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Scoil Naomh Áine, Rathgarogue, New Ross
Maths Plan
Introduction
This is a revision of the previous mathematics plan which has been in use in Scoil Naomh Áine. This revision has been brought about due to the realization that the original plan needed clarification and expansion. Scoil Naomh Áine has changed and evolved in the intervening years with an increase in students, staff and resource teachers. All members of the teaching staff of Scoil Naomh Áine have co
Rationale
This school is wholly committed to helping students achieve their full potential. This plan will endeavour to incorporate concepts developed and use these as a basis for further mathematical learning from class to class.
Vision
Our school cherishes all pupils equally and tries to aid them in achieving their true potential. Our vision is that each child in this school would have a positive view of mathematics and regard it as a subject which can be both enjoyable and relevant to their everyday lives.
Aims
In preparing the pupils to contribute and play a meaningful role in their communities we endorse the aims of the Revised Curriculum for Mathematics.
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
• to enable the child to use mathematical language effectively and accurately
• to enable the child to acquire an understanding of mathematical concepts and processes to his/her appropriate level of development and ability
• to enable the child to acquire proficiency in fundamental mathematical skills and in recalling basic number facts
This Mathematics plan will be addressed under the following headings
Curriculum planning
1. Strands and strand units
2. Approaches and methodologies
3. Assessment and record keeping
4. Children with different needs
5. Equality of participation and access
Organisational planning
6. Timetable
7. Homework
8. Resources and ICT
9. Individual teachers’ planning and reporting
10. Staff development
11. Parental involvement 
1. Strands and strand units
The content of the mathematics programme is based on the strands and strand units of the Revised mathematics Curriculum (Appendix 4)
• In order to ensure that all teachers are familiar with the curriculum for their class level, we will furnish them with a copy of the relevant parts of the Whole School Mathematics Plan and ensure that they have a copy of the revised curriculum for mathematics.
• In order to ensure that this familiarity is maintained if teachers change classes or if new teachers join the staff, we will ensure that they get the appropriate copy for their class and where possible conference with the last teacher that taught that class level.
• Currently this school has single class situations. However if multi
• All teachers will be informed of resources available in the school for the teaching of mathematics. (Appendix 5)
2. Approaches and methodologies
In the mathematics curriculum the strands and strand units are viewed through the lens of the approaches and methodologies. (Refer to Teacher Guidelines: Mathematics pp. 30 
General
• All children will be provided with the opportunity to access the full range (all strands) of the mathematics curriculum. Children in mainstream classes will be exposed to all strands throughout the school year. Children receiving supplementary teaching from the learning
• Textbooks and workbooks are there to reinforce and consolidate concepts learned through active learning strategies.
• Each teacher has assessed the textbooks in use in their own classroom to ensure that they are in line with content objectives for that class level.
• There has been a considerable investment in concrete materials for use in the teaching of mathematics
• We are providing opportunities for all children from fourth to sixth class to use calculators, e.g. to check answers, to explore the number system, to remove computational barriers for weaker children and to focus on problem solving.
• We are ensuring that the number limits are being adhered to by including and circulating page 70 of Teacher Guidelines in Mathematics to each class teacher.(Appendix 6) however where the ability of the children allows we may go beyond the number limits.
• Real data collected in other areas of the curriculum is used where possible to make tallies and draw graphs and charts. Examples are the favourite fruits in our class, the length of various animals, the rainfall in a week, the traffic passing our school, distances from school etc.
• Estimation skills can be one of the most difficult areas to cover well in the classroom context as children particularly younger ones tend to want to get a “right answer”. Involvement of parents is useful here where children can use skills learned in school when shopping, helping out at home or just in casual reading and conversation. Estimation can be seen to have real value in areas such as money, measuring and time and not just in number.
• We are attempting to raise the profile of mathematics in our school by developing a games press where teachers have access to mathematical games for use with their class. We are also on a trial basis developing A Shared Math’s Games Programme will be implemented in second class during the month of November.
• ‘Mata sa Rang’ is being implemented in first class as part of the learning support allocation for that class. Children are assessed at the beginning of the year and the programme is implemented until Christmas. Progress will be tested at the end of the implementation period.
• Mental maths has been allocated a 10 minute slot per day at all class levels encompassing activities such as target boards, number fans, counting sticks, online games, brain snack, oral problem solving challenges, loop cards etc.
Guided discussion and discussion skills
• Talk and discussion is of immense importance. Children are provided with the opportunity to explain how they got an answer. It is only through discussion that ideas are clarified and misconceptions are realized. Discussion takes place at whole class, group and pair work level.
Scaffolding
• The teacher actively models the language, materials and process to be used, particularly when talking through the problem
Integration
• Integration takes place in areas in other subjects where mathematical processes are appropriate and useful, e.g. gathering data in history and geography, measuring temperatures and creature sizes in science, shape and space in Art, chronological order of events in History, scale and measure in geography.
Linkage
• It is important to point out the links between various strands and strand units in Mathematics. Decimals play a big part in money, measurement, data etc. Fractions are used regularly in measurement, weight and capacity.
Mathematical language in context
• There is an agreed emphasis on the language of mathematics. For each class level we have a list of terminology and language that is to be taught at that level. (Appendix 1) The list has been discussed and referenced with the Curriculum for Mathematics.
• Mathematical language is reinforced with reference to the child’s environment both at home and in school.
• Common approaches and precise language have been agreed by The Staff at Scoil Naomh Áine. (Appendix 2)
Number facts
• The teaching staff of Scoil Naomh Áine have spent a considerable amount of time and discussed fully our approach to the learning and teaching of number facts in our school.
Tables
The Primary School Curriculum strongly advocates the use of a variety of strategies to effectively teach and learn tables; counting, using concrete manipulatives, discovering patterns and applying tables to real
According to the Primary School Curriculum, “All children gain from using strategies for number facts” (p26) Bearing in mind that strategies are an invaluable aid to memorization of number facts the following are strategies which will be adopted when learning tables in Scoil Naomh Áine.
ADDITION FACTS
Infant classes will concentrate on the story of numbers 1
Formal Tables
• Facts of 10: Children in First Class will review, consolidate and memorize the numbers that make 10.
• Doubles: i.e. 5+ 5 = 10, 2+2= 4
It is very important for children to know their doubles in order to allow work to be done on near doubles. It is also a good forerunner to multiplication and indeed is invaluable for work on halves and quarters.
• Near Doubles; This is any sum which is one away from being a double sum. 8+9, 4+3 etc.
• Adding 10: i.e. 10+6, 10+8 etc.
• Adding 9: The answer is one less than adding 10
• Children at all times should be made aware of the commutative property of addition. 3+6 = 6+3
Multiplication Facts
• Introduced as repeated addition. 5+5+5=15 or 3groups of 5 is 15
• Skip Counting: Done concretely on hundred square before moving towards oral work. Using fingers to skip count is also very effective until facts are memorized.
• Commutative property: 4x6 =6x4
• Doubles; Doubles in the multiplication tables means 2x2, 6x6 etc.
• Addition doubles are really 2 times tables 4+4 =2x4 Double the 2 times tables answers is the 4 times. 2x4=8 so 4x4 is double that which 16.
• X2, x4, x8 times tables are grouped together. X3, x6, x9 go together as do x5,x10.
• X10 simply adds a zero 9x10 =90 etc.
• One set more /less best example is know five times tables and introduce 6 times as one set more than five i.e. 5timmes 8 is 40 so 6 times 8 is 40 +8
• There are a number of interesting things to note about the 9 times tables
The 9s Finger Trick
• Use fingers to teach 9 times tables. Children place both hands on the table in front of them. Counting from the left, pick the multiple of nine you want to get the answer for (e.g. 7 x 9) and curl that finger under. The fingers to the left of that finger are tens, hence 6 tens (60) and the fingers to the right of the curled finger are units, hence three units. The answer to seven nines is therefore 63. Children love this
• b) Another nine ‘trick’ Note that when the digits in the answers to the 9 times tables are added they will add to 9, e.g. 9 x 4 = 36; if you add the digits in the answer 3 + 6 = 9; similarly for all the others. This works for nines only.
Division is the inverse of multiplication.
Division is repeated subtraction or sharing equally.
Relationship between division and fractions.
Active learning and guided discovery
• There are agreed strategies for
o Addition – numbers can be added in any order, looking for doubles, near doubles and numbers that make 10.
o Subtraction 
o Multiplication 
o Division 
o Adding fractions: Find a common denominator, add whole numbers, add fractions and convert improper fractions to mixed numbers.
o Subtracting fractions: Find a common denominator, rename the whole number as fractions where necessary, subtract.
o Adding time: Keep hours and minutes separate, add minutes, add hours, convert minutes to hours and minutes. Add hours together.
o Subtracting time: Where necessary rename 1 hour as 60 minutes and add to the minutes. Subtract minutes from minutes and hours from hours.
Collaborative and co
• Opportunities will regularly arise to involve children in group work and paired work. Collecting and representing data, measuring length, capacity, and weight as well as problem solving all provide ideal opportunities to do this. Incidental opportunities for peer tutoring may be used where those who have grasped a topic work with their peers to find the answer as well as paired games and maths trails can all involve children working together.
Problem
• Problem solving involves all strands and will encompass the following: word problems, practical tasks, open ended investigations, puzzles, games, projects and trails.
• Informal strategies are used in the junior class and from third class upwards the following strategy is used when doing word problems:
RUDE – Read, Underline, Draw, Estimate
• Problems should be accessible and realistic for children. The use of real life situations is recommended as is the use of calculators for working with larger numbers in the senior classes especially.
• Children from Infants to Sixth class including those with special needs, should have the opportunity to experience problem
• Use of oral problems and discussion
• A modeled approach will be used especially for the teaching of word problems whereby the teacher will model how to use the RUDE strategy and both teacher and pupils will explain how they got their answers. Incorporation of estimation in all of these.
Using the environment
• We use the school environment to provide opportunities for mathematical problem
• If and when mathematical trails are being developed within or outside of the school building, the school’s Health and Safety policy will be kept in mind at all times and children’s safety will be utmost in our minds.
• We will give children opportunities to present/display their mathematical work in the class/corridor/school web site. This will be particularly appropriate in areas such as shape and space, pattern and measurement.
Skills through content
See Teacher Guidelines: Mathematics pp. 68
o Applying and problem solving, e.g. selecting appropriate materials and processes in science
o Communicating and expressing, e.g. discussing and explaining the processes used to map an area in geography
o Integrating and connecting, e.g. recognizing mathematics in the environment
o Reasoning, e.g. exploring and investigating patterns and relationships in music
o Implementing, e.g. using mathematics as an everyday life skill
o Understanding and recalling, e.g. understanding and recalling terminology, facts, definitions, and formulae
• The use of mental maths is encouraged in all classes daily. This involves tables games, dice games and strategies for mental computation, number sticks and number fans.
Presentation of work
• Numerals are handwriting ones as opposed to printed numerals found in books.
• Care is taken to teach pencil grip, starting point of numeral, air tracing numeral before finally practicing on paper. Rhymes such as neck, tummy, put his hat on for numeral 5.
• Written work is to be done in pencil. Each child has a copy specifically for mathematics. There is no specific rough work column i.e. all calculations are to be done in copy and recorded.
• Squared maths copies are used at most class levels. Junior infants 20mm, Senior infants/1st /second class 10mm, 3rd to 5th classes 7mm.
• When appropriate we will provide a variety of options for recording work, e.g. drawing a picture to show the result; using ICT; using concrete materials to demonstrate how the result was obtained; using a diagram; telling/explaining.
3. Assessment and record keeping
• A broad range of assessment tools are being used:
o Teacher observation
o Teacher
o Work samples and projects
o Self assessment strategies
o Curriculum profiles (These are maintained by each individual teacher and recorded in a way which is preferred by that teacher)
o Mata sa Rang test in 1st class
o Standardised tests. The Sigma
• Error analysis. Analysis of children’s tests/work can indicate a prior difficulty which in turn can be addressed. Analysis of standardized tests on a class by class basis leads to understanding of the strengths /weaknesses of a particular class. It also leads to more informed teaching in the areas where there are difficulties.
• Parents are informed if/when a particular child has major difficulty in a specific mathematical area and advice is given on how best to assist the child.
• Assessment records will be passed from teacher to teacher as a class progresses through the school.
• Records of standardised tests are held in the filing cabinet in resource room. A soft copy of results also exists on computer in resource room and are accessible on Databiz. Results are input using the Sigma T disk which are analysed and identifies weak and strong strands and skills. Results are also input onto an excel file to compare results from year to year in comparison to the bell curve.
4. Children with different needs
Children with learning difficulties
• Children with special needs are provided with access to all strands of the mathematics curriculum.
• A differentiated programme to cater for children with learning difficulties is provided where necessary.
• Supplementary teaching for children with learning difficulties in mathematics is dependent on the teaching resources available in any given year. Where feasible support will take the form of teachers working in class with the class teacher during Mathematics class. Difficulties can also be addressed in small groups in the LSRT Room.
• The class teacher will collaborate with the LSRT teacher, where necessary, to ensure that the individuals needs are being met.
• ICT is used to support teaching and learning for children with special needs. The internet has a wide variety and range of activities which are fun and engaging and also provide much needed practice on and repetition of various concepts. The school also has games such as Number Shark which are useful. Ipods are timetabled for all class levels twice per week and a variety of maths Apps are available. An Ipad is available in the LSRT room for children with SEN.
• Children may use multiplication square, calculators, skip counting, hundred square, number lines, fraction walls and other concrete materials to support their learning.
Children with exceptional ability
• The staff at Scoil Naomh Áine will provide a variety of challenges for children of exceptional ability. The following are some strategies which can be used depending on the child’s ability, age and preferences;
o Extra work linked to the concept being dealt with in class.
o Use of ICT, computer games, on line resources and interactive whiteboard.
o Integrated projects based on concepts of interest.
o Peer tutoring and Cairde system.
o Use of logic games and activities such as Sudoku
o Additional support materials such as Prim ed books for early finishers
o Other ideas include construction tasks, self
• Teachers are available to meet with parents both formally and informally to discuss progress and strategies.
5. Equality of participation and access
• Equal opportunities are given to boys and girls to participate in discussions, use of manipulatives, presentations and all mathematical activities.
• All children have access to services, facilities, and amenities in the school environment.
• Children experiencing any form of disadvantage or disability will be given opportunities to work with and use more concrete materials. They will also if necessary get more one to one time with the LSRT teacher and the class teacher where possible.
• In a case where a family has literacy problems or for whom English is not the first language allowances will have to be made particularly with home work in the junior classes where parental involvement is limited. One to one work with the LSRT teacher may be provided. It is also important that as far as possible the work for home should be very well within the child’s grasp.
6. Timetabling
The revised time allocation for Mathematics is as follows:
• Three hours and twenty five minutes for Infant classes
• Four hours and ten minutes for first to sixth classes.
• Mental maths is done for 10 minutes every day
• Resource/Learning support teaching for mathematics is provided within the classroom, in so far as possible, during the time allocated to mainstream mathematics lessons.
• An integrated approach to mathematics will occur across the curriculum in areas such as science, geography, PE etc.
• Discretionary time will occasionally be used for math’s games and activities.
7. Homework
• The purpose of assigning mathematics homework is to consolidate work already carried out in class.
• Mathematics homework is sometimes an opportunity to explore and get actively involved with concepts learned in the school environment e.g. measuring things in the house, collecting data from the home environment, observing and recording weight and capacity at home.
• If a child experiences difficulty with homework assigned then the teacher will take all necessary steps to combat this difficulty.
• Homework will be corrected in class groups or by the teacher.
• Collaboration between learning support/ resource and class teachers is necessary to ensure that no child gets two sets of mathematics homework.
• The amount and type of homework will vary depending on the child’s ability.
• All other aspects of homework are dealt with in our homework policy.
8. Resources
Equipment: The school made a significant investment in 2010 in upgrading its mathematics resources. Teachers were consulted and resources deemed desirable for each class level were bought. Resources used regularly by a teacher are stored in their classroom while general resources are stored centrally. A list of all resources can be found in Appendix 5.
Textbooks: Each published mathematics scheme has varying suitability at different class levels. Each teacher has assessed the various schemes and found those most suited to their method of teaching and the class being taught. Each teacher is also aware of the limitations of the text adopted and compensates for this. Planet Maths by Folens are the texts used at present throughout the school . This arrangement can change over time.
Supplementary materials: Interactive whiteboards are installed in each classroom. These have a wealth of mathematics activities, games and tools which are used in teaching mathematics in each class. Each classroom also has internet access both on the interactive boards and on computers in each room. Various internet games and sites provide a wealth of ideas and practice in a fun and engaging way for the concepts being developed.
ICT
• There are some DVDs currently available for the Junior Infants to support the various strands/strand units in mathematics. These are stored centrally and easily accessible.
• School personnel are encouraged to research new software, on line tools and Apps, assess it and decide in consultation with the Principal on purchasing it if funds allow.
• As already stated each classroom has internet access both on the interactive boards and on computers in each room. Various internet games and sites provide a wealth of ideas and practice in a fun and engaging way for the concepts being developed.
• Use of the internet is governed by our Internet Policy.
• Ipods: There are 32 ipods available in the school for all classes on a timetabled basis. One Ipad is also in the LSRT room.
• Calculators: Children in the Senior classes purchase calculators for their own use.
9. Individual teachers’ planning and reporting
Each teacher in Scoil Naomh Áine is expected to plan fortnightly for mathematics. Each teacher follows the common school template for planning. There is a link between individual mathematics plans and the whole school mathematics plan. Individual teacher planning will reflect the aims and objectives laid out in this plan (i.e. methodologies used) and ensure continuity and progression throughout the school. Differentiation by outcomes, tasks, support etc are recorded in Individual teachers plans to accommodate children of the various abilities.
Teachers are also expected to report monthly (Cúntas Miosiúl) on the progress made on the mathematical programme.
10. Staff development
o Mathematics courses being run by local Education Centres or other agencies will be posted in the staff room.
o We have in the past made use of the support services and would avail of any school visits available in regards to mathematics.
o SSE: From September 2014 maths is the main focus of our SSE. The School self evaluation process has begun and the SSE school report has been prepared and the School Improvement plan will be devised during the school year 2014/2015 and will address areas of concern in the school. Mathematics will be included on the agenda for staff meetings on a regular basis during the three years of the implementation of the SIP for maths.
11. Parental involvement – home school links
• We endeavour to involve parents and make parents aware of the content of the mathematics programme and the approaches/methodologies used in this school. Parents are informed of the rationale behind the following:
• Early mathematical activities 
• Methodology for subtraction 
• Learning number facts at all levels 
• The methods used in number formation at infant level
• Our problem
• How we use mental mathematics and estimation
• The rationale for playing mathematical games in class
• These concepts are also explained to parents during a meeting for parents of the Infant classes. Information regarding language and concepts of mathematics is also circulated and explained to the parents of all classes during information meetings held in the first term of each year. The NCCA document on Numeracy and Maths is distributed to the parents of Junior Infants to Second class at the information meetings.
• Parents can support the teaching and learning of mathematics in our school by taking part in a paired mathematics games programme which will take place in November.
• We have an open door policy when it comes to accessing teacher time in Scoil Naomh Áine. Parents can speak with any teacher before or after school time for brief meetings and can set up an appointment, at a mutually suitable time, for more detailed meetings. Teacher time is also accessed by parents at annual parent teacher meetings and at scheduled times during the year as the need arises.
Success criteria
• We will know that the plan has been implemented if:
o Teachers’ preparation is based on this plan
o Procedures outlined in this plan are consistently followed
o There is a seamless transition for pupils between teachers and classes
o The profile of mathematics has been enhanced
o The curriculum content and methodologies are being adopted throughout the school.
• We know that the plan has achieved its aims through:
o Feedback from teachers/parents/parents association/pupils/community
o Inspectors’ suggestions/report
o Feedback from second level schools
o Analysis of standardised test results
• We will know the plan has enhanced pupil learning if:
o Each child has reached his/her potential
o Children enjoy mathematics
o Children leave our school equipped to deal with mathematics in everyday life.
Implementation
(a) Roles and Responsibilities
All teachers are responsible for developing supporting and aiding implementation of the plan. A maths team has been set up (comprising Principal, Karen Murphy, Sinead Goggin and Kay Grace) to encourage and promote maths and the implementation of the plan in the school. The plan will be monitored and evaluated by all staff. Feedback from staff/pupils/parents will feed into this evaluation.
(b) Timeframe
This plan will be implemented following consultation with the Parents Association
and ratification from the BoM during term 1 of the school year 2014/2015.
Review
(a)Roles and responsibilities and timeframe for review
This Whole School Mathematics Plan was revised and updated during the summer course in July 2014. It will be necessary to review this plan on a regular basis to ensure optimum implementation of the mathematics curriculum in the school and to take account of any changes as a result of School Self Evaluation in Maths . Regular feedback at staff meetings together with changes in best practise will lead to the need for change. A further review of this Maths Plan will be carried out during the school year 2016/2017.
Those involved in the review may include any of the following
o Teachers
o Pupils
o Parents
o Inspector/s
o Board of management/DES
APPENDIX 1 
Junior Infants
Long/short, longer/shorter
More than/less than/ same as
First/last
Over, under, up, down, on, beside, in
Shape
Square, circle, triangle, rectangle
Roll/ do not roll
Fit/ do not fit
Round/not round, thick, thin
Long/short, tall/short, wide/narrow, longer, shorter, wider than
Heavy/light, heavier/ lighter, balance, weigh
Full/nearly full/empty/holds more /holds less/ holds as much as
Morning/evening, night/day, lunchtime, bedtime, early/late, days of the week, schooldays, weekends
Buy, sell, spend, coins pence, how much? cent
Enough/more/as many as/less
Senior Infants
As Junior Infants plus:
Ordinal number – first, second, third, last
Above, below, near, far, right, left
Cube, cuboid, sphere, cylinder
Edge, corner, face, straight, curved, round, flat, side, corner
As long as/as wide as/longest/shortest
Yesterday/today/tomorrow/seasons/soon/not yet/birthday
Cost, price, cheap/expensive, change, too much/too little
Cost, price, cheap/expensive, change, too much/too little
Pictogram
sets
1st Class
As Senior Infants plus:
Between, underneath, on top of, around, through, left, right
Square, rectangle, triangle, circle, semicircle
Half
Cube, cuboid, cylinder, sphere
Length, width, height, measure, nearly a metre, a bit more than/a bit less than a metre
Heavy, heavier, heaviest, light, lighter, lightest, balance
Pour, fill, full, empty, holds more, less or the same amount as
Reading day, date and month using calendar
Hour, half hour
Metre, litre, kilogram
2nd Class
As 1st class plus:
Quarter
Cone, oval
Metre, centimetre
Euro
Symmetry
Area
Digital clock/time
Block graph
Corners
3rd Class
As 2nd class plus:
Regular/irregular shapes
Sphere, triangular sphere, prism, pyramid
Sides, angles, parallel and non
Tessellate
Nets
Symmetry
Vertical, horizontal and parallel lines
Clockwise/anti
Gramm, kilogram
Possible, impossible, might, certain, not sure
Roll, toss, spin, chance, random
Tenths
Minute
Equivalent
Bar chart
4th Class
As 3rd class plus:
Equilateral, isosceles, scalene triangle, parallelogram, rhombus, pentagon, octagon
Diagonal
Oblique, perpendicular lines
Acute, obtuse and right angles
Perimeter
Hundredths
Chance, likely, unlikely, never, definitely
Bar line graph
scale
5th Class
As 4th class plus:
Thousandths
Prime and composite numbers
Square and rectangular numbers
Factors, multiples
Positive and negative numbers
Equations
Quadrilaterals
Diameter, radius, chord, circumference, arc, sector, tangent
Tetrahedron
Vertices
Reflex angle, degrees
Millimetre
Square metres/centimetres
Millilitres
Pie chart, multiple bar chart
Statistics
likelihood
rotation
6th Class
As 5th class plus:
Square roots
Quotients
Octahedron
Scale
Ares/hectares
Trend graph

Appendix 2 
Language of mathematics is unified throughout the school and continuity is evident from Junior Infants to 6th Class.
Junior and Senior Infants:
+ And*, Plus, Count on

= Makes, Equals, Are left, Is the same as
1st and 2nd classes
+ Add (Adding)

= is
3rd and 4th classes
+ Addition, Sum of

x Introduce groups of, Multiply*, Times
'/. Each Share equally, Divide into equal groups, Divide by*, Into
= altogether
5th and 6th classes
+ Sum of, Increase

x Product
'/. Quotient
*Words on which all related concepts are based.
Language used for tables
5x2=10 Five multiplied by two equals ten (introduced in 3rd)
3x2=6 Three twos are six
10 2=5 Ten divided by two is five
1+2 =3 One plus two equals three (first class) or
One and two is three
3
Milestones In Tables
• The vast majority of children should know addition and subtraction facts with instant recall by the end of Second Class.
• The vast majority of children should know multiplication and division facts with instant recall by the end of Fourth Class.
Regrouping
123

1) 3 take away five you can not
2) Regroup as one ten and thirteen units
3) Take away

Appendix 3 
Objective is to play maths games at home with parent/guardian or family members.
Games consist of:
Dice games to practise basic addition.
Logic games
Spatial awareness – tangrams
Ideas for card games
Second Class involved for now.
5 weeks starting after Halloween break.
Different set of games each week.
Fun and enjoyment.
Not Homework and would encourage not to do at homework time but as relaxation.
Get games on Monday and bring back on Friday.
Organisation
5 sets of games. Each set has seven identical folders.
Folder 1
Games : Put Down
Cover Up Kiwi (2 boards)
Instructions for Cover Up Kiwi
Dice x2 and 20 counters
Folder 2
Games : Cross Nim
Gold Mine
Instructions for Gold Mine
1 dice (9,10,11), 15 counters, 20 pieces of treasure
Folder 3
Games: Skittles/Jump Me
Fishin for Addition
Instructions for Fishin for Addition + instructions for Jump Me
1xdice 20 lollipop sticks and 50 counters
Folder 4
Games: Cover Up
High Flying Maths Facts (12 kites and 36 bows)
Instructions for High Flying Maths
Dice x2 24 counters.
Folder 5
Games: 4 in a Row
Sheets of large tangram puzzles
Sheet of small tangram puzzles
I set of tangrams (7 pieces)
Dice x2 20 counters.(10 of each colour)

Appendix 4 
Infant classes
Skills development
Skills • Applying and problem
• Communicating and expressing
• Integrating and connecting
• Reasoning
• Implementing
• Understanding and recalling
Strand Early mathematical activities
Strand unit
• Classifying
• Matching
• Comparing
• Ordering
Strand Number
Strand unit
• Counting
• Comparing and ordering
• Analysis of number
Combining
Partitioning
Numeration
Strand Algebra
Strand unit • Extending patterns
StrandShape and space
Strand unit
• Spatial awareness
• 3
• 2
StrandMeasures
Strand unit
• Length
• Weight
• Capacity
• Time
• Money
StrandData
Strand unit
• Recognising and interpreting data
Overview of Mathematics Curriculum: First and Second Classes
Skills development
Skills
• Applying and problem
• Communicating and expressing
• Integrating and connecting
• Reasoning
• Implementing
• Understanding and recalling
Strand:Number
Strand unit
• Counting and numeration
• Comparing and ordering
• Place value
• Operations
Addition
Subtraction
• Fractions
Strand:Algebra
Strand units • Extending and using patterns
Strand:Shape and space
Strand unit
• Spatial awareness
• 2
• 3
• Symmetry
• Angles
Strand:Measures
Strand units
• Length
• Area
• Weight
• Capacity
• Time
• Money
Strand: Data
Strand units
• Representing and interpreting data
Overview of Mathematics Curriculum: Third and Fourth classes
Skills development
Skills • Applying and problem
• Communicating and expressing
• Integrating and connecting
• Reasoning
• Implementing
• Understanding and recalling
Strand: Number
Strand units:
• Place value
• Operations
Addition and subtraction
Multiplication
Division
• Fractions
• Decimals
Strand: Algebra
Strand units:
• Number patterns and sequences
• Number sentences
Strand: Shape and space
Strand units:
• 2
• 3
• Symmetry
• Lines and angles
Strand: Measures
Strand units:
• Length
• Area
• Weight
• Capacity
• Time
• Money
Strand: Data
Strand units:
• Representing and interpreting data
• Chance
Overview of Mathematics Curriculum: Fifth and Sixth classes
Skills development
Skills
• Applying and problem
• Communicating and expressing
• Integrating and connecting
• Reasoning
• Implementing
• Understanding and recalling
Strand: Number
Strand units:
• Place value
• Operations
• Fractions
• Decimals and percentages
• Number theory
Strand: Algebra
Strand units:
• Directed numbers
• Rules and properties
• Variables
• Equations
Strand: Shape and space
Strand units:
• 2
• 3
• Lines and angles
Strand: Measures
Strand units:
• Length
• Area
• Weight
• Capacity
• Time
• Money
Strand: Data
Strand units:
• Representing and interpreting data
• Chance