st. ita’s and st. joseph’s primary and post-primary school
TRANSCRIPT
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.
Aims of the Maths Curriculum
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• 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
and the Leaving Certificate Applied. Specific aims/objectives/outcomes are
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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).
Post – Primary Curriculum Junior Cycle Level 1
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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
Whole School Approaches and Methodologies
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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.
• 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.
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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
• Videos, computer software, cassette tapes
• Bingo
• Computer software
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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
• 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).
€ 10
€ 10
€ 10
€ 10
€1 €1 €1 €1 €1
€1 €1 €1
€1 €1 €1 €1 €1
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• 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. Subtraction with Regrouping 1. Introduce subtraction with regrouping using money: T U T U T U 2 3 13 3
- 9 2 4
€ 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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• 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. 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
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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 2) Long Division:
0214 d m s d strategy 28 5992
-56 39 -28 112 -112 0
1
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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 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
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= 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. 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:
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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
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 encouraging pupils
to engage with maths in real life scenarios.
Estimation
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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 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
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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 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
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for mathematics is available on our school website for parents. 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.
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
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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.
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.
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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
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.
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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
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,
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• 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
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
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• 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
• 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.
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• 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)
• 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.
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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
• 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.
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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 Golden Key, teacher
designed.
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.
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.
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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.
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.
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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
• 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
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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
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
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• 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.
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. This Maths plan
was reviewed in November 2020 and ratified by the BoM in December 2020.
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 subtraction with numbers below 10 in written form?
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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?
Numeracy Checklist Junior Cycle Learning Programme Level 1
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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?
Can the child participate in activities where the aim is to repeat patterns?
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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?
Can the child explore the features and properties of 2D and 3D regular and irregular shapes through a variety of sensory experiences?
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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?
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-
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taking? Can the child use instruments such as timers, visual timetables, objects of reference or clocks functionally?
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?
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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?
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
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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?
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?
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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?
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
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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?
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
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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?