Foundations of Mathematical Thinking · Senior Infants · Solving Everyday Problems · Summer Term

Looking Back at What We Learned

Reviewing key concepts from the entire year, reinforcing understanding and addressing misconceptions.

• NCCA Curriculum Specifications
• NCCA: Primary - All Strands

About This Topic

Looking Back at What We Learned invites Senior Infants to revisit key mathematical concepts from the year, such as counting, adding small numbers, naming shapes, and solving simple everyday problems. Through guided reflection, children share their favourite activities, demonstrate counting and addition skills, and draw and name shapes. This review aligns with NCCA Primary strands across Number, Shape and Space, Measures, and Data, while reinforcing the Summer Term unit on Solving Everyday Problems.

This process strengthens long-term retention and highlights individual progress, building children's confidence as they articulate what they know. It also reveals persistent misconceptions for targeted support before advancing to First Class. Teachers observe how children connect ideas, like using shapes in problem-solving or counting in addition stories, fostering a sense of mathematical identity.

Active learning shines here because review activities turn reflection into play: children move, talk, and manipulate materials to reconstruct knowledge. Games and peer sharing make abstract recall concrete and joyful, ensuring deeper understanding and positive associations with maths that carry into the next year.

Key Questions

1. What is your favourite maths activity from this year , can you show me how to do it?
2. Can you count and add numbers , show me what you remember.
3. What shape can you draw and name for me?

Learning Objectives

• Demonstrate counting skills by accurately reciting number sequences up to 20.
• Calculate the sum of two small numbers (up to 10) using manipulatives or drawings.
• Identify and name at least three 2D shapes (e.g., circle, square, triangle).
• Explain the steps taken to solve a simple, familiar problem using mathematical language.
• Compare two sets of objects and state which has more or fewer.

Before You Start

Counting and Cardinality

Why: Students need to have developed basic counting skills and the understanding that the last number counted represents the total quantity.

Introduction to Shapes

Why: Familiarity with basic 2D shapes is necessary for identifying and naming them during review.

Early Addition and Subtraction

Why: A foundational understanding of combining small groups is required to demonstrate addition skills.

Key Vocabulary

Count	To say numbers in order, or to determine the total number of items in a group.
Add	To combine two or more groups of objects to find the total number.
Shape	The outline or form of an object, such as a circle, square, or triangle.
Problem	A situation that requires a solution, often involving numbers or objects.
More/Fewer	Used to compare quantities; 'more' means a larger amount, 'fewer' means a smaller amount.

Watch Out for These Misconceptions

Common Misconception

Maths is just memorizing facts without understanding.

What to Teach Instead

Children often recite counts but skip numbers under pressure. Active sharing in gallery walks lets them demonstrate flexible counting, correcting through peer feedback. Hands-on replays build connections between rote and real application.

Common Misconception

Addition always means counting up from one.

What to Teach Instead

Some add by recounting whole sets instead of number bonds. Memory chain games encourage part-whole thinking as children build on each other. Group discussions reveal and refine these strategies naturally.

Common Misconception

Shapes are only perfect drawings.

What to Teach Instead

Children confuse irregular shapes with standard ones. Drawing and sorting in Shape Showdown helps them focus on properties like corners. Peer presentations clarify definitions through examples and counterexamples.

Active Learning Ideas

Gallery Walk: Favourite Maths Moments

Children create posters showing their favourite maths activity, like a counting game or shape drawing. Display posters around the room. Pairs visit each display, explain the activity to peers, and try it out briefly. Conclude with whole-class shares of new learnings.

45 min·Pairs

Maths Memory Chain: Counting and Adding

Sit in a circle. One child starts by counting five objects and adding two more, passing a beanbag. Next child repeats and adds their example. Continue until all contribute. Record the chain on chart paper for reference.

30 min·Whole Class

Shape Showdown: Draw and Name

Provide drawing materials. Children draw three shapes from memory and label them. In small groups, they present drawings, name shapes, and sort by properties like sides or curves. Groups vote on the most creative shape story.

35 min·Small Groups

Problem-Solving Replay: Everyday Challenges

Revisit unit problems with props like blocks or toys. Individually, children pick a problem, solve it, and explain steps to a partner. Partners ask one question to check understanding. Share one strong example per pair with the class.

40 min·Pairs

Real-World Connections

• When packing a lunchbox, children can count how many sandwiches and how many pieces of fruit they have to ensure they have enough for the day.
• Builders use shapes like squares and rectangles to design houses and other structures, ensuring walls are straight and corners are right angles.
• A shopkeeper might count the number of apples in a basket and add more if needed to serve customers, using counting and addition daily.

Assessment Ideas

Quick Check

Present students with a collection of 5-10 small objects. Ask them to count the objects aloud and state the total number. Observe if they count accurately and can tell you the final number.

Exit Ticket

Give each child a card with two small numbers (e.g., 3 and 2). Ask them to draw a picture showing how to add these numbers together and write the answer. Collect the cards to see their addition strategies.

Discussion Prompt

Ask students: 'What was your favourite maths activity this year? Can you show me how you did it?' Listen for their explanations and observe their ability to recall and demonstrate a mathematical process.

Frequently Asked Questions

How do I structure an end-of-year maths review for Senior Infants?

Start with open questions like the key prompts to spark sharing. Use visual timelines of the year's activities to jog memories. Incorporate movement-based activities to keep energy high, then consolidate with class charts of key takeaways. This builds ownership and reveals gaps for summer notes to parents.

What if some children struggle during the review?

Pair stronger peers with those needing support for scaffolded demonstrations. Offer concrete tools like counters or shape templates. Focus praise on effort and specific strengths, like accurate counting, to maintain motivation. Follow up with small-group boosters on weak areas.

How can active learning make year-end review engaging?

Active approaches like gallery walks and memory chains transform passive recall into interactive play. Children physically manipulate materials, discuss with peers, and move around the room, which boosts retention by 20-30% per research on embodied cognition. This method addresses misconceptions on the spot through collaboration and keeps all children involved.

How does this review link to First Class maths?

It solidifies foundations in number sense, shapes, and problem-solving, directly feeding into NCCA First Class expectations. Children's articulated favourites reveal readiness for more complex tasks, like subtraction or 3D shapes. Use review data to plan targeted starters for September, ensuring smooth progression.