Galbally National School
Maths Plan
Introduction
This policy was formulated by the staff of Galbally N.S. following an In-Service day in
December 2008.
It is reviewed annually at our September meeting and again in June when we look at text books.
The most recent review was January 2013 when we carried out our School Self Evaluation. We
decided to have a School Improvement Plan for Numeracy in Year 2 of our 3 Year Plan as
required by the Department of Education.
Rationale
It was decided to focus on this area for development
1) to benefit teaching and learning in our school
2) to conform to principles of learning outlined in the curriculum
3) to review the existing plan for maths.
Relationship to Characteristic Spirit of the School
C/F Mission Statement as regards the overall development of the child ensuring that it is child
centred.
It equips pupils for Maths in life as part of the holistic development of the child.
Aims
We endorse the aims of the Primary School Curriculum for mathematics
 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 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
Problem Solving
Each teacher displays the symbols of Maths appropriate to their class in a prominent position. It
is used in all math areas.
GRADED
Major Problem Solving strategy is used (i.e. one with Both) in all
classes (See Teacher Guidelines Pg.35).
FUN
A variety of Maths games e.g. teasers, puzzles, trails, quiz,
dominoes, monopoly.
I.C.T.
All classes have software suitable in particular Millies Maths House
and Treasure Seeker, Circus also Interactive Whiteboards are
available.
LOGIC PROBLEMS If 4 months have 30 days, how many have 2? Etc.
METHODOLOGY
Individual, groups, pairs, pupil teacher. Concrete material
visualisation story process etc.
CALCULATORS’
Calculators will be allowed for solving as well as specific lessons
starting in 4th Class.
ASSESSMENT
Weekly tests and observation. Sigma T annually from 1st class
upwards.
PREPARED
A set time is allocated twice a week for specific problem.
ESTIMATION
Estimation is incorporated in all strands in the programme and
integrated through the curriculum.
AWARE OF
SPECIAL NEEDS
Through teacher observation we will observe continuously children
at risk also extra talented children. We will provide appropriate
extension work (I.T.) and parallel work from appropriate schemes to
consolidate concepts.
RAVECCC
Read – Attend to key words – Visualise – Estimate- Choose
Numbers – Calculate - Check
ROSE
Rose method – Read – Organise – Solve - Evaluate
Assessment standardised
 Class teacher administers Sigma T towards end of school year from 1st class upwards.
 Information is recorded and computerised.
 Information is given to next class teacher and is used as a diagnostic reference to establish
individual needs and if requested by parents/guardians is relayed to same. Parents of 2nd and
4th class receive standardised scores.
 Class assessment is teacher designed tests. These are recorded by the teacher for the teacher.
Strands
C.F. Curriculum. Each teacher is responsible for familiarising themselves with same. New
teachers or subs are encouraged to do likewise. School endorses the objectives as laid down by
new curriculum.
Special Needs
Pupils are identified using Sigma T. These are referred to Psychologists and if a report requests
children are placed in Special Needs Class (withdrawal). Resource Teacher follows language set
out in Maths plan. Extra Concrete activities are given by the Resource teacher. Social Maths is a
priority. Key objectives are Money, Time, Spatial awareness, use of Calculator Measurements.
Children with special needs have the opportunity to experience problem-solving activities by:
 Giving them oral problems
 Having them use objects to solve problem
 Using smaller numbers
 Using items in the environment eg how many beads can I hold in one hand – a little, a
lot, more than teacher.
Use of Environment.
Each teacher will actively link Maths to environment – measurement – money – shape and space
etc. It will be integrated with other areas. We incorporate this in our planning.
 Links to pupil environment (classroom, school, home, community/parish, etc.) for each
class/each strand
 Opportunities for bringing pupils out of the classroom are encouraged through Maths Trail,
PE and Measures
 Maths in the community is identified eg petrol, paint, carpenters, rain guage, count cars,
flooding. Tea, kettle, soft drinks
Fun
We raise the profile of mathematics as a subject to be enjoyed by all children through:
 ICT
 Card games
 Games
 Mental maths knockouts
 Mixed ability timed tests
 “Numero”
 Puzzles
 Maths Day – display of maths work in school/maths section in library
Text Books
When choosing textbooks we consider: Textbooks which adhere to curriculum objectives.
 A graded level of difficulty.
 Adequate tasks and questions to cope with each level of difficulty.
 Which are fun based.
 Sufficient revision material.
and will be attractive for pupils because of: Colour
 Clear layout
 Achievable tasks
 Variety
 Children experience a sense of achievement.
For parents
 Book is user friendly
 Children are seen to progress.
Homework
Amount will be consistent with home work policy in general.
It will involve rote learning of tables.
Exploratory work linked to environment will involve parents by using extra concrete examples.
Social maths tasks reinforced by parents.
Multi class Timetables
Time will be allocated in accordance with Curriculum guidelines. In some strands classes will
be combined.
Methodologies
Methodologies will be communicated to parents by sending a note with examples. In Galbally
NS we will use all active learning methodologies. We will use
 Estimation – estimation skills are being refined so in all classes are realistic and accurate
guesses are modelled and reinforced from Infants to 6th class.
 Discovery
 Experimental
 Groupings
 Use of environment
 Linking to life experience
 Speakers
 Resources
 (3 pronged approach, oral, experimental, teach, assess, teach, assess)
 ICT: resources, Number Shark, I love Maths, Maths Circus 1,2 and 3, Maths Castle,etc.
 Homework – to reinforce topics covered in course of day. Tables will be taught as far as 12.
Skills
Teachers make sure that skills are being actively developed through the content (See Teacher
Guidelines: Mathematics pp. 68-69) There is evidence to be seen that transfer of those skills
is taking place in other areas
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. recognising 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

All classes encourage the use of mental mathematics
Presentation of work
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
There is an agreed approach to numeral formation in the junior classes.
There is a whole-school approach to presentation of written work.
We 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.
Maths Language
We understand that the average and above average student will have few problems dealing with
a variety of methodologies and language, the weaker pupil will greatly benefit from a single,
whole-school approach to sums, language, tables and problems.
Addition
3 plus 2 = 5
3 and 2 = 5
Subtraction
8 take 5 = 3
Left to Right
Top down
Division
2 into 4 goes twice
start of 3rd
Multiplication
2x0=2
2x1=2
2x2=4
start in Term 3 –
2nd class
Agreed terms below for use in tables throughout the school
i.e. plus, minus, equals, multiplied, divided by, into, times, take away, subtract, and,
is, are, leaves, sets of, from.
Plus
And
Take
Into
1’s, 2’s, 3,s etc.
 Parents are asked to ensure children learn them.
 Practiced at home and at school. Application to number operations problem solving etc.
 Estimation used in various strands of Curriculum.
Table Book
Fallons – Revised Edition 2001
Tables will be taught by rote.
+ and – in 1st Class and 2nd Class
x and / in 2nd to end of 4th.
When teaching sevens’ tables we will use
7 x 1=
7 x 2=
7 x 3=
Addition
When teaching Addition we will use left to right orientation e.g. 5 + 6 = 13
We will use top-down e.g.
8
+3
Subtraction
When teaching Subtraction we will use top down e.g.
8
-3
Multiplication
When teaching Multiplication we will use left to right orientation
E.g. 6 x 3 =
6x4=
6x5=
Division
In Division we will use Middle left right e.g. 45/5 or 15
5
7(490
Decision: Into
Decomposition of Number/Borrowing & Paying Back:
Agree on a whole-school approach e.g. 3761
Decision:
-983
Decomposition
Language:
One take three I cannot do so I rename a ten. Cross off the 6 and make it a 5.
Now put the 10 over the 1 and it becomes 11. 11 take 3 = 8 and so on.
Teaching of Fractions:
Addition: ¾ + 2/4
Subtraction: 5/8 – 2/8
Multiplication: MultiplyTop by Top and cross cancel if possible
Division: Invert and Multiply
Calculator
Calculators are introduced in 4th class at the start of the year. Type selected is a simplified
calculator for national schools. They will be used in problem solving and in individual
calculator lessons also. They will be stored in class and children with special needs in particular
will use them. They will occasionally be used for homework and parents will be made aware of
this.
Exceptionally Able Pupils
We support these children in our classes through:
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ICT / Teacher designed worksheets
Parents
Web
Resources in the classroom-puzzle books, brain teasers, quizzes, problem solving books.
Lateral development
Challenges
DCU, addresses
Using their talent
Success Criteria
This plan will make a difference to the teaching and learning of mathematics in our school. We
will know that the plan has been implemented by:
 Teachers’ preparation based on this plan
 Procedures outlined in this plan are followed consistently.
 Teacher observation
 Teacher /Parent/Pupil feedback
 Feedback from secondary schools.
Roles and Responsibilities
Each teacher is responsible for implementation of curriculum guidelines set out. Principal is
responsible for overseeing implementation of new programme.
Timeframe for Review
September Staff Meeting 2013.
Responsibility for Review
The Principal
Ratification and Communication
Ratification by Board of Management at April meeting as part of School
Improvement Plan ratification.