Introductory Statement



Whole School Plan for Mathematics

St. Louise de Marillac Primary School

June 2013

Introductory Statement

St. Louise De Marillac Primary School is a primary school, catering for pupils from a designated economically disadvantaged area. This policy is a statement of the aims and objectives, principles and strategies for implementing the maths programme at St. Louise’s Primary School. It was formulated by the school staff and informed by NCCA Curriculum Statements and Teacher Guidelines (1999). It makes reference to different maths schemes being used in the school – Mathemagic, Planet Maths, Action Maths etc. all of which are used as resources by the teachers. The advice and guidance of a number of our teachers who have done post-graduate work in the area of mathematics and who have received training in Maths Recovery has been incorporated, as well as the work of outside experts in the field of mathematics.

The aim of this revision of our maths school plan was to:

• Combine the plans of the Junior and Senior schools following our amalgamation

• Engage the school community in mathematical discussion and debate as part of our School Improvement Plan in the aspect of Numeracy (school year 2012/2013)

• Amend the layout of the plan

• Review the areas prioritised in the school’s DEIS strategic plan

• Develop an agreed strategy to mathematical problem solving in the school.

Rationale

It was decided to focus on developing and amending the mathematics plan at this time in order to improve teaching and learning in the school. The plan is in accordance with the Primary Curriculum (1999). The expertise and experience of the staff and what they know as the most effective approaches and best classroom practice were heavily relied on. The present levels of pupil attainment in maths were taken into consideration when drawing up this policy. The decisions taken in the DEIS and School Self Evaluation (SSE) planning processes and at Staff Meetings were instrumental in formulating this plan. The policy is needed so that all staff and pupils will be aware of the school’s philosophy and agreed procedures and strategies. Many elements of the Curriculum will be outlined so that there is uniformity of attitude and approach on certain issues. It is intended to guide teachers in their individual planning.

The issues of revision of work, Assessment, Learning Support, transfer of information, teacher to teacher, will be addressed so that continuity in learning is maintained and overlap will be avoided.

A lot of time and finance has been invested into researching and purchase of good quality mathematical resources. This policy will ensure that all teachers and pupils will have access to and benefit equally from a wide range of concrete materials.

Vision

We in St. Louise De Marillac hope that by the end of sixth class the children in our school will have become confident and gained knowledge using and applying a broad range of mathematical skills. Through the use of a wide and varied range of concrete materials and methodologies as well as use of the environment, pupils will realise their potential and develop an interest and enthusiasm for mathematics. Thus, throughout the school’s Plean Scoile, we aim to provide our pupils with opportunities to see mathematics as useful and necessary, which in turn prepares the child for further lifelong learning. We recognise maths as a subject which has many values and benefits. We recognise the practical and aesthetic elements of maths. We wish to give all children equal opportunity to succeed, regardless of ability. We will try to increase the children’s awareness of how maths taught in school impacts on their lives and on the environment in which they live. Parental involvement will be encouraged as much as possible to support children’s learning in Maths.

Aims

We endorse the broad aims of the Primary School Curriculum for mathematics:

• To develop a positive attitude towards mathematics and develop an appreciation of both its practical and its aesthetic aspects

• To develop problem solving abilities and a facility for the application of mathematics to everyday life

• To enable the child to use mathematical language effectively and accurately

• To enable the child to acquire an understanding of mathematical concepts and processes to his/her appropriate level of development and ability

• To enable the child to acquire proficiency in fundamental mathematical skills and in recalling basic number facts.

As well as endorsing the aims for maths as stated above, we will make a deliberate effort to address the following specific considerations as they are of particular importance in our school at the present time:

• To increase the relevance of maths for children to access learning through the use of manipulative materials. We are conscious that some of the children attending our school will only encounter this equipment and mathematical language in school. Indeed, some of this equipment and vocabulary is specific to maths so we bear in mind that, unless children access this material/language in school, they may have little or no access to it

• To pay particular attention to problem solving strategies and techniques

• To place an emphasis on social maths

• To maintain enjoyment and fun for all pupils

• To provide the language children need in order to think and work in mathematical situations

• We recognise that all learning in maths is spiral in nature and endeavour to equip each child with the necessary mathematical experience and skills to enable him/her to learn at his/her own pace and at his/her own level. We recognise that future learning is dependent on previously acquired skills and we will try to provide the best learning foundations possible in order to ensure that the child can continue and learn mathematical activities in this school and in further/adult education

• That revision, self-monitoring evaluation and assessment will form an on-going and essential part of our Maths teaching.

The Mathematics Plan will be addressed under the following headings:

Curriculum planning

1. Strands and strand units

2. Approaches and methodologies

3. Assessment and record keeping

4. Children with different needs

5. Equality of participation and access

Organisational planning

6. Timetable

7. Homework

8. Resources and ICT

9. Individual teacher’s planning and reporting

10. Staff development

11. Parental involvement

12. Community Links

13. Appendices

1. Strands and strand units

In order to ensure that all teachers are familiar with the curriculum for their class level each teacher will be provided with a copy of that section of the plan for the particular level that they are teaching that year.

A copy of the whole plan will be available for the teachers in the staffroom and on the central server at all times. It is also envisaged that the Maths Plan will be uploaded to the school website/blog to allow the teachers to access it on line.

For content overview see curriculum:

• Infants p.17



• 1st & 2nd class p.37

• Third & Fourth classes p.64 – 83,

• Fifth & Sixth classes p. 88 – 111

2. Approaches and methodologies

2.1 General

• In Junior Infants, Senior Infants and 1st class the children do not use a formal text book or workbook, though teachers have access to many of them as resource material. Teachers engage the students in active learning strategies. These strategies are also being applied in 2nd class where there is an optional Shadow Book available for pupils, but this is not where the main emphases of the maths lessons are focused. In 3rd, 4th, 5th and 6th there is also a Mathemagic text book which can be used for each child as a resource to aid their learning. Teachers will also use resources from other maths schemes as mentioned earlier.

• All the children in the school are provided with the opportunity to access the full range of the mathematics curriculum. In the mainstream Infant classes Ready Set Go Maths and Numberworlds are strategies being used to help the children to understand and become familiar with mathematics concepts through games and play. These schemes make learning maths fun. In the 1st and 2nd classes, where resources allow, a member of the Special Education Team (SET) goes into the classes and team-teaches maths with the class teacher for 40 minutes on a number of days in the week. This allows for a lot of structured group work to occur and also allows for greater differentiation within the class, which in turn assures that all of the children’s needs are catered for.

• The class teachers of 1st class have, where it was available to them, attended a seminar on Maths Recovery and are using some of these strategies in the classes as appropriate. A member of the SET is a trained Maths Recovery teacher and she takes 1st class children (depending on staffing/resources), who are struggling to keep up with their peers, for a half hour maths recovery session daily.

• In St. Louise’s we encourage the use of concrete materials in the teaching of maths. All classes have plenty of concrete materials which can be used in maths lessons. Extra concrete maths materials are available in the storage area off Room 22.

• Pupils are collecting real data in other areas of the curriculum and using it to represent their findings. That is, they are using knowledge from areas such as English discussions, Science and History in order to answer questions such as “What are the 3 favourite vegetables in this class?”

• All children are provided with the opportunity to access the all strands of the maths curriculum. We acknowledge the importance of concrete materials in the development of mathematical concepts for children in all classes. Children will have access to and use a broad range of equipment during lessons. See resource section of this plan. Appendix A List of Maths Resources in Classrooms.

• Each 3rd and 4th Class is supplied with Maths equipment for number work. This is the responsibility of the class teacher and is transferred at the end of the year to incoming teachers.

• Manipulatives for other Strands are available from the maths equipment room (storage area off Room 22). This equipment is signed for when borrowed and returned when teacher has finished topic. As far as possible teachers are asked to take complete topic boxes when covering a topic as this helps to keep track of equipment. Class teachers are expected to check that all contents are replaced in box before they return it to the equipment room. In recent years in our school, there is a noticeable shift to using concrete materials and less reliance on textbook and photocopied pages.

• From fifth class upwards children are permitted to use calculators, e.g. to check answers, to explore the number system, to remove computational barriers for weaker children in order to focus on problem solving. There are two class sets of calculators available for use and these are stored in the storeroom.

• We will raise the profile of maths within the school through displays and posters on the corridors and also in the classrooms where teachers will display children’s maths work.

• Formulae are taught rather than being ‘discovered’ by children e.g. length by breadth

• Children are encouraged and will be given opportunities to collect information and present it in data form. As part of projects, pupils are made aware of the importance of entering relevant data and asking clear questions to extract the required information from the data.

• Estimation will form part of many Maths lessons. Children will be encouraged to use rounding as a strategy. Teachers are free to use other strategies as outlined in Teacher Guidelines for Maths pgs 32-34.

Estimation skills are developed in all strands and at all levels.

• In teaching Measures at all levels we take every opportunity to have the children practise estimation of

• lengths

• heights

• widths

• distances

• weights

• volume

• capacity

Key strategies for Measures

1. Estimate

2. Discuss or consider

3. Measure or do

4. Record or report

• In teaching Number we develop estimation skills by practising a variety of strategies including

a. Front-ended strategy

b. Clustering strategy

c. Rounding strategy

d. Special numbers strategy

(Refer to Teacher’s Guidelines pg 32-34)

Estimation Procedure for number

• Estimate first

• Write down your estimate

• Solve the problem

• Compare your estimate with the actual result

Calculators: Children in fifth and sixth class using calculators are encouraged to estimate first what the answer to a problem should be.

2.2 Talk and discussion

• We recognise the importance of talk and discussion as an integral part of the learning process in mathematics and support the children in this regard by ensuring the teachers give clear instructions, explain ideas carefully, pose questions skilfully and provide the children with the key vocabulary for each topic.

• Through talk and discussion, children are enabled to construct knowledge and come to new understandings. By engaging the children in talk and discussion we are developing their ability to think clearly and clarify their thinking. It also supports children with language difficulties.

• Talk and discussion allows the teacher to assess the child’s level of understanding.

• By linking mathematics to other subjects such as History, Geography and Science we are providing the children with many opportunities to use correct mathematical language. For example data in history and geography and weather charts for science.

• At each class level there is an emphasis on the language of mathematics. This list can be found in Appendix B and Appendix C.

• There is an agreed and common approach to language used in the following areas :

Language and maths operations

|Stages of development of the language of addition |Stages of development of the language of subtraction |

|Junior Infants |Junior Infants and Senior Infants |

|Oral: and, altogether, makes, Plus Pup (Numberworlds) |Oral: counting down, counting backwards- Numberworlds ladder |

|Written: and, makes |and blast off games. |

|Senior Infants |Mouse and cookie jar game- 3 cookies, mouse eats 1, how many |

|Oral: |are left? |

|1st term: and, make |1st Class |

|2nd term: 1 plus 1 equals 2 |Take away, leaves, equals |

|Written: |2nd Class |

|1st term: and, make |subtract, equals |

|2nd term: +, = | |

|1st and 2nd | |

|Plus, add, equals | |

|Example of a sum and what the |Example of a sum and what the |

|teacher would say at different class levels |teacher would say at different class levels |

|Junior Infants |1st class |

|(Left to right orientation/horizontal addition) |5 |

|1 |- |

|and |2 |

|2 |= |

|makes |3 |

|3 | |

| |Five take away 2 leaves three |

|One and two altogether makes 3 | |

|Senior Infants | |

|(Left to right orientation/horizontal addition in 1st and 2nd |5 |

|term, 3rd term introduce up down/vertical addition) | |

|1 | |

|+ | |

|2 | |

|= |- |

|3 |2 |

| | |

|One plus two equals three | |

| | |

| | |

|2 | |

| |3 |

| | |

| | |

|+ | |

|1 |Five take away 2 leaves three |

| | |

| |2nd Class |

| |In 2nd class the children are |

| |Renaming |

|3 | |

| |T |

| |U |

|Two plus one equals three | |

|1st and 2nd class | |

|56 | |

|+ | |

|78 |2 |

|= |5 |

|134 | |

| | |

| | |

| |- |

| | |

| |7 |

| | |

| | |

|Use the empty number line | |

|Start on 56 jump on 7 tens and then add your 6 units. | |

|2nd class |1 |

| |8 |

|T | |

|U | |

| | |

| |Start with the units…. |

| |5 take away 7 you cannot do so we take one of the tens. |

|1 |Now we have one ten and 15 units. |

|5 |15 take away 7 equals 8. |

| |Now we subtract the tens 1 take away 0 equals 1. |

| |25 take away 7 equals 18. |

| | |

|+ 2 | |

|3 | |

| | |

| | |

| | |

|3 | |

|8 | |

| | |

| | |

|Always add you units 1st | |

|Five plus three equals eight | |

|One plus two equals three | |

|Fifteen plus twenty three equals thirty eight. | |

|These words should be used when introducing the concepts, but |These words should be used when introducing the concepts, but |

|it is important that other words would be familiar to the child|it is important that other words would be familiar to the child|

|and used when doing addition sums (see grid). |and used when doing subtraction sums (see grid). |

Multiplication e.g. 2 x 3 = 6

We say two times three is six. We ask what is two times three.

Division e.g. 9 ÷ 3 = 3

We say nine divided by 3 is three. We ask what is nine divided by three.

2.3 Active learning and guided discovery

Concrete materials are used at all levels from early maths in Junior Infants to Sixth Class. Each teacher recognises the importance of ‘hands-on’ work which is accompanied by careful dialogue which allows the children to be guided in making connections between the practical and the abstract and encourages the acquisition of mathematical concepts.

Active learning is happening in many different settings within in the classroom including:

• Whole class learning

• Group activities

• Peer teaching

• Independent learning

In Junior and Senior Infants the children acquire a lot of their knowledge through play and guided discovery. These games that are used by the class teachers are from the Ready Set Go Maths and the Numberworlds programmes which are specially designed to allow the children to get a better understanding of mathematical concepts through play and fun. These concepts will be developed further and built upon through Aistear maths/play stations. In 1st to 6th class the children also have access to mathematical games which helps to enhance their understanding of mathematical concepts.

At all levels the teacher guides the activities to enable the children to gain valuable ‘hands-on’ experience with security and support. Talk and discussion form an integral part in the use of concrete materials and active learning.

There are agreed strategies for teaching of operations and concepts. The language used has been documented to ensure consistency of approach and methodologies as pupils move from one class level to the next. These are included as:

Appendix G Standardised School Approaches for Teaching Operations

▪ Subtraction - Concrete material is available to all classes with specific resources being allocated to 3rd/ 4th classes. Use of materials for decomposition (transition boards, diennes equipment, cubes, lollipop sticks) is standard practice in all classes as appropriate. Methods used include- jump strategies, spilt strategies, mental strategies and top to bottom-regrouping

▪ Multiplication – Both vertical/horizontal presentation are used, skip counting, using mental strategies such as identifying doubles, near doubles, multiplying by 5 and 10, developing and honing estimation skills, IT and online resources are encouraged. Card, dice, skipping, ball and word games are used extensively throughout the school and in all classes to reinforce facts. Singing and clapping tables is common practice.

▪ Division - concept of sharing, developing and honing estimation skills

▪ Adding and subtracting fractions

▪ Finding a whole number when given a fractional part of that number

▪ Using Unitary Method

▪ Adding and subtracting time

▪ Decimal-emphasis on place value and function of decimal point. Pupils are specifically taught that

← The function of the decimal point is to separate whole numbers from fractions or parts of numbers.

← The first place after the decimal point is reserved for tenths.

← The second place after the decimal point is reserved for hundredths.

← The third place after the decimal point is reserved for thousandths.

← The decimal point never moves. The numbers move left or right of the decimal point.

2.4 Collaborative and co-operative learning

The children are encouraged to work together in pairs and in groups on certain topics under the guidance of the teacher a member of the SET or occasionally such as in Junior and Senior Infants under the guidance of a parent with Numberworlds of in other classes with Maths For Fun. Each child in the group has a role and, through collaborative and cooperative learning, children develop socially while gaining more confidence in using and applying mathematical concepts and in solving problems. We recognise that co-operative and collaborative learning forms an important part of a child’s education.

2.5 Problem Solving

Problem solving skills are developed from Infants to 6th class and are incorporated into all strands of the Maths Curriculum. It is recognised that maths are most useful when it is applied to particular situations and put to meaningful use. For this reason the children are exposed to various types of maths problems, these would include-

• Oral word problems i.e. I had 3 apples but the dog ate 2 how many do I have left.

• Practical real life tasks

• Puzzles- ICT/ Numberworlds/ Ready, Steady, Go Maths/jigsaws

• Games

• Maths trails- Questions on posters around school/ Teacher designed shape hunt etc.

As a school we adopt an agreed strategy to problem solving which is used in all classes. From Junior Infants to Second Class and this strategy is displayed and used in every class.

Clues- read and understand the problem- focus on relevant info in problem; is it giving us any clues what to do?

Game Plan- Have you seen a problem like this before? What might our strategies be to solve this problem? Try our strategies (use sketches, guess and check etc.)

Solve-attempting a solution- using the strategies try and solve the problem

Reflect- Looking at the solution. Deciding if the question was answered, discuss our answers and how we arrived at this solution

From 3rd to 6th class, the problem solving strategy used is:

• Children are encouraged to use their own ideas as a context for problem-solving, e.g. my mammy bought a 2 litre bottle of orange for the party yesterday – was it cheaper than two 1 litre bottles?

• There is agreement on using RUDER as a strategy to support children’s problem-solving strategies. Read, Underline key words, Draw a diagram or picture to help them understand the question, Estimate the answer and carry out their strategy, Re-read the question and discuss how they arrived at their answer and share their strategies. Pupils are given a RUDER bookmark – an individual bookmark to reference use. This strategy is referred to throughout the year in all class levels. See Appendix JA Problem Solving Bookmark and Appendix JB Problem Solving Strategies.

• Children will be encouraged to draw a picture or use easier numbers to help understand and solve the problem.

• When answer has been calculated the pupils are encouraged to write a word sentence as an answer below their calculations.

In problem solving the teachers will correct the task or they will use a ‘pair correct’ system where the children are correcting other children’s work. The teacher will also give the children the opportunities to compose and create their own problems for other children in the class to solve. This affords the children the opportunity to fully understand topics and concepts to a greater extent. When using the problem solving methodology the teachers use the concrete materials available to them and also incorporate the environment into the tasks.

Estimation skills, as an essential element of problem solving, are developed in all strands and at all levels. Every opportunity is given to the children to practise estimation of lengths, weights, widths, distances, heights and capacities. The key strategies are to estimate, to discuss or consider, to measure or do and to record or to report.

In using number in problem solving we develop estimation skills using a variety of strategies including-

• Front-ended strategies

• Clustering strategies

• Rounding strategies

• Special numbers strategies

Oral/mental Maths

In every maths lesson the children are given the opportunity to partake in oral/mental maths. The aim of this strategy is to allow the children the opportunity to discuss with their peers and the teacher how they arrived at the answer and what strategies they used in doing so; it gives a forum for the children to give other ideas and approaches to questions and thus encourages discussion. This helps to create an atmosphere where talk and discussion is playing a very important role in the maths learning process.

It is important that during these discussions the teacher is using correct mathematical terms and modelling the language to be used.

Suggested time for mental maths

|Class |Time |Suggested activities |

|Junior Infants |5 mins daily |Oral language before Numberworlds games, |

| | |Reflection time after |

| | |Games, Counting forwards and backwards, |

| | |games activities |

|Senior Infants |5 mins daily |Oral language before Numberworlds games, |

| | |Reflection time after |

| | |Games, Counting forwards and backwards, |

| | |games activities |

|1st Class |5-10 mins daily |Maths recovery games, Mental problems, |

| | |counting forward and backward, games i.e. |

| | |bingo etc. |

|2nd Class |5-10 mins daily |Mental problems, |

| | |counting forward and backward, games i.e. |

| | |bingo etc. |

| | |End of lesson reflection |

|3rd- 6th class |5-10 mins daily |Mental problems, |

| | |counting forward and backward, games |

| | |Tables games including quickfire |

| | |multiplication and division games, |

The pupils should develop the ability to:

• Count forwards from 1

• Count backwards

• Count forwards/backwards from different starting points.

Some suggested activities:

• Counting stick

• Rhythm counting- use actions such as: clapping, slapping, tapping. Pupils chant number words in time with the rhythm

• Counting apple (pendulum) Pupils chant numbers in time to a swinging apple (weight attached to a long string). This can also be used for counting quantities/sets of objects

• Live number line: Pupils are given large cards with each number and are asked to line up in order of the sequence. Teacher/pupil then ask other pupils to swop with those in the line emphasising language: before/ after, more than /less than, between, first/second..., Largest/smallest etc

• Stand and Sit game: Pupils stand and then sit while saying the number sequence required

• Clap and Snap game: Count forwards clapping in time, then count backwards snapping fingers in time

• Stamp and tap: Pupils find a space facing the board. Count forwards stamping feet in time. Stop at required number word and turn in opposite direction. Now count back tapping their shoulders in time. (Do this without pausing!)

• Class number line (Pegs on a line): Count forwards/backwards while looking at each number. T. points to a number and pupils say that number together. Say number before/ after given number. Turn one number around, pupils tell (individually) hidden number and explain their thinking.

• Show me: Teacher shows flash cards with different numbers of objects. Pupils count silently and show corresponding number using Digit cards.

• Move your marker: Pupil have number line (1-5/1-10) and a counter/cube. T. gives instructions e.g. “Put your counter on the number that comes just before/after” or on any number greater than…./between etc.

• Head and shoulders: Tap head and shoulders in turn to a rhythm. Say number sequence while doing this. Then develop it asking pupils to only say the number on the head tap. Number on shoulder tap is said silently.

• Pass the Teddy: Pupils stand in a circle. As Teddy is passed around the ring pupils say the next number or can say “I am one I pass it to two” etc.

• Count Around: Pupils stand in a circle and count around, each child saying the next number in the sequence.. Start counting at one, pupil who says number 12 sits down. Keep going until only one child is standing. (could vary this use shorter/longer sequences, use different starting/finishing points, do it backwards)

• Counting Choir: Divide class into 3 groups. Teacher in role of conductor with baton. T begins to count and then points baton at one group to continue to count in unison. T then points to different group and continues.

3rd- 6th Class

• Bingo Boards

• Target Boards

• Number fans

• Digit Cards

• Counting Stick

• Games

• Dart Board

• Tables Activities

• Playing Cards

• Dice

Place value and number facts

|Class |Add 0,1,2 |2+3/3+2 |Adding 10 |

| |Children can |commutative property | |

| |count 1,2 | | |

| |places easily | | |

|Teacher Observations |All Classes |Daily Basis |Teacher use knowledge gained to prepare |

| | | |next lesson etc. |

|Teacher designed tasks and |All Classes |Regularly in maths lessons |Teacher use knowledge gained to prepare |

|tests | | |next lesson etc. |

|Sigma-T |1st- 6th Class |May/June |Results are analysed, recorded on Aladdin |

| | | |and copies kept by class teacher and |

| | | |principal |

|Ballard and West Timed Tables |1st- 6th Class |At three times in year |Class teacher and pupils keep sheet of |

|Tests | | |their own scores that is passed on each |

| | | |year |

|Numberworlds |Junior Infants |September, May |Class teacher |

|Number and shape checklists |Junior Infants |Continuously |Teacher and passes onto |

| | | |Next years teacher |

|Christmas test |Senior Infants |Christmas |Teacher keeps results and passes to next |

|See appendix | | |year teacher |

|Summer test |Senior Infants |June |Teacher keeps results and passes onto next |

|See appendix | | |year teacher |

|Teacher designed |1st – 6th class |December |Teacher keeps results and passes onto next |

|Christmas test | | |year teacher |

|Teacher designed |1st – 6th Class |End March |Teacher keeps results and passes onto next |

|Easter test | | |year teacher |

|Teacher designed |1st- 6th Class |June |Teacher keeps results and passes onto next |

|Summer test | | |year teacher |

.

• Sigma –T Results for the school are compiled at the end of the year and evaluated to assess what pupils need support in the new school year (See SEN policy for more detail). Sigma –T results are documented to give general profile of attainment from year to year. This serves to guide DEIS planning and planning decisions taken at staff meetings in relation to Maths. They are also sent to DES as required.

• The results of tests are communicated to parents / guardians in writing in school reports and verbally at parent-teacher meetings. Appendix M Communicating Results of Sigma T to parents/ guardians.

(This is the same as Appendix 13B of Special Needs Policy)

All the tests and assessments are used by the class teachers and SET to inform their teaching and make sure that all children’s needs are being catered for. The class teachers have a meeting after the Sigma-T tests with SET and the principal to discuss concerns that may have arisen due to test results.

4. Children with different needs

4.1 Children with learning difficulties

In all mainstream classes all children participate in maths working at a pace and level suitable to their ability. All children are given access to all strands of the curriculum. The class teacher makes sure to differentiate the lesson to ensure maximum participation by all students including those with special needs in relation to maths.

In 1st class Maths Recovery is used and at any time during the year children are attending the Maths Recovery teacher on either an individual or group basis. The maths recovery sessions are a half an hour on a daily basis. Children are recommended for this programme by the class teacher or a member of the SET. It is envisioned that each child depending on their progress will attend MR for approx a term.

In 1st- 6th Class, depending on staffing/resources, a member of SET may be team teaching or working collaboratively with each class teacher on a daily basis for mathematics. This helps to ensure that those children with special education needs receive the attention they need to realise their potential.

Adapting to the needs of the less abled mathematical child

• Use easily computed figures when introducing new concepts

• Pupils working in mixed ability or same ability groups when necessary

• While the children will be exposed to all aspects of the curriculum, certain areas must be prioritised

• Adapting the programme to suit their ability

• More individual attention

• Peer tutoring

• More concrete approach e.g. sandpaper numbers

• Emphasising maths language

• Maths games

• Maths software

• Resources available

Refer to Learning support guidelines

Refer to school’s Special Educational Needs policy

4.2 Children with exceptional ability

The children with exceptional ability are cared for through the teacher ensuring that the lessons are differentiated and provide a challenge for these children.

In 1st- 6th Class it is also possible for the teacher or SET member to work with the more able group while the other works with the rest of the class. This allows the children to progress in accordance with their ability. Also in 1st classes the children with exceptional ability may attend the Maths Whizz club which challenges them in all areas of the maths curriculum, as resources allow.

Suggesting strategies for challenging the better abled mathematical child

• Problem solving books/Brain Teaser Books

• Class Groupings- same ability

• Maths Facts Book

• Maths games

• Maths software

Reference: Guidelines for Exceptionally Able, Gifted Children (NCCA)

5. Equality of participation and access

• Equal opportunity will be given to all to experience all strands and to participate in all class activities.

• Suitable aid will be given for the inclusion of children experiencing physical disabilities, learning difficulties and those whose first language is not English.

• We will consider in our teaching of Maths the contribution made by women in the past as well as men in the area of mathematical knowledge.

6. Timetable

All class teachers ensure they are teaching maths for the allocated time for their class level set out in Primary School Curriculum Introduction and discretionary time allocated to numeracy as outlined in Literacy and Numeracy strategy.

7. Homework

• Maths homework is varied to reflect the active learning approach when appropriate.

• Children attending resource/learning-support are asked to do homework assigned by the support teacher.

• See school’s Homework policy for more detail.

8. Resources

All the infant class have all the materials required for their Ready, Set, Go Maths and Numberworlds programmes including games, sorting equipment etc.

All classes still have the Mathemagic kits, which include posters, shapes, coins, materials for data collections.

Resources for Capacity and other Measuring activities are stored in different rooms throughout the school (see Appendix)

Equipment, textbooks, supplementary materials, calculators

• Core concrete materials for class levels from Junior Infants to Second class are kept in each class. Each teacher has an inventory of school equipment that is kept in the classroom. The Class teacher is responsible for safe-keeping and storage of this equipment and the teacher ensures that it is passed on to incoming class level teachers in June.

• Larger Maths equipment and equipment that is needed occasionally is stored in the storage area off Room 22.

• Concrete Materials for Maths from 3rd-6th class are stored in boxes according to strand/ strand units in storage area off Room 22. An inventory of the contents is displayed on the lid of each box. Teachers can borrow and return boxes when doing a topic and sign book. They should take the entire box and not remove individual items from the boxes. Teachers are responsible for checking that all contents are replaced before returning the box.

• Teacher Resource Books are stored in Staffroom and can be borrowed & returned using the computerised Library system. Appendix O Teachers Maths Resource Books.

• The issue of using calculators was discussed and it was decided that calculators would be used in 5th and 6th class when pupils would have a good knowledge of tables. Two class sets of calculators are available.

• The learning support/resource teachers have equipment that they deem essential for everyday use and draw from central resources when needed.

ICT in Maths

Information and Communication Technology is used

• To provide a number rich environment

• To support the children’s development in the world of maths

• To provide the children with fun educational games; this will enhance their understanding of mathematical concepts

• To give the children the opportunity to play maths games which are suitable for them to complete independently.

There is a wide range of software, apps and digital content available at each class level which relates to the concepts taught at that level. It includes but is not restricted to:

|Software |Class level |

|Computer Classroom |All Levels |

|Jump Ahead series |Junior and Senior Infants |

|Tizzy’s Toy box |Junior and Senior Infants |

|Millies Maths House |1st and 2nd class |

|Maths Blaster |1st -6th class |

|Mangahigh/Mathletics |1st- 6th class |

|Sherston Software |1st-6th class |

The teachers all have access to the web which has an unlimited supply of games and activities which will aid the children’s maths development. The teacher is responsible for ensuring that the school’s AUP is adhered to when using the internet and computer and ipads.

9. Individual teachers’ planning and reporting

Each teacher is responsible for ensuring that all areas of the maths curriculum are taught in the class. As a year group the teachers meet and, using the curriculum and the school maths plan (Appendix), they plan what they will teach for that month.

The teachers complete a Cuntas Míosúil each month to report what they have taught and what the children have learned that month and this is in turn given to the principal who keeps them for that school year and the next.

10. Staff Development

Teachers are kept up to date by the post-holder responsible for maths on any new developments within the maths curriculum. All teachers are encouraged to attend courses and develop their knowledge of new programmes entering the primary school. The teachers are made aware of any courses being run either on the staff notice board or at a staff meeting. Teachers who attend courses are encouraged to share what they have learnt at a staff meeting.

Our junior and senior infant teachers were trained in RSG maths and many of our teachers are trained in Numberworlds. Our 1st class teachers have had a one day seminar on MR and we have two trained Maths Recovery teachers.

Teachers of similar classes come together to share information and plan work.

• Teachers are encouraged to attend courses and posters advertising upcoming courses are displayed on the noticeboard in the Staffroom.

• Time is available on staff meeting agenda for teachers to share the skills/expertise acquired at these courses.

• Teachers can engage in team-teaching if suitable arrangements can be made in consultation with the principal.

11. Parental involvement

Parents are encouraged to be involved in the school life in many ways and this includes the maths curriculum. In senior and junior infants parents are invited to come into the class to help the teacher for a few weeks during the implementation of Numberworlds. The parent is asked to help the children to play games and to ask questions which will allow the children to understand some mathematical concepts and relate them to their lives.

In 2nd class the parents are sent a letter or invited to an information meeting to explain to them how the children do their Adding and Subtraction as the ‘new’ method of re-naming is different to that which may have been learnt by the parent.

• Maths For Fun involves parents and is organised by the HSCL teacher for 3rd & 4th Classes on a two year cycle.

• Should children have any difficulties doing Homework parents/ guardians are encouraged to make an appointment with the class teacher who will discuss and explain the methodologies being used.

• Appendix F Helping your child with Tables is distributed to parents of 3rd & 4th Classes at Parent/ Teacher Meeting.

• Assessment information is shared with parents at Parent Teacher Meetings. Oral explanation of standardised results is given. A template Appendix M Communicating Results of Sigma T to parents/ guardians is available for teachers to record the results of Sigma T so that it can be given to parents. End of year reports are given to parents. See pg 63 Assessment Guidelines.

12. Community Links

As a school we will endeavour to involve the community as much as possible within our maths plans. We will utilise every available course and facility in order to enhance the children’s learning and to build up a strong presence in the community.

Success Criteria

We will assess this plan’s success by asking the teachers if they used it in their planning and followed the procedures laid out in the plan throughout the year.

From discussing with the class teachers we will assess if the plan was successful we will also take any recommendations recommended by the inspectors in their reports. By using the DEIS targets for numeracy set out for each year we can assess if the targets were reached and if the plan played any part in helping to achieve these targets.

The plan’s aim is to enhance the learning of every child in St. Louise’s school. It aims to do so by encouraging the children to discover maths for themselves and to devise strategies and understand concepts which will stand to them through their education and indeed into their adult life.

Implementation

Roles and Responsibilities

The plan will be supported and enhanced by the Teacher who holds the Mathematics post of responsibility (along with a sub-committee with one teacher from each class level when the plan is under review). These teachers will report back to the teacher with the maths post on how the plan is being implemented etc. It will be the responsibility of each class teacher to implement the plan within their own class.

Review

It will be necessary to review this plan on a regular basis to ensure optimum implementation of the maths curriculum within the school. In line with the ongoing cycle of review of organisational and curricular policies it will be reviewed in June 2017 and before then if the need arises.

This plan was ratified by the Board of Management on 5/6/2013

Signed: Sr. Claire McKiernan

(Chairperson, Board of Management)

List of Appendices

Appendix A Objectives for each Strand Unit according to Class Level

Appendix B List of Mathematical language for class levels including

o Maths Terminology for each Maths Topic

o Mathematical Language Necessary for each Class Level

o Terminology for Language and Number Operations

o 5 Vowels of Maths are used for Teaching Operations

Appendix C Helping your Child with Learning Tables at Home

Appendix D Standardised school approaches for Teaching Operations

Appendix E Maths Resources stored in Staffroom and Storage Area off Room 22

Appendix F Problem Solving Bookmarks and ideas

Appendix G 1. Guidelines & Suggestions for Maths Trails (InTouch article)

2. Sample Maths Trails in St. Louise’s.

Appendix H Communicating Results of Sigma T to Parents/ Guardians

Appendix I Maths Resource Books in Staff Room

Appendix J Numeral Formation

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