Numeracy Professional Development Projects

Numeracy Professional Development Projects
THE NUMERACY DEVELOPMENT PROJECTS

Teachers are key figures in changing the way in which
mathematics and statistics is taught and learned in
schools. Their subject matter and pedagogical
knowledge are critical factors in the teaching of
mathematics and statistics for understanding. The
effective teacher of mathematics and statistics has a
thorough and deep understanding of the subject matter
to be taught, how students are likely to learn it, and the
difficulties and misunderstandings they are likely to
encounter.
The focus of the Numeracy Development Projects is to
improve student performance in mathematics through
improving the professional capability of teachers. To
date, almost every teacher of year 1 to 6 children and
the majority of teachers of year 7 and 8 children have
had the opportunity to participate.
A key feature of the projects is their dynamic and
evolutionary approach to implementation. This ensures
that the projects can be informed by developing
understanding about mathematics learning and effective
professional development and that flexibility in approach
and sector involvement is maximised.
Numeracy Professional Development Projects 2008
Published by the Ministry of Education.
PO Box 1666, Wellington, New Zealand.
Copyright Crown 2008. All rights reserved.
Enquiries should be made to the publisher.
ISBN 0 478 13381 2
Dewey number 372.7
Topic Dewey number 510
Item number 13200
Note: Teachers may copy these notes for educational
purposes.
This book is also available on the New Zealand Maths website,
at www.nzmaths.co.nz/Numeracy/2008numPDFs/pdfs.aspx
The projects continue to build on the findings and
experience associated with the numeracy professional
development projects that operated in 20022007.
These projects made an important contribution to what
we know about:
childrens leaming and thinking strategies in early
mathematics;
effective identification of, and response to,
childrens learning needs;
the characteristics of professional development
programmes that change teaching practice; and
effective facilitation.
Such findings continue to inform the modification and
further development of the projects. National co-
ordinators and facilitators from each region provide
ongoing feedback about aspects of the projects.
The Diagnostic Interview
1
Numeracy Project Assessment (NumPA)
Introduction
The Numeracy Project Assessment (NumPA) is a diagnostic tool that is designed to give quality
information about the knowledge and mental strategies of the students you work with. This
information is aligned to The Number Framework (see Book 1: The Number Framework).
NumPA takes the form of an individual interview with students. This is necessary for two
reasons:
(1) Uncovering students mental strategies involves
finding out how they solve number problems.
Pencil and paper assessment tasks show whether
or not a student is getting correct answers.
However, it is often difficult to find out the
strategies that the student uses with pencil and
paper assessment.
(2) The interview process is invaluable for your own
professional development.
To decide which form of NumPA to use, you will need
to use the strategy window questions discussed on
pages 4 and 5 or the flowchart on page 7. Use your
prior knowledge of the student to choose which
question to begin with.
To develop the confidence of the student, it is best
to start with a question he or she will find easy.
Use the sequence of questions on pages 4 and 5 to
classify the students responses. From that, use the
table on page 6 or the flowchart on page 7 to choose
which of the assessment forms, A, B, or C, to use.
The interview consists of two main parts; strategy
questions and knowledge questions.
When you first use the assessment, it is important
to follow the script provided. This script directs
you to skip questions where it is clear that they will
be too difficult for the student. This saves time and
potential anxiety.
With the strategy questions, your primary focus is
on how the student solved the problem. It is
suggested that you ask the student, How did you
work that out? for each problem. Sometimes this will not provide adequate information about
the strategies the student used, and you will need to ask other more directed questions. It is wise
practice where the answer is correct to reassure the student by saying, Yes, thats right before
asking them about the strategy they used.
With the knowledge questions, you are looking for fluent responses. Students who take some
time to answer a knowledge question are usually strategising, which means that they do not
automatically know the item of knowledge concerned and are working out a solution.
As you become more familiar with the items and how to evaluate students responses, you will
become much quicker at administering the NumPA. You will get better at assigning stages for
each area of strategy and knowledge from the assessment using the least possible number of
questions.
Oh, you want to know
how I worked it out in
my head.
Its brilliant professional
development for me too.
2
Materials Needed for NumPA
This section provides instructions for assembling the NumPA. Copymasters are provided for all
of the materials needed. Since the assessment materials are used frequently, it is advisable to
laminate the card items. For each form of the test use the colour of card suggested. Keep all the
materials in a see-through plastic bag.
Hardware Cardware
Twelve counters of one colour
Ten counters of another colour
Two masking cards (A5 size)
Strategy Windows: None
NumPA Form A: Blue
Make up the sets of cards and strips,
from pages 14 and 15.
NumPA Form B: Yellow
Make up the sets of cards from
pages 24 to 25.
NumPA Form C: Green
Make up the sets of cards from
page 39.
Test Booklets: Spiral Bind Test Scripts: Spiral Bind
Strategy Windows: White
Photocopy pages 8 and 9.
NumPA Form A: Blue
Photocopy page 16.
Photocopy pages 2630.
NumPA Form C: Green
Strategy Windows: White
Photocopy pages 47.
NumPA Form A: Blue
NumPA Form C: Green
Individual Assessment Sheets
On pages 48 to 53, you will find individual assessment sheets for each form of NumPA. These
sheets make up a three-page profile where you can enter the initial and follow-up NumPA data
for a student. Such an individual assessment sheet is a significant document in a students record
of achievement. Note that page 54 provides answers for the Form C questions.
Before beginning the interview, write the students personal information in the top section of the
appropriate assessment sheet. You need to make a judgement about the students developmental
stage after asking the appropriate questions within each section of the assessment.
The strategy windows questions provided in the first box under the student identification details
will enable you to determine the students strategy stage for addition and subtraction. The
interview questions are given in the left-hand column of each box. In time, you will learn to
interview students directly from the assessment sheets without referring to the detail included in
the test scripts.
The panels for entering each judgement are in the columns to the right of the questions being
asked. There is a space within each stage to enter either an initial interview result (clear box) or a
follow-up result (shaded box). The entry should include the date in abbreviated form, for
3
example, 4/5. Any comments that you would like to make, including details on how the student
solved the strategy windows questions, can be written in the comments space underneath. It is
often helpful to write the students responses for later reference. Where possible, record the
students responses as equations or empty number lines. In deciding which cell to make the
entry in, you should use the following criteria:
Strategy Questions: Enter the highest stage the student demonstrates within each operational
domain.
Knowledge Questions: Enter the highest stage at which the student answers every item
correctly with fluency and certainty.
From these individual assessment sheets, you can transfer the results onto a Class Grouping
Sheet for NumPA for your class (see Book 3: Getting Started).
The stages that a student achieves
within the Knowledge sections of
the interview are often different
from the stages that they achieve in
the Strategy sections. Knowledge
can be learned independently of any
meaningful ability to apply it.
Similarly, students can invent
advanced strategies without
sufficient knowledge to apply them
to a broad range of problems and
numbers.
Since the original numeracy development projects in 20012002, the assessment tool has been
revised annually. In 2003, the operational strategy windows were introduced to refer teachers to
each form of NumPA. This allowed the interviews to cover a wide range in student
understanding.
In 2004, minor changes were made to separate the place value and basic facts knowledge
domains. This followed weak performances in this area and a recommendation from the Te
Poutama Tau project evaluation and the Numeracy Reference Group.
The changes for 2005 included extending the addition, subtraction, multiplication and division
strategy domains to include fraction and decimal items. The place value knowledge questions
were extended to include items related to students ability with tenths. These items were also the
result of recommendations from the project evaluations, 2003.
The 2006 changes included refining the early stages for place value and basic facts to put more
emphasis on five as a sub-base and a simplifying of a place value task with large whole numbers.
These were the result of feedback from facilitators and a Rasch analysis carried out on the
knowledge items.
Interactive review of the project materials is a strength of the numeracy development projects,
and will continue.
Sometimes my
knowledge and
strategy stages
are different.
4
Operational Strategy Windows
Addition and Subtraction
The answers to these tasks determine which form of NumPA to use. Keep a note of the students
response to each question.
Task (1): Count eight objects.
Actions: Provide the student with access to a pile of counters of the same colour.
Say: Please get 8 counters for me.
Decision: If the student did not count eight items, rate him/her as stage 0 on operational
strategies. Proceed to form A. Otherwise proceed to task (2).
Task (2): Work out 4 + 3 on materials.
Actions: Place four counters in the students hand. Place three counters in the students
other hand. Ask the student to close their hands. (Open later if necessary).
Say: Please hold out your hands for me. Here are 4 counters. Here are another 3
counters. How many counters have you got altogether?
Decision: If the student was unable to solve 4 + 3 correctly, rate them at stage 1. Proceed to
form A. If the student solved 4 + 3 by counting the materials, rate her/him at
stage 2. Proceed to form A. Otherwise proceed to task (3).
Task (3): Find 8 + 5 = .
Actions: Place 8 counters of one colour under a card and 5 counters of another colour
under another card. Reveal the collections to the student then cover them, one at a
time. Show the problem card to the student.
Say: There are 8 counters under this card and 5 counters under this card. How many
counters are there altogether?
Decision: If the student solved task (2) by imaging but did not solve task (3) by counting on,
rate her/him at stage 3. Proceed to form A. Otherwise proceed to task (4). If the
student solved task (3) by counting on, still give her/him task (4) as this may
provoke part-whole thinking.
Task (4): Find 9 + 8 = .
Actions: Place 9 counters of one colour under a card and 8 counters of another colour
under another card. Reveal the collections to the student then cover them, one at a
time. Show the problem card to the student.
Say: There are 9 counters under this card and 8 counters under this card. How many
counters are there altogether?
Decision: If the student solved both tasks (3) and (4) by counting on, rate her/him at stage
4. Proceed to form B. For students who used any part-whole strategy for either or
both tasks (3) and (4), continue to task (5).
Task (5): Find 37 9.
Actions: Show the card with the lolly problem on it to the student.
Say: You have 37 lollies, and you eat 9 of them. How many lollies have you got left?
Decision: If the student used any part-whole strategies on tasks (3) and (4) but counted back
to solve task (5), rate her/him at stage 5. Proceed to form B. If the student used a
part-whole strategy on task (5), proceed to task (6).
White
5
Task (6): Find 53 26.
Actions: Show the card with the bus problem written on it.
Say: There are 53 people on the bus. 26 people get off. How many people are left on
the bus?
Decision: If the student imagined using a standard written method, read the notes at the
end of task (8). If the student failed to solve this problem correctly, rate her/him at
stage 5 and proceed to form B.
Task (7): Find 394 + 79.
Actions: Show the card with the stamp problem written on it.
Say: Sandra has 394 stamps. She gets another 79 stamps from her brother. How
many stamps does she have then?
Decision: If the student gets both of tasks (6) and (7) correct using part-whole strategies,
proceed to task 8. Otherwise rate the student at stage 5 and proceed to form B.
Task (8): Find 5.3 2.89 metres.
Actions: Show the card with the sewing problem written on it.
Say: Marija has a 5.3 metre length of fabric. She uses 2.89 metres of it to make a
tracksuit. How much fabric has she got left?
Decision: Regardless of the students answer, proceed to task 9.
Task (9): Find 2 ( + ) pizza.
Actions: Show the card with the pizza problem written on it.
Say: Harry and Sally buy two pizzas. Harry eats of a pizza while his friend Sally
eats of a pizza. How much pizza is left over?
Decision: If the student gets both Tasks (8) and (9) correct using part-whole strategies, rate
her/him at stage 7 for addition and subtraction. Otherwise rate the student at
stage 6. Proceed to form C.
Note about Standard Written Forms
If the students method on any problem was to perform standard written form in their head,
then no conclusions should be drawn about their strategy stage. Further questioning is needed to
establish their strategy stage. For example:
Can you do that in a different way?
Explain how the written method works. Look for evidence of part-whole reasoning; for
example, for 53 26, the student clearly understands that 53 is the same as four tens and 13
ones.
White
3
4
7
8
7
8
3
4
6
Stage & Behavioural Indicator
Use NumPA
form:
0 Emergent A
The student has no reliable strategy for counting an unstructured
collection of items.
1 One-to-one Counting A
The student has a reliable strategy for counting an unstructured
collection of items.
2 Counting from One on Materials A
The students most advanced strategy is counting from one on materials
to solve addition problems.
3 Counting from One by Imaging A
The students most advanced strategy is counting from one without the
use of materials to solve addition problems.
4 Advanced Counting B
The students most advanced strategy is counting on or counting
back to solve addition or subtraction tasks.
5 Early Additive Part-Whole B
The student uses any part-whole strategy to solve addition or
subtraction problems mentally by reasoning the answer from basic
facts and/or place value knowledge.
6 Advanced AdditiveEarly Multiplicative Part-Whole C
The student is able to use at least two different mental strategies to solve
addition or subtraction problems with multi-digit numbers.
7 Advanced MultiplicativeEarly Proportional Part-Whole C
The student is able to use at least two different mental strategies to solve
addition or subtraction problems with decimals and fractions with
related denominators.
White
7
Operational Strategy Window Flowchart
Task Form of NumPA to use
Task (1)
Count eight
objects
Task (2)
Work out 4 + 3
on materials
Task (3)
Find 8 + 5 =
Task (4)
Find 9 + 8 =
Task (5)
Find 37 9
Task (6)
Find 53 26
Task (7)
Find 394 + 79
Task (8)
Find 5.3 2.89
Form A
Form B
Form C
Unable to count. Rate as stage 0.
Unable to join sets. Rate as stage 1.
Yes, using materials. Rate as stage 2.
No. Rate as stage 3.
Yes, by counting on. Rate as stage 4.
No, or Yes, by counting back. Rate as stage 5.
No, or Yes, using one part-whole
strategy. Rate as stage 5.
Yes, using at least two different
part-whole strategies. Rate as stage 6.
Yes
Yes, using imaging
Yes, by counting on or part-whole strategy.
Yes, by part-whole strategy.
White
Task (9)
Find 2 ( + )
7
8
3
4
Yes, using at least two different
part-whole strategies. Rate as stage 7.
8
Photocopiable Material
Tasks (3) to (8)
Task (3)
8 + 5 =
Task (4)
9 + 8 =
Task (5)
You have 37 lollies, and you eat 9 of them.
How many lollies have you got left?
Task (6)
There are 53 people on the bus. 26
people get off. How many people are
left on the bus?
White
9
Task (7)
Sandra has 394
stamps. She gets
another 79 stamps
from her brother.
How many stamps
does she have then?
Task (8)
Marija has a 5.3
metre length of
fabric. She uses
2.89 metres of
it to make a
tracksuit.
How much fabric has she got left?
Task (9)
Harry and Sally buy
two pizzas. Harry
eats of a pizza while
his friend Sally eats
of a pizza. How much
pizza is left over?
White
3
4
7
8
10
Numeracy Project Assessment (NumPA) Form A
Transfer the notes from the Strategy Windows tasks (pages 4 and 5) to the addition and
subtraction stage boxes on the Individual Assessment Sheet.
Knowledge Questions
Forwards Number Word Sequence (FNWS)
Things the interviewer says are in bold. Comments for the interviewer appear in plain type.
(1) Start counting from 1. I will tell you when to stop. Stop at 32.
Whats the next number after...? If the student does not understand the meaning of the
question, say: The next number after 2 is 3. So if I say 2, you say 3.
What is the next number after ? (2) 5 (3) 9
For questions (4) to (7), listen carefully for confusion between teen and ty. If the student has
this confusion, they are assessed at no higher than stage 2.
Whats the next number after ...?
(4) 13 (5) 19 (6) 12 (7) 15
If the student confuses teen and ty in questions (4) to (7), it is still worthwhile to ask
questions (8) to (11) to see if the confusion is only with the teen numbers.
Whats the next number after ...?
(8) 29 (9) 46 (10) 69 (11) 80 (12) 139 (13) 899
0 Emergent FNWS
The student cannot produce the FNWS from 1 to 10.
1 Initial FNWS up to 10
The student can produce the FNWS from 1 to 10 but cannot produce the number just
after a given number in the range 1 to 10.
2 FNWS up to 10
The student can produce the number just after a given number in the range 1 to 10
without dropping back.
3 FNWS up to 20
4 FNWS up to 100
5 FNWS up to 1 000
The student can produce the number just after a given number in the range 1 to
1 000 without dropping back.
Blue
11
For the forwards and backwards number word sequences, dropping back means that the student
says or mentally counts several numbers up to the given number. He/she then says the number
before or after that number. For example, the student finds the number after five by saying one,
two, three, four, five, six. A student finds the number before 14 by saying 10, 11, 12, 13, 14, then
says 13.
Backwards Number Word Sequence (BNWS)
(14) Count backwards from 10. I will tell you when to stop. Stop at 0 or 1.
(15) Count backwards from 24. I will tell you when to stop. Stop at 11.
What number comes before ...?
If the student does not understand the meaning of the question, say: The number that comes
before 2 is 1. So if I say 2, you say 1.
What number comes before ?
(16) 3 (17) 9 (18) 5 (19) 8
For questions (20) to (23), listen carefully for confusion between teen and ty. If the student has
this confusion, they are assessed at no higher than stage 2.
(20) 16 (21) 20 (22) 17 (23) 11 (24) 13
(25) 31 (26) 47 (27) 70 (28) 236 (29) 600
0 Emergent BNWS
The student cannot produce the BNWS from 10 to 0.
1 Initial BNWS back from 10
The student can produce the BNWS from 10 to 0 but cannot produce the number just
before a given number in the range 0 to 10.
2 BNWS back from 10
The student can produce the number just before a given number in the range 0 to 10
3 BNWS back from 20
The student can produce the BNWS from 20 to 0, and the number just before a given
number in the range 0 to 20 without dropping back.
4 BNWS back from 100
The student can produce the BNWS from 100 to 0, and the number just before a given
number in the range 0 to 100 without dropping back.
5 BNWS back from 1 000
The student can produce the BNWS from 1 000 to 0, and the number just before a given
number in the range 0 to 1 000 without dropping back.
Blue
12
Numeral Identification
What is this number? Show cards with the number written on them.
(30) 3 (31) 9 (32) 5 (33) 1 (34) 8
(35) 6 (36) 0 (37) 4 (38) 2 (39) 7 (40) 10
For questions (41) to (45), listen carefully for confusion between teen and ty. If the student
has this confusion, they are assessed at stage 1.
What is this number?
(41) 13 (42) 19 (43) 11 (44) 16 (45) 12
What is this number?
(46) 66 (47) 43 (48) 80 (49) 38 (50) 137 (51) 702
0 Emergent Numeral Identification
The student cannot identify most of the numerals in the range 0 to 10.
1 Numerals to 10
The student can identify the numerals in the range 0 to 10.
2 Numerals to 20
The student can identify the numerals in the range 0 to 20.
3 Numerals to 100
The student can identify one- and two-digit numbers.
4 Numerals to 1 000
The student can identify two- and three-digit numbers.
Place Value
(52) Place a four-strip horizontally on the table. Now place a ten-strip beneath the four-strip.
Say: Here are four dots. Here are ten more dots. How many dots are there now?
Continue adding ten-strips to show 24, 34, 44, 54, 64, 74, asking the student to name the
total number of dots each time.
If the student cannot count the total number of dots for four and ten, rate him/her at stage 01. If
the student counts all the dots to find totals of 14 and 24, rate him/her at stage 2. If the student
counts in fives and ones to find totals of 14 and 24, rate him/her at stage 3. For students who add
ten each time to their previous answer when a new strip is added, 14, 24, 34, 44, ..., tentatively
rate them at stage 4. You may wish to further assess their place value understanding using
questions 27 and 28 of Form B.
Blue
13
Blue
01 Emergent
The student cannot count the number of objects in combined collections.
2 One as a Unit
The student finds the total number of objects in collections by counting all of the
objects by ones. He/she does not use ten as a counting unit.
3 Five as a Counting Unit
The student uses five as a counting unit, for example, 5, 10, 11, 12, 13, 14.
4 Ten as a Counting Unit
The student uses ten as a counting unit, for example, 10, 20, 30, 40, 41, 42, 43, 44.
Basic Facts
For questions (53) to (59), show the equation from the test booklet and read it out aloud.
Instant recall of the answers is required rather than counting methods.
Tell me the answer to ...
(53) 2 + 3 (54) 5 + 4 (55) 6 and what makes 10?
(56) 6 + 6 (57) 9 + 9 (58) 10 + 4 (59) 7 + 10
01 Emergent
The student is unable to recall instantly facts to five, for example, 2 + 3.
2 Addition Facts to Five
The student instantly recalls facts to five, for example, 2 + 3.
3 Addition Facts to Ten
The student instantly recalls facts to ten, for example, 5 + 4, 6 + = 10.
4 Addition Facts with Tens and Doubles
The student recalls the doubles to 20, and teen facts, for example, 14 = 10 + 4.
Based on: Wright, R. J., Martland, J., & Stafford, A. (2000). Early Numeracy: Assessment for Teaching and
Intervention. London: Paul Chapman Publications/Sage. Acknowledgement is made that some of the ideas
for questions were originally sourced from the New South Waless Count Me In Too Professional Development
Package (1999). Department of Education and Training Publishers. New South Wales, Australia.
14
Tasks (30) to (51)
0 1 2
3 4 5
6 7 8
9 10 11
12 13 16
19 38 43
Blue
15
Blue
66 80 137
702
Question 52
16
Question 53 Question 54
2 + 3 5 + 4
6 + = 10 6 + 6
9 + 9 10 + 4
Question 59
7 + 10
Blue
17
Yellow
Numeracy Project Assessment (NumPA) Form B
Operational Strategy Questions
Multiplication and Division
(1) Here is a forest of trees. There are 5 trees in each row, and there are 8 rows. Use
horizontal and vertical sweeps with the index finger. Mask all but one horizontal and one
vertical edge of the array. How many trees are there in the forest altogether? If the
student is unable to give an answer, uncover the rest of the sheet. If I planted 15 more
trees, how many rows of 5 would I have then altogether?
If the students solves question (1) using one-to-one counting and/or skip-counting, omit
questions (2) and (3). Rate him/her at stages 23 or 4, as appropriate. Stop the multiplication
questions and proceed to the questions on proportions and ratios.
For questions (2) and (3), screen the answer then uncover it if the student responds correctly. If
the student gives no response or an incorrect one, go to the proportions and ratios section.
(2) What is 3 20?
If 3 20 = 60, what does 3 18 equal?
Does the student derive 3 18 by 60 6 = 54?
(3) What is 5 8? If 5 8 = 40, what does 5 16 equal ?
Does the student derive 5 16 = 80 by doubling 40?
Rate the student according to the most advanced strategy he/she uses on questions (2) and (3).
Note that the student can know how to derive multiplication facts from other known facts, that
is, he/she could be at stage 6 but use counting on or back.
23 Counting from One
The student solves multiplication problems by counting all of the objects.
4 Advanced Counting
The student solves multiplication problems by skip-counting, where he/she has a
known sequence or by using a combination of skip-counting and counting in ones, for
example, 5, 10, 15, 20.
5 Early Additive Part-Whole
The student solves multiplication problems by forming the factors where they have a
known multiplication fact or by using repeated addition, for example, for 5 8:
5 + 5 = 10, 10 + 10 + 10 + 10 = 40
6 Advanced AdditiveEarly Multiplicative Part-Whole
The student solves multiplication problems by deriving from known multiplication
facts, for example, 3 20 = 60 so 3 18 = 60 (3 2) = 54.
18
Yellow
Proportions and Ratios
(4) Show the student the fraction circle sheet. Which of these cakes has been cut into
thirds? If the student responds incorrectly, point to the thirds. Here are 12 jelly beans to
spread out evenly on top of the cake. You eat one-third of the cake. How many jelly
beans do you get? If the student cannot answer the question, allow them to manipulate
the beans or counters to solve it. If the student needs to manipulate the materials to solve
question (4), rate them at stage 1 or 24, as appropriate, and proceed to the knowledge
questions.
(5) What is of 28? Does the student use a part-whole strategy based on addition and/or
multiplication?
1 Unequal Sharing
The student is unable to find a fraction of a number by sharing the objects into equal
subsets.
24 Equal Sharing
The student finds a fraction of a number by sharing the objects into equal subsets,
physically or by imaging.
5 Early Additive PartWhole
The student finds a unit fraction of a number mentally, using trial and improvement
with addition facts, for example, of 12 as 4 + 4 + 4 = 12.
6 Advanced AdditiveEarly Multiplicative PartWhole
The student finds a fraction of a number mentally, using a combination of addition
facts and multiplication, for example, of 28 as:
of 20 = 5 so of 24 = 6 so of 28 = 7, 3 7 = 21; or of 28 is 14, of 14 is 7,
14 + 7 = 21.
3
4
3
4
1
3
1
4
1
4
1
4
1
2
1
2
19
Yellow
Knowledge Questions
Forwards Number Word Sequence (FNWS)
Ask question (6) only if the student is at the advanced counting stage. For other students proceed
to question (7).
(6) Start counting from 10. I will tell you when to stop. Stop at 32. If the student has
problems counting up through the teens, rate him/her at stage 2 and proceed to the BNWS
questions.
For each number I show you, read the number then tell me the number that comes just
after it, the number that is one more. For example, if I show you 4, you say 5. Show the
FNWS cards. Stop at the point at which the student encounters difficulty and proceed to the
BNWS questions.
(7) 12 (8) 17 (9) 29 (10) 99 (11) 209
(12) 999 (13) 3 049 (14) 989 999
For the forwards and backwards number word sequences, dropping back means that the student
says or mentally counts several numbers up to the given number. He/she then says the number
before or after that number. For example, the student finds the number after 25 by saying 21, 22,
23, 24, 25, 26. A student finds the number before 14 by saying 10, 11, 12, 13, 14, then says 13.
Rate the student at the highest stage in which they get all relevant questions (7) to (14) correct.
2 FNWS up to 10
The student can read and give the number just after a given number in the range 1 to 10
3 FNWS up to 20
The student can read and produce the number just after a given number in the range 1 to
20 without dropping back.
4 FNWS up to 100
100 without dropping back.
5 FNWS up to 1 000
1 000.
6 FNWS up to 1 000 000
1 000 000.
20
Backwards Number Word Sequence (BNWS)
Ask question (15) only if the student is at the advanced counting stage. For other students,
proceed to question (16).
(15) Start counting backwards from 23. I will tell you when to stop. Stop at 10. If the
student has problems counting back through the teens, rate him/her at stage 2 and
proceed to the fractional numbers questions.
For each number I show you, read the number then tell me the number that comes just
before it, that is, the number that is one less. For example, if I show you 4, you say 3.
Show the BNWS cards. Stop at the point the student encounters difficulty and proceed to the
fractional number questions.
(16) 13 (17) 19 (18) 30 (19) 100 (20) 680
(21) 900 (22) 2 400 (23) 603 000
Rate the student at the highest stage in which they get all relevant questions (16) to (23) correct.
2 BNWS back from 10
The student can read and give the number just before a given number in the range 1 to 10
3 BNWS back from 20
The student can read and produce the number just before a given number in the range 1
to 20 without dropping back.
4 BNWS back from 100
to 100 without dropping back.
5 BNWS back from 1 000
to 1 000.
6 BNWS back from 1 000 000
to 1 000 000.
Yellow
21
Fractional Numbers
(24) Here are some fractions. Say each fraction as I show it. Give the student the symbol
cards for , , , , .
(25) Give the student the unit fraction cards from question (24). Put these fractions in order
from smallest over here, indicating left, to largest over here, indicating right. If correct
ask, Why do you think one-quarter is less than one-third? Does the student explain the
effect of increasing the bottom number (denominator) as decreasing the value of the
fraction?
(26) Show the student the test booklet page with , 1 , 1 , 1, on it. Point to the fraction .
Which of these numbers are the same as ? If correct, check that the answer is not a
guess by asking Explain how you know this.
If the student orders unit fractions but cannot recognise that is equivalent to 1 or 1 , rate him/
her at stage 5.
Rate the student at the highest stage in which he/she gets all relevant questions (24) to (26)
correct.
23 Unit Fractions Not Recognised
The student cannot identify symbols for unit fractions.
4 Unit Fractions Recognised
The student can read unit fraction symbols, for example, the student can read as
one-third, as one-quarter.
5 Ordered Unit Fractions
The student can compare unit fractions, for example, >
6 Co-ordinated Numerators and Denominators
The student describes the size of fractions with reference to both the numerator and
denominator, for example, is one whole and two-sixths or one whole and one-third.
Yellow
1
3
1
3
1
4
1
5
1
2
1
6
6
8
2
6
1
3
8
6
8
6
2
6
1
3
8
6
1
4
1
3
1
4
8
6
2
14
22
Place Value
For the following questions, students should be rated by their fluent recall. Prolonged use of
strategising suggests the student does not know the answer.
For each question (27) to (33), show the equation and read it aloud, or use the cards provided
[Question (33)].
The student must correctly answer all of questions ...
(27), without counting, to be rated at stage 4, otherwise rate them at stage 3
(28) and (29) to be rated at stage 5
(30) and (31) to be rated at stage 6
(32) and (33) to be rated at stage 7.
Where the student shows knowledge gaps, rate him/her at the previous stage, and move to the
Basic Facts section.
Tell me the answer to ...
(27) A toy costs $80. How many $10 notes do you need to pay for it?
(28) A radio costs $230. How many $10 notes do you need to pay for it?
(29) What number is the arrow pointing to? How do you know?
Both 6.8 and 6 and 8 tenths are acceptable answers.
(30) You have $26,700 in $100 notes. How many notes do you have?
(31) What number is three tenths more than 4.8? How do you know?
(32) How many tenths are in all of this number? 4.67 Circle 4.67 with index finger. While 46
tenths is the expected answer, 46.7 tenths is also acceptable.
(33) Put these decimals (0.39, 0.478, 0.8) in order from smallest over here, indicating left, to
largest over here, indicating right.
4 Ten as a Counting Unit
The student uses ten as a counting unit, for example, 10, 20, 30, 40, 50, 60, to find the
number of tens in 60.
5 Tens in numbers to 1 000, Tenth as a Counting Unit
The student knows how many tens are in whole numbers to 1 000 and recognises
tenths among whole numbers.
6 Hundreds in Whole Numbers, Connected Tenths and Ones
The student knows how many hundreds are in any whole number to 100 000 and
recognises that ten tenths make one.
7 Tenths in Decimals/Ordered Decimals
The student knows how many tenths are in numbers with two decimal places, for
example, 7.56 has 75 or 75.6 tenths, and orders decimals to three places, for example,
0.539, 0.6, 0.72.
Yellow
23
Basic Facts
strategising suggests the student does not know the answer, and must work it out. For each
question (34) to (48), show the equation in the test booklet and read it aloud. Cease the interview
at the line of questions at which the student has knowledge gaps and rate them using the
indicators below.
What is the answer to ...
(34) 2 + 3 (35) 5 + 4 (36) 6 and what makes 10?
(37) 6 + 6 (38) 9 + 9 (39) 10 + 4 (40) 7 + 10
(41) 8 + 6 (42) 6 + 9 (43) 8 5 (44) 5 7
(45) 17 9 (46) 15 6 (47) 6 7 (48) 8 4
2 Addition Facts to Five
The student instantly recalls facts to five, for example, 2 + 3.
3 Addition Facts to Ten
The student instantly recalls facts to ten, for example, 5 + 4, 6 + = 10.
5 Addition Facts
The student recalls the basic addition facts, and the multiplication facts for 2, 5, and
10.
6 Subtraction and Multiplication Facts
The student recalls the basic subtraction and multiplication facts.
Yellow
24
Questions (7)-(14)
12 17 29 99
209 999 3 049 989 999
Questions (16)-(23)
13 19 30 100
680 900 2 400 603 000
Yellow
25
Questions (24) and (25)
1 1 1 1 1
3 4 5 2 6
Question 33
0.8 0.39 0.478
Yellow
26
Yellow
Question 1
Here is a forest of trees. There are 5 trees in each row, and there are 8 rows.
How many trees are there in the forest altogether?
If I planted 15 more trees, how many rows of 5 would I have then altogether?
27
Question 2
3 20 = 60
3 18 =
Question 3
5 8 = 40
5 16 =
Yellow
28
Yellow
3
4
Question 4
Which of these cakes has been cut into
thirds?
Question 5
What is of 28?
29
Question 26
Which of these numbers are the
same as ?
1 1 1
Question 27
A toy costs $80. How many $10 notes
do you need to pay for it?
Question 28
A radio costs $230. How many $10
notes do you need to pay for it?
Question 29
What number is the arrow pointing to?
How do you know?
Question 30
You have $26,700 in $100 notes.
How many notes do you have?
Question 31
What number is three tenths more than
4.8? How do you know?
Yellow
8
6
2
6
6
8
1
3
2
14
30
Question 32
How many tenths are in all of this
number? 4.67
2 + 3 5 + 4
6 + = 10 6 + 6
9 + 9 10 + 4
7 + 10 8 + 6
6 + 9 8 5
5 7 17 9
15 6 6 7
Question 48
8 4
Yellow
31
Numeracy Project Assessment (NumPA) Form C
(1) Here is a forest of trees. There are 5 trees in each row, and there are 8 rows.
Use horizontal and vertical sweeps with index finger. Mask all but one horizontal and one
vertical edge of the array. How many trees are there in the forest altogether? If the
student is unable to give an answer, uncover the rest of the sheet.
For questions (2) and (3), screen the answer then uncover it if the student responds correctly. If
the student gives no response or an incorrect response, rate him/her at no higher than stage 5 on
multiplication and division and proceed to the proportions and ratios section.
(2) What is 3 20? If 3 20 = 60, what does 3 18 equal?
Does the student derive 3 18 by 60 6 = 54?
(3) What is 5 8? If 5 8 = 40, what does 5 16 equal?
Does the student derive 5 16 = 80 by doubling 40?
If the student does not derive the answers to questions (2) and (3), rate him/her at either stage 4
or 5 and proceed to the questions on proportions and ratios.
(4) There are 24 muffins in each basket. How many muffins are there altogether?
Does the student use a part-whole strategy such as
place value partitioning, for example, 6 20 = 120, 6 4 = 24, 120 + 24 = 144;
tidy numbers, for example, 6 25 = 150, 150 6 = 144;
or proportional reasoning, for example, 6 24 = 12 12 = 144 (doubling and halving)?
(5) At the car factory, they need 4 wheels to make each car. How many cars could they
make with 72 wheels?
Does the student use a part-whole strategy such as standard place value partitioning,
for example, 40 4 = 10, 72 40 = 32, 32 4 = 8, 10 + 8 = 18;
tidy numbers, for example, 80 4 = 20 so 72 4 = 20 (8 4) = 18;
reversing, for example, 10 4 = 40, 8 4 = 32 so 18 4 = 72 (multiplying to solve a
division problem);
proportional reasoning and reversing, for example, 9 8 = 72 so 18 4 = 72
(doubling and halving) so 72 4 = 18 (reversing)?
If the student solves any of questions (4) or (5) successfully using at least two different advanced
strategies, rate him/her at stage 7 for multiplication and division and proceed to questions (6)
and (7). Otherwise rate the student at stage 6.
(6) Ivan has 2.4 kilograms of mince. Each pattie takes 0.15 kilograms of mince. How many
patties can Ivan make?
Does the student use a mental part-whole strategy such as
doubling, 2 0.15 = 0.3 so 4 0.15 = 0.6 so 16 0.15 = 2.4;
reversing with rounding and place value, 10 0.15 = 1.5
so 20 0.15 = 3.0 so 16 0.15 = 2.4?
Green
32
(7) Each day on the life raft, 22 litres of water are shared equally among the 8 survivors.
How much water, in litres, does each person get each day?
Does the student use mental part-whole strategies such as:
standard place value, 16 8 = 2, 6 8 = 0.75, so 22 8 = 2.75;
converting equivalent fractions to decimals, 22 8 = 2 = 2 = 2.75?
If the student solves both questions (6) and (7) using two different advanced strategies, rate
him/her at stage 8 for multiplication and division. Otherwise rate the student at stage 7.
Where the student images a written algorithm, no assumption can be made about their stage.
Question the student about their understanding of the processes involved in the algorithm and
what other strategies they could use to solve the given problem.
4 Advanced Counting
The student solves multiplication problems by skip-counting where he/she has a known
sequence or by using a combination of skip-counting and counting in ones, for example,
5, 10, 15, 20.
The student solves multiplication problems by forming the factors where they have a
known multiplication fact or using repeated addition, for example,
for 6 4: 4 + 4 = 8, 8 + 4 = 12, 12 + 12 = 24.
The student solves multiplication problems by deriving from known multiplication facts,
for example, 3 20 = 60 so 3 18 = 60 (3 2) = 54.
7 Advanced MultiplicativeEarly Proportional Part-Whole
The student is able to use at least two differ ent advanced mental strategies to solve
multiplication and division problems with whole numbers.
8 Advanced Proportional Part-Whole
The student is able to use at least two differ ent advanced mental strategies to solve
multiplication and division problems with decimals and fractions with related
denominators.
Green
6
8
3
4
33
(8) Show the student the fraction circle sheet in the test booklet (page 43). Which of these
cakes has been cut into thirds? If the student responds incorrectly, identify (point to) the
thirds. Here are 12 jelly beans to spread out evenly on top of the cake. You eat one-
third of the cake. How many jelly beans do you get? If the student cannot answer the
question, allow them to manipulate the beans or counters to find it.
For students who need to equally share the beans/counters, either with materials or by imaging
the movement of the materials, rate them at stages 24 for proportions and ratios and proceed to
the knowledge questions (page 36).
(9) What is of 28? Does the student use a part-whole strategy based on addition and/or
multiplication? If the student uses part-whole strategies based on addition and/or halving,
continue on to question (10) as this item may lead them to using division.
(10) 12 is of a number. What is the number?
For students who are unsuccessful at question (10), rate them at either stage 5 or 6, whatever is
appropriate from their response to question (9), and proceed to the knowledge questions.
Answering question (10) using multiplication and division places the students at stage 7 at least.
If the student uses part-whole strategies successfully for both questions (11) and (12), rate them at
stage 8.
(11) It takes 10 balls of wool to make 15 beanies. How many balls of wool does it take to
make 6 beanies? Show the question in the test booklet (page 44). Does the student use a
part-whole strategy based on equivalent fractions such as finding relationships between
different units, for example, 10 15 so 1 1.5 so 4 6 (unit fractions), or 6 2 = 15 so
2 = 10; or finding relationships within the same units, for example, 10 15 so
20 30 so 4 6?
(12) There are 21 boys and 14 girls in Anas class. What percentage of Anas class are
boys? Show the question in the test booklet (page 44). Does the student use a part-whole
strategy based on equivalent fractions such as finding relationships between different
units, for example, 21 7 = 3, 14 7 = 2 (common factor); 21 35 so 3 5 so 60 100,
so = 60% are boys; or finding relationships within the same units, for example,
35 3 = 105 so 21 3 = 63 and adjust down to 60%.
3
4
2
3
3
5
1
2
1
2
Green
34
24 Equal Sharing
The student finds a fraction of a number by sharing the objects into equal subsets
physically or by imaging.
The student finds a unit fraction of a number mentally using trial and improvement
with addition facts, for example, of 12 as 4 + 4 + 4 = 12.
The student finds a fraction of a number mentally using a combination of addition
facts and multiplication, for example, of 28 as:
of 20 = 5 so of 24 = 6 so of 28 = 7, 3 7 = 21;
or of 28 is 14, of 14 is 7, 14 + 7 = 21.
7 Advanced MultiplicativeEarly Proportional Part-Whole
The student finds a fraction of a number using division and multiplication, for
example, = 12 so = 6 so = 6 3 = 18, or 1 12 = so = 18.
8 Advanced Proportional Part-Whole
The student uses at least two different strategies to solve problems that involve
equivalence with and between fractions, ratios, and proportions, for example,
75% of 36 as of 36; or 12 8 as 18: 12 8 so 3 2 (dividing by four) so
27 18 (multiplying by nine).
1
3
3
4
1
4
1
4
1
4
1
2
1
2
2
3
1
3
1
2
3
4
Green
35
Knowledge Questions
Forwards and Backwards Number Word Sequence
Show the number sequence cards. Stop at the point the student encounters difficulty and
proceed to the fractions questions. For each number I show you, tell me the number that
comes just after it, the number that is one more. Also tell me the number that comes just
before it, the number that is one less.
(13) 2 400 (14) 3 049 (15) 603 000 (16) 989 999
5 FNWS and BNWS within 1 000
The student can produce the number before and after a given number in the range
1 to 1 000.
6 FNWS and BNWS within 1 000 000
The student can produce the number before and after a given number in the range
1 to 1 000 000.
Fractional Numbers
(17) Here are some fractions. Say each fraction as I show it. Show the student the symbol
cards for , , , , one at a time. Lay the cards on the table as they are shown.
If the student is unable to recognise the fractions, rate him/her at stage 23.
(18) Referring to the fraction cards from question (17) Put these fractions in order from
smallest over here, indicating left, to largest over here, indicating right. If correct, ask,
Why do you think one-quarter is less than one-third? Does the student explain the effect
of increasing the bottom number (denominator) as decreasing the value of the fraction?
If the student can recognise the unit fractions but cannot order them, rate him/her at stage 4.
(19) Show the student the test booklet page (page 45) with , 1 , 1 , 1, and on it. Point to the
fraction . Which of these numbers are the same as ? If the student is correct, check
that the answer is not a guess by asking Explain how you know this.
If the student orders unit fractions but cannot recognise that is equivalent to 1 or 1 , rate
him/her at stage 5.
(20) Give the student the set of mixed fractions, , , , , , . Here are some fractions. Put
them in order from smallest over here, indicating left, to largest over here, indicating
right. Does the student recognise the equivalence of two-thirds and six-ninths? If so, rate
them at stage 7 at least, if not rate them at stage 6. Rate a student who successfully orders
all the fractions in question (20) at stage 8.
8
6
1
3
1
4
1
5
1
2
1
6
6
8
2
6
1
3
8
6
2
5
1
2
2
3
6
9
8
6
2
6
1
3
3
4
Green
2
14
7
16
36
2-3 Unit Fractions Not Recognised
The student cannot identify symbols for unit fractions.
4 Unit Fractions Recognised
The student can read unit fraction symbols, for example, the student can read as
one-third, as one-quarter.
5 Ordered Unit Fractions
The student can compare unit fractions, for example, > .
6 Co-ordinated Numerators and Denominators
The student describes the size of fractions with reference to both the numerator and
denominator, for example, is one whole and two-sixths.
7 Equivalent Fractions
The student names equivalent fractions from a set of fractions with different
denominators, for example, = , = .
8 Ordered Fractions
The student orders fractions with unlike denominators and numerators, for example,
< .
1
3
1
4
1
3
1
4
8
6
2
3
3
4
6
8
2
5
Green
8
12
7
16
37
Place Value
strategising suggests the student does not know the answer, and must work it out.
The student must correctly answer all of questions...
(21) and (22) to be rated at stage 5, otherwise rate them at stage 4.
(23) and (24) to be rated at stage 6,
(25) and (26) to be rated at stage 7,
(27) to (30) to be rated at stage 8.
Where the student shows knowledge gaps, rate him/her at the previous stage.
(21) A radio costs $230. How many $10 notes do you need to pay for it?
(22) What number is the arrow pointing to? How do you know?
Both 6.8 and 6 and 8 tenths are acceptable answers.
(23) You have $26,700 in $100 notes. How many notes do you have?
(24) What number is three tenths less than 2? How do you know?
(25) How many tenths are in all of this number? 4.67 Circle 4.67 with index finger.
While 46 tenths is the expected answer, 46.7 tenths is also acceptable.
(26) Put these decimals (0.39, 0.478, 0.8) in order from smallest over here, indicating left,
to largest over here, indicating right.
(27) How many hundredths are in all of this number? 2.097 Circle 2.097 with index finger.
While 209 hundredths is the expected answer, 209.7 hundredths is acceptable.
(28) Round 7.649 to the nearest tenth.
(29) Give three numbers that are between 7.59 and 7.6. If you had time, how many
numbers could you find?
(30) Name 137.5% as a decimal.
5 Tens in numbers to 1 000, Tenth as a Counting Unit
The student knows how many tens are in numbers to 1 000, and recognises tenths among
whole numbers.
6 Hundreds in Whole Numbers, Connected Tenths and Ones
The student knows how many hundreds are in any whole number to 100 000, and
recognises that ten tenths make one.
7 Tenths in Decimals/Ordered Decimals
The student knows how many tenths are in numbers with two decimal places, for
example, 7.56 has 75 or 75.6 tenths, and orders decimals to three places, for example,
0.539, 0.6, 0.72.
8 Decimal Conversions
The student knows how many hundredths are in decimals, and rounds numbers to the
nearest tenth, for example, 7.649 7.6 to the nearest tenth, not 7.7. The student can
identify decimals between others and name a percentage as a decimal and vice versa,
for example, 137.5% as 1.375.
Green
38
Basic Facts
strategising suggests the student does not know the answer, and must work it out. For each
question (31) to (43), show the equation in the test booklet (page 48) and read it aloud. Cease the
interview at the line of questions at which the student has knowledge gaps and rate them using
the indicators below.
What is the answer to ...
(31) 8 + 6 (32) 6 + 9 (33) 8 5 (34) 5 7
(35) 17 9 (36) 15 6 (37) 6 7 (38) 8 4
(39) 56 7 (40) 63 9
For questions (41) to (43) explain the meaning of the terms, factor, common factor, and least
common multiple, if necessary.
(41) Name all the factors of 81.
(42) What is the highest common factor of 72 and 81?
(43) What is the least common multiple of 8 and 12?
5 Addition Facts
The student recalls the basic addition facts, and the multiplication facts for 2, 5, and 10.
6 Subtraction and Multiplication Facts
The student recalls the basic subtraction and multiplication facts.
7 Division Facts
The student recalls the basic division facts and names all the factors of numbers to 100.
8 Common Factors and Multiples
The student names all the common factors of two numbers to 100, and the least common
multiple of numbers to 10.
Green
39
Question (20)
2 3 2 6 7 1
3 4 5 9 16 2
Questions (13)(16)
2 400 3 049 603 000 989 999
Questions (17) and (18)
1 1 1 1 1
3 4 5 2 6
Green
Question (26)
0.8 0.39 0.478
40
Question 1
Here is a forest of trees. There are 5 trees in each row, and there are 8 rows.
How many trees are there in the forest altogether?
Green
41
Question 2
3 20 = 60
3 18 =
Question 3
5 8 = 40
5 16 =
Question 4
There are 24 muffins in each basket. How
many muffins are there altogether?
Green
42
Question 5
At the car factory,
they need 4 wheels
to make each car.
How many cars could they make with 72
wheels?
Question 6
Ivan has 2.4 kilograms
of mince. Each pattie
takes 0.15 kilograms
of mince.
How many patties
can Ivan make?
Question 7
Each day on the
life raft, 22 litres
of water is shared
equally between
the 8 survivors.
How much water,
in litres, does each
person get each
day?
Green
43
Question 8
Which of these cakes has been cut into
thirds?
Question 9
What is of 28?
3
4
Green
44
Question 10
12 is of a number.
What is the number?
Question 11
It takes 10 balls of wool to make
15 beanies. How many balls of wool does
it take to make 6 beanies?
Question 12
There are 21 boys and 14 girls in Anas
class.
What percentage of Anas class are boys?
2
3
Green
45
Question 19
Which of these numbers are the
same as ?
1 1 1
Question 21
A radio costs $230.
How many $10 notes do you need to
pay for it?
Question 22
What number is the arrow pointing to?
How do you know?
Question 23
You have $26,700 in $100 notes.
How many notes do you have?
8
6
2
6
6
8
1
3
2
14
Green
46
Question 24
What number is three tenths less than
2? How do you know?
Question 25
How many tenths are in all of this
number? 4.67
Question 27
How many hundredths are in all of this
number? 2.097
Question 28
Round 7.649 to the nearest tenth.
Question 29
Give three numbers that are between
7.59 and 7.6. If you had time, how
many numbers could you find?
Question 30
Name 137.5% as a decimal.
47
8 + 6 6 + 9
8 5 5 7
17 9 15 6
6 7 8 4
56 7 63 9
Question 41
Name all the factors of 81.
Question 42
What is the highest common factor of
72 and 81?
Question 43
What is the least common multiple of
8 and 12?
Green
48
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6
54
Answers to Form C
Addition and Subtraction
(6) 27 people (7) 473 stamps (8) 2.41 metres (8) pizza
(1) 40 trees 3 more rows making 11 rows in total
(2) 3 18 = 54 (60 6) (3) 5 16 = 80 (double 40)
(4) 144 muffins (5) 18 cars
(6) 16 patties (7) 2.75 litres or 2 litres
(8) 4 jellybeans (9) of 28 is 21
(10) of 18 is 12 (11) 4 balls of wool makes 6 beanies
(12) 60% of Anas class are boys
Knowledge Questions
Forwards and Backwards Number Word Sequence
(13) 2 401, 2 399 (14) 3 050, 3 048 (15) 603 001, 602 999 (16) 990 000, 989 998
Fractional Numbers
(17) one-third, one-quarter, one-fifth, one-half, one-sixth
(18)
(19) 1 and 1 are the same as
(20)
( ) ( = )
Place Value
(21) 23 (22) 6.8 or 6 and 8 tenths
(23) 267 $100 notes (24) 1.7 or 1 and 7 tenths
(25) 46 or 46.7 (26) 0.39 0.478 0.8
(27) 209 or 209.7 (28) 7.6
(29) 7.591 7.599, etc. (30) 1.375
Infinite number of
decimals are possible
Basic Facts
(31) 14 (32) 15 (33) 40 (34) 35
(35) 8 (36) 9 (37) 42 (38) 32
(39) 8 (40) 7 (41) 1, 3, 9, 27, 81 (42) 9
(43) 24
3
4
2
3
1
6
1
5
1
4
1
3
1
2
2
6
1
3
8
6
2
5
1
2
6
9
3
4
2
3
6
9
2
3
Green
3
8
3
4
7
16
ACKNOWLEDGMENTS
The Ministry of Education wishes to acknowledge the
following people and organisations for their contribution
towards the development of this handbook.
THE PARTICIPANTS:
The New Zealand numeracy project personnel
facilitators and principals, teachers, and children from
more than eighteen hundred New Zealand schools who
contributed to this handbook through their participation
in the numeracy development projects from 20002005.
THE NUMERACY
REFERENCE GROUP:
Professor Derek Holton, convenor (The University of
Otago), Professor Megan Clark (Victoria University of
Wellington), Dr Joanna Higgins (Victoria University of
Wellington College of Education), Dr Gill Thomas (Maths
Technology Limited), Associate Professor Jenny Young-
Loveridge (The University of Waikato), Associate
Professor Glenda Anthony (Massey University), Tony
Trinick (The University of Auckland Faculty of
Education), Garry Nathan (The University of Auckland),
Paul Vincent (Education Review Office), Dr Joanna
Wood (New Zealand Association of Mathematics
Teachers), Peter Hughes (The University of Auckland
Faculty of Education), Vince Wright (The University of
Waikato School Support Services), Geoff Woolford
(Parallel Services), Kevin Hannah (Christchurch College
of Education), Chris Haines (School Trustees
Association), Linda Woon (NZPF), Jo Jenks (Victoria
University of Wellington College of Education, Early
Childhood Division), Bill Noble (New Zealand
Association of Intermediate and Middle Schools), Diane
Leggatt of Karori Normal School (NZEI Te Riu Roa),
Sului Mamea (Pacific Island Advisory Group, Palmerston
North), Dr Sally Peters (The University of Waikato
School of Education), Pauline McNeill of Columba
College (PPTA), Dr Ian Christensen (He Kupenga Hao i
te Reo), Liz Ely (Education Review Office), Ro Parsons
(Ministry of Education), Malcolm Hyland (Ministry of
Education).
THE ORIGINAL WRITERS,
REVIEWERS AND PUBLISHERS:
Vince Wright (The University of Waikato School Support
Services), Peter Hughes (The University of Auckland
Faculty of Education), Marilyn Holmes (Dunedin College
of Education), Sarah Martin (Bayview School), Gaynor
Terrill (The University of Waikato School of Education),
Carla McNeill (The University of Waikato School of
Education), Professor Derek Holton (The University of
Otago), Dr Gill Thomas (Maths Technology Limited),
Bruce Moody (mathematics consultant), Lynne Petersen
(Dominion Road School), Errolyn Taane (Dunedin
College of Education), Lynn Tozer (Dunedin College of
Education), MaIcolm Hyland (Ministry of Education), Ro
Parsons (Ministry of Education), Kathy Campbell
(mathematics consultant), Tania Cotter, Jocelyn
Cranefield, Kirsty Farquharson, Jan Kokason, Bronwen
Wall (Learning Media Limited), Joe Morrison, Andrew
Tagg (Maths Technology Limited).
REVISED EDITION 2006:
Vince Wright (The University of Waikato School Support
Services), Susan Roche (Learning Media Limited),
Andrew Tagg (Maths Technology Limited).
In addition, the Ministry of Education wishes to
acknowledge Professor Bob Wright (Southem Cross
University, Lismore, NSW), Dr Noel Thomas (Charles
Sturt University, Bathhurst, NSW), Dr Koeno
Gravemeijer (Freudenthal Institute, Utrecht,
Netherlands), Jim Martland (The University of
Manchester, UK), Dr Ian Christensen (Massey
University).
The Ministry of Education also wishes to acknowledge
The New South Wales Department of Education and
Training for permission to trial Count Me In Too in 2000
through a one-year arrangement. The findings from the
use of this pilot project informed the development of the
numeracy policy in New Zealand.
Count Me In Too is the registered Trade Mark of the
Crown in the Right of the State of New South Wales
(Department of Education and Training). Copyright of
the Count Me In Too Professional Development
Package materials (19972002), including the Learning
Framework in Number and the Schedule for Early
Number Assessment, is also held by the Crown in the
Right of the State of New South Wales (Department of
Education and Training) 2002.
The cover design is by Dave Maunder (Leaming Media
Limited) and Base Two Design Ltd. All other illustrations
are by Noel Eley and James Rae.
All illustrations copyright Crown 2008 except: Digital
imagery of the conch copyright 2000 PhotoDisc, Inc.

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THE NUMERACY DEVELOPMENT PROJECTS

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