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!
 

Senior Infants


Senior 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: Number
Strand Unit : Counting
 
  • count the number of objects in a set, 1-20
    • count the same set several times, starting with a different object each time
    • present different patterns and arrays of the same number
  
Strand Unit : Comparing and ordering
 
  • compare equivalent and non-equivalent sets 0-10 by matching
    • name the inequality: I have 2 more than you; 3 is less than 5
  • order sets of objects by number, 0-10
  • use the language of ordinal number: first, second, third, last
    • use ordinal numbers to describe position in a line use this language when ordering number
  
Strand Unit : Analysis of number
 

Combining

  • explore the components of number, 1-10
  • combine sets of objects, totals to 10
    • use appropriate strategies: counting all, counting on counting on on the number strip start at 5, count on 3, where am I?
    • oral counting without the number strip combine two or more sets, state total record

Partitioning

  • partition sets of objects, 0-10
    • 8 people are on my team. 6 are girls, how many are boys?

    record pictorially.

  • use the symbols + and = to construct word sentences involving addition
    • formal introduction of the symbols should occur only after sufficient oral and exploratory work has been completed
    • the meaning of the symbols will have to be discussed frequently
    • the equals sign does not signal "the answer comes next": equals means "the same" or equivalent; explore using a number balance.

Numeration

  • develop an understanding of the conservation of number, 1-10
  • read, write and order numerals, 1-10
  • identify the empty set and the numeral zero
  • estimate the number of objects in a set, 2-10
    • check estimate by counting
  

 

Strand : Algebra
Strand Unit : Extending Patterns
 
  • identify, copy and extend patterns in colour, shape, size and number (3Ð4 elements)
  • copy and extend patterns using beads and blocks, by drawing and colouring
    • e.g. 2 blue, 3 red; 3 circles, 1 square; 2 big beads, 1 small bead; red, blue, yellow
    • discuss
  • discover different arrays of the same number
  • teacher makes a pattern (array) using a number of counters; child creates a different array using the same number of counters
    • how many different patterns of 10 can you make?
    • how many numbers can you arrange in pairs?
  • recognise patterns and predict subsequent numbers
    • find the missing numbers
  

 

 

Strand : Shape & Space
Strand Unit : Spatial awareness
 
  • explore, discuss, develop and use the vocabulary of spatial relations
    • position: above, below, near, far, right, left
    • stop and state your position
    • direction: through the hoop, behind the mat
    • stop and describe your action
  
Strand Unit : 3-D shapes
 
  • sort, describe and name 3-D shapes: cube, cuboid, sphere and cylinder
    • edge, corner, face, straight, curved, round and flat sort shapes according to rules, e.g. objects with four sides, objects that roll
  • combine 3-D shapes to make other shapes
  • solve tasks and problems involving shape.
  
Strand Unit : 2-D shapes
 
 
  • sort, describe and name 2-D shapes: square, circle, triangle, rectangle
    • collect and sort different shapes
      • e.g. straight, curved, flat, side, corner make shapes with art straws,
      • on geoboard draw shapes found in the environment
  • combine and divide 2-D shapes to make larger or smaller shapes
    • cut paper shapes into 2 or 4 pieces and discuss the results
  • solve problems involving shape and space
    • make a shape with 7 blocks
    • how many different shapes can you make with 5 blocks?
  • give simple moving and turning directions.
  

 

Strand : Measures
Strand Unit : Length
 
  • develop an understanding of the concept of length through exploration, discussion, and use of appropriate vocabulary
  • compare and order objects according to length or height
    • identify: as long as/as wide as/longest/shortest
    • estimate and measure length in non-standard units estimate, and check by measuring
      • how many lollipop sticks do you think will fit along the length of the table? Guess, check and discuss
  • select and use appropriate non-standard units to measure length, width or height. Discuss reasons for choice.
    • present simple problems:
      • How can we find out which is wider, the door or the table?
      • Which unit will we use (stick or pencil)?
  
Strand Unit : Weight
 
  • develop an understanding of the concept of weight through exploration, handling of objects and use of appropriate vocabulary
  • compare and order objects according to weight
    • compare objects that differ in size, shape and weight by handling
    • check using balance; discuss
    • compare an object with a collection of objects
    • compare a collection of objects with another collection of objects
    • order three objects according to weight by handling; check using balance; discuss
  • estimate and weigh in non-standard units
    • check using balance
    • present simple problems:
      • how many apples do you think will balance your lunchbox?
  • select and use appropriate non-standard units to weigh objects
    • present simple problems:
      • How can we find the weight of a stone?
      • Which unit will we use (matchsticks or conkers)?
    • discuss reasons for choice
  
Strand Unit : Capacity
 
  • develop an understanding of the concept of capacity through exploration and the use of appropriate vocabulary
  • compare and order containers according to capacity
    • fill one container and pour contents into another
    • compare the capacity of two very different containers, noting that both can hold the same amount
    • compare three containers; arrange in order of capacity; label, e.g. holds more/holds most
  • estimate and measure capacity in non-standard units
    • present simple problems:
      • estimate (guess) how many spoons or egg-cups of sand or dried peas will fill the cup
      • how many jugs of water will fill the bucket?
    • use the same unit to fill two different containers; check by measuring
    • record results using one counter for each cup or jug poured children work in pairs
  • select and use appropriate non-standard units to measure capacity
    • present simple problems
      • How can we find the capacity of the bucket?
      • Which unit will we use (teaspoon)
  
Strand Unit : Time
 
  • develop an understanding of the concept of time through the use of appropriate vocabulary
    • yesterday/today/tomorrow/seasons/soon/ not yet/birthday significant events, festivals, holidays
  • sequence daily and weekly events or stages in a story
    • discuss significant times in the day
    • record orally and pictorially the time sequence of four
    • events in the school day
    • make scrapbooks of "My Day"
    • sequence pictures representing stages of development
    • pupils identify errors in a sequence; discuss
  • read time in one-hour intervals.
  
Strand Unit : Money
 
  • recognise coins up to 20cent and use coins up to 10cent
    • exchange a number of coins for a single coin of equal value and vice versa
    • use coins in shopping activities, tender appropriate coins, calculate change
    • use correct vocabulary: cost, price, cheap/expensive,
      • change, too much/too little
  • solve practical tasks and problems using money
    • which items can be bought with a given coin?
    • spend the same amount of money in two different ways
  

 

 

Strand : Data
Strand Unit : Recognising and interpreting data
 
  • sort and classify sets of objects by one and two criteria
    • sort into two groups by one criterion: with/without wheels, red/not red shapes
    • sort by two criteria: red toys with wheels
  • represent and interpret data in two rows or columns using real objects, models and pictures
    • pupils choose between two types of pet
    • pupil is given picture or model of a pet
    • pictures or models are arranged in columns or rows in one-to-one correspondence
    • discuss and compare results
    • discuss the need for a common baseline
  
 

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