| Skills development |
| Skills | - Applying and problem-solving
- Communicating and expressing
- Integrating and connecting
- Reasoning
- Implementing
- Understanding and recalling
| |
| | Infant classes | First and second classes |
| Strands |
Strand units |
Strand units |
Early mathematical activities (Junior infants only) | - Classifying
- Matching
- Comparing
- Ordering
| |
| Number | | - Counting and numeration
- Comparing and ordering
- Place value
- Operations
Addition
Subtraction - Fractions
|
| Algebra | | - Exploring and using patterns
|
| Shape and space | - Spatial awareness
- 3-D shapes
- 2-D shapes
| - Spatial awareness
- 2-D shapes
- 3-D shapes
- Symmetry
- Angles
|
| Measures | - Length
- Weight
- Capacity
- Time
- Money
| - Length
- Area
- Weight
- Capacity
- Time
- Money
|
| Data | - Recognising and interpreting data
| - Representing and interpreting data
|
| Skills | - Applying and problem-solving
- Communicating and expressing
- Integrating and connecting
- Reasoning
- Implementing
- Understanding and recalling
| |
| | Third and fourth classes | Fifth and sixth classes |
| Strands |
Strand units |
Strand units |
| Number | - Place value
- Operations
Addition and subtraction
Multiplication
Division - Fractions
- Decimals
| - Place value
- Operations
Addition and subtraction
Multiplication
Division - Fractions
- Decimals and percentages
- Number theory
|
| Algebra | - Number patterns and sequences
- Number sentences
| - Directed numbers
- Rules and properties
- Variables
- Equations
|
| Shape and space | - 2-D shapes
- 3-D shapes
- Symmetry
- Lines and angles
| - 2-D shapes
- 3-D shapes
- Symmetry
- Lines and angles
|
| Measures | - Length
- Area
- Weight
- Capacity
- Time
- Money
| - Length
- Area
- Weight
- Capacity
- Time
- Money
|
| Data | - Representing and interpreting data
- Chance
| - Representing and interpreting data
- Chance
|
Aims
The aims of the primary mathematics curriculum are
- to develop a positive attitude towards mathematics and an appreciation of both its practical and its aesthetic aspects
- to develop problem-solving abilities and a facility for the application of mathematics to everyday life
- to enable the child to use mathematical language effectively and accurately
- to enable the child to acquire an understanding of mathematical concepts and processes to his/her appropriate level of development and ability
- to enable the child to acquire proficiency in fundamental mathematical skills and in recalling basic number facts
Broad objectives
When due account is taken of intrinsic abilities and varying circumstances,
the mathematics curriculum should enable the child to
Skills development
- apply mathematical concepts and processes, and plan and implement solutions to problems, in a variety of contexts
- communicate and express mathematical ideas, processes and results in oral and written form
- make mathematical connections within mathematics itself, throughout other subjects, and in applications of mathematics in practical everyday contexts
- reason, investigate and hypothesise with patterns and relationships in mathematics
- implement suitable standard and non-standard procedures with a variety of tools and manipulatives
- recall and understand mathematical terminology, facts, definitions and formulae
Number
- understand, develop and apply place value in the denary system (including decimals)
- understand and use the properties of number
- understand the nature of the four number operations and apply them appropriately
- approximate, estimate, calculate mentally and recall basic number facts
- understand the links between fractions, percentages and decimals and state equivalent forms
- use acquired concepts, skills and processes in problem-solving
Algebra
- explore, perceive, use and appreciate patterns and relationships in numbers
- identify positive and negative integers on the number line
- understand the concept of a variable, and substitute values for variables in simple formulae, expressions, and equations
- translate verbal problems into algebraic expressions
- acquire an understanding of properties and rules concerning algebraic expressions
- solve simple linear equations
- use acquired concepts, skills and processes in problem-solving
Shape and space
- develop a sense of spatial awareness
- investigate, recognise, classify and describe the properties of lines, angles, and two-dimensional and three-dimensional shapes
- deduce informally relationships and rules about shape
- combine, tessellate and partition two-dimensional shapes and combine and partition three-dimensional shapes
- draw, construct and manipulate two-dimensional and three-dimensional shapes
- identify symmetry in shapes and identify shape and symmetry in the environment
- describe direction and location using body-centred (left/right, forward/back) and simple co-ordinate geometry
- use acquired concepts, skills and processes in problem-solving
Measures
- know, select and use appropriate instruments of measurement
- estimate, measure and calculate length, area, weight, capacity and average
- speed using non-standard and appropriate metric units of measurement
- estimate, measure and calculate angles, time, money and scale using nonstandard and appropriate units of measurement
- recognise and appreciate measures in everyday use
- use acquired concepts, skills and processes in problem-solving
Data
- collect, classify, organise and represent data using concrete materials and diagrammatic, graphical and pictorial representation
- read, interpret and analyse tables, diagrams, bar charts, pictograms, line graphs and pie charts
- appreciate, recognise and express the outcomes of simple random processes
- estimate and calculate using examples of chance
- use acquired concepts, skills and processes in problem-solving