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Essential

Lower Primary

Mathematics

www.prim-ed.com

Concepts SHAPE

Book

1 SPACE

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Match the shapes together and colour the matching shapes the same.

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How many suns are small?

Are these snakes the same length?

yes

NUMBER MONEY

Share the coins between the two purses.

How many frogs are sitting on this lily pad?

no

NUMBER

MEASURE

by Michelle Markham 0018IRE

Circle the shapes you think will stack together easily.


Essential Mathematics Concepts (Book 1)

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

Published by Prim-Ed Publishing 1997 Revised and reprinted by Prim-Ed Publishing 2012 CopyrightŠ Michelle Markham 1997 ISBN 978-1-84654-584-9 PR–0018

Copyright Notice Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

Titles in this series:

Essential Mathematics Concepts (Book 1) Essential Mathematics Concepts (Book 2) Essential Mathematics Concepts (Book 3)

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For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

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Name of Purchaser:

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Date of Purchase:

Supplier:

School Order# (if applicable):

Signature of Purchaser:

Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing pupils to access them.

View all pages online

Website: www.prim-ed.com


Foreword Essential Mathematics Concepts is designed to assist teachers in assessing and recording individual mastery of mathematical concepts that have been taught in the classroom. The children play a part in assessing their work; encouraging reflection upon their individual skills and a sense of ‘ownership’. The package brings together teacher and pupil assessment, providing parents with an ongoing awareness of their child’s progress throughout the year.

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Number

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Shapes/Patterns...........................................................2 Animal Pictures/Fishy Things ....................................3 Numbers 1–5 ..............................................................4 Numbers 1–5 ..............................................................5 Numbers 6–10 ............................................................6 Numbers 6–10 ............................................................7 Kite Tails .......................................................................8 Count the Balloons ....................................................9 Count the Dogs ........................................................10 Number Sentences ..................................................11 How Many More? .....................................................12 Number Sentences ..................................................13 Number Sentences ..................................................14 Colour the Caterpillar ............................................15 Numbers 1–10 ..........................................................16 Numbers 1–20 ..........................................................17 How Many? ................................................................18 How Many? ................................................................19 How Many? ................................................................20 Sharing Out................................................................21 Sets ..............................................................................22 Fruity! ..........................................................................23 Counter Throws .......................................................24 Coins ...........................................................................25 Essential Mathematics Concepts

Contents

Spending 25c..............................................................26 Spending 40c..............................................................27 Giving Change ...........................................................28 Share the Money! .....................................................29

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Teachers Notes ........................................................... ii Overview..................................................................... iii Pupil Record ............................................................... iv A Note to Parents ..................................................... v

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Essential Mathematics Concepts provides teachers with a ready-made assessment programme for mathematics in the lower primary years.

Shape, Space and Measure Listen ...........................................................................30 Pathways .....................................................................31 3-D Shapes .................................................................32 2-D Shapes .................................................................33 Changes ......................................................................34 Patterns ......................................................................35 Length .........................................................................36 Length .........................................................................37 Length .........................................................................38 Area .............................................................................39 Area .............................................................................40 Stacking and Building ...............................................41 Which One? ..............................................................42 Fill It Up! .....................................................................43 Heavier and Lighter – 1 ..........................................44 Heavier and Lighter – 2 ..........................................45 Balance Scales............................................................46 1 Minute .....................................................................47 Tick-Tock....................................................................48

Prim-Ed Publishing - i -


Teacher Notes The Teacher • Uses the assessment boxes, both as a method of recording the child’s current level of concept understanding as well as a tool for communication between the school and home. • Plans future activities based on outcomes. • Sends the activities home as part of the child’s work sample file or portfolio.

Objective Number – Sorting and classifying; Arranging and ordering. This indicates the activity is a number activity in sorting and classifying; arranging and ordering.

Using the Activities

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• Ensure the concept has already been covered in class and have ready resources. • Go through the activity with the children to ensure correct understanding of what is required of them. • Encourage the children to work independently. • Remind the class that upon completion they can complete and colour the face. • Remind the class that the boxes are for you to fill in—which can simply and quickly be done while the activity is in progress!

The Child • Completes the activity. • Completes the ‘face’ to express their perception of their understanding of the activity.

The Parent • Notes the assessment of their child’s understanding of each mathematical concept.

Assessment Concept: Identifying, arranging and ordering simple patterns. Reinforcing the concept and for quick reference when looking at the assessment boxes.

❑ ❑ ❑

Is able to identify, arrange and order simple patterns. Is still learning to identify, arrange and order simple patterns. OR Is able to identify, arrange and order simple patterns. Is still learning to identify, arrange and order simple patterns. OR Is able to identify, arrange and order simple patterns. Is still learning to identify, arrange and order simple patterns.

- ii - Prim-Ed Publishing

Indicates concept mastery.

Indicates good–fair understanding.

Indicates little understanding at this time – more work needed.

Essential Mathematics Concepts


Overview Page

Title

Objective

Shapes/Patterns

=

Sorting and classifying; Arranging and ordering.

3

Animal Pictures/Fishy Things

=

Comparing and matching; Combining and separating.

4

Numbers 1–5

=

Addition: Recognising and matching numbers and amounts to five; Counting out and recording amounts to five.

5

Numbers 1–5

=

6

Numbers 6–10

=

Addition: Recognising numbers and counting amounts to five; Recognising numbers and counting out to make amounts to five. Addition: Recognising and matching numbers and amounts from six to ten; Counting out and recording amounts to ten.

7

Numbers 6–10

8

Kite Tails

=

Addition: Recognising numbers and counting amounts from six to ten; Recognising numbers and counting out to make amounts from six to ten. Addition: Making a set of a given number by building onto a given set of objects.

9

Count the Balloons

=

Addition: Combining sets of objects and counting to find a total.

10

Count the Dogs

=

Addition: Separating a set into subsets and counting to find a number in each set.

11

Number Sentences

=

Addition: Creating number sentences.

12

How Many More?

=

Subtraction: Comparing sets of objects to find the difference in each set.

13

Number Sentences

=

Subtraction: Creating number sentences.

14

Number Sentences

=

Addition and Subtraction: Creating number sentences.

15

Colour the Caterpillar

=

Number Patterns: Ordinal numbers 1st to 10th.

16

Numbers 1–10

=

The Number System: Number sequences one to ten.

17

Numbers 1–20

=

The Number System: Number sequences one to twenty.

18

How Many?

=

Multiplication and Division: Counting using repeated addition.

19

How Many?

=

Multiplication and Division: Arranging and counting equivalent sets.

20

How Many?

=

Multiplication and Division: Counting using repeated addition.

21

Sharing Out

=

Multiplication and Division: Sharing sets of objects.

22

Sets

=

Multiplication and Division: Investigating separating sets into subsets.

23

Fruity!

=

Statistics and Chance Processes: Investigating the representation of data on a block graph.

24

Counter Throws

=

Statistics and Chance Processes: Investigating the frequency of chance events.

25

Coins

=

Money: Recognising coins to €1.

26

Spending 25c

=

Money: Shopping activities to 25c.

27

Spending 40c

=

Money: Shopping activities to 40c.

28

Giving Change

=

Money: Giving change from up to 50c.

29

Share the Money!

=

Money: Sharing coins to 50c.

30

Listen

·

Position

31

Pathways

·

Exploring pathways and boundaries.

32

3-D Shapes

·

Comparing and classifying three-dimensional shapes.

33

2-D Shapes

·

Comparing and classifying two-dimensional shapes.

34

Changes

·

Changes in position.

35

Patterns

·

Symmetry; Patterns.

36

Length

=

Length: Sorting and matching.

37

Length

=

Length: Measuring and using indirect comparison.

38

Length

=

Length: Measuring lengths using non-standard units.

39

Area

=

Area: Comparing surface area sizes; Matching shapes according to surface area.

40

Area

=

Area: Measuring and comparing surface area sizes; Measuring area using non-standard units.

41

Stacking and Building

=

Volume and Capacity: Stacking and building.

42

Which One?

=

Volume and Capacity: More and less; Full and empty.

43

Fill It Up!

=

Volume and Capacity: Measuring containers using different non-standard units; Comparing the capacity of containers.

=

Mass: Lighter and heavier.

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2

44/45 Heavier and Lighter – 1 and 2 46

Balance Scales

=

Mass: Using balance scales.

47

1 Minute

=

Time: Investigating the duration of 1 minute.

48

Tick-Tock

=

Time: Investigating daily events.

Essential Mathematics Concepts

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objective

Pupil Record

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pupil name

- iv - Prim-Ed Publishing

Essential Mathematics Concepts


A Note to Parents Dear Parents, Your child has attempted to complete the mathematics sheets independently. These sheets consolidate and reinforce concepts taught in mathematics throughout each term. As your child brings the worksheets home you will notice a gradual progression of conceptual development. The purpose of these sheets is threefold. • To consolidate in your child a mathematical concept. • To assess your child’s understanding of the concept at that time. • To give you the opportunity to observe your child’s ongoing work. Each sheet shows the concept and my assessment. Below is an example. Number – Sorting and classifying; Arranging and ordering.

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This indicates the mathematics activity is a number activity in sorting and classifying, arranging and ordering. Concept: Identifying, arranging and ordering simple patterns.

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Reinforcing the concept and for quick reference when looking at the assessment boxes. Is able to identify, arrange and order simple patterns.

Indicates concept mastery.

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Is still learning to identify, arrange and order simple patterns.

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OR

Is able to identify, arrange and order simple patterns.

Indicates good–fair understanding.

Is still learning to identify, arrange and order simple patterns.

OR

Is able to identify, arrange and order simple patterns. Is still learning to identify, arrange and order simple patterns.

Indicates little understanding at this time – more work needed.

A face on each sheet is completed by your child at the end of each activity to indicate how he/she felt about their ability to complete the worksheet. I then tick the appropriate assessment box, referring back to previous observations as well as the current worksheet. By referring to these worksheets, you will be able to observe on an ongoing basis the understanding your child has of mathematical concepts being covered in the classroom. Come report time you will know what to expect! Should you have any queries, please don’t hesitate to make an appointment to discuss them with me. Yours sincerely,

Classroom teacher Essential Mathematics Concepts

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Shapes Number – Sorting and classifying; Arranging and ordering.

Concept: Sorting and classifying shapes.

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Patterns

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❑ Is able to sort and classify simple shapes. ❑ Is still learning to sort and classify simple shapes.

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❖ Match the shapes together and colour the matching shapes the same.

❖ Finish each pattern.

Concept: Identifying, arranging and ordering simple patterns.

❑ Is able to identify, arrange and order simple patterns. ❑ Is still learning to identify, arrange and order simple patterns. - 2 - Prim-Ed Publishing

Essential Mathematics Concepts


Animal Pictures Number – Comparing and matching; Combining and separating.

Concept: Comparing and matching.

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❖ In each set of pictures one row has more than the other. ❖ Colour that row.

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❑ Is able to compare and match objects. ❑ Is still learning to compare and match objects.

Fishy Things

❖ Look at the pictures below. How many of each different type of fish are in the pictures? How many fish are there altogether in each picture? 1.

2.

Concept: Combining and separating.

❑ Is able to combine and separate simple sets. ❑ Is still learning to combine and separate simple sets. Essential Mathematics Concepts

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Numbers 1–5 Number – Addition: Recognising and matching numbers and amounts to five; Counting out and recording amounts to five.

❖ Match each number to the correct amount.

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1 2 3 4 5 Concept: Recognising and matching numbers and amounts to five.

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❑ Is able to recognise and match numbers and amounts to five. ❑ Is still learning to recognise and match numbers and amounts to five.

How many frogs are sitting on each lily pad?

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❖ Write your answer in each flower.

Concept: Counting out and recording amounts to five.

❑ Is able to count out and record amounts to five. ❑ Is still learning to count out and record amounts to five. - 4 - Prim-Ed Publishing

Essential Mathematics Concepts


Numbers 1–5 Number – Addition: Recognising numbers and counting amounts to five; Recognising numbers and counting out to make amounts to five.

❖ Look at the number on each tree trunk. ❖ Colour in that amount of apples on each tree.

1

5 3

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2

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4

Concept: Recognising numbers and counting amounts to five.

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❑ Is able to recognise numbers and count amounts to five. ❑ Is still learning to recognise numbers and count amounts to five.

3

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❖ Look at the number on one wing of each ladybird. ❖ Add spots to the other wing to make the total of spots match the number.

5 2

1

4

Concept: Recognising numbers and counting out to make amounts to five.

❑ Is able to recognise numbers and count out to make amounts to five. ❑ Is still learning to recognise numbers and count out to make amounts to five. Essential Mathematics Concepts

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Numbers 6–10 Number – Addition: Recognising and matching numbers and amounts from six to ten; Counting out and recording amounts to ten.

❖ Match each number to the correct amount.

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6 7 8 9 10 Concept: Recognising and matching numbers and amounts from six to ten.

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❑ Is able to recognise and match numbers and amounts from six to ten. ❑ Is still learning to recognise and match numbers and amounts from six to ten.

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How many frogs are sitting on each lily pad? ❖ Write your answer in each flower.

Concept: Counting out and recording amounts from six to ten.

❑ Is able to count out and record amounts from six to ten. ❑ Is still learning to count out and record amounts from six to ten. - 6 - Prim-Ed Publishing

Essential Mathematics Concepts


Numbers 6–10 Number – Addition: Recognising numbers and counting amounts from six to ten; Recognising numbers and counting out to make amounts from six to ten.

❖ Look at the number on each dinosaur’s head. ❖ Colour in that amount of teeth in each dinosaur’s mouth.

7

9

10

8

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6

Concept: Recognising numbers and counting amounts from six to ten.

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❑ Is able to recognise numbers and count amounts from six to ten. ❑ Is still learning to recognise numbers and count amounts from six to ten.

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❖ Look at the number on the wing of each plane. ❖ Add circles to the plane to make the total of circles match the number. 7

9

6

8

10

Concept: Recognising numbers and counting out to make amounts from six to ten.

❑ Is able to recognise numbers and count out to make amounts from six to ten. ❑ Is still learning to recognise numbers and count out to make amounts from six to ten. Essential Mathematics Concepts

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Kite Tails Number – Addition: Making a set of a given number by building onto a given set of objects.

❖ Draw bows on the tails of the kites. 1. Draw more bows on the tail so you have 5 bows on the tail of the kite altogether.

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2. Draw more bows on the tail so you have 8 bows on the tail of the kite altogether.

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3. Draw more bows on the tail so you have 3 bows on the tail of the kite altogether.

4. Draw more bows on the tail so you have 6 bows on the tail of the kite altogether.

Concept: Making a set of a given number by building onto a given set of objects.

❑ Is able to make a set of a given number by building onto a given set of objects. ❑ Is still learning to make a set of a given number by building onto a given set of objects. - 8 - Prim-Ed Publishing

Essential Mathematics Concepts


Count the Balloons Number – Addition: Combining sets of objects and counting to find a total.

❖ How many balloons is each clown holding in each hand? ❖ How many balloons is each clown holding altogether? The clown is holding

and

The clown is holding

balloons altogether.

The clown is holding

and

The clown is holding

balloons altogether.

balloons.

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balloons.

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The clown is holding

balloons.

balloons altogether.

The clown is holding

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and

The clown is holding

and

balloons.

The clown is holding

balloons altogether.

The clown is holding

and

The clown is holding

balloons altogether.

balloons.

Concept: Combining sets of objects and combining to find the total.

❑ Is able to combine sets of objects and count to find the total. ❑ Is still learning to combine sets of objects and count to find the total. Essential Mathematics Concepts

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Count the Dogs Number – Addition: Separating a set into subsets and counting to find a number in each set.

❖ How many dogs are there in each box? ❖ How many of each type of dog can you see in each box?

dogs dogs

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dogs dogs dogs

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dogs

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dogs dogs dogs dogs dogs dogs

Concept: Separating a set into subsets and counting to find the number in each subset.

❑ Is able to separate a set into subsets and count to find the number in each subset. ❑ Is still learning to separate a set into subsets and count to find the number in each subset. - 10 - Prim-Ed Publishing

Essential Mathematics Concepts


Number Sentences Number – Addition: Creating number sentences.

❖ Make number sentences using the following pictures.

4

+

3

7

=

+

=

+

=

+

=

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+

=

Concept: Creating addition number sentences.

❑ Is able to create addition number sentences. ❑ Is still learning to create addition number sentences. Essential Mathematics Concepts

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How Many More? Number – Subtraction: Comparing sets of objects to find the difference in each set.

❖ How many more are there? 1. How many spotted fish can you see? How many sharks can you see? How many more spotted fish are there than sharks?

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2. How many starfish can you see? How many seahorses can you see?

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How many more seahorses are there than starfish?

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3. How many jellyfish can you see? How many shells can you see?

How many more jellyfish are there than shells?

4. How many whales can you see? How many ships can you see? How many more ships are there than whales? Concept: Comparing sets of objects to find the difference in each set.

❑ Is able to compare sets of objects to find the difference in each set. ❑ Is still learning to compare sets of objects to find the difference in each set. - 12 - Prim-Ed Publishing

Essential Mathematics Concepts


Number Sentences Number – Subtraction: Creating number sentences.

❖ Make number sentences using the following pictures. There are 3 swings hanging from the branches of the tree. 1 swing is yellow and the rest are red. How many swings are red?

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How many apples are small?

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There are 5 apples in the tree. 2 are big and the rest are small.

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There are 6 eggs in the nest in the tree. 4 eggs are speckled and the rest are plain. How many eggs are plain?

There are 9 flowers in the tree. 4 are pink and the rest are purple. How many flowers are purple?

Concept: Creating subtraction number sentences.

❑ Is able to create subtraction number sentences. ❑ Is still learning to create subtraction number sentences. Essential Mathematics Concepts

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Number Sentences Number – Addition and Subtraction: Creating number sentences.

❖ Make number sentences using the following pictures. There are 7 stars in the sky. 2 are yellow and the rest are white. How many stars are white?

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Show how you worked this out.

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How many suns are small?

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There are 8 suns in the sky. 4 are big and the rest are small.

Show how you worked this out.

Concept: Creating addition or subtraction number sentences.

❑ Is able to create addition or subtraction number sentences. ❑ Is still learning to create addition or subtraction number sentences. - 14 - Prim-Ed Publishing

Essential Mathematics Concepts


Colour the Caterpillar Number – Number Patterns: Ordinal numbers 1st to 10th. Teachers Instructions: Leave the caterpillar’s face white. Make the 1st body part yellow. Make the 2nd body part yellow and red striped. Make the 3rd body part red. Make the 4th body part red and blue striped. Make the 5th body part blue. Make the 6th body part blue and orange striped. Make the 7th body part orange. Make the 8th body part orange and purple striped. Make the 9th body part purple. Make the 10th body part purple and green striped. Now answer the following questions.

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❖ Listen to your teacher as you are told how to colour in the caterpillar. Then you can fill in the rest of the sheet.

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The 3rd body part is

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❖ Colour the body parts in the correct colour or colours.

The 8th body part is

The 2nd body part is

The 10th body part is

The 4th body part is

The 7th body part is

The 1st body part is

The 5th body part is

The 9th body part is

Concept: Using and recognising ordinal numbers 1st to 10th.

❑ Is able to use and recognise ordinal numbers 1st to 10th. ❑ Is still learning to use and recognise ordinal numbers 1st to 10th. Essential Mathematics Concepts

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Numbers 1–10 Number – The Number System: Number sequences one to ten.

❖ Fill in the missing numbers.

1 2

4 5 6

8

10

❖ Join the dots in order from 1–10.

4 3 2

10

9

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1

5

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8

6

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❖ If the frog is on number 5 and takes 3 jumps back, on what number will he land?

1

2

3

4

5

6

7

8

9

10

❖ If the grasshopper is on number 4 and takes 3 jumps forward, on what number will she land? 1

2

3

4

5

6

7

8

9

10

Concept: Recognising number sequences between one and ten.

❑ Is able to recognise number sequences between one and ten. ❑ Is still learning to recognise number sequences between one and ten. - 16 - Prim-Ed Publishing

Essential Mathematics Concepts


Numbers 1–20 Number – The Number System: Number sequences one to twenty.

❖ Fill in the missing numbers.

10 11

13 14 15

17 18

20

❖ Join the dots in order from 1–20.

7 6 2

8

9

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20 1

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4

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19

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3

5

18 17

15 16

10

14 13

11 12

Concept: Recognising number sequences between one and twenty.

❑ Is able to recognise number sequences between one and twenty. ❑ Is still learning to recognise number sequences between one and twenty. Essential Mathematics Concepts

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How Many? Number – Multiplication and Division: Counting using repeated addition.

❖ Answer these questions. How many legs altogether?

1. How many people?

How many birds altogether?

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2. How many birdcages?

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3. How many vases?

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How many flowers altogether? 4. How many elephants?

5. How many bikes?

How many ears altogether?

How many wheels altogether?

Concept: Recognising patterns and count totals using repeated addition.

❑ Is able to recognise patterns and count totals using repeated addition. ❑ Is still learning to recognise patterns and count totals using repeated addition. - 18 - Prim-Ed Publishing

Essential Mathematics Concepts


How Many? Number – Multiplication and Division: Arranging and counting equivalent sets.

❖ Answer these questions. 1. How many moons are there altogether? Put the moons in groups of 2. How many groups of moons have you made?

2. How many suns are there altogether?

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How many groups of suns have you made?

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Put the suns in groups of 3.

3. How many clouds are there altogether?

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Put the clouds in groups of 4.

How many groups of clouds have you made?

4. How many stars are there altogether? Put the stars in groups of 5. How many groups of stars have you made?

Concept: Recognising patterns and counting totals using repeated addition.

❑ Is able to recognise patterns and count totals using repeated addition. ❑ Is still learning to recognise patterns and count totals using repeated addition. Essential Mathematics Concepts

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How Many? Number – Multiplication and Division: Counting using repeated addition.

❖ Answer these questions. 1. How many bicycles? How many wheels altogether? 2. How many flowers? How many petals altogether?

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3. How many elephants?

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How many legs altogether?

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4. How many starfish?

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5. How many feet?

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How many legs altogether?

How many toes altogether? 6. How many trees?

How many apples altogether?

Concept: Recognising patterns and counting totals using repeated addition.

❑ Is able to count using repeated addition. ❑ Is still learning to count using repeated addition. - 20 - Prim-Ed Publishing

Essential Mathematics Concepts


Sharing Out Number – Multiplication and Division: Sharing sets of objects.

❖ Share eight flowers into two vases.

How many flowers in each vase? ❖ Share six sweets into three bags.

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How many sweets in each bag?

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❖ Share nine apples onto three plates.

How many apples on each plate? ❖ Share eight milkshakes among four friends.

How many milkshakes does each person get? Concept: Sharing sets of objects.

❑ Is able to share sets of objects. ❑ Is still learning to share sets of objects. Essential Mathematics Concepts

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Sets Number – Multiplication and Division: Investigating separating sets into subsets.

❖ How many groups of two can you make?

groups of 2

groups of 3

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groups of 3

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❖ How many groups of three can you make?

groups of 2

e

groups of 2

group of 3

❖ How many groups of four can you make?

groups of 4

group of 4

groups of 4

Concept: Separating sets into subsets.

❑ Is able to separate sets into subsets. ❑ Is still learning to separate sets into subsets. - 22 - Prim-Ed Publishing

Essential Mathematics Concepts


Fruity! Number – Statistics and Chance Processes: Investigating the representation of data on a block graph.

❖ Make a block graph with the information below to show what a class ate during morning break. oranges – 5

bananas – 7

strawberries – 3

pears – 2

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apples – 6

What was the most popular fruit? What was the least popular fruit? Concept: Representing data on a block graph.

❑ Is able to represent data on a block graph. ❑ Is still learning to represent data on a block graph. Essential Mathematics Concepts

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Counter Throws Number – Statistics and Chance Processes: Investigating the frequency of chance events. Materials: Counters.

❖ You need a counter, with red on one side and blue on the other. ❖ Throw the counter in the air and record your answer on the chart below – looking to see if it landed red or blue side up. Do this 10 times.

e

1 2 3 4 5 6 7 8 9 10

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How many times did your counter land red side up?

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How many times did your counter land blue side up?

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Will your counter always land red side up?

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Will your counter always land blue side up?

Yes

No

Yes

No

❖ Do the same activity again but this time throw two counters into the air at the same time.

1

2

3

4

5

How many times did your counters land red and red? How many times did your counters land blue and red? How many times did your counters land blue and blue? Concept: Investigating the frequency of chance events.

❑ Is able to investigate the frequency of chance events. ❑ Is still learning to investigate the frequency of chance events. - 24 - Prim-Ed Publishing

Essential Mathematics Concepts


Coins Number – Money: Recognising coins to ¤1.

❖ Colour the correct coin.

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5c

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10c

50c

€1 For the copper coin, colour the star in blue. For the gold coins, colour the star in yellow. For the gold and silver coin, colour the star in red. Concept: Recognising coins to €1.

❑ Is able to recognise coins to €1. ❑ Is still learning to recognise coins to €1. Essential Mathematics Concepts

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Spending 25c Number – Money: Shopping activities to 25c.

❖ Match the coins with the items of that value.

10c

20c

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5c

❖ Colour the coins to show the money you would use to buy these items.

10c

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25c

15c

5c

20c

20c

Concept: Using coins to 25c in exchange for goods.

❑ Is able to use coins to 25c in exchange for goods. ❑ Is still learning to use coins to 25c in exchange for goods. - 26 - Prim-Ed Publishing

Essential Mathematics Concepts


Spending 40c Number – Money: Shopping activities to 40c.

❖ Colour the coins to show the money you would use to buy these items.

15c

40c

20c

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35c

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30c

10c

5c

Concept: Using coins to 40c in exchange for goods.

❑ Is able to use coins to 40c in exchange for goods. ❑ Is still learning to use coins to 40c in exchange for goods. Essential Mathematics Concepts

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Giving Change Number – Money: Giving change from up to 50c.

❖ Colour the money that would make up your change.

I had

I spent

My change was

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15c

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10c

25c

40c

Concept: Giving change from a 20c and 50c coin.

❑ Is able to give change from a 20c and 50c coin. ❑ Is still learning to give change from a 20c and 50c coin. - 28 - Prim-Ed Publishing

Essential Mathematics Concepts


Share the Money! Number – Money: Sharing coins to 50c.

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❖ Colour the amounts which have been shared fairly. Remember – each person’s purse must hold the same amount.

Concept: Sharing coins to 50c.

❑ Is able to share coins to 50c. ❑ Is still learning to share coins to 50c. Essential Mathematics Concepts

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Listen Space – Position. Teachers Instructions: Start at the star. Go straight across to the big dot. Go straight down to a dot. Go straight across a little way to a dot. Go straight up to a dot. Go straight across to a dot. Go straight down to a dot. Go straight across to a dot. Go straight up to the star. Go up and across to a medium-sized dot. Go down and across a little way to a dot. Go straight up a little way to a dot. Go straight across to a dot. Go straight down to a dot. Go down and across a little way to the big dot. Let’s finish the sentence together ‘I have tried to draw a … (house).’ Now you can draw other things in your house, colour your picture.

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❖ Listen to your teacher as you are given directions to the dots. Colour the picture you have made.

I have tried to draw a

.

Concept: Being able to follow simple instructions related to position.

❑ Is able to follow simple instructions related to position. ❑ Is still learning to follow simple instructions related to position. - 30 - Prim-Ed Publishing

Essential Mathematics Concepts


Pathways Space – Exploring pathways and boundaries. Teachers Instructions: Cut out all of the pictures at the bottom of the page. Make sure you follow the scissor lines. You can see in your picture below there are three hoops on the ground. Put the dog inside a hoop. Put the caterpillar outside a hoop. Put the cat inside a hoop. Put the ladybird outside a hoop. Put the guinea pig inside a hoop. Put the bird outside a hoop. Draw yourself standing on the star. From the star, draw a pathway to follow. Try to use all of the pieces of equipment in the picture. You can include the hoops. You may like to go over some things or perhaps under, through, around or down.

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❖ Listen to your teacher as you are told what to do.

Concept: Exploring pathways and boundaries.

❑ Is able to understand and explore simple pathways and boundaries. ❑ Is still learning to understand and explore simple pathways and boundaries.

Essential Mathematics Concepts

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3-D Shapes Space – Comparing and classifying three-dimensional shapes. Materials: Magazines, chairs, wood, objects.

❖ Find a picture in a magazine that is the same shape as each of these.

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❖ Colour the shapes you can see that have been used in the rocket.

❖ Make a ramp using a chair and a length of wood. Collect the objects shown in the picture. Colour things that slide down the ramp in red, colour things that roll down the ramp in yellow.

Concept: Comparing and classifying three-dimensional shapes.

❑ Is able to compare and classify three-dimensional shapes. ❑ Is still learning to compare and classify three-dimensional shapes. - 32 - Prim-Ed Publishing

Essential Mathematics Concepts


2-D Shapes Space – Comparing and classifying two-dimensional shapes.

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❖ Colour the shapes that look the same in one colour. (The shapes may be a little different in size.)

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❖ Make a picture from some paper shapes that have already been cut out.

Concept: Comparing and classifying two-dimensional shapes.

❑ Is able to compare and classify two-dimensional shapes. ❑ Is still learning to compare and classify two-dimensional shapes. Essential Mathematics Concepts

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Changes Space – Changes in position.

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❖ Look at each line of shapes below. Colour the one shape that matches the shape in the box. It may be facing a different direction.

Concept: Changes in position.

❑ Is able to recognise changes in position. ❑ Is still learning to recognise changes in position. - 34 - Prim-Ed Publishing

Essential Mathematics Concepts


Patterns Space – Symmetry; Patterns.

Concept: Recognising simple symmetrical shapes.

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❖ Look carefully at the shapes below. Colour the shapes that are exactly the same on both sides of the line.

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❖ Complete these patterns.

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❑ Is able to recognise simple symmetrical shapes. ❑ Is still learning to recognise simple symmetrical shapes.

Concept: Recognising and completing simple patterns.

❑ Is able to recognise and complete simple patterns. ❑ Is still learning to recognise and complete simple patterns. Essential Mathematics Concepts

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Length Measurement – Length: Sorting and matching.

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❖ Match each clown to the car that best suits its size.

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❖ Colour the balloon that is on the longest piece of string.

❖ Colour all of the objects that are about the same length as the clown’s toy car.

Concept: Sorting and matching.

❑ Is able to sort and match simple objects according to length. ❑ Is still learning to sort and match simple objects according to length. - 36 - Prim-Ed Publishing

Essential Mathematics Concepts


Length Measurement – Length: Measuring and using indirect comparison. Materials: Wooden cubes, string or wool.

❖ Use blocks to measure and sort these rectangles. Colour the longest rectangle red and the shortest green.

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❖ Use blocks to measure and sort these balloons. Colour the longest balloon red and the shortest green.

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❖ Do you think these two snakes are the same length? Yes Now use blocks to measure them. Are they the same length? Yes

No

No

❖ Are these two lines the same length? Yes No Use a piece of wool or string to measure them.

Concept: Comparing lengths using indirect comparison.

❑ Is able to compare lengths using indirect comparison. ❑ Is still learning to compare lengths using indirect comparison. Essential Mathematics Concepts

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Length Measurement – Length: Measuring lengths using non-standard units. Materials: Wooden cubes, counters, paperclips, matches and 50c coins.

❖ Try guessing the length of the snake using the different objects. Write your guess, then measure the length of the snake. Write your answer.

My Guess

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The snake’s length using blocks.

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Object

My Measure

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The snake’s length using counters. The snake’s length using paperclips. The snake’s length using matches. The snake’s length using 50c coins. Concept: Measuring lengths using non-standard units.

❑ Is able to measure lengths using non-standard units. ❑ Is still learning to measure lengths using non-standard units. - 38 - Prim-Ed Publishing

Essential Mathematics Concepts


Area Measurement – Area: Comparing surface area sizes; Matching shapes according to surface area. Materials: Wooden cubes, counters and dominoes.

❖ In each box, colour the larger shape.

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❖ In each box, colour the shape you think will take the longer time to paint.

Concept: Comparing surface area sizes.

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❑ Is able to compare surface area sizes. ❑ Is still learning to compare surface area sizes.

❖ Cover the inside of the picture frame using the objects pictured below. Colour the objects that fitted together inside the picture frame without any gaps.

Concept: Matching shapes according to surface area.

❑ Is able to match shapes according to surface area. ❑ Is still learning to match shapes according to surface area. Essential Mathematics Concepts

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Area Measurement – Area: Measuring and comparing surface area sizes; Measuring area using non-standard units. Materials: Wooden cubes and dominoes.

❖ Use blocks to cover the shapes below. Write your guess first then measure the area.

blocks blocks

My guess

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My answer

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My guess

blocks

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My answer

blocks

Concept: Measuring and comparing surface area sizes.

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❑ Is able to measure and compare surface area sizes. ❑ Is still learning to measure and compare surface area sizes.

❖ Use the different objects to cover the envelope (do one at a time). Write your guess first then measure the area.

The envelope’s area using blocks. My guess

My answer

The envelope’s area using dominoes. My guess

My answer

Concept: Measuring area using non-standard units.

❑ Is able to measure area using non-standard units. ❑ Is still learning to measure area using non-standard units. - 40 - Prim-Ed Publishing

Essential Mathematics Concepts


Stacking and Building Measurement – Volume and Capacity: Stacking and building. Materials: Items for building; for example, blocks, cylinders, cartons, balls, etc.

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❖ Circle the shapes you think will stack together easily. Try stacking the objects below. Colour the ones you can stack together easily.

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❖ What can you build using blocks of different shapes and sizes? When you have built something special, draw it in the space below.

Concept: Recognising shapes that are suitable to stack together.

❑ Is able to recognise shapes that are suitable to stack together. ❑ Is still learning to recognise shapes that are suitable to stack together. Essential Mathematics Concepts

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Which One? Measurement – Volume and Capacity: More and less; Full and empty.

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❖ Look at the jars of water below. In each set of jars, colour the one that has more water in it red and the one that has less water in it yellow.

Concept: Identifying containers with more and less.

❑ Is able to identify more and less. ❑ Is still learning to identify more and less.

❖ These cups are empty.

3

2

1

Make: cup number 1

full

cup number 2

almost full

cup number 3

half full

cup number 4

almost empty

cup number 5

empty

4

5

Concept: Identifying full and empty.

❑ Is able to identify full and empty. ❑ Is still learning to identify full and empty. - 42 - Prim-Ed Publishing

Essential Mathematics Concepts


Fill It Up! Measurement – Volume and Capacity: Measuring containers using different non-standard units; Comparing the capacity of containers. Materials: Ice-cream containers, buckets, jugs, cups, tins, bowls and water.

❖ Use a cup and a jug to fill an ice-cream container. Write your guess first, measure, then write your answer. My guess My answer My guess My answer

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❖ Use the same containers to fill a bucket. Write your guess first, measure, then write your answer. My guess

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My answer

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My guess My answer

❖ Discuss your results with your teacher. Concept: Measuring containers using different non-standard units.

❑ Is able to measure containers using different non-standard units. ❑ Is still learning to measure containers using different non-standard units.

❖ Use a cup to measure the capacity of the containers below. Record your guess before measuring. My guess

My guess

My guess

My answer

My answer

My answer

Concept: Comparing the capacity of containers.

❑ Is able to compare the capacity of containers. ❑ Is still learning to compare the capacity of containers. Essential Mathematics Concepts

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Heavier and Lighter – 1 Measurement – Mass: Lighter and heavier.

❖ Look at the pictures on the following page. Which ones do you think would be lighter than an apple? Which ones do you think would be heavier than an apple? Cut out the pictures and glue them in the correct space below.

Heavier than an apple

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Lighter than an apple

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❖ Look at the next set of pictures on the following page. Which ones do you think would be lighter than the block? Which ones do you think would be heavier than the block? Cut out the pictures and glue them in the correct space below.

Lighter than the block

Heavier than the block

Concept: Identifying and comparing lighter and heavier objects through lifting.

❑ Is able to identify and compare lighter and heavier objects through lifting. ❑ Is still learning to identify and compare lighter and heavier objects through lifting. - 44 - Prim-Ed Publishing

Essential Mathematics Concepts


Heavier and Lighter – 2 Measurement – Mass: Lighter and heavier. Materials: The items displayed below are required for this activity along with an apple and a block.

❖ Cut out these pictures and glue them on the previous page to show heavier and lighter.

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Heavier and lighter than an apple.

Heavier and lighter than the block.

Essential Mathematics Concepts

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Balance Scales Measurement – Mass: Using balance scales.

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❖ Look at the balance scales. Find objects to match these scales. Draw them in the spaces.

Concept: Comparing the mass of two items using the balance scales.

❑ Is able to compare the mass of two items using the balance scales. ❑ Is still learning to compare the mass of two items using the balance scales. - 46 - Prim-Ed Publishing

Essential Mathematics Concepts


1 Minute Measurement – Time: Investigating the duration of 1 minute.

❖ Discover with the teacher the things you can do in 1 minute. Answer yes or no. 1. Can you jump up and down at least 10 times in 1 minute?

Yes

No

Yes

No

2. Can you draw a good picture of yourself in 1 minute?

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3. Can you walk to the office and back in 1 minute?

Yes

No

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4. Can you write your name six times in 1 minute?

Yes

No

5. Can you take a shoe off and put it on again in 1 minute?

Yes

No

6. Can you tie a pair of shoelaces in 1 minute?

Yes

No

7. Can you read a book in 1 minute?

Yes

No

Concept: Comprehending the duration of 1 minute.

❑ Is able to comprehend the duration of 1 minute. ❑ Is still learning to comprehend the duration of 1 minute. Essential Mathematics Concepts

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Tick-Tock Measurement – Time: Investigating daily events.

❖ Draw pictures and complete the sentences. 1. At noon, I… 10

11 12 1

2 3

9 8

7

6

5

4

12 o’clock

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11 12 1

2 3

7

6

5

4

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9

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2. At 9 o’clock in the morning, I…

9 o’clock

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3. At 3 o’clock in the afternoon, I… 10

11 12 1

2 3

9

8

7

6

5

4

3 o’clock

4. At 6 o’clock at night, I… 10

11 12 1

2 3

9 8

7

6

5

4

6 o’clock Concept: Using a clock face to read times.

❑ Is able to use a clock face to read times. ❑ Is still learning to use a clock face to read times. - 48 - Prim-Ed Publishing

Essential Mathematics Concepts


Other titles for this age range include:

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0019 - Essential Mathematics Concepts Book 2 0020 - Essential Mathematics Concepts Book 3

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6565 - Developing Maths Concepts in the Early Years

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Early Years series: 0607 - Number 0608 - Addition 0609 - Subtraction

View

every page of every book

online at

www.prim-ed.com


0018IRE Essential Mathematics Concepts Book 1