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Look over this page, it is interesting to see what is not in the CAA, as well as what is in it.
Content IDEAS
Content IDEAS
Fluently and flexibly solve problems that require operations on numbers, understanding the relative size of those numbers, and making sense of the answer in context.
This means that learners can:
recognise the (degree of) precision required for the context
choose an appropriate approach to calculation (written, mental or digital)
work with whole numbers up to billions, fractions, decimals to 3 places, percentages, and integers
calculate averages (including the mean)
work with simple interest
The problems that learners solve will include commonly encountered rates, ratios, and powers.
The following fall outside the benchmark:
multiplying and dividing fractions
negative and fractional exponents
properties of exponents
reverse percentage problems
compound interest
2. Recognise and work with mathematical relationships.
This means that learners can:
work with linear relationships that are represented as graphs or word rules
recognise unknown values for a given relationship
The following falls outside the benchmark:
non-linear and exponential functions
step functions (e.g. parking rates)
3. Understand and use the spatial properties and representations of objects
This means that learners can:
recognise symmetry
transform objects to design for purpose (i.e. enlarge, reflect, rotate, and translate)
make connections between representations of objects in simple 2D and 3D
The following falls outside the benchmark:
working with cross-sections
4. Understand and use systems for location and navigation. This includes how to position and orientate themselves.
It means that learners can:
have a way to navigate between points
describe position and orientation in situations that are flexible in the system being used
The following falls outside the benchmark:
using compass directions such as SSW, or bearings
5. Use numbers and units to measure and express attributes of objects and events as quantities, to a degree of precision appropriate to the context.
This means that learners can:
use and interpret results of the measurement (including timetables and time charts)
select appropriate units and convert between metric measures for the same attribute.
solve measurement problems in practical contexts
perimeter
volume (cuboids only)
area (rectangles, parallelograms, triangles)
mass
temperature
The following falls outside the benchmark:
measurements associated with circles
6. Understand and reason with statistics and data.
This means that learners can:
recognise and use appropriate data displays to investigate questions or claims for summary, comparison, and simple time series situations
interpret data displays using features such as clustering, centrality, spread, unusual pieces of data, frequencies, and patterns
evaluate statements and representations made by others, based on data that is provided to them
The following fall outside the benchmark:
sampling
sample to population inference
reasoning with mean as a statistical measure of central tendency
gathering and organising data
7. Use probability to interpret situations that involve elements of chance.
This means that learners can:
recognise and interpret everyday situations involving probability, chance, and simple risk
use the language of probability to describe outcomes
The following falls outside the benchmark:
doing experiments and comparing with theoretical models
The level of the assessment
The level of the assessment
The standard reflects learning at
New Zealand Curriculum - Approximately Level Four / Five
Progress and Consistency Tool (PaCT) - Band 750 to 850
Adult Learning Progression Framework for Numeracy - Step 5
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