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It is no good to be strong in one strand, or the other. Students need strong knowledge so that they can broaden their strategies, and knowledge is something that they need to design those strategies. The Framework involves no writing in Maths until Stage 3-4, whereas The Curriculum has students reading and writing any two-digit numbers right from Level One. In The Framework it says that students need to be able to identify any two-digit number, but it does not say anywhere that they have to write it down. To break each level/stage down into similarities and differences, I will begin at the start. I have roughly matched levels of The Curriculum, up with the stages of The Framework, beginning at Stage zero to two of The Framework, matched up with level one in The Curriculum. Differences include that in The Framework, for example, the mental strategy used in a particular activity, is the use of supporting materials, such as fingers which is clearly described in the strategies section. The Curriculum does not mention what the actual mental strategy used is, so teachers are to guess, or simply know all of the different mental strategies.

Also, with the strategies section of The Framework, the students must solve multiplication and division problems by counting one to one, with the aid of materials. This is also not mentioned in The Curriculum at Level one. In Stage three to four, I have matched it closest with Level Two of The Curriculum. Similarities between the two include mentally performing calculations involving addition and subtraction. Writing and solving story problems which involve whole numbers using addition, subtraction, multiplication and division. Also seeing the number ten as a complete count made up of ten ones, and solving addition and subtraction questions by using a combination of tens, and ones. They must also recognise sharing operations. Differences are that the strategies section of The Framework means that strategies figure out that there is a transition from counting on materials, by imaging, and then advanced counting follow behind. The Curriculum suggests the developing of recall of multiplication facts through a programme that is done on a regular basis, for example at the start of every Maths lesson.

This is not implemented in The Framework. Roughly, I have matched Stage five to six of The Framework to Level three of The Curriculum. Similarities include that students maintain addition and subtraction facts. They can recall the basic multiplication facts, and solve practical problems, which require finding fractions of a whole number. Differences are that students eventually establish part-whole strategies, these strategies involve finding the answer from basic known facts, such as ‘doubles’, or ‘fives make tens’ which is found in the strategies section of The Framework. The strategies section of The Framework also mentions that students can estimate answers and solve additions and subtraction tasks by choosing appropriately for a broad range of advanced mental strategies. It also says that students can find answers from known multiplication and division facts to estimate answers and solve fraction and proportion problems. The Curriculum is different in that it says students will use calculators, concrete materials and mental methods to find fractions of a whole number. The Framework does not say this.