Suggested
SuggestedFortnightly
FortnightlyPlan
Plan1 (Pages
1 - P. 6–11)
Fortnight 1
Fortnight 1
–
Strand
Strand
••Early Mathematics Activities
Strand
Strandunits
units
• Classifying
• Matching
Estimation/Problem solving
Skills and concepts
• Reasoning
• Implementing
• Communicating and expressing
Skills and concepts
Use of the environment
• Everyday familiar sets, e.g. food,
clothes, animals, colours, furniture,
plants
• Classify objects on the basis of colour.
Resources
Resources
• Bears, cubes, counters, beads, pegs,
•
• Match pairs of identical objects in one-to-one
correspondence.
Assessment
•
Bears, cubes, counters, beads,
• pegs, blocks, 2D shapes, random
• Sort a group of objects into 3 sets.
classroom items, lego, Venn
Integration
Objectives
Objectives
TickDate
TickDate
blocks, coloured 2D shapes
• diagram cards
• Identify the complement of a set, i.e. the odd-one-out.
• Match, sort and classify activities focusing on the criteria of
colour.
• Classification and matching of objects on the basis of 1
attribute, e.g. category or shape.
Differentiation
Assessment
• Pick the-odd-one-out of a set of
objects
• Identify and justify the inclusion/
exclusion of elements from a set
• Revise and name common colours.
• Development of the ability to reason logically and explicitly
justify choices using the appropriate language.
Integration
• Literacy
• Art
• PE
Estimation/Problem solving
Concrete activities
• Examine/discuss 1-attribute and 2-attribute sets.
• Explain why elements belong/do not belong to the set.
• Observe a random collection of objects. Suggest an appropriate
attribute to use as a basis for sorting, e.g. colour, shape.
Concrete activities
• Sort/classify objects on the basis of colour.
Differentiation
Lower attainers: Simple classifying on
the basis of 1 criterion.
Higher attainers: Classifying on the
basis of 2 or 3 criteria.
• Sort objects into matching groups or sets. Explain why objects do/do not belong using the appropriate language.
Mathematical language, and talk and discussion
Mathematical language, and talk and discussion
Use of the environment
• Colour, sort, match, red, yellow, blue, green, orange, white, purple, brown, black, Which objects are the same?, Which objects
are not the same?
• Which items do/do not belong?, Explain how/why these objects are the same/different?, Which item does not belong in the
group/set?, Why doesn’t it belong?, sort these items into matching groups/sets
Planet Maths Teacher Resources • Senior Infants
11
Suggested Fortnightly Plan 2 (Pages 12–19)
Strand
• Number
Strand units
• Counting
• Analysis of Number
Estimation/Problem solving
• Count random arrays of numbers
1–5 displayed on cards.
• Set out arrays of counters totals
2–5 close together/far apart.
Will the total change when the
counters are close together or
apart?
Objectives
TickDate
• Revise counting to 5 with numbers presented as a regular
array or as a random group.
• Match the correct set and numeral and combine sets of
objects totals to 5 by counting all.
• Revise and practise the correct formation of the numerals 1
to 5.
Resources
• Bears, cubes, counters, beads,
pegs, blocks, tin box, class number
line with detachable numbers,
individual number lines, sets of
cards numbered 1–5, lego
Assessment
• Revise counting forwards and backwards from 1 to 5 with
numbers presented as a regular array or as a random group.
• Count random groups of objects
totals to 5
• Practise activities that will promote an understanding of the
conservation of number.
• Simple addition sums totals to 5
• Order numbers 1 to 5.
• Formation of numerals 1–5
Integration
• Count the number of objects in a set, totals to 5.
• PE
• Combine sets of objects, totals to 5.
• SPHE
Differentiation
Skills and concepts
• Understanding and recalling
Fortnight 2
Lower attainers: Counting sets of
concrete materials to 5.
Higher attainers: Complementary
addition to 5.
• Integrating and connecting
Concrete activities
• Count forwards to 5 and backwards to 1 on the number line.
• Hold up sets of classroom items numbering 1 to 5, e.g. pencils or crayons, and invite a pupil to write the corresponding numeral
on the blackboard. Combine totals to 5 by counting all.
Mathematical language, and talk and discussion
Use of the environment
• One, two, three, four, five, How many...?, count forwards, count backwards, What
number can I make with...?, What is the ‘missing’ number?, What number comes
before...?, What number comes after...?
• Count familiar sets of everyday
objects, e.g. hats, school bags,
pencils, crayons
Planet Maths Teacher Resources • Senior Infants
12
Suggested Fortnightly Plan 3 (Pages 20–25)
Strands
Objectives
• Algebra
• To develop an understanding of pattern and order.
• Number
• Identify, copy and extend pattern.
• Data
Strand units
• Extending Patterns
• Counting
TickDate
Fortnight 3
Resources
• Bears, cubes, counters, beads, pegs,
blocks, lego, gummed coloured
paper
• Revise counting to 6 with numbers presented as a regular
array or as a random group.
• Match the correct set and numeral and combine sets of
objects totals to 6 by counting all.
• Bears, cubes, counters, beads, pegs,
blocks, lego, tin box, class number
line with detachable numbers,
individual number lines, sets of
cards numbered 1–6
• Analysis of Number
• Compare equivalent and non-equivalent sets totals 1–6.
• Recognising and Interpreting Data
• Revise and practise the correct formation of the numeral 6.
Assessment
• Combining sets of objects, totals to 6.
• Count random groups of objects
totals to 6
Use of the environment
Estimation/Problem solving
• Counting and recognising pattern
on clothes, wall paper, wrapping
paper, etc.
• Count random arrays of spot totals 2–6 displayed on flashcards.
• Interpret data from a picture and
represent it as a block graph
• Repeat exercise. Children estimate if number displayed is more than/less than
3/4/5/6?
Skills and concepts
• Reasoning
• Copy and extend simple patterns
Integration
• PE
• Integrating and connecting
• Art
• SPHE
Concrete activities
• Classify, interpret and extend simple patterns on the basis of 1 criterion, e.g. colour, size, shape.
Differentiation
• Combine sets of objects totals to 6 by counting all.
Lower attainers: Simple counting
activities to totals 6.
Higher attainers: Compare equivalent
and non-equivalent sets to totals 6.
• Compare equivalent/non-equivalent sets totals to 6 and name the inequality.
Mathematical language, and talk and discussion
• Pattern, shape, colour, What colour/shape is this?, Which colour/shape do you think comes next in this pattern?, continue with
the same colour/shape/size to complete the pattern, complete/continue/extend the pattern
• One, two, three, four, five, six, How many...?, count forwards, count backwards, How many altogether?, What is the ‘missing’
number?, What number comes before...?, What number comes after...?, more than, less than, the same as, equal, How many
more?, How many less?
Planet Maths Teacher Resources • Senior Infants
13
Suggested Fortnightly Plan 4 (Pages 26–33)
Strands
Objectives
TickDate
• Algebra
• To develop an understanding of pattern and sequence.
• Shape and Space
• To classify, interpret and extend simple patterns on the basis
of 1 attribute or criterion, e.g. colour, size, shape.
Strand units
• Extending Patterns
• 2D Shapes
Estimation/Problem solving
• Call out/present 2 or 3 element
sequence. What comes next?
• Which 2D shape is most suitable
for stacking/building/rolling?
Use of the environment
• Tiles/wooden flooring/brickwork
• To classify, interpret and extend simple patterns on the basis
of 2 attributes or criteria, e.g. colour and shape.
Fortnight 4
Resources
• Bears, cubes, counters, beads, pegs,
blocks, 2D shapes, lego, coloured
gummed paper
• Assorted 2D shapes, Geoboards,
márla, straws, lollipop sticks,
matchsticks
• Describe and name the following 2D shapes (square, circle,
triangle, rectangle).
Assessment
• Sort and compare the shapes, observing similarities and
differences.
• Copy and extend colour patterns
using peg boards/blocks/cubes
• Combine and divide 2D shapes to make larger or smaller
shapes.
• Copy and extend 2-criterion
patterns using 2D shapes/bears
• Make 2D shapes with match sticks and on a geoboard.
• Identify and describe 2D shapes
(square, rectangle, circle, triangle)
Skills and concepts
Integration
• Reasoning
• Literacy
• Integrating and connecting
• Art
Differentiation
Concrete activities
• Call out series of objects or numbers and ask the children to
repeat/extend the series.
• Describe and name 2D shapes (square, rectangle, circle,
triangle).
• Display simple sequences (2D shapes/bears) based on 2
• Combine/divide 2D shapes to make larger/smaller shapes.
criteria or attributes on the blackboard and invite volunteers to • Combine sets by counting how many there are altogether.
continue/extend the pattern.
Lower attainers: Simple sorting on the
basis of 1 criterion
Higher attainers: Extend patterns – 3
criteria
Mathematical language, and talk and discussion
• Pattern, shape, colour, What colour/shape is this?, Which colour/shape do you think comes next in this pattern?, continue with
the same colour/shape/size to complete the pattern, complete/continue/extend the pattern
• Shape, sides, corners, straight, curved, long, short, angle, square, circle, triangle, rectangle
Planet Maths Teacher Resources • Senior Infants
14
Suggested Fortnightly Plan 5 (Pages 34–41)
Strand
• Number
Objectives
TickDate
Fortnight 5
Resources
• Compare equivalent and non-equivalent sets 1–6 and name
the inequality.
• Bears, cubes, counters, beads, pegs,
blocks, Venn diagram cards
• Introduction to the symbol ‘equals’ (=).
• Develop an understanding of the ‘equals’ symbol as meaning
‘the same’ or ‘equivalent’.
• Bears, cubes, counters, beads, pegs,
blocks, sets of cards depicting some
examples of equivalent and nonequivalent sets, set of addition cards
• Match the correct set and numeral and combine sets of
objects totals to 6 by counting all and stating total record.
• Bears, cubes, counters, beads, pegs,
blocks, picture of 2 shopping bags
• Display set of 2/3/4/bears. How
many more bears are needed to
make a set of 5 bears?
• Introduction to the ‘plus’ symbol (+) in the context of
combining/totals to 6.
Assessment
• Combining sets of objects using the ‘equals’ sign.
• Make a set equal to a given set
Skills and concepts
• Combining sets of objects, totals to 6, using the ‘plus’ and
‘equals’ signs.
Strand units
• Comparing
• Analysis of Number
• Numeration
Estimation/Problem solving
• Integrating and connecting
• Reasoning
• Communicating and expressing
Concrete activities
• Match the correct set and numeral
and combine sets of objects (totals
to 6) by counting all and stating
total record.
• Introduction to the ‘plus’ symbol
(+) in the context of combining/
totalling 2 sets.
Use of the environment
• Simple counting activities: There
are 6 children in a group, how
many pencils/copies will they need
to have 1 each?
• How many groups/boys/girls in the
class?
• Display different arrays of the same number using counters or
pegs.
• Make 2 equivalent/non-equivalent
sets
• Name the inequality in nonequivalent sets
• Identify the empty set and the numeral 0.
Integration
• Addition activities involving the empty set.
• PE
• Art
• Practise formation of the numeral 0.
• SESE
• Combining sets of objects, including the ‘empty set’.
• SPHE
Mathematical language, and talk and discussion
Differentiation
• Count the items in the set, How many…?, How many altogether?, more than, less
than, the same as, equal, How many more?, How many less?, Are the sets the same/
equal?, Are the sets not the same/unequal?, show me 2 equal sets, show me 2
unequal sets, empty, zero
Lower attainers: Matching equal sets.
Higher attainers: Adding components
to unequal sets to make them the
same; compare unequal sets and
name the inequality.
• Introduce and explore the use of the word ‘add’, e.g. ‘4 and 2’ means the same as ‘4
add 2’. 4 add 2 altogether makes’ …? Practise using various alternatives and practical,
concrete examples. Introduce the symbol + and provide extensive practical practice
using it, e.g. 1 + 4= _____.
Planet Maths Teacher Resources • Senior Infants
15
Suggested Fortnightly Plan 6 (Pages 42–47)
Strands
• Number
• Data
Strand units
• Analysis of Number
• Recognising and Interpreting Data
Skills and concepts
• Applying and problem-solving
• Reasoning
Objectives
TickDate
• Construct and examine the stories of 3, 4 and 5 by combining
and partitioning.
• Explore and analyse the components of numbers 3, 4 and 5.
• Explore the commutative property of addition in the stories of
3, 4 and 5.
• Practise counting to 5 and combine sets of objects totals to 5
by counting all.
• Compare equivalent and non-equivalent sets and name the
inequality.
• Implementing
• Represent and interpret data in rows using real objects,
models and pictures.
• Integrating and connecting
• Sort and classify groups of objects into sets.
• Communicating and expressing
Fortnight 6
Resources
• Bears, cubes, counters, beads,
pegs, blocks, photocopiable
showing 1 large circle (hula hoop),
photocopiable showing 2 large
circles (hula hoops)
• Bears, cubes, counters, beads, pegs,
blocks, sample pictures for making
pictogram of the children’s pets,
grid for making block graphs
Assessment
• Give a group of children 1 pencil/
book/crayon each. How many are
needed?
• Make 2 equivalent/non-equivalent
sets
• Represent data on a block graph.
Use of the environment
Estimation/Problem solving
• Equivalent/unequivalent sets, e.g. 1 copy/pencil/book for
each child in the group
• Display set of 2/3/4 bears. How many more bears are needed
to make a set of 5 bears?
• Block graph of classroom items (windows, doors, lights,
etc.)
• Display 2 unequivalent sets of bears with 1–5 elements. How
many bears must be added/taken away in order to make the
sets equal?
• Name the inequality in nonequivalent sets
Integration
• PE
• Art
• SPHE
Concrete activities
• Explore the commutative property of addition in the stories of 3, 4 and 5.
Differentiation
• Construct pictograms/block graphs based on children’s likes/dislikes, e.g. favourite fruit/pets.
Lower attainers: Constructing the
stories of 3, 4 and 5 using concrete
manipulatives.
Higher attainers: Number
problems based on block graphs;
complementary addition up to totals 5
• Compare equivalent and non-equivalent sets and name the inequality.
Mathematical language, and talk and discussion
• One, two, three, four, five, six, seven, eight, How many…?, How many altogether?, How many more do you need to make 3/4/5?
• More than, less than, the same as, equal, How many more?, How many less?, most, least
Planet Maths Teacher Resources • Senior Infants
16
Suggested Fortnightly Plan 7 (Pages 48–56)
Strands
Objectives
Tick Date
• Number
• Explore and analyse the components of number 6.
• Shape and Space
• Construct and examine the story of 6 by combining and
partitioning.
Strand units
• Analysis of Number
• 3D Shapes
Estimation/Problem solving
• Display a random set of books
(1–6). Can I give 6 children a book
each? How many more/less books
do I need?
• Examine sets of 3D shapes to
discover which shapes are best for
stacking, rolling, building. Discuss
results.
Skills and concepts
• Applying and problem-solving
• Reasoning
• Implementing
• Integrating and connecting
• Explore the commutative property of addition in the story of 6.
• Combining to explore the components of number 6.
Fortnight 7
Resources
• Bears, cubes, counters, beads,
pegs, blocks, photocopiable with
1 large circle (hula hoop) on it,
photocopiable with 2 large circles
(hula hoops) on it
• Add on the number line by ‘counting on’.
• 2D and 3D shapes varying in size
and colour, márla, straws, lollipop
sticks, matchsticks
• Combining numbers by counting ‘on’ on the number line,
totals to 6.
Assessment
• Count the number of items in a set, totals to 6.
• Construct the story of 6
• Match sets to correct numeral.
• Solve simple addition problems using the number line
• Partitioning to explore the components of number 6.
• Describe and name the following 3D shapes (cube, cuboid,
sphere and cylinder).
• Observe and identify 3D shapes in the environment.
• Identify 4 3D shapes (cube, cuboid,
sphere and cylinder)
• Sort and compare these shapes, observing similarities and
differences.
Integration
• Combine 3D shapes to make simple constructions.
• PE
• Describe 3D shapes according to attributes (flat, curved, can/can’t roll).
• Art
Concrete activities
Use of the environment
• Use hula hoops and bears/cubes to construct the story of 6.
• Recognising 3D shapes in the
environment: blocks, bricks, cans,
boxes
• Explore and discuss relevant attributes of a cube, cuboid, sphere and cylinder.
• Addition to a total of 6 by ‘counting on’ on the number line.
Differentiation
Lower attainers: Identify and name
3D shapes.
Higher attainers: Name shapes by
‘feeling’ them or by listening to
descriptions of their properties.
Mathematical language, and talk and discussion
• One, two, three, four, five, six, How many…?, How many altogether?, How many more do you need to make 6?
• Shape, sides, corners, face, straight, curved, long, short, angle, cube, cuboid, sphere, cylinder
Planet Maths Teacher Resources • Senior Infants
17
Suggested Fortnightly Plan 8 (Pages 57–62, 68)
Strand
• Number
Strand unit
• Analysis of Number
Estimation/Problem solving
• Display random arrays of spots
(1–7). How many spots must be
added to each set to make 7?
• Display a set of cups/bowls/plates
(1–7). How many must be added
to each set to give the 7 dwarfs 1
each?
Objectives
TickDate
• Revise counting to 7 with numbers presented as a regular
array or as a random group.
• Writing the numeral 7.
• Explore and analyse the components of number 7.
• Construct and examine the story of 7 by combining and
partitioning.
• Explore the commutative property of addition in the story of 7.
• Combining sets of objects, totals to 7.
Fortnight 8
Resources
• Bears, cubes, counters, beads,
pegs, blocks, class number line with
detachable numbers, photocopiable
with 1 large circle (hula hoop) on it,
photocopiable with 2 large circles
(hula hoops) on it
Assessment
• Construct the story of 7 using 2 hula
hoops and cubes
• Solve simple addition problems by
‘counting on’ on the number line
Use of the environment
• Counting sets of classroom items, e.g. pencils, copies, books
Integration
• Music
• SPHE
• PE
Skills and concepts
• Applying and problem-solving
• Implementing
• Reasoning
• Integrating and connecting
Differentiation
Lower attainers: Identify number
bonds equal to 7.
Higher attainers: Complementary
addition to totals 7.
Concrete activities
• Use hula hoops and bears/cubes to construct the story of 7.
• Complementary addition: How many more sweets/counters/cubes do I need to make 7?
• Addition to totals 7 by ‘counting on’ on the number line.
Mathematical language, and talk and discussion
• One, two, three, four, five, six, seven, How many…?, How many altogether?, How many more do you need to make 7?, count
forwards, count backwards, What is the ‘missing’ number?, What number comes before…?, What number comes after…?
Planet Maths Teacher Resources • Senior Infants
18
Suggested Fortnightly Plan 9 (Pages 63–67)
Strand
• Number
Strand unit
• Comparing and Ordering
Objectives
TickDate
• Revise counting to 7 with numbers presented as a regular
array or as a random group.
• Match the correct set and numeral and use one-to-one
correspondence to identify and name the inequality in
unevenly matched sets up to a total of 7.
Fortnight 9
Resources
• Bears, cubes, counters, beads,
pegs, blocks, tin box, class number
line with detachable numbers,
individual number lines, sets of
cards numbered 1–7
• Bears, cubes, counters, beads, pegs,
blocks, flashcards (first, second,
third, last)
Estimation/Problem solving
• Compare non-equivalent sets 0–10.
• Hold up a set of pencils (1–7).
How many more do I need in
order to give 3/4/5/6/7 children
one each?
• Solve simple story problems, totals to 7.
• The animals had a race. The
animal who came first had a
trunk, the second one had black
and white stripes and third had a
long neck. Name these animals in
order.
• Use the language of ordinal number to sequence actions,
events and stories.
Skills and concepts
• Sequence common everyday activities, e.g. getting up, making tea, having a bath, etc.
• Add 1/2/3 additional items to each
set and invite a volunteer to point to
the new total on the class number
line
• Reasoning
Use of the environment
• Order categories according to
popularity
• Integrating and connecting
• Who is first/second/third in the line?
• Communicating and expressing
• Use the language of ordinal number, to describe position in a
line (first, second, third and last).
Concrete activities
• Point to a number on the number line, e.g. 4, and ask the children to point to a
number which is 1/2/3 greater/more than it.
Assessment
• Hold up sets of classroom items
numbering 1–7, e.g. pencils,
crayons, books, and invite a pupil to
write the corresponding numeral on
the blackboard
Integration
• Compare sets of objects (are there more or less?)
• SPHE
Mathematical language, and talk and discussion
• PE
• One, two, three, four, five, six, seven, How many…?, count forwards, count backwards, How many altogether?, more than,
greater than, enough, not enough, equal, unequal
Differentiation
• Who is first/second/third/last in the line?, before, after, in front of, behind, nearest, farthest away
Lower attainers: Compare 2 unequal
sets using concrete materials.
Higher attainers: Discuss ‘more than’
and ‘less than’.
Planet Maths Teacher Resources • Senior Infants
19
Suggested Fortnightly Plan 10 (Pages 69–78)
Strands
• Number
Objectives
Tick Date
Resources
• Writing the numeral 8.
• Bears, cubes, counters, beads,
tin box, class number line with
detachable numbers, individual
number lines, sets of cards
numbered 1–8
• Photocopiable with 1 large circle
(hula hoop on it), photocopiable
with 2 large circles (hula hoop) on it
• Bears, cubes, counters, beads,
tin box, class number line with
detachable numbers, sample
pictures for making pictograms
• Solve simple story problems, totals to 8.
Assessment
• Reasoning
• Combine sets of objects totals to 8 by counting all.
• Implementing
• Interpret data from a pictogram.
• Hold up sets of classroom items
numbering 1–8 and invite a pupil to
write the corresponding numeral on
the blackboard
• Data
Strand units
• Match the correct set and numeral and use one-to-one
correspondence to identify and name the inequality in
unevenly matched sets up to a total of 8.
Fortnight 10
• Comparing and Ordering
• Revise counting to 8 with numbers presented as a regular
array or as a random group.
• Analysis of Number
• Explore and analyse the components of number 8.
• Recognising and Interpreting Data
• Construct and examine the story of 8 by combining and
partitioning.
Skills and concepts
• Communicating and expressing
• Integrating and connecting
• Applying and problem-solving
• Explore the commutative property of addition in the story of 8.
• Represent and interpret data in rows.
Use of the environment
• Construct simple pictograms,
e.g. favourite food, most popular
colour, pet
Concrete activities
• Explore the commutative property
of addition in the story of 8.
• Combine sets of objects totals to 8
by counting all.
Estimation/Problem solving
• Discuss favourite fruit/pets. Which fruit/pet do you think will be most/least popular?
• Construct and interpret pictogram of favourite fruit/pets. How many more children
prefer apples than oranges? How many fewer prefer hamsters than dogs?
Mathematical language, and talk and discussion
• One, two, three, four, five, six, seven, eight, How many…?, How many altogether?,
How many more do you need to make 8?, count forwards count backwards, What is
the ‘missing’ number?, What number comes before…?, What number comes after…?
• More than, less than, the same as, equal, How many more?, How many less?, most,
least
• Add 1/2/3 additional items to each set
and invite a volunteer to point to the
new total on the class number line
• Interpret simple pictogram/block
graph
Integration
• SPHE
• Music
• PE
Differentiation
Lower attainers: Interpret simple
pictogram/block graph.
Higher attainers: Construct simple
pictogram/block graph.
Planet Maths Teacher Resources • Senior Infants
20
Suggested Fortnightly Plan 11 (Pages 79–87)
Strands
• Number
• Measures
Strand units
• Analysis of Number
• Time
Objectives
TickDate
• Revise counting to 9 with numbers presented as a regular
array or as a random group.
• Explore and analyse the components of number 9.
• Construct and examine the story of 9 by combining and
partitioning.
• Explore the commutative property of addition in the story of 9.
Estimation/Problem solving
• Writing the numeral 9.
• Display picture/tell stories about
various daily activities. What time
of the day is the activity most likely
to take place?
• Sequence stages in a nursery rhyme/story as an introduction
to the sequence of time.
• Describe a seasonal scene in
various locations. Name the time
of year associated with each scene.
Skills and concepts
• Applying and problem-solving
• Reasoning
• Develop understanding of the concept of time (seasons,
significant events, festivals, holidays).
• Develop an understanding of the concept of time through the
use of appropriate vocabulary (yesterday, today, tomorrow,
before, after, soon, not yet, early, late).
• Name the 4 seasons and the 7 days of the week and the
sequence in which they occur.
• Integrating and connecting
• Discuss significant times in a day, record orally and pictorially
the time sequence of 4 events in the day.
• Understanding and recalling
• Sequence weekly events.
• Read time in 1-hour intervals.
Concrete activities
• Explore the commutative property
of addition in the story of 9.
• Read the clock in 1-hour intervals
Use of the environment
• Seasons: Signs of spring, summer,
autumn, winter
Mathematical language, and talk and discussion
• One, two, three, four, five, six, seven, eight, nine, How many…?, How many
altogether?, How many more do you need to make 9?, count forwards, count
backwards, What is the ‘missing’ number?, What number comes before ...?, What
number comes after ...?
• Today is …, tomorrow will be …, yesterday was …, before, after, early, late, sooner,
later, morning, afternoon, evening, night, seasons, weekdays, weekend, months
Fortnight 11
Resources
• Bears, cubes, counters, beads,
pegs, blocks, class number line with
detachable numbers, individual
number lines, photocopiable with
1 large circle (hula hoop on it),
photocopiable with 2 large circles
(hula hoop) on it
• Clock faces
Assessment
• Hold up sets of classroom items
numbering 1–9 and invite a pupil to
write the corresponding numeral on
the blackboard. How many more
do I need to make 9?
• Add 1/2/3 additional items to each
set and invite a child to point to the
new total on the class number line.
• Demonstrate the time in 1-hour
intervals on clock faces. What time
is 1 hour earlier/later?
Integration
• Music
• SPHE
• SESE History
• PE
Differentiation
Lower attainers: Count 9 objects, match
numeral to set and set to numeral.
Higher attainers: Complementary
addition to 9; plus/minus 1-hourly
intervals on a clock.
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Suggested Fortnightly Plan 12 (Pages 88–97)
Strands
• Shape and Space
• Number
Strand units
• Spatial Awareness
• Counting
Estimation/Problem solving
• Number stories to total 10. I have
7 sweets. How many more do I
need to make 10?
• Place teddy in various positions
around the classroom. Describe
his position using appropriate
language – beside the window,
under the table.
Skills and concepts
• Applying and problem-solving
• Reasoning
• Integrating and connecting
• Implementing
Use of the environment
• Describe position, e.g. beside the
door, behind the table, in front of
the window, under the chair, over
the shelf
Objectives
Tick Fortnight 12
Date
• Explore, discuss, develop and use the vocabulary of spatial
relations effectively.
• Use the appropriate vocabulary to describe position.
• Follow directions to change position and describe action
which occurred.
• Revise counting to 10, forwards and backwards
• Revise counting to 10 with numbers presented as a regular
array or as a random group.
• Writing the numeral 10.
• Explore the components of 10.
Resources
• Classroom furniture/fittings (tables,
chairs, doors, windows, blackboard,
toys), photocopiable showing a
large table.
• Bears, cubes, counters, beads,
pegs, blocks, class number line with
detachable numbers, individual
number lines, photocopiable with
1 large circle (hula hoop on it),
photocopiable with 2 large circles
(hula hoop) on it.
Assessment
• Partitioning to explore the components of number 10.
• Combining to explore the components of number 10.
• Combining sets of objects, totals to 10.
• Explore the commutative property of addition in the story of 10.
Concrete activities
• Follow directions in order to change position and then describe action which
occurred.
• Construct and examine the story of 10 by combining and partitioning.
• Explore the commutative property of addition in the story of 10.
• Stand in front of/beside the door,
put the book on/under the table,
put the crayon between the copies,
stand behind your chair
• Hold up sets of classroom items
numbering 1–10 and invite a pupil
to write the corresponding numeral
on the blackboard
Integration
• PE
Mathematical language, and talk and discussion
Differentiation
• Above, below, beside, under, over, on, in front of, behind, beside, near, close,
between, on the right, on the left • One, two, three, four, five, six, seven, eight, nine, ten, How many…?, How many
altogether?, How many more do you need to make 10?, count forwards, count
backwards, What is the ‘missing’ number?, What number comes before …?, What
number comes after …?
Lower attainers: Count to 10 – match
numeral to set and set to numeral.
Higher attainers: Describe
position. Follow set of directions.
Complementary addition to 10.
Planet Maths Teacher Resources • Senior Infants
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Suggested Fortnightly Plan 13 (Pages 39, 98–107, 115)
Strands
• Number
• Measures
Strand units
Objectives
Tick
• Develop subitising skills (recognising numbers without counting).
• Counting on the number line.
• Length
• Adding on the number line by ‘counting on’.
Estimation/Problem solving
• Writing addition sums corresponding to ‘counting on the
number line’ activities, totals to 10.
• Estimate length of book/pencil
in cubes/links/matchsticks. Then
measure and compare results.
• Recognise patterns and predict subsequent numbers (find the
missing number…).
Skills and concepts
• Implementing
• Integrating and connecting
• Recognise the words ‘one’–‘ten’ and draw the corresponding
number of spots.
• Combining numbers, totals to 10.
• Compare and order objects according to height.
Assessment
• Stand on 3, then jump to 5. How
many jumps did you take? Write
this sum as an addition sentence
• Estimate, then measure, the length
of your book using cubes/links
• Music
• Estimate and measure length in non-standard units.
• SPHE
• Record estimates and actual measurements and compare the
results.
• PE
• Reasoning
• Measure tables, books, chairs, doors, shelves, copies, pencils, crayons, etc.
• Sort items according to length/
height/width, estimate/measure
items using non-standard units.
• Sets of different sized bears,
classroom fittings, classroom
equipment
Integration
Use of the environment
• Count forwards/backwards on the
number line. How many jumps to
get from 3 to 8/5 to 7/6 to 9?
• Bears, cubes, counters, beads,
pegs, blocks, class number line with
detachable numbers
• Compare and order objects according to length.
• Applying and problem-solving
Concrete activities
Resources
• Double-sided ‘walk-on’ number line
from 1–10, individual number lines
• Revision of number order 1–10.
• Counting
• Number Line activities – Teddy is
standing on number 3. He takes
4 steps on the number line. What
number is he on now? Which
numbers did he step over?
Date
• Discover and display different arrays of the same number with
counters or pegs.
Fortnight 13
Mathematical language, and talk and discussion
• One, two, three, four, five, six, seven, eight, nine, ten, count forwards, count
backwards, How many altogether?, What is the ‘missing’ number?, What number
comes before …?, What number comes after …?, Where are you now?
Differentiation
Lower attainers: Use ‘walk-on’
number line to practice adding on the
number line. Sort items on basis of 1
criterion – long/short, tall/small/wide/
narrow.
Higher attainers: Sort items on basis
of 2/3 criteria, e.g. colour/shape or
colour/shape/size.
• Long, short, tall, longer than, shorter than, longest, shortest, wide, wider, widest,
narrow, narrower, narrowest, the same length, the same width, the same height
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Suggested Fortnightly Plan 14 (Pages 108–114)
Strand
• Measures
Strand unit
• Money
Estimation/Problem solving
• Children place items from class
shop in shopping basket to totals
for 7c/8c/9c/10c.
• Estimate amount of change due
after buying items in class shop.
Objectives
TickDate
Fortnight 14
Resources
• Recognise and name the following coins (1c, 2c, 5c, 10c and
20c).
• Sets of coins (1c, 2c, 5c, 10c and
20c), stepping stones template
• Match appropriate coins to correct amount of money.
Assessment
• Understand the value of ‘c’, e.g. 5c = 5 x 1c.
• Select the coins you may use to buy
a lollipop (4c), a bar of chocolate
(6c), an apple (8c), a bun (5c)
• Exchange a number of coins for a single coin of equal value
and vice versa.
• Add coins up to totals 10c.
• Use coins in shopping activity, tender appropriate coins.
• Complete practical shopping tasks and problems, using
money to totals of 10c.
• Shopping exercises. e.g. If you have
8c can you buy a lollipop (4c) and a
bun (5c)? How much more money
do you need?
Integration
• SPHE
Skills and concepts
• Integrating and connecting
• Reasoning
• Applying and problem-solving
Concrete activities
• Using real money discuss the shape, size and colour of the different coins drawing attention to colour as an important
classification element, i.e. brown coins are less valuable than the other coins.
• Select correct amount of money to complete shopping exercises to total 10c.
Differentiation
Lower attainers: Sort real coins (1c,
2c, 5c, 10c) according to value. Select
appropriate 1c coins to buy items
priced up to 10c.
Higher attainers: Select various sets of
coins to buy items priced up to 10c.
Use of the environment
• Sort/identify real coins
• Shopping exercises using ‘real’ items in class shop
Mathematical language, and talk and discussion
Coins, money, amount, How much?, the same amount, more, less, most, least, bigger, smaller, shinier
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Suggested Fortnightly Plan 15 (Pages 116–121, 128)
Strands
• Number
• Shape and Space
Strand units
• Analysis of Number
• Counting
• 3D shapes
• Comparing and Ordering
Concrete activities
• Classify objects into logical
categories.
• Compare equivalent and nonequivalent sets and name the
inequality.
• Write addition sums corresponding
to ‘counting on the number line’
activities, totals to 10.
Skills and concepts
• Communicating and expressing
• Reasoning
• Implementing
• Applying and problem-solving
• Integrating and connecting
Use of the environment
• Identify 3D shapes in the
environment
Objectives
Tick Date
Fortnight 15
Resources
• Revision of number order 1 to 10 and identification of higher
and lower numbers in pairs, totals to 10.
• Bears, cubes, counters, beads, pegs,
blocks
• Compare equivalent and non-equivalent sets and name the
inequality.
• Double-sided ‘walk-on’ number
line from 1–10, individual number
lines, bears, cubes, counters, class
number line with detachable
numbers
• Counting sets of objects, totals to 10.
• Writing addition sums corresponding to ‘counting on the
number line’ activities, totals to 10.
Assessment
• Combining 2 numbers, totals to 10, on the number line by
‘counting on’.
• Name 3D shapes
• Combining 3 numbers, totals to 10, on the number line by
‘counting on’.
• Identify higher/lower numbers to
total 10
• Interpret data in a picture.
• Sort and name 3D shapes (cube, cuboid, sphere and
cylinder).
• Sequence numbers 1–10 in correct
order
Integration
• SPHE
Estimation/Problem solving
• Art
• Teddy is playing on the number line. He was playing on number 4. Now he is on
number 8. How many steps did he take?
• SESE
• Benny bear has 6 sweets and Betsy has 4. Who has more/less? How many more has
Benny? How many less has Betsy?
Differentiation
Mathematical language, and talk and discussion
• One, two, three, four, five, six, seven, eight, nine, ten. How many…?, How many
altogether?, more than, less than, the same as, equal, How many more?, How many
less?, most, least, beside, near, far, on, over, under
Lower attainers: Counting on the
number line.
Higher attainers: Add 3 numbers on
the number line.
• Count forwards, count backwards, start on …, go on … more, where are you now?,
put numbers in order, What is the missing number?
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Suggested Fortnightly Plan 16 (Pages 122–127)
Strands
• Measures
• Number
Strand units
• Capacity
• Counting
• Weight
Estimation/Problem solving
• Estimate, then check capacity
using non-standard units of
measurement.
• Estimate, then check weight
using non-standard units of
measurement.
Concrete activities
• Compare the weight of objects
that differ in size and shape by
handling in order to develop the
concept that weight is not directly
related to size.
• Select and use appropriate
non-standard units to measure
capacity/weight.
Objectives
Tick Date
• Compare and order containers according to capacity and
promote an understanding of conservation of volume.
• Select and use appropriate non-standard units to measure capacity.
Fortnight 16
Resources
• Various containers
• Bears, cubes, counters, beads, pegs,
blocks
• Record estimates and actual measurements of capacity and
compare the results.
• Balance for comparing weights, a
selection of discontinuous materials,
appropriate classroom items to
weigh
• Compare equivalent and non-equivalent sets and name the
inequality.
Assessment
• Estimate and measure capacity in non-standard units.
• Interpret data in a picture and represent as a block graph.
• Compare the weight of objects that differ in size and shape by
handling.
• How many cups/jugs of water are
needed to fill the saucepan?
• Select and use appropriate non-standard units to measure weight.
• Weigh three items on the balance
using cubes and compare the
weights of each
• Estimate and measure weight in non-standard units, check
using balance.
Integration
• Record estimates and actual measurements of weight and
compare the results.
• SESE Science
• SESE Geography
• SPHE
Skills and concepts
Use of the environment
Differentiation
• Communicating and expressing
• Reasoning
• Applying and problem-solving
• Integrating and connecting
• Weighing exercises using items in
classroom, use of balance
Lower attainers: Compare weights by
handling objects. Identify capacity of
pot using one unit of measurement,
e.g. cup.
Higher attainers: Compare weights
using balance. Identify capacity of pot
using several units of measurement,
e.g. cup, jug, jam jar.
• Capacity exercises: compare containers
Mathematical language, and talk and discussion
• Full, empty, holds more, holds less, holds the same amount, holds the most, holds the least, pour, fill up to the top, enough, level
• One, two, three, four, five, six, seven, eight, How many…?, How many altogether?, more than, less than, the same as, equal,
How many more?, How many less?, most, least, tall, small, over, under, near, far, continue pattern
• Heavy, light, big, small, heavier, lighter, the same weight as …, balance
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