maths curr

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Mathematics

Primary SchoolCurriculum

Curaclam naBunscoile


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Mathematics

Curriculum


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ContentsIntroductionMathematics 2

The mathematics curriculum 2

Overview: infant to second classes 10

Overview: third to sixth classes 11

Aims 12

Broad objectives 12

Planning in mathematics 15

Infant classesOverview 17

Skills development 18

Content 20

First and second classesOverview 37


Content 40


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Mathematics Curriculum

Third and fourth classes

Overview 61Skills development 62

Content 64

Fifth and sixth classesOverview 85


Content 88

AssessmentAssessment 114

AppendixGlossary 124

Membership of the Curriculum Committee for Mathematics 126

Membership of the Primary Co-ordinating Committee 127


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Introduction


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Mathematics may be seen as the science of magnitude, number, shape, space,

and their relationships and also as a universal language based on symbols

and diagrams. It involves the handling (arrangement, analysis, manipulation

and communication) of information, the making of predictions and the

solving of problems through the use of a language that is both concise and

accurate.

Mathematics education provides the child with a wide range of knowledge,

skills and related activities that help him/her to develop an understanding of

the physical world and social interactions. It gives the child a language and a

system through which he/she may analyse, describe and explain a wide range

of experiences, make predictions, and solve problems. Mathematics

education fosters creative and aesthetic development, and enhances the

growth of reasoning through the use of investigative techniques in a

mathematical context. It is also concerned with encouraging the child to

be confident and to communicate effectively through the medium of

mathematics.

The mathematics curriculumMathematics encompasses a body of knowledge, skills and procedures that

can be used in a rich variety of ways: to describe, illustrate and interpret; to

predict; and to explain patterns and relationships in Number, Algebra, Shape

and space, Measures and Data. Mathematics helps to convey and clarify

meaning. Its language provides a powerful and concise means by which

information may be organised, manipulated, and communicated.

These characteristics make mathematics an essential tool for the child

and adult. The application of mathematics in a variety of contexts gives

people the ability to explain, predict and record aspects of their physical

environments and social interactions. It thus enriches their understanding

of the world in which they live. Indeed the application of increasingly

sophisticated mathematics in a growing range of economic, technical,

scientific, social and other contexts has had a profound influence on the

development of contemporary society.

Mathematics education should seek, therefore, to enable the child to think

and communicate quantitatively and spatially, solve problems, recognise

situations where mathematics can be applied, and use appropriate

technology to support such applications. If the child is to become an

informed and confident member of society he/she must be enabled to deal

effectively with the varied transactions of e veryday life and make sense of the

mass of information and data available through the media.

Mathematics

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It should be recognised that mathematics is an intellectual pursuit in its own

right, a source of fascination, challenge, and enjoyment. The exploration of

patterns and relationships, the satisfaction of solving problems, the

appreciation of designs and shapes and an awareness of the historical and

cultural influences that have shaped modern mathematics can contribute to

the childs enthusiasm for the subject.

This curriculum seeks to provide the child with a mathematical education

that is developmentally appropriate as well as socially relevant. The

mathematics programme in each school should be sufficiently flexible to

accommodate children of differing levels of ability and should reflect their

needs. These will include the need for interesting and meaningful

mathematical experiences, the need to apply mathematics in other areas

of learning, the need to continue studying mathematics at post-primary level,

and the need to become mathematically literate members of society.

Integration with all the other subjects will add another valuable perspective

to the mathematics curriculum.

The structure of the curriculumThe curriculum comprises five strands:

Number

Algebra

Shape and space

Measures

Data.

These strands, although presented in separate sections, are not isolated

areas. They should be seen and taught as interrelated units in which

understanding in one area is dependent on, and supportive of, ideas and

concepts in other strands. Such linkage within the subject is essential. While

number is essential as the medium for mathematical calculation, the other

strands should receive a corresponding degree of emphasis.

3Mathematics Curriculum


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The strands are divided into strand units, which give additional structure to

the curriculum.

Number starts with a section called Early mathematical activities, in which there

are four strand units: Classifying, Matching, Comparing and Ordering. These

units develop at infant level to include counting and analysis of number. Infirst and second classes the de velopment includes place value, operations

and fractions. Decimals are introduced in third class and percentages in fifth

class.

Algebra is formally recognised at all levels and covers patterns, sequences,

number sentences, directed numbers, rules and properties, variables and

equations.

Shape and space as a strand explores spatial awareness and its application in

real-life situations. It includes units dealing with two-dimensional and three-

dimensional shapes, symmetry, lines and angles.

Measures consists of six strand units: Length, Area, Weight, Capacity, Time

and Money.

Data includes interpreting and understanding visual representation. Chance

promotes thinking, discussion and decision-making and is familiar to

children in the form of games and sporting activities.

Spanning the content are the skills that the child should develop:

applying and problem-solving

communicating and expressing

integrating and connecting

reasoning

implementing

understanding and recalling.

This mathematics curriculum provides opportunities for the child to explore

the nature of mathematics and to acquire the knowledge, concepts and skills

required for everyday living and for use in other subject areas.

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Providing for individual differenceChildren in any one class will show a wide range of ability, attainment and

learning styles, and it is difficult to cater for all their needs if a common

programme is followed. Children acquire an understanding of mathematical

ideas in an uneven and individual way. The issue of readiness is thereforecrucial when planning, teaching and assessing the mathematics programme.

It is important to build on the childs previously acquired knowledge, and

periods of frequent revision are essential.

AssessmentContinuous assessment is particularly useful for diagnosis and planning in

mathematics. It should focus on the identification of the childs existing

knowledge, misconceptions and strategies. It should provide information that

will enable the teacher to cater for individual differences in ability, previous

learning and learning style, and to resist pressure to push the child to

premature mechanical mastery of computational facts and procedures. It will

be important that a learning environment is created to enable both boys and

girls to learn all aspects of mathematics effectively and to provide

opportunities for extension work for more able children.

Constructivism and guided-discovery methodsA constructivist approach to mathematics learning involves the child as an

active participant in the learning process. Existing ideas are used to make

sense of new experiences and situations. Information acquired is interpreted

by the learners themselves, who construct meaning by making links between

new and existing knowledge. Experimentation, together with discussion

among peers and between the teacher and the child, may lead to general

agreement or to the re-evaluation of ideas and mathematical relationships.

New ideas or concepts may then be constructed. The importance of

providing the child with structured opportunities to engage in exploratory

activity in the context of mathematics cannot be overemphasised. The

teacher has a crucial role to play in guiding the child to construct meaning,

to develop mathematical strategies for solving problems, and to develop self-

motivation in mathematical activities.



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Mathematical languageAn important aim of the mathematics programme is to enable the child to

use mathematical language effectively and accurately. This includes the

ability to listen, question and discuss as well as to read and record.

Expressing mathematical ideas plays an important part in the developmentof mathematical concepts. One of the causes of failure in mathematics is

poor comprehension of the words and phrases used. Some of the language

will be encountered only in the mathematics lesson, and children will need

many opportunities to use it before it becomes part of their vocabulary. In

other cases, everyday words will be used in mathematics but will take on new

meanings, which may be confusing for the learner.

Discussion plays a significant role in the acquisition of mathematical

language and in the development of mathematical concepts. The child

may be helped to clarify ideas and reduce dependence on the teacher by

discussing concepts and processes with other children. Discussion with

the teacher is also essential. As the need arises, the teacher will supplyappropriate mathematical language to help the child to clarify ideas or

to express them more accurately.

In view of the complexity of mathematical symbols, it is recommended that

children should not be required to record mathematical ideas prematurely.

Concepts should be adequately developed before finding expression in

written recording. The use of symbols and mathematical expressions should

follow extended periods of oral reporting and discussion.

The use of mathematical equipmentThe childs mathematical development requires a substantial amount of

practical experience to establish and to reinforce concepts and to developa facility for their everyday use. He/she develops a system of mathematics

based on experiences and interactions with the environment. The experience

of manipulating and using objects and equipment constructively is an

essential component in the development of both mathematical concepts and

constructive thought throughout the strands of the mathematics programme.

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Mental calculationsThe development of arithmetical skills, i.e. those concerned with numerical

calculations and their application, is an important part of the childs

mathematical education. This mathematics curriculum places less emphasis

than heretofore on long, complex pen-and-paper calculations and a greateremphasis on mental calculations, estimation, and problem-solving skills.

Rapid advances in information technology and the ready availability of

calculators have not lessened the need for basic skills.

The role of the calculatorAn understanding of the structure of number can be enhanced by the

exploration of patterns, sequences and relationships with a calculator.

Calculators help in the development of problem-solving skills by allowing the

child to focus on the structure of a problem and possible means of solution.

Calculators can be used to check estimates, to perform long and complex

computations, and to provide exact results to difficult problems. However, the

calculator cannot be a substitute for practical activity with materials.

Moreover, it must be remembered that the child needs a sound

understanding of number to make judgements about when it is appropriate

to estimate, to calculate mentally, to make a calculation on paper, or to use a

calculator for an exact result. For these reasons, this curriculum provides for

the use of calculators in mathematics from fourth to sixth classes, by which

time the child should have acquired a mastery of basic number facts and a

facility in their use.

Information and communication technologiesComputers have a place in the mathematics curriculum but must be seen as

another tool to be used by the teacher and the child. They do not take the

place of good teaching and extensive use of manipulatives. Computers

provide an alternative to pen-and-paper tasks, are stimulating for less able

children, and provide interesting extension work for all levels of ability. There

is a wide variety of computer applications available. Adventure-type

programs, which require the child to solve specific mathematical problems in



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a meaningful context, offer opportunities for the development of problem-

solving skills. Paired or group activities encourage discussion and

collaborative problem-solving. Data-handling programs allow children to

manipulate and interpret data they have collected. The emphasis must always

be on the process, for example collecting information, deciding on the

relevance of questions, and interpreting results.

Problem-solvingDeveloping the ability to solve problems is an important factor in the study

of mathematics. Problem-solving also provides a context in which concepts

and skills can be learned and in which discussion and co-operative working

may be practised. Moreover, problem-solving is a major means of developing

higher-order thinking skills. These include the ability to analyse

mathematical situations; to plan, monitor and evaluate solutions; to apply

strategies; and to demonstrate creativity and self-reliance in using

mathematics. Success helps the child to develop confidence in his/her

mathematical ability and encourages curiosity and perseverance. Solvingproblems based on the environment of the child can highlight the uses of

mathematics in a constructive and enjoyable way.

Integration in mathematicsMathematics pervades most areas of childrens lives, whether they are looking

at and responding to structural forms in the visual arts curriculum or

calculating how to spend their pocket money. For children to really

understand mathematics they must see it in context, and this can be done

through drawing attention to the various ways in which we use mathematics

within other subjects in the curriculum.

SESE provides ample opportunities for using mathematics, for examplerecording results of experiments in science or creating maps in geography,

while a sense of time and chronology is essential in history. Collecting data

for analysis is also an important feature of SESE and provides the child with

real-life examples of data with which to work. Physical education offers

myriad opportunities for measurement as a natural part of the activities, for

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example timing races or measuring the length of jumps. Creating symmetrical

and asymmetrical shapes in a gymnastics lesson can also offer real use of

mathematical concepts. Mathematical language occurs in all areas of the

curriculum, for example in long and short notes in music or using the correct

words to describe shapes in visual art activities. Many teachers make use of

rhymes, songs and games to reinforce concepts of number and shape, and thiscan be achieved in English, Irish or using a modern European language where

appropriate.


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Overview infant to second classes

Skills development

Skills Applying and problem-solving Communicating and expressing

Integrating and connecting

Reasoning

Implementing

Understanding and recalling

Infant classes First and second classesStrands Strand units Strand units

Early mathematical Classifyingactivities Matching

Comparing

Ordering

Number Counting Counting and numeration Comparing and ordering Comparing and ordering

Analysis of number Place value

Combining Operations

Partitioning Addition

Numeration Subtraction

Fractions

Algebra Extending patterns Exploring and using patterns

Shape and space Spatial awareness Spatial awareness 3-D shapes 2-D shapes

2-D shapes 3-D shapes

Symmetry

Angles

Measures Length Length Weight Area

Capacity Weight

Time Capacity

Money Time

Money

Data Recognising and Representing andinterpreting data interpreting data


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Overview third to sixth classes

Skills development

Skills Applying and problem-solving

Communicating and expressing


Reasoning

Implementing


Third and fourth classes Fifth and sixth classes

Strands Strand units Strand units

Number Place value Place value Operations Operations

Addition and subtraction Addition and subtraction

Multiplication Multiplication

Division Division

Fractions Fractions

Decimals Decimals and percentages

Number theory

Algebra Number patterns and Directed numberssequences Rules and properties

Number sentences Variables

Equations

Shape and space 2-D shapes 2-D shapes 3-D shapes 3-D shapes

Symmetry Symmetry

Lines and angles Lines and angles

Measures Length Length Area Area

Weight Weight

Capacity Capacity

Time Time

Money Money

Data Representing and Representing andinterpreting data interpreting data

Chance Chance


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AimsThe aims of the primary mathematics curriculum are

to develop a positive attitude towards mathematics and an appreciation

of both its practical and its aesthetic aspects

to develop problem-solving abilities and a facility for the application of

mathematics to everyday life

to enable the child to use mathematical language effectively and

accurately

to enable the child to acquire an understanding of mathematical

concepts and processes to his/her appropriate level of development

and ability

to enable the child to acquire proficiency in fundamental mathematical

skills and in recalling basic number facts.

Broad objectivesWhen due account is taken of intrinsic abilities and varying circumstances,

the mathematics curriculum should enable the child to

Skills development apply mathematical concepts and processes, and plan and implement

solutions to problems, in a variety of contexts

communicate and express mathematical ideas, processes and results in oral

and written form

make mathematical connections within mathematics itself, throughout

other subjects, and in applications of mathematics in practical everyday

contexts

reason, investigate and hypothesise with patterns and relationships in

mathematics

implement suitable standard and non-standard procedures with a variety

of tools and manipulatives

recall and understand mathematical terminology, facts, definitions, and

formulae

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Number understand, develop and apply place value in the denary system (including

decimals)

understand and use the properties of number

understand the nature of the four number operations and apply them

appropriately

approximate, estimate, calculate mentally and recall basic number facts

understand the links between fractions, percentages and decimals and

state equivalent forms

use acquired concepts, skills and processes in problem-solving

Algebra explore, perceive, use and appreciate patterns and relationships in

numbers

identify positive and negative integers on the number line

understand the concept of a variable, and substitute values for variables in

simple formulae, expressions, and equations

translate verbal problems into algebraic expressions

acquire an understanding of properties and rules concerning algebraic

expressions

solve simple linear equations


Shape and space develop a sense of spatial awareness

investigate, recognise, classify and describe the properties of lines, angles,

and two-dimensional and three-dimensional shapes

deduce informally relationships and rules about shape

combine, tessellate and partition two-dimensional shapes and combine

and partition three-dimensional shapes

draw, construct and manipulate two-dimensional and three-dimensional

shapes



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identify symmetry in shapes and identify shape and symmetry in the

environment

describe direction and location using body-centred (left/right,

forward/back) and simple co-ordinate geometry


Measures know, select and use appropriate instruments of measurement

estimate, measure and calculate length, area, weight, capacity and average

speed using non-standard and appropriate metric units of measurement

estimate, measure and calculate angles, time, money and scale using non-

standard and appropriate units of measurement

recognise and appreciate measures in everyday use


Data collect, classify, organise and represent data using concrete materials and

diagrammatic, graphical and pictorial representation

read, interpret and analyse tables, diagrams, bar charts, pictograms, line

graphs and pie charts

appreciate, recognise and express the outcomes of simple random

processes

estimate and calculate using examples of chance

use acquired concepts, skills and processes in problem-solving.

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The content of the mathematics curriculum is presented in a number of

strands and strand units. Exemplars are shown in italic type throughout each

strand. These are only limited suggestions. The treatment of content as

suggested in the exemplars is common to both classes.

Teachers, when planning, should consider the following: the strands of the programme are not isolated areas. They should be

seen and taught as interrelated units in which understanding in one

area is dependent on, and supportive of, ideas and concepts in other

strands

children will use their knowledge of one area of mathematics to explore

another. They may practise their knowledge of number facts when

undertaking measurement activities, and geometrical concepts may be

required in the presentation of data. This is called linkage.

further opportunities should be identified to integrate mathematical

concepts and skills with other areas of the curriculum, as those

indicated in the content are merely suggestions

there should be an appropriate balance between the different aspects of

mathematics. While the area of number is important, its treatment

should not be at the expense of the other strands, and the programme

should ensure continuity and progression

the revision of concepts and skills should be thoroughly undertaken

before exploring new material

the exploration of mathematical concepts and ideas using a wide

variety of equipment should precede any form of written recording in

mathematics

emphasis should be placed on discussion, child with child and teacher

with child. It should be an integral part of the work in each strand

planning should consider individual difference in ability, attainment and

learning style

assessment should be seen as an integral part of the teaching and

learning process

it is important that children come to see mathematics aspractical and

relevant. Opportunities should be provided for them to construct and

apply their mathematical understanding and skills in contexts drawn

from their own experiences and environments.

Planning in mathematics



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Infant

classes


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Overview infant classes

Skills development

Skills Applying and problem-solving Communicating and expressing


Reasoning

Implementing


Strands Strand units

Early mathematical Classifyingactivities Matching

Comparing Ordering

Number Counting Comparing and ordering Analysis of number

CombiningPartitioningNumeration

Algebra Extending patterns

Shape and space Spatial awareness 3-D shapes

2-D shapes

Measures Length Weight Capacity Time Money

Data Recognising and interpreting data


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Strand:Ea

rlymathematicalactivities

Contentforjuniorinfantclass

20

Thechildshouldbeenabledto

classifyobjects

onthebasisofoneattribute,sucha

scolour,shape,textureorsize

sortcollectionsofobjects

addsimilarob

jectstoaclearlydefinedset

identifythecom

plementofaset(i.e.elementsnotinaset)

categoriseobjectssuchasthingsIlike/dontlike,

redthings/thingsthatarenotred.

Str

andunit

Classifying


matchequivalentandnon-equivalentsetsusingone-to-onecorrespondence

matchpairsofidenticalobjectsinone-to-onecorrespondence:

lollipopsticks,Unifixcubes

matchpairsofrelatedobjectsinone-to-onecorrespon

dence:

puttingoutknivesandforks,buttoningcoats,putting

lidsonpans

matchequivalentandnon-equivalentsetstoestablish

theconceptofmorethan,lessthan,en

ough,asmanyas.

Str

andunit

Matching


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21

MathematicsCurriculum


compareobject

saccordingtolength,width,height,weight,quantity,thicknessorsize

comparepairs

ofidenticalobjectsthatdifferinlength

,notingtheneedforabaselineorcommonstartingpoint

comparepairs

ofpencils

howdoeseachdifferfromthenext?

long/short,

longer/shorter

comparesetswithoutcounting

morethanand

lessthan.

Str

andunit

Comparing


orderobjectsaccordingtolengthorheight

examinethree

objectsanddescribehoweachobjectdiffersfromtheprecedingone

orderobjectsbylengthorheight,startingwithadifferentobjecteachtime

ordernewobjectstomakeasetlikeagivenone

ordersetswithoutcounting.

Str

andunit

Ordering


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countthenumberofobjectsinaset,110

countobjects,

pushingthemasidewhilecounting

countregulararraysorrowsbeforerandomgroups

usenumberrhymesandstories.

Thechildshouldbeenabled

to

countthenumberofobje

ctsinaset,020

countthesamesetseveraltimes,startingwitha

differentobjecteachtime

presentdifferentpatterns

andarraysofthesame

number.

Str

andunit

Counting

Strand:Number

Contentforjuniorinfantclasses

Contentforseniorinfantclasses

22


compareequiva

lentandnon-equivalentsets15by

matchingwitho

utusingsymbols

useone-to-onematchingtodetermineequalityand

inequality(morethan/lessthan/sameas)

recordbydraw

ing

ordersetsofob

jectsbynumber,15

arrangesetsofobjectsinascendingorder

orderrodsand

numberstripsbylength

ordernumbercards;matchthemwithsetsandnumber

patterns

usethelanguag

eofordinalnumber:first,last

whoisfirst/lastintheline?

thefirstcolourisred,thelastcolourisblue.


to

compareequivalentandn

on-equivalentsets010by

matching

nametheinequality:Ihav

e2morethanyou;

3islessthan5

ordersetsofobjectsbynumber,010

usethelanguageofordinalnumber:first,second,

third,last

useordinalnumberstode

scribepositioninaline

usethislanguagewhenorderingnumbers.

Str

andunit

Comparingandordering


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23


Thetreatmentofcontentassuggestedintheex

emplarsiscommontobothclasses.


Combining

explorethecom

ponentsofnumber,15

identifythewa

ysinwhichthenumberscan

bemodelledusingconcreteobjects:

4and1,2an

d2,1and2and1

identifypairsofrelatedfacts:1and2isthe

sameas2and

1

combinesetsofobjects,totalsto5

addonemoretoagivenset

combinetwosets,statetotal

recordpictoria

lly

Partitioning

partitionsetsofobjects,15

partitionsetsofobjectswithapencilorstrawtoshow

componentparts

recordpictoria

lly.


to

Combining

explorethecomponentso

fnumber,110

combinesetsofobjects,totalsto10

useappropriatestrategies

:countingall,countingon

countingononthenumberstrip

startat5,counton3,

whereamI?

oralcountingwithoutthe

numberstrip

combinetwoormoresets,statetotal

record

Partitioning

partitionsetsofobjects,0

10

8peopleareonmyteam.

6aregirls,howmanyare

boys?

recordpictorially

usethesymbols+and=

toconstructword

sentencesinvolvingaddition

formalintroductionofthe

symbolsshouldoccuronly

aftersufficientoralandexploratoryworkhasbeen

completed

themeaningofthesymbolswillhavetobediscussed

frequently

theequalssigndoesnotsignaltheanswercomesnext:

equalsmeansthesameo

requivalent;exploreusinga

numberbalance.

Str

andunit

Analysisofnumber


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Numeration

developanunderstandingoftheconservationof

number,15

countrearrangednumberarraysandobservethat

thenumberdo

esnotchange

read,writeand

ordernumerals,15

presentsetsto

matchanumeralandviceversa

usecountersorobjectstoformnumberpatterns

tracenumeralscutoutofsandpaperorcarpet

drawnumeralsinsandorwiththickcrayon

identifytheemptysetandthenumeralzero

showanemptybasket;howmanyapplesinit?

removepencils

fromajaruntilnoneisleft

showthenume

ral

countdownto

zero

countingback

numberrhymes

subitise(tellat

aglance)thenumberofobjectsina

set,15

tellataglancehowmanyobjectsareinaset

estimateusing

aknownset

withoutcounting,classifytheothersetsasless

than/aboutthesameas/morethanthegivenset

Numeration

developanunderstanding

oftheconservationof

number,010

read,writeandordernum

erals,010

identifytheemptysetand

thenumeralzero

estimatethenumberofobjectsinaset,210

checkestimatebycounting


Contentforseniorinfantclass

24


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25




solvesimpleora

lproblems,05

youhave3

sandwichesforlunch,youeat2,

howmanya

releft?Zerocanbeusedwhenthereare

noneleft.

Joanhas2crayons,Senhas3crayons,

howmanya

ltogether?

teacherpresen

tsaproblemorally,pupilsusecountersto

solveit.

solvesimpleoralandpictorialproblems,010

problemscanincludestoryproblemsandopen-ended

exploratoryquestions

howmanydifferentwayscanyoumakeapatternwith

6counters?


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identify,copyandextendpatternsincolour,shape

andsize

usingarangeofobjects,e.g.cubesorthreadingbeads

continuethepattern,whatcomesnext?

pupilsmaketh

eirownpatternsusinggummed

papershapes;

twocolours,twoshapes,twosizes

computersoftwarecanbeusedwhereappropriate

discussresults.

Integration

Visualarts:Makingprints


to

identify,copyandextend

patternsincolour,shape,

sizeandnumber(34elements)

copyandextendpatterns

usingbeadsandblocks,by

drawingandcolouring

e.g.2blue,3red;3circles,1square;

2bigbeads,1smallbead

;red,blue,yellow

discuss

discoverdifferentarrayso

fthesamenumber

teachermakesapattern(array)usinganumberof

counters;childcreatesad

ifferentarrayusingthesame

numberofcounters

howmanydifferentpatternsof10canyoumake?

howmanynumberscanyouarrangeinpairs?

recognisepatternsandpredictsubsequentnumbers

findthemissingnumbers:

2,3,4,

,6,7

10,9,

,

,6,5,4,3

,,

.

Integration

Visualarts:Makingprints

Str

andunit

Extendingpatt

erns

Strand:Algebra



26


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27





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explore,discuss

,developandusethevocabularyof

spatialrelations

position:over,

under,up,down,on,beside,in

directions:movinginstraight/curvedlines,inacircle,

findingownsp

ace.


to

explore,discuss,developa

ndusethevocabularyof

spatialrelations

position:above,below,ne

ar,far,right,left

stopandstateyourposition

direction:throughthehoo

p,behindthemat

stopanddescribeyouraction.

Str

andunit

Spatialawaren

ess

Strand:Shapeandspace



28


sort3-Dshapes,regularandirregular

thingsthatdo/donotroll,do/donotfittogether

makeconstructionswith3-Dshapesanddiscussthem

solvetasksandproblemsinvolvingshape.


to

sort,describeandname3

-Dshapes:cube,cuboid,

sphereandcylinder

edge,corner,face,straight,curved,roundandflat

sortshapesaccordingtorules,e.g.objectswithfour

sides,objectsthatroll

combine3-Dshapestomakeothershapes

solvetasksandproblemsinvolvingshape.

Str

andunit

3-Dshapes


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29





sortandname2-Dshapes:square,circle,triangle,

rectangle

directedsortin

gof2-Dshapeswithdifferentcriteria,

e.g.round/notround,thick/thin

usesuitablestructuredmaterialstocreatepictures

solveproblemsinvolvingshape

whichtwoshapesgotogethertocoverasquare?

Integration

Physicaleducation:Da

nce;Gymnastics;

Outdoorandadventur

eactivities

Visualarts:Construction


to

sort,describeandname2

-Dshapes:square,circle,

triangle,rectangle

collectandsortdifferentshapes

e.g.straight,curved,fl

at,side,corner

makeshapeswithartstraws,ongeoboard

drawshapesfoundinthe

environment

combineanddivide2-Ds

hapestomakelargeror

smallershapes

cutpapershapesinto2or4piecesanddiscussthe

results

solveproblemsinvolvings

hapeandspace

makeashapewith7blocks

howmanydifferentshapescanyoumakewith5blocks?

givesimplemovingandturningdirections.

Integration

Physicaleducation:Dance;Gymnastics;

Outdoorandadventureactivities


Str

andunit

2-Dshapes


36/134


developanunderstandingoftheconceptoflength

throughexploration,discussion,anduseof

appropriatevoc

abulary

discussobjectsintheenvironment:long/short,tall/

short,wide/na

rrow,longer,shorter,widerthan

sortobjectsac

cordingtolength

compareandorderobjectsaccordingtolength

orheight.

Integration

Music:Developingase

nseofduration;Earlyliteracy


to


oftheconceptoflength

throughexploration,discussion,anduseof

appropriatevocabulary

compareandorderobjectsaccordingtolength

orheight

identify:aslongas/aswid

eas/longest/shortest

estimateandmeasurelengthinnon-standardunits

estimate,andcheckbyme

asuring

howmanylollipopsticksdoyouthinkwillfitalong

thelengthofthetable?Guess,checkanddiscuss

selectanduseappropriatenon-standardunitsto

measurelength,widthorheight.Discussreasonsfor

choice.

presentsimpleproblems:

Howcanwefindoutw

hichiswider,thedoororthe

table?Whichunitwillweuse(stickorpencil)?

Integration

Music:Developingasenseofduration;Earlyliteracy

Str

andunit

Length

Strand:Measures



30


37/134

Str

andunit

Weight

31





developanunderstandingoftheconceptofweight

throughexploration,handlingofobjects,anduseo

f

appropriatevoc

abulary

heavy/light,he

avier/lighter,balance,weigh

sortobjectsintoheavyorlightsets

handleanddescribeobjectsusingthevocabularyof

weight

compareobject

saccordingtoweight

presentsimple

problems,e.g.pupilsestimate(guess)b

y

handling

whichobjectisheavierorlighter?

checkusingba

lance;discuss

comparepairs

ofobjectsthatlookalikebutarediffere

nt

inweight,e.g.

golfballandplasticsquashball.


to


oftheconceptofweight

throughexploration,hand

lingofobjectsanduseof

appropriatevocabulary

compareandorderobjectsaccordingtoweight

compareobjectsthatdifferinsize,shapeandweightby

handling

checkusingbalance;discu

ss

compareanobjectwitha

collectionofobjects

compareacollectionofobjectswithanothercollection

ofobjects

orderthreeobjectsaccord

ingtoweightbyhandling;

checkusingbalance;discu

ss

estimateandweighinnon

-standardunits

checkusingbalance


howmanyapplesdoyouthinkwillbalanceyour

lunchbox?


weighobjects


Howcanwefindtheweightofastone?

Whichunitwillweuse

(matchsticksorconkers)?

discussreasonsforchoice.

Integration

Geography:Humanenvironments


38/134


developanunderstandingoftheconceptofcapacity

throughexplorationandtheuseofappropriate

vocabulary

full/nearlyfull/empty/holdsmore/holdsless/holds

asmuchas

fillandempty

containersofvarioussizes,discuss

usesmallercontainerstofilllargercontainers

comparecontainersaccordingtocapacity

useavarietyo

fcontainers;discuss

emphasisethatfullmeansfulltothetop

presentsimple

problems:

doyouthin

kthejarholdsmoresandthanthecup?

willallthewaterfromthejuggointotheglass?


to


oftheconceptofcapacity

throughexplorationandt

heuseofappropriate

vocabulary

compareandordercontainersaccordingtocapacity

fillonecontainerandpou

rcontentsintoanother

comparethecapacityoftwoverydifferentcontainers,

notingthatbothcanhold

thesameamount

comparethreecontainers;arrangeinorderofcapacity;

label,e.g.holdsmore/holdsmost

estimateandmeasurecap

acityinnon-standardunits


estimate(guess)howm

anyspoonsoregg-cupsof

sandordriedpeaswillfillthecup

howmanyjugsofwaterwillfillthebucket?

usethesameunittofilltw

odifferentcontainers;check

bymeasuring

recordresultsusingonecounterforeachcuporjug

pouredchildrenworkinpairs


measurecapacity

presentsimpleproblems

Howcanwefindthecapacityofthebucket?

Whichunitwillweuse

(teaspoonsorcups)?

discussreasonsforchoice.

Str

andunit

Capacity



32


39/134

Str

andunit

Time

33





developanunderstandingoftheconceptoftime

throughtheuseofappropriatevocabulary

morning/evening,night/day,lunchtime,bedtime,

early/late,day

softheweek,schooldays,weekends

usethelangua

geoftimetodiscussevents

recordweatherforeachdayonachart

sequencedailyeventsorstagesinastory

pupilsstatetheorderoffamiliarevents

orderpicturesincorrecttimesequence

sequenceeventsinfamiliarstoriesandrhymes.

Integration

History:Myselfandmyfamily

Geography:Thephysicalworld


to


oftheconceptoftime

throughtheuseofapprop

riatevocabulary

yesterday/today/tomorro

w/seasons/soon/

notyet/birthday

significantevents,festivals,holidays

sequencedailyandweeklyeventsorstagesinastory

discusssignificanttimesintheday

recordorallyandpictoriallythetimesequenceoffour

eventsintheschoolday

makescrapbooksofMyD

ay

sequencepicturesrepresentingstagesofdevelopment

pupilsidentifyerrorsina

sequence;discuss

readtimeinone-hourintervals.

Integration

History:Myselfandmyfamily

Geography:Thephysicalworld


40/134


recogniseandu

secoins(upto5p)

sortandname

1p,2pand5pcoins

selectappropriatecoinsinsimpleshoppingactivities,

usecorrectvocabulary:buy,sell,spend,coins,

pence,howmu

ch?

solvepracticaltasksandproblemsusingmoney.


to

recognisecoinsupto20p

andusecoinsupto10p

exchangeanumberofcoinsforasinglecoinofequal

valueandviceversa

usecoinsinshoppingactivities,tenderappropriate

coins,calculatechange

usecorrectvocabulary:cost,price,cheap/expensive,

change,toomuch/toolit

tle

solvepracticaltasksandp

roblemsusingmoney

whichitemscanbeboughtwithagivencoin?

spendthesameamountofmoneyintwodifferentways.

Str

andunit

Money(useuptointroductionoftheeuro)



34


recogniseandu

secoins(upto5cents)

sortandname

coinsupto5cents

selectappropriatecoinsinsimpleshoppingactivities,

usecorrectvocabulary:buy,sell,spend,coins,cents,

howmuch?

solvepracticaltasksandproblemsusingmoney.


to

recognisecoinsupto20centsandusecoinsupto

10cents

exchangeanumberofcoinsforasinglecoinofequal

valueandviceversa

usecoinsinshoppingactivities,tenderappropriate

coins,calculatechange

usecorrectvocabulary:cost,price,cheap/expensive,

change,toomuch/toolit

tle

solvepracticaltasksandp

roblemsusingmoney

whichitemscanbeboughtwithagivencoin?

spendthesameamountofmoneyintwodifferentways.

Str

andunit

Moneyeuro


41/134

35





sortandclassifysetsofobjectsbyonecriterion

sortcollectionsonthebasisofcolour,shape,size,

textureandfunction

matchsets,equ

alandunequal

enough/more/

asmanyas/less

representandinterpretasetofsimplemathematical

datausingreal

objects,modelsandpictures

childrenrepresentthechosensetconcretelyand

pictorially

childrenidentifythenumericalcorrespondencebetween

thepicturesan

dtheobjects,e.g.thesetofchildrenwho

hadanappleforlunch.


to

sortandclassifysetsofob

jectsbyoneandtwo

criteria

sortintotwogroupsbyon

ecriterion:with/without

wheels,red/notredshape

s

sortbytwocriteria:redto

yswithwheels

representandinterpretdataintworowsorcolumns

usingrealobjects,models

andpictures

pupilschoosebetweentwo

typesofpet

pupilisgivenpictureorm

odelofapet

picturesormodelsarearrangedincolumnsorrowsin

one-to-onecorrespondenc

e

discussandcompareresults

discusstheneedforacom

monbaseline.

Str

andunit

Recognisingan

dinterpretingdata

Strand:Data




42/134


43/134


44/134


45/134


46/134


countthenumberofobjectsinaset

countthesamesetseveraltimes,startingwitha

differentobjec

teachtime(regularandrandomarrays)

re-countrearrangedsetsandarraystodeterminethat

numberdoesn

otchange

read,writeand

ordernumerals,099

matchanumeraltoasetandviceversa

writenumerals

tocorrespondtosets

countonandbackfromagivennumber,usingconcrete

materials,num

berlineandhundredsquare

statethenumberthatfollowsorprecedesanumber

estimatethenu

mberofobjectsinaset020

compareakno

wnsetwithothersets,checkbycountin

g

describedifferentsetsofcubesaslessthan,more

thanorabout

thesameastheknownset.


to

countthenumberofobje

ctsinaset

estimatefirstandcheckbycounting

e.g.thenumberofmarblesinajar

read,writeandordernum

erals0199

statethenumberthatcom

esbeforeandafterarandom

number

fillinmissingnumberson

thehundredsquare

estimatethenumberofobjectsinaset020.

Str

andunit

Countingandnumeration

Strand:Number

Contentforfirstclass

Contentforsecondcla

ss

40


47/134

41





compareequiva

lentandnon-equivalentsets020

nametheinequality

Ihave5morethanyou;7islessthan10

6islessthan9byhowmany?

ordersetsofob

jectsbynumber

usethelanguag

eofordinalnumber,firsttotenth

whenordering

setsandnumbers,describingpatterns,

takingturns.


to

compareequivalentandn

on-equivalentsets

recordusingand=

usethelanguageofordinalnumber

e.g.usingthecalendar.

Str

andunit

Comparingandordering


explore,identifyandrecordplacevalue099

groupandcou

ntintensandunitsusingcubes,counte

rs,

lollipopsticksandcoins(1pand10p,1centand

10cents),basetenmaterialsandnotationboards

expressgroupsofcountersasunitsorastensandunits

recordpictoria

llyandontheabacus.


to

explore,identifyandrecordplacevalue0199

extendgroupingandrenamingactivitiestoincludethe

hundred,intens

renamenumbersasonehundred,tensandunits

representnumbersusingp

lacevaluematerial:coins,

numbercards,wordcards,numberline.

Str

andunit

Placevalue


48/134


Addition

developanunderstandingofadditionbycombining

orpartitioning

sets,useconcretematerials020

findalltheadditioncombinationstomakeupagiven

number:11+

1=12,2+6+4=12

recordaddition:orally,pictorially,innumber

sentences,injumpsonthenumberline

explore,developandapplythecommutative,

associativeand

zeropropertiesofaddition

commutativep

roperty:6+2=8,2+6=8

associativeproperty:(2+3)+5=10,2+

(3+5)=

10

zeroproperty:

7+0=7

developand/or

recallmentalstrategiesforaddition

factswithin20

useconcretem

aterialstocountonusingcommutative

property,zeroproperty,countingintwos,

doublesandneardoubles,

pairsofnumbersthattotal10(6+4=10);

complementnumbersto10(3+

=10);

orallymemoriseadditionfactsusingstrategies


to

Addition


ofadditionbycombining

orpartitioningsets

explore,developandapplythecommutative,

associativeandzeropropertiesofaddition

developandrecallmental

strategiesforadditionfacts

within20

discussdifferentstrategiesforcombiningnumbers:

9+8=10+81or8+8+1or9+91

memoriseandrecordadditionfactsusingstrategies

Str

andunit

Operations


Contentforsecondcla

ss

42


49/134

43




constructnumb

ersentencesandnumberstories;

solveproblemsinvolvingadditionwithin20

constructand

tellanumberstory,

recordpictoria

lly,asanumbersentenceorasawritten

story

solvewrittenp

roblems;pupilscanalsodeviseproblem

s

foreachother

addnumberswithoutandwithrenamingwithin99

estimatesumbyaddingthetens,

checkestimate

susingmanipulatives

addnumbersu

singconcretematerials,notationboard

s,

numberlinesa

ndhundredsquares

usementalcalculations

recordusingnumberlines,numbersentencesand

algorithm

exploreanddiscussrepeatedadditionand

groupcounting

countingintwos,fives,tens

countchildren

intheline,2,4,6,8....

constructnumbersentencesandnumberstories;

solveproblemsinvolvinga

dditionwithin99

addnumberswithoutand

withrenamingwithin99

estimatesimplesumswith

in99


recordusingnotationboards,numberlines,number

sentencesandalgorithm

emphasiseadditionof10

tomultiplesof10,toother

numbers(36+10)

addmultiplesof10tonumbers(45+20)

exploreanddiscussrepeatedadditionandgroup

counting

inpracticalsituations,e.g.buyinganumberof

identicalarticles

10sweetsinapacket;howmanyin5packets?

10+10+10+10+10

=50sweets


50/134

Subtraction

developanunderstandingofsubtractionas

deducting,ascomplementingandasdifference020

deducting:

Ihad10sweets,Iate3.HowmanyhaveIleft?

complementing:

Thereare1

0stickersinaset.Ihave4.Howmany

moredoIn

eedtomakeafullset?

difference:

Ihave12c

rayons.Maryhas6crayons.Howmany

morehaveI?HowmanyfewerhasMary?

focusonsubtractionastheinverseofaddition

recordsubtraction:concretely,orally,pictorially,in

numbersenten

ces,injumpsonthenumberline,ando

n

notationboards

developand/or

recallmentalstrategiesfor

subtraction020

countingback/on,usingdoubles/neardoubles,using

zero,usingknowledgeof10facts,addtocheckresults

constructnumb

ersentencesandnumberstories;

solveproblemsinvolvingsubtraction020

constructand

tellanumberstory;recordpictorially,

asanumbersentence,orasawrittenstory

solvewrittenp

roblems;pupilscanalsodevise

problemsforeachother

Subtraction


ofsubtractionas

deducting,ascomplementingandasdifference

developandrecallmental

strategiesforsubtraction

020

discussdifferentstrategiesforsubtractingnumbers

constructnumbersentencesinvolvingsubtractionof

wholenumbers;solveproblemsinvolvingsubtraction


Contentforsecondclass

44


51/134

45




estimatediffere

nceswithin99

bysubtracting

thetens

checkestimate

susingmanipulatives

subtractnumbe

rswithoutrenamingwithin99

estimatedifference

useconcretem

aterials,numberlinesandhundred

squares


recordusingnumberlines,numbersentencesand

algorithms

usethesymbols+,,=

formalintrodu

ctionofthesymbolsshouldoccur

onlyaftersufficientoralandexploratoryworkhasbeen

completed

themeaningofthesymbolswillhavetobediscussed

frequently

theequalssign

doesnotsignaltheanswercomesnext:

equalsmeansthesameorequivalent

exploreusinganumberbalance

solveone-stepproblemsinvolvingadditionor

subtraction.

estimatedifferenceswithin99

useroundingstrategies

subtractnumberswithoutandwithrenamingwithin

99estim

atedifferenceusingtens

writtencalculationsafterplentyofpracticalandmental

calculations

checkanswersusinghundredsquare,numberlineor

addition

usethesymbols+,,=,

solveone-stepandtwo-stepproblemsinvolving

additionandsubtraction.


establishandid

entifyhalfofsetsto20

sharesetsofobjectsequallybetweentwopeople

recordpictoria

lly.

Linkage

Shapeandspace:2-Dshapes


to

establishandidentifyhalv

esandquartersofsetsto20

discussrelationshipbetweenahalfandaquarter.

Linkage


Str

andunit

Fractions


52/134


recognisepattern,includingoddandevennumbers

countintwosonthehundredsquare;coloureach

numberyoustopat

constructsets

thatincrementintwos,starting

with0(0,2,4,6),startingwith1

(1,3,5,7

)

discussandrecordpictorially

usetwocolourstoidentifyoddandevennumbers

onthehundredsquare;discussresults

extendactivitiestogroupcountingwith

fivesandtens

exploreanduse

patternsinadditionfacts

noticepatternsthatmakeuptens

(9+1=10,2+8=10,18+2=20)andtheeffect

ofadding10toagivennumber:

3+10=13,13+10=23

understandthe

useofaframetoshowthepresence

ofanunknownnumber

3+5=

2+

=6.


to

recognisepatternsandpredictsubsequentnumbers

countingonthehundredsquare:

starton2,counton5

2+5=7

starton12,counton5

12+5=17

exploreothernumberpatterns,includingoddandeven

numberpatterns,onthehundredsquare

groupcountinthrees,foursandsixes

discusstheresults

exploreandusepatternsinadditionfacts

understandtheuseofafr

ametoshowthepresence

ofanunknownnumber

24+6=

14+

=20,2+4+

=12.

Str

andunit

Extendingand

usingpatterns

Strand:Algebra


Contentforsecondclass

46


53/134

47





54/134


explore,discuss

,developandusethevocabularyof

spatialrelations

between,unde

rneath,ontopof,around,through,

left,right

exploreclosed

shapes(e.g.circle),sothatone

walksfromonepointbacktothesamepoint

withouthavingtoturnaround

exploreopens

hapes(e.g.V-shape),whereone

hastoturnaroundtogetbacktothestartingpoint

makebodysha

pes

giveandfollow

simpledirectionswithinclassroom

andschoolsettings

fromdesktow

indow

fromclassroom

toschoolhall

fromclassroom

toschoolyard

exploreandso

lvepracticalproblems.

Integration

Physicaleducation:Da

nce;Gymnastics;

Outdoorandadventur

eactivities


to

explore,discuss,developandusethevocabularyof

spatialrelations

giveandfollowsimpledirectionswithinclassroom

andschoolsettings,includingturningdirections

usinghalfandquartertur

ns

turningonthespottofaceindifferentdirections

take2stepsforward,doahalfturn,take3steps

forward

pupilsgiveinstructionsto

otherpupils

usemazes,grids,boardgames,computer

exploreandsolvepractica

lproblems.

Integration

Physicaleducation:Dance;Gymnastics;

Outdoorandadventureactivities

Str

andunit

Spatialawareness

Strand:Sh

apeandspace


Contentforsecondcla

ss

48


55/134

Str

andunit

2-Dshapes

49





sort,describe,c

ompareandname2-Dshapes:

square,rectangle,triangle,circle,semicircle

describeshape

s,referringtosize,corners,numberand

lengthofsides

sortshapes:4-sided/not4-sided,curved/notcurved

constructandd

raw2-Dshapes

usetemplates,

stencils,geostrips,geoboards

combineandpartition2-Dshapes

combineshapestomakenewshapesandpatterns

makepicturesandmosaicpatternsbycombiningshap

es

fitmanyexamplesofidenticalshapestogetherto

coversurface

identifyhalvesof2-Dshapes

foldpapersha

pesinhalfandcuttomakenewshapes

identifyanddis

cusstheuseof2-Dshapesinthe

environment

infurniture,classroomobjects,ownpossessions.

Linkage

Fractions

Integration

Music:PerformingLiteracy


to

sort,describe,comparean

dname2-Dshapes:

square,rectangle,triangle

,circle,semicircle,oval

notesimilaritiesanddifferencesbetweenshapes

constructanddraw2-Dshapes

combineandpartition2-Dshapes

identifyhalfandquarterofshapes

discusstherelationshipbetweenhalvesandquarters

identifyanddiscusstheu

seof2-Dshapesinthe

environment

lookforexamplesoftiling

intheenvironment.

Linkage

Fractions

Integration

Music:PerformingLiteracy


56/134


describe,compareandname3-Dshapes,including

cube,cuboid,cylinderandsphere

collect,sortan

ddescribeshapes,referringtonumber

andshapesof

faces,edges,vertices(cornerson3-D

shape)

identifyshapesthatstack,rollorslide

discusstheuse

of3-Dshapesintheenvironment

boxes,packets,containers,fish-tank

solveandcompletepracticaltasksandproblems

involving2-Dand3-Dshapes

useboxes,cardboardpacksorcontainersinconstruction

activities

exploretherela

tionshipbetween2-Dand3-D

shapes.

Integration:



to

describe,compareandna

me3-Dshapes,including

cube,cuboid,cylinder,sphereandcone

makeprintswiththesurfa

cesof3-Dshapesanddiscuss

results

dismantleboxesandexam

ineconstituentshapes

discusstheuseof3-Dsha

pesintheenvironment


involving2-Dand3-Dshapes

exploretherelationshipbetween2-Dand3-D

shapes.

Integration:


Str

andunit

3-Dshapes


Contentforsecondcla

ss

50


57/134

51





to

identifylinesymmetryinshapesandinthe

environment

foldshapesinhalf,bloba

ndfoldpaintings

completeshapesorpicturessymmetrically

collectandsortobjectson

thebasisofsymmetry.

Str

andunit

Symmetry


to

exploreandrecogniseang

lesintheenvironment

investigatethingsthatturn:doorhandles,wheels

makefull,halfandquarterturnsinyardorhall

investigateanglesascorners;usearightanglemade

fromcardtomeasurecornerson2-Dshapes;discuss

relatesquarecornertoquarterturn.

Str

andunit

Angles

Integration

Visualarts:Print


58/134


estimate,compare,measureandrecordlengthusing

non-standardu

nits

lollipopsticks,pencils,spans,strides

selectandusea

ppropriatenon-standardmeasuring

unitsandinstru

ments

chooseameas

uringunitfromaselectionavailable

intheclassroo

m(e.g.selectingeitheracube,lollipop

stickorastrid

etomeasuretheroom

)

discusswhichunitsarebestformeasuringlong

objectsandwhicharebestformeasuringshortobjects

estimate,measu

reandrecordlengthusingstandard

unit(themetre)

length,width,

height,measure,metre,nearlya

metre,abitmorethan/abitlessthanametre

discusstheneedforstandardunits

collectsetsofobjectslongerthan,shorterthanorthe

samelengthasametre


to

estimate,compare,measureandrecordlengthusing

non-standardunits

selectanduseappropriatenon-standardmeasuring

units/instruments

selectanduseunits/instrumentsformeasuringtasks

discusswhichinstrumentisbestforshortobjectsand

whichisbestforlongobje

cts

estimate,measureandrec

ordlengthusingmetreand

centimetre

throughcountingandrecording,explorerelationship

betweenmetreandcentimetre

measureusing10cmrods,half-metrestick,metrestick,

andtrundlewheel

Integration:

Physicaleducation:Athletics

Str

andunit

Length

Strand:Measures


Contentforsecondcla

ss

52


59/134

53





involvinglength

suggestwayso

fmeasuringaroundatree-trunkorothe

r

irregularobjec

t

suggestwayso

fcomparingobjectsathome

whohasthe

widestgate?

measurewithstringandbringthestringtoschoolfor

comparisonan

ddiscussion.


involvinglength

findtheheightofeachchildinagroup

whoistheshortest/tallest?

graphresults.

Linkage

Data:Representingandinterpretingdata


to

estimateandmeasureareausingnon-standardunits

howmanyplaying-cards,postcardsorworkbooks

coverthetable?

whichshapeisthemostsuitable?

measuretheareaofthesamesurfaceseveraltimeswith

differentunits

whichsurfacehasmorewood,thetable-toporthe

window-sill?

childrensuggestwaysoffindingout

estimate,discuss,measureandrecord.

Linkage


Str

andunit

Area


60/134


estimate,compare,measureandrecordweightusing

non-standardu

nits

heavy,heavier,heaviest;light,lighter,lightest;balan

ce

sortobjectsintoheavyorlightbyhand

findobjectsth

atarelighterorheavierthangivenobject

estimatecomparativeweightoftwoobjectsbysight

compareweigh

tsbyhandweighing

checkusingba

lance

selectandusea


unitsandinstru

ments

chooseameas

uringunitfromaselectionavailable

intheclassroo

m,e.g.selectingeitherstones,cubesor

beadstoweigh

schoolbag

discusswhichunitsarebestforweighingvariousobjec

ts

estimate,measu

reandrecordweightusingstandard

unit(thekilogram)andsolvesimpleproblems


collectsetsofobjectslighterthan,heavierthanorthe

sameweightasakilogram

findthelargestpacketandthesmallestpacketthat

weighsakilogram

maketwoobjects(twoballsofPlasticine)weighthesame.


to

estimate,compare,measureandrecordweightusing

non-standardunits


unitsandinstruments


ordweightusingkilogram,

halfkilogramandquarter

kilogramandsolvesimple

problems

measuringwithpanbalan

ce,kitchenscales,bathroom

scaleshowmanykilogramsdoyouweigh?

graphtheweightsofagro

upofchildren

exploreanddiscussinstan

ceswhenobjectsor

substancesthatweigh1k

gvarygreatlyinsize

fillbagsorcontainerswith1kgofsand,flour,

polystyrenestrips,beads.

Str

andunit

Weight


Contentforsecondcla

ss

54


61/134

Str

andunit

Capacity

55





estimate,compare,measureandrecordcapacity

usingnon-standardunits

pour,fill,full,empty,holdsmore,lessorthesame

amountas

findthecapacityofalargercontainerbyusing

teaspoons,egg

-cups,cups

findcontainersthatholdmoreorlessthanagiven

container;estimate,andcheckbymeasuring

selectandusea


unitsandinstru

ments

chooseameas

uringunitfromaselection

whichcontainerisbestforfillingthebucket?why?

estimate,measu

reandrecordcapacityusingstanda

rd

unit(thelitre)andsolvesimpleproblems


collectsetsofcontainersthatholdmorethan,lesstha

n

oraboutthesameasalitre

collectlitrecontainersofdifferentshapesandsizes;

label;checkca

pacitybypouringfromonetotheother

howmanychildrencouldhaveafullcupofwater

fromalitre

bottle?


to

estimate,compare,measureandrecordthecapacityof

awidevarietyofcontainersusingnon-standardunits

estimatecomparativecapacityoftwocontainersby

sight;checkbymeasuring

anddiscussresults

fillseveralcontainersusin

gthesameunitandarrangein

orderofcapacity;discuss

makeacollectionofdiffer

ent-shapedcontainersthat

holdthesameamount


unitsandinstruments


ordcapacityusinglitre,

half-litreandquarter-litre

bottlesandsolvesimple

problems

makecollectionsofbottlesofdifferingshapesbut

similarcapacity

comparecapacityoflitre,1

2

litreand14

litrecontainers

askthechildrentosuggestreasonswhysomeliquidsare

soldinavarietyofdifferent-sizedordifferent-shaped

cartons.


62/134


usethevocabularyoftimetosequenceevents

sequenceeventsassociatedwithdifferenttimesofthe

day,daysofth

eweek,monthsoftheyear

discusscharac

teristicsofseasons,ofmonthsoftheyear,

daybefore,da

yafter

readandrecord

timeusingsimpledevices

findhowmanytimessandwillpassthroughan

egg-timerwhileastoryisread

usecandleclockorwaterclocktomeasureamount

oftimethatpassesbytheendofaclassactivity,

byrollcall,by

breaktime,byhometime

readtimeinhoursandhalf-hourson12-hour

analogueclock

becomefamiliarwithclockface,movementofhands

recordpositionsathoursandhalf-hours

recordactivitiesatthesetimes

examinetelevisionschedulestofindprogrammesthat

beginonhourandhalf-hour

statewhattimeitwillbeonehourlater,halfanhour

later

readday,datea

ndmonthusingcalendar

readtodaysday,dateandmonth

discussbirthdaysandothersignificantdates

identifyfromthecalendarthedayoftheweekonwhich

agivendateoccurs.


to

usethevocabularyoftimetosequenceevents

readandrecordtimeusin

gsimpledevices

readtimeinhours,half-hoursandquarter-hourson

12-houranalogueclock

readtimeinhoursandhalf-hoursondigitalclock

readday,dateandmonth

usingcalendarandidentify

theseason

discussthepassingoftime:24hoursinaday,7daysin

aweek,numbersofdaysinthemonth.

Str

andunit

Time


Contentforsecondcla

ss

56


63/134

Str

andunit

Money(useuptointroductionoftheeuro)

57





recognise,exchangeandusecoinsuptothevalueo

f

50ppractise

tenderingandreceivingamountsofmoney

calculateandgivechange

exchangeacoinorcoinsforothersofequalvalue

calculatehowm

anyitemsmaybeboughtwithagiven

sum.


to

recognise,exchangeandu

secoinsuptothevalueof

2

writethevalueofagroup

ofcoins;recordmoney

amountsaspenceandlateraspounds

135pmaybewrittenas1.35.


recognise,exchangeandusecoinsuptothevalueo

f

50cents

practisetenderingandreceivingamountsofmoney

calculateandgivechange

exchangeacoinorcoinsforothersofequalvalue

calculatehowm

anyitemsmaybeboughtwithagiv

en

sum.


to

recognise,exchangeandu

secoinsuptothevalueof

2

writethevalueofagroup

ofcoins;recordmoney

amountsascentsandlateraseuro

135centsmaybewritten

as1.35.

Str

andunit

Moneyeuro


64/134


sortandclassifyobjectsbytwoandthreecriteria

sortblocksacc

ordingtocolour,shape,sizeandthickness

identifyabloc

kinthecollectionfromadescriptionof

itsattributes

representandinterpretdataintwo,threeorfour

rowsorcolumn

susingrealobjects,modelsand

pictures

representconcretelyandpictoriallythesetsofchildren

whohadanapple,anorangeorabananaforlunch

identifythecorrespondencebetweenthenumberof

symbols(fruitpictures)andthepeopleintheset

progresstorep

resentingdatausingmoreabstract3-D

forms,e.g.colouredblockstorepresentpeople

constructsimp

lepictograms.

Integration

Geography:Naturalen

vironments


to

sortandclassifyobjectsb

ytwoandthreecriteria

represent,readandinterp

retsimpletablesandcharts

(pictograms)

chartofcarspassingscho

olduringaparticulartime

weatherchartrecords

represent,readandinterp

retsimpleblockgraphs

constructbyfixingcolouredsquarestolargesheetof

paper

progresstodrawingonsquaredpaper.

Integration

Geography:Naturalenvironments

Str

andunit

Representinga

ndinterpretingdata

Strand:Data


Contentforsecondcla

ss

58


65/134

59





66/134


67/134


68/134


69/134


70/134


exploreandide

ntifyplacevalueinwholenumbers,

0999

groupingandswappingactivitiesinvolvingunits,tens,

hundredsusingconcretematerials,e.g.lollipopsticks,

abacus,notationboards,basetenmaterials,money

significanceofzero:208,420

read,writeand

orderthree-digitnumbers

identifyandrecordnumbersrepresentedbymoneyand

abacus

identifyandexpressnumbersinexpandedform

246=2hundreds+4tens+6units

ordernumbers

onthenumberlineorhundredsquare

247:whatisthevalueof4inthisnumber?

whichdigithasthegreatestvalue?

whatisthenextnumberafter499?

roundwholenu

mberstothenearesttenorhundred

whichnumberisnearerto40:29or79?

whichnumber

isnearerto500:432or567?

exploreandide

ntifyplacevalueindecimalnumbers

tooneplaceof

decimals.


to

exploreandidentifyplace

valueinwholenumbers,

09999

groupingandswappingactivitiesinvolvingunits,tens,

hundredsandthousandsusingconcretematerialsand

notationboards

significanceofzero:1078

,2005,3620

read,writeandorderfour-digitnumbersandsolve

simpleproblems

write5683inexpandedform

5000+600+80+3

whatisthevalueoftheunderlined7in777_7?

makeasmanynumbersas

youcanfrom3,7,0,6

placeinorder,startingwiththelargest

roundwholenumberstot

henearestthousand

whichnumberisnearerto

5000:4328or5675?

exploreandidentifyplace

valueindecimalnumbers

totwoplacesofdecimals.

Str

andunit

Placevalue

Strand:Number

Contentforthirdclass

Contentforfourthclass

64


71/134

Str

andunit

Operations

65





Additionandsubtraction

addandsubtract,withoutandwithrenaming,within

999estim

atesums

anddifferences(roundingwhere

necessary)

checkestimates

recordusinghorizontalandverticalpresentation

knowandrecalladditionandsubtractionfacts

solvewordprob

lemsinvolvingadditionand

subtraction

Multiplication

developanunderstandingofmultiplicationas

repeatedadditionandviceversa

countsetsofo

bjectsintwos,threes,foursetc.totens

countinsteps

onthenumberlineorhundredsquare

constructnumbersentenceswithconcretematerialsan

d

recorddiagrammatically

""

""

""

=

""""""

2

+

2

+

2

=6

3

2

=6

recordnumber

sentencesas6+6+6=3

6=18.


to

Additionandsubtraction

addandsubtract,without

andwithrenaming,within

9999

estimatesumsanddifferences

checkestimateswithoutandwithacalculator

knowandrecalladditionandsubtractionfacts

solvewordproblemsinvolvingadditionand

subtraction

useacalculatortodevelopproblem-solvingstrategies

andverifyestimations

Multiplication


ofmultiplicationas

repeatedadditionandviceversa.


72/134


explore,understandandapplythezero,commutative

anddistributive

propertiesofmultiplication

useconcretem

aterials,chartsandillustrationsto

establishandrecord:

zeroproperty,e.g.5

0=0and0

7=0

commutativep

roperty,e.g.3

4=4

3

distributiveproperty,e.g.5

4=

(3

4)+

(2

4)

developand/or

recallmultiplicationfactswithin10

0

countingin2,

3,5and10

doubles,treble

s

2

9=18,4

9=36,8

9=72

3

4=12,94=36

multiplyaone-digitortwo-digitnumberby010

useroundingtoestimateproducts

roundingup/d

own,e.g.6

28isnearto6

30

representinhorizontalandverticalform

23

7and

23

7

_

___

establisheffectofmultiplicationby1andby10

1

17=17,10

53=530


involvingmultiplicationofwholenumbers

howmanydaysin9fullweeks?


to

explore,understandanda

pplythezero,commutative,

distributiveandassociativepropertiesof

multiplication

useconcretematerialsandchartstoestablish

associativeproperty,

e.g.(3

4)

5=3

(45)

developandrecallmultiplicationfactswithin100

multiplyatwo-digitorthr

ee-digitnumberbyaone

ortwo-digitnumber

estimateproducts

representmultiplicationinexpandedform

26

37=

(20

37)+

(6

37)

recordandcalculateusinglongmultiplicationalgorithm

3726____

222

(37

6)

740____

(37

20)

962

useacalculatortocheckestimates


involvingmultiplicationofwholenumbers

34childrenbuyonepacketofsweetsperchildeachday

howmanypacketsaltogetherdotheybuyinamonth?



66


73/134

67




Division

developanunderstandingofdivisionassharingand

asrepeatedsub

traction,withoutandwithremainde

rs

shareaquantityinequalgroupsof2,3

recordusingnumbersentencesorvertically

2044

444=0

developand/or

recalldivisionfactswithin100

useinverseofmultiplicationfacts

usehalves

9ishalfof18

(2

9=18)

divideaone-digitortwo-digitnumberbyaone-dig

it

numberwithoutandwithremainders

representdivisio

nasrepeatedsubtraction

representdivis

ionasnumbersentences

20

4=

5

recordusingthedivisionalgorithm

5

7r2

4)20

5)37

420

5

37

or

5

7r2

usedifferentstrategiestoestimatequotientsand

checkanswers

roundingupordown,e.g.44

12isabout40

10

Division


ofdivisionassharingand

asrepeatedsubtraction,w

ithoutandwithremainders

developand/orrecalldivisionfactswithin100

divideathree-digitnumberbyaone-digitnumber

withoutandwithremaind

ers

usingregrouping

372

6maybeseenas3

7tens+2units

6

(37tens

6)and(2units6)

6tensand(12

6)=62

usingalgorithm

62

34r2

6

372

6

206

explore,understandandapplythedistributiveproperty

ofdivision

84

7=(70

7)+(14

7)

usecalculatortocheckestimates

usingcompatiblenumbers

(i.e.numberseasilyworked

withanextensionofbasicfacts)

338

7iscompatiblewith350

7


74/134


involvingdivisionofwholenumbers

problemsbasedontheenvironment

howmanycarsareneededtotake27children

toagameifonly4childrenareallowedineachcar?

estimate,discu

ssandrecord.


involvingdivisionofwholenumbers

howmanysmallboxes

ofeggs(6perbox)canbe

filledfromacratecontaining350eggs?

estimate,discussandreco

rd.



68


identifyfractionsandequivalentformsoffractions

withdenominators2,4,8and10

constructand

cutoutsimplefractionsofregularshapes

recordusingdiagramsorfractioncharts

compareandorderfractionswithappropriate

denominatorsa

ndpositiononthenumberline

calculateafractionofasetusingconcretematerials

developanunderstandingoftherelationship

betweenfractio

nsanddivision

14of32=8,

324=8

calculateaunit

fractionofanumberandcalculatea

number,givenaunitfractionofthenumber

whatis14

of1

2?

18ofanumber

=6,findthenumber


to

identifyfractionsandequ

ivalentformsoffractions

withdenominators2,3,4

,5,6,8,9,10and12

constructandcutoutsimplefractionsofregularshapes

recordusingdiagramsorfractioncharts

compareandorderfractio

nswithappropriate

denominatorsandpositiononthenumberline

calculateafractionofase

tusingconcretematerials

calculateanumber,given

amultiplefractionofthe

number

310ofanumber=45,findthenumber

expressonenumberasafractionofanothernumber

3=12of6

Str

andunit

Fractions


75/134

69





involvingfractions

whatfractionofachartiscolouredyellow/isnotgreen?


involvingfractions

find34

ofa1metrepieceofstring

find15

of2500metres.


identifytenthsandexpressindecimalform

express110

as0.1

cutouttenths

and/or0.1ofregularshapes

recordusingdiagramsorcharts

Linkage

Fractions

orderdecimals

onthenumberline

drawacirclea

roundthenumberwiththegreatest

value:0.5,0.1,0.7,0.2

solveproblemsinvolvingdecimals.


to

expresstenthsandhundredthsasfractionsand

decimals

identifyplacevalueofwh

olenumbersanddecimals

totwoplacesandwritein

expandedform

3.45=3+0.4+0.05

orderdecimalsonthenumberline

identifythenumberwiththegreatestvalue:

0.57,0.01,0.72,0.25

whatisthevalueofthe6

inthefollowing?

4.6_5,2.76_,6_.05

addandsubtractwholenumbersanddecimalsupto

twoplaces

multiplyanddivideadecimalnumberuptotwo

placesbyasingle-digitwh

olenumber

solveproblemsinvolvingd

ecimals.

Str

andunit

Decimals


76/134


explore,recogniseandrecordpatternsinnumber,

0999

groupandcou

ntintwos,threes,fourstenson

numberlineandhundredsquare

recognisenumberbondsthroughgrouping

17+3,27+3,37+3

recogniselinks

withinandbetweenmultiplication

tables(e.g.linksbetween4and8timestables)

patternsofoddandevennumbers

explore,extend

anddescribe(explainrulefor)

sequences

patternsorsequencesofobjectsorshapes

whole-number

sequences

(e.g.54,44,34,or1,3,9,27)

usepatternsas

anaidinthememorisationofnumb

er

factsmakepatterns

onthehundredsquare.


to

explore,recogniseandrec

ordpatternsinnumber,

09999

explore,extendanddescribesequences

usepatternsasanaidint

hememorisationofnumber

factsmakepatternsonthehundredsquare.

Str

andunit

Numberpatternsandsequences

Strand:Algebra



70


77/134

Str

andunit

Numbersentences

71





translateanadditionorsubtrac

maths curr

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