# ESSENTIAL COMPANION TO

# 4A STUDENT RESOURCE BOOK

## Online Teacher support Files

## useful Teacher information

**1. Welcome - How to use this resource**

**Welcome to the NZ Curriculum Mathematics Level 4A Online Teacher Support Files**

The Online Teacher Support Files are designed to assist teachers with their planning by providing starter activities and teacher notes as well as more in depth mappings to the New Zealand Curriculum and National Standards.

Each chapter in the teacher file, which matches the student resource chapters, has the following:

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**Overview of strand**

Use this to see where the chapter is located in the strand

**How this book relates to the curriculum and standards**

Use this to check which Achievement objective the chapter addresses

**Key mathematical ideas for this chapter**

Use this to help direct your focus for this section of work.

**What students should already know**

Use this to direct your revision and your warm ups

**Overview of the chapter**

These are expressed as learning intentions and could be used in your planning.

**Teaching ideas – starters, plenaries**

Use these ideas to start lessons or sections of work, motivate students to start thinking about the topic you are about to teach, get students active and motivated and thinking.

Many of the starters and plenaries have click through links to displayable sheets with questions or instructions for games or photos to discuss. You can either print these or display them using your computer, projector or interactive whiteboard.

**Extra tasks**

Use these instead of, or as well as, the Rich tasks for this chapter.

**Links to other areas of mathematics and statistics**

It is important that student’s don’t think of each section as an isolated topic and that they make connections to other areas of mathematics. In the student resource we have attempted to make connections between the strands in many places. These links might aid you to point out further connections.

**Mappings**

- From the student resource to the curriculum and standards
- From the curriculum to the student resource
- From the standards to the student resource

Use these mappings to help you plan units of work and assess against the achievement objectives in the National Curriculum.

**The following Notes to the teacher can be found in the student resource book.**

Welcome to NZ Curriculum Mathematics Level 4A.

This book provides plenty of material to choose from to help you cover the Level 4 New Zealand Curriculum achievement objectives.

You will need both Level 4A and Level 4B to fully cover all achievement objectives.

The mappings on pages 10 to 14 act as a guide, helping you by signposting what material covers which objectives from the National Curriculum and National Standards.

Note: It is not intended that students will cover all of the material in this book. Nor is it expected that students will work through the book in the order in which the material is given. Teachers are encouraged to choose their own pathways through and choose material best suited for their students.

The National standards objectives for year 7 are fully covered by this book. and the beginnings of the year 8 Standards. The year 8 National Standards are fully covered by Level 4A and Level 4B.

**Pic of icons**

Icons are used in the book to indicate questions that we consider suitable for students to work together with a partner, in a group or to do by themselves and then share and justify how they did them with a partner.

**The Check up on level 3**

The Check up on level 3 at the beginning of each chapter can be used to help you decide if students are ready for the work in the chapter. The Check up can be used all at one time or you can choose questions which relate to the section you are about to cover.

**The Rich tasks for this chapter**

The Rich tasks for this chapter, while placed at the beginning of the chapter, can be used at any time and in any way you wish.

Some ideas are:

- You could base your teaching around one of them for a particular section
- You could give a task to students and ask them to have it completed by the time you have completed the section of work so that students can work on it alongside your teaching. You could give a task to a pair or group to complete at any time during the teaching of the section(s) to which it best relates. You could give a task for homework or as extension. You could give the task to help you work out what students know or don’t know.

A CD is available that has all of the blackline masters available for this book.

Access to a website which includes the following is available:

- Teachers’ notes
- Ideas for starter ideas with click through resource sheets which are displayable for use in class to start a discussion, at the start of a topic, at the end of a lesson.
- Extra rich tasks
- Full mappings to the curriculum, the standards
- Black line masters for this book.

**2. Useful links for teachers**

**NZmaths site**

The nzmaths web site, http://nzmaths.co.nz/ site has a lot of valuable material on the curriculum and standards as well as many teaching units that can be downloaded.

If you click on “Teaching material” in the left hand box of the home page at this site, you will find some resource materials for each strand and each topic within each strand. There is a great deal of material here to choose from.

If you want to find work for a particular level and topic go to this link or click on resource finder in the left hand box on the home page (near the bottom of the list). https://nzmaths.co.nz/resource-finder

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**The Curriculum and Elaborations and Second Tier Material**

These following links are to the Curriculum for Mathematics and the elaborations and second tier material that help explain and elaborate on the achievement objectives.

**The National Curriculum Documents **(Click on the following link and then scroll down to download the relevant pdf or word files.)

http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

**Level 4 Mathematics Curriculum**

Level 4 Number and Algebra

https://nzmaths.co.nz/level-four-number-and-algebra

Level 4 Measurement and Geometry

https://nzmaths.co.nz/level-four-geometry-and-measurement

Level 4 Statistics

https://nzmaths.co.nz/level-four-statistics

**Elaborations on the mathematics curriculum**

For each strand there are elaborations, which give more detail on the curriculum achievement objectives.

**Note**: At the bottom of each elaboration there are click throughs to **Supporting teaching resources** and in some cases second

tier material.

Number

https://nzmaths.co.nz/elaborations-level-four-number-and-algebra

Geometry and Measurement

https://nzmaths.co.nz/elaborations-level-four-geometry-and-measurement

Statistics

https://nzmaths.co.nz/elaborations-level-four-statistics

**Second tier material with exemplars**

For some of the achievement objectives there is second tier material which gives you exemplars of work to help guide your teaching for this level. They will also give you a guide to what student thinking should be at this level.

Number and algebra

Use the Ministry of Education pink Numeracy books for exemplar lessons.

There is second tier material for

**Patterns and Relationships**

https://nzmaths.co.nz/sites/default/files/curriculum/Level4NumberandAlgebraPatterns.pdf

Geometry and Measurement

There is second tier material for

**Measurement**

https://nzmaths.co.nz/sites/default/files/curriculum/Level4GeometryandMeasurementMeasurement.pdf

Statistics

There is second tier material for

**Statistical Investigations**

https://nzmaths.co.nz/sites/default/files/curriculum/Level4StatisticsStatisticalInvestigations.pdf

**Probability**

https://nzmaths.co.nz/sites/default/files/curriculum/Level4StatisticsProbability.pdf

**The Mathematics Standards**

http://nzcurriculum.tki.org.nz/National-Standards/Mathematics-standards/The-standards

**National Curriculum and Standards – how do they relate?**

https://nzmaths.co.nz/nzc-and-standards

The chart at this link shows how the curriculum levels relate to the National Standards.

At the bottom of the chart there are click throughs to

**Illustrations of the standards**

https://nzmaths.co.nz/national-standards-illustrations?parent_node=

This link gives some tasks for students to do and explains how you can assess what standard has been achieved.

**Key mathematical ideas**

https://nzmaths.co.nz/key-mathematical-ideas?parent_node=

This link gives you a chart with the levels along the top and the strands down the side so you can click on a level and a strand and be clicked through to the key ideas for that strand and level.

**Link to Effective Pedagogy in Mathematics**

http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_19.pdf

**3. Self-evaluation**

**Students can self evaluate at any time**

Some suggestions are:

• at the end of each lesson

• at the end of each week

• at the end of each section of work

• after formal or informal teacher evaluation

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Self evaluation can take many forms.

1. You could ask students to finish/fill in the gaps in some of these sentences.

“I still need to learn more about …."

“I worked this out by….. and I needed to know about…. to be able to do it.”

“I know about ….. but I still need to learn more about…..”

2. Ask students to put a smiley face next to the parts that you found easy, a question mark next to the parts that they

don’t understand and need to ask the teacher about.

3. Ask students to draw a continuum like the following and mark on it where they think they are.

**4. Question of the day**

**A way of connecting strands and developing statistical literacy is to have a “Question of the day”.**

This can be done very successfully for a whole year and is an opportunity to generate mathematical discussions.

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Initially the questions should be created by the teacher to focus students on aspect s of work being studied, for example measurement, but eventually the students should be encouraged to think of and generate question of their own.

The ‘Question’ is displayed on a board and students record their response in an appropriate way. The information collected provides data for a discussion.

Examples:

- What season were you born in?
- Categories, for example, hair colour, eye colour, gender, left or right handed. Students write their names in the correct category as they arrive in the morning.
- Use an item currently in the news that has a Yes or No answer.
- Measure index finger, favourite pen, time taken to get to school etc.. Measurement activities can involve using grouping data.

Having names on tags (magnetic or pins) so that students can put their tag into an appropriate pile/box according to their answer to a questions provides quick collection of data and can be used to check who is in class.

When all students have finished making their responses ask students to record one observation about the data in their maths book.

Discuss responses with the class, or in groups initially.

Teacher can use different methods to record students reporting, scales, Venn diagrams, dot plots - blue for boys red for girls and other data displays.

Different questions can lead to posing a new question the next day; helping understand the topic being studied; set areas of inquiry and improve statistical literacy by making it a central part of the learning experience.