🧺 Te Kete Ako

Sustainable Fishing & Equations

Sustainable Fishing & Equations · Years 10–12

Year LevelYears 10–12
TypeStudent handout — classroom resource

Ngā Whāinga Akoranga · Learning Intentions

  • Investigate a significant question using evidence from multiple sources
  • Analyse and evaluate information to form and support a reasoned position
  • Connect learning to real-world contexts, including Aotearoa New Zealand settings
  • Communicate understanding clearly and accurately for a specific audience

Paearu Angitu · Success Criteria

  • I use at least two sources and can evaluate their credibility
  • My position is clearly stated and supported by specific evidence
  • I can connect my learning to at least one real-world Aotearoa context
  • My communication is clear, organised, and appropriate for the audience
🐟 Mathematics & Science 🌊 Sustainability 🎓 Year 10–12 🇳🇿 NZC Level 5–7

Sustainable Fishing & Equations

🌊 Linear, quadratic, and exponential equations from real fisheries data
"Ko Tangaroa te atua o te moana — ko ia te tiaki o ngā ika katoa" — Tangaroa is the atua of the sea — he is the guardian of all fish.
(Kaitiakitanga over the moana is not optional — it is whakapapa.)

In 2004, New Zealand's hoki stock collapsed — halved in two years due to overfishing. The quota was slashed from 250,000 tonnes to 100,000 tonnes. Fish stocks follow predictable mathematical patterns: linear depletion when overfished, logistic growth when managed well. This handout puts you in the role of a fisheries scientist working alongside iwi to model, predict, and protect te moana.

Part 1 — Fish Stock Data and Linear Models

The Ministry for Primary Industries monitors key fish stocks using Spawning Stock Biomass (SSB) — the mass of breeding adults. Here is data for two key NZ species:

Year Snapper SSB (tonnes) Hoki SSB (tonnes) Orange Roughy SSB (tonnes)
1990 38,000 450,000 130,000
1996 32,000 410,000 85,000
2002 26,500 280,000 42,000
2008 24,000 125,000 28,000
2014 27,500 145,000 24,000
2020 31,000 190,000 22,000

Linear Model Questions

  1. Plot the Snapper SSB data on a graph (Year on x-axis, SSB on y-axis). Does it appear roughly linear? Sketch a line of best fit.
  2. Calculate the average rate of change (gradient) in Snapper SSB from 1990–2008:
    gradient = (SSB₂ − SSB₁) / (year₂ − year₁) = (24,000 − 38,000) / (2008 − 1990)
    What does this slope tell us — in tonnes per year — about the health of the fishery?
  3. Write the equation of a linear model for Hoki SSB from 1990–2008 in the form SSB = mt + c. Use it to predict the Hoki SSB in 2012. How close was your prediction to the actual recovery? What does the difference tell you about the limitations of linear models?

Part 2 — Quadratic Models and Maximum Sustainable Yield

The Maximum Sustainable Yield (MSY) is the largest amount of fish that can be caught without reducing the stock below its recovery point. Fisheries scientists model this with a quadratic equation:

Y = rN(1 − N/K)

Where: Y = yield, r = intrinsic growth rate, N = current population, K = carrying capacity (maximum natural population)

Worked Example — NZ Snapper (SNA 1, Hauraki Gulf)

For SNA 1 snapper: r = 0.4 (growth rate), K = 80,000 tonnes (carrying capacity). Current stock N = 30,000 tonnes.

Y = 0.4 × 30,000 × (1 − 30,000/80,000)
Y = 12,000 × (1 − 0.375) = 12,000 × 0.625 = 7,500 tonnes

The MSY occurs when N = K/2 = 40,000 tonnes. At MSY: Y = 0.4 × 40,000 × 0.5 = 8,000 tonnes maximum sustainable yield.

Your Turn

  1. Graph the Yield Function: Using r = 0.4 and K = 80,000, calculate Y for N = 0, 10,000, 20,000, 30,000, 40,000, 50,000, 60,000, 70,000, 80,000. Plot these points. What shape do you get? What does this tell you about the model?
  2. Finding the Maximum: Expand Y = rN − rN²/K. This is a downward parabola. Use completing the square (or calculus: dY/dN = 0) to find the value of N that maximises Y. Confirm this matches K/2.
  3. Quota Setting: The current hoki catch limit is 156,000 tonnes. Estimated K = 500,000 tonnes, r = 0.3. Calculate the current yield at N = 190,000 tonnes. Is the quota set above or below the MSY? What recommendation would you make to the Minister of Fisheries?

Part 3 — Kaitiakitanga in Numbers: Māori Fisheries Management

Before the QMS (Quota Management System) was introduced in 1986, Māori practiced their own sophisticated fisheries management through rahui — temporary restrictions on fishing in an area to allow stocks to recover. Mathematical models show that a rahui of just 18 months can allow snapper populations to increase by 40–70%.

  1. If a fishing area has 12,000 snapper and a 20-month rahui allows 55% growth, how many snapper will there be after the rahui? If the fishing rate after the rahui is 15% per year, write a linear equation P(t) for the population over the following 5 years.
  2. Exponential Growth: Under full protection, snapper numbers increase at approximately 18% per year. Write an exponential equation P(t) = P₀ × (1.18)^t for a population starting at 5,000. How many years until it exceeds 20,000? Solve algebraically using logarithms.
  3. System Analysis: The 1992 Treaty Fisheries Settlement gave Māori 50% of all NZ deepwater quota. Ngāti Porou now holds 4,200 tonnes of deepwater quota annually. At $8,200/tonne market valor, calculate the annual value of their quota. Over a 25-year period (assuming 2% annual increase in quota value), calculate the total value using the geometric series formula:
    S = a(rⁿ − 1) / (r − 1) where a = first year value, r = 1.02, n = 25
  4. Ethical Reflection: The orange roughy lives for 150 years and doesn't reproduce until age 20. Current stocks are at 17% of original levels. Write a short argument from the perspective of Tangaroa — the guardian of the sea — about what a sustainable quota would be. Include at least one equation.

🌊 Whakamutunga — Tangaroa's Equation

Every fish stock has its mathematics. Every equation we write is also a moral choice — about how much we take, and how much we leave. The tohunga of old read the sea the same way we read a graph: patterns over time, signals of abundance or scarcity, the moment to stop and let the ocean breathe.

Challenge: Write your own "kaitiakitanga equation" — a mathematical expression that balances harvest with restoration. What variables would you include beyond fish stock size?

🌿 Ngā Rauemi Hono — Related Resources

Hononga Marautanga · Curriculum Alignment

Social Sciences — Tikanga ā-Iwi

Level 3–4: Investigate social, cultural, environmental, and economic questions; gather and evaluate evidence from diverse sources; communicate findings and reasoning clearly for different audiences and purposes.

English — Communication

Level 3–4: Read, interpret, and evaluate information texts; write clearly and purposefully for specific audiences; apply critical thinking skills to evaluate sources and construct well-reasoned responses.

Tuhia ōu whakaaro · Write Your Thoughts

Reflect on your learning. What was the most important idea? What question do you still have?

Aronga Mātauranga Māori

This resource sits within a kaupapa that recognises mātauranga Māori as a living knowledge system with its own frameworks, values, and ways of understanding the world. The New Zealand Curriculum calls for learning that reflects the bicultural partnership of Te Tiriti o Waitangi, which means every subject area has an obligation to engage authentically with Māori perspectives — not as cultural decoration but as substantive contributions to how we understand our topics. The concepts of manaakitanga (care for others), kaitiakitanga (guardianship), whanaungatanga (relationship and belonging), and tino rangatiratanga (self-determination) provide a values framework applicable across all learning areas, and all are relevant to the work in this handout.

Ngā Rauemi Tautoko · Resources already provided

This handout is designed to be used alongside other resources in the same unit. Related materials are linked in the unit planner. All content is provided — no additional preparation is required to use this handout in your classroom.

📋 Teacher Planning Snapshot

Ngā Whāinga Ako — Learning Intentions

Students will develop algebraic thinking and pattern recognition (tātai tauira) through te ao Māori contexts, connecting mathematical reasoning to cultural and real-world problem-solving in Aotearoa.

Ngā Paearu Angitū — Success Criteria

  • ✅ Students can identify, describe, and extend patterns using algebraic notation.
  • ✅ Students can explain their mathematical reasoning and connect it to real-world contexts.

Differentiation & Inclusion

Scaffold support: Provide concrete materials and visual representations before moving to abstract notation. Offer entry-level tasks using number patterns, and extension challenges involving proof or generalisation for capable learners.

ELL / ESOL: Pre-teach key mathematical vocabulary (variable, expression, equation, pattern). Allow diagrams and tables as alternate representations. Bilingual glossaries recommended.

Inclusion: Neurodiverse learners benefit from structured step-by-step templates and multiple representations (visual, numeric, algebraic). Avoid time pressure on procedural tasks.