Northern Ireland

Understanding Number

• Count a variety of objects, for example, number of cups, apples, crayons

  • Count to 3 (1-A.3)
  • Count on ten frames - up to 3 (1-A.5)
  • Count to 5 (1-B.3)
  • Count cubes - up to 5 (1-B.5)
  • Count on ten frames - up to 5 (1-B.7)
  • Count to 10 (1-C.3)
  • Count cubes - up to 10 (1-C.5)
  • Count on ten frames - up to 10 (1-C.7)

• 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

  • Learn to count to 3 (1-A.2)
  • Count using stickers - up to 3 (1-A.4)
  • Show numbers on ten frames - up to 3 (1-A.6)
  • Learn to count to 5 (1-B.2)
  • Count using stickers - up to 5 (1-B.4)
  • Learn to count to 10 (1-C.2)
  • Count using stickers - up to 10 (1-C.4)

• Investigate different ways of making sets for a given number within 5/10

  • Show numbers with cubes - up to 5 (1-B.6)
  • Show numbers on ten frames - up to 5 (1-B.8)
  • Show numbers with cubes - up to 10 (1-C.6)
  • Show numbers on ten frames - up to 10 (1-C.8)
  • Put together cubes - sums up to 5 (1-L.1)
  • Put together cubes - sums up to 10 (1-M.1)

• Match numerals to sets

  • Represent numbers - up to 3 (1-A.7)
  • Represent numbers - up to 5 (1-B.9)
  • Represent numbers - up to 10 (1-C.9)

• Order numerals and sets within 5/10

  • Put numbers up to 10 in order (1-H.10)

• Develop an understanding of conservation of number within 5/10

• Understand in counting activities that 'none' is represented by zero

• Explore ordinal number, for example, first, second, third, last, between, by completing practical activities

  • Ordinal numbers - up to fifth (1-B.15)
  • Ordinal numbers - up to tenth (1-C.28)

• Explore the number that comes after, before, between a given number

  • Before, after and between - up to 10 (1-C.21)
  • Before, after and between - up to 20 (1-D.9)

• Carry out simple mental calculations, for example, 1 more than/less than within 10; 2 more than/less than within 10

  • One more with pictures - up to 5 (1-B.10)
  • One more on frames - up to 5 (1-B.11)
  • One more - up to 5 (1-B.12)
  • One less with pictures - up to 5 (1-B.13)
  • One less on frames - up to 5 (1-B.14)
  • One more with pictures - up to 10 (1-C.10)
  • One more on frames - up to 10 (1-C.11)
  • One more - up to 10 (1-C.12)
  • One less with pictures - up to 10 (1-C.13)
  • One less on frames - up to 10 (1-C.14)
  • One more and one less with pictures - up to 10 (1-C.15)
  • One more and one less on frames - up to 10 (1-C.16)

• Extend, when appropriate, understanding of number beyond 10

  • Count to 20 (1-D.2)
  • Count on ten frames - up to 20 (1-D.3)
  • Show numbers on ten frames - up to 20 (1-D.4)
  • Represent numbers - up to 20 (1-D.5)
  • Count on ten frames - up to 30 (1-E.1)
  • Count to 100 (1-E.5)

Counting and Number Recognition

• Count in the context of number rhymes, jingles and stories

• Count forwards in ones within 5/10 from different starting points

  • What number comes next? - up to 5 (1-B.)
  • What number comes next? - up to 10 (1-C.)
  • Count up and down - up to 10 (1-C.17)
  • Count forward and backward - up to 10 (1-C.22)

• Count backwards in ones within 5/10 from different starting points

  • Count up and down - up to 10 (1-C.17)
  • Count forward and backward - up to 10 (1-C.22)

• Recognise numerals up to 5/10

  • Identify numbers - up to 10 (1-C.1)

• State, without counting, quantities within 5

  • Represent numbers - up to 3 (1-A.7)
  • Represent numbers - up to 5 (1-B.9)

• Make a sensible guess of quantities within 10

  • Represent numbers - up to 10 (1-C.9)

• Explore numbers relevant to their everyday lives, for example, the number of children allowed to play in the sand, telephone numbers, house number

  • Count using stickers - up to 5 (1-B.4)
  • Count using stickers - up to 10 (1-C.4)

• Extend, when appropriate, counting in ones and recognition of numbers beyond 10

  • Count up and down - up to 20 (1-D.6)
  • Number lines - up to 20 (1-D.8)
  • Count forward and backward - up to 20 (1-D.10)
  • Complete a sequence - up to 20 (1-D.15)
  • Number lines - up to 30 (1-E.2)
  • Count up and down - up to 100 (1-E.7)
  • Complete a sequence - up to 100 (1-E.8)
  • Count forward and backward - up to 100 (1-E.9)

• Extend activities to include counting in 2s, 5s and 10s

  • Learn to skip-count by twos (1-F.1)
  • Skip-count by twos (1-F.2)
  • Skip-count by twos on ten frames (1-F.3)
  • Learn to skip-count by fives (1-F.4)
  • Skip-count by fives (1-F.5)
  • Learn to skip-count by tens (1-F.6)
  • Skip-count by tens (1-F.7)
  • Learn to skip-count by twos, fives and tens (1-F.8)
  • Skip-count by twos, fives and tens (1-F.9)

Understanding Money

• Use money in various contexts

  • Equivalent groups of coins (1-X.8)
  • Exchanging groups of coins (1-X.9)
  • Exchanging coins (1-X.10)
  • Compare two groups of coins (1-X.11)

• Talk about things that they want to spend money on

• Understand the need to pay for goods

• Become familiar with coins in everyday use

  • Coin values - 1p, 2p, 5p and 10p coins (1-X.1)
  • Coin values - 20p, 50p, £1 and £2 (1-X.2)
  • Coin values (1-X.3)

• Talk about different ways we can pay for goods, for example, cash, cheque, credit/debit card

  • Count money - 1p coins only (1-X.4)
  • Count money - 1p and 2p coins (1-X.5)
  • Count money - 1p, 2p and 5p coins (1-X.6)
  • Count money - 1p, 2p, 5p and 10p coins (1-X.7)

• Use their number skills in shopping activities

Measures

• Compare two objects of different length/weight/capacity/area; understand and use the language of comparison, for example, longer/shorter, heavier/lighter, holds more/less, covers more/less, covers more/less surface

  • Long and short (1-W.1)
  • Tall and short (1-W.2)
  • Wide and narrow (1-W.3)
  • Light and heavy (1-W.4)
  • Holds more or less (1-W.5)
  • Compare size, weight and capacity (1-W.6)

• Order three objects of different length, weight, capacity, area; talk about the ordering using appropriate language, for example, heaviest/lightest, covers the most/least surface

  • Long and short (1-W.1)
  • Tall and short (1-W.2)
  • Wide and narrow (1-W.3)
  • Light and heavy (1-W.4)
  • Holds more or less (1-W.5)
  • Compare size, weight and capacity (1-W.6)

• Find an object of similar length, weight, capacity, area; talk about their findings in terms of 'just about the same' length, weight, capacity, area

• Begin to explore the notion of conservation of length, weight, capacity in practical situations, engage in discussion about their observations

• Choose and use, with guidance, non-standard units to measure length/capacity/weight; talk about their work

  • Measure using objects (1-W.7)
  • Measure length with cubes (1-W.8)
  • Build cube trains to measure length (1-W.9)
  • Measure height with cubes (1-W.10)
  • Build cube trains to measure height (1-W.11)

• Sequence two or three familiar events, for example, those associated with school routines

  • Compare clocks (1-T.11)

• Talk about significant times on the clock, for example, lunch time, home time

  • Match digital clocks and times I (1-T.1)
  • Match digital clocks and times II (1-T.2)
  • Match analogue clocks and times I (1-T.3)
  • Match analogue clocks and times II (1-T.4)
  • Match analogue and digital clocks I (1-T.5)
  • Match analogue and digital clocks II (1-T.6)
  • Read clocks and write times I (1-T.7)
  • Read clocks and write times II (1-T.8)
  • A.M. or P.M. (1-T.9)
  • Times of everyday events (1-T.10)

• Compare two intervals of time, talk about their observations in terms of took longer/shorter time

• Explore time patterns, for example, morning, afternoon, evening, days of the week

  • Seasons (1-T.12)
  • Days of the week (1-T.13)
  • Months of the year (1-T.14)

• Choose and use, with guidance, non-standard units to measure time; talk about their work

Shape and Space

• Explore and talk about shapes in the environment, for example, shapes of leaves, containers, windows

  • Shapes of everyday objects I (1-Z.10)
  • Shapes of everyday objects II (1-Z.11)

• Build and make models with 3-D shapes; create pictures and patterns with 2-D shapes

  • Compose two-dimensional shapes (1-Y.12)

• Investigate and talk about the properties of shapes, for example, those that roll/do not roll, those with straight edges/curved edges

  • Curved parts (1-Y.7)
  • Count sides and corners (1-Y.8)
  • Compare sides and corners (1-Y.9)
  • Two-dimensional and three-dimensional shapes (1-Z.1)
  • Identify shapes traced from solids (1-Z.9)

• Sort collections of shapes in several ways; describe the arrangements

  • Different (1-H.1)
  • Same (1-H.2)
  • Same and different (1-H.3)
  • Classify and sort by colour (1-H.5)
  • Classify and sort by shape (1-H.6)
  • Classify and sort (1-H.7)
  • Sort shapes into a Venn diagram (1-H.9)

• Describe and name common 3-D and 2-D shapes

  • Name the two-dimensional shape (1-Y.1)
  • Circles (1-Y.2)
  • Triangles (1-Y.3)
  • Squares and rectangles (1-Y.4)
  • Hexagons (1-Y.5)
  • Select two-dimensional shapes (1-Y.6)
  • Name the three-dimensional shape (1-Z.2)
  • Spheres (1-Z.3)
  • Cubes and cuboids (1-Z.4)
  • Cones (1-Z.5)
  • Cylinders (1-Z.6)
  • Pyramids (1-Z.7)
  • Select three-dimensional shapes (1-Z.8)

• Explore body space through different types of movement, for example, curling and stretching, falling forwards/backwards

• Explore movement through space during indoor and outdoor play activities

• Understand and use a range of positional words, for example, in front of, behind, across, beside, between

  • Inside and outside (1-J.1)
  • Top, middle and bottom (1-J.2)
  • Above and below (1-J.3)
  • Above and below - find solid figures (1-J.4)
  • Left, middle and right (1-J.5)
  • Beside and next to (1-J.6)
  • Beside and next to - find solid figures (1-J.7)
  • Location in a grid (1-J.8)

• Explore movement using programmable devices, for example, Pixie

• Follow/give directions from/to a partner for simple movements, for example, two steps forward, one step backwards.

Sorting

• Explore freely properties of a range of materials and one/two/three property collections, respond to questions about the arrangements

  • Classify shapes by colour (1-H.4)

• Sort collections of random materials, for example, cutlery, collections of autumn fruits, sorting boxes and talk about the arrangements

• Sort for one criterion using one-property materials, talk about the arrangement

• Sort for one criterion using two-property collections, re-sort for the second criterion, explain their work

• Sort for one criterion using three/four-property collections, find the various possibilities, explain their work

  • Classify and sort by colour (1-H.5)
  • Classify and sort by shape (1-H.6)
  • Classify and sort (1-H.7)

• Partition sets into subsets in preparation for exploring components of number

Patterns and Relationships

• Investigate and talk about pattern in the environment, for example, tiles, windows, wall paper, art prints, clothes, brick walls

• Copy a simple pattern, for example, green cube, blue cube, green cube…, shell, pebble, shell…

  • Colour patterns (1-I.1)
  • Size patterns (1-I.2)
  • Shape patterns (1-I.3)

• Continue a simple pattern

  • Find the next shape in a pattern (1-I.4)
  • Complete a pattern (1-I.5)

• Create patterns, for example, when making a necklace for teddy, when printing

  • Make a pattern (1-I.6)

• Explore pattern in number, for example, setting out a number of objects in twos

  • Learn to skip-count by twos (1-F.1)
  • Skip-count by twos (1-F.2)
  • Skip-count by twos on ten frames (1-F.3)
  • Learn to skip-count by fives (1-F.4)
  • Skip-count by fives (1-F.5)
  • Learn to skip-count by tens (1-F.6)
  • Skip-count by tens (1-F.7)
  • Learn to skip-count by twos, fives and tens (1-F.8)
  • Skip-count by twos, fives and tens (1-F.9)

• Discover the components of numbers within 5/10 by investigating different ways of partitioning sets into subsets practically, talk about the outcomes

  • Put together cubes - sums up to 5 (1-L.1)
  • Take apart numbers up to 5: words (1-L.2)
  • Put together cubes - sums up to 10 (1-M.1)
  • Take apart numbers up to 10: words (1-M.2)
  • Decompose a number up to 10 (1-M.3)

• Understand the concept of addition by combining sets of objects to find 'how many'

  • Add with cubes - sums up to 5 (1-L.3)
  • Add with pictures - sums up to 5 (1-L.4)
  • Addition sentences up to 5: which model matches? (1-L.5)
  • Addition sentences up to 5: what does the model show? (1-L.6)
  • Take apart numbers up to 5: addition sentences (1-L.7)
  • Add with cubes - sums up to 10 (1-M.4)
  • Add with pictures - sums up to 10 (1-M.5)
  • Addition sentences up to 10: which model matches? (1-M.6)
  • Addition sentences up to 10: what does the model show? (1-M.7)
  • Take apart numbers up to 10: addition sentences (1-M.8)
  • Add doubles with models (1-M.16)

• Match objects in real contexts, for example, cup to saucer, knife to fork

• Compare sets by matching objects/counting objects to understand the terms 'more than', 'less than', 'the same'

  • Are there enough? (1-G.1)
  • Fewer and more - compare by matching (1-G.2)
  • Fewer and more - compare by counting (1-G.3)
  • Fewer and more - compare in a mixed group (1-G.4)
  • Fewer, more and same (1-G.5)

• Investigate the relationship between addition and subtraction in practical situations

  • Addition word problems with pictures - sums up to 5 (1-L.11)
  • Addition word problems - sums up to 5 (1-L.12)
  • Addition word problems with pictures - sums up to 10 (1-M.14)
  • Addition word problems - sums up to 10 (1-M.15)
  • Subtraction word problems with pictures - numbers up to 5 (1-P.8)
  • Subtraction word problems - numbers up to 5 (1-P.9)
  • Subtraction word problems with pictures - numbers up to 10 (1-Q.10)
  • Subtraction word problems - numbers up to 10 (1-Q.11)