Foundations of Mathematical Thinking · Senior Infants

Active learning ideas

Maths in Our World

Active learning lets children connect abstract maths ideas to their real world through touch, movement, and talk. For Senior Infants, this hands-on exploration sparks curiosity and builds lasting connections between classroom lessons and everyday experiences.

• NCCA Curriculum Specifications
• NCCA: Primary - Problem Solving
• NCCA: Primary - All Strands

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Walk and Talk
• 30 min · Pairs

Shape Safari: Classroom Exploration

Pairs receive clipboards and crayons to hunt for 2D and 3D shapes around the room, sketching examples and labelling them. They note the object's use, like a cylindrical bin. Share findings on a class mural, voting on favourites.

Where can you find shapes in our classroom , can you point to some?

Facilitation Tip

During Shape Safari, move around the room with students and name shapes as soon as they spot them, reinforcing vocabulary in the moment.

What to look for

Present students with a collection of classroom objects (e.g., a book, a ball, a clock). Ask them to 'Identify and name two shapes you see in these objects.' Observe their responses and note their accuracy in naming and identifying.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 02

• Walk and Talk
• 25 min · Whole Class

Number Stories Circle

In a whole-class circle, each child shares one way numbers appear at home, such as phone numbers or toy counts, using props like toy phones. Teacher charts responses. Follow with pair retells using drawings.

How do we use numbers at home , can you give an example?

Facilitation Tip

In Number Stories Circle, sit in a circle on the mat and hold up household items to spark ideas, giving each child space to contribute.

What to look for

Ask students: 'Think about setting the table for dinner. What numbers or shapes do you use?' Encourage them to share specific examples, such as counting plates or recognizing the shape of a placemat. Listen for their use of mathematical vocabulary.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 03

• Walk and Talk
• 35 min · Small Groups

Pattern Builders: Loose Parts

Small groups use buttons, sticks, and blocks to copy and extend patterns from picture cards. They explain their creations to the group. Display on tables for a gallery walk.

Can you find a pattern in this picture?

Facilitation Tip

For Pattern Builders, model one pattern yourself first so students understand the task before they begin working in small groups.

What to look for

Give each student a card with a simple visual pattern (e.g., red circle, blue square, red circle, blue square). Ask them to 'Draw or write what comes next in the pattern.' Collect these to assess their understanding of pattern recognition and extension.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 04

• Walk and Talk
• 40 min · Whole Class

Maths Map: Schoolyard Walk

Whole class walks the yard, stopping to identify shapes, numbers on signs, and patterns in paving. Children photograph or sketch on tablets. Debrief with sorting into categories.

Where can you find shapes in our classroom , can you point to some?

Facilitation Tip

On the Maths Map walk, pause at each spot and ask students to describe what they see before moving on to the next area.

What to look for

Present students with a collection of classroom objects (e.g., a book, a ball, a clock). Ask them to 'Identify and name two shapes you see in these objects.' Observe their responses and note their accuracy in naming and identifying.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

A few notes on teaching this unit

Teachers should treat these activities as conversation starters rather than tasks to complete. Children learn best when they feel safe to make mistakes and share rough ideas. Avoid correcting too quickly; instead, ask open questions like, 'What do you notice about this shape?' to encourage deeper thinking. Research shows that young children develop mathematical language best when they hear and use it in meaningful contexts with supportive peers.

Successful learning looks like children confidently pointing out shapes in familiar objects, using numbers in context during discussions, and creating or extending patterns with confidence. They should freely share examples from home and school without prompting.

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Watch Out for These Misconceptions

• During Shape Safari, watch for children who overlook shapes in everyday objects because they expect perfect textbook shapes.

  Bring sorting trays and ask students to place objects in them based on shape properties, not appearance. Encourage comparisons like, 'This book has four straight sides like a square but its corners are not sharp like a real square. What do we call this shape?'.

• During Number Stories Circle, watch for children who believe numbers only appear in school tasks like counting on fingers.

  Bring in everyday items like a shopping list or a bus timetable and ask students to point out numbers they see. Write their examples on chart paper and revisit them often.

• During Pattern Builders, watch for children who create patterns using only colours and ignore other attributes like size or shape.

  Provide loose parts in different sizes and textures. Ask students to build a pattern using at least two attributes, then have them explain their choices to the group.

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Methods used in this brief

• Walk and Talk