Activities, References and Games which might be useful when exploring Number Sense with Junior and Senior Infants
7 resources in this Learning Path
This article explores the basic foundations of number sense and outlines relevant research in this area.
View full descriptionStrand: Uimhreas
Description of Match the Rod maths station involving cuisenaire rods.
View full descriptionStrand: Luathghníomhaíochtaí matamaiticiúla
Strand unit: Meaitseáil
Content objective:
Ba chóir go ligfeadh acmhainn seo do pháiste:
Suggestions for use: Print and display on station as an aid to guide teachers in facilitating this maths station.
Printable Bingo Cards
View full descriptionStrand: Uimhreas
Strand unit: Analysis of Number: Numeration
Flashes up regular domino patterns (1-6). Allows time for the children to verbally respond before moving to next image.
View full descriptionStrand: Uimhreas
Strand unit: Anailís ar uimhreas
Content objective:
Ba chóir go ligfeadh acmhainn seo do pháiste:
Suggestions for use: To improve number sense and subitising skills
Ready Set Go Maths games that are a printable resource for teachers.
View full descriptionStrand: Luathghníomhaíochtaí matamaiticiúla
Strand unit: Meaitseáil
Suggestions for use: Print and prepare materials prior to lesson. Read the number game instructions to help carry out the activities.
Ready, Set, Go scheme of work for junior infants from PDST Numeracy. The scheme of work runs between September-June covering a weekly basis with link to strand, unit, assessment and differentiation.
View full descriptionStrand: Luathghníomhaíochtaí matamaiticiúla
Suggestions for use: A sample teacher scheme of work for the Ready, Set, Go programme.
Ready, Set, Go scheme of work for junior infants from PDST Numeracy. The scheme of work runs between September-June covering a weekly basis with link to strand, unit, assessment and differentiation.
View full descriptionStrand: Luathghníomhaíochtaí matamaiticiúla
Suggestions for use: A sample teacher scheme of work for the Ready, Set, Go programme.
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