My 3 kids were fighting to get on the computer last night to do Maths. I think its brilliant - they even missed X-factor to do Maths!

# 1st Class Overview

## Skills

### Applying and problem-solving

• select appropriate materials and processes for mathematical tasks
• apply concepts and processes in a variety of contexts
• select and apply appropriate strategies for completing a task or solving a problem
• recognise solutions to problems

### Communicating and expressing

• listen to and discuss other childrens's mathematicial descriptions and explanations
• discuss and explain mathematical activities
• discuss and record the results of mathematical activities using diagrams, pictures and numbers
• discuss problems presented pictorially or orally

### Integrating and connecting

• connect informally acquired mathematical ideas with formal mathematical ideas
• recognise mathematics in the environment
• recognise the relationship between verbal, concrete, pictorial and symbolic modes of representing numbers
• carry out mathematical activities that involve other areas of the curriculum
• understand the mathematical ideas behind the process he/she uses

### Reasoning

• classify objects into logical categories
• make guesses and carry out experiments to test them
• recognise and create sensory patterns
• justify the processes or results of activites

### Implementing

• devise and use mental strategies and procedures for carrying out mathematical tasks
• use appropriate manipulatives to carry out mathematical tasks and procedures
• execute procedures efficiently

### Understanding and recalling

• understand and recall terminology and facts.

## Strands & Strand Units

Strand: Number
 Strand Unit : Counting and numeration count the number of objects in a set count the same set several times, starting with a different object each time (regular and random arrays) re-count rearranged sets and arrays to determine that number does not change read, write and order numerals, 0-99 match a numeral to a set and vice versa write numerals to correspond to sets count on and back from a given number, using concrete materials, number line and hundred square state the number that follows or precedes a number estimate the number of objects in a set 0-20 compare a known set with other sets, check by counting describe different sets of cubes as less than, more than or about the same as the known set. Strand Unit : Comparing and ordering compare equivalent and non-equivalent sets 0-20 name the inequality I have 5 more than you; 7 is less than 10 6 is less than 9 by how many? order sets of objects by number use the language of ordinal number, first to tenth when ordering sets and numbers, describing patterns, taking turns Strand Unit : Place Value explore, identify and record place value 0-99 group and count in tens and units using cubes, counters, lollipop sticks and coins (1p and 10p, 1 cent and 10 cents), base ten materials and notation boards express groups of counters as units or as tens and units record pictorially and on the abacus. Strand Unit : Operations Addition develop an understanding of addition by combining or partitioning sets, use concrete materials 0-20 find all the addition combinations to make up a given number: 11 + 1 = 12, 2 + 6 + 4 = 12 record addition: orally, pictorially, in number sentences, in jumps on the number line explore, develop and apply the commutative, associative and zero properties of addition commutative property: 6 + 2 = 8, 2 + 6 = 8 associative property: (2 + 3) + 5 =10, 2 + (3 + 5) =10 zero property: 7 + 0 = 7 develop and/or recall mental strategies for addition facts within 20 use concrete materials to count on using commutative property, zero property, counting in twos, doubles and near doubles, pairs of numbers that total 10 (6 + 4 = 10); complement numbers to 10 (3 + n =10); orally memorise addition facts using strategies onstruct number sentences and number stories; solve problems involving addition within 20 construct and tell a number story, record pictorially, as a number sentence or as a written story solve written problems; pupils can also devise problems for each other add numbers without and with renaming within 99 estimate sum by adding the tens, check estimates using manipulatives add numbers using concrete materials, notation boards, number lines and hundred squares use mental calculations record using number lines, number sentences and algorithm explore and discuss repeated addition and group counting counting in twos, fives, tens count children in the line, 2, 4, 6, 8 .... Subtraction develop an understanding of subtraction as deducting, as complementing and as difference 0-20 deducting: I had 10 sweets, I ate 3. How many have I left? complementing: There are 10 stickers in a set. I have 4. How many more do I need to make a full set? difference: I have 12 crayons. Mary has 6 crayons. How many more have I? How many fewer has Mary? focus on subtraction as the inverse of addition record subtraction: concretely, orally, pictorially, in number sentences, in jumps on the number line, and on notation boards develop and/or recall mental strategies for subtraction 0-20 counting back/on, using doubles/near doubles, using zero, using knowledge of 10 facts, add to check results construct number sentences and number stories; solve problems involving subtraction 0-20 construct and tell a number story; record pictorially, as a number sentence, or as a written story solve written problems; pupils can also devise problems for each other estimate differences within 99 by subtracting the tens check estimates using manipulatives subtract numbers without renaming within 99 estimate difference use concrete materials, number lines and hundred squares use mental calculations record using number lines, number sentences and algorithms use the symbols +, - , = formal introduction of the symbols should occur only after sufficient oral and exploratory work has been completed the meaning of the symbols will have to be discussed frequently the equals sign does not signal 'the answer comes next': equals means 'the same' or equivalent explore using a number balance solve one-step problems involving addition or subtraction. Strand Unit : Fractions establish and identify half of sets to 20 share sets of objects equally between two people record pictorially.

Strand : Algebra
 Strand Unit : Extending and using Patterns recognise pattern, including odd and even numbers count in twos on the hundred square; colour each number you stop at construct sets that increment in twos, starting with 0 (0, 2, 4, 6 ...), starting with 1 (1, 3, 5, 7 ...) discuss and record pictorially use two colours to identify odd and even numbers on the hundred square; discuss results extend activities to group counting with fives and tens explore and use patterns in addition facts notice patterns that make up tens (9 + 1 = 10, 2 + 8 = 10, 18 + 2 = 20) and the effect of adding 10 to a given number: 3 + 10 = 13, 13 + 10 = 23 understand the use of a frame to show the presence of an unknown number 3 + 5 = [ ], 2 + [] = 6.

Strand : Shape & Space
 Strand Unit : Spatial awareness explore, discuss, develop and use the vocabulary of spatial relations between, underneath, on top of, around, through, left, right explore closed shapes (e.g. circle), so that one walks from one point back to the same point without having to turn around explore open shapes (e.g. V-shape), where one has to turn around to get back to the starting point make body shapes give and follow simple directions within classroom and school settings from desk to window from classroom to school hall from classroom to school yard explore and solve practical problems. Strand Unit : 2-D shapes sort, describe, compare and name 2-D shapes: square, rectangle, triangle, circle, semicircle describe shapes, referring to size, corners, number and length of sides sort shapes: 4-sided/not 4-sided, curved/not curved construct and draw 2-D shapes use templates, stencils, geostrips, geoboards combine and partition 2-D shapes combine shapes to make new shapes and patterns make pictures and mosaic patterns by combining shapes fit many examples of identical shapes together to cover surface identify halves of 2-D shapes fold paper shapes in half and cut to make new shapes identify and discuss the use of 2-D shapes in the environment in furniture, classroom objects, own possessions. Strand Unit : 3-D shapes describe, compare and name 3-D shapes, including cube, cuboid, cylinder and sphere collect, sort and describe shapes, referring to number and shapes of faces, edges, vertices (corners on 3-D shape) identify shapes that stack, roll or slide discuss the use of 3-D shapes in the environment boxes, packets, containers, fish-tank solve and complete practical tasks and problems involving 2-D and 3-D shapes use boxes, cardboard packs or containers in construction activities explore the relationship between 2-D and 3-D shapes.

Strand : Measures
 Strand Unit : Length estimate, compare, measure and record length using non-standard units lollipop sticks, pencils, spans, strides select and use appropriate non-standard measuring units and instruments choose a measuring unit from a selection available in the classroom (e.g. selecting either a cube, lollipop stick or a stride to measure the room) discuss which units are best for measuring long objects and which are best for measuring short objects estimate, measure and record length using standard unit (the metre) length, width, height, measure, metre, nearly a metre, a bit more than/a bit less than a metre discuss the need for standard units collect sets of objects longer than, shorter than or the same length as a metre solve and complete practical tasks and problems involving length suggest ways of measuring around a tree-trunk or other irregular object suggest ways of comparing objects at home who has the widest gate? measure with string and bring the string to school for comparison and discussion. Strand Unit : Weight estimate, compare, measure and record weight using non-standard units heavy, heavier, heaviest; light, lighter, lightest; balance sort objects into heavy or light by hand find objects that are lighter or heavier than given object estimate comparative weight of two objects by sight compare weights by hand weighing check using balance select and use appropriate non-standard measuring units and instruments choose a measuring unit from a selection available in the classroom, e.g. selecting either stones, cubes or beads to weigh school bag discuss which units are best for weighing various objects estimate, measure and record weight using standard unit (the kilogram) and solve simple problems discuss the need for standard units collect sets of objects lighter than, heavier than or the same weight as a kilogram find the largest packet and the smallest packet that weighs a kilogram make two objects (two balls of Plasticine) weigh the same. Strand Unit : Capacity estimate, compare, measure and record capacity using non-standard units pour, fill, full, empty, holds more, less or the same amount as find the capacity of a larger container by using teaspoons, egg-cups, cups find containers that hold more or less than a given container; estimate, and check by measuring select and use appropriate non-standard measuring units and instruments choose a measuring unit from a selection which container is best for filling the bucket? why? estimate, measure and record capacity using standard unit (the litre) and solve simple problems discuss the need for standard units collect sets of containers that hold more than, less than or about the same as a litre collect litre containers of different shapes and sizes; label; check capacity by pouring from one to the other how many children could have a full cup of water from a litre bottle? Strand Unit : Time use the vocabulary of time to sequence events sequence events associated with different times of the day, days of the week, months of the year discuss characteristics of seasons, of months of the year, day before, day after read and record time using simple devices find how many times sand will pass through an egg-timer while a story is read use candle clock or water clock to measure amount of time that passes by the end of a class activity, by roll call, by break time, by home time read time in hours and half-hours on 12-hour analogue clock become familiar with clock face, movement of hands record positions at hours and half-hours record activities at these times examine television schedules to find programmes thatbegin on hour and half-hour state what time it will be one hour later, half an hour later read day, date and month using calendar read today's day, date and month discuss birthdays and other significant dates identify from the calendar the day of the week on which a given date occurs. Strand Unit : Money (use up to introduction of the euro) recognise, exchange and use coins up to the value of 50p practise tendering and receiving amounts of money calculate and give change exchange a coin or coins for others of equal value calculate how many items may be bought with a given sum. Strand Unit : Money recognise, exchange and use coins up to the value of 50 cents practise tendering and receiving amounts of money calculate and give change exchange a coin or coins for others of equal value calculate how many items may be bought with a given sum.

Strand : Data
 Strand Unit : Recognising and interpreting data sort and classify objects by two and three criteria sort blocks according to colour, shape, size and thickness identify a block in the collection from a description of its attributes represent and interpret data in two, three or four rows or columns using real objects, models and pictures represent concretely and pictorially the sets of children who had an apple, an orange or a banana for lunch identify the correspondence between the number of symbols (fruit pictures) and the people in the set progress to representing data using more abstract 3-D forms, e.g. coloured blocks to represent people construct simple pictograms.

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