Suggested ortnightl Plan 1 Pages 611 Suggested ortnightl Plan 1...
Transcript of Suggested ortnightl Plan 1 Pages 611 Suggested ortnightl Plan 1...
Suggested Fortnightly Plan 1 - P. Strand•
Strand units
Objectives Tick Date
Fortnight 1
Skills and concepts
Estimation/Problem solving
Resources•
Assessment•
Integration•
Differentiation
Concrete activities
11Planet Maths Teacher Resources • Senior Infants
Use of the environmentMathematical language, and talk and discussion
–Suggested Fortnightly Plan 1 (Pages 6–11)Strand• EarlyMathematicsActivities
Strand units • Classifying
• Matching
Objectives Tick Date
• Classifyobjectsonthebasisofcolour.
• Matchpairsofidenticalobjectsinone-to-onecorrespondence.
• Sortagroupofobjectsinto3sets.
• Identifythecomplementofaset,i.e.theodd-one-out.
• Match,sortandclassifyactivitiesfocusingonthecriteriaofcolour.
• Classificationandmatchingofobjectsonthebasisof1attribute,e.g.categoryorshape.
• Reviseandnamecommoncolours.
• Developmentoftheabilitytoreasonlogicallyandexplicitlyjustifychoicesusingtheappropriatelanguage.
Fortnight 1
Estimation/Problem solving• Examine/discuss1-attributeand2-attributesets.• Explainwhyelementsbelong/donotbelongtotheset.
• Observearandomcollectionofobjects.Suggestanappropriateattributetouseasabasisforsorting,e.g.colour,shape.
Resources• Bears,cubes,counters,beads,pegs,blocks,coloured2Dshapes
• Bears,cubes,counters,beads,pegs,blocks,2Dshapes,randomclassroomitems,lego,Venndiagramcards
Assessment• Pickthe-odd-one-outofasetofobjects
• Identifyandjustifytheinclusion/exclusionofelementsfromaset
Integration • Literacy
• Art
• PE
DifferentiationLowerattainers:Simpleclassifyingonthebasisof1criterion.Higherattainers:Classifyingonthebasisof2or3criteria.Concrete activities
• Sort/classifyobjectsonthebasisofcolour.• Sortobjectsintomatchinggroupsorsets.Explainwhyobjectsdo/donotbelongusingtheappropriatelanguage.
Use of the environment• Everydayfamiliarsets,e.g.food,clothes,animals,colours,furniture,plants
Mathematical language, and talk and discussion• Colour,sort,match,red,yellow,blue,green,orange,white,purple,brown,black,Whichobjectsarethesame?,Whichobjectsarenotthesame?
• Whichitemsdo/donotbelong?,Explainhow/whytheseobjectsarethesame/different?,Whichitemdoesnotbelonginthegroup/set?,Whydoesn’titbelong?,sorttheseitemsintomatchinggroups/sets
Skills and concepts• Reasoning
• Implementing
• Communicatingandexpressing
11Planet Maths Teacher Resources • Senior Infants
12Planet Maths Teacher Resources • Senior Infants
Fortnight 2 Suggested Fortnightly Plan 2 (Pages 12–19)Strand
• Number
Strand units • Counting
• AnalysisofNumber
Objectives Tick Date• Revisecountingto5withnumberspresentedasaregulararrayorasarandomgroup.
• Matchthecorrectsetandnumeralandcombinesetsofobjectstotalsto5bycountingall.
• Reviseandpractisethecorrectformationofthenumerals1to5.
• Revisecountingforwardsandbackwardsfrom1to5withnumberspresentedasaregulararrayorasarandomgroup.
• Practiseactivitiesthatwillpromoteanunderstandingoftheconservationofnumber.
• Ordernumbers1to5.
• Countthenumberofobjectsinaset,totalsto5.
• Combinesetsofobjects,totalsto5.
Estimation/Problem solving• Countrandomarraysofnumbers1–5displayedoncards.
• Setoutarraysofcounterstotals2–5closetogether/farapart.Willthetotalchangewhenthecountersareclosetogetherorapart?
Resources• Bears,cubes,counters,beads,pegs,blocks,tinbox,classnumberlinewithdetachablenumbers,individualnumberlines,setsofcardsnumbered1–5,lego
Assessment• Countrandomgroupsofobjectstotalsto5
• Simpleadditionsumstotalsto5
• Formationofnumerals1–5
Integration • PE
• SPHE
DifferentiationLowerattainers:Countingsetsofconcretematerialsto5.Higherattainers:Complementaryadditionto5.Concrete activities
• Countforwardsto5andbackwardsto1onthenumberline.
• Holdupsetsofclassroomitemsnumbering1to5,e.g.pencilsorcrayons,andinviteapupiltowritethecorrespondingnumeralontheblackboard.Combinetotalsto5bycountingall.
Use of the environment• Countfamiliarsetsofeverydayobjects,e.g.hats,schoolbags,pencils,crayons
Mathematical language, and talk and discussion• One,two,three,four,five,Howmany...?,countforwards,countbackwards,WhatnumbercanImakewith...?,Whatisthe‘missing’number?,Whatnumbercomesbefore...?,Whatnumbercomesafter...?
Skills and concepts• Understandingandrecalling • Integratingandconnecting
13Planet Maths Teacher Resources • Senior Infants
Fortnight 3 Suggested Fortnightly Plan 3 (Pages 20–25)Strands• Algebra
• Number
• Data
Strand units• ExtendingPatterns
• Counting
• AnalysisofNumber
• RecognisingandInterpretingData
Objectives Tick Date• Todevelopanunderstandingofpatternandorder.
• Identify,copyandextendpattern.
• Revisecountingto6withnumberspresentedasaregulararrayorasarandomgroup.
• Matchthecorrectsetandnumeralandcombinesetsofobjectstotalsto6bycountingall.
• Compareequivalentandnon-equivalentsetstotals1–6.
• Reviseandpractisethecorrectformationofthenumeral6.
• Combiningsetsofobjects,totalsto6.
Estimation/Problem solving• Countrandomarraysofspottotals2–6displayedonflashcards.
• Repeatexercise.Childrenestimateifnumberdisplayedismorethan/lessthan3/4/5/6?
Resources• Bears,cubes,counters,beads,pegs,blocks,lego,gummedcolouredpaper
• Bears,cubes,counters,beads,pegs,blocks,lego,tinbox,classnumberlinewithdetachablenumbers,individualnumberlines,setsofcardsnumbered1–6
Assessment• Countrandomgroupsofobjectstotalsto6
• Interpretdatafromapictureandrepresentitasablockgraph
• Copyandextendsimplepatterns
Integration • PE
• Art
• SPHE
DifferentiationLowerattainers:Simplecountingactivitiestototals6.Higherattainers:Compareequivalentandnon-equivalentsetstototals6.
Concrete activities• Classify,interpretandextendsimplepatternsonthebasisof1criterion,e.g.colour,size,shape.
• Combinesetsofobjectstotalsto6bycountingall.
• Compareequivalent/non-equivalentsetstotalsto6andnametheinequality.
Use of the environment• Countingandrecognisingpatternonclothes,wallpaper,wrappingpaper,etc.
Mathematical language, and talk and discussion• Pattern,shape,colour,Whatcolour/shapeisthis?,Whichcolour/shapedoyouthinkcomesnextinthispattern?,continuewiththesamecolour/shape/sizetocompletethepattern,complete/continue/extendthepattern
• One,two,three,four,five,six,Howmany...?,countforwards,countbackwards,Howmanyaltogether?,Whatisthe‘missing’number?,Whatnumbercomesbefore...?,Whatnumbercomesafter...?,morethan,lessthan,thesameas,equal,Howmanymore?,Howmanyless?
Skills and concepts• Reasoning • Integratingandconnecting
14Planet Maths Teacher Resources • Senior Infants
Fortnight 4 Suggested Fortnightly Plan 4 (Pages 26–33) Strands• Algebra
• ShapeandSpace
Strand units • ExtendingPatterns
• 2DShapes
Skills and concepts• Reasoning
• Integratingandconnecting
Estimation/Problem solving• Callout/present2or3elementsequence.Whatcomesnext?
• Which2Dshapeismostsuitableforstacking/building/rolling?
Resources• Bears,cubes,counters,beads,pegs,blocks,2Dshapes,lego,colouredgummedpaper
• Assorted2Dshapes,Geoboards,márla,straws,lollipopsticks,matchsticks
Assessment• Copyandextendcolourpatternsusingpegboards/blocks/cubes
• Copyandextend2-criterionpatternsusing2Dshapes/bears
• Identifyanddescribe2Dshapes(square,rectangle,circle,triangle)
Integration • Literacy
• Art
DifferentiationLowerattainers:Simplesortingonthebasisof1criterionHigherattainers:Extendpatterns–3criteria
Concrete activities• Calloutseriesofobjectsornumbersandaskthechildrentorepeat/extendtheseries.
• Displaysimplesequences(2Dshapes/bears)basedon2criteriaorattributesontheblackboardandinvitevolunteerstocontinue/extendthepattern.
• Describeandname2Dshapes(square,rectangle,circle,triangle).
• Combine/divide2Dshapestomakelarger/smallershapes.
• Combinesetsbycountinghowmanytherearealtogether.
Use of the environment• Tiles/woodenflooring/brickwork
Mathematical language, and talk and discussion• Pattern,shape,colour,Whatcolour/shapeisthis?,Whichcolour/shapedoyouthinkcomesnextinthispattern?,continuewiththesamecolour/shape/sizetocompletethepattern,complete/continue/extendthepattern
• Shape,sides,corners,straight,curved,long,short,angle,square,circle,triangle,rectangle
Objectives Tick Date• Todevelopanunderstandingofpatternandsequence.
• Toclassify,interpretandextendsimplepatternsonthebasisof1attributeorcriterion,e.g.colour,size,shape.
• Toclassify,interpretandextendsimplepatternsonthebasisof2attributesorcriteria,e.g.colourandshape.
• Describeandnamethefollowing2Dshapes(square,circle,triangle,rectangle).
• Sortandcomparetheshapes,observingsimilaritiesanddifferences.
• Combineanddivide2Dshapestomakelargerorsmallershapes.
• Make2Dshapeswithmatchsticksandonageoboard.
14Planet Maths Teacher Resources • Senior Infants
15Planet Maths Teacher Resources • Senior Infants
Fortnight 5 Suggested Fortnightly Plan 5 (Pages 34–41)Strand• Number
Strand units• Comparing• AnalysisofNumber• Numeration
Skills and concepts• Integratingandconnecting• Reasoning• Communicatingandexpressing
Estimation/Problem solving• Displaysetof2/3/4/bears.Howmanymorebearsareneededtomakeasetof5bears?
Resources• Bears,cubes,counters,beads,pegs,blocks,Venndiagramcards
• Bears,cubes,counters,beads,pegs,blocks,setsofcardsdepictingsomeexamplesofequivalentandnon-equivalentsets,setofadditioncards
• Bears,cubes,counters,beads,pegs,blocks,pictureof2shoppingbags
Assessment• Makeasetequaltoagivenset
• Make2equivalent/non-equivalentsets
• Nametheinequalityinnon-equivalentsets
Integration • PE
• Art
• SESE
• SPHE
DifferentiationLowerattainers:Matchingequalsets.Higherattainers:Addingcomponentstounequalsetstomakethemthesame;compareunequalsetsandnametheinequality.
Concrete activities• Matchthecorrectsetandnumeralandcombinesetsofobjects(totalsto6)bycountingallandstatingtotalrecord.
• Introductiontothe‘plus’symbol(+)inthecontextofcombining/totalling2sets.
Use of the environment• Simplecountingactivities:Thereare6childreninagroup,howmanypencils/copieswilltheyneedtohave1each?
• Howmanygroups/boys/girlsintheclass?
Mathematical language, and talk and discussion• Counttheitemsintheset,Howmany…?,Howmanyaltogether?,morethan,lessthan,thesameas,equal,Howmanymore?,Howmanyless?,Arethesetsthesame/equal?,Arethesetsnotthesame/unequal?,showme2equalsets,showme2unequalsets,empty,zero
• Introduceandexploretheuseoftheword‘add’,e.g.‘4and2’meansthesameas‘4add2’.4add2altogethermakes’…?Practiseusingvariousalternativesandpractical,concreteexamples.Introducethesymbol+andprovideextensivepracticalpracticeusingit,e.g.1+4=_____.
Objectives Tick Date• Compareequivalentandnon-equivalentsets1–6andnametheinequality.
• Introductiontothesymbol‘equals’(=).
• Developanunderstandingofthe‘equals’symbolasmeaning‘thesame’or‘equivalent’.
• Matchthecorrectsetandnumeralandcombinesetsofobjectstotalsto6bycountingallandstatingtotalrecord.
• Introductiontothe‘plus’symbol(+)inthecontextofcombining/totalsto6.
• Combiningsetsofobjectsusingthe‘equals’sign.
• Combiningsetsofobjects,totalsto6,usingthe‘plus’and‘equals’signs.
• Displaydifferentarraysofthesamenumberusingcountersorpegs.
• Identifytheemptysetandthenumeral0.
• Additionactivitiesinvolvingtheemptyset.
• Practiseformationofthenumeral0.
• Combiningsetsofobjects,includingthe‘emptyset’.
16Planet Maths Teacher Resources • Senior Infants
Fortnight 6 Suggested Fortnightly Plan 6 (Pages 42–47)Strands• Number
• Data
Strand units• AnalysisofNumber
• RecognisingandInterpretingData
Skills and concepts• Applyingandproblem-solving
• Reasoning
• Implementing
• Integratingandconnecting
• Communicatingandexpressing
Estimation/Problem solving• Displaysetof2/3/4bears.Howmanymorebearsareneededtomakeasetof5bears?
• Display2unequivalentsetsofbearswith1–5elements.Howmanybearsmustbeadded/takenawayinordertomakethesetsequal?
Resources• Bears,cubes,counters,beads,pegs,blocks,photocopiableshowing1largecircle(hulahoop),photocopiableshowing2largecircles(hulahoops)
• Bears,cubes,counters,beads,pegs,blocks,samplepicturesformakingpictogramofthechildren’spets,gridformakingblockgraphs
Assessment• Giveagroupofchildren1pencil/book/crayoneach.Howmanyareneeded?
• Make2equivalent/non-equivalentsets
• Nametheinequalityinnon-equivalentsets
Integration
• PE
• Art
• SPHE
Differentiation
Lowerattainers:Constructingthestoriesof3,4and5usingconcretemanipulatives.Higherattainers:Numberproblemsbasedonblockgraphs;complementaryadditionuptototals5
Concrete activities• Explorethecommutativepropertyofadditioninthestoriesof3,4and5.
• Constructpictograms/blockgraphsbasedonchildren’slikes/dislikes,e.g.favouritefruit/pets.
• Compareequivalentandnon-equivalentsetsandnametheinequality.
Use of the environment• Equivalent/unequivalentsets,e.g.1copy/pencil/bookforeachchildinthegroup
• Blockgraphofclassroomitems(windows,doors,lights,etc.)
Mathematical language, and talk and discussion• One,two,three,four,five,six,seven,eight,Howmany…?,Howmanyaltogether?,Howmanymoredoyouneedtomake3/4/5?
• Morethan,lessthan,thesameas,equal,Howmanymore?,Howmanyless?,most,least
Objectives Tick Date• Constructandexaminethestoriesof3,4and5bycombiningandpartitioning.
• Exploreandanalysethecomponentsofnumbers3,4and5.
• Explorethecommutativepropertyofadditioninthestoriesof3,4and5.
• Practisecountingto5andcombinesetsofobjectstotalsto5bycountingall.
• Compareequivalentandnon-equivalentsetsandnametheinequality.
• Representandinterpretdatainrowsusingrealobjects,modelsandpictures.
• Sortandclassifygroupsofobjectsintosets.
• Representdataonablockgraph.
17Planet Maths Teacher Resources • Senior Infants
Fortnight 7 Suggested Fortnightly Plan 7 (Pages 48–56) Strands• Number
• ShapeandSpace
Strand units• AnalysisofNumber
• 3DShapes
Skills and concepts• Applyingandproblem-solving• Reasoning• Implementing• Integratingandconnecting
Estimation/Problem solving• Displayarandomsetofbooks(1–6).CanIgive6childrenabookeach?Howmanymore/lessbooksdoIneed?
• Examinesetsof3Dshapestodiscoverwhichshapesarebestforstacking,rolling,building.Discussresults.
Resources• Bears,cubes,counters,beads,pegs,blocks,photocopiablewith1largecircle(hulahoop)onit,photocopiablewith2largecircles(hulahoops)onit
• 2Dand3Dshapesvaryinginsizeandcolour,márla,straws,lollipopsticks,matchsticks
Assessment• Constructthestoryof6
• Solvesimpleadditionproblemsusingthenumberline
• Identify43Dshapes(cube,cuboid,sphereandcylinder)
Integration • PE
• Art
DifferentiationLowerattainers:Identifyandname3Dshapes.Higherattainers:Nameshapesby‘feeling’themorbylisteningtodescriptionsoftheirproperties.
Concrete activities• Usehulahoopsandbears/cubestoconstructthestoryof6.
• Exploreanddiscussrelevantattributesofacube,cuboid,sphereandcylinder.
• Additiontoatotalof6by‘countingon’onthenumberline.
Use of the environment• Recognising3Dshapesintheenvironment:blocks,bricks,cans,boxes
Mathematical language, and talk and discussion• One,two,three,four,five,six,Howmany…?,Howmanyaltogether?,Howmanymoredoyouneedtomake6?
• Shape,sides,corners,face,straight,curved,long,short,angle,cube,cuboid,sphere,cylinder
Objectives Tick Date• Exploreandanalysethecomponentsofnumber6.
• Constructandexaminethestoryof6bycombiningandpartitioning.
• Explorethecommutativepropertyofadditioninthestoryof6.
• Combiningtoexplorethecomponentsofnumber6.
• Partitioningtoexplorethecomponentsofnumber6.
• Addonthenumberlineby‘countingon’.
• Combiningnumbersbycounting‘on’onthenumberline,totalsto6.
• Countthenumberofitemsinaset,totalsto6.
• Matchsetstocorrectnumeral.
• Describeandnamethefollowing3Dshapes(cube,cuboid,sphereandcylinder).
• Observeandidentify3Dshapesintheenvironment.
• Sortandcomparetheseshapes,observingsimilaritiesanddifferences.
• Combine3Dshapestomakesimpleconstructions.
• Describe3Dshapesaccordingtoattributes(flat,curved,can/can’troll).
18Planet Maths Teacher Resources • Senior Infants
Fortnight 8 Suggested Fortnightly Plan 8 (Pages 57–62, 68) Strand• Number
Strand unit• AnalysisofNumber
Objectives Tick Date• Revisecountingto7withnumberspresentedasaregulararrayorasarandomgroup.
• Writingthenumeral7.
• Exploreandanalysethecomponentsofnumber7.
• Constructandexaminethestoryof7bycombiningandpartitioning.
• Explorethecommutativepropertyofadditioninthestoryof7.
• Combiningsetsofobjects,totalsto7.
Estimation/Problem solving• Displayrandomarraysofspots(1–7).Howmanyspotsmustbeaddedtoeachsettomake7?
• Displayasetofcups/bowls/plates(1–7).Howmanymustbeaddedtoeachsettogivethe7dwarfs1each?
Resources• Bears,cubes,counters,beads,pegs,blocks,classnumberlinewithdetachablenumbers,photocopiablewith1largecircle(hulahoop)onit,photocopiablewith2largecircles(hulahoops)onit
Assessment• Constructthestoryof7using2hulahoopsandcubes
• Solvesimpleadditionproblemsby‘countingon’onthenumberline
Integration • Music
• SPHE
• PE
DifferentiationLowerattainers:Identifynumberbondsequalto7.Higherattainers:Complementaryadditiontototals7.
Concrete activities• Usehulahoopsandbears/cubestoconstructthestoryof7.
• Complementaryaddition:Howmanymoresweets/counters/cubesdoIneedtomake7?
• Additiontototals7by‘countingon’onthenumberline.
Use of the environment• Countingsetsofclassroomitems,e.g.pencils,copies,books
Mathematical language, and talk and discussion• One,two,three,four,five,six,seven,Howmany…?,Howmanyaltogether?,Howmanymoredoyouneedtomake7?,countforwards,countbackwards,Whatisthe‘missing’number?,Whatnumbercomesbefore…?,Whatnumbercomesafter…?
Skills and concepts• Applyingandproblem-solving
• Reasoning
• Implementing
• Integratingandconnecting
19Planet Maths Teacher Resources • Senior Infants
Fortnight 9 Suggested Fortnightly Plan 9 (Pages 63–67) Strand• Number
Strand unit• ComparingandOrdering
Estimation/Problem solving• Holdupasetofpencils(1–7).HowmanymoredoIneedinordertogive3/4/5/6/7childrenoneeach?
• Theanimalshadarace.Theanimalwhocamefirsthadatrunk,thesecondonehadblackandwhitestripesandthirdhadalongneck.Nametheseanimalsinorder.
Resources• Bears,cubes,counters,beads,pegs,blocks,tinbox,classnumberlinewithdetachablenumbers,individualnumberlines,setsofcardsnumbered1–7
• Bears,cubes,counters,beads,pegs,blocks,flashcards(first,second,third,last)
Assessment• Holdupsetsofclassroomitemsnumbering1–7,e.g.pencils,crayons,books,andinviteapupiltowritethecorrespondingnumeralontheblackboard
• Add1/2/3additionalitemstoeachsetandinviteavolunteertopointtothenewtotalontheclassnumberline
• Ordercategoriesaccordingtopopularity
Integration • SPHE
• PE
DifferentiationLowerattainers:Compare2unequalsetsusingconcretematerials.Higherattainers:Discuss‘morethan’and‘lessthan’.
Concrete activities• Pointtoanumberonthenumberline,e.g.4,andaskthechildrentopointtoanumberwhichis1/2/3greater/morethanit.
• Sequencecommoneverydayactivities,e.g.gettingup,makingtea,havingabath,etc.
Use of the environment• Whoisfirst/second/thirdintheline?
• Comparesetsofobjects(aretheremoreorless?)
Mathematical language, and talk and discussion• One,two,three,four,five,six,seven,Howmany…?,countforwards,countbackwards,Howmanyaltogether?,morethan,greaterthan,enough,notenough,equal,unequal
• Whoisfirst/second/third/lastintheline?,before,after,infrontof,behind,nearest,farthestaway
Skills and concepts• Communicatingandexpressing
• Reasoning
• Integratingandconnecting
Objectives Tick Date• Revisecountingto7withnumberspresentedasaregulararrayorasarandomgroup.
• Matchthecorrectsetandnumeralanduseone-to-onecorrespondencetoidentifyandnametheinequalityinunevenlymatchedsetsuptoatotalof7.
• Comparenon-equivalentsets0–10.
• Solvesimplestoryproblems,totalsto7.
• Usethelanguageofordinalnumber,todescribepositioninaline(first,second,thirdandlast).
• Usethelanguageofordinalnumbertosequenceactions,eventsandstories.
20Planet Maths Teacher Resources • Senior Infants
Fortnight 10 Suggested Fortnightly Plan 10 (Pages 69–78) Strands• Number
• Data
Strand units• ComparingandOrdering
• AnalysisofNumber
• RecognisingandInterpretingData
Estimation/Problem solving• Discussfavouritefruit/pets.Whichfruit/petdoyouthinkwillbemost/leastpopular?
• Constructandinterpretpictogramoffavouritefruit/pets.Howmanymorechildrenpreferapplesthanoranges?Howmanyfewerpreferhamstersthandogs?
Resources• Bears,cubes,counters,beads,tinbox,classnumberlinewithdetachablenumbers,individualnumberlines,setsofcardsnumbered1–8
• Photocopiablewith1largecircle(hulahooponit),photocopiablewith2largecircles(hulahoop)onit
• Bears,cubes,counters,beads,tinbox,classnumberlinewithdetachablenumbers,samplepicturesformakingpictograms
Assessment• Holdupsetsofclassroomitemsnumbering1–8andinviteapupiltowritethecorrespondingnumeralontheblackboard
• Add1/2/3additionalitemstoeachsetandinviteavolunteertopointtothenewtotalontheclassnumberline
• Interpretsimplepictogram/blockgraph
Integration • SPHE
• Music
• PE
DifferentiationLowerattainers:Interpretsimplepictogram/blockgraph.Higherattainers:Constructsimplepictogram/blockgraph.
Concrete activities• Explorethecommutativepropertyofadditioninthestoryof8.
• Combinesetsofobjectstotalsto8bycountingall.
Use of the environment• Constructsimplepictograms,e.g.favouritefood,mostpopularcolour,pet
Mathematical language, and talk and discussion• One,two,three,four,five,six,seven,eight,Howmany…?,Howmanyaltogether?,Howmanymoredoyouneedtomake8?,countforwardscountbackwards,Whatisthe‘missing’number?,Whatnumbercomesbefore…?,Whatnumbercomesafter…?
• Morethan,lessthan,thesameas,equal,Howmanymore?,Howmanyless?,most,least
Skills and concepts• Communicatingandexpressing
• Integratingandconnecting
• Applyingandproblem-solving
• Reasoning
• Implementing
Objectives Tick Date• Matchthecorrectsetandnumeralanduseone-to-onecorrespondencetoidentifyandnametheinequalityinunevenlymatchedsetsuptoatotalof8.
• Revisecountingto8withnumberspresentedasaregulararrayorasarandomgroup.
• Exploreandanalysethecomponentsofnumber8.
• Constructandexaminethestoryof8bycombiningandpartitioning.
• Explorethecommutativepropertyofadditioninthestoryof8.
• Writingthenumeral8.
• Solvesimplestoryproblems,totalsto8.
• Combinesetsofobjectstotalsto8bycountingall.
• Interpretdatafromapictogram.
• Representandinterpretdatainrows.
21Planet Maths Teacher Resources • Senior Infants
Fortnight 11 Suggested Fortnightly Plan 11 (Pages 79–87) Strands• Number
• Measures
Strand units• AnalysisofNumber
• Time
Skills and concepts• Applyingandproblem-solving• Reasoning• Integratingandconnecting• Understandingandrecalling
Estimation/Problem solving• Displaypicture/tellstoriesaboutvariousdailyactivities.Whattimeofthedayistheactivitymostlikelytotakeplace?
• Describeaseasonalsceneinvariouslocations.Namethetimeofyearassociatedwitheachscene.
Resources• Bears,cubes,counters,beads,pegs,blocks,classnumberlinewithdetachablenumbers,individualnumberlines,photocopiablewith1largecircle(hulahooponit),photocopiablewith2largecircles(hulahoop)onit
• Clockfaces
Assessment• Holdupsetsofclassroomitemsnumbering1–9andinviteapupiltowritethecorrespondingnumeralontheblackboard.HowmanymoredoIneedtomake9?
• Add1/2/3additionalitemstoeachsetandinviteachildtopointtothenewtotalontheclassnumberline.
• Demonstratethetimein1-hourintervalsonclockfaces.Whattimeis1hourearlier/later?
Integration • Music• SPHE• SESEHistory• PE
DifferentiationLowerattainers:Count9objects,matchnumeraltosetandsettonumeral.Higherattainers:Complementaryadditionto9;plus/minus1-hourlyintervalsonaclock.
Concrete activities• Explorethecommutativepropertyofadditioninthestoryof9.
• Readtheclockin1-hourintervals
Use of the environment• Seasons:Signsofspring,summer,autumn,winter
Mathematical language, and talk and discussion• One,two,three,four,five,six,seven,eight,nine,Howmany…?,Howmanyaltogether?,Howmanymoredoyouneedtomake9?,countforwards,countbackwards,Whatisthe‘missing’number?,Whatnumbercomesbefore...?,Whatnumbercomesafter...?
• Todayis…,tomorrowwillbe…,yesterdaywas…,before,after,early,late,sooner,later,morning,afternoon,evening,night,seasons,weekdays,weekend,months
Objectives Tick Date• Revisecountingto9withnumberspresentedasaregulararrayorasarandomgroup.
• Exploreandanalysethecomponentsofnumber9.
• Constructandexaminethestoryof9bycombiningandpartitioning.
• Explorethecommutativepropertyofadditioninthestoryof9.
• Writingthenumeral9.
• Sequencestagesinanurseryrhyme/storyasanintroductiontothesequenceoftime.
• Developunderstandingoftheconceptoftime(seasons,significantevents,festivals,holidays).
• Developanunderstandingoftheconceptoftimethroughtheuseofappropriatevocabulary(yesterday,today,tomorrow,before,after,soon,notyet,early,late).
• Namethe4seasonsandthe7daysoftheweekandthesequenceinwhichtheyoccur.
• Discusssignificanttimesinaday,recordorallyandpictoriallythetimesequenceof4eventsintheday.
• Sequenceweeklyevents.
• Readtimein1-hourintervals.
22Planet Maths Teacher Resources • Senior Infants
Fortnight 12 Suggested Fortnightly Plan 12 (Pages 88–97)Strands• ShapeandSpace
• Number
Strand units• SpatialAwareness
• Counting
Skills and concepts• Applyingandproblem-solving• Reasoning• Integratingandconnecting
• Implementing
Estimation/Problem solving• Numberstoriestototal10.Ihave7sweets.HowmanymoredoIneedtomake10?
• Placeteddyinvariouspositionsaroundtheclassroom.Describehispositionusingappropriatelanguage–besidethewindow,underthetable.
Resources• Classroomfurniture/fittings(tables,chairs,doors,windows,blackboard,toys),photocopiableshowingalargetable.
• Bears,cubes,counters,beads,pegs,blocks,classnumberlinewithdetachablenumbers,individualnumberlines,photocopiablewith1largecircle(hulahooponit),photocopiablewith2largecircles(hulahoop)onit.
Assessment• Standinfrontof/besidethedoor,putthebookon/underthetable,putthecrayonbetweenthecopies,standbehindyourchair
• Holdupsetsofclassroomitemsnumbering1–10andinviteapupiltowritethecorrespondingnumeralontheblackboard
Integration • PE
DifferentiationLowerattainers:Countto10–matchnumeraltosetandsettonumeral.Higherattainers:Describeposition.Followsetofdirections.Complementaryadditionto10.
Concrete activities• Followdirectionsinordertochangepositionandthendescribeactionwhichoccurred.
• Constructandexaminethestoryof10bycombiningandpartitioning.
• Explorethecommutativepropertyofadditioninthestoryof10.
Use of the environment• Describeposition,e.g.besidethedoor,behindthetable,infrontofthewindow,underthechair,overtheshelf
Mathematical language, and talk and discussion• Above,below,beside,under,over,on,infrontof,behind,beside,near,close,between,ontheright,ontheleft
• One,two,three,four,five,six,seven,eight,nine,ten,Howmany…?,Howmanyaltogether?,Howmanymoredoyouneedtomake10?,countforwards,countbackwards,Whatisthe‘missing’number?,Whatnumbercomesbefore…?,Whatnumbercomesafter…?
Objectives Tick Date• Explore,discuss,developandusethevocabularyofspatialrelationseffectively.
• Usetheappropriatevocabularytodescribeposition.
• Followdirectionstochangepositionanddescribeactionwhichoccurred.
• Revisecountingto10,forwardsandbackwards
• Revisecountingto10withnumberspresentedasaregulararrayorasarandomgroup.
• Writingthenumeral10.
• Explorethecomponentsof10.
• Partitioningtoexplorethecomponentsofnumber10.
• Combiningtoexplorethecomponentsofnumber10.
• Combiningsetsofobjects,totalsto10.
• Explorethecommutativepropertyofadditioninthestoryof10.
22Planet Maths Teacher Resources • Senior Infants
23Planet Maths Teacher Resources • Senior Infants
Fortnight 13 Suggested Fortnightly Plan 13 (Pages 39, 98–107, 115)Strands• Number
• Measures
Strand units• Counting
• Length
Skills and concepts• Implementing
• Integratingandconnecting
• Applyingandproblem-solving
• Reasoning
Estimation/Problem solving• Estimatelengthofbook/pencilincubes/links/matchsticks.Thenmeasureandcompareresults.
• NumberLineactivities–Teddyisstandingonnumber3.Hetakes4stepsonthenumberline.Whatnumberisheonnow?Whichnumbersdidhestepover?
Resources• Bears,cubes,counters,beads,pegs,blocks,classnumberlinewithdetachablenumbers
• Double-sided‘walk-on’numberlinefrom1–10,individualnumberlines
• Setsofdifferentsizedbears,classroomfittings,classroomequipment
Assessment• Standon3,thenjumpto5.Howmanyjumpsdidyoutake?Writethissumasanadditionsentence
• Estimate,thenmeasure,thelengthofyourbookusingcubes/links
Integration • Music
• SPHE
• PE
DifferentiationLowerattainers:Use‘walk-on’numberlinetopracticeaddingonthenumberline.Sortitemsonbasisof1criterion–long/short,tall/small/wide/narrow.Higherattainers:Sortitemsonbasisof2/3criteria,e.g.colour/shapeorcolour/shape/size.
Concrete activities• Countforwards/backwardsonthenumberline.Howmanyjumpstogetfrom3to8/5to7/6to9?
• Sortitemsaccordingtolength/height/width,estimate/measureitemsusingnon-standardunits.
Use of the environment• Measuretables,books,chairs,doors,shelves,copies,pencils,crayons,etc.
Mathematical language, and talk and discussion• One,two,three,four,five,six,seven,eight,nine,ten,countforwards,countbackwards,Howmanyaltogether?,Whatisthe‘missing’number?,Whatnumbercomesbefore…?,Whatnumbercomesafter…?,Whereareyounow?
• Long,short,tall,longerthan,shorterthan,longest,shortest,wide,wider,widest,narrow,narrower,narrowest,thesamelength,thesamewidth,thesameheight
Objectives Tick Date• Discoveranddisplaydifferentarraysofthesamenumberwithcountersorpegs.
• Developsubitisingskills(recognisingnumberswithoutcounting).
• Revisionofnumberorder1–10.
• Countingonthenumberline.
• Addingonthenumberlineby‘countingon’.
• Writingadditionsumscorrespondingto‘countingonthenumberline’activities,totalsto10.
• Recognisepatternsandpredictsubsequentnumbers(findthemissingnumber…).
• Recognisethewords‘one’–‘ten’anddrawthecorrespondingnumberofspots.
• Combiningnumbers,totalsto10.
• Compareandorderobjectsaccordingtoheight.
• Compareandorderobjectsaccordingtolength.
• Estimateandmeasurelengthinnon-standardunits.
• Recordestimatesandactualmeasurementsandcomparetheresults.
24Planet Maths Teacher Resources • Senior Infants
Suggested Fortnightly Plan 14 (Pages 108–114) Fortnight 14
Strand• Measures
Strand unit• Money
Estimation/Problem solving• Childrenplaceitemsfromclassshopinshoppingbaskettototalsfor7c/8c/9c/10c.
• Estimateamountofchangedueafterbuyingitemsinclassshop.
Resources• Setsofcoins(1c,2c,5c,10cand20c),steppingstonestemplate
Assessment• Selectthecoinsyoumayusetobuyalollipop(4c),abarofchocolate(6c),anapple(8c),abun(5c)
• Shoppingexercises.e.g.Ifyouhave8ccanyoubuyalollipop(4c)andabun(5c)?Howmuchmoremoneydoyouneed?
Integration • SPHE
DifferentiationLowerattainers:Sortrealcoins(1c,2c,5c,10c)accordingtovalue.Selectappropriate1ccoinstobuyitemspricedupto10c.Higherattainers:Selectvarioussetsofcoinstobuyitemspricedupto10c.
Concrete activities• Usingrealmoneydiscusstheshape,sizeandcolourofthedifferentcoinsdrawingattentiontocolourasanimportantclassificationelement,i.e.browncoinsarelessvaluablethantheothercoins.
• Selectcorrectamountofmoneytocompleteshoppingexercisestototal10c.
Use of the environment• Sort/identifyrealcoins
• Shoppingexercisesusing‘real’itemsinclassshop
Mathematical language, and talk and discussionCoins,money,amount,Howmuch?,thesameamount,more,less,most,least,bigger,smaller,shinier
Objectives Tick Date• Recogniseandnamethefollowingcoins(1c,2c,5c,10cand20c).
• Matchappropriatecoinstocorrectamountofmoney.
• Understandthevalueof‘c’,e.g.5c=5x1c.
• Exchangeanumberofcoinsforasinglecoinofequalvalueandviceversa.
• Addcoinsuptototals10c.
• Usecoinsinshoppingactivity,tenderappropriatecoins.
• Completepracticalshoppingtasksandproblems,usingmoneytototalsof10c.
Skills and concepts• Integratingandconnecting • Reasoning • Applyingandproblem-solving
24Planet Maths Teacher Resources • Senior Infants
25Planet Maths Teacher Resources • Senior Infants
Fortnight 15Suggested Fortnightly Plan 15 (Pages 116–121, 128) Strands• Number• ShapeandSpace
Strand units• AnalysisofNumber• Counting• 3Dshapes
• ComparingandOrdering
Estimation/Problem solving• Teddyisplayingonthenumberline.Hewasplayingonnumber4.Nowheisonnumber8.Howmanystepsdidhetake?
• Bennybearhas6sweetsandBetsyhas4.Whohasmore/less?HowmanymorehasBenny?HowmanylesshasBetsy?
Resources• Bears,cubes,counters,beads,pegs,blocks
• Double-sided‘walk-on’numberlinefrom1–10,individualnumberlines,bears,cubes,counters,classnumberlinewithdetachablenumbers
Assessment• Name3Dshapes
• Identifyhigher/lowernumberstototal10
• Sequencenumbers1–10incorrectorder
Integration • SPHE
• Art
• SESE
DifferentiationLowerattainers:Countingonthenumberline.Higherattainers:Add3numbersonthenumberline.
Concrete activities• Classifyobjectsintologicalcategories.
• Compareequivalentandnon-equivalentsetsandnametheinequality.
• Writeadditionsumscorrespondingto‘countingonthenumberline’activities,totalsto10.
Use of the environment• Identify3Dshapesintheenvironment
Mathematical language, and talk and discussion• One,two,three,four,five,six,seven,eight,nine,ten.Howmany…?,Howmanyaltogether?,morethan,lessthan,thesameas,equal,Howmanymore?,Howmanyless?,most,least,beside,near,far,on,over,under
• Countforwards,countbackwards,starton…,goon…more,whereareyounow?,putnumbersinorder,Whatisthemissingnumber?
Skills and concepts• Communicatingandexpressing• Reasoning• Implementing• Applyingandproblem-solving• Integratingandconnecting
Objectives Tick Date• Revisionofnumberorder1to10andidentificationofhigherandlowernumbersinpairs,totalsto10.
• Compareequivalentandnon-equivalentsetsandnametheinequality.
• Countingsetsofobjects,totalsto10.
• Writingadditionsumscorrespondingto‘countingonthenumberline’activities,totalsto10.
• Combining2numbers,totalsto10,onthenumberlineby‘countingon’.
• Combining3numbers,totalsto10,onthenumberlineby‘countingon’.
• Interpretdatainapicture.
• Sortandname3Dshapes(cube,cuboid,sphereandcylinder).
26Planet Maths Teacher Resources • Senior Infants
Fortnight 16 Suggested Fortnightly Plan 16 (Pages 122–127) Resources• Variouscontainers
• Bears,cubes,counters,beads,pegs,blocks
• Balanceforcomparingweights,aselectionofdiscontinuousmaterials,appropriateclassroomitemstoweigh
Assessment• Howmanycups/jugsofwaterareneededtofillthesaucepan?
• Weighthreeitemsonthebalanceusingcubesandcomparetheweightsofeach
Integration • SESEScience• SESEGeography• SPHE
DifferentiationLowerattainers:Compareweightsbyhandlingobjects.Identifycapacityofpotusingoneunitofmeasurement,e.g.cup.Higherattainers:Compareweightsusingbalance.Identifycapacityofpotusingseveralunitsofmeasurement,e.g.cup,jug,jamjar.
Strands• Measures
• Number
Strand units• Capacity• Counting• Weight
Estimation/Problem solving• Estimate,thencheckcapacityusingnon-standardunitsofmeasurement.
• Estimate,thencheckweightusingnon-standardunitsofmeasurement.
Concrete activities• Comparetheweightofobjectsthatdifferinsizeandshapebyhandlinginordertodeveloptheconceptthatweightisnotdirectlyrelatedtosize.
• Selectanduseappropriatenon-standardunitstomeasurecapacity/weight.
Use of the environment• Weighingexercisesusingitemsinclassroom,useofbalance
• Capacityexercises:comparecontainers
Mathematical language, and talk and discussion• Full,empty,holdsmore,holdsless,holdsthesameamount,holdsthemost,holdstheleast,pour,filluptothetop,enough,level• One,two,three,four,five,six,seven,eight,Howmany…?,Howmanyaltogether?,morethan,lessthan,thesameas,equal,Howmanymore?,Howmanyless?,most,least,tall,small,over,under,near,far,continuepattern
• Heavy,light,big,small,heavier,lighter,thesameweightas…,balance
Objectives Tick Date• Compareandordercontainersaccordingtocapacityandpromoteanunderstandingofconservationofvolume.
• Selectanduseappropriatenon-standardunitstomeasurecapacity.
• Estimateandmeasurecapacityinnon-standardunits.
• Recordestimatesandactualmeasurementsofcapacityandcomparetheresults.
• Compareequivalentandnon-equivalentsetsandnametheinequality.
• Interpretdatainapictureandrepresentasablockgraph.
• Comparetheweightofobjectsthatdifferinsizeandshapebyhandling.
• Selectanduseappropriatenon-standardunitstomeasureweight.
• Estimateandmeasureweightinnon-standardunits,checkusingbalance.
• Recordestimatesandactualmeasurementsofweightandcomparetheresults.
Skills and concepts• Communicatingandexpressing• Reasoning• Applyingandproblem-solving• Integratingandconnecting
26Planet Maths Teacher Resources • Senior Infants