Suggested ortnightl Plan 1 Pages 611 Suggested ortnightl Plan 1 …planetmaths.folensonline.ie/teachers/senior/791-6_01_P… · · 2017-02-01Suggested ortnightl Plan 1 Pages 611–

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



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


Fortnight 3 Suggested Fortnightly Plan 3 (Pages 20–25)Strands• Algebra

• Number

• Data

Strand units• ExtendingPatterns

• Counting


• 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


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.



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’.


Fortnight 6 Suggested Fortnightly Plan 6 (Pages 42–47)Strands• Number

• Data

Strand units• AnalysisofNumber


Skills and concepts• Applyingandproblem-solving

• Reasoning

• Implementing


• 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.


• Representandinterpretdatainrowsusingrealobjects,modelsandpictures.

• Sortandclassifygroupsofobjectsintosets.

• Representdataonablockgraph.


Fortnight 7 Suggested Fortnightly Plan 7 (Pages 48–56) Strands• Number

• ShapeandSpace


• 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).


Fortnight 8 Suggested Fortnightly Plan 8 (Pages 57–62, 68) Strand• Number

Strand unit• AnalysisofNumber


• Writingthenumeral7.

• Exploreandanalysethecomponentsofnumber7.




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



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



• Matchthecorrectsetandnumeralanduseone-to-onecorrespondencetoidentifyandnametheinequalityinunevenlymatchedsetsuptoatotalof7.

• Comparenon-equivalentsets0–10.

• Solvesimplestoryproblems,totalsto7.

• Usethelanguageofordinalnumber,todescribepositioninaline(first,second,thirdandlast).

• Usethelanguageofordinalnumbertosequenceactions,eventsandstories.



• Data

Strand units• ComparingandOrdering



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


• Music

• PE

DifferentiationLowerattainers:Interpretsimplepictogram/blockgraph.Higherattainers:Constructsimplepictogram/blockgraph.

Concrete activities• Explorethecommutativepropertyofadditioninthestoryof8.


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


• Applyingandproblem-solving

• Reasoning

• Implementing

Objectives Tick Date• Matchthecorrectsetandnumeralanduseone-to-onecorrespondencetoidentifyandnametheinequalityinunevenlymatchedsetsuptoatotalof8.






• Solvesimplestoryproblems,totalsto8.


• Interpretdatafromapictogram.

• Representandinterpretdatainrows.



• Measures


• 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






• Sequencestagesinanurseryrhyme/storyasanintroductiontothesequenceoftime.

• Developunderstandingoftheconceptoftime(seasons,significantevents,festivals,holidays).

• Developanunderstandingoftheconceptoftimethroughtheuseofappropriatevocabulary(yesterday,today,tomorrow,before,after,soon,notyet,early,late).

• Namethe4seasonsandthe7daysoftheweekandthesequenceinwhichtheyoccur.

• Discusssignificanttimesinaday,recordorallyandpictoriallythetimesequenceof4eventsintheday.

• Sequenceweeklyevents.

• Readtimein1-hourintervals.


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.



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



• Explorethecomponentsof10.

• Partitioningtoexplorethecomponentsofnumber10.

• Combiningtoexplorethecomponentsofnumber10.





Fortnight 13 Suggested Fortnightly Plan 13 (Pages 39, 98–107, 115)Strands• Number

• Measures

Strand units• Counting

• Length

Skills and concepts• Implementing


• 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.


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?


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



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


• Art

• SESE

DifferentiationLowerattainers:Countingonthenumberline.Higherattainers:Add3numbersonthenumberline.

Concrete activities• Classifyobjectsintologicalcategories.


• 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.


• Countingsetsofobjects,totalsto10.

• Writingadditionsumscorrespondingto‘countingonthenumberline’activities,totalsto10.

• Combining2numbers,totalsto10,onthenumberlineby‘countingon’.

• Combining3numbers,totalsto10,onthenumberlineby‘countingon’.

• Interpretdatainapicture.

• Sortandname3Dshapes(cube,cuboid,sphereandcylinder).


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.


• Interpretdatainapictureandrepresentasablockgraph.

• Comparetheweightofobjectsthatdifferinsizeandshapebyhandling.

• Selectanduseappropriatenon-standardunitstomeasureweight.

• Estimateandmeasureweightinnon-standardunits,checkusingbalance.

• Recordestimatesandactualmeasurementsofweightandcomparetheresults.

Skills and concepts• Communicatingandexpressing• Reasoning• Applyingandproblem-solving• Integratingandconnecting


Documents

Suggested ortnightl Plan 1 Pages 611 Suggested ortnightl Plan 1 …planetmaths.folensonline.ie/teachers/senior/791-6_01_P… · · 2017-02-01Suggested ortnightl Plan 1 Pages 611–