1.  Maui and the great fish

Students should know points 1-2, 5-7, and 12-14 from the above "Students should already know".

• It may be helpful to launch this task with a review of the story of Maui and the great fish. This site retells the story in Maori with English subtitles. https://www.youtube.com/watch?v=Nb9Y99KQG1k
• Arranging the task so that students work with a partner or in groups will encourage students to consider the task from a range of perspectives and support students who might otherwise struggle to complete the task successfully.
• Tracking the progress of students or groups as they complete each section of the task will also ensure that all students continue to make progress through the task.

1.  Can we keep the puppy?

Students should know points 1-4 & 9 from the above "Students should already know".

• This rich task requires prior knowledge about earning money in exchange for completing tasks. Teachers could make ‘play money’ available so that students become familiar with New Zealand currency and some of the challenges of sharing ‘real’ money fairly (e.g. $18 shared fairly means that a $10 + $5 + $2 + $1 will need to be partitioned differently so that the children can physically share their pay). Students will also need to understand how a monthly rate is calculated over a year.
• Arranging the task so that students work with a partner or in groups will allow students to contribute in different ways to successfully complete the task. For example, some students may be able to contribute more in the tasks which require geometry skills, while others may contribute by finding ways to calculate efficiently.
• It is important that all students in a pair or group are encouraged to participate and to understand the contributions of others. Making students aware that they will all be responsible for sharing the thinking or strategies from their group, with another group or the class, can be a helpful to engage every student in the task.
• Tracking the progress of students or groups as they work through each section will also help teachers identify any individuals or groups who may require additional support.

1.  The playground

Students should know points 10-13 from the above "Students should already know".

• Teachers may choose to launch this task by giving students access to a range of 2D and 3D shapes to confirm the properties of each shape in the drawing on page 309 of the Student Resource Book.
• Students will need access to their school playground and some information about playground equipment. It may be helpful to have access to the internet for information such as a Google satellite map of the school (to determine where North lies), or to find illustrations or information about playground equipment (measurements, possible configurations, cost).
  Two New Zealand sites which may be useful are:
  https://www.playco.co.nz/schools/junior/
  https://www.kiwiplay.co.nz/