## Maths Curriculum and ICT Middle Classes Strand: Number

### Strand Unit: Counting and numeration

Content for first class

The child should be enabled to

- count the number of objects in a set (Counting Link 1)

count the same set several times, starting with a different object each time (regular and random arrays)

re-count rearranged sets and arrays to determine that number does not change - read, write and order numerals, 0-99 (Counting Link 2)

match a numeral to a set and vice versa

write numerals to correspond to sets

count on and back from a given number, using concrete materials, number - estimate the number of objects in a set 0-20 (Counting Link 3)

compare a known set with other sets, check by counting

describe different sets of cubes as less than, more than or about the same as the known set.

### Strand Unit: Comparing and ordering

Content for first class

The child should be enabled to

- compare equivalent and non-equivalent sets 0-20 (Comparing Link 1)

name the inequality

order sets of objects by number (Comparing Link 2) - use the language of ordinal number, first to tenth (Comparing Link 2)

when ordering sets and numbers, describing patterns, taking turns

### Strand Unit: Place value

Content for first class

The child should be enabled to

- explore, identify and record place value 0-99 (Place Value Link 1)

group and count in tens and units using cubes, counters ,lollipop sticks and coins (1p and 10p, 1 cent and 10 cents), base ten materials and notation

### Strand Unit: Operations

Content for first class

The child should be enabled to

Addition

- develop an understanding of addition by combining or partitioning sets, use concrete materials 0-20 (Operations Link 1)

find all the addition combinations to make up a given number:

record addition: orally, pictorially, in number sentences, in jumps on the number line - explore, develop and apply the commutative, associative and zero properties of addition (Operations Link 2)

commutative property: 6 + 2 = 8, 2 + 6 = 8

associative property: (2 + 3) + 5 =10, 2 + (3 + 5) =10

zero property: 7 + 0 = 7 - develop mental strategies for addition facts within 20 (Operations Link 3)

use concrete materials to count on using commutative

property, zero property, counting in twos,

doubles and near doubles, - construct number sentences and number stories; solve problems involving addition within 20 (Operations Link 4)

construct and tell a number story, record pictorially, as a number sentence or as a written story

solve written problems; pupils can also devise problems for each other - add numbers without and with renaming within 99 (Operations Link 5)

estimate sum by adding the tens, check estimates using manipulatives

add numbers using concrete materials, notation boards, number lines and

record using number lines, number sentences and algorithm - explore and discuss repeated addition and group counting (Operations Link 6)

counting in twos, fives, tens

count children in the line, 2, 4, 6, 8 ....

### Subtraction

Content for first class

- develop an understanding of subtraction as deducting, as complementing and as difference 0-20 (Subtraction Link 1)

record subtraction: concretely, orally, pictorially, in number sentences, in jumps on the number line, and on notation boards - develop mental strategies for subtraction 0-20 (Subtraction Link 2)

counting back/on, using doubles/near doubles, using zero, using knowledge of 10 facts, add to check results - construct number sentences and number stories (Subtraction Link 3)

solve problems involving subtraction 0-20

construct and tell a number story; record pictorially, as a number sentence, or as a written story

solve written problems; pupils can also devise problems for each other - estimate differences within 99 (Subtraction Link 4)

by subtracting the tens

check estimates using manipulatives - subtract numbers without renaming within 99 (Subtraction Link 5)

estimate difference

use concrete materials, number lines and hundred squares

use mental calculations

record using number lines, number sentences and algorithms - use the symbols +, - , = (Subtraction Link 6)

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

### Strand Unit: Fractions

The child should be enabled to

- establish and identify half of sets to 20 (Fractions Link 1)

share sets of objects equally between two people record pictorially.

## Strand: Algebra

### Strand Unit: Extending and using patterns

Content for first class

The child should be enabled to

- recognise pattern, including odd and even numbers (Algebra Link 1)

count in twos on the hundred square; colour each number you stop at

construct sets that increment in twos, starting with 0 (0, 2, 4, 6...), starting with 1 (1, 3, 5, 7 ...)

discuss and record pictorially

use two colours to identify odd and even numbers - explore and use patterns (Algebra Link 2)

notice patterns that make up tens - Understand the use of a frame to show the presence of an unknown number

3 + 5 = _, 2 + _ = 6 (Algebra Link 3)

## Strand: Shape and space

### Strand Unit: Spatial Awareness

Content for first class

The child should be enabled to

- Explore and use the vocabulary of spatial relations (Space & Shape Link 1)

between, underneath, on top of, around, through, left, right

explore closed shapes (e.g. circle), so that one walks from one point back to the same point without having to turn around

explore open shapes (e.g. V-shape), where one has to turn around to get back to the starting point make body shapes - Follow simple directions within school settings (Space & Shape Link 2)

from desk to window

from classroom to school hall

from classroom to school yard

explore and solve practical problems.

### Strand Unit: 2-D shapes

Content for first class

The child should be enabled to

- sort, describe, compare and name 2-D shapes: square, rectangle, triangle, circle, semicircle (2D Shapes Link 1)

describe shapes, referring to size, corners, number and length of sides

sort shapes: 4-sided/not 4-sided, curved/not curved - construct and draw 2-D shapes (2D Shapes Link 1)

use templates, stencils, geostrips, geoboards - combine and partition 2-D shapes (2D Shape Link 3)

combine shapes to make new shapes and patterns

make pictures and mosaic patterns by combining shapes

fit many examples of identical shapes together to cover surface - identify halves of 2-D shapes (2D Shape Link 4)

fold paper shapes in half and cut to make new shapes - discuss the use of 2-D shapes in the environment (2D Shape Link 5)

in furniture, classroom objects, own possessions.

### Strand Unit: 3-D Shapes

Content for first class

The child should be enabled to

- describe, compare and name 3-D shapes, including cube, cuboid, cylinder and sphere (3D Shape Link 1)

collect, sort and describe shapes, referring to number and shapes of faces, edges, vertices (corners on 3-D shape)

identify shapes that stack, roll or slide - discuss the use of 3-D shapes in the environment (3D Shape Link 2)

boxes, packets, containers, fish-tank - solve and complete practical tasks and problems involving 2-D and 3-D shapes (3D Shape Link 3)

use boxes, cardboard packs or containers in construction activities - explore the relationship between 2-D and 3-D shapes (3D Shape Link 4)

### Strand Unit: Length

Content for first class

The child should be enabled to

- measure and record length using non-standard units (Length Link 1)

lollipop sticks, pencils, spans, strides - use appropriate non-standard measuring units and instruments (Length Link 2)

choose a measuring unit from a selection available in the classroom

(e.g. selecting either a cube, lollipop stick or a stride to measure the room)

discuss which units are best for measuring long

objects and which are best for measuring short objects - estimate, measure and record length using standard unit (Length Link 3)

length, width, height, measure, metre, nearly a metre, a bit more than/a bit less than a metre

discuss the need for standard units

collect sets of objects longer than, shorter than or the same length as a metre - complete practical tasks and problems involving length (Length Link 4)

suggest ways of measuring around a tree-trunk or other irregular object

suggest ways of comparing objects at home - who has the widest gate?

measure with string and bring the string to school for comparison and discussion.

### Strand Unit: Area

Content for second class

The child should be enabled to

- estimate and measure area using non-standard units (Area Link 1)

how many playing-cards, postcards or workbooks cover the table?

which shape is the most suitable?

measure the area of the same surface several times with different units

which surface has more wood, the table-top or the window-sill?

children suggest ways of finding out estimate, discuss, measure and record

### Strand Unit: Weight

Content for first class

The child should be enabled to

- estimate, compare, measure and record weight using non-standard units (Weight Link 1)

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

sort objects into heavy or light by hand

find objects that are lighter or heavier than given object

estimate comparative weight of two objects by sight

compare weights by hand weighing - select appropriate non-standard measuring units / instruments (Weight Link 2)

choose a measuring unit from a selection available in the classroom,

e.g. selecting either stones, cubes or beads to weigh school bag

discuss which units are best for weighing various objects - estimate, measure and record weight using standard unit (the kilogram) and solve simple problems (Weight Link 3)

discuss the need for standard units

collect sets of objects lighter than, heavier than or the same weight as a kilogram

find the largest packet and the smallest packet that weighs a kilogram

make two objects (two balls of Plasticine) weigh the same.

### Strand Unit: Capacity

Content for first class

The child should be enabled to

- estimate, compare, measure and record capacity using non-standard units

pour, fill, full, empty, holds more, less or the same amount as

find the capacity of a larger container by using teaspoons, egg-cups, cups

find containers that hold more or less than a given container; estimate, and check by measuring - select and use appropriate non-standard measuring units and instruments

choose a measuring unit from a selection

which container is best for filling the bucket? why? - estimate, measure and record capacity using standard unit (the litre) and solve simple problems (Capacity Link 3)

discuss the need for standard units

collect sets of containers that hold more than, less than or about the same as a litre

collect litre containers of different shapes and sizes; label; check capacity by pouring from one to the other

how many children could have a full cup of water from a litre bottle?

### Strand Unit: Time

###### Content for first class

The child should be enabled to

- use the vocabulary of time to sequence events (Time Link 1)

sequence events associated with different times of the day, days of the week, months of the year

discuss characteristics of seasons, of months of the year, day before, day after - read and record time using simple devices (Time Link 2)

find how many times sand will pass through an egg-timer while a story is read

use candle clock or water clock to measure amount of time that passes by the end of a class activity, by roll call, by break time, by home time - read time in hours and half-hours on 12-hour analogue clock (Time Link 3)

become familiar with clock face, movement of hands

record positions at hours and half-hours

record activities at these times

examine television schedules to find programmes that begin on hour and half-hour

state what time it will be one hour later, half an hour later - read day, date and month using calendar (Time Link 4)

read today's day, date and month

discuss birthdays and other significant dates

identify from the calendar the day of the week on which a given date occurs

### Strand Unit: Money

Content for first class

The child should be enabled to

- recognise, exchange and use coins up to the value of 50 cents (Money Link 1)

practise tendering and receiving amounts of money

calculate and give change

exchange a coin or coins for others of equal value - calculate how many items may be bought with a given sum (Money Link 2)

## Strand: Data

### Strand Unit: Representing and interpreting data

Content for first class

The child should be enabled to

- sort and classify objects by two and three criteria (Data Link 1)

sort blocks according to colour, shape, size and thickness

identify a block in the collection from a description of its attributes - represent and interpret data in two, three or four rows or columns using real objects, models and pictures (Data Link 2)

represent concretely and pictorially the sets of children

who had an apple, an orange or a banana for lunch

identify the correspondence between the number of symbols (fruit pictures) and the people in the set progress to representing data using more abstract