Measures Find below the Learning Outcomes Learning Outcomes Statements in curriculum specifications to describe the knowledge, understanding, skills and values that students should be able to demonstrate after a period of learning. , mathematical concepts and progression continua associated with the strand Strand The strand is the primary division of content in the curriculum specification. units of "Measuring", "Time" and "Money". This page will be updated with further support materials and video examples of children's learning in the coming weeks and months.
Measuring Time Money Measuring Stage 1 Junior & Senior Infants Through appropriately playful and engaging learning experiences, children should be able to Stage 2 1st & 2nd Class Through appropriately playful and engaging learning experiences, children should be able to Stage 3 3rd & 4th Class Through appropriately playful and engaging learning experiences, children should be able to Stage 4 Fifth and Sixth class Through appropriately engaging learning experiences, children should be able to demonstrate an awareness that attributes such as length, weight, capacity and area can be measured and compared. compare, approximate and measure length, weight, capacity and area using appropriate instruments and record using appropriate units of measurement. compare, estimate and measure length, weight, capacity, area and volume using appropriate instruments and record and communicate appropriately. identify the relationship between equivalent units of measurement, and rename measures using equivalent units. determine and calculate units of measurement in fractional and/or decimal form to solve practical problems. find, interpret and deduce measures experimentally with increasing precision. Concepts Objects have attributes that can be measured such as length, weight, capacity and area. One of the purposes of measurement is to compare. We can compare and order things by how much of a particular attribute (physical quantity) they have relative to each other. Attributes are compared and ordered using units of measurement. Common base units of measurement are useful to make and test comparisons. The size of the unit chosen affects the number of units needed to measure an object. We can compare, measure and order physical quantities by selecting an appropriate unit and determining how many units the thing has/holds. Measurement instruments (e.g., rulers) are tools for measuring physical quantities or attributes such as length, weight and capacity. Metric units help us to interpret, communicate and calculate measurements with increasing accuracy and precision. Measurements can be made more precise by selecting metric units (multiples or subdivisions of base units e.g., km or cm), while realising that all measurements have an inherent degree of approximation. The metric system is based on multiples of ten. Any measurement given in one metric unit (e.g., kilogram) can be converted to and renamed as another metric unit (e.g., gram). The relationships between metric pre-fixes can be understood and applied in a similar way across different units of measurement. Purpose and practicality are important to consider when measuring attributes and selecting units and instruments for measuring. Purposeful descriptions and comparisons often involve the measurement of more than one attribute. The relationship between equivalent units in the metric system helps us to judge attributes, move flexibly between units and do calculations. Measurement sense develops as we anchor the meaning of measurement units to measurement benchmarks in the everyday world. Progression Continuum Click on the image to access the progression continuum for the strand unit of 'Measuring' Time Stage 1 Junior & Senior Infants Through appropriately playful and engaging learning experiences, children should be able to Stage 2 1st & 2nd Class Through appropriately playful and engaging learning experiences, children should be able to Stage 3 3rd & 4th Class Through appropriately playful and engaging learning experiences, children should be able to Stage 4 Fifth and Sixth class Through appropriately engaging learning experiences, children should be able to develop a sense of time and its uses. understand how time is measured, expressed and represented. explore equivalent expressions of time. compare, approximate and measure time using appropriate units of measurement. identify the relationship between different units and representations of time. solve and pose practical tasks and problems involving the interpretation and calculation of time. Concepts Events in daily routines can be described and sequenced. A timetable is a useful display to show when things will happen. Time passes consistently. Time can be expressed and recorded in a variety of ways. Each hour has an area or space on the analogue clock. Calendars display days and months and can be used to highlight times of significance. Time is measured using universal units; seconds, minutes, hours, days, weeks, months, years and centuries etc. Units of time measure how long something lasts. The hour and minute hands of the analogue clock move clockwise as time passes. The two (sometimes three) hands move at different speeds, according to the units of time they are showing. Time can be represented in both analogue and digital formats. Weeks are measured in multiples of seven days. 60 is the base of the number system for the conversion of minutes to hours, and seconds to minutes (and vice versa). Time is expressed in relation to the hour using minutes or fractional intervals of 60 minutes. Time can be represented using 12-hour or 24-hour formats. The 24-hour format shows the number of hours and minutes elapsed since midnight. Timetables and schedules are tools for managing and organising time. Days are counted from midnight of the previous day. Greenwich Mean Time is used as the standard time against which all the other time zones in the world are referenced. Speed is measured as distance travelled per unit of time. Progression Continuum Click on the image to access the progression continuum for the strand unit of 'Time' Support materials for teachers Time: Suggestions for children's learning Support material Time: Suggestions for children's learning Time: Suggestions for teaching Support material Time: Suggestions for teaching Time: Suggestions for key language Support material Time: Suggestions for key language Time: Suggestions for learning environment Support material Time: Suggestions for learning environment Time: Suggestions for learning at home Support material Time: Suggestions for learning at home Learning and understanding ‘Time’ Support material Learning and understanding ‘Time’ Strategies and tools for teaching Time Support material Strategies and tools for teaching Time Money Stage 1 Junior & Senior Infants Through appropriately playful and engaging learning experiences, children should be able to Stage 2 1st & 2nd Class Through appropriately playful and engaging learning experiences, children should be able to Stage 3 3rd & 4th Class Through appropriately playful and engaging learning experiences, children should be able to Stage 4 Fifth and Sixth class Through appropriately engaging learning experiences, children should be able to develop an awareness of money and its uses. recognise the value of money and use euro and cent in a range of meaningful contexts. transfer knowledge of the base ten system in number to monetary contexts and use for purposes of calculation. solve and pose practical tasks to investigate and make informed judgements about transactions and financial plans. Concepts Money comes in many forms. Money is used in the buying and selling of goods and services. Goods or services can be exchanged for a set amount of money (agreed price). The units of money used in Ireland are euro (€) and cent (c). Monetary transactions happen in a number of ways. The price of an item or service is determined by its relative value. Set amounts of money can be represented by different combinations of coins and/ or notes. Monetary transactions can be recorded as number sentences. The symbols of € (euro) and c (cent) are used to express and record money. Various strategies can be used to calculate change in a transaction. Understanding the unit price helps us make judgements about value for money. Calculations of money can be approximated and determined by performing operations. Transactions and calculations of money can be recorded in different ways. Money is recorded in decimal form. Estimation and rounding can help judge the reasonableness of transactions. Budgets are useful tools for organising, managing and recording money and transactions. Currency is the medium of exchange of money (notes and coins) decided by a government for common use in a country or countries. The currency exchange rate is determined by the value of the currency and is used to convert the value or quantity of one currency into the relative value or quantity of another. Tax is a contribution to state revenue. It can be deducted from income or business profits or added to the cost of goods, services and transactions. Interest describes how much is paid for the use of money. Progression Continuum Click on the image to access the progression continuum for the strand unit of 'Money' Support materials for teachers Money: Suggestions for children's learning Support material Money: Suggestions for children's learning Money: Suggestions for teaching Support material Money: Suggestions for teaching Money: Suggestions for key language Support material Money: Suggestions for key language Money: Suggestions for learning environment Support material Money: Suggestions for learning environment Money: Suggestions for learning at home Support material Money: Suggestions for learning at home
