are OK. The main danger here is that covering the work in a textbook ends up driving the teaching instead of the teaching driving the selection of the material. Is it all right if I just do some knowledge activities and have the children learn some games before I start strategy teaching? (back to top) This is fine provided the purpose of doing knowledge like this is to provide the background needed for teaching thinking is understood and planned for. Is how to teach in groups addressed further up the school? (back to top) Sometimes not. On average teachers of year one to three children are more familiar with group teaching than teachers of older children. They can be helpful here. It is part of the professional development culture of the school to discuss the desirability and the methods of organising groups for teachers unfamiliar with group teaching. Refer to Book 3, Getting Started pages 4 to 8 and pages 12 to 16. Observing other teachers at work would be helpful here. How does the number framework relate to curriculum levels? (back to top) The relationship is close. At the top of each page from 20 to 36 in Book 3, Getting Started, National Professional Development Projects, the links between the number framework and the curriculum levels are shown. What is the order of importance of the mathematics strands? (back to top) The mathematical processes skills are learned within the context of the subject strands and as such are not