Mathematics
Junior and Senior Infants
Please note: Activities marked with * were created to support distance learning
Stamp and Tap*
This activity can be used to integrate counting with different forms of body percussion. Pupils begin by finding a suitable space to count and start counting forwards stamping their feet in time. Once pupils reach the required number, they stop and turn in the opposite direction.
Sound of a Number*
Begin this activity by dropping items (dried pasta/blocks) into a tin, adding one item at a time. Pupils close their eyes and count silently in their heads. When the chosen number of items have been added to the tin, pupils will stop counting and state how many items have been added to the tin. To extend this activity for counting on, see the explanation below where the pupil has silently counted that 6 blocks were dropped into the tin:
Adult: How many blocks do you think are in the tin?
Pupil: I think there’s 6.
Adult: Great, now keep number 6 in your head because I am going to add some more and you need to count on. (Add two more blocks)
Pupil: Seven, eight..!
How Many?
This is a playful child-led activity with many possibilities for counting. Pupils examine the poster and consider how many they see. They are not told what to count. This task works well in multi-grade classrooms and allows for the inclusion of pupils with differing needs as everyone is able to approach the task at their own level.
Pupils might count the total number of gingerbread men, the number of gingerbread in a row or column, the total of each of the different coloured smarties, the number of arms, legs, eyes etc. that they can see. It is important that pupils explain what they are counting and share their thinking with their peers. These conversations can lead to further quantities being counted. The activity can be repeated with other posters from the Maths Eyes website.
Suggested questions to prompt pupil thinking and promote Maths talk:
What number/ quantity do you see?
How do you see it?
Does anyone see that number/quantity a different way?
I see two. What do I see?
I see four. What do I see?
An extension of this task could involve creating a class book of ‘How Many?’ using images from the classroom/school/home environments of the pupils.
Image from Maths Eyes. This activity is adapted from https://talkingmathwithkids.com/news/how-many-an-invitation-to-unitchat/ and the book How Many? by Christopher Danielson.
Length
Caterpillars*
After reading “The Very Hungry Caterpillar”, provide pupils with playdough and invite them to create their own caterpillars. Organise the caterpillars by length.
Key Questions: What will your caterpillar be like? How can you make one? Tell me about it. Which is the longest/shortest caterpillar? How do you know? How could you make a longer/shorter one?
What am I?*
Pupils take turns to select any household item and use the language of length to describe the object. For example “I am longer than a pencil but shorter than a hurley. What am I?”. Encourage the others to take turns to ask questions to discover what it is.
PDST Measures Manual p.38 PDST Tomhais Lámhleabhar an Mhúinteora lch. 37
Weight
Weight Hunt*
Invite pupils to find objects in the home that are heavier/lighter than another item.
Suggested Questions:
What can you find that is heavier than a banana but lighter than your pencil case?
You will need your favourite teddy for this task. Feel the weight of teddy and now find a teddy/toy that is heavier/lighter than your favourite.
Take three different pieces of fruit from the fruit bowl, order them from lightest to heaviest.
Make a Balance*
Balance scales and see-saws can be used to directly compare the weight of two objects. Invite pupils to construct a homemade balance, see images for examples. Use it to compare the weights of various items around the home. Here are some suggestions:
An apple and a strawberry
A pencil case and a hairbrush/comb
Which is the heaviest/lightest? How do you know?
Banjo'd Shapes*
Invite your pupils to discuss the properties of a circle, triangle, rectangle and square. Elicit key language (corners, straight, curved) from the pupils by asking questions such as:
How can we sort these shapes?
How many sides/corners does that shape have?
Do other shapes have the same number of sides?
How are they the same/different?
Pupils can cut and paste the linked shapes to create their own banjo. Alternatively draw the required shapes. Attaching the pieces to card may be helpful in making the banjo a little more durable.
Obstacle Course*
An obstacle course provides a context in which to use the language of spatial relations. Pupils can use household items to construct an obstacle course inside or outside their home. Pupils will need a partner to work with for this activity: one partner provides instructions to the other to guide them through the obstacle course. This could be made more challenging by blindfolding the person being guided through the obstacle course.
Key language should include some of the following:
position: over, under, up, down, on, beside, in, above, below, near, far, right, left.
directions: moving in straight/curved lines, in a circle, through, behind.
Sample language used for obstacle course in photo when pupils were not using blindfolds: Jump over each of the four shoes. Run around the football. Walk in a curved line by following the path of the orange skipping rope without touching off it! Jump over the washing basket. Crawl under the brush and sit down on the football to finish.
Adapted from Shape and Space Manual p. 30
