St. Ita’s and St. Joseph’s

Primary and Post-Primary School

Maths Plan

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Introductory Statement and Rationale

St. Ita’s and St. Joseph’s is a special school which caters for pupils with Mild

General Learning Disability. We endeavour to cater for the holistic needs of

each pupil through Individual Education Planning. Life skills are a central

element to the curriculum in our school. It is in this context that the teaching

and learning of Mathematics takes place in our school. We have written this

school plan to ensure an approach which supports transition from class to

class throughout the school. Our school advocates a whole-school approach

to the planning process and all relevant parties were part of the development

of our school plan for Maths. As a staff we are cognisant that our pupils have

alternative needs and we have to adapt the alternative curricula and syllabi

according to the needs of the pupils. With this in mind, while we plan to cover

the syllabi and curricula as outlined by the Department and Education and

Skills we may have to vary the content and methodologies according to the

needs of our pupils.

Characteristic Spirit of St. Ita’s and St. Joseph’s

The characteristic spirit of the school is encapsulated in our motto “Through

Perseverance we Succeed”. We as a staff are cognisant of supporting pupils

to achieve to the best of their ability. As our school is a special school, we

understand that both pupils and staff need to persevere so that each pupil

succeeds to the best of their ability.

School Vision

St. Ita’s and St. Joseph’s endeavour to nourish the educational, social,

emotional, spiritual and physical development of each student to his/her

potential with the future expectation of active participation in his/her local

community. Our vision for this subject is encompassed in our vision for the

school. By engaging with this subject, we hope that all pupils will become

active citizens in the community.

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Aims of the Maths Curriculum

• Reinforce and build on prior learning and further develop numeracy skills

• To deepen the range and quality of educational experiences in terms of

knowledge, understanding, skills and competencies

• To develop a positive attitude towards maths as an interesting and

valuable subject

• To encourage students to participate in class to develop and apply the

knowledge and skills they acquire in class to their own lives as well as in

class and preparing for examinations

• To cater for all students’ abilities – to cognitively challenge all students of

different abilities

• Develop problem solving skills

• To ensure all students learn the foundation level mathematics skills in

relation to the Primary School Curriculum and the Guidelines for Mild

General Learning Disability

• To prepare students for Junior Certificate/Leaving Certificate Examinations

• To contribute to the personal development of the students. This aim is

chiefly concerned with the students’ feelings of worth as a result of finding

meaning and interest, as well as achieving success, in mathematics.

• To help to provide students with the mathematical knowledge, skills and

understanding needed for continuing their education, and eventually for life

and work.

• To reinforce and develop the skills of numeracy in every classroom

• Every student should be challenged to achieve the highest possible

standards of excellence, with due regard to different aptitudes and

abilities.

Curricula and Syllabi in our School

In St. Ita’s and St. Joseph’s we cover the Primary School Curriculum in the

primary classes at the level of ability of the pupils in the alternative classes.

We accommodate the alternative needs of the pupils as assessed. In the

post-primary section of the school we complete Junior Cycle Level 1 and 2

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and the Leaving Certificate Applied. Specific aims/objectives/outcomes are

outlined for each curricula/syllabi that we teach in our school. Please see the

relevant links where these are outlined in detail:

• https://www.curriculumonline.ie/getmedia/9df5f3c5-257b-471e-8d0f-f2cf059af941/PSEC02_Mathematics_Curriculum.pdf

• https://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdf page 26 – 28

• https://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdf page 18 – 20

• https://pdst.ie/sites/default/files/Maths.pdf.

At the beginning of each year teachers will familiarise themselves with the

objectives for their class and make sure that their individual planning for the

year incorporates all strands of the Maths Curriculum designated for their

particular cohort of pupils. Below is a brief outline of the content that is

covered at each level.

Primary Curriculum

The Mathematical Skills of:

• Applying and Problem Solving

• Communicating and Expressing

• Integrating and Connecting

• Reasoning

• Implementing

• Understanding and Recalling

will be revised in every class (refer to Teacher Guidelines Section 6).

https://www.curriculumonline.ie/getmedia/9df5f3c5-257b-471e-8d0f-f2cf059af941/PSEC02_Mathematics_Curriculum.pdfhttps://www.curriculumonline.ie/getmedia/9df5f3c5-257b-471e-8d0f-f2cf059af941/PSEC02_Mathematics_Curriculum.pdfhttps://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdfhttps://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdfhttps://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdfhttps://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdfhttps://pdst.ie/sites/default/files/Maths.pdf

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Post – Primary Curriculum Junior Cycle Level 1

Elements of the Numeracy Priority Learning Units (PLU):

• Awareness of environment

• Pattern and sequence

• Developing number sense

• Shape and space

• Measure and data

• Time

Junior Cycle Level 2

Elements of the Numeracy PLU:

• Managing money

• Developing an awareness of number

• Developing an awareness of temperature

• Developing an awareness of weight and capacity

• Developing an awareness of length and distance

• Using a calculator

• Developing spatial awareness

• Using data for a range of different purposes

• Using shapes Developing an awareness of time

Leaving Certificate Applied

Students are to complete four modules, one in each session over the course of two years.

Year 1 Module 1: Mathematics for Living Module

Module 2: Enterprise Mathematics

Year 2 Module 3: Mathematics for Leisure & Civic Affairs Module

Module 4: Mathematics for Working Life

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Whole School Approaches and Methodologies

Teaching Tables Schematic Teaching of Addition Tables

Addition Tables

1. + 0 → When I add 0, I make no change

2. + 1 → When I add 1, I meet my best friend up the ladder.

3. + 2 → Using a number strip (e.g. magnetic counters/peg boards).

3 + 2 = 5

4. Doubles → one to one correspondence e.g. using counters.

4 + 4 = 8

5. Near doubles → 4 + 5 = 4 + 4 + 1 or 5 + 5 - 1 5 + 6 = 5 + 5 + 1 or 6 + 6 - 1

6. Commutative Law → Buy one get one free. 4 + 3 is the same as 3 + 4.

7. Ten Facts →1 + 9, 2 + 8, 3 + 7, 4 + 6. Use the ten frame.

8. Through ten → 10 + 2 = 12 ; 10 + 4 = 14 etc. Use the ten frame. 9. +8 and +9

• Use the ten frame, for example, on a magnetic board using coloured counters.

• Start with 9 + 1 and then move to:

9 + 2 → 9 + 1 and 1 outside.

9 + 3 → 9 + 1 and 2 outside. Do the same for 9+4, 9+5, 9+6 and 9+7.

9 + 5 = 9 + 1 and 4 outside.

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• Do the same for 8 additions, for example: 8+3 = 8+2 and 1 outside.

• Do addition practically first (e.g. using counters) and then abstractly.

Multiplication/Division Tables

• Multiplication/Division tables will be introduced as repeated addition

and repeated subtraction.

• Begin with 10 times tables followed by 5 times tables because they are

the easiest ones to remember. These two will be the benchmarks for

all others.

• Then teach 2X, 4X and 8X, followed by 3X, 6X, 9X

• The concept board and coloured pegs will be used to introduce the

tables correctly. Place pegs in concept board to show 1 group of 6, 2

groups, 3 groups etc.

• Use of Colour bead and Unifix cubes to demonstrate

• Drill the multiples up/down the multiples ladder.

• Drill multiplication and division tables: x 10, ÷ 10

• Children will be taught strategies to assist understanding and easy

recall of the basic facts.

1. Commutative law

2. Doubles

3. One set more/one set less.

4. Use of fingers for calculating 9 times

5. Twice a known fact Activities for Tables

• Use of games e.g. Snakes and Ladders, Dominoes, Playing cards

• Use of dice

• Loop games: Marbles card game, Basic Doubles card game

• Multiplication peg boards

• Multiplication and Division flashcards

• Competitions e.g. Knockout, Buzz, Beat the clock

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• Videos, computer software, cassette tapes

• Bingo

• Computer software

Talk and Discussion

The school will adopt a common approach to all areas to ensure continuity

and consistency especially when transferring from the junior groups to the

senior groups. This policy will be communicated to parents so they can help

children constructively with homework. The school as a whole will encourage

the accurate and effective use of mathematical language.

Language and the Number Operations 3+0=3 e.g. three and/plus zero equals/makes three, sum of, total

5-5=0 e.g. five take/subtract/minus five equals/makes zero, difference

0x2=0 e.g. Zero multiplied by two equals/makes/is zero,

5/5=1 e.g. Five Fifths/ five over five/five divided by 5 equals/makes 1, share

The alternative names will be displayed on a chart in every classroom.

Addition with Regrouping

1. We introduce the addition of 3 addends horizontally, but this must lead to addition vertically.

In senior infants and 1st class 4+3+2= is the same as: 4 3 + 2 2. Introduce addition with regrouping using money, (e.g. on a magnetic board). T U T U 2 8 + 2 1 5

5 3

€ 10

€ 10

€ 10

€ 10

€

1 €

1 €

1 €

1 €

1

€

1 €

1 €

1

€

1 €

1 €

1 €

1 €

1

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• Eight and five is thirteen.

• Now, I have too much change to put in my pocket, so I will swap the 10 coins for a € 10 note.

(e.g. I will go to the bank and swap them).

• However, the ten cannot stay in the units house, it has to go to its friends in the tens house.

• How many tens in the tens house now? Five.

• Demonstrate this first with the money and then introduce the actual sum as well. 3. Then move to using the decision board and Unifix cubes.

5 3

• I have too many units so I will swap 10 units for a ten. (e.g. I will go to the bank and swap them.)

• The ten cannot stay in the units house; it has to go to its friends in the tens house.

• Now we have 3 units left and 5 tens altogether; that makes 53.

• Demonstrate this first with the cubes and then do the actual sum as well.

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Subtraction with Regrouping 1. Introduce subtraction with regrouping using money: T U T U T U 2 3 13 3

- 9 2 4

• 3 take 9 → you cannot do.

• Swap a ten note for ten coins. Put the ten coins with their friends in the units house. Now we have 13 units in the units house. 13 take 9, we can do. We have 4 units left and 2 tens left, that makes 24

• Demonstrate this using only money first and then introduce the actual sum as well.

2. Then move to using the decision board and inter-locking cube

T U T T U

2 3 13 3 - 1 9 1 4 1 9 1 9

*Firstly explain to the children that the numbers act only as a reminder that we are taking 19 away.

• 3 take 9, you cannot do.

• Take a ten and put it in the decision box. Swap it for ten units (e.g. visit the bank). Put the units in the unit’s house with its friends. Now I have 2 tens in the tens house and 13 units in the units house.

• 13 take 9, I can do. I have 4 units left.

€ 10

€ 10

€ 10

€

1 €

1 €

1

€ 10

€ 10

€ 10

€

1 €

1 €

1

€

1 €

1 €

1 €

1 €

1

€

1 €

1 €

1 €

1 €

1

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2 take 1, I can do. I have 1 ten left.

• Now I will move my answer to the bottom. Demonstrate this with the materials first and then introduce the actual sum as well. 3. When the children are comfortable with the procedure you can suggest writing the sum like this to save time:

T U

2 3 0

- 1 9

1 4 * One up, one down or borrow, pay-back could be used as alternative methods if,

a) regrouping is proving to be too challenging b) student has used these methods in previous school

Standardisation of Mathematical Procedures (where applicable) It has been decided to standardise the following mathematical procedures

throughout the school in order to help children with learning difficulties.

1) Long Multiplication: Before this is taught the pupils have practised

multiplying by ten then the pupils are told I can separate 23 this into 20

and 3, so twenty three is made up of twenty plus three so you begin your

long multiplication by multiplying with the units first and when you multiply

with the ten on the second line you automatically start with zero.

54 X 23

162 → 54 x 3

+1080 → 54 x20 1242

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2) Long Division:

0214 d m s d strategy 28 5992

-56 39 -28 112 -112 0 3) Time Calculations: Addition

1 hr 35 mins. + 2 hrs 45 mins. 3 hrs 80 mins. (Rename 80 minutes to 1hr. 20 mins.) = 4 hrs 20 mins.

Subtraction 3 hrs 30 mins. (Rename minutes before subtraction) - 1 hr 40 mins. 2hrs 90 mins - 1hr 40 mins 1 hr 50 mins 4) Finding a Fraction of a Number:

(a) Use Unitary Method. e.g. Find 3/8 ‘s of 72 8/8 = 72 1/8 = 9 (72 ÷ 8) 8 72 3/8 = 27 (×) 9

x3 27 (b) of = multiply

Find 3/8 of 72 → 3 x 72 8 1

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5) Given a fraction find the whole number:

e.g. 7/9 of a number is 42 find the whole number. 7/9 = 42 7 42

6 1/9 = 6 (42 ÷ 9) × 9

54 9/9 = 54 (6 × 9) 6) Fractions: Addition of Mixed Numbers.

2 5/6 + 3 ¾ LCD = 12 = 2 10/12 + 3 9/12 = 5 19/12 = 5 + 1 7/12

= 6 7/12 7) Subtraction of mixed numbers:

3 1/5 - 2 7/10 LCD = 10 = 3 2/10 - 2 7/10 = 2 12/10 - 2 7/10 = 5/10 = 1/2

Whole School Mathematical Procedures

Decimals When dealing with decimals we will use money so that children will understand the place-value of the digits within a decimal number and learn from the physicality of the operation: e.g.

€38 . 38 => T U . 1/10 1/100 Money 3 8 . 3 8 Place value

The decimal point is used to separate the pieces from the wholes.

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Fractions: Fractions will be introduced by using Fraction walls and Fraction Circles: e.g. 1 unit = 2 halves = 4 quarters Paper folding will also be used to explain the equivalence of fractions:

2/8 = ¼ 4/8 = ½ 6/8 = ¾

Addition of Decimals: The decimal point never moves: e.g. 2.4 + 3.76 + 1.957 2.4 3.76 Snowman effect + 1.957 Problem Solving The focus is on real life problem solving

Types of problems

• Word problems

• Practical tasks

• Open-ended investigations

• Puzzles

• Games

• Projects

• Mathematical trails

• Missing/ Contradictory /Surplus Data

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Strategies used

• RAVE CCC: Read; Attend: Visualise and Estimate. Choose

Calculate Check

• RUDE: Read; Underline: Draw and Estimate

• ROSE: Read Organise, Solve and Evaluate.

We will develop a problem-solving ethos in the school by displaying

challenges for the children to solve.

Estimation 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)

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Estimation Procedure for number

• Estimate first

• Write down your estimate

• Solve the problem

• Compare your estimate with the actual result Mental Maths Resources used:

• Bingo Boards

• Target Boards

• Number fans

• Tables

• Magnetic Number Line.

• Activity Books; New Wave Mental Maths 1st – 6th class, Mental Arithmetic Questions 1 & 2, Maths Challenge 1 - 6, Maths Speed Tests

Homework and the Development of Home/School Links in Relation to Maths

Maths homework will be given every day, Monday to Thursday. Homework

should not require teaching at home. It should be reasonable and achievable.

Concepts for homework should be already well established in classroom

practice to prevent parents giving a child the wrong methodology no

homework will be given on a particular concept until it has been well

established in classroom practice. Parents are encouraged to inform

themselves of this plan, so consistent approaches are being used if they wish

to support their children at home.

Types of Homework

• Written consolidation of work done in class

• Tables

• Problem solving

• Practical assignments

• Research

• Collecting data

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Communicating with parents about the correct terminology/language and methods being used:

• A copy of the plan in every home

• Write language of tables in the table book

• Parent -teacher /IEP meetings.

Other ways Parents can be encouraged to help their children:

• to buy maths games at Christmas/Birthday times, etc

• to give their children money to use in the local shops.

Parental Involvement

Parents are also involved in the implementation of the Maths Curriculum.

They are aware of the whole school procedures in relation to the teaching of

mathematics and these have been communicated to them. The school plan

for mathematics is given to every new pupil and parent on enrolment. In this

way parents can support these procedures in the home when facilitating

pupils with their homework.

Differentiation Children in each class will show a wide range of ability, attainment and

learning styles. Consequently, the mathematics programme will be flexible to

accommodate children of different levels of ability and will reflect their needs.

As this is a school for pupils with special needs catering for pupils’ needs is a

central element of the education in this school. Each pupil has an Individual

Education Plan, which is devised by a multi-disciplinary team each year.

Teaching is tailored to the needs of the students and is very hands on as is

reflected in the methodologies used. At Junior Cycle Level primary level

books are used to provide scaffolding in different areas of the syllabus where

it has been identified by the teacher that gaps exist. Review of topics covered

is needed regularly as students find retention of some number’s facts

challenging and most students benefit from revision of basic facts and exam

topics regularly.

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Adapting to the needs of the less able mathematical child:

• Use easily computed figures when introducing new concepts

• 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

• More concrete approach

• Emphasising maths language

• Maths games

• Maths software

• Resources

• Learning support guidelines

Suggesting strategies for challenging the better able mathematical child:

• Problem solving books/Brain Teaser Books

• Maths Facts Book

• Maths Games

• Maths Software

Equality of Participation and Access

All students are provided with equal access to all aspects of the Maths

Curriculum. Male and Female pupils are given equal opportunities in every

aspect of the Mathematics Curriculum. All children have access to services,

facilities or amenities in the school environment. The necessity for scribes

and/or readers during state examinations is ascertained as a result of

assessments carried out and applied for to the SEC.

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Assessment and Record Keeping Assessment is an integral part of the teaching and learning process. All

strands of the maths programme will be assessed using a variety of

assessment tools.

• Teacher Observation

The teacher observes the child’s activity, written work, discussion and

questioning during class or group work.

• Interview Method: talking to children formally and informally

• Error Analysis

• Homework/Parental feedback

• Work samples, projects. A systematic collection of children’s works is kept in a folder and they provide

a tangible record of development over a year, the child can play a part in the

compilation of his/her own portfolio by choosing a piece of work for inclusion.

• Mastery Records

• Teacher designed tasks and tests

• Oral tests of recall skills [tables, counting in groups, number patterns continued]

• Written tests

• Criterion Referenced tests

• Standardised Tests

• Diagnostic Tests

The primary teachers utilise a variety of assessments when assessing the

primary school curriculum. The variety of assessments which can be utilised

can be found on: https://www.ncca.ie/en/primary/assessment. These can also

be used for the post-primary classes in our school. Pupil profile checklists in

https://www.ncca.ie/en/primary/assessment

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alternative areas including Numeracy, are completed for each pupil and are

forwarded to relevant teachers, at the end of each school year (see appendix

for details). Please see our Assessment Policy for further details on

assessment. State examinations are completed in the alternative post-primary

syllabi. Please see the relevant links for assessment in the alternative

curricula and syllabi that we provide:

• https://www.curriculumonline.ie/getmedia/9df5f3c5-257b-471e-8d0f-f2cf059af941/PSEC02_Mathematics_Curriculum.pdf

• https://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdf page 26 – 28

• https://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdf page 18 – 20

• https://pdst.ie/sites/default/files/Maths.pdf.

Active Learning/Guided Discovery It is school policy to use concrete materials at all levels and appropriately

because:

• Concrete materials play an important role in concept development.

They provide a link to connect the operational to real world problem-

solving situations.

• Experience with concrete materials also facilitates the development of

appropriate language as children communicate about what they are

doing and what they see happening.

• As they use models, children should also begin to understand the

symbolism related to the operation.

• Models can then be used to help children learn new thinking strategies.

Teaching materials will be provided at all class levels and in every strand.

Children will experience a variety of materials and will have the freedom to

choose from these when exploring a mathematical task. A variety of teacher

designed worksheets, photocopiable master books, teacher reference books

and textbooks will be used in order to present work to the children in a variety

https://www.curriculumonline.ie/getmedia/9df5f3c5-257b-471e-8d0f-f2cf059af941/PSEC02_Mathematics_Curriculum.pdfhttps://www.curriculumonline.ie/getmedia/9df5f3c5-257b-471e-8d0f-f2cf059af941/PSEC02_Mathematics_Curriculum.pdfhttps://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdfhttps://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdfhttps://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdfhttps://www.curriculumonline.ie/getmedia/892c2232-4f91-486c-8e26-f1abbd58ae01/L1LPs-Guidelinesforteachers.pdfhttps://pdst.ie/sites/default/files/Maths.pdf

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of ways. Calculators and computers will enhance the implementation of the

curriculum.

Maths Equipment

We acknowledge the importance of concrete materials in the development of

mathematical concepts for children in all classes. The class teacher is

responsible for completing an inventory of their resources at the end of the

school year.

Some resources which are currently used include:

Number

• number lines, strips, abacus and rubber stamp abacus

• magnetic board strips

• counters, beads, string, buttons, Unifix cubes, spools and sorting trays

• Dienes blocks,

• pegboards and pegs

• number ladder

• story of 10 boards

• hundred squares (with and without numbers)

• fraction, decimal, percentage walls

• playing-cards and dominoes

• notation boards

Shape and Space

• 2-D and 3-D shapes, geo-boards, tangrams, geo-strips

• direction compass

• set-squares, clinometer

• blackboard compass, set-squares and protractor

• 360° and 180° protractors

• gummed paper, paper shapes

• construction straws

• construction kits

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Measures (standard and non-standard) Length

• unmarked sticks, metre stick, half and quarter-metre sticks, trundle

wheel, height chart, tape measures, rulers, ribbon or string

• bamboo poles

Weight

• balance, kitchen scales and bathroom scales, weights, spring balance

Capacity

• litre, half and quarter-litre containers, varied collection of containers for

comparison

Time

• clock faces and rubber stamps, clock (analogue and digital)

• calendar and date stamps

• sequencing pictures

• Internet to book flights and timetables for 24-hour clock etc.

Money

• facsimile money, money stamps

General mathematical equipment

• Lego, books and games

• water or sand tray

• scissors (left and right-handed)

• magnifying glass, magnets, microscope

• rain gauge, barometer and thermometer

• overhead projector

• television and video programmes

• computer programs

• calculators

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• selection of dice

Calculators

Pupils in all classes use calculators for some maths activities. Pupils will

always be encouraged to estimate first before calculating exact result on the

calculator. Pupils in LCA classes use calculators for much of the maths

programme.

Calculators should meet the following requirements:

• The recommended scientific calculator used is Casio. If children prefer

to use an alternative calculator, they must ensure that the calculator

uses algebraic logic. Which uses priorities in sequences of operation

which we call BOMDAS (Brackets of Multiplication, Division, Addition

and Subtraction).

• Keys should be a reasonable size and should have a positive click

action.

• It must have a display of at least eight digits and be large enough for

two or three pupils to see at the same time.

• The calculator should have a memory function.

Using a calculator

• The first reason for using a calculator is for checking answers.

• If problem solving is the main objective of the exercise, use a

calculator.

• Use a calculator for teaching place – value: e.g. 7846 - change to

7046

(800 has to be subtracted, not 8) 7846 - change to 7806 etc.

• Use a calculator for teaching tables in 3rd Class.

• For repeated addition press the number, then press +, and finally

press = as often as required. E.g. Press 6: Press + Press = Press

= Press etc.

(The display should read 6, then 12, then 18, then 24, then 30 ….. etc)

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• For repeated subtraction press the number being subtracted from,

then press = as often as required. E.g. Press 60: press -, press 7,

press =, press = etc.

(The display should read 60, then 53, then 46, then 39 …. Etc.)

• For directed numbers press a number, then press - , and finally

press = as often as required. The calculator will show minus numbers

below zero.

e.g. Press 31:press - , press =, press =, press= etc. The display should

read 31, then 23, then 15, then 7, then –1, then –9 etc.,

• Mental Strategies: e.g. 85 + 96. The 9 key is broken. How do you do

this sum on the calculator? Find ways of making 96 without the 9 key,

e.g. 85+ (100 – 4).

Maths in ICT Like the calculator, the computer is a tool to enhance the implementation of

the Revised Curriculum.

Some of the uses of ICT in Mathematics are:

• drill and practice

• adventure programs

• data bases

• spreadsheets

• using the internet to access materials and information

• creating fraction walls

• making hundred squares

ICT Resources

• Whiteboard.

• Whiteboard software and tools

• There are PC’s available in the classroom.

• Maths Software

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• ICT room is available on occasion for Maths/English curriculum

integration

• ICT is used to help children present their work.

• Students research using the Internet, play interactive online maths

games and use sites i.e. Ryanair to gain understanding of 24hour clock

• Online resources

• Interaction and dialogue is encouraged during use of computers.

• Student iPad with Maths apps pre-downloaded

Textbooks Textbooks will be evaluated by the Staff, and will include a balanced

treatment of all strands, varied presentation of problems and an emphasis on

the use of manipulatives.

A variety of textbooks could be made available to the children based on the

quality of their content in particular strands.

Primary textbooks: Mathemagic, Action Maths, Maths Matters, Planet

Maths, Maths Zone, Maths Together, Make Sure Maths, Sum Detective,

Ready Steady Maths, Figure it Out, Maths Mate, Brain Teasers.

Junior Cycle: A variety of primary maths books are used a Junior Cycle

Level 1 & 2. Many resources/worksheets are also designed by teachers.

Leaving Certificate Applied: Mathematics workbook by Classroom

Guidance

Other resources: Algebra Workbook, Sum Life - Travel, Sum Life - Using the

Calculator, Sum Life - Working with Maths Decimals, Sum Life -

Measurement, Sum Life - Eating Out, Sum Life - Saving, Sum Life - Time

Working with + - x - Basic Maths Skills, The Time Book, The Four Rules of

Number.

Also having a selection of different mathematic books or graded work-cards

will help provide extension work for children who have mastered a concept.

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Using the Environment

The children are learning all the time from the people and materials around

them. In our teaching we look to the environment of the classroom, the school

grounds, the locality of the school, the children’s homes and the wider world

for opportunities to make maths more real, more interesting and more fun.

.

Creating a Maths Rich Environment

Our school endeavours to contextualise the Maths curricula and syllabi for

pupils so that they may generalise mathematical skills and abilities in their

everyday life. We encourage the following in all classrooms:

• Maths areas

• Benchmarks e.g. card marking ‘1 metre’ on wall

• Special box or shelf for maths books

• Maths games

• Maths trails

• Number rich environment in Infant rooms.

Integration and Linkage

A cross-curricular approach will help the child to make connections between

different curricular areas, add to the child’s enjoyment of mathematics and

encourage the transfer of learning. All the strands of the mathematics

programme will be seen and taught as interrelated units in which

understanding in one area is dependent on and supportive of ideas and

concepts in other strands.

Mathematics pervades most areas of children's lives, whether they are looking

at and responding to structural forms in the visual arts curriculum or

calculating how to spend their pocket money. Integration between

mathematics and other subject areas; IT, Business, Art & Craft etc. is always

encouraged.

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In all sections of the maths programme every effort is made to show the

relevance of maths in real life and to discuss and discover where the different

skills are used in real life, in the home and in work.

Collaborative/Co-operative Learning

Three members in a group

Mixed abilities, allow for a mix of cultural diversity

Keep same members of a group working together for 6-8 weeks

Explaining and allocating roles.

• Co-ordinator

• Recorder

• Go-For

Alternate roles during 6-8 weeks

Consider giving members a dual role

• Praiser

• Checker

• Time Keeper

Golden Rule in group work: Nobody is finished until everybody is finished.

Children will be trained in discussion skills before they effectively use them in

a group

Discussion skills

• Turn-taking

• Active-listening

• Responding positively to the opinions of others

• Confidence in putting forward an opinion

• Ability to explain clearly their point of view

Skills through content

• Applying and problem-solving

• Communicating and expressing

• Integrating and connecting

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• Reasoning

• Implementing

• Understanding and recalling

Time Allocation

The recommended time for the teaching of Maths is three hours per week.

However, as this school is a special school, teachers need to be flexible in

their approaches and use linkage and integration to their advantage in

endeavouring to meet the objectives of the curriculum. Discretionary time can

be allocated, at the teachers and at the school’s discretion, to any of the five

curriculum areas including Maths.

For the post-primary classes:

Number of Lessons 4 – 5 classes per week.

Length of Lessons 40 min – 1 hour (approx)

Individual Teachers Planning and Reporting

Each class teacher completes a yearly plan for Mathematics which is based

on the Maths curriculum. The class teacher works from the yearly plan to

develop fortnightly plans. At the end of each month a cúntas míosúil records

the maths content covered during the month.

In planning for the teaching of Mathematics in the classroom, the teacher

needs to take account of the integrated nature of the subject. This entails

thinking about the curriculum and planning its implementation. It is by

teaching toward the strands/modules/sections and supporting the individual

needs of each pupil that the teacher supports each pupil in the teaching and

learning of Mathematics. The Mathematics plan is devised from the Primary

School Curriculum, Junior Cycle Level 1 & 2 and the Leaving Certificate

Applied curriculum. It gives direction and structure to the teachers work.

Students current level of functioning is assessed in each topic either formally

or informally through discussion or assessment and where a need exists the

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teacher can plan for extra tuition on specific skills before introducing new

topics or building on work covered previously.

Staff Development

The staff are encouraged to undertake ongoing professional development in

the area of Mathematics as advertised by the Education Centre and

alternative professional development that may arise. The relevant Assistant

Principal provides information on professional development for staff in this

area on an on-going basis.

Review and Evaluation of Plan

We as a staff endeavour to update and review this plan as the need arises. A

copy of this has been made available to each teacher on the school server for

staff and the website for parents. We encourage the whole school community

to give us feedback so that we may continue to develop the teaching and

learning of mathematics in our school.

Success Criteria

The criteria that will indicate success are:

• Teachers’ preparation based on this plan

• Procedures outlined in this plan consistently followed

• Feedback from teachers/parents/pupils/community

• Inspectors’ suggestions

• Junior Cycle examination participation and results

• Leaving Certificate Applied examination participation and results

• Students attitude and appreciation of Mathematics

• Students have an interest in Mathematics

• Students have an ability to engage appropriately in Mathematics

• Students have confidence and competence in Mathematics

• Students are engaging with a variety of Mathematics

• That comprehension and higher order thinking skills are developed

through problem solving with some students.

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Responsibility for Leading Teaching and Learning

Our school has an Assistant Principal who co-ordinates the teaching and

learning of numeracy in St. Ita’s and St. Joseph’s. An agreed intervention is

completed annually in relation to one curricular area in numeracy which has

been identified as an area of need for our students. This is based on

assessments undertaken to identify the area of need, as well as assessments

after the intervention, to check the progress of pupils. The assistant principal

organises and informs staff of professional development in this area so as to

enhance the teaching and learning of mathematics in our school.

Ratification and Communication

This plan was originally ratified by the BoM on the 29/09/11 and

communicated to all via the school server. It was reviewed at a staff meeting

on the 15/01/2019 and ratified by the BoM on the 01/02/19. Parents can view

the plan on our school website.

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Appendix

Numeracy Checklists for Alternative Levels

St. Ita’s and St. Joseph’s Primary and Post-Primary School

Primary Checklist

Name : Primary Junior

Primary Senior

JC Level

1

JC Level

2

Transition LCA

∕

Can the child sort objects given one attribute (colour/size/shape)?

Can the child sort objects given one attribute?

Can the child produce equal sets of objects by one-to-one matching?

Can the child count objects to 10?

Can the child recognise numerals to 10?

Can the child recognise numerals to 20?

Can the child place number symbols in the correct sequence to 10?

Can the child place number symbols in the correct sequence to 20?

Can the child write numerals correctly from dictation to 10?

Can the child write numerals correctly from dictation to 20?

Can the child understand ordinal values (5th, 10th, and 2nd)?

Can the child perform addition with numbers below 10 in written form (e.g. 3+5=) with or without apparatus?

Can the child perform

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subtraction with numbers below 10 in written form?

Can the child count-on in a simple addition problem?

Can the child answer simple oral problems involving addition or subtraction with numbers below 10?

Can the child recognise coins or paper money?

Can the child carry out simple mental addition with numbers below 20?

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Numeracy Checklist Junior Cycle Learning Programme Level 1

Name : Primary Junior

Primary Senior

JC Level

1

JC Level

2

Transition LCA

∕ Can the child recognise objects/stimuli that are the same and/or different in one or more ways?

Can the child explore the concept of object permanence?

Can the child participate in cause and effect activities?

Can the child discover and explore a range of objects/stimuli?

Can the child investigate objects/stimuli in motion?

Can the child recognise and/or show preferences for objects/stimuli?

Can the child match identical items that are familiar to the student?

Can the child explore pattern through a variety of sensory experiences?

Can the child recognise and/or anticipate familiar activities or routines with predictable patterns and sequences?

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Can the child participate in activities where the aim is to repeat patterns?

Can the child engage with language, objects, symbols, signs and stimuli associated with ordering and sequencing?

Can the child observe patterns in the student’s environment?

Can the child participate in counting activities?

Can the child explore the relationship between sets and numbers?

Can the child explore and use familiar numerals?

Can the child explore the concepts of addition and subtraction?

Can the child experiment with the movement of body parts in the immediate Environment? Can the child participate in activities where the language of movement and position is used?

Can the child recognise and/or identify shapes in the immediate and local environment?

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Can the child explore the features and properties of 2D and 3D regular and irregular shapes through a variety of sensory experiences?

Can the child investigate objects and language in relation to measurement?

Can the child participate in recording and displaying number and/or familiar?

Can the child participate in a shopping experience or in an activity where real money is used functionally?

Can the child participate in everyday activities associated with measurement in the student's environment?

Can the child engage with language, objects, symbols, signs, stimuli or activities associated with times of the day and/or days of the week?

Can the child explore language, objects and stimuli associated with significant personal and cultural events in the student’s life?

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Can the child participate in activities/actions that are used to transition from one event to the next or to show the passage of time, waiting or turn-taking?

Can the child use instruments such as timers, visual timetables, objects of reference or clocks functionally?

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Junior Cycle Level 2 & LCA

Name : Primary Junior

Primary Senior

JC Level

1

JC Level

2

Transition LCA

∕

Can the child recognise frequently used Euro notes and coins?

Can the child save a small amount of money each week to buy an item?

Can the child plan a personal budget for a week?

Can the child recognise the difference between using money to buy essential items?

Can the child understand a common household bill in relation to the service provided, how much being charged and how it can be paid for?

Can the child explain a shopping receipt, in relation to what was bought, money tendered and correct change given?

Can the child pay for an item correctly and count the change in a mock-up or real-life shopping transaction?

Can the child recognise numbers up to 100?

Can the child estimate quantities to the nearest value in broad terms?

Can the child subtract two-digit whole numbers in the context of an everyday situation?

Can the child recognise place value in relation to units, tens and hundreds?

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Can the child add two-digit whole numbers that total less than 100 in the context of an everyday situation?

Can the child use appropriate words to describe temperature, e.g. hot and cold?

Can the child compare temperatures for the different times of the year, e.g. hot in summer and cold in winter, keep a simple weather log?

Can the child locate appropriate temperatures on a cooker dial, e.g. gas mark 4, 200 degrees Celsius?

Can the child relate temperatures to everyday situations, e.g. heating in a classroom

Can the child identify instruments used for indicating and adjusting temperature, e.g. thermometer, marked oven dials

Can the child use appropriate vocabulary to describe the units of capacity, e.g. litres, 500ml, kilograms, grams?

Can the child use a graduated vessel to work out the capacity of liquids, e.g. using a jug to measure litre of milk?

Can the child list some examples of capacity from daily life, e.g. a litre of milk?

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Can the child identify the marks for the units of capacity, e.g. using a measuring jug, using a weighing scale?

Can the child use appropriate vocabulary to describe the units in length and distance, e.g. kilometres, metres, centimetres?

Can the child measure the length of common places, e.g. bedroom, kitchen, and classroom?

Can the child estimate the length of common objects?

Can the child use a ruler to draw and measure different lengths of lines?

Can the child identify the units of length and distance on a ruler, metre stick and measuring tape?

Can the child use a calculator to correct work which has been completed without the use of a calculator?

Can the child use a calculator to solve simple problems, e.g. add two items?

Can the child find digits 0-9 and the decimal point and necessary operations buttons (+, -, ÷, =) on a calculator?

Can the child use appropriate vocabulary to describe direction, e.g. clockwise, anti-clockwise, horizontal, and vertical?

Can the child use a simple map to find a given location?

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Can the child draw a simple map to give directions?

Can the child calculate the distance between two places on a map?

Can the child use the body or body parts to move in a given direction?

Can the child move a range of objects in given directions?

Can the child identify uses of data in everyday life?

Can the child collect a range of data using one of the following: a survey, record sheet, tally system or audio-visual records?

Can the child talk about /discuss information from basic data e.g. a pictogram, bar chart or trend graph?

Can the child construct basic representations to communicate data with two criteria, e.g. drawing a pictogram /bar chart?

Can the child interpret basic data of two criteria, e.g. more/less of one class than another, bigger/smaller?

Can the child identify basic approaches to data collection?

Can the child name common 2D and 3D shapes in everyday life?

Can the child Sort 2D and 3D shapes and forms in relation to size?

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Can the child list the properties of common 2D shapes and 3D forms, e.g. number of faces, edges?

Can the child divide a line in to two equal segments without measuring and find axes of symmetry of familiar 2D shapes?

Can the child divide a line in to two equal segments without measuring?

Can the child tell the time from an analogue clock for the hour, half hour and quarter hour?

Can the child match months or activities with their seasons?

Can the child find a specified day or date on a calendar or timetable, e.g. my birthday?

Can the child solve problems to work out the passage of time?

Can the child identify key times during the day, on the hour, half hour and quarter hour, e.g. lunch breaks, use of visual schedule?

Can the child tell the time from a digital clock for the hour, half hour and quarter hour?