nz maths problem solving level 5

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Problem Solving

This section of the nzmaths website has problem-solving lessons that you can use in your maths programme. The lessons provide coverage of Levels 1 to 6 of The New Zealand Curriculum. The lessons are organised by level and curriculum strand.  Accompanying each lesson is a copymaster of the problem in English and in Māori. 

Choose a problem that involves your students in applying current learning. Remember that the context of most problems can be adapted to suit your students and your current class inquiry. Customise the problems for your class.

• Level 1 Problems
• Level 2 Problems
• Level 3 Problems
• Level 4 Problems
• Level 5 Problems
• Level 6 Problems

The site also includes Problem Solving Information . This provides you with practical information about how to implement problem solving in your maths programme as well as some of the philosophical ideas behind problem solving. We also have a collection of problems and solutions for students to use independently.

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Nz Maths Problem Solving Lesson Plans: Level 5

Teachers, this New Zealand Problem Solving website is an outstanding resource for lesson plans. They are organized into the following categories: algebra, geometry, measurement, numbers, statistics, and logic and reasoning.

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New Zealand

IXL's year 5 skills will be aligned to the New Zealand Curriculum soon! Until then, you can view a complete list of year 5 objectives below.

Objectives are in black and IXL maths skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

Show alignments for:

• New Zealand National Standards New Zealand National Standards
• New Zealand Curriculum: Level 2 New Zealand Curriculum: Level 2
• New Zealand Curriculum: Level 3 New Zealand Curriculum: Level 3
• Print curriculum

L2.1 Number and Algebra

L2.1.1 number strategies, l2.1.1.1 use simple additive strategies with whole numbers and fractions..

• Add with pictures - sums up to 10 ( 2-B.1 )
• Addition sentences - sums up to 10 ( 2-B.2 )
• Addition sentences using number lines - sums up to 10 ( 2-B.3 )
• Complete the addition sentence - sums up to 10 ( 2-D.4 )
• Addition word problems - sums up to 10 ( 2-D.5 )
• Addition sentences for word problems - sums up to 10 ( 2-D.6 )
• Addition sentences using number lines - sums up to 18 ( 2-D.8 )
• Addition word problems - sums up to 18 ( 2-D.9 )
• Addition sentences for word problems - sums up to 18 ( 2-D.10 )
• Make a number using addition - sums up to 20 ( 2-D.12 )
• Addition sentences for word problems - sums up to 20 ( 2-D.13 )
• Related addition facts ( 2-D.14 )
• Addition sentences: true or false? ( 2-D.15 )
• Add a one-digit number to a two-digit number - without regrouping ( 2-D.16 )
• Add two multiples of ten ( 2-E.7 )
• Add a multiple of ten ( 2-E.8 )
• Add three numbers ( 2-E.9 )
• Add three numbers - word problems ( 2-E.10 )
• Review - writing addition sentences - sums to 10 ( 3-E.3 )
• Add one-digit numbers ( 3-E.5 )
• Addition with pictures - sums to 20 ( 3-E.6 )
• Write addition sentences to describe pictures - sums to 20 ( 3-E.7 )
• Addition input/output tables - sums to 20 ( 3-E.8 )
• Addition word problems - one digit ( 3-E.10 )
• Complete the addition sentence - one digit ( 3-E.11 )
• Write the addition sentence - one digit ( 3-E.12 )
• Balance addition equations - one digit ( 3-E.13 )
• Add three or more one-digit numbers ( 3-E.14 )
• Add three or more one-digit numbers - word problems ( 3-E.15 )
• Identify repeated addition for arrays - sums to 10 ( 3-E.16 )
• Write addition sentences for arrays - sums to 10 ( 3-E.17 )
• Identify repeated addition for arrays - sums to 25 ( 3-E.18 )
• Write addition sentences for arrays - sums to 25 ( 3-E.19 )
• Add two numbers up to three digits ( 4-D.1 )
• Addition input/output tables - up to three digits ( 4-D.2 )
• Add two numbers up to three digits - word problems ( 4-D.3 )
• Complete the addition sentence - up to three digits ( 4-D.4 )
• Balance addition equations - up to three digits ( 4-D.5 )
• Add three or more numbers up to three digits each ( 4-D.6 )
• Add three or more numbers up to three digits - word problems ( 4-D.7 )
• Addition patterns over increasing place values ( 4-D.8 )
• Add two numbers with four or more digits ( 4-D.9 )
• Addition input/output tables - four or more digits ( 4-D.10 )
• Add two numbers with four or more digits - word problems ( 4-D.11 )
• Complete the addition sentence - four or more digits ( 4-D.12 )
• Balance equations - four or more digits ( 4-D.13 )
• Add three or more numbers with four or more digits ( 4-D.14 )
• Add three or more numbers with four or more digits - word problems ( 4-D.15 )
• Addition: fill in the missing digits ( 4-D.16 )
• Add numbers up to five digits ( 5-B.1 )
• Add numbers up to five digits: word problems ( 5-B.2 )
• Addition: fill in the missing digits ( 5-B.3 )
• Properties of addition ( 5-B.4 )
• Input/output tables with addition ( 5-B.5 )
• Add three or more numbers up to five digits each ( 5-B.6 )
• Addition patterns over increasing place values ( 5-B.7 )
• Estimate sums ( 5-B.9 )
• Estimate sums: word problems ( 5-B.10 )

L2.1.2 Number knowledge

L2.1.2.1 know forward and backward counting sequences with whole numbers to at least 1000..

• Count to fill a ten frame ( 2-A.2 )
• Count on ten frames - up to 40 ( 2-A.6 )
• Counting - up to 100 ( 2-A.7 )
• Counting by tens - up to 100 ( 2-A.8 )
• Counting by twos, fives and tens with pictures ( 2-A.11 )
• Counting by twos, fives and tens ( 2-A.12 )
• Counting forward and backward ( 2-A.13 )
• Counting on the hundred chart ( 2-A.15 )
• Skip-counting ( 3-A.1 )
• Skip-counting sequences ( 3-A.2 )
• Counting patterns - up to 100 ( 3-A.3 )
• Skip-counting stories ( 3-A.11 )
• Skip-counting puzzles ( 3-A.12 )
• Counting patterns - up to 1000 ( 3-A.14 )
• Skip-counting puzzles ( 4-A.3 )
• Number sequences ( 4-A.4 )
• Number sequences ( 5-A.10 )

L2.1.2.2 Know the basic addition and subtraction facts.

• Adding 1 ( 2-C.1 )
• Adding 2 ( 2-C.2 )
• Adding 3 ( 2-C.3 )
• Adding 4 ( 2-C.4 )
• Adding 5 ( 2-C.5 )
• Adding 6 ( 2-C.6 )
• Adding 7 ( 2-C.7 )
• Adding 8 ( 2-C.8 )
• Adding 9 ( 2-C.9 )
• Adding 0 ( 2-C.10 )
• Addition facts - sums up to 10 ( 2-D.1 )
• Addition facts - sums up to 18 ( 2-D.7 )
• Addition facts - sums up to 20 ( 2-D.11 )
• Subtracting 1 ( 2-G.1 )
• Subtracting 2 ( 2-G.2 )
• Subtracting 3 ( 2-G.3 )
• Subtracting 4 ( 2-G.4 )
• Subtracting 5 ( 2-G.5 )
• Subtracting 6 ( 2-G.6 )
• Subtracting 7 ( 2-G.7 )
• Subtracting 8 ( 2-G.8 )
• Subtracting 9 ( 2-G.9 )
• Subtracting 0 ( 2-G.10 )
• Subtraction facts - numbers up to 10 ( 2-H.1 )
• Subtraction facts - numbers up to 18 ( 2-H.8 )
• Related subtraction facts ( 2-H.13 )
• Fact families ( 2-V.3 )
• Addition and subtraction facts - numbers up to 10 ( 2-V.4 )
• Addition and subtraction facts - numbers up to 18 ( 2-V.5 )
• Review - add one-digit numbers - sums to 10 ( 3-E.1 )
• Review - subtract one-digit numbers - up to 10 ( 3-F.1 )
• Related addition facts ( 3-K.1 )
• Related subtraction facts ( 3-K.2 )
• Fact families ( 3-K.3 )
• Fact families ( 4-T.1 )

L2.1.2.3 Know how many ones, tens, and hundreds are in whole numbers to at least 1000.

• Counting tens and ones - up to 30 ( 2-A.4 )
• Write tens and ones - up to 30 ( 2-A.5 )
• Counting tens and ones - up to 99 ( 2-A.9 )
• Write tens and ones - up to 100 ( 2-A.10 )
• Place value models - tens and ones ( 3-L.1 )
• Place value models - up to hundreds ( 3-L.2 )
• Place value models - up to thousands ( 3-L.3 )
• Value of a digit - tens and ones ( 3-L.4 )
• Value of a digit - up to hundreds ( 3-L.5 )
• Value of a digit - up to thousands ( 3-L.6 )
• Regroup tens and ones ( 3-L.7 )
• Regroup tens and ones - ways to make a number ( 3-L.8 )
• Convert to/from a number - tens and ones ( 3-L.9 )
• Convert to/from a number - up to hundreds ( 3-L.10 )
• Convert to/from a number - up to thousands ( 3-L.11 )
• Convert between place values - up to thousands ( 3-L.12 )
• Convert from expanded form - up to hundreds ( 3-L.13 )
• Convert from expanded form - up to thousands ( 3-L.14 )
• Identify a digit up to the hundreds place ( 3-L.15 )
• Place value models up to thousands ( 4-B.1 )
• Place value names up to hundreds ( 4-B.2 )
• Place value names up to thousands ( 4-B.3 )
• Value of a digit ( 4-B.4 )
• Convert to/from a number ( 4-B.5 )
• Convert between place values ( 4-B.6 )
• Convert from expanded form ( 4-B.7 )
• Convert between standard and expanded form ( 4-B.8 )
• Place value word problems ( 4-B.9 )
• Place values ( 5-A.1 )
• Convert between place values ( 5-A.2 )

L2.1.2.4 Know simple fractions in everyday use.

• Halves, thirds and quarters ( 2-O.1 )
• Simple fractions: what fraction does the shape show? ( 2-O.3 )
• Simple fractions: which shape matches the fraction? ( 2-O.4 )
• Compare fractions ( 2-O.7 )
• Halves, thirds and quarters ( 3-W.2 )
• Which shape illustrates the fraction? ( 3-W.4 )
• Fractions of a whole: modelling word problems ( 3-W.6 )
• Fractions of a whole: word problems ( 3-W.7 )
• Compare fractions using models ( 3-W.9 )
• Order fractions with like denominators ( 3-W.10 )
• Order fractions with like numerators ( 3-W.11 )
• Unit fraction review ( 4-R.3 )
• Unit fractions: modelling word problems ( 4-R.7 )
• Unit fractions: word problems ( 4-R.8 )
• Fractions of a whole: modelling word problems ( 4-R.9 )
• Fractions of a whole: word problems ( 4-R.10 )
• Fractions of number lines: unit fractions ( 4-R.12 )
• Fractions of number lines ( 4-R.13 )
• Compare fractions ( 4-R.20 )
• Put fractions in order ( 4-R.24 )
• Fractions review ( 5-P.1 )
• Fractions of a whole: word problems ( 5-P.2 )
• Fractions of a group: word problems ( 5-P.3 )
• Find equivalent fractions using area models ( 5-P.4 )
• Graph equivalent fractions on number lines ( 5-P.5 )
• Graph and compare fractions on number lines ( 5-P.9 )
• Compare fractions ( 5-P.10 )
• Order fractions with like numerators or denominators ( 5-P.11 )
• Order fractions ( 5-P.12 )
• Find smaller or larger fractions ( 5-P.13 )
• Model decimals and fractions ( 5-Q.2 )
• Graph fractions as decimals on number lines ( 5-Q.8 )

L2.1.3 Equations and expressions

L2.1.3.1 communicate and interpret simple additive strategies, using words, diagrams (pictures), and symbols..

• Number lines ( 2-A.14 )
• Hundred chart ( 2-A.16 )
• Writing numbers in words ( 2-A.24 )
• Complete the addition sentence - make ten ( 2-E.5 )
• Number lines - up to 100 ( 3-A.4 )
• Hundred chart ( 3-A.5 )
• Number lines - up to 1000 ( 3-A.13 )
• Writing numbers up to 100 in words ( 3-C.3 )
• Writing numbers up to 1000 in words ( 3-C.4 )
• Write numbers in words ( 4-A.6 )
• Fraction review ( 4-R.4 )
• Word names for numbers ( 5-A.3 )

L2.1.4 Patterns and relationships

L2.1.4.1 generalise that whole numbers can be partitioned in many ways..

• Adding zero ( 2-B.4 )
• Ways to make a number - addition sentences ( 2-D.2 )
• Make a number using addition - sums up to 10 ( 2-D.3 )
• Regroup tens and ones - ways to make a number ( 2-D.17 )
• Regroup tens and ones ( 2-D.18 )
• Add a one-digit number to a two-digit number - with regrouping ( 2-D.19 )
• Add doubles ( 2-E.1 )
• Add using doubles plus one ( 2-E.2 )
• Add using doubles minus one ( 2-E.3 )
• Add three numbers - use doubles ( 2-E.4 )
• Add three numbers - make ten ( 2-E.6 )
• Review - ways to make a number - sums to 10 ( 3-E.2 )
• Add doubles ( 3-E.4 )
• Add zero ( 3-E.9 )
• Choose numbers with a particular sum ( 5-B.8 )

L2.1.4.2 Find rules for the next member in a sequential pattern.

• Introduction to patterns ( 2-U.1 )
• Find the next shape in a pattern ( 2-U.2 )
• Complete a pattern ( 2-U.3 )
• Make a pattern ( 2-U.4 )
• Growing patterns ( 2-U.5 )
• Find the next shape in a growing pattern ( 2-U.6 )
• Find the next row in a growing pattern ( 2-U.7 )
• Repeating patterns ( 3-D.1 )
• Growing patterns ( 3-D.2 )
• Find the next shape in a pattern ( 3-D.3 )
• Complete a repeating pattern ( 3-D.4 )
• Make a repeating pattern ( 3-D.5 )
• Find the next row in a growing pattern ( 3-D.6 )
• Repeating patterns ( 4-C.1 )
• Growing patterns ( 4-C.2 )
• Find the next shape in a pattern ( 4-C.3 )
• Complete a repeating pattern ( 4-C.4 )
• Make a repeating pattern ( 4-C.5 )
• Find the next row in a growing pattern ( 4-C.6 )
• Find the next shape in a repeating pattern ( 5-G.1 )
• Complete a repeating pattern ( 5-G.2 )
• Make a repeating pattern ( 5-G.3 )
• Find the next row in a growing pattern of shapes ( 5-G.4 )
• Complete an increasing number pattern ( 5-G.5 )
• Complete a geometric number pattern ( 5-G.6 )
• Number patterns: word problems ( 5-G.7 )
• Number patterns: mixed review ( 5-G.8 )

L2.2 Geometry and Measurement

L2.2.1 measurement, l2.2.1.1 create and use appropriate units and devices to measure length, area, volume and capacity, weight (mass), turn (angle), temperature, and time..

• Measure using a centimetre ruler ( 2-R.8 )
• Read a thermometer ( 3-S.6 )
• Measure using a centimetre ruler ( 3-S.7 )
• Which metric unit of length is appropriate? ( 3-S.8 )
• Metric units of length: word problems ( 3-S.9 )
• Which metric unit of mass is appropriate? ( 3-S.10 )
• Which metric unit of volume is appropriate? ( 3-S.11 )
• Choose the appropriate measuring tool ( 3-S.14 )
• Select figures with a given area ( 3-V.4 )
• Measure using a centimetre ruler ( 4-O.3 )
• Find the area of figures made of unit squares ( 4-Q.5 )
• Select figures with a given area ( 4-Q.6 )
• Select two figures with the same area ( 4-Q.7 )
• Volume ( 4-Q.11 )
• Choose the appropriate metric unit of measure ( 5-J.1 )
• Select figures with a given area ( 5-N.4 )
• Select two figures with the same area ( 5-N.5 )
• Volume ( 5-N.9 )

L2.2.1.2 Partition and/or combine like measures and communicate them, using numbers and units.

• Compare and convert metric units of volume ( 3-S.12 )
• Compare and convert metric units of mass ( 3-S.13 )
• Compare and convert metric units of length ( 4-O.5 )
• Metric mixed units ( 4-O.6 )
• Add and subtract metric mixed units ( 4-O.7 )
• Compare and convert metric units of mass ( 4-O.9 )
• Compare and convert metric units of volume ( 4-O.11 )
• Conversion tables ( 4-O.12 )
• Compare and convert metric units of length ( 5-J.3 )
• Compare and convert metric units of mass ( 5-J.5 )
• Compare and convert metric units of volume ( 5-J.7 )
• Metric mixed units ( 5-J.8 )

L2.2.2 Shape

L2.2.2.1 sort objects by their spatial features, with justification..

• Same ( 2-K.1 )
• Different ( 2-K.2 )
• Same and different ( 2-K.3 )
• Classify shapes by colour ( 2-K.4 )
• Count shapes in a Venn diagram ( 2-K.6 )
• Two-dimensional and three-dimensional shapes ( 2-N.1 )
• Select three-dimensional shapes ( 2-N.4 )
• Identify faces of three-dimensional shapes ( 2-N.8 )
• Sort shapes into a Venn diagram ( 3-R.12 )
• Name the two-dimensional shape ( 3-T.1 )
• Select two-dimensional shapes ( 3-T.2 )
• Count sides and vertices ( 3-T.3 )
• Compare sides and vertices ( 3-T.4 )
• Identify congruent shapes ( 3-T.6 )
• Symmetry ( 3-T.7 )
• Name the three-dimensional shape ( 3-U.1 )
• Select three-dimensional shapes ( 3-U.2 )
• Count vertices, edges and faces ( 3-U.3 )
• Compare vertices, edges and faces ( 3-U.4 )
• Identify shapes traced from solids ( 3-U.5 )
• Identify faces of three-dimensional shapes ( 3-U.6 )
• Identify two-dimensional shapes ( 4-P.1 )
• Count and compare sides and vertices ( 4-P.2 )
• Identify three-dimensional shapes ( 4-P.3 )
• Count vertices, edges and faces ( 4-P.4 )
• Identify faces of three-dimensional shapes ( 4-P.5 )
• Identify congruent shapes ( 4-P.13 )
• Rotational symmetry ( 4-P.14 )
• Lines of symmetry ( 4-P.15 )
• Is it a polygon? ( 5-L.1 )
• Number of sides in polygons ( 5-L.2 )
• Which two-dimensional figure is being described? ( 5-L.3 )
• Types of triangles ( 5-L.8 )
• Identify congruent figures ( 5-L.10 )
• Identify three-dimensional figures ( 5-M.1 )
• Count vertices, edges and faces ( 5-M.2 )
• Identify faces of three-dimensional figures ( 5-M.3 )
• Which three-dimensional figure is being described? ( 5-M.4 )

L2.2.2.2 Identify and describe the plane shapes found in objects.

• Shapes of everyday objects I ( 2-N.9 )

L2.2.3 Position and orientation

L2.2.3.1 create and use simple maps to show position and direction..

• Coordinate planes as maps ( 5-H.14 )
• Follow directions on a coordinate plane ( 5-H.15 )

L2.2.3.2 Describe different views and pathways from locations on a map.

• Map distances ( 4-O.13 )

L2.2.4 Transformation

L2.2.4.1 predict and communicate the results of translations, reflections, and rotations on plane shapes..

• Flip, turn and slide ( 3-T.5 )
• Reflection, rotation and translation ( 4-P.12 )
• Reflection, rotation and translation ( 5-L.9 )

L2.3 Statistics

L2.3.1 statistical investigation, l2.3.1.1 conduct investigations using the statistical enquiry cycle:, l2.3.1.1.a posing and answering questions;, l2.3.1.1.b gathering, sorting, and displaying category and whole-number data;.

• Which tally chart is correct? ( 2-Q.3 )
• Create line plots ( 3-R.6 )
• Create pictographs ( 3-R.9 )
• Count shapes in a Venn diagram ( 3-R.13 )
• Create bar graphs ( 4-K.2 )
• Create line plots ( 4-K.4 )
• Create pictographs ( 4-K.6 )
• Create line graphs ( 4-K.8 )
• Sort shapes into a Venn diagram ( 4-K.9 )
• Count shapes in a Venn diagram ( 4-K.10 )
• Create line graphs ( 5-H.3 )
• Create bar graphs ( 5-H.5 )
• Create line plots ( 5-H.7 )
• Choose the best type of graph ( 5-H.12 )

L2.3.1.1.c communicating findings based on the data.

• Interpret tally charts ( 2-Q.4 )
• Interpret bar graphs ( 2-Q.7 )
• Interpret bar graphs ( 3-R.3 )
• Interpret line plots ( 3-R.5 )
• Interpret pictographs II ( 3-R.8 )
• Interpret line graphs ( 3-R.10 )
• Interpret bar graphs ( 4-K.1 )
• Interpret line plots ( 4-K.3 )
• Interpret pictographs ( 4-K.5 )
• Interpret line graphs ( 4-K.7 )
• Add and subtract data from tables ( 4-U.9 )
• Read a table ( 5-H.1 )
• Interpret line graphs ( 5-H.2 )
• Interpret bar graphs ( 5-H.4 )
• Interpret line plots ( 5-H.6 )
• Frequency charts ( 5-H.8 )
• Interpret stem-and-leaf plots ( 5-H.9 )
• Circle graphs ( 5-H.11 )

L2.3.2 Statistical literacy

L2.3.2.1 compare statements with the features of simple data displays from statistical investigations or probability activities undertaken by others..

• Which bar graph is correct? ( 2-Q.8 )
• Which bar graph is correct? ( 3-R.4 )
• Which line graph is correct? ( 3-R.11 )

L2.3.3 Probability

L2.3.3.1 investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty..

• More, less and equally likely ( 2-W.1 )
• Certain, probable, unlikely and impossible ( 4-V.1 )
• Combinations ( 4-V.2 )
• More, less and equally likely ( 5-S.1 )
• Find the probability ( 5-S.3 )
• Make predictions ( 5-S.4 )
• Combinations ( 5-S.7 )

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We offer tailored in-service training for schools, designed to meet the specific needs of your staff and students. our experienced trainers provide hands-on workshops, demonstration lessons, and collaborative planning sessions to help your teachers implement the maths — no problem approach effectively in their classrooms., when you can get everything you need to succeed, there’s no need to wait —, get started now:, key features, te mātaiaho, the new zealand curriculum, alignment:, our series is specifically being tailored to meet all the goals of te mātaiaho, the new zealand curriculum, ensuring complete coverage and progression., mastery approach:, we implement the mathematics mastery approach which ensures the fostering of deep, long-term understanding of mathematical concepts., concrete pictorial abstract (cpa) progression:, following recommendations from te mātaiaho, the new zealand curriculum, we utilise the cpa approach to build robust conceptual understanding in all learners., problem-solving and reasoning:, in accordance with curriculum goals, our series emphasises critical thinking, mathematical reasoning, and problem-solving skills..

Alignment with Te Mātaiaho Aims

Maths — no problem is meticulously designed to meet the goals of te mātaiaho, the new zealand curriculum. our programme ensures that pupils:, become fluent in the fundamentals of mathematics:, through our mastery approach and cpa progression, students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately., reason mathematically:, our emphasis on problem-solving encourages students to follow lines of enquiry, conjecture relationships, and develop arguments using mathematical language., solve problems:, by applying their mathematics to a variety of routine and non-routine problems, students learn to break down problems into simpler steps and persevere in the face of difficulty to seek solutions., by aligning closely with these core aims, maths — no problem ensures that students in england receive a comprehensive mathematics education that prepares them for both further academic study and real-world applications., feel confident choosing a programme designed specifically for aotearoa new zealand for a top-tier mathematics education., why should you choose the maths — no problem programme, curriculum expertise:, our team includes experts in the te mātaiaho, the new zealand curriculum, ensuring accurate and comprehensive coverage., culturally diverse:, our programme is specifically designed to be culturally diverse and include te reo maori contexts for all students to enjoy., proven results in new zealand schools:, numerous schools across new zealand have reported significant improvements in mathematics attainment using our programme., continuous professional development:, we offer tailored pld to support teachers in delivering the te mātaiaho, the new zealand curriculum effectively., transform your school’s mathematics education with maths — no problem primary mathematics series for new zealand . ensure you’ve set your pupils up for success in academia and in the real-world. choose a programme that is being specifically designed to meet and exceed the expectations of te mātaiaho, the new zealand curriculum., does the series cover the entire te mātaiaho, the new zealand curriculum, our primary mathematics series follows the goals of the te mātaiaho, the new zealand curriculum, ensuring a comprehensive and enriched mathematical education., when is the best time to start, the best time to start is now, as there is no need to wait to implement the very best mathematics education programme. meet with one of our representatives to start your maths — no problem journey towards success., transform mathematics education in your school with maths — no problem primary mathematics series for aotearoa new zealand., contact us today to learn more about implementing maths — no problem in your school..

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