Strand Unit: Classifying
The child should be enabled to:
| 1. |
Classify objects on the basis of one attribute such as
colour, shape, texture or size
- sort collections of objects
- add similar objects to a clearly defined set
|
| 2. |
Identify the complement of a set (elements not in a
set)
- categorise objects such as things I like /dont like
- red things / things that are not red
|
Matching
| 3. |
Match equivalent and
non-equivalent sets using one to one correspondence
- match pairs of identical objects
- match pairs of related objects
- match equivalent and non-equivalent sets to
establish the concepts of more than, less than, enough, as many as
|
Comparing
| 4. |
Compare objects according to
length, width, height, quantity, thickness or size
- introduce concepts long, short, longer, shorter
|
| 5. |
Compare sets without
counting |
Ordering
| 6. |
Order objects according to
length or height |
| 7. |
Order sets without counting |
Counting
| 8. |
Count the numbers of objects
in a set, 1 10 |
Comparing and ordering
| 9. |
Compare equivalent and
non-equivalent sets 1 5 by matching without using symbols more
than, less than, the same as |
| 10. |
Order sets of objects by
number, 1-5 |
| 11. |
Use the language of ordinal
number: first, last |
Analysis of number
Combining
| 12. |
Explore the components of
number, 1-5
- identify the ways in which the numbers can be
modelled using concrete objects: 4 and 1
- identify pairs of related facts: 1 and 2 is the
same as 2 and 1
|
| 13. |
Combine sets of objects,
totals to 5 |
Partitioning
| 14. |
Partition sets of objects,
1-5
- partition sets of objects with a pencil or straw
to show component parts
- record pictorially
|
Numeration
| 15. |
Develop an understanding of
the conservation of numbers, 1 5 |
| 16. |
Read, write and order
numerals, 1 5 |
| 17. |
Identify the empty set and
the numeral 0 |
| 18. |
Tell at a glance the number
of objects in a set, 1-5 |
| 19. |
Solve simple oral problems,
0 5 |
Extending patterns
| 20. |
Identify, copy and extend
patterns in colour, shape and size |
Spatial awareness
| 21. |
Explore, discuss, develop
and use the vocabulary of spatial awareness over, under, up, down, on,
beside, in |
| 22. |
Moving in straight / curved
lines, in a circle, finding own space |
3-D shapes
| 23. |
Sort 3-D shapes, regular and
irregular |
| 24. |
Solve tasks and problems
involving shape |
2-D shapes
| 25. |
Sort and name 2-D shapes:
circle, square, triangle, rectangle |
| 26. |
Directed sorting of 2-D
shapes on the basis of different criteria round /not round; thick /
thin |
| 27. |
Use suitable structured
materials to create pictures |
| 28. |
Solve problems involving
shape |
Length
| 29. |
Develop an understanding of the concept of length
|
| 30. |
Discuss objects in the environment: long/short / tall
/ wide / narrow / longer / shorter / wider than
|
| 31. |
Compare and order objects according to length or
height
|
Weight
| 32. |
Develop an understanding of the concept of weight
through exploration and use of appropriate vocabulary: heavy /light ; heavier
/lighter ; balance /weigh
|
| 33. |
Compare objects according to weight
|
Capacity
| 34. |
Develop an understanding of the concept of capacity
through exploration and the use of appropriate language: full / nearly full;
empty/ holds more /holds less/ holds as much as
|
| 35. |
Compare containers according to capacity
|
Time
| 36. |
Develop an understanding of the concept of time
through exploration and the use of appropriate language: morning/evening/night /
day / lunchtime /bedtime / early /late/ days of the week /school days /weekends
|
| 37. |
Sequence daily events or stages in a story
|
Money
| 38. |
Recognise and use coins up to 5c
|
| 39. |
Solve practical tasks and problems using money
|
Data
| 40. |
Sort and classify sets of objects by one criterion
shape, colour, size, texture and function
|
| 41. |
Match sets, equal and unequal enough / more / as
many as / less
|
| 42. |
Represent and interpret a set of simple mathematical
data using real objects, models and pictures
|
Contact Us
|
