Understand, Know, Do
What do the three parts Understand, Know, Do represent?
Understand = big ideas; Know = key concepts and content; Do = processes and practices
How many phases are there in Te Mātaiaho? (not including Early Childhood)
Five phases (plus Early Childhood)
Name all four key teaching approaches outlined for effective maths programmes.
Explicit teaching, Positive relationships, Rich tasks, Communication in mathematics
Which big idea is about noticing patterns and relationships?
Patterns and variation
What must teachers do if students are working above or below their phase level in maths?
Select the appropriate progress outcomes from earlier or later phases
Which six strands make up the Know section of mathematics and statistics?
Number, Algebra, Measurement, Geometry, Statistics, Probability
Each phase has three things. What are two of them?
› a progress outcome describing what students understand, know, and can do by the end of the phase
› an introduction to the teaching sequence highlighting how to teach during this particular phase
› a year-by-year teaching sequence highlighting what to teach in the phase, along with teaching considerations for particular aspects of content.
What does explicit teaching mean in the refreshed curriculum?
Carefully sequenced, step-by-step teaching with modelling, guided practice, and feedback
Which big idea is about developing logical reasoning and critical thinking?
Logic and reasoning
What does it mean to Notice, Recognise, and Respond in formative assessment?
Teachers observe learning, recognise progress/needs, and adapt teaching
Give one example of a Do process students are expected to use.
Some examples: investigating situations, representing, connecting, generalising, explaining/justifying
In which Phase is the critical focus (the overarching phrase): "Expanding horizons of knowledge, and collaboration"
Phase 2 (Years 4–6)
Why are positive relationships with mathematics important for learning?
They reduce anxiety, build confidence, and help students enjoy maths
Which big idea emphasises the role of visualisation and applying maths to real-world contexts?
Visualisation and application
Give one way teachers can involve whānau in maths learning.
Examples: sharing maths learning at home, involving whānau in tasks, connecting to students’ cultures
Why is it important that Understand–Know–Do are woven together?
Together they build deep understanding, procedural fluency, and meaningful application
Which phase is about "thriving in environments rich in literacy and maths"?
Phase 1 (Years 0–3)
What is a rich task in maths teaching?
A meaningful, problem-solving or investigative task that is engaging, open-ended, and connects to real contexts
Give one way statistics supports students in making sense of uncertainty.
By using data to identify variation, make conjectures, and inform decisions
How do teaching sequences help teachers plan across year levels?
They show what to teach each year, how learning builds, and how to support mixed-level classes
How is the new Understand–Know–Do model different from the old Curriculum Levels approach?
Instead of broad levels, it gives progress outcomes by phase, with year-by-year sequences, showing exactly what to teach when
Explain how progress outcomes work across the phases.
They describe what students should understand, know, and do by the end of each phase, connecting prior and future learning
How do teachers reduce cognitive load during maths lessons?
Organise knowledge clearly, use visuals, remove unnecessary info, and scaffold learning
Explain how connecting maths concepts across strands deepens student learning.
It helps students see relationships, transfer knowledge, and build flexible understanding
How is equity and inclusion built into the refreshed curriculum design?
Through valuing culture, designing accessible tasks, reducing barriers, and providing multiple entry points