The content of the mathematics curriculum is presented in a number of
strands and strand units. Exemplars are shown in italic type throughout each
strand. These are only limited suggestions. The treatment of content as
suggested in the exemplars is common to both classes.
Teachers, when planning, should consider the following:
¥ the strands of the programme are not isolated areas. They should be
seen and taught as interrelated units in which understanding in one
area is dependent on, and supportive of, ideas and concepts in other
strands
¥ children will use their knowledge of one area of mathematics to explore
another. They may practise their knowledge of number facts when
undertaking measurement activities, and geometrical concepts may be
required in the presentation of data. This is called linkage.
¥ further opportunities should be identified to integrate mathematical
concepts and skills with other areas of the curriculum, as those
indicated in the content are merely suggestions
¥ there should be an appropriate balance between the different aspects of
mathematics. While the area of number is important, its treatment
should not be at the expense of the other strands, and the programme
should ensure continuity and progression
¥ the revision of concepts and skills should be thoroughly undertaken
before exploring new material
¥ the exploration of mathematical concepts and ideas using a wide
variety of equipment should precede any form of written recording in
mathematics
¥ emphasis should be placed on discussion, child with child and teacher
with child. It should be an integral part of the work in each strand 
¥ planning should consider individual difference in ability, attainment and
learning style
¥ assessment should be seen as an integral part of the teaching and
learning process
¥ it is important that children come to see mathematics as practical and
relevant. Opportunities should be provided for them to construct and
apply their mathematical understanding and skills in contexts drawn
from their own experiences and environments.
Planning in mathematics
15
Mathematics Curriculum
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I n f a n t
c l as s es 
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Overview
infant classes
Skills development 
Skills
¥ Applying and problem-solving
¥ Communicating and expressing
¥ Integrating and connecting
¥ Reasoning
¥ Implementing
¥ Understanding and recalling
Strands
Strand units
Early mathematical 
¥ Classifying
activities
¥ Matching
¥ Comparing
¥ Ordering
Number
¥ Counting
¥ Comparing and ordering
¥ Analysis of number
Combining
Partitioning
Numeration
Algebra
¥ Extending patterns
Shape and space
¥ Spatial awareness
¥ 3-D shapes
¥ 2-D shapes
Measures
¥ Length
¥ Weight
¥ Capacity
¥ Time
¥ Money
Data
¥ Recognising and interpreting data
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