 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 Overview

SkillsApplying 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