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!
 

3rd Class


3rd 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 : Place value
 
  • explore and identify place value in whole numbers,0-999
    • grouping and swapping activities involving units, tens,

      hundreds using concrete materials, e.g. lollipop sticks,

      abacus, notation boards, base ten materials, money

      significance of zero: 208, 420
  • read, write and order three-digit numbers
    • identify and record numbers represented by money and
      abacus
    • identify and express numbers in expanded form
      • 246 = 2 hundreds + 4 tens + 6 units
    • order numbers on the number line or hundred square
      • 247: what is the value of 4 in this number?
    • which digit has the greatest value?
    • what is the next number after 499?
  • round whole numbers to the nearest ten or hundred
    • which number is nearer to 40: 29 or 79?
    • which number is nearer to 500: 432 or 567?
  • explore and identify place value in decimal numbers
    to one place of decimals.
  
Strand Unit : Operations
 

Addition and subtraction

  • add and subtract, without and with renaming, within 999
    • estimate sums and differences (rounding where
      necessary)
    • check estimates
    • record using horizontal and vertical presentation
  • know and recall addition and subtraction facts
  • solve word problems involving addition and
    subtraction



Multiplication

  • develop an understanding of multiplication as repeated addition and vice versa
    • count sets of objects in twos, threes, fours etc. to tens
    • count in steps on the number line or hundred square
    • construct number sentences with concrete materials and record diagrammatically
      • 2 + 2 + 2 = 6

        3 3 2 = 6
      • record number sentences as 6 + 6 + 6 = 3 3 6 = 18.

         

    • explore, understand and apply the zero, commutative and distributive properties of multiplication
      • use concrete materials, charts and illustrations to
        establish and record:
      • zero property, e.g. 5 3 0 = 0 and 0 3 7 = 0
      • commutative property, e.g. 3 3 4 = 4 3 3
      • distributive property, e.g. 5 3 4 = (3 3 4) + (2 3 4)
    • develop and/or recall multiplication facts within 100
      • counting in 2, 3, 5 and 10
      • doubles, trebles
      • 2 x 9 = 18, 4 x 9 = 36, 8 x 9 = 72

        3 x 4 = 12, 9 x 4 = 36
    • multiply a one-digit or two-digit number by 0-10
      • use rounding to estimate products
      • rounding up/down, e.g. 6 x 28 is near to 6 x 30
      • represent in horizontal and vertical form
      • 23 x 7 and 23

                         x7
      • establish effect of multiplication by 1 and by 10
      • 1 x 17 = 17, 10 x 53 = 530
    • solve and complete practical tasks and problems
      involving multiplication of whole numbers
      • how many days in 9 full weeks?

 

Division

  • develop an understanding of division as sharing and
    as repeated subtraction, without and with remainders
    • share a quantity in equal groups of 2, 3...
    • record using number sentences or vertically
    • 20 - 4 - 4 - 4 - 4 - 4 = 0
  • develop and/or recall division facts within 100
    • use inverse of multiplication facts
    • use halves
    • 9 is half of 18 (2 x 9 = 18)
  • divide a one-digit or two-digit number by a one-digit
    • number without and with remainders
    • represent division as repeated subtraction
    • represent division as number sentences
      • 20 ÷ 4 = 5
    • record using the division algorithm
    • use different strategies to estimate quotients and
      check answers
    • rounding up or down, e.g. 44 ÷ 12 is about 40 ÷ 10

       

  • solve and complete practical tasks and problems
    involving division of whole numbers
    • problems based on the environment
      • how many cars are needed to take 27 children
        to a game if only 4 children are allowed in each car?
    • estimate, discuss and record.
  
Strand Unit : Fractions
 
  • identify fractions and equivalent forms of fractions with denominators 2, 4, 8 and 10
    • construct and cut out simple fractions of regular shapes
    • record using diagrams or fraction charts
  • compare and order fractions with appropriate
    denominators and position on the number line
  • calculate a fraction of a set using concrete materials
  • develop an understanding of the relationship
    between fractions and division
  • calculate a unit fraction of a number and calculate a number, given a unit fraction of the number
    • what is 1/4 of 12?
    • 1/8
      of a number = 6, find the number
  • solve and complete practical tasks and problems
    involving fractions
    • what fraction of a chart is coloured yellow/is not green?
  
Strand Unit : Decimals
 
  • identify tenths and express in decimal form express 1/10 as 0.1
    • cut out tenths and/or 0.1 of regular shapes
    • record using diagrams or charts
  • order decimals on the number line
    • draw a circle around the number with the greatest value: 0.5, 0.1, 0.7, 0.2
  • solve problems involving decimals.
  

 

Strand : Algebra
Strand Unit : Number patterns and sequences
 
  • explore, recognise and record patterns in number,
    0-999
    • group and count in twos, threes, fours .. tens on
      number line and hundred square
    • recognise number bonds through grouping
      • 17 + 3, 27 + 3, 37 + 3
    • recognise links within and between multiplication
      tables (e.g. links between 4 and 8 times tables)
    • patterns of odd and even numbers
  • explore, extend and describe (explain rule for) sequences
    • patterns or sequences of objects or shapes
    • whole-number sequences
      • (e.g. 54, 44, 34, or 1, 3, 9, 27)
  • use patterns as an aid in the memorisation of number facts
    • make patterns on the hundred square.
  
Strand Unit : Number sentences
 
  • translate an addition or subtraction number sentence
    with a frame into a word problem (frame not in initial position)
    • 3 + 7 = n
    • Mary has three sweets, she gets seven
      more, how many has she now?
  • solve one-step number sentences
    • 400 - n = 350
    • 810 + 23 = n .
  

 

Strand : Shape & Space
Strand Unit : 2-D shapes
 
  • identify, describe and classify 2-D shapes: square,
    rectangle, triangle, hexagon, circle, semicircle, oval
    and irregular shapes
  • explore, describe and compare the properties (sides,
    angles, parallel and non-parallel lines) of 2-D shapes
  • construct and draw 2-D shapes
    • use templates, stencils, geostrips, geoboards
  • combine, tessellate and make patterns with 2-D shapes
    • cover surfaces with 2-D shapes that tessellate or
      do not tessellate
    • identify properties that facilitate or hinder tessellation
    • combine shapes to make patterns
  • identify the use of 2-D shapes in the environment
    • buildings, road signs, printing, household objects
  • solve and complete
  
Strand Unit : 3-D shapes
 
  • identify, describe and classify 3-D shapes, including
    cube, cuboid, cylinder, cone, sphere, triangular prism,
    pyramid
  • explore, describe and compare the properties of 3-D shapes
    • number and shape of faces, number of edges and
      corners, ability to roll, slide or stack
  • explore and describe the relationship of 3-D shapes with constituent 2-D shapes
    • identify constituent 2-D shapes by observation and
      deconstruction and compile a table of results
  • construct 3-D shapes
    trace around nets and cut out; use straws or pipe
    cleaners
  • solve and complete practical tasks and problems
    involving 2-D and 3-D shapes.
  
Strand Unit : Symmetry
 
  • identify line symmetry in the environment
  • identify and draw lines of symmetry in two-dimensional
    shapes
    • fold paper shapes or use a mirror to identify lines of
      symmetry
    • use fold lines to draw and record lines of symmetry
    • classify 2-D shapes according to their number of
      lines of symmetry.
  
Strand Unit : Lines and angles
 
  • identify, describe and classify vertical, horizontal and parallel lines
    • discuss and describe lines in the environment
    • draw and label lines
    • use geostrips to construct vertical and horizontal lines
  • recognise an angle in terms of a rotation
    • form angles by opening books and doors, by rotating
      clock hands and geostrip arms, by physically turning
      (clockwise/anti-clockwise), or on computer
  • classify angles as greater than, less than or equal to a right angle
    • construct and use a right-angle measure to identify
      right angles in the environment and in
      2-D and 3-D shapes
    • classify and record angles as >, < or = to a right angle
  • solve problems involving lines and angles.
  

 

Strand : Measures
Strand Unit : Length
 
  • estimate, compare, measure and record lengths of a wide variety of objects using appropriate metric units
    (m, cm)
    • everyday objects, furniture, heights of children
      estimate length and height without and with unit of
      measurement present measure to check estimates
  • rename units of length in m and cm
    • 125 cm = 1 m 25 cm
  • solve and complete practical tasks and problems
    involving the addition and subtraction of units of length (m, cm)
    • confine to totals that can be readily checked
      by measuring.
  
Strand Unit : Area
 
  • estimate, compare and measure the area of regular and irregular shapes
    • counting non-standard square units.
  
Strand Unit : Weight
 
  • estimate, compare, measure and record the weight of
    a wide variety of objects using appropriate metric units (kg, g)
    • everyday objects, books, piles of copybooks lighter
      and heavier than 1 kg
    • objects showing that there is no constant relationship
      between weight and size
    • handle and compare objects as an aid to estimation
  • solve and complete practical tasks and problems
    involving the addition and subtraction of units of weight (kg and g)
    • confine to totals which can be readily checked by
      weighing.
  
Strand Unit : Capacity
 
  • estimate, compare, measure and record the capacity
    of a wide variety of objects using appropriate metric units (l, ml)
    • use cartons, spoons, cups, jugs, plastic bottles and
      other common containers
    • use litre, 250 ml and 500 ml measuring containers
      use tall, low, wide and narrow containers
  • solve and complete practical tasks and problems
    involving the addition and subtraction of units of capacity (l, ml)
    • confine to totals that can be readily checked by
      measuring.
  
Strand Unit : Time
 
  • consolidate and develop further a sense of time passing
    • place daily, weekly, monthly and annual events in
      sequence
    • discuss movement of hands of clock or sand in hourglass
      as indicating passing of time
    • refine and develop vocabulary of time
      before/after, a long time ago, last year, last month,
      yesterday, immediately, soon, tomorrow, in a week's
      time, for a short/long time
  • read time in five-minute intervals on analogue and digital clock (12-hour)
    • count in fives up and down number line, hundred square
      and clock face
    • construct simple clock face and relate intervals
      • 1/4 hour = 15 min = 3 x 5 min
    • discuss and record times of a variety of common events,
      school and home activities, television programmes
  • record time in analogue and digital forms
  • read and interpret simple timetables
    • school, bus, train, television schedules
  • rename minutes as hours and hours as minutes
    • confine work to five-minute intervals
    • 70 min = 1 hour 10 min
    • 1 1/2 hour = 1 hour 30 min = 90 min
  • read dates from calendars and express weeks as days and vice versa
    • collect and record significant personal dates and dates
      in life of school and family
  • solve and complete practical tasks and problems
    involving times and dates
    • practical problems that can be readily checked by
      measurement.
  
Strand Unit : Money (use up to introduction of the euro)
 
  • rename amounts of money as pounds or pence and
    record using p or £ symbol and decimal point
  • solve and complete one-step problems and tasks
    involving the addition and subtraction of money.
  
Strand Unit : Money
 
  • rename amounts of euro or cents and record using
    symbols and decimal point
  • solve and complete one-step problems and tasks
    involving the addition and subtraction of money.
  

 

 

Strand : Data
Strand Unit : Representing and interpreting data
 
  • collect, organise and represent data using
    pictograms, block graphs and bar charts
    • collect data from the environment and record in tabular
      form
    • represent data in appropriate format
    • discuss strengths and limitations of the format used
    • use simple scale in block graphs and bar charts
    • use computer applications if available to organise and
      represent data
  • read and interpret tables, pictograms, block graphs
    and bar charts
  • use data sets to solve and complete practical tasks and problems
    • solve simple problems using data collected from own environment.
  
Chance
  •  use vocabulary of uncertainty and chance: possible,
    impossible, might, certain, not sure
  • order events in terms of likelihood of occurrence
    • examine and discuss the likelihood of occurrence of simple events and order from least likely to most likely
      • Our school will be closed next Monday
      • The sun will shine for two hours tomorrow
      • The teacher will fall asleep at 11 o'clock today
  • identify and record outcomes of simple random processes
    • toss a coin ten or twenty times and record results
    • draw a cube from a bag containing, for example, 4 blue
      cubes and 8 red cubes a number of times, replacing the
      drawn cube each time; discuss results.
  
 

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