4 to 12 Maths
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


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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