Transitioning

students from Stage 


5-6
Lucie Cheeseman
mathsmattersnz@gmail.com
 Warm Up
• Monster Ice Scream
• Consider the following while you are
playing?
• What key knowledge is this activity
practising and reinforcing?
• What Stage is it appropriate for?
• How could you modify/adapt this game
to meet the different needs within your
room?
 Objectives of 

Session
• Identify the differentiation between After 3
years at School – Early Stage 5
• And End of Year 4 – “At” Stage 5 to ensure
schoolwide consistency.
• Identify the strategies required at Stage 6.
• To develop an understanding of the key
knowledge students require to transition to
Stage 6.
• Explore activities and resources that will help
support this transition.
 Early Stage 5 / After 3
years at School
!
• In contexts that require them to solve problems or model situations,
students will be able to:
!
• “apply basic addition facts and knowledge of place value and
symmetry to:
• combine or partition whole numbers
• find fractions of sets, shapes and quantities…….”
!
These strategies involve:
• deriving the answer from known facts
• splitting numbers into parts,
• recombining the parts to form new wholes.
!
 !



In your Thinking Group
design three equations
that would be appropriate
at Early Stage 5?
What kind of problems should we be
posing?
8+7
18 + 8
48 + 6
87 + 30
!
 



The Big Idea



Addition and subtraction where a place value strategy can be
used but does not yet, require re-naming
!
Splitting numbers using basic facts.



For example:



43 + 25 is 

43 + 20
63 + 5

 Knowledge
• Bearing that in mind what Knowledge do
we need to be developing before
students will be ready to become
competent Stage 5 thinkers?

8
 “At” Stage 5 / After 4
years at School
!
• So what does this look like a year later……….
!
• In contexts that require them to solve problems or model situations,
students will be able to:
!
• “apply basic addition and subtraction facts, simple multiplication
facts and knowledge of place value to symmetry to:
• combine or partition whole numbers
• find fractions of sets, shapes and quantities…….”
!
!
!
 At Stage 5



In your Thinking Group now
design three
equations that would be
appropriate to pose “At” Stage
5?



 “At” Stage 5
!

What types of problems should we be

posing?
Addition
43 + 28
38 + 23
Subtraction
13 - 8
37 - 9
75 - 7
57 - 25
 Progression
• What did you notice about how the
numbers changed or developed?

12
 Arithmefacts
• Consider the following while you are
playing?
• What key knowledge is this activity
practising and reinforcing?
• What Stage is it appropriate for?
• How could you modify/adapt this
game to meet the different needs
within your room?

13
 



“So………How do
Advanced Additive
Thinkers solve
problems?”

 Advanced Additive
• In contexts that require them to solve
problems or model situations, students
will be able to:

• apply additive and simple multiplicative

strategies and knowledge of symmetry
to:

• combine or partition whole numbers

• find fractions of sets, shapes and

quantities 15
But wait there’s more..
• “Students at this stage are learning to
choose appropriately from a repertoire
of part whole strategies to solve and
estimate the answers to addition and
subtraction problems….”

• Book 1, The Number Framework

16
Stage 6: Advanced
Additive
!

There are 253 people at the disco and

at 11pm the DJ plays a One Direction
song as a result 198 people leave.
!

How many people are left at the disco?

Summary of Strategies
Tidy numbers using Place Value
Compensation: Partitioning

1.)253 – 200 = 53 1.)253 –100 =

2.)53 + 2 =55 2.)153- 90 = 63

253 - 198
3.)63 – 8 = 55

Reversibility:
Equal Additions: !
255 - 200 198 + ? = 253
198 + 2 = 200
Perception Check
385 - 99

478 - 56

1002 - 987
 Why
are mental strategies important?
Why bother teaching mental
strategies, why can’t I just
learn the written form?

• Merely following a procedure - rule following

• Lack of real understanding - mistakes are
made or wrongly applied to problem solving
• Need mental ability to estimate & check
answers
• It is often quicker to work it out mentally
So, which strategy
is best?
It depends on what the
question is!!!!!!
 Focus
• Raising awareness of what students can do and the next
stage of learning.

• Make explicit links to Knowledge and Strategy.

• Explain language

• Encourage students to identify and find patterns.

• Consistently use the Teaching Model

• Use games and activities that are fun!!!!

• Syndicate sharing of games and ideas.

• Teach basic facts early BUT not too early.

• Make connections explicit.

 Place Value 

Activities
• Why is a secure understanding of Place
Value so important and integral to this
transition?
• What key materials should we be using?
• Bundles of sticks
• Film canisters
• Abacus
 Memory
• Needs to be explicitly developed and
trained.
• Regular opportunities need to be
planned for.
• Memory match
• Iphone and ipad apps
• Online games and activities
 Bang!!!!!
• What is the purpose of this Warm Up?

• What knowledge are the students

practising?

• How could you adapt it to meet the

varied needs of your students?

• Are there any adaptations you would

make?
 How do we teach these
students?
• What key Materials can we not do
without?

• Tens Frames

• Slavonic Abacus

• Place Value Materials

 Knowledge
• What key knowledge do students need
to be able to use these strategies…

• Where will you go to find out this

information?
 Stage 6 Mult / Div
• Early Stage 6

• “Students apply simple multiplicative strategies…to

• combine or partition whole numbers”

• At Stage 6

• “Students apply simple multiplicative strategies

flexibly to:

• combine or partition whole numbers, including

performing mixed operations……..”
 Stage 6 Fractions
• Student uses repeated halving or known
multiplication/division facts to solve
problems that involve finding fractions of
a set or region or renaming improper
fractions
 



Now consider:

“What questions would
you pose for
multiplication/division
and proportion/ratios?”
 

Examples of Multiplication/Division


• 3 x 16 = 6 x 8 – Doubling and halving




9 x 6 = 10 x 6, - 1 x 6- Rounding and
compensating



63 divide by 7 = ? X 7 = 63- Reversibility
Examples of Proportion/
Ratios

Find 

1/3 of 36

Convert 

16/3 into a mixed fractions

Solve

8 pies shared amongst 3 people
 Goal Setting
• Record one thing you will KEEP doing as
a result of this session.

• Record one things you will STOP doing as

a result of this session.

• Record one thing that you will START

doing as a result of this workshop