Modeligo National School Mathematics Plan

Introductory Statement

The "Whole School Plan for Mathematics" was reviewed and a scheme outlined incorporating all aspects of the maths curriculum.

Rationale

This plan sets out the Whole School Plan for Mathematics as per the Primary Curriculum. It will serve as a template and resource for individual teachers in setting out their mathematics plans.

Vision

This plan will focus on meeting the needs of our children in the area of maths. Parental involvement will be encouraged as much as possible to support their child's learning in maths.

Aims

We endorse the aims of the primary curriculum for maths.

Curriculum Planning

Strands and Strand Units

The curriculum objectives are used as the objectives for each class level in our school.

At the start of each year teachers will familiarise themselves with the objectives for their classes and make sure that their individual planning for the year incorporates all strands of the Maths curriculum.

Approaches and Methodologies

The following approaches and methodologies will be used throughout the year.

Concrete Work

Children will have access to and use a broad range of mathematical equipment during lessons.

Talk and Discussion

Talk and discussion are 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.

Active Learning and Guided Discovery

Children are encouraged to outline in their own words their methodologies, their approach to problem-solving and any alternative strategies they may use. This open-ended approach will be reflected in teachers' planning (e.g. Mata sa Rang).

Using the Environment and Community

The school building is used as a resource to support the maths programme. Measurements / number lines are marked in the playground and a dedicated Maths display area is kept in the main corridor.

All classrooms have a dedicated Maths area to help reinforce mathematical language and concepts across all strands.

Data

Using play, practical activities, homework etc., children are invited to collect real and relevant data, for example:

• Infant classes collect pairs of similar objects to represent the concept of 2.
• Older children recording measurements of objects in the school environment.

Language, Concepts and 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 (i.e. Junior Infants), the vocabulary used to talk about the operations will be:

• +: "plus", "and", "add", "more", "altogether"
• =: "equals", "is", "is the same as"

From First Class children will become familiar with:

• +: "addition", "total", "sum of", "increase", "more than"
• =: "equals", "represents"

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 "×" are introduced as symbols in Third Class. The following vocabulary will be used:

• ÷: "division", "divide", "divided by", "split", "share", "shared between", "group". NB Instead of saying "5 into 9", say "how many groups of 5 can I make from 9".
• ×: "multiplication", "multiply", "times", "of".

From 4th Class, the word "product" will be included.

Place Value

In place value, the word "units" will be used as well as "ones".

Written Methods

Subtraction

Vertical: Start from the top using the words "take away/subtract". Horizontal: Read from left to right using the words "take away/subtract". Renaming/regrouping will be the method used throughout the school.

Fractions

In the addition of mixed numbers, the whole numbers are worked on first. In general, equivalence is used as the basis for work on fractions but children are encouraged to diversify, once the core strategy is in place: 5¼ + 3½ = 8¼ + 2/4 = 8¾. In multiplication and division, improper fractions are used: 3½ × 2⅔ = 7/2 × 8/3. Children are afforded opportunities to verbalise and to use concrete examples to represent each of these activities before the written recording of symbols.

Tables

Number facts up to twelve will be memorised. Addition facts will be memorised by the end of second class and multiplication facts by the end of fourth class. Both will be revised up to the end of sixth class.

A variety of methods will be used including counting in 2s, 3s, 4s, reciting, using number lines, 100-squares etc.

Subtraction and division tables will be learnt as the inverse of addition and multiplication.

Skills

The following skills will be acquired by the children through the study of the various strands in the curriculum:

• Applying and Problem Solving
• Communication and Expressing
• Integrating and Connecting
• Reasoning
• Implementing
• Understanding and Recalling
• Estimation

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 and music. Evidence of skills development should be included in teachers' individual planning.

Problem Solving

Children are encouraged to use their own ideas as a context for problem solving. Worksheets based on children's ideas will be used for some problem solving activities. Teachers should leave a copy of each of these worksheets in the Maths Resource file for future reference.

With regard to problem-solving, children will be taught to apply the following RUDE strategy:

• R = Read the problem (twice!)
• U = Underline the key information (clarify what you need to find out)
• D = Do/Draw (break it down into steps and do operations needed; draw a picture if it helps)
• E = Estimate answer (check reasonableness of answer)

Additional Strategies

Teachers are to familiarise themselves with up to date PDST recommended publications/strategies e.g. handbooks on the four operations.

• Construct a model
• Make an organised list or table
• Use objects to act out the problem
• Use special number strategy (e.g. make 10, 100 etc.)
• Work backwards
• Decide if the answer makes sense / write the answer in a complete sentence

Estimation

Estimation will form part of every maths lesson. Children will be encouraged to use each of the following strategies, selecting the most appropriate for the task in hand:

• Front end
• Clustering
• Rounding
• Special numbers

These strategies are explained on pages 32–34 of the Teacher Guidelines for Mathematics.

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 the school.

Teachers select from the following range of assessment approaches:

• Teacher observation of knowledge, skills development and participation in activities.
• Teacher designed tests and tasks.
• Work in copies and assessment booklets.
• Children will be encouraged to be active learners. They will be supported in learning to assess/review their own work on a continuous basis, using AfL and AoL principles. The use of WALT (What Am I Learning) will see the lesson's objective clearly outlined at the start of lessons and then reviewed at the end of lessons. Traffic Lights will then indicate our success: Red = return to tomorrow (learning not clear); Amber = getting the idea/concept (need to do more work for consolidation); Green = go ahead with new learning tomorrow as we've got this!

Teacher Observation

The curriculum makes reference to the validity of teacher observation as a means of building a broad understanding of a child's strengths. Teachers will note anything that they feel is important in relation to a child's progress in Maths.

Observations may include the following:

• The level of engagement in or attention to activities
• Strengths and concerns in relation to written work
• Involvement in discussions
• The response to and initiation of questioning during class or group-work

Teacher Designed Tests and Tasks

The following are used throughout the school to inform the class teacher of each child's progress in maths:

• Oral tests (tables, continuation of number patterns)
• Written tests of numerical competence
• Problem-solving exercises that use a variety of mathematical skills
• Projects that require compilation of data or the drawing of a diagram

Standardised Testing

Criterion referenced standardised tests are used as follows:

• Assessment results are sent to the Department.
• Test results are kept by the class-teacher and passed to the parents in school reports.
• Tests are discussed at parent/teacher consultations.

The following procedure is used for standardised tests:

• Children are formally assessed by means of the Sigma-T tests.
• Children are tested in May.
• The results of each child's tests and their test papers will be kept in the school file.

A variety of methods are used to assess the children's mathematical language:

• Teacher observation — the teacher observes the varying degrees of success with which the children master different skills, concepts and elements of mathematical language.
• Teacher designed tasks and tests — these tasks and tests measure the abilities of the children in a variety of genres. Children self-correct maths daily. School assessments are held at Halloween, Christmas, Easter and end of year. Children complete mental maths activities daily and there are regular checks on same.
• Cúntais Mhíosiúla serve to review and develop the whole school plan and individual teacher preparation for the following school year.
• Standardised Tests — standardised testing is administered routinely each year.
• An Assessment Folder — a folder is kept which documents the results for standardised tests, diagnostic tests and continual assessment of each child. This reflects the child's progress in relation to the elements of the four strands.

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. Evidence of this differentiated approach will be recorded in teachers' Scéim Bliana.

Those children who receive scores at or below a STEN of 4 on the standardised tests will have priority in attending the Learning Support Teacher for supplementary teaching in 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.

The progress of all children will be reviewed on a regular basis. Children who do not qualify for supplementary teaching, yet demonstrate difficulty with mathematical activities either on an ongoing basis or with particular concepts, will be accommodated in small groups when possible.

The requirements of children with special needs will be taken into consideration when planning class lessons and field trips. The SNA supports particular children or groups as directed by the class teacher.

Grants as appropriate will be accessed to support the needs of individual children. Additional materials and resources may also be purchased by the school.

For children of exceptional ability, further extension work will be provided as necessary to meet each child's needs.

Equality of Participation and Access

All children are provided with equal access to all aspects of the Maths curriculum. Boys and girls are provided with equal opportunities to engage in mathematical activities.

Data Protection

All records and evidence of pupil work and progress will be stored appropriately and confidentially. It will only be shared with the child, parents and associated staff members who may work with said child.

Timetable

The following time is allocated for Mathematics in this school (based on Circular 0056/2011):

• Infant Classes: 3 hours, 25 minutes
• First Class–Sixth Class: 4 hours, 10 minutes

Timetables must record this time allocation for Maths. There is discretionary time available each week that teachers can occasionally use to support the Mathematics curriculum.

Homework

• Homework is in line with the approaches as set out in the curriculum for Maths.
• Maths homework is given each night except Friday.
• Homework takes account of the differing levels of ability in the class and should be a positive experience for all.
• Tables are also given for homework; children are given an opportunity to begin the process of learning these in class.
• Practical activities will be given for homework from time to time (e.g. measuring), bearing in mind the age and independence of the children.
• Parents are expected to help children with their homework and sign the finished homework.

Resources and ICT

We acknowledge the importance of concrete materials in the development of mathematical concepts for children in all classes. All Maths equipment bought with school funds remains the property of the school.

• Teachers may borrow equipment from other classes but must make sure it is returned promptly.
• Additional resources are stored where agreed by staff.

Calculators

From Fourth Class upwards, children are permitted to use calculators alongside traditional paper-and-pencil methods. Calculators are particularly useful for handling larger numbers, to check answers, to explore the number system, to remove computational barriers for weaker children. They also allow the child to focus on the structure of problem solving questions. It is important that the skill of estimation is developed along with the use of the calculator.

ICT

Software used must include a variety of activities to develop the children's conceptual knowledge and problem-solving skills in addition to drill and practice activities. Recommended websites include Glencoe Virtual Manipulatives, ICT Games/Flip Counter, Busy at Maths, Khan Academy.

Textbooks and Workbooks

• Textbooks are selected in line with the school's Textbook Policy and reflect the objectives of the curriculum.
• The scheme currently in use throughout the school is Busy at Maths. This scheme is in line with the methodologies and language agreed by the staff in the core areas listed in this plan and is in line with the requirements of the Curriculum.
• This scheme is used in all classes from Junior Infants to 6th class as the basic text.
• Teachers should not use the text chosen for the next class level in the same scheme as this may lead to difficulties in terms of continuity and progression in the following year.
• Tables are kept in Maths copies, from First Class.
• Where a teacher deems necessary, supplementary materials will be designed/supplied.

Individual Teachers' Planning and Reporting

Teachers should base their yearly and short term plans on the approaches set out in this whole school plan for Maths. Work covered will be outlined in the Cuntas Míosúil which will be submitted to the principal. These accounts will be used to review the school's programme each year.

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.

Parental Involvement

Parents are encouraged to support the school's programme for Maths. Parents have an opportunity to meet with their child's teacher each year. Particular attention should be drawn to:

• The importance of trial and error, estimation, the use of concrete materials and the role of calculators.
• The school's approach to e.g. subtraction, division, calculations using fractions.
• The fact that maths homework may be based on practical activities.
• The use of the Homework Journal.

Individual parent/teacher meetings are held annually. Teachers and parents are afforded this chance to discuss each individual child's progress in maths and consider ways of assisting that progress. Parents and teachers are welcome to make individual arrangements to discuss matters of relevance at other times throughout the school year.

Success Criteria

The success of this plan will be measured using the following criteria:

• Implementation of revisions in the Maths curriculum will be evident in teachers' work.
• Continuity of content and methodology will be evident in teachers' preparation and monthly reports.
• Ongoing 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.

Roles and Responsibilities

Class teachers are responsible for the implementation of the Maths programme for their own classes.

Review

Progress made will be reviewed annually in conjunction with routine ongoing assessment.

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This plan was ratified by the Board of Management in October 2018.

Chairperson, BoM: Sr. Veronica Casey