Mathematics


 * Mathematics **

**In Mathematics students at Forrest Hill School will have opportunities to develop: ** · Understanding of __number knowledge__, the ways they are represented, and their quantities.
 * Accuracy, efficiency and confidence in mentally and on paper calculating __number strategies__.
 * Ability to estimate and to make approximations, and to be alert to how reasonable the results and measurements are.
 * Understandings in the use of patterns, quantities, space, time and data through exploration
 * Abilities in problem solving and real life mathematics situations.

**Planning and Organisation ** Mathematics will be taught 4 days a week for a minimum of 45 minutes each day. Planning Sheets from NZ Maths will be used by classroom teachers in number. Stage O - 1 [] Stage 1 - 2 [] Stage 2 - 3 [] [] Stage 3 - 4 [] [] [] Stage 4 - 5 [] [] [] Stage 5 - 6 [] [] [] [] Stage 6 - 7 [] [] [] [] Stage 7 - 8 [] [] []

The recommended Number to Strand ratio in line with National Standards is:

80% number and 20% strand work. 60% number and 40% strand work 50-70% number and 30-50% strand work ** __Coverage of Geometry, Measurement and Statistics __ ** Shape <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Patterns **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Measurement ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Time <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Orientation/Turn (Angles) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Length <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Area <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Perimeter **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Statistics ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Probability <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Literacy || **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Geometry ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Orientation (Maps, Directionality) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Transformation **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Measurement ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Temperature <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Mass/Weight <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Volume and Capacity **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Statistics ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Investigations <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Literacy ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Programmes of work for Year 1 & 2 students should be:
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Programmes of work for Year 3 & 4 students should be:
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Programmes of work for Year 5 & 6 students should be:
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Odd Year ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Even Year ** ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Geometry **

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Resourcing __**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Teachers are to select resources appropriate to their teaching and learning programmes from the room behind Room 10, and return when necessary.

**<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Teaching and Learning Strategies and Methodologies (Pedagogy) ** <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 35.7pt; text-align: justify; text-indent: -17.85pt;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 200%;">Students will be grouped according to their learning needs, this learning will be outlined on a weekly maths plan. <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 35.7pt; text-align: justify; text-indent: -17.85pt;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 200%;">Teachers will use teaching practice reflective of the Numeracy Framework (materials, imaging, number properties). It is necessary to acknowledge that the imaging stage is not a prerequisite to moving into number property exploration. <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 35.7pt; text-align: justify; text-indent: -17.85pt;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 200%;">Programmes will allow for purposeful independent exploration/follow up activities. <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 35.7pt; text-align: justify; text-indent: -17.85pt;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 200%;">Mathematics sessions will be structured: Warm Up, Instructional Teaching, Independent follow up and Consolidation, and a Warm Down. <span style="display: block; line-height: 200%; margin: 0cm 0cm 0pt 35.7pt; text-align: justify; text-indent: -17.85pt;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 200%;">Homework Focus: Teachers will provide home link activities to assist children in building their number knowledge. **__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Data Collection – Number / Algebra __** __<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">Student Profile Sheets __ <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">The Student Profiles are an ongoing data collection tool to check progress and are to be completed with each student. The information will be used to inform planning and teaching practice as well as be used for reporting student progress and achievement to parents. Student Profiles will be updated through out the year as the sheets are based on student achievement. The following are minimum requirements:
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14pt; line-height: 200%;">Assessment **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Strategy and Knowledge Stage from the end of the previous year will be used for forward planning and grouping purposes.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">The GLoSS level recorded on Classroom Manager for strategy should match the achievement tracked on the Student Profile sheet.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Knowledge stages from IKan (Year 3 to 6) recorded on Classroom Manager should match the achievement recorded on the Student Profile sheet.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Knowledge stages from JAM (Year 1 and 2) recorded on Classroom manager should match the achievement recorded on the Student Profile Sheet.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Teachers will use student profiles to inform forward planning and grouping as well as to inform students and parents of progress and achievement. The student profiles break down the knowledge and strategy learning involved within each stage.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">A copy of the Student Profile will be placed in the Student’s Learning Journal at the end of each year so that the teacher in the following year can track profress and continue to update it.

__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">Evidence of Learning __ <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">Teachers will keep written records of group learning intentions, sample of student work to show achievement of learning intention, outcomes of learning conversations, outcomes of reflections (next steps) and next steps e.g modelling book, student work book, learning journals. __<span style="font-family: Arial,Helvetica,sans-serif;">Learning Journals __ <span style="font-family: Arial,Helvetica,sans-serif;">Learning Journals will contain:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Numeracy profile tracking sheet (Years 0 to 6)
 * <span style="font-family: Arial,Helvetica,sans-serif;">IKAN sheet (Years 3 to 6)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Basic Fact testing sheets (Years 2 to 6)
 * <span style="font-family: Arial,Helvetica,sans-serif;">ICAN strand profile tracking sheet (Years 0 to 6)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Examples of work in number, and from each of the strands with student voice / reflection recorded. (Years 2 to 6) Could also have teacher voice recorded on the sheet.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Year 1 students could have a page photocopied from a modelling book where student voice / thinking have been recorded.
 * <span style="font-family: Arial,Helvetica,sans-serif;">JAM assessment sheets (Year 0 to 3)
 * <span style="font-family: Arial,Helvetica,sans-serif;">GLOSS (Year 4 to 6)
 * <span style="font-family: Arial,Helvetica,sans-serif;">AsTTle learning pathway – both number and strand

__<span style="font-family: 'calibri','sans-serif'; font-size: 11pt; line-height: 150%;">GLOSS __ The Global Strategy Stage (GloSS) forms are to be used to determine which global strategy a student uses. It <span style="font-family: 'calibri','sans-serif'; font-size: 11pt; line-height: 150%;">is to be used to identify the numeracy <span style="font-family: 'calibri','sans-serif'; font-size: 11pt; line-height: 150%;">stage in each of the three operational domains for a student.
 * <span style="font-family: 'calibri','sans-serif'; font-size: 11pt; line-height: 150%;">GLoSS is to be used with Year 4 to Year 6 students by the end of Term 2 and the end of Term 4. Results for the end of Term 2 are entered in the Test 1 columns and results for the end of Term 4 are entered in the Test 2 column.
 * <span style="font-family: 'calibri','sans-serif'; font-size: 11pt; line-height: 150%;">This may be administered as one on one interview, or as part of the instructional teaching group in a formative way.
 * GLoSS will be used to ascertain the strategy level or to check on a student's achievement level.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Results from the GLoSS tests will be placed on Classroom Manager to inform the teacher for the next year what stage each <span style="font-family: Calibri,sans-serif; font-size: 11pt;">student is working.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">GLoSS recording forms are to be placed in the Learning Journals.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">New students in Year 3 to 6 to the school will be tested using the GLoSS test to ascertain a numeracy stage.

__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">JAM __ <span style="font-family: Calibri,sans-serif;"> The JAM assesses the achievement of a student in relation to Levels One and Two of the New Zealand Curriculum (NZC) and the mathematics standards for Year 1 - 3. The assessment consists of 9 modules. Each module can be used as a aseparate assessment, or the modules can be combined to provide a broader assessment. Teachers will need to select the modules that are relevant to the needs of their students. The number modules of JAM replace the diagnostic interview (NumPA). The algebra, geometry and measurement modules do not assess all concepts in these strands.

[|Teacher Guide] (PDF, 1.3MB)

[|Numeracy Assessment Booklet] (PDF, 2.6MB)

[|Copymasters] (PDF, 232 KB)

[|Student Response Record Sheet] (PDF, 176KB)

[|Student Response Record Sheet 2] (PDF, 81KB)


 * <span style="font-family: calibri,sans-serif; font-size: 11pt;">JAM is to be used with Year 0 to Year 3 students by the end of Term 1 and the end of Term 4. Results for the end of Term 1 are entered in the Term 1 columns and results for the end of Term 4 are entered in the Term 2 column.
 * <span style="font-family: calibri,sans-serif; font-size: 11pt;">This may be administered as one on one interview, or as part of the instructional teaching group in a formative way.
 * JAM will be used to ascertain the strategy level or to check on a student's achievement level.
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Results from the JAM tests will be placed on Classroom Manager to inform the teacher for the next year what stage each student is working at.
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">JAM recording forms are to be placed in the Learning Journals.
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">New students in Year 0 to 3 to the school will be tested using the JAM test to ascertain a numeracy stage.

__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">IKAN __

The Individual Knowledge Assessment of Number (IKAN) can be used to determine a student's stages on the knowledge domains.


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">IKan Knowledge will be used from Year 3 to Year 6, or when a child is working within Stage 4.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">The IKan can be used throughout the year to identify knowledge hotspots with an individual student or with a class.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">The results for the IKAN completed in the first half of the year, i.e Term 1 or Term 2 are to be entered onto classroom manager under Test 1.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">IKan levels are to be recorded on the Class Summary Sheet for IKan.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">The results for the IKan completed in the second half of the year, i.e Term 4 re to be be entered on Classroom Manager under Test 2.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">These are the Knowledge level for each student. The results are entered as Knowledge Whole No. Id, Knowledge Frac Nos. Knowledge Grouping (Place Value) Knowledge Basic Facts.

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">__National Expectation__ <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">The National Expectation for the numeracy and mathematics stage required for students at each curriculum level.

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Strand __**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">The Forrest Hill School Student Profile Strand sheets (ICAN) will be used by teachers to inform teaching and learning programmes and to assess teaching and learning within strand work.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">A copy of the profile will be put into the Student’s Learning Journal at the end of each year so that the teacher in the following year can update it.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">The student profile breaks down learning involved in achieving each level of the mathematics strands.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Each classroom will have its own set of Forrest Hill School Student Profile sheets.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Teachers to use open mathematical tasks to assess where are child is achieving in strand. These task can be found in Numeracy Book 9 or on the nzmaths.co.nz
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Data will be collected in Term 1 and Term 4 for students in Year 1 to 3 in a nominated Strand domain. Testing will be completed using the JAM - Junior Assessment in Mathematics.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Results are entered on classroom manager using B, P or A. For example, Level 1B means a student is beginning NZC Level One, Level 1P means that a student is proficient at NZC Level One and Level 1 A means a student has achieved NZC Level One.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Even though Year 1 to 3 students are assessed using JAM which also covers strand concepts, not all strand concepts are included in this test therefore the strand columns on classroom manager need to be completed for all Year 1 to 6 students.

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">Use of AsTTle: __** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%;">AsTTle testing in Mathematics will be used to identify the national achievement levels, as well as the strengths and weaknesses of individual students within a class and year group. Teachers will use asTTle tests during the year to gather data for formative and summative purposes. AsTTle testing will take place a minimum of twice a year; once within Term 1 or 2 and once within Term 3 or 4.

**//<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Students will: //**
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Use the data to inform them of their achievements, areas for further development and future learning goals.

**//<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Teachers will: //**
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Use the data to inform planning for future teaching and learning programmes and to report to parents. Use the data alongside their pupils to identify next learning steps.

__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Overall Teacher Judgement OTJ __ <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Teachers will use a range of evidence when making an OTJ. The following are the forms of evidence to be used at each level of the school.
 * __Year 1 and 2__**

2. Student Profile tracking sheets in numeracy. At the end of the year, these are put in learning journals and forwarded to the following year’s teacher.
====3. I Can tracking sheets from the FHS Strand books that all teachers have a copy of in their classrooms. At the end of the year, these are put in learning journals and forwarded to the following year’s teacher.====

4. Basic Facts test sheets
====5. I Can tracking sheets from the FHS Strand books that all teachers have a copy of in their classrooms. At the end of the year, these are put in learning journals and forwarded to the following year’s teacher.====

4. Basic Facts test sheets
====5. I Can tracking sheets from the FHS Strand books that all teachers have a copy of in their classrooms. At the end of the year, these are put in learning journals and forwarded to the following year’s teacher.====

8. AsTTle - Number and strand
<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">