Objective
Number
| 1. |
Place value. To explore and identify place value in whole
numbers from 0 – 999.
Example 1: 342
Example 2: 913
|
| 2. |
To explore and identify place value in whole numbers, 0 –
9999
Example 1: 1078 ; Example 2: 6,789
|
| 3. |
To read, write and order three digit numbers.
Example 1: What is the next number after 499? ; Example 2: Put these numbers in
ascending order – 421, 241, 142 and 214
|
| 4. |
To read, write and order four digit numbers and solve simple
problems
Example 1: What is the largest number that can be made from 3,7, 0 6 ?
Example 2: Write 5683 in expanded form. (5,000 + 600 + 80 +3)
|
| 5. |
To round whole numbers to the nearest 10 or nearest hundred.
Example 1: 26, 13, 35; Example 2: 342, 258 and 850
|
| 6. |
Round whole numbers to the nearest thousand.
Example 1: Which number is nearer to
5,000 ? 4328 or 5675?
Example 2: Which number is nearer to 1,000 ? 576 or 1564?
|
| 7. |
To explore and identify place value in decimals to one place
of decimals.
Example 1: 0.3 ; Example 2: 496.7
|
| 8. |
To explore and identify place value in decimals to two places
of decimals
Example 1: Value of 7 in 503.76
; Example 2: Value of 9 in 500.09
|
Operations
| 9. |
Add and subtract without and with renaming within 999.
Example 1: 946 – 225; 400 + 120 +
366; Example 2: 401 – 234 ; 713 +
94 + 109
|
| 10. |
Add and subtract without and with renaming within 9999
Example 1: 5,289 + 252 + 758
Example 2: 5,002 – 4,976
Importance of estimation, check answers with calculator
|
| 11. |
Know and recall addition and subtraction facts
Addition and subtraction tables to be taught; drills and patterns to be
taught as oral work
|
| 12. |
Solve word problems involving addition and subtraction
(single step and multi-step)
Example 1: A farmer had 104 sheep. He bought 69 sheep. How many has he then?
Example 2: A farmer had 230 hectares. He sold 95 hectares. How many hectares has
he then?
Example 3: There are 157 boys attending a school. There are 16 more girls. How
many pupils in the school?
Example 4: A milkman has 402 cartons, He sold 27 to one shop and 16 to another
shop. How many has he left?
Teaching strategies for problem solving
|
| 13. |
Develop an understanding of multiplication as repeated
addition and vice versa.
Example 1: 2 +2 +2 = ;
Example 2: 3 x 2 =
|
| 14. |
Explore, understand and apply the zero, commutative and
distributive properties of multiplication.
Example 1: Tick the correct answer : 5 x 0 = 5, 1, 5.
Example 2: 5 x 2 = ? x 5
Example 3: 5 x 4 = (3 x 4) + (___ x
4)
Example 4: 7 x 14 = (3 x 14) + ( ____ x
14)
|
| 15. |
Develop and / or recall multiplication facts within 1000
counting in 2’s, 3’s, 4’s etc
Assessment: Informal
|
| 16. |
Multiply a one digit or two digit number by 0 – 10.
Example 1: 13 x 3; Example 2: 25 x 6; Example
3: 24 x 7; Example 4 : 99 x 9
|
| 17. |
Multiply a two digit number or three digit number by a one or
two digit number
Example 1: 25 x 36
; Example 2: 127 x 27
|
| 18. |
Solve and complete practical tasks and problems involving
multiplication of whole numbers.
Example 1: How many days in 9 weeks. Example
2: There are 47 crayons in a box. How many in 8 boxes? Example 3: A farmer has
52 sheep. Another farmer has 4 times as many. How many sheep have they
altogether?
|
| 19. |
35 children buy 1
packet of sweets each per day. How many packets will they buy during the month
of March
|
Division
| 20. |
To
develop an understanding of division as sharing and as repeated subtraction,
without and with remainders.
Informal assessment
|
| 21. |
To develop and / or recall division facts within 100
Informal assessment
|
| 22. |
To divide a one digit number or two digit number by a one
digit number, with or without remainders.
Example 1: 20 ÷ 4;
Example 2: 35 ÷ 5;
Example 3: 28 ÷ 3
Example 4: 85 ÷ 4;
Example 5: 97 ÷ 5;
Example 6: 61 ÷ 3
|
| 23. |
To divide a three digit number by a one digit number with and
without renaming.
Example 1: 396 ÷ 9;
Example 2: 409 ÷ 8
|
| 24. |
Explore and apply the distributive property of division.
Example 1: 96 ÷ 8
= (80 ÷ 8)
+ (? ÷ 8)
|
| 25. |
Solve and complete practical tasks and problems involving
division of whole numbers.
Example 1: 81 marbles were shared equally among 9 children. How many did each
get?
Example 2: How many boxes each containing 6 eggs can be filled from a container
that holds 5o eggs? How many eggs will be left over?
Example 3: How many bags containing 7 balloons can be made from 43 red balloons
and 41 green balloons?
|
Strand Unit
Fractions
| 26. |
Identify fractions and equivalent forms of fractions with
denominators 2, 4, 8 and 10.
|
| 27. |
Identify fractions and equivalent forms of fractions with
denominators, 3, 5, 6. 9 and 12
Example 1: What part is shaded ?
Example 2: Shade 1/10 of this figure.
Example 3: Shade 5/8 of this figure.
Example 4: What fraction is shaded ?
Example 5: What fraction is shaded ?
|
| 28. |
To compare and order fractions with appropriate denominators
and position on the number line.
|
| 29. |
To calculate a fraction of a set using concrete materials
|
| 30. |
To develop an understanding of the relationship between
fractions and division
Example 1: ¼ of 32 =
Example 2: 1/8 of 64 =
Example 3: 32 ÷ 4
=
Example 4: 64 ÷ 8
=
|
| 31. |
To calculate a unit fraction of a number and calculate a
number, given a unit fraction of a number.
Example 1: ¼ of a number =3. What is the number?
Example 2: 1/10 of a number = 9. What is the number?
|
| 32. |
Calculate a number, given a multiple fraction of the number
Example 1: 4/5 of a number is 16. What
is the number?
Example 2: 5/9 of a number is 45. What is the number?
|
| 33. |
Express one number as a fraction of another number.
Example 1: 4 = ? of 16.
|
| 34. |
To solve and complete practical tasks and problems involving
fractions.
Example 1: Find 1/5 of 2,500 metres.
Example 2: Find ¾ of 1 metre
Resources needed for practical tasks.
|
Strand Unit
Decimals
| 35. |
Identify 1/10’s and express in decimal form
|
| 36. |
Express hundredths as decimals and fractions
Example 1: 7/100 =
Example 2: ¼ = ?/100 =
|
| 37. |
Order decimals on the number line
Example
|
| 38. |
Identify place value of whole numbers and decimals to two
places and write in expanded form.
Example: 3.45 = 3 + ? + ? = 3
? /100
|
| 39. |
Identify the number with the greatest value.
Example 1: 0.57, 0.10, 0.72, 0,25
Example 2: What value has the 6 in each of the following? 4.65,
2.76, 6.05
|
| 40. |
Add whole numbers and decimals up to two places.
Example 1: 2.56 + 2.4 + 3
Example 2: 5.98 + 7 + 0.3
|
| 41. |
Subtract whole numbers and decimals up to two places.
Example 1: 6.91 – 4. 75Example 2:
5.00 – 2.56
|
| 42. |
Multiply a decimal number up to two places by a single digit
whole number.
Example 1: 4.5 x 9
Example 2: 4.67 x 4
|
| 43. |
Divide a decimal number up to two places by a single digit
whole number.
Example 1: 2.5 ÷ 5
Example 2: 15.47 ÷ 7
|
| 44. |
Solve problems involving decimals
Example 1: 2 pieces of pipe were joined . One pipe was 15.4m and the other pipe
was 16.7m. What was the length of the two pipes together?
Example 2: A bag of apples weighs
2.86kg. What is the weight of 8 bags?
|
Algebra
Unit, Number Patterns and Squares
| 45. |
Explore, recognise and record patterns in number, 0 – 999
|
| 46. |
Explore, recognise and record patterns in number, 0 - 9999
|
| 47. |
To explore, extend and describe arithmetic and geometric
sequences.
Example 1: 1, 5, 9, 13, __, ___.
Example 2: 81, 27, 9, __
|
| 48. |
Use patterns as an aid in the memorisation of number facts.
Resources: Excel number patterns; 100 squares
Assessment: Informal
|
Strand Unit
Number Sentences
| 49. |
Translate an addition or subtraction number sentence with a
frame into a word problem.
Example 1: 3 + 7 = . Mary has three sweets. She gets seven more. How many has
she now?
Example 2: 900 - ______ = 460. Make up a problem.
|
| 50. |
Translate a one step problem into a number sentence
Example: John has 24 cars. He wants to arrange them in rows of 8. Write the
number sentence
|
| 51. |
Solve one step number sentences.
Example 1: 400 - _______ = 350
Example 2: 810 + 23 =
|
| 52. |
Discuss and record solutions for open number sentences.
Example 1: 3 +
? < 9.
Example 2: 5 + ? > 8
|
Strand Unit
Shape and Space
| 53. |
Identify, describe and classify 2D shapes (square, rectangle,
triangle, hexagon, circle, semi-circle, oval and irregular shapes.
Informal assessment – match word to shape
|
| 54. |
Identify, describe and classify 2 D shapes: Equilateral,
isosceles, scalene triangles; parallelogram, rhombus, pentagon and octagon
|
| 55. |
Explore, describe and compare the properties (sides, angles,
parallel and non-parallel) of 2D shapes.
Assessment: How many sides has a ______?
|
| 56. |
Construct and draw 2D shapes using templates, stencils,
geo-strips and geo-boards
|
| 57. |
Construct and draw 2D shapes using ruler and set square
|
| 58. |
Combine, tessellate and make patterns with 2D shapes
Use computer software
|
| 59. |
Identify the use of 2D shapes in the environment.
Assessment: Draw house / signs
|
| 60. |
Solve and complete practical tasks and problems involving 2D
shapes.
|
Strand Unit
3D Shapes
| 61. |
Identify, describe and classify 3D shapes, including cube,
cuboid, cylinder, cone, sphere, triangular prism and pyramid.
|
| 62. |
Explore, describe and compare the properties of 3D shapes
|
| 63. |
Establish and appreciate that when prisms are sliced through
each face in equal in shape and size.
Practical work using plasticine, food packages.
|
| 64. |
Explore and describe the relationship of 3D shapes with
constituent 2D shapes.
|
| 65. |
Construct 3D shapes – trace around nets
|
| 66. |
Construct 3 D shapes from 2D shapes
|
| 67. |
Solve and complete practical tasks and problems using 2D and
3D shapes.
|
| 68. |
Identify the use of 3D shapes in the environment
|
Strand Unit
Symmetry
| 69. |
Identify line symmetry in the environment
|
| 70. |
Identify and draw lines of symmetry in 2 D shapes
|
| 71. |
Identify lines of symmetry as horizontal, vertical or
diagonal.
Use examples from the environment – open book, window, gates
|
| 72. |
Use understanding of line symmetry to complete missing half
of a shape, picture or picture.
|
Strand Unit
Lines and Angles
| 73. |
Identify, describe and classify vertical, horizontal and
parallel lines
|
| 74. |
Identify, describe and classify oblique and perpendicular
lines
|
| 75. |
Recognise an angle in terms of rotation
|
| 76. |
Draw, discuss and describe intersecting lines and angles –
perpendicular and oblique lines; obtuse, acute and right angles.
Example 1: Which of these angles is obtuse?
Example 2: Which of these angles is acute?
|
| 77. |
Classify angles as greater than, less than or equal to a
right angle
|
| 78. |
Solve problems involving lines and angles
Example 1: What is the smallest angle formed by the hands of the clock at 3.00 ?
Example 2: What is the smallest angle formed by the hands of the clock at twenty
to three?
|
Strand Unit
Length
| 79. |
Estimate, compare, measure and record lengths of a wide
variety of objects using appropriate metric units
|
| 80. |
Estimate, compare, measure and record lengths of doors,
corridors, school yard, playing field
and drives - use trundle wheel, tape
measures
|
| 81. |
Re-name units of length in metres and centimetres
Example 1: 125 cm = 1m 25cm
Example 2: 2m 3 cm = 203 cms
|
| 82. |
Rename units of length using decimal or fraction form.
Example 1: 25 cm = 0.25m = ¼ m
Example 2: 2km 150m = 2150m = 2.15
km
|
| 83. |
Understand, estimate and measure the perimeter of regular 2D
shapes
|
| 84. |
Solve and complete practical tasks and problems involving the
addition and subtraction of units of length (m and cm)
|
| 85. |
Solve and complete practical tasks and problems involving the
addition, subtraction, multiplication and simple division of units (m, cm and
km)
|
Strand Unit
Area
| 86. |
Estimate, compare and measure the area of regular and
irregular shapes
|
| 87. |
Use standard square units : sq cm, sq m (m and cm)
|
Strand Unit
Weight
| 88. |
Estimate, compare, measure and record the weight of a wide
variety of objects using appropriate metric units (kg and g)
Need to know: 1000g = 1kg
|
| 89. |
Become familiar with major and minor markings on scales –
100g, ½ kg, ¼ kg.
|
| 90. |
Rename units of weight in kg and g.
Example 1: 2kg 250 g = 2250g
|
| 91. |
Rename units of weight using decimal or fraction form.
Example 1: 500g = ½ kg = 0.5 kg
Confine examples to 2 places of decimals
|
| 92. |
Solve and complete practical tasks and problems involving the
addition and subtraction of units of weight (kg and g)
Do not combine kg and g in same sum in 3rd Class
|
| 93. |
Solve
and complete practical tasks and problems involving the addition, subtraction,
multiplication and simple division of units of weight (kg and
g)
|
Strand Unit
Capacity
| 94. |
Estimate, compare, measure and record the capacity of a wide
variety of objects using appropriate metric units (litres, 250ml and 500ml).
|
| 95. |
Become familiar with the major and minor markings on
measuring containers – 100ml, ½ l, ¾ l, ¼ l.
|
| 96. |
Rename units of capacity in litres and ml
Example 1: 1250ml = 1l 250m
|
| 97. |
Rename units of capacity using fraction and decimal form.
(Confine to 2 places of decimals)
Example: 2 ¼ l = 2. 25 l = 2250 ml
|
| 98. |
Solve and complete practical tasks and problem involving the
addition and subtraction of units of capacity,
Do not combine litres and ml in 3rd Class.
|
| 99. |
Solve and complete practical tasks and problems involving
multiplication and simple division of units of capacity. (l and ml)
|
Strand Unit
Time
| 100. |
Consolidate and develop a sense of time passing
|
| 101. |
Read time in five minute intervals on analogue and digital
clocks
|
| 102. |
Read time in one minute intervals on analogue and digital
clocks
|
| 103. |
Read time in analogue and digital forms
|
| 104. |
Express digital time as analogue time and vice versa.
|
| 105. |
Read and interpret simple time tables
|
| 106. |
Rename minutes as hours and minutes
Example: 70 minutes = ?
Restrict to 1 hr 55 minutes in 3rd Class
|
| 107. |
Read dates from calendars and express weeks as days and vice
versa
|
| 108. |
Solve and complete practical tasks and problems involving
time
|
| 109. |
Solve and complete practical tasks and problems involving
time and dates and the addition and subtraction of hours and minutes
Add hours and minutes separately
| 2 hours 40 minutes |
| + 3 hours 30 minutes |
| 5 hours 70 minutes |
| = 6 hours 10 minutes |
Rename before subtraction
| 5 hours 20 minutes |
= |
4 hours 80 minutes |
| - 1 hour
40 minutes |
- 1 hour
40 minutes |
|
|
3 hours 40 minutes |
|
Money
| 110. |
Rename amounts of money as euro and cent using € symbol and
decimal point.
|
| 111. |
Solve and complete one step problems and tasks involving the
addition and subtraction of money.
|
| 112. |
Solve and complete one step and two step problems involving
the addition, subtraction, multiplication and division of money.
|
Representing and interpreting data
Data
| 113. |
Collect, organise and represent data using pictograms, block
graphs and bar charts
|
| 114. |
Incorporate the scales 1:2, 1:5, 1:10 and 1: 100
|
| 115. |
Read and interpret tables, pictograms, block graphs and bar
charts
|
| 116. |
Read pie charts using ½, 1/3 and ¼.
|
| 117. |
Use data sets to solve and complete practical tasks and
problems
|
Chance
| 118. |
Use vocabulary of uncertainty and chance: possible,
impossible, might, certain, not sure.
|
| 119. |
Use vocabulary of uncertainty and chance: chance, unlikely,
likely, never and definitely.
|
| 120. |
Order events in terms of likelihood of occurrence.
|
| 121. |
Identify and record outcomes of simple random processes.
|
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