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!
 

2nd Class


2nd 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 children's mathematical 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
  • recognize and create sensory patterns
  • justify the processes or results of activities

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
    • estimate first and check by counting e.g. the number of marbles in a jar
  • read, write and order numerals 0-199
    • state the number that comes before and after a random number
    • fill in missing numbers on the hundred square
  • estimate the number of objects in a set 0-20
  
Strand Unit : Comparing and ordering
 
  • compare equivalent and non-equivalent sets
    • record using < > and =
  • use the language of ordinal number e.g. using the calendar
 
  
Strand Unit : Place Value
 
  • explore, identify and record place value 0-199
    • extend grouping and renaming activities to include the hundred, in tens
    • rename numbers as one hundred, tens and units
    • represent numbers using place value material: coins, number cards, word cards, number line
  
Strand Unit : Operations
 

Addition

  • develop an understanding of addition by combining or partitioning sets
  • explore, develop and apply the commutative, associative and zero properties of addition
  • develop and recall mental strategies for addition facts within 20
    • discuss different strategies for combining numbers:
    • 9 + 8 = 10 + 8 - 1 or 8 + 8 + 1 or 9 + 9 - 1
    • memorise and record addition facts using strategies
  • construct number sentences and number stories; solve problems involving addition within 99
    • add numbers without and with renaming within 99
    • estimate simple sums within 99
    • use mental calculations
    • record using notation boards, number lines, number sentences and algorithm
    • emphasise addition of 10 to multiples of 10, to other numbers (36 + 10)
    • add multiples of 10 to numbers (45 + 20)
  • explore and discuss repeated addition and group counting
    • in practical situations, e.g. buying a number of identical articles
    • 10 sweets in a packet; how many in 5 packets?
    • 10 + 10 + 10 + 10 + 10 = 50 sweet

Subtraction

  • develop an understanding of subtraction as deducting, as complementing and as difference
  • develop and recall mental strategies for subtraction 0-20
    • discuss different strategies for subtracting numbers
  • construct number sentences involving subtraction of whole numbers; solve problems involving subtraction
  • estimate differences within 99
    • use rounding strategies
  • subtract numbers without and with renaming within 99
    • estimate difference using tens
    • written calculations after plenty of practical and mental calculations
    • check answers using hundred square, number line or addition
  • use the symbols +, Ð, =, <, >
  • solve one-step and two-step problems involving addition and subtraction.
  
Strand Unit : Fractions
 
  • establish and identify halves and quarters of sets to 20
    • discuss relationship between a half and a quarter
  

 

Strand : Algebra
Strand Unit : Extending and using Patterns
 
  • recognise patterns and predict subsequent numbers
    • counting on the hundred square:
    • start on 2, count on 5 2 + 5 = 7
    • start on 12, count on 5 12 + 5 = 17
    • explore other number patterns, including odd and even number patterns, on the hundred square
    • group count in threes, fours and sixes
    • discuss the results
  • explore and use patterns in addition facts
  • understand the use of a frame to show the presence of an unknown number
    • 24 + 6 = [], 14 + [] = 20, 2 + 4 + [] = 12.
  

 

Strand : Shape & Space
Strand Unit : Spatial awareness
 
  • explore, discuss, develop and use the vocabulary of spatial relations
  • give and follow simple directions within classroom and school settings, including turning directions using half and quarter turns
    • turning on the spot to face in different directions
    • take 2 steps forward, do a half turn, take 3 steps forward
    • pupils give instructions to other pupils
    • use mazes, grids, board games, computer
    • explore and solve practical problems.
  
Strand Unit : 2-D shapes
 
  • sort, describe, compare and name 2-D shapes:
    • square, rectangle, triangle, circle, semicircle, oval
    • note similarities and differences between shapes
  • construct and draw 2-D shapes
  • combine and partition 2-D shapes
  • identify half and quarter of shapes
    • discuss the relationship between halves and quarters
  • identify and discuss the use of 2-D shapes in the environment
    • look for examples of tiling in the environment.
  
Strand Unit : 3-D shapes
 
  • describe, compare and name 3-D shapes, including cube, cuboid, cylinder, sphere and cone
    • make prints with the surfaces of 3-D shapes and discuss results
    • dismantle boxes and examine constituent shapes
  • discuss the use of 3-D shapes in the environment
  • solve and complete practical tasks and problems involving 2-D and 3-D shapes
  • explore the relationship between 2-D and 3-D shapes.
  
Strand Unit : Symmetry
 
  • identify line symmetry in shapes and in the environment
    • fold shapes in half, blob and fold paintings
    • complete shapes or pictures symmetrically
    • collect and sort objects on the basis of symmetry.
  
Strand Unit : Angles
 
  • explore and recognise angles in the environment
    • investigate things that turn: door handles, wheels
    • make full, half and quarter turns in yard or hall
    • investigate angles as corners; use a right angle made from card to 'measure' corners on 2-D shapes; discuss
    • relate square corner to quarter turn.
  

 

Strand : Measures
Strand Unit : Length
 
  • estimate, compare, measure and record length using non-standard units
  • select and use appropriate non-standard measuring units/instruments
    • select and use units/instruments for measuring tasks
    • discuss which instrument is best for short objects and which is best for long objects
  • estimate, measure and record length using metre and centimetre
    • through counting and recording, explore relationship between metre and centimetre
    • measure using 10 cm rods, half-metre stick, metre stick, and trundle wheel
  • solve and complete practical tasks and problems involving length
    • find the height of each child in a group who is the shortest/tallest?
    • graph results.
  
Strand Unit : Area
 
  • estimate and measure area using non-standard units
    • how many playing-cards, postcards or workbooks cover the table?
    • which shape is the most suitable?
    • measure the area of the same surface several times with different units
    • which surface has more wood, the table-top or the window-sill?
    • children suggest ways of finding out
    • estimate, discuss, measure and record.
  
Strand Unit : Weight
 
  • estimate, compare, measure and record weight using non-standard units
  • select and use appropriate non-standard measuring units and instruments
  • estimate, measure and record weight using standard unit (the kilogram) and solve simple problems
    • measuring with pan balance, kitchen scales, bathroom scales
    • how many kilograms do you weigh?
    • graph the weights of a group of children
  • explore and discuss instances when objects or substances that weigh 1 kg vary greatly in size
    • fill bags or containers with 1 kg of sand, flour,
    • polystyrene strips, beads.
  
Strand Unit : Capacity
 
  • estimate, compare, measure and record the capacity of a wide variety of containers using non-standard units
    • estimate comparative capacity of two containers by sight; check by measuring and discuss results
    • fill several containers using the same unit and arrange in order of capacity; discuss
    • make a collection of different-shaped containers that hold the same amount
  • select and use appropriate non-standard measuring units and instruments
  • estimate, measure and record capacity using litre, half-litre and quarter-litre bottles and solve simple problems
    • make collections of bottles of differing shapes but similar capacity
    • compare capacity of litre, 1/2 litre and 1/4 litre containers ask the children to suggest reasons why some liquids are sold in a variety of different-sized or different-shaped cartons.
  
Strand Unit : Time
 
  • use the vocabulary of time to sequence events
  • read and record time using simple devices
  • read time in hours, half-hours and quarter-hours on 12-hour analogue clock
  • read time in hours and half-hours on digital clock
  • read day, date and month using calendar and identify the season
    • discuss the passing of time: 24 hours in a day, 7 days in a week, and numbers of days in the month.
  
Strand Unit : Money (use up to introduction of the euro)
 
  • recognise, exchange and use coins up to the value of £2
  • write the value of a group of coins; record money amounts as pence and later as pounds
    • 135p may be written as £1.35.
  
Strand Unit : Money
 
  • recognise, exchange and use coins up to the value of e2
  • write the value of a group of coins; record money amounts as cents and later as euro
    • 135 cents may be written as e1.35
  

 

 

Strand : Data
Strand Unit : Recognising and interpreting data
 
  • sort and classify objects by two and three criteria
  • represent, read and interpret simple tables and charts (pictograms)
    • chart of cars passing school during a particular time weather chart records
  • represent, read and interpret simple block graphs
    • construct by fixing coloured squares to large sheet of paper
    • progress to drawing on squared paper.
  
 

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