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!
 

Junior Infants


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.
  
 

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