 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 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.