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!

# Junior Infants Overview

## Skills

### Applying and problem-solving

• Select appropriate materials and processes for mathematical tasks
• Select and apply appropriate strategies for completing a task or solving a problem
• Recognise solutions to problems

### Communicating and expressing

• Discuss and explain mathematical activities
• Record the results of mathematical activities concretely and using diagrams, pictures and numbers
• Discuss problems presented concretely, 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

### Reasoning

• Classify objects into logical categories
• Recognize 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

### Understanding and recalling

• Recall and understand terminology.

## Strands & Strand Units

Strand : Early Mathematical Activities
 Strand Unit : Classifying Classify objects on the basis of one attribute, such as colour, shape, texture or size Sort collections of objects Add similar objects to a clearly defined set Identify the complement of a set (i.e. elements not in a set) Categorise objects such as things I like/don't like. Red things/things that are not red. Strand Unit : Matching Match equivalent and non-equivalent sets using one-to-one correspondence Match pairs of identical objects in one-to-one correspondence: lollipop sticks, Unifix cubes Match pairs of related objects in one-to-one correspondence: putting out knives and forks, buttoning coats, putting lids on pans Match equivalent and non-equivalent sets to establish the concept of more than, less than, enough, as many as. Strand Unit : Comparing Compare objects according to length, width, height, weight, quantity, thickness or size Compare pairs of identical objects that differ in length, noting the need for a baseline or common Starting point Compare pairs of pencils: How does each differ from the next? Long/short, longer/shorter Compare sets without counting More than and less than. Strand Unit : Ordering Order objects according to length or height Examine three objects and describe how each object differs from the preceding one Order objects by length or height, starting with a different object each time Order new objects to make a set like a given one Order sets without counting.

Strand: Number
Strand Unit : Counting

• Count the number of objects in a set, 1-10
• Count objects, pushing them aside while counting
• Count regular arrays or rows before random groups
• Use number rhymes and stories.

Strand Unit : Comparing and ordering

• Compare equivalent and non-equivalent sets 1-5 by matching without using symbols
• Use one-to-one matching to determine equality and inequality (more than/less than/same as)
• Record by drawing
• Order sets of objects by number, 1-5
• Arrange sets of objects in ascending order
• Order rods and number strips by length
• Order number cards; match them with sets and number patterns
• Use the language of ordinal number: first, last
• Who is first/last in the line?
• The first colour is red, the last colour is blue.

Strand Unit : Analysis of number

#### Combining

• Explore the components of number, 1-5
• Identify the ways in which the numbers can be modelled using concrete objects: 3 and 1, 2 and 2, 1 and 2 and 1
• Identify pairs of related facts: 1 and 2 is the same as 2 and 1
• Combine sets of objects, totals to 5
• Add one more to a given set
• Combine two sets, state total
• Record pictorially

#### Partitioning

• Partition sets of objects, 1-5
• Partition sets of objects with a pencil or straw to show component parts
• Record pictorially.

#### Numeration

• Develop an understanding of the conservation of number, 1-5
• Count rearranged number arrays and observe that the number does not change
• Read, write and order numerals, 1-5
• Present sets to match a numeral and vice versa
• Use counters or objects to form number patterns
• Trace numerals cut out of sandpaper or carpet
• Draw numerals in sand or with thick crayon
• Identify the empty set and the numeral zero
• Show an empty basket; how many apples in it?
• Remove pencils from a jar until none is left
• Show the numeral
• Count down to zero
• Counting back number rhymes
• Subitise (tell at a glance) the number of objects in a set, 1-5
• Tell at a glance how many objects are in a set
• Estimate using a known set
• Without counting, classify the other sets as less than/about the same as/more than the given set
• Solve simple oral problems, 0-5
• You have 3 sandwiches for lunch, you eat 2, how many are left? Zero can be used when there are none left.
• Joan has 2 crayons, Sean has 3 crayons, how many altogether ?
• Teacher presents a problem orally, pupils use counters to solve it.

Strand : Algebra
 Strand Unit : Extending Patterns Identify, copy and extend patterns in colour, shape and size Using a range of objects, e.g. cubes or threading beads continue the pattern, what comes next? Pupils make their own patterns using gummed paper shapes; two colours, two shapes, two sizes Computer software can be used where appropriate Discuss results.

Strand : Shape & Space
 Strand Unit : Spatial awareness Explore, discuss, develop and use the vocabulary of spatial relations Position: over, under, up, down, on, beside, in Directions: moving in straight/curved lines, in a circle, finding own space. Strand Unit : 3-D shapes Sort 3-D shapes, regular and irregular Things that do/do not roll, do/do not fit together Make constructions with 3-D shapes and discuss them Solve tasks and problems involving shape. Strand Unit : 2-D shapes Sort and name 2-D shapes: square, circle, triangle, rectangle Directed sorting of 2-D shapes with different criteria, e.g. round/not round, thick/thin Use suitable structured materials to create pictures Solve problems involving shape Which two shapes go together to cover a square?

Strand : Measures
 Strand Unit : Length Develop an understanding of the concept of length through exploration, discussion, and use of appropriate vocabulary Discuss objects in the environment: long/short, tall/ short, wide/narrow, longer, shorter, wider than Sort objects according to length Compare and order objects according to length or height. Strand Unit : Weight Develop an understanding of the concept of weight through exploration, handling of objects, and use of appropriate vocabulary Heavy/light, heavier/lighter, balance, weigh Sort objects into heavy or light sets Handle and describe objects using the vocabulary of weight Compare objects according to weight Present simple problems, e.g. pupils estimate (guess) by handling: which object is heavier or lighter? Check using balance; discuss Compare pairs of objects that look alike but are different in weight, e.g. golf ball and plastic squash ball. Strand Unit : Capacity Develop an understanding of the concept of capacity through exploration and the use of appropriate vocabulary Full/nearly full/empty/holds more/holds less/holds as much as Fill and empty containers of various sizes, discuss Use smaller containers to fill larger containers Compare containers according to capacity Use a variety of containers; discuss Emphasise that full means full to the top Present simple problems: do you think the jar holds more sand than the cup? will all the water from the jug go into the glass? Strand Unit : Time Develop an understanding of the concept of time through the use of appropriate vocabulary Morning/evening, night/day, lunchtime, bedtime, early/late, days of the week, school days, weekends Use the language of time to discuss events Record weather for each day on a chart Sequence daily events or stages in a story Pupils state the order of familiar events Order pictures in correct time sequence Sequence events in familiar stories and rhymes. Strand Unit : Money Recognise and use coins (up to 5 cents) Sort and name coins up to 5 cents Select appropriate coins in simple shopping activities Use correct vocabulary: buy, sell, spend, coins, cents, how much? Solve practical tasks and problems using money.

Strand : Data
 Strand Unit : Recognising and interpreting data Sort and classify sets of objects by one criterion Sort collections on the basis of colour, shape, size, texture and function Match sets, equal and unequal enough/more/as many as/less Represent and interpret a set of simple mathematical data using real objects, models and pictures Children represent the chosen set concretely and pictorially Children identify the numerical correspondence between the pictures and the objects, e.g. the set of children who had an apple for lunch.