Northern Ireland

$Northern Ireland flag$

Skills available for Northern Ireland foundation stage maths curriculum

Objectives are in black and IXL maths skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

Showing alignments for:

Minimum Content Minimum Content

Actions

Print curriculum

FS.N Number

FS.N.1 Understanding Number
- FS.N.1.1 count a variety of objects;
- FS.N.1.2 develop an understanding of one-to-one correspondence and come to appreciate that the size of a set is given by the last number in the count;
- FS.N.1.3 investigate different ways of making sets for a given number within 5/10;
- FS.N.1.4 match numerals to sets;
- FS.N.1.5 order numerals and sets within 5/10;
  - Put numbers up to 10 in order (1-H.10)
- FS.N.1.6 develop an understanding of conservation of number within 5/10;
- FS.N.1.7 understand in counting activities that 'none' is represented by zero;
- FS.N.1.8 explore ordinal number;
  - Ordinal numbers (2-A.23)
- FS.N.1.9 explore the number that comes after, before, between a given number;
- FS.N.1.10 carry out simple mental calculations;
- FS.N.1.11 extend, when appropriate, understanding of number beyond 10.
FS.N.2 Counting and Number Recognition
- FS.N.2.1 count in the context of number rhymes, jingles and stories;
- FS.N.2.2 count forwards in ones within 5/10 from different starting points;
- FS.N.2.3 count backwards in ones within 5/10 from different starting points;
- FS.N.2.4 recognise numerals up to 5/10;
- FS.N.2.5 state, without counting, quantities within 5;
- FS.N.2.6 make a sensible guess of quantities within 10;
  - Counting review - up to 10 (2-A.1)
- FS.N.2.7 explore numbers relevant to their every day lives;
- FS.N.2.8 extend, when appropriate, counting in ones and recognition of numbers beyond 10;
- FS.N.2.9 extend activities to include counting in 2s, 5s and 10s.
FS.N.3 Understanding Money
- FS.N.3.1 use money in various contexts;
  - Money - word problems (2-S.6)
  - Purchases: do you have enough money? (2-S.8)
- FS.N.3.2 talk about things that they want to spend money on;
- FS.N.3.3 understand the need to pay for goods;
- FS.N.3.4 become familiar with coins in everyday use;
- FS.N.3.5 talk about different ways we can pay for goods;
- FS.N.3.6 use their number skills in shopping activities.
  - Money - word problems (2-S.6)
  - Purchases: do you have enough money? (2-S.8)

FS.M Measures

FS.M.1 compare two objects of different length/weight/capacity/area; understand and use the language of comparison;
FS.M.2 order three objects of different length, weight, capacity, area; talk about the ordering using appropriate language;
- Compare size, mass and capacity (1-U.5)
- Compare size, mass and capacity (2-R.5)
FS.M.3 find an object of similar length, weight, capacity, area; talk about their findings in terms of 'just about the same' length, weight, capacity, area;
FS.M.4 begin to explore the notion of conservation of length, weight, capacity in practical situations; engage in discussion about their observations;
FS.M.5 choose and use, with guidance, non-standard units to measure length/capacity/weight; talk about their work;
- Measure using objects (1-U.6)
- Measure using objects (2-R.6)
FS.M.6 sequence two or three familiar events;
FS.M.7 talk about significant times on the clock;
FS.M.8 compare two intervals of time; talk about their observations in terms of took longer/shorter time;
FS.M.9 explore time patterns;
FS.M.10 choose and use, with guidance, non-standard units to measure time; talk about their work.

Northern Ireland

Showing alignments for:

Actions

FS.N Number

FS.N.1 Understanding Number

FS.N.1.1 count a variety of objects;

FS.N.1.2 develop an understanding of one-to-one correspondence and come to appreciate that the size of a set is given by the last number in the count;

FS.N.1.3 investigate different ways of making sets for a given number within 5/10;

FS.N.1.4 match numerals to sets;

FS.N.1.5 order numerals and sets within 5/10;

FS.N.1.6 develop an understanding of conservation of number within 5/10;

FS.N.1.7 understand in counting activities that 'none' is represented by zero;

FS.N.1.8 explore ordinal number;

FS.N.1.9 explore the number that comes after, before, between a given number;

FS.N.1.10 carry out simple mental calculations;

FS.N.1.11 extend, when appropriate, understanding of number beyond 10.

FS.N.2 Counting and Number Recognition

FS.N.2.1 count in the context of number rhymes, jingles and stories;

FS.N.2.2 count forwards in ones within 5/10 from different starting points;

FS.N.2.3 count backwards in ones within 5/10 from different starting points;

FS.N.2.4 recognise numerals up to 5/10;

FS.N.2.5 state, without counting, quantities within 5;

FS.N.2.6 make a sensible guess of quantities within 10;

FS.N.2.7 explore numbers relevant to their every day lives;

FS.N.2.8 extend, when appropriate, counting in ones and recognition of numbers beyond 10;

FS.N.2.9 extend activities to include counting in 2s, 5s and 10s.

FS.N.3 Understanding Money

FS.N.3.1 use money in various contexts;

FS.N.3.2 talk about things that they want to spend money on;

FS.N.3.3 understand the need to pay for goods;

FS.N.3.4 become familiar with coins in everyday use;

FS.N.3.5 talk about different ways we can pay for goods;

FS.N.3.6 use their number skills in shopping activities.

FS.M Measures

FS.M.1 compare two objects of different length/weight/capacity/area; understand and use the language of comparison;

FS.M.2 order three objects of different length, weight, capacity, area; talk about the ordering using appropriate language;

FS.M.3 find an object of similar length, weight, capacity, area; talk about their findings in terms of 'just about the same' length, weight, capacity, area;

FS.M.4 begin to explore the notion of conservation of length, weight, capacity in practical situations; engage in discussion about their observations;

FS.M.5 choose and use, with guidance, non-standard units to measure length/capacity/weight; talk about their work;

FS.M.6 sequence two or three familiar events;

FS.M.7 talk about significant times on the clock;

FS.M.8 compare two intervals of time; talk about their observations in terms of took longer/shorter time;

FS.M.9 explore time patterns;

FS.M.10 choose and use, with guidance, non-standard units to measure time; talk about their work.

FS.SS Shape and Space

FS.SS.1 explore and talk about shapes in the environment;

FS.SS.2 build and make models with 3D shapes; create pictures and patterns with 2D shapes;

FS.SS.3 investigate and talk about the properties of shapes;

FS.SS.4 sort collections of shapes in several ways; describe the arrangements;

FS.SS.5 describe and name common 3-D and 2-D shapes;

FS.SS.6 explore body space through different types of movement;

FS.SS.7 explore movement through space during indoor and outdoor play activities;

FS.SS.8 understand and use a range of positional words;

FS.SS.9 explore movement using programmable devices;

FS.SS.10 follow/give directions from/to a partner for simple movements.

FS.So Sorting

FS.So.1 explore freely properties of a range of materials and one/two/three property collections; respond to questions about the arrangements;

FS.So.2 sort collections of random materials;

FS.So.3 sort for one criterion using one-property materials; talk about the arrangement;

FS.So.4 sort for one criterion using two-property collections; re-sort for the second criterion; explain their work;

FS.So.5 sort for one criterion using three/four-property collections; find the various possibilities; explain their work;

FS.So.6 partition sets into subsets in preparation for exploring components of number.

FS.PR Patterns and Relationships

FS.PR.1 investigate and talk about pattern in the environment;

FS.PR.2 copy a simple pattern;

FS.PR.3 continue a simple pattern;

FS.PR.4 create patterns;

FS.PR.5 explore pattern in number;

FS.PR.6 discover the components of numbers within 5/10 by investigating different ways of partitioning sets into subsets practically; talk abut the outcomes;

FS.PR.7 understand the concept of addition by combining sets of objects to find 'how many';

FS.PR.8 match objects in real contexts;

FS.PR.9 compare sets by matching objects/counting objects to understand the terms 'more than' less than' 'the same';

FS.PR.10 investigate the relationship between addition and subtraction in practical situations.

FS.Pro Progression

FS.Pro.1 use appropriate mathematical language and symbols;

FS.Pro.2 sort and re-sort materials, recording the outcomes in a variety of ways;

FS.Pro.3 talk about data represented in simple block graphs, tables and diagrams;

FS.Pro.4 understand the conservation of number;

FS.Pro.5 count forwards and backwards from different starting points;

FS.Pro.6 recognise numbers to at least 20;