When we ta|k about shapes we ta|k

about edges, corners, straight sides,

FXUYHGVLGHVURXQGDQGDWVKDSHV.
|ook at boxes |n your cupboard - what
shapes are they? What shapes can you
see around the house? Out on the street?
Do you ever fnd yourse|f ask|ng your
ch||d: >OLYLHYL`V\& or >OLYLKPK
`V\W\[`V\YS\UJOIV_& Ta|k|ng about
directions |s a|so an |mportant part of
maths. Be|ow are some examp|es of
the words ch||dren use when |earn|ng
about d|rect|ons.

Try h|d|ng an object ||ke a teddy and ask
your ch||d to fnd |t by g|v|ng d|rect|ons.
Then ask your ch||d to g|ve d|rect|ons to
you so you can fnd Teddy.
Many ch||dren have p|ay mats for the|r
toys - ask your ch||d to te|| you how to
get from the fre stat|on to the schoo|.
Pretend you don`t understand un|ess
you get prec|se d|rect|ons, for examp|e
YZ[`V\[\YUSLM[[OLU`V\^HSRHSVUN
[OLZ[YLL[HUK[\YUYPNO[

See ^^^UJJHPLWHYLU[Zfor more

|nformat|on |nc|ud|ng v|deo c||ps.
INFORMATION FOR PARENTS
pr|mar
deve|opments
for|s sa bhunsco|a|ocht
NCCA, 24 Merr|on Square, Dub||n 2
T +353 1 661 7177
F +353 1 661 7180
E |nfo@ncca.|e
W www.ncca.|e
INFORMATION FOR PARENTS
Parents Pr|mary Jun|or and sen|or |nfants
pr|mar
deve|opments
for|s sa bhunsco|a|ocht
He|p|ng your ch||d w|th maths |n SENIOR INFANTS
Have you ever thought about how
much maths |s part of your ch||d`s
conversat|ons?
Maths |s everywhere around us and |s
part of your ch||d`s da||y ||fe. You can
he|p your ch||d understand and enjoy
maths through s|mp|e games and
everyday act|v|t|es.
About th|s t|p sheet
There are three sect|ons |n th|s t|p sheet.
1: What your child is learning in
school te||s you about the maths
your ch||d w||| |earn |n sen|or |nfants.
2: How your child learns at home
g|ves you t|ps to he|p your ch||d w|th
maths. You can watch short v|deo
c||ps w|th further suggest|ons by
v|s|t|ng www.ncca.|e/parents.
3:7DONLQJDERXWVKDSHVDQG
directions g|ves you examp|es of
the |anguage you can use when
he|p|ng your ch||d w|th maths.
You can |ook for more |deas |n the t|p
sheets and v|deos for jun|or |nfants
and frst c|ass.
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3. Ta|k|ng about shapes and d|rect|ons
Oan th|s shape
ro||? What do
we have |n the
cupboard that
|ooks ||ke |t?
How many
corners on
th|s shape?
How many
s|des?
INFORMATION FOR PARENTS
pr|mar
deve|opments
for|s sa bhunsco|a|ocht
INFORMATION FOR PARENTS
pr|mar
deve|opments
for|s sa bhunsco|a|ocht
Here |s some of the maths your ch||d
w||| |earn |n sen|or |nfants |n pr|mary
schoo|.
Recognise the wr|tten numbers 0 - 10.
Say the numbers 0 - 10 |n the
correct order. se the word 'zero`
for 0.
Write the numbers 0 - 10.
Count the number of objects |n a
group and count how many are |eft
when some objects are taken away.
$GGWZRJURXSV of objects to make
a tota| of 10.
Start to use the symbols + and =
to add groups of objects and wr|te a
number sentence, for examp|e
4 + 2 = 6.
Estimate (guess) the number of
objects |n a group.
Your ch||d w||| a|so |earn to:
recogn|se s|mp|e QXPEHUSDWWHUQV
for examp|e 3, 4, _, 6; 6, 5, _, _, 2, 1
by f|||ng each b|ank space w|th the
correct number; two c|aps, three
c|aps, two c|aps, three c|aps .
sort, describe and name 3-D
VKDSHV (shapes that are not fat}
|nc|ud|ng cube, sphere, cy||nder and
cubo|d.
FRPSDUHREMHFWV us|ng words such
as heavy or ||ght; heav|est or ||ghtest;
|ong or short; |ongest or shortest.
recognise familiar times and read
the c|ock |n hours, for examp|e
2 o`c|ock, 3 o`c|ock. Put da||y or
week|y events |n order.
recognise coins up to 20 cents and
use co|ns up to 10 cents.







Encourage careful counting,
part|cu|ar|y up to 20. Try count|ng |n
twos up to 20, for examp|e 2, 4, 6, 8...
Estimate the number of objects |n a
set or group up to 5. Throw out fve or
fewer |tems on the tab|e and ask your
ch||d to qu|ck|y te|| you how many
there are w|thout count|ng. Show one
face of a d|e qu|ck|y and ask: |ow
ma|, do|s ca| ,o0 see?
Count how many are left when
some objects are taken away. | |a.e c
|aoes o0| |ow ma|, w||| | |a.e |/ | ea|
2 o/ ||em?
Recognise familiar times
Ta|k about t|mes and the c|ock. Put
t|mes up on the fr|dge door or not|ce
board, for examp|e 'Footba|| 3pm
Tuesday, Tra|n|ng 9am Saturday`. Ta|k
about th|ngs we do |n Summer, |n
W|nter, dur|ng the day, at n|ght.
Find numbers
|ook at the m|crowave, the te|ephone
and the Tv remote contro|. |ook for
numbers outs|de as you go for a wa|k.
Recognise coins up to 20 cents and
use co|ns up to 10 cents. |et your
ch||d hand|e money and work out
change. Ta|k about the va|ue of co|ns
when you are shopp|ng: H||c| co||
do ,o0 |eed |o oa, /o| ||e swee|?
H|, ca| we |o| 0se |||s o|e?
Ca| ,o0 swao me some co||s /o| |||s
20 ce|| co||?
P|ay board games w|th d|ce to
encourage your ch||d to count, add
on and recogn|se numbers.
$GGWZRJURXSVRIREMHFWVWR
make a total of 10
When p|ay|ng w|th toys make groups
of objects and then ask your ch||d to
put them together. Encourage your
ch||d to 'count on` wh|ch means
'cont|nue count|ng`. l have 6 cars and
l get 4 more - 6. 7, 8, 9, 10.
&RPSDUHREMHFWVE\OHQJWK
Ask your ch||d to he|p you sort the
wash|ng: F||d ||e |o| ||o0se|s. Ca|
,o0 /|d some ||a| a|e s|o||e|? H||c|
||o0se|s a|e ||e s|o||es|? Bu||d a
tower w|th your ch||d us|ng b|ocks or
boxes: Ca| ,o0 ma|e a |a||e| |owe|?
/ s|o||e| |owe|?
1: What your ch||d |s |earn|ng |n schoo|
2: How your ch||d |earns at home


INFORMATION FOR PARENTS
pr|mar
deve|opments
for|s sa bhunsco|a|ocht
INFORMATION FOR PARENTS
pr|mar
deve|opments
for|s sa bhunsco|a|ocht
Here |s some of the maths your ch||d
w||| |earn |n sen|or |nfants |n pr|mary
schoo|.
Recognise the wr|tten numbers 0 - 10.
Say the numbers 0 - 10 |n the
correct order. se the word 'zero`
for 0.
Write the numbers 0 - 10.
Count the number of objects |n a
group and count how many are |eft
when some objects are taken away.
$GGWZRJURXSV of objects to make
a tota| of 10.
Start to use the symbols + and =
to add groups of objects and wr|te a
number sentence, for examp|e
4 + 2 = 6.
Estimate (guess) the number of
objects |n a group.
Your ch||d w||| a|so |earn to:
recogn|se s|mp|e QXPEHUSDWWHUQV
for examp|e 3, 4, _, 6; 6, 5, _, _, 2, 1
by f|||ng each b|ank space w|th the
correct number; two c|aps, three
c|aps, two c|aps, three c|aps .
sort, describe and name 3-D
VKDSHV (shapes that are not fat}
|nc|ud|ng cube, sphere, cy||nder and
cubo|d.
FRPSDUHREMHFWV us|ng words such
as heavy or ||ght; heav|est or ||ghtest;
|ong or short; |ongest or shortest.
recognise familiar times and read
the c|ock |n hours, for examp|e
2 o`c|ock, 3 o`c|ock. Put da||y or
week|y events |n order.
recognise coins up to 20 cents and
use co|ns up to 10 cents.







Encourage careful counting,
part|cu|ar|y up to 20. Try count|ng |n
twos up to 20, for examp|e 2, 4, 6, 8...
Estimate the number of objects |n a
set or group up to 5. Throw out fve or
fewer |tems on the tab|e and ask your
ch||d to qu|ck|y te|| you how many
there are w|thout count|ng. Show one
face of a d|e qu|ck|y and ask: |ow
ma|, do|s ca| ,o0 see?
Count how many are left when
some objects are taken away. | |a.e c
|aoes o0| |ow ma|, w||| | |a.e |/ | ea|
2 o/ ||em?
Recognise familiar times
Ta|k about t|mes and the c|ock. Put
t|mes up on the fr|dge door or not|ce
board, for examp|e 'Footba|| 3pm
Tuesday, Tra|n|ng 9am Saturday`. Ta|k
about th|ngs we do |n Summer, |n
W|nter, dur|ng the day, at n|ght.
Find numbers
|ook at the m|crowave, the te|ephone
and the Tv remote contro|. |ook for
numbers outs|de as you go for a wa|k.
Recognise coins up to 20 cents and
use co|ns up to 10 cents. |et your
ch||d hand|e money and work out
change. Ta|k about the va|ue of co|ns
when you are shopp|ng: H||c| co||
do ,o0 |eed |o oa, /o| ||e swee|?
H|, ca| we |o| 0se |||s o|e?
Ca| ,o0 swao me some co||s /o| |||s
20 ce|| co||?
P|ay board games w|th d|ce to
encourage your ch||d to count, add
on and recogn|se numbers.
$GGWZRJURXSVRIREMHFWVWR
make a total of 10
When p|ay|ng w|th toys make groups
of objects and then ask your ch||d to
put them together. Encourage your
ch||d to 'count on` wh|ch means
'cont|nue count|ng`. l have 6 cars and
l get 4 more - 6. 7, 8, 9, 10.
&RPSDUHREMHFWVE\OHQJWK
Ask your ch||d to he|p you sort the
wash|ng: F||d ||e |o| ||o0se|s. Ca|
,o0 /|d some ||a| a|e s|o||e|? H||c|
||o0se|s a|e ||e s|o||es|? Bu||d a
tower w|th your ch||d us|ng b|ocks or
boxes: Ca| ,o0 ma|e a |a||e| |owe|?
/ s|o||e| |owe|?
1: What your ch||d |s |earn|ng |n schoo|
2: How your ch||d |earns at home


When we ta|k about shapes we ta|k
about edges, corners, straight sides,
FXUYHGVLGHVURXQGDQGDWVKDSHV.
|ook at boxes |n your cupboard - what
shapes are they? What shapes can you
see around the house? Out on the street?
Do you ever fnd yourse|f ask|ng your
ch||d: >OLYLHYL`V\& or >OLYLKPK
`V\W\[`V\YS\UJOIV_& Ta|k|ng about
directions |s a|so an |mportant part of
maths. Be|ow are some examp|es of
the words ch||dren use when |earn|ng
about d|rect|ons.

Try h|d|ng an object ||ke a teddy and ask
your ch||d to fnd |t by g|v|ng d|rect|ons.
Then ask your ch||d to g|ve d|rect|ons to
you so you can fnd Teddy.
Many ch||dren have p|ay mats for the|r
toys - ask your ch||d to te|| you how to
get from the fre stat|on to the schoo|.
Pretend you don`t understand un|ess
you get prec|se d|rect|ons, for examp|e
YZ[`V\[\YUSLM[[OLU`V\^HSRHSVUN
[OLZ[YLL[HUK[\YUYPNO[

See ^^^UJJHPLWHYLU[Zfor more

|nformat|on |nc|ud|ng v|deo c||ps.
INFORMATION FOR PARENTS
pr|mar
deve|opments
for|s sa bhunsco|a|ocht
NCCA, 24 Merr|on Square, Dub||n 2
T +353 1 661 7177
F +353 1 661 7180
E |nfo@ncca.|e
W www.ncca.|e
INFORMATION FOR PARENTS
Parents Pr|mary Jun|or and sen|or |nfants
pr|mar
deve|opments
for|s sa bhunsco|a|ocht
He|p|ng your ch||d w|th maths |n SENIOR INFANTS
Have you ever thought about how
much maths |s part of your ch||d`s
conversat|ons?
Maths |s everywhere around us and |s
part of your ch||d`s da||y ||fe. You can
he|p your ch||d understand and enjoy
maths through s|mp|e games and
everyday act|v|t|es.
About th|s t|p sheet
There are three sect|ons |n th|s t|p sheet.
1: What your child is learning in
school te||s you about the maths
your ch||d w||| |earn |n sen|or |nfants.
2: How your child learns at home
g|ves you t|ps to he|p your ch||d w|th
maths. You can watch short v|deo
c||ps w|th further suggest|ons by
v|s|t|ng www.ncca.|e/parents.
3:7DONLQJDERXWVKDSHVDQG
directions g|ves you examp|es of
the |anguage you can use when
he|p|ng your ch||d w|th maths.
You can |ook for more |deas |n the t|p
sheets and v|deos for jun|or |nfants
and frst c|ass.
l'
m

5

y
e
a
r
s

o
|d
.
l
||v
e

|n

n
u
m
b
e
r

4
2
.
l
g
o

t
o

s
c
h
o
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t
h
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b
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r

3

b
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.
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s


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3. Ta|k|ng about shapes and d|rect|ons
Oan th|s shape
ro||? What do
we have |n the
cupboard that
|ooks ||ke |t?
How many
corners on
th|s shape?
How many
s|des?