 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!

4th 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, 0-9999 grouping and swapping activities involving units, tens, hundreds and thousands using concrete materials and notation boards significance of zero: 1078, 2005, 3620 read, write and order four-digit numbers and solve simple problems write 5683 in expanded form 5000 + 600 + 80 + 3 what is the value of the underlined 7 in 7777? make as many numbers as you can from 3, 7, 0, 6 place in order, starting with the largest round whole numbers to the nearest thousand which number is nearer to 5000: 4328 or 5675? explore and identify place value in decimal numbers to two places of decimals. Strand Unit : Operations Addition and subtraction add and subtract, without and with renaming, within 9999 estimate sums and differences check estimates without and with a calculator know and recall addition and subtraction facts solve word problems involving addition and subtraction use a calculator to develop problem-solving strategies and verify estimations Multiplication develop an understanding of multiplication as repeated addition and vice versa. explore, understand and apply the zero, commutative, distributive and associative properties of multiplication use concrete materials and charts to establish associative property, e.g. (3 x 4) x 5 = 3 x (4 x 5) develop and recall multiplication facts within 100 multiply a two-digit or three-digit number by a one or two-digit number estimate products represent multiplication in expanded form 26 x 37 = (20 x 37) + (6 x 37) record and calculate using long multiplication algorithm use a calculator to check estimates solve and complete practical tasks and problems involving multiplication of whole numbers 34 children buy one packet of sweets per child each day how many packets altogether do they buy in a month?   Division develop an understanding of division as sharing and as repeated subtraction, without and with remainders develop and/or recall division facts within 100 divide a three-digit number by a one-digit number without and with remainders using regrouping 372 ÷ 6 may be seen as 37 tens + 2 units ÷ 6 (37 tens ÷ 6) and (2 units ÷ 6) 6 tens and (12 ÷ 6) = 62 explore, understand and apply the distributive property of division 84 ¸ 7 = (70 ¸ 7) + (14 ¸ 7) use calculator to check estimates using compatible numbers (i.e. numbers easily worked with an extension of basic facts) 338 ÷ 7 is compatible with 350 ÷ 7 solve and complete practical tasks and problems involving division of whole numbers how many small boxes of eggs (6 per box) can be filled from a crate containing 350 eggs? estimate, discuss and record. Strand Unit : Fractions identify fractions and equivalent forms of fractions with denominators 2, 3, 4, 5, 6, 8, 9, 10 and 12 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 calculate a number, given a multiple fraction of the number 3/10 of a number = 45, find the number express one number as a fraction of another number 3 = 1/2 of 6 solve and complete practical tasks and problems involving fractions find 3/4 of a 1 metre piece of string find 1/5 of 2500 metres Strand Unit : Decimals express tenths and hundredths as fractions and decimals identify place value of whole numbers and decimals to two places and write in expanded form 3.45 = 3 + 0.4 + 0.05 order decimals on the number line identify the number with the greatest value: 0.57, 0.01, 0.72, 0.25 what is the value of the 6 in the following? 4.65, 2.76, 6.05 add and subtract whole numbers and decimals up to two places multiply and divide a decimal number up to two places by a single-digit whole number solve problems involving decimals.

Strand : Algebra
 Strand Unit : Number patterns and sequences explore, recognise and record patterns in number, 0-9999 explore, extend and describe sequences use patterns as an aid in the memorisation of number facts make patterns on the hundred square. Strand Unit : Number sentences translate an addition, subtraction, multiplication or division number sentence with a frame into a word problem (frame not in initial position) translate a one-step word problem into a number sentence Rita has 18 toy cars She wants to arrange them in 3 rows 18 = 3 x n solve one-step number sentences discuss and record solutions for open number sentences 3 + n < 7 or 5 + n > 8.

Strand : Shape & Space
 Strand Unit : 2-D shapes identify, describe and classify 2-D shapes: equilateral, isosceles and scalene triangle, parallelogram, rhombus, pentagon, octagon explore, describe and compare the properties (sides, angles, parallel and non-parallel lines) of 2-D shapes construct and draw 2-D shapes use ruler and set square combine, tessellate and make patterns with 2-D shapes combine shapes to make patterns and to make other shapes create a tessellating pattern on squared paper identify the use of 2-D shapes in the environment hoardings, shop fronts, paving-stones solve and complete practical tasks and problems involving 2-D shapes. Strand Unit : 3-D shapes identify, describe and classify 3-D shapes, including cube, cuboid, cylinder, cone, sphere, triangular prism, pyramid establish and appreciate that when prisms are sliced through (in the same direction) each face is equal in shape and size keep work exploratory and simple e.g. use Plasticine, triangular prisms or suitable foods explore and describe the relationship of 3-D shapes with constituent 2-D shapes construct 3-D shapes construct from 2-D shapes solve and complete practical tasks and problems involving 2-D and 3-D shapes identify the use of 3-D shapes in the environment. Strand Unit : Symmetry identify line symmetry in the environment identify lines of symmetry as horizontal, vertical or diagonal using examples from the environment, e.g. an open book, windows, gates use understanding of line symmetry to complete missing half of a shape, picture or pattern in drawings, on geoboard or pegboard where the fold is vertical, horizontal or diagonal. Strand Unit : Lines and angles identify, describe and classify oblique and perpendicular lines use straws to construct oblique and perpendicular lines and diagonals in a square draw, discuss and describe intersecting lines and their angles perpendicular and oblique lines acute, obtuse and right angles classify angles as greater than, less than or equal 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, and selecting suitable instruments of measurement lengths and heights of doors, corridors, school yard, paths, drives, playing-fields instruments: rulers, tape measures, trundle wheel rename units of length using decimal or fraction form 25 cm = 0.25 m = 1/4 m 2 km 150 m = 2150 m = 2.15 km understand, estimate and measure the perimeter of regular 2-D shapes solve and complete practical tasks and problems involving the addition, subtraction, multiplication and simple division of units of length (m, cm, km). Strand Unit : Area estimate, compare and measure the area of regular and irregular shapes use standard square units: sq. cm, sq. m (cm2, m2). Strand Unit : Weight estimate, compare, measure and record the weight of a wide variety of objects using appropriate metric units (kg, g) and selecting suitable instruments of measurement use and select from bathroom scales, kitchen scales, spring balance become familiar with major and minor markings on scales (e.g. 100 g markings, 1/2 kg, 1/4 kg) rename units of weight in kg and g 2 kg 250 g = 2250 g rename units of weight using decimal or fraction form 250 g = 0.25 kg = 1/4 kg confine to examples requiring only two places of decimals solve and complete practical tasks and problems involving the addition, subtraction, multiplication and simple division of units of weight (kg and g). Strand Unit : Capacity estimate, compare, measure and record capacity using appropriate metric units (l, ml) and selecting suitable instruments of measurement become familiar with major and minor markings on measuring containers (e.g. 100 ml markings, 1/2 l, 1/4 l ) rename units of capacity in L and ml 1500 ml = 1 l 500 ml rename units of capacity using decimal and fraction form 250 ml = 0.25 l = 1/4 l 2 l 150 ml = 2150 ml = 2.15 l confine to examples requiring only two places of decimals solve and complete practical tasks and problems involving the addition, subtraction, multiplication and simple division of units of capacity (l, ml). Strand Unit : Time consolidate and develop further a sense of time passing read time in one-minute intervals on analogue and digital clock (12-hour) express digital time as analogue time and vice versa read and interpret simple timetables. rename minutes as hours and hours as minutes read dates from calendars and express weeks as days and vice versa solve and complete practical tasks and problems involving times and dates and the addition and subtraction of hours and minutes practical problems that can be readily checked by measurement add hours and minutes separately    4 hours   45 minutes + 3 hours   25 minutes __________________                                 = 7 hours  70 min    8 hours 10 minutes rename minutes before subtraction    3 hours 30 minutes = 2 hours 90 min - 1 hour   40 minutes __________________    1 hour   50 minutes. 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 125p = £1.25     £3.56 = 356p solve and complete practical one-step and two-step problems and tasks involving the addition, subtraction, multiplication and simple division of money. Strand Unit : Money rename amounts of money as euro or cents and record using e symbol and decimal point 125 cents = €1.25    €3.56 = 356 cents solve and complete practical one-step and two-step problems and tasks involving the addition, subtraction, multiplication and simple division of money.

Strand : Data
 Strand Unit : Representing and interpreting data collect, organise and represent data using pictograms, block graphs, bar charts and bar-line graphs incorporating the scales 1:2, 1:5, 1:10, and 1:100 use scales appropriate to the range of numbers for this level read and interpret bar-line graphs and simple pie charts involving use of 1/2, 1/3, 1/4 use data sets to solve and complete practical tasks and problems. Chance use vocabulary of uncertainty and chance: chance, likely, unlikely, never, definitely order events in terms of likelihood of occurrence identify and record outcomes of simple random processes toss a coin, roll a die ten or twenty times and record results draw a cube from a bag of two red, one blue and one yellow cube a number of times, replacing drawn cube each time; discuss results and record outcomes.