S.N Pheadair agus Phil Droim Conrach, Co.

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Whole School Maths Policy

Introductory Statement and Rationale Introductory Statement This document is a statement of the aims and objectives, principles and strategies for implementing the mathematics programme in S.N Pheadair agus Phil. It was formulated by the school staff and informed by the Curriculum Statements, Curriculum Guidelines, needs of the children and the expertise and experience of the staff. It is intended to guide teachers in their individual planning for Maths. Rationale Pupil and teacher learning is enhanced; Shared view of schools philosophy regarding maths; Children will benefit from structured approach regarding content and methodology; To increase the standard of maths in our school Teachers workload is shared; Self esteem of staff and pupils is enhanced; Most effective approaches are shared; Resources are researched and shared; It is the most effective instrument by which efforts and strengths of both teachers and pupils are harmonised and co-ordinated; That revision and assessment form an essential part of our maths teaching Guide for coping with change/ future action

In September 2012 we decided to review and update the schools maths policy. This review of the teaching of maths is to ensure we conform to principles outlined in the revised curriculum and to ensure that each teacher meets the learning needs of each pupil. It will also aid us in our school self evaluation process. Continuity is maintained without overlap; and there is uniformity of attitude and approach on certain issues.

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Vision and Aims Vision: This plan will focus on meeting the needs of all pupils in the area of Maths. We see maths as being very important in relation to our school and very necessary in the development of all our pupils. It is a subject, which has many values including practical and aesthetic and can benefit all our pupils. Our vision is: To aid them in achieving their true potential in maths To give all pupils an opportunity to succeed regardless of ability To foster in them a love of maths To provide the child with the necessary skills to live a full life as a child and later as an adult To emphasise the practical aspects of maths using problem solving and social maths That maths is fun and can be enjoyed by all members of the school community.

Aims: (PG 12-14 of Content statement) We endorse the aims and objectives of the Curriculum for mathematics. o To develop a positive attitude towards mathematics and an appreciation for its practical and its aesthetic aspects. o To develop problem-solving abilities and a facility for the application of mathematics to everyday life. o To enable the child to use mathematical language effectively and accurately. o To enable the child to acquire an understanding of mathematical concepts and processes to his/her level of development and ability. o To enable the child to acquire proficiency in fundamental mathematical skills and in recalling basic number facts. Content of Plan Curriculum planning: Strands and Strand Units: (For content overview see Curriculum) The curriculum objectives are used as the objectives for each class level in our school: 0 1 2 3 Junior & Senior Infants: pp.20-35 Curriculum 1st and 2nd Class pp.40-59 Curriculum 3rd and 4th Class pp.64-83 Curriculum 5th and 6th Class pp.86-111 Curriculum

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At the start 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. Integration A cross curricular approach will help the child to make connections between different curricular areas, add to the childs enjoyment of mathematics and encourage the transfer of learning. Linkage 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. Approaches and Methodologies The following approaches and methodologies will be used throughout the year. The use of Manipulatives Children will have access to and use a broad range of mathematical equipment during lessons. Resources are available in individual classes and in the Resource Room. ICT mathematical software is also available and the teachers make use of suitable maths websites. Talk and Discussion: The school will adopt a common approach to maths in all areas to ensure continuity and consistency, especially when transferring from the junior groups to the senior groups. The school as a whole will encourage the accurate and effective use of mathematical language. Talk and discussion is seen as an integral part of the learning process and opportunities should be provided during the Maths class for children to discuss problems with the teacher, other individual children and in groups. (see appendix for mathematical language) Active Learning / Guided Discovery In order to facilitate active / guided learning, children will be given opportunities to work with concrete materials to help motivate them. It is school policy to use materials at all levels and appropriately, as 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. Using the environment/community as a learning resource The classroom and school environment should be used (where possible) as a practical resource to support mathematical learning and discovery. The children are learning all the time from the people and materials around them. In our teaching we look to
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the environment of the classroom, school grounds, the locality of the school and the wider world for opportunities to make maths more real, more interesting and more fun. Creating a maths rich environment: Maths area in classroom Benchmarks (e.g. card marking 1metre on wall) Special box / shelf for maths books Maths games Mathematically rich environment Number rich environment in infant rooms Number: The following number limits for each class will be adhered to: The following number limits for each class will be adhered to: Class Junior Infants Senior Infants 1st Class 2nd Class 3rd Class 4th Class 5th Class 6th Class Numerals 0 - 10 0-20 0 - 99 0 - 199 0 - 999 0 - 9999

Data In all classes, children will collect data from their environment. They will be encouraged to discuss, record and interpret such data using a variety of data handling methods which are age and ability appropriate. Language Concepts/Skills There is a strong link between language and concept acquisition. We feel it is important to have a common approach to the terms used and the correct use of symbol names. Our school has agreed the following: Vocabulary Addition and Equivalence + and = are introduced as symbols in Senior Infants. Prior to this in junior Infants, the vocabulary used to talk about the operations will be: + plus - and - add - more - altogether = the same as - is, equals. From First Class children will become familiar with the following: + addition - total - sum of - increase - more than = equal - represents
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Subtraction - is introduced as a symbol in First Class In the Infant classes the vocabulary used will be: take away - less than - left From Second Class children will become familiar with: Subtraction - decrease - subtract - take away - from - less than - minus difference Multiplication and Division and x are introduced as symbols in Third Class. The following vocabulary will be used: division - divide - divided by - share - shared between - group how many in.. x multiplication - multiply - times - of In fifth and Sixth Class the words product and quotient will be included. Place value In place value, the word units will be used rather than ones. Mathematical Language Mathematical language, (written and verbal) that is recommended by the mathematics curriculum will be used / exists throughout the school to ensure progression and consistency. Teaching method Addition, subtraction, multiplication and division is agreed on to ensure consistency throughout the school. Addition: example as in Curriculum book

Addition Start at bottom e.g 24 + ] 16 ] Subtraction:

6 + 4 etc

16 ( top take away bottom) - 9 (6 9 =.....) All concepts taught. Decomposition/Re-grouping/Re-naming from 4th on at teachers discretion as to methods that are used:

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Multiplication: Division:

as in curriculum book

The method of repeated subtraction is to be used. Can move on to estimation for more able pupils

Tables 1st Class 2nd Class 3rd Class 4th Class 5th Class 6th Class

Addition 1 - 5 ; Subtraction 1 - 5 Addition 1 - 10 ; Subtraction 1- 10 Revise addition&subtraction ; Multiplication 1 - 10 Addition 1 10 ; Subtraction 1 10 ; Multiplication 1 - 10 Revise all addition, subtraction, multiplication ; Division 1 10 All above

Maths language Examples relating to tables Addition: 3 and 0 is 3 3 and 1 is 4 Subtraction: 4 take away 4 is 0 5 take away 4 is 1 Multiplication: one 2 is 2 two 2s are 4 Division: 2 into 2 goes once 2 into 4 goes twice Standardisation of some mathematical procedures in the school It has been decided to standardise the following mathematical procedures throughout the school in order to help children with learning difficulties: Subtraction from 2nd class on, we should use the decomposition method throughout the school Long multiplication (golden zero strategy) 54 x23 162 + 1080 1242

(54x3) (54 x2, after placing the zero)

Long division 0214 28 5992 -56 39 -28 112 -112 0

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Time calculations

H 1hr +2nrs 3nrs 4hrs

M 35mins 45mins 80mins 60mins 20mins

Finding a fraction of a number Using the correct language and terms is important: numerator, denominator (use unitary method e.g. find 3/8 of 72) 8/8 = 72 1/8 = 728=9 3/8 = 9x3=27, therefore 3/8 is 27 Given a fraction, find the whole number e.g 7/9 of a number is 42. Find the whole number 7/9 = 42 1/9 = 6 (427=6) 9/9 = 54 (6x9=54) Fractions - addition of mixed numbers 2 and 5/6 + 3 and 3/4 LCD = 12 2 and 10/12 + 3 and 9/12 = 5 and 19/12 = 5 + 1 and 7/12 = 6 and 7/12 Subtraction of mixed numbers 3 and 1/5 - 2 and 7/10 LCD = 10 3 and 2/10 - 2 and 7/10 2 and 12/10 - 2 and 7/10 = 5/10 = 1/2 Decimals: When dealing with decimals, children will understand the place-value of the digits within a decimal number and learn from the physicality of the operation. e.g. 38.29 3 tens, 8 units, 2 tenths, 9 hundredths. Language is also important, it would be spoken as: thirty eight point two nine. The decimal point is used to separate the pieces from the wholes. They will learn that the decimal point never moves E .g 2.4 3.76 +1.957

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Fractions: Fractions will be introduced by using fraction walls and fraction circles. Paper folding will also be used to explain the equivalence of fractions.

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: 4 Lengths 5 Heights 6 Widths 7 Distances 8 Weights 9 Volume 10 Capacity Key strategies for measures are: 0 Estimate 1 Discuss / consider 2 Measure / do 3 Record / report In teaching number we develop estimation skills by practising a variety of strategies, including: 11 Front-ended strategy 12 Rounding strategy (refer to Teachers guidelines pg 32-34) Estimation procedure for number: 13 Estimate first 14 Write down your estimate 15 Solve the problem 16 Compare your estimate with the actual result Skills The following skills will be acquired by the children through the study of the various strands in the Curriculum. Applying and Problem Solving Communicating and Expressing Integrating and Connecting Reasoning Implementing Understanding and Recalling Estimation

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Every strand studied must provide opportunities for acquiring these skills. Opportunities should also be provided for the transfer of these skills to other Areas (e.g. Science, Geography, Music). Evidence of skills development should be included in teachers individual planning. (These strategies are explained on pages 32 34 of the Teacher Guidelines for Mathematics). The skills scan the content and the methodologies to develop them are modelled by the teacher. In discussion skills we would develop: 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 In problem solving the focus is on real life problem solving Types of problems could include: Word problems Practical tasks Open-ended investigations Puzzles Games Projects Mathematical trails Mental Arithmetic 10 minutes to be timetabled/mental arithmetic every day. Assessment and Record Keeping Assessment is used by teachers to inform their planning, selection and management of learning activities so that they can make the best possible provision for meeting the varied mathematical needs of the children in our school. 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. Teachers select from the following range of assessment approaches: 1) Teacher observation of knowledge, skills development and participation in activities. 2) Teacher designed tests and tasks. 3) Interview method (talking to children formally and informally) 4) Error analysis 5) Homework / parental feedback 6) Standardised tests 7) Diagnostic tests Standardised Tests will be used on a yearly basis from 1st to 6th Classes.
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Children with Different Needs The Maths programme aims to meet the needs of all children in the school. This will be achieved by teachers varying the pace, content and methodologies to ensure learning for all children. Those children who receive scores at or below the 12th percentile on the standardised tests will have priority in attending the Learning Support Teacher for supplementary teaching for Maths. The availability of supplementary teaching for Maths, however, depends on the case load of the Learning Support Teacher. Arrangements will be in accordance with the recommended selection criteria as determined by the DES. Learning Support Teachers will liaise with Class Teachers. Learning support may be facilitated in small groups withdrawn from the class or with in-class support in the form of team teaching. Diagnostic tests may also be administered where the need arises. Parental permission must be obtained before these tests are administered. Adapting to the needs of the less abled mathematical child: - Use easily computed figures when introducing new concepts - Priorities certain areas - Adapt the programme to suit their ability - More individual attention - More concrete approach - Emphasise maths language - Maths games / software - Resources - Learning support guidelines Suggesting strategies for challenging the better abled mathematical child: - Problem solving books / brain teasers books - Maths fact books - Maths games / software Homework 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 well established in classroom practise. Types of homework: - Written consolidation of work done in class - Tables - Problem solving - Collecting data 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.
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Also having a selection of different mathematic books or graded workcards will help provide extension work for children who have mastered a concept. Parental involvement / home school links Communicating with parents about the correct terminology / language and methods being used: - Advisory notes as the need arises - Write language of tables in table book - Parent / teacher meetings - Open door policy

Calculators Calculators will be used from 4th Class to 6th Class at Teachers discretion. Maths Resources Resources are available in individual classes and also resource room. ICT mathematical software is available. In order to facilitate active learning/guided discovery children will be given opportunities to work with concrete materials to help in problem solving and help motivate them. The classroom and school environment should be used where possible as a practical resource to support mathematical learning and discovery. Individual Teachers Planning and Reporting Work will be outlined in Cuntas Miosil, fortnightly and yearly schemes. Yearly schemes and Cuntas Miosil will be submitted to Principal. Staff Development Teachers are made aware of any opportunities for further professional development through participation in courses available in Education Centres or other venues. Skills and expertise within the school are shared and developed through inputs at staff meetings. Success Criteria The success of this plan will be measured using the following criteria 1) Implementation of revisions in the Maths curriculum will be evident in teachers work. 2) Continuity of content and methodology will be evident in teachers preparation and monthly reports. 3) On-going assessment, formal and informal, will show that pupils are acquiring an understanding of mathematical concepts and a proficiency in maths skills appropriate to their age and ability.

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Implementation Class Teachers are responsible for the implementation of the Maths programme for their own classes. This policy was brought into effect in October 2012.Policy will be reviewed regularly and updated as necessary.

APPENDIX 1 Mathematical Language The following should be the standard mathematical vocabulary used throughout the school. Addition And and is should be the words used for addition. For example: 3+1=4 should be spoken as three and one is four
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Subtraction Take away and is should be the words used for subtraction. For example: 5-4=1 should be spoken as five take away four is one Multiplication Multiplied by and is should be the words used for multiplication. For example: 2x4=8 should be spoken as two multiplied by four is eight Division For example: 4 2=2 should be spoken 2 into 4 goes twice.

APPENDIX 2 METHODOLOGIES Class First Tables Addition 1 to 5 Subtraction 1 to 5 Second Addition 1 to 10 Subtraction 1 to 10 Third Addition 1 to 10
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Subtraction 1 to 10 Multiplication 1 to 10 Fourth Addition 1 to 10 Subtraction 1 to 10 Multiplication 1 to 10 Fifth Addition 1 to 10 Subtraction 1 to 10 Multiplication 1 to 10 Division 1 to 10 Addition 1 to 12 Subtraction 1 to 12 Multiplication 1 to 12 Division 1 to 12

Sixth

APPENDIX 3 Maths book in use 2012-2013 Junior Infants: Planet Maths (Folens) Senior Infants: Planet Maths (Folens) Sum Detective First Class: Brainteasers 1 Planet Maths 1 (Folens)
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Table book (Fallons) Second Class: Planet Maths 2 (Folens) Maths Challenge (Folens) Table book (Fallons) Third Class: Maths Challenge (teacher) Planet Maths 3 Table book (Fallons) Tables Champion (Prim ed) Fourth Class: Maths Matters 4th class (Edco) Maths Challenge Table book (Fallons) Tables Champion (Prim ed) Fifth Class: Maths Matters 5th class (Edco) Maths Challenge Table book (Fallons) Addition/Subtraction/Multiplication/Division Square Tables Champion (Prim ed) Sixth Class: Maths Matters 6th class (Edco) Maths Challenge Table book (Fallons) Addition/Subtraction/Multiplication/Division Square Tables Champion (Prim ed)

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