Zone 1 – Primitive Modelling
 Can solve simple multiplication and division problems involving relatively small whole numbers (eg, Butterfly House parts a and b)*, but tends to rely on drawing, models and countall strategies (eg, draws and counts all pots for part a of Packing Pots). May use skip counting (repeated addition) for groups less than 5 (eg, to find number of tables needed to seat up to 20 people in Tables and Chairs)
 Can make simple observations from data given in a task (eg, Adventure Campa) and reproduce a simple pattern (eg, Tables and Chairs a to e)
 Multiplicative thinking (MT) not really apparent as no indication that groups are perceived as composite units, dealt with systematically, or that the number of groups can be manipulated to support a more efficient calculation

Zone 1 – Learning Plans Consolidating (pdf  165.15kb)
 Subitising – Seeing it all
 Trusting the Count
 Magic Bean Toss
 Exploring PartPartWhole
 Using PartPartWhole
 Picking the Plugs
 Bead Frame Doubles
 TenFrame Race
 Dice Double
 Number Line Jump
 Searching for Straws
 Modelling MAB
 Puzzling Place Value
Zone 1 – Learning Plans Introducing (pdf  41.49kb)
 Chicken Scramble
 Array Play
 Hurray for Arrays

Zone 2: Intuitive Modelling
 Trusts the count for groups of 2 and 5, that is, can use these numbers as units for counting (eg, Tables & Chairs j,Butterfly House d), counts large collections efficiently, systematically keeps track of count (for instance may order groups in arrays or as a list) but needs to ‘see’ all groups (eg, Tiles, Tiles, Tiles a, or for Butterfly House e, may use list and/or doubling as follows:
2 butterflies 5 drops
4 butterflies 10 drops
6 butterflies 15 drops
…
12 butterflies 30 drops)
 Can share collections into equal groups/parts (eg, Pizza Party a and b). Recognises small numbers as composite units (eg, can count equal groups, skip count by twos, threes and fives)
 Recognises multiplication is relevant (eg, Packing Pots c, Speedy Snail a) but tends not to be able to follow this through to solution
 Can list some of the options in simple Cartesian Product situations (eg, Canteen Capers a)
 Orders 2 digit numbers (eg, partially correct ordering of times in Swimming Sports a)
 Some evidence of multiplicative thinking as equal groups/shares seen as entities that can be counted systematically

Zone 2 – Learning Plans Introducing (pdf  541.69kb)
 Lotsa Lids
 Paint Spill
 Multiplication Toss
 Exploring Facts
 A Cup Cake Collection
 Painting Proportions
 Folding Fractions
 A Tale of Two Spreads

Zone 3: Sensing
 Demonstrates intuitive sense of proportion (eg, partial solution to Butterfly House f) and partitioning (eg, Missing Numbers b)
 Works with ‘useful’ numbers such as 2 and 5, and strategies such as doubling and halving (eg, Packing Pots b, and Pizza Party c)
 May list all options in a simple Cartesian product situation (eg, Canteen Capers b), but cannot explain or justify solutions
 Uses abbreviated methods for counting groups, eg, doubling and doubling again to find 4 groups of, or repeated halving to compare simple fractions (eg, Pizza Party c)
 Beginning to work with larger whole numbers and patterns but tends to rely on count all methods or additive thinking to solve problems (eg, Stained Glass Windows a and b, Tiles, Tiles, Tiles b)

Zone 3 – Learning Plans Introducing (pdf  114.39kb)
 Multiplication Strategies Explained
 Double Trouble
 Multiplying Mentally
 Card Multiplication Game
 Think Board
 Multiplication & Place Value Ideas
 School Rubbish
 If I Know
 The Magician’s Costumes

Zone 4: Strategy Exploring
 Solves more familiar multiplication and division problems involving twodigit numbers (eg, Butterfly House c and d, Packing Pots c, Speedy Snail a)
 Tend to rely on additive thinking, drawings and/or informal strategies to tackle problems involving larger numbers and/or decimals and less familiar situations (eg, Packing Pots d, Filling the Buses a and b, Tables & Chairs g and h, Butterfly House h and g, Speedy Snail c, Computer Game a, Stained Glass Windows a and b). Tend not to explain their thinking or indicate working
 Able to partition given number or quantity into equal parts and describe part formally (eg Pizza Party a and b), and locate familiar fractions (eg, Missing Numbers a)
 Beginning to work with simple proportion, eg, can make a start, represent problem, but unable to complete successfully or justify their thinking (eg, How Far a, School Fair a and b)

Zone 4 – Learning Plans Introducing (pdf  63.28kb)
 Identifying Fractions
 Sharing Pizzas
 Fraction Action
 Continuous Quantities
 Exploring Halving Strategies
 Exploring Thirding Strategies
 Naming Fractions
 A Recipe for Fruit Salad

Zone 5: Strategy Refining
 Systematically solves simple proportion and array problems (eg, Butterfly House e, Packing Pots a, How Far a) suggesting multiplicative thinking. May use additive thinking to solve simple proportion problems involving fractions (eg, School Fair a, Speedy Snail b)
 Able to solve simple, 2step problems using a recognised rule/relationship (eg, Fencing the Freeway a) but finds this difficult for larger numbers (eg, Tables & Chairs k and l, Tiles, Tiles, Tiles c, Stained Glass Windows c)
 Able to order numbers involving tens, ones, tenths and hundredths in supportive context ( Swimming Sports a)
 Able to determine all options in Cartesian product situations involving relatively small numbers, but tends to do this additively (eg, Canteen Capers a, Butterfly House l and i)
 Beginning to work with decimal numbers and percent (eg, Swimming Sports a and b, Computer Game b) but unable to apply efficiently to solve problems
 Some evidence that multiplicative thinking being used to support partitioning (eg, Missing Numbers b)
 Beginning to approach a broader range of multiplicative situations more systematically

Zone 5 – Learning Plans Introducing (pdf  77.05kb)
 Dashing Decimals
 Decimal Comparisons
 Factor Find
 Chocolate Partitioning
 Diverse Dimensions
 How Many Wholes?
 Branching out with Tree Diagrams

Zone 6: Strategy Extending
 Can work with Cartesian Product idea to systematically list or determine the number of options (eg Canteen Capers b, Butterfly House i and h)
 Can solve a broader range of multiplication and division problems involving two digit numbers, patterns and/or proportion (eg, Tables & Chairs h, Butterfly House f, Stained Glass Windows b and c, Computer Game a and b) but may not be able to explain or justify solution strategy (eg, Fencing the Freeway b, Fencing the Freeway d, and Swimming Sports b, How Far b, Speedy Snail b)
 Able to rename and compare fractions in the halving family (eg, Pizza Party c) and use partitioning strategies to locate simple fractions (eg, Missing Numbers a)
 Developing sense of proportion (eg, sees relevance of proportion in Adventure Camp b, Tiles, Tiles, Tiles b), but unable to explain or justify thinking
 Developing a degree of comfort with working mentally with multiplication and division facts

Zone 6 – Learning Plans Introducing (pdf  49.06kb)
 Block Pattern for a Quilt
 Multiplying with Graph Paper
 Square Numbers

Zone 7: Connecting
 Able to solve and explain onestep problems involving multiplication and division with whole numbers using informal strategies and/or formal recording (eg, Filling the Buses a, Fencing the Freeway d, Packing Pots d)
 Can solve and explain solutions to problems involving simple patterns, percent and proportion (eg, Fencing the Freeway c, Swimming Sports b, Butterfly House g, Tables & Chairs g and l, Speedy Snail c, Tiles, Tiles, Tiles b and c, School Fair a, Stained Glass Windows a, Computer Game b, How Far b). May not be able to show working and/or explain strategies for situations involving larger numbers (eg, Tables & Chairs m and k, Tiles, Tiles, Tiles c) or less familiar problems (eg, Adventure Camp b, School Fair b, How Far c)
 Locates fractions using efficient partitioning strategies (eg, Missing Numbers a)
 Beginning to make connections between problems and solution strategies and how to communicate this mathematically

Zone 7 – Learning Plans Introducing (pdf  52.87kb)
 Multiple Patterns
 Working out ‘Value for Money’
 Patterns and Solutions
 Combining Speeds

Zone 8: Reflective Knowing
 Can use appropriate representations, language and symbols to solve and justify a wide range of problems involving unfamiliar multiplicative situations including fractions and decimals (eg, Adventure Camp b, Speedy Snail b)
 Can justify partitioning (eg, Missing Numbers b)
 Can use and formally describe patterns in terms of general rules (eg, Tables and Chairs, m and k)
 Beginning to work more systematically with complex, openended problems (eg, School Fair b, Computer Game c)

Zone 8 – Learning Plans Introducing (pdf  100.89kb)
 Anno’s Mysterious Jar
 Working Groups
 Problem Solving
 Recognising Problem Type
