St - Scoilnet

Plean Scoile Matamaitice

Aims:
The aims of the primary mathematics curriculum are
. To develop a positive attitude towards mathematics and an appreciation
of both its practical and its aesthetic aspects
. To develop problem-solving abilities and a facility for the
application of mathematics to everyday life
. To enable the child to use mathematical language effectively and
accurately
. To enable the child to acquire an understanding of mathematical
concepts


Objectives
When due account is taken of intrinsic abilities and varying circumstances,
the mathematics curriculum should enable the child to
Skills Development
. Apply mathematical concepts and processes, and plan and implement
solutions to problems, in a variety of contexts
. Communicate and express mathematical ideas, processes and results in
oral and written form
. Make mathematical connections within mathematics itself throughout
other subjects, and in applications of mathematics in practical
everyday contexts
. Reason, investigate and hypothesize with patterns and relationships in
mathematics
. Implement suitable standard and non-standard procedures with a variety
of tools and manipulatives
. Recall and understand mathematical terminology, facts definitions and
formulae

Number
. Understand, develop and apply place value in the denary system
(including decimals)
. Understand and use the properties of number
. Understand the nature of the four number operations and apply them
appropriately
. Approximate, estimate, calculate mentally and recall basic number
facts
. Understand the links between fractions, percentages and decimals and
state equivalent forms
. Use acquired concepts, skills and processes in problem-solving.


Algebra
. Explore, perceive, and use appreciate patterns and relationships in
numbers
. Identify positive and negative integers on the number line
. Understand the concept of a variable, and substitute values for
variables in simple formulae,expressions and equations
. Translate verbal problems into algebraic expressions
. Acquire an understanding of properties and rules concerning algebraic
expressions
. Solve simple linear equations
. Use acquired concepts, skill and processes in problem-solving

Shape and space
. Develop a sense of spatial awareness
. Investigate, classify and describe the properties of lines, angles and
two- dimensional and three-dimensional shapes
. Deduce informally relationships and rules about shape
. Combine, tessellate and partition two-dimensional shapes and combine
and partition three-dimensional shapes
. Draw, construct and manipulate two-dimensional and three-dimensional
shapes
. Identify symmetry in shapes and identify shape and symmetry in the
environment
. Describe direction and location using body-centered (left/right,
forward/back) and simple co-ordinate geometry

Measures
. Know, select and use appropriate instruments of measurement
. Estimate, measure and calculate length, area, weight, capacity and
average speed using non-standard and appropriate metric units of
measurement
. Estimate, measure and calculate angles, time, money and scale using
non standard and appropriate units of measurement
. Recognise and appreciate measures in everyday use
. Use acquired concepts, skills and processes in problem-solving

Data
. Collect, classify, organize and represent data using concrete
materials and diagrammatic, graphical and pictorial representations
. Read, interpret and analyze tables, diagrams, bar charts, pictograms,
line graphs and pie charts
. Appreciate, recognise and express the outcomes of simple random
processes
. Estimate and calculate using examples of chance
. Use acquired concepts, skills and processes in problem-solving


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. There is a store of Mathematics resources in the
cupboards in the school hall
Talk and Discussion
Talk and discussion is seen as an integral part of the learning processs
and opportunities should be provided during Maths class for children to
discuss problems with the teacher, other individual children and in groups
Active Learning/Guided Discovery
As part of the Maths programme for each class children are provided with
structured opportunities to engage in exploratory activities under the
guidance of the teacher to construct meaning, to develop mathematical
strategies for solving problems and to develop self motivation in
mathematical activities. These activities should be outlined in the
teachers' long and short-term planning.
Using the environment/community as a learning resource
The school building is used as a resource to support the Maths programme.
Over the next school year, class teachers will identify aspects of the
environment that could act as a setting for mathematical trails, problem
solving, measurement an shape and space activities.

The following number limits for each class will be generally adhered to:
Junior Infants 0-5 Senior Infants 0-10
1st Class 0-99 2nd Class 0-199
3rd Class 0-999 4th Class 0-9999
5th Class 0-99999 6th Class 0-1,000,000

Data
Children are encouraged to collect date i.e. infant classes collect
personal information and represent it on a pictogram; older children create
and interpret bar charts and pie charts. Children in senior classes create
a database to show how information technology can be used to interpret
large amounts of information. As part of this project they are made aware
of the importance of entering relevant data and asking clear questions to
extract the required information from the data.

Information and Communication Technology
Teachers and students will have access to websites such as www.ixl.ie,
www.coolmaths4kids.com and www.mangahigh.com to assist in the understanding
of Maths concepts and to enhance enjoyment of and engagement in
mathematical activities. Links to these site can be found on the school
website, to make access for students and parents easy from the home
environment. The school maths programme, Planet Maths is supported by
online resources which can be accessed by teachers through
www.folensonline.ie . Full use will be made of the interactive whiteboards
installed in each mainstream classroom. Maths software, suitably evaluated
by the staff, may be purchased as the need arises.



Language
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" and "altogether".
"=" _ "the same as", "is"
From First Class children will become familiar with the following;
"+" - "addition", "total", "sum of" and "more than"
"=" - "equals"

Subtraction
"-" is introduced as a symbol in First Class
In the Infant Classes the vocabulary will be "less than"
From Second Class children will become familiar with "subtraction",
"fewer", "subtract", "take away", "from", "less than", "minus" and
"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" and "in"
In Fifth and Sixth Classes the word "product" will be used.

Place Value
In place value, the word "units" will be used rather than "ones"

Our school has agreed the following Written Methods

Subtraction
Vertical: Start from the bottom using the word "from"

Renaming/regrouping will be the method used throughout the school.

Fractions
In the addition and subtraction of mixed numbers, the equivalence is used
for the fraction part by finding the common denominator first and then the
whole numbers are worked on

In multiplication and division improper fractions are used.
Children are afforded opportunities to verbalise and to use manipulatives
to represent each of these activities before the written recording of
symbols.

Tables
Number facts up to ten will be memorised in Infants and First Class
Addition facts will be memorised by the end of Second Class
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 2's, 3's, 4's
....., reciting etc
Subtration 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 problem solving
. Communications 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. 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.

With regard to problem-solving children will be taught to apply the
following strategies:-

The R.U.D.E problem solving strategy is taught to pupils in 2n