement. Measurement involves quantifying
the attributes of objects, using appropriate units
and instruments. It also involves predicting and
calculating rates of change.
Statistics involves identifying problems that can be
explored by the use of appropriate data, designing
investigations, collecting data, exploring and
using patterns and relationships in data, solving
problems, and communicating findings. Statistics
also involves interpreting statistical information,
evaluating data-based arguments, and dealing with
uncertainty and variation.