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The topics for 5th Class have been repeated in this list.
Strand Unit
Place Value
The child should be enabled to:
| 1. |
Read, write and order whole numbers and decimals
- Examples: Number line with whole numbers only
- Order numbers, beginning with the smallest
- Number line with decimals
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| 2. |
Identify place value in whole numbers and decimals
- 8,345 – value of 8? Value of 3?
- 269.045 – value of 2? Value of 4? Value of 5?
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| 3. |
Round whole numbers to nearest ten, hundred and thousand;
round decimals to nearest whole number.
- Examples: 46
~ 50; 389 ~ 400 ; 48.7 ~ 49
- Round decimals to one, two or three decimal places
- Examples: 2.6247 = 2. ? (1 place);
= 2.6 ? (2 places); 2.62? (3 places)
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Strand Unit
Operations
| 1. |
Estimate sums, differences, products and quotients of whole
numbers.
Example:
450 x 9 = 4500
Estimate first – based on 450 x 10, then use calculator.
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| 2. |
Estimate sums, differences, products and quotients of
decimals
Example: 4.5 x 9 = ? (based on 4.5 x 10)
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| 3. |
Add and subtract whole numbers and decimals (to 3 decimal
places) with and without a calculator
Example 1: 56 +3.092 + 2.14
Example 2: 250 +58.004 +0.16
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| 4. |
Multiply a decimal (up to 3 places) by a whole number, with
and without a calculator
Example 1: 8.125 x 9
Example 2: 3.004 x 6
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| 5. |
Multiply a decimal by a decimal with and without a calculator
Example 1: 7.25 x 1.5
Example 2: 13.2 x 0.75
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| 6. |
Divide a 3 digit number by a 2 digit number (with and without
calculator)
Example 1: 269 ÷ 27
Example 2: 304 ÷ 80
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| 7. |
Divide a 4 digit
number by a 2 digit number
Example 1: 3150 ÷
25
Example 2: 6228 ÷ 29
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| 8. |
Divide a decimal number by a whole number
Example 1: 75.6 ÷ 4
Example 2: 80.3 ÷ 9
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| 9. |
Divide a decimal number by a decimal, with and without a
calculator
Example 1: 36.9 ÷ 2.6
Example 2: 27.6 ÷ 0.2
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Strand Unit
Fractions
| 1. |
Compare and order fractions and identify equivalent
forms of fractions with denominators 2 –12.
- Make fraction wall
- Paper folding
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| 2. |
Compare and order fractions and identify equivalent
forms of fractions
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| 3. |
Express improper fractions as mixed numbers and vice
versa and position on number line
Example 1: 22/5 = ?
Example 2: 1 8/9 = ?
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| 4. |
Add simple fractions and simple mixed numbers
Example 1: ½ + 1/8 =
Example 2: 2 ¾ + 1 5/8 =
- Use equivalent fractions to simplify calculations
- Common denominator should be got by listing multiples
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| 5. |
Subtract simple fractions and simple mixed numbers
Example 1: 6/9 – ½
Example 2: 3 ½ - 1 2/3
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| 6. |
Multiply a fraction by a whole number
Example 1: ¾ x 5
Example 2: ½ x 8
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| 7. |
Multiply a fraction by a fraction
Example 1: ½ x 1/3
Example 2: 3/5 x 1/6
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| 8. |
Express tenths, hundredths and thousandths in decimal form
Example 1: 0.2 =
Example 2: 456/1000 =
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| 9. |
Divide a whole number by a unit fraction
Example 1: 2- ¼
Example 2: 15 – 1/3
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| 10. |
Understand and use simple ratios
Example 1: 2:5 = 4:?
Example 2: 6:9 = ? :3
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Strand
Decimals and Percentages
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1. Develop an understanding of simple percentages and relate
to fractions and decimals
Example 1: 90% = fraction = decimal
Example 2: 25% = fraction = decimal
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| 2. |
Use percentages and relate to fractions and decimals
Example 1: 7/10 = ?
Example 2: 15/20 = ?
Example 3: 0.65 = ?%
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| 3. |
Compare and order fractions and decimals
Order diagrammatically or on number line
Example 1: .3, .26, .09 (begin with the smallest)
Example 2: ¼, 3/5, 2/3 (begin with biggest)
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| 4. |
Compare and order percentages of numbers
Example 1: Which is bigger – 25% of 150 or 15% of 250 ?
Example 2: What percentage is 15 minutes of 1 ½ hours?
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| 5. |
Solve problems involving operations with whole numbers,
fractions, decimals and simple percentages.
Use diagrams; estimate and compute answers with a calculator
Example 1: Sean had £3.85. He spent ¼ of it. How much had he left?
Example 2: Paul had £4.20. He spent 15% of it. How much did he spend?
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| 6. |
Solve problems relating to profit and loss, discount, VAT,
interest, increases and decreases
Example 1: A radio was bought for £50
and sold at a profit of 20%. What was the selling price?
Example 2: What was the selling price of an article bought for £66 and sold at
a profit of 33 1/3%
Example 3: An article was bought for £200 and sold for £235. What was
the percentage profit?
Example
4: Calculate the sale price of an article which cost £30 and is now being sold
at a discount of 15%.
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Strand Unit
Number Theory
| 1. |
Identify simple prime and composite numbers.
- A prime number is a number greater than 1 with only 2
divisors, itself and 1.
- Use Sieve of Eratosthenes to identify prime numbers
Example 1: Pick out prime numbers in this set .
3, 6, 9, 11, 15.
Example 2: Pick out composite numbers in this set: 5, 8, 12, 14.
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| 2. |
Investigate relationship between odd and even numbers.
0dd + 0dd = ? Even +
Even = ? Odd + Even = ?
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| 3. |
Identify square and rectangular numbers
- Construct diagrams on geo-boards, peg-boards and
squared paper to illustrate square and rectangular numbers
- Explore, compare and record these numbers
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| 4. |
Identify and explore square numbers
Example 1: 5 x 5 = 25 = 52
Example 2: 9 x 9 = 81 = ?
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| 5. |
Explore and identify simple square roots
Example 1: square root of 81 = ?
Example 2: square root of 64 = ?
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| 6. |
Identify factors and multiples
Example 1: List the multiples of 10
Example 2: List the factors of 39
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| 7. |
Explore and record factors and multiples to identify common
factors and multiples
Example 1: Find common factors of 25 and 35.
Example 2: List the common multiples of 8 and 10 (stop at 80)
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| 8. |
Write whole numbers in exponential form
Example 1: 1,000 = 10 x10 x 10 = 103
Example 2: 16 = 2 x 2 x 2 x 2 = ?
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Strand Unit
Algebra
Directed Numbers
| 1. |
Identify positive and negative numbers in context
- Discuss the idea of owing money, below par in golf,
temperature, sea level
- Refer to positive numbers as positive 7 and negative
numbers as negative 8 etc
- Record numbers with signs - +2 , - 4 etc
- Rewind a video tape
- Walk the number line to experience positive and
negative numbers
- Identify and mark positive and negative numbers on
personal and class number lines
Example 1: The night temperature was –7 and the day
temperature was +6. How many degrees hotter was it by day?
Example 2: What is the difference between –8 and +4 ?
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Strand Unit
Rules and Properties
| 1. |
Explore and discuss simple properties and rules about
brackets and priority of operation
Example 1: 10 + (4 +4) =
Example 2: (3 x 4) + 5 =
Example 3: 4 + 3 x 5 =
Example 4: 96 – 8 –12 =
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| 2. |
Know simple properties and rules about brackets and priority
of operations
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| 3. |
Use calculator to find missing numbers and missing operator.
Example 1: 37 ? 21 ? 23 = 800
Example 2: 27 ? (36 ? 11) = 675
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| 4. |
Identify relationships and record verbal and simple symbolic
rules for number patterns.
Example 1: 2.0, 3.5, 5.0, 6.5, _, __
Example 2: 81, 27, 9, _ , _
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| 5. |
Deduce and record rules for given number patterns.
Example 1: 2,6,12,20, 30, _, _.
Example 2: 4.1, 8.2, 16.4, _,_.
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Strand Unit
Variables
| 1. |
Explore the concept of a variable in the context of simple
patterns, tables and simple formulae and substitute values for variables.
Example 1: d = 2r (Find d, if r = 4)
Example 2: a = l x w. (Find a, if l
=5, and w =6)
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Equations
| 1. |
Translate number sentences with a frame into a word problem
and vice versa
Example 1: How many teams of 4 can be made from a class of 28 children? 28 – 4
=
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| 2. |
Translate word problems with a variable into a number
sentence.
Example 1: Peter thought of a number, multiplied it by 7, and added 6 to the
answer. The result was 41. What was the number?
Example 2: If Brian was 3 times his present age, he would be 6 years younger
than his mother who is 39. How old is Brian?
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| 3. |
Solve one step number sentences and equations
Example 1: 75 – 43 =
Example 2: 3.5 x ______ = 14
Example 3: 25% of ____ = 15.
Example 4: y + 7 =13. Find y
Example 5: 8a – 7 = 33. Find a
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Shape and Space
Strand Unit
2 D Shapes
| 1. |
Name, explore and compare a wide variety of three and four
side figures in terms of size and number of angles, type and number of sides
(Trapezium, scalene triangle and regular hexagon).
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| 2. |
Construct triangles from given sides or angles
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| 3. |
Identify the properties of the circle. Examine area of circle
by counting square units.
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| 4. |
Relate the diameter of a circle to its circumference by
measurement.
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| 5. |
Measure the circumference of circle using a piece of string.
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| 6. |
Construct a circle of given radius or diameter
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| 7. |
Tessellate combinations of 2D shapes
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| 8. |
Classify shapes according to their lines of symmetry
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| 9. |
Plot simple co-ordinates and apply where appropriate. Use
squared paper.
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| 10. |
Use 2D shapes and properties to solve problems
- Make a specified shape with Tangram shapes
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Strand Unit
3 D Shapes
| 1. |
Identify and examine 3D shapes
- Compare and record number of faces of 3D shapes
- Identify number of edges and vertices of 3D shapes
- Name the shape of faces
- Deconstruct 3D shapes into nets
- Draw the nets of 3D shapes
- Construct 3D shapes from nets
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Strand Unit
Lines and Angles
| 1. |
Recognise, classify and describe angles and relate angles to
shape and the environment
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| 2. |
Identify types of angles in environment
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| 3. |
Measure and record angles as acute, reflex and right angles
and determine the number of such angles in relation to common regular shapes
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| 4. |
Recognise angles in terms of rotation
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| 5. |
Examine, measure and record the angles formed by the hands of
a clock at a variety of different times
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| 6. |
Estimate, measure and construct angles in degrees
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| 7. |
Explore the sum of angles in a triangle
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| 8. |
Explore the sum of the angles in a quadrilateral
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Strand Unit
Measures
Length
| 1. |
Select and use appropriate instruments of measurement
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| 2. |
Estimate and measure length using appropriate metric units
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| 3. |
Rename measures of length
Example 1: 233m = 233/1000 = 0.233km
Example 2: 1 m 11 cm = 1 11/100m = 1.11m
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| 4. |
Estimate and measure the perimeter of regular and irregular
shapes
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| 5. |
Use and interpret scales on maps and plans
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Area
| 1. |
Discover the area of a rectangle is length by breadth
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| 2. |
Recognise that the length of the perimeter of a rectangle
does not determine the area of the shape
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| 3. |
Construct rectangles of constant perimeter with varying areas
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| 4. |
Estimate and measure the area of regular and irregular 2D
shapes
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| 5. |
Calculate the area of regular and irregular 2D shapes
- Check area of shape by measuring with square centimetre
units
- Calculate area of circle by counting squares only
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| 6. |
Calculate area using square centimetres and metres
- Find area of square of side 9 cm
- Find area of rectangle of length 9 cm and width 5 cm
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| 7. |
Calculate area using ares and hectares
- Fields, playground, car parks
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| 8. |
Compare visually square metres and square centimetres
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| 9. |
Identify the relationship between square metres and square
centimetres
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| 10. |
Find the area of a room from a scale plan
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Strand Unit
Weight
| 1. |
Select and use appropriate instruments of measurement
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| 2. |
Estimate and measure weight using appropriate metric units
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| 3. |
Rename measures of
weight using appropriate metric units
Example 1: 759g = ¾ kg = 0.75kg
Example 2: 4kg 45g = 4 45 /1000 = 4.045kg
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Strand Unit
Capacity
| 1. |
Select and use appropriate instruments of measurement
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| 2. |
Estimate and measure capacity using appropriate metric units
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| 3. |
Rename measures of capacity using appropriate metric measures
Example 1: 625ml = 5/8l = 0.625l
Example 2: 8 L 253 ml = 8 253 /1000 = 8.253 L
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| 4. |
Find the volume of a cuboid experimentally
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Strand Unit
Time
| 1. |
Read and interpret timetables and 24 clock (digital and
analogue)
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| 2. |
Explore international time zones
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| 3. |
Interpret and convert between times in 12 hour and 24 hour
format
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| 4. |
Explore the relationship between time, distance and speed
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Strand Unit
Money
| 1. |
Compare value for money using unitary method
Example: Which is better value for money? 6
apples for 72p or 4 apples for 40p?
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| 2. |
Calculate sale prices.
Example 1: Find the price of an article which originally cost £200 and is
reduced by 25% in a sale
Example 2: The price of an article without VAT is £160. How much will it cost
if VAT is added at 12 ½ %?
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| 3. |
Convert foreign currencies to Irish pounds and vice versa
Example 1: Change £28 to francs. (£1
= 8 francs)
Example 2: Change £28 Irish pounds to sterling. (£1 = 75p sterling)
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Strand Unit
Data
| 1. |
Collect, organise and represent data using pictograms, single
and multiple bar charts and simple pie charts
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| 2. |
Read and interpret pictograms, single and multiple bar charts
and pie charts
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| 3. |
Read and interpret trend graphs
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| 4. |
Compare and use simple data sets
- Personal data such as heights, ages, sports results
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| 5. |
Explore and calculate averages of simple data sets
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| 6. |
Use data sets to solve problems
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Strand Unit
Chance
| 1. |
Identify and list all possible outcomes of simple random
processes
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| 2. |
Select two numbers at random from the numbers 1,2,3,4,5
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| 3. |
Estimate the likelihood of occurrence of events
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| 4. |
Construct and use frequency charts and tables
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Back to Top
Note on Informal Assessment /
Teaching Strategies
| 1. |
Estimate when doing addition and subtraction
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| 2. |
Drills in addition and subtraction – 3+ 6; 3 +16; 3 + 26;
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| 3. |
Orally solve word problems – single step, multi-step
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| 4. |
Evaluate and review problem solving strategies
- Read each problem three times – there are 402 cattle
in 3 fields. 86 in field 1, 86 in field 2, how many in field 3? Draw and
discuss
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| 5. |
Teach concept of multiplication as continuous addition
2+2 +2 +2 = 2 x 4
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| 6. |
Know number facts to 100
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| 7. |
Work involving 0
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| 8. |
Develop concept of division as repeated subtraction
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