Draft Primary Mathematics Curriculum

Primary
Mathematics
Curriculum
Draft specification
for consultation

March 2022

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 Draft Primary Mathematics Curriculum

Contents
1. Introduction (For consultation) 03 2. Rationale 09
Impetus for developments 03
The journey of development to date 03
Research base for developments 04
Overview of the new Primary Mathematics
Curriculum 05
Key components of the new Primary
Mathematics Curriculum 06
Navigating the Curriculum 08

4. Strands, Learning Outcome

3. Aims 11 Labels and Elements 15

6. The Primary Mathematics

5. Learning Outcomes 18 Curriculum in Practice 25
Fostering Productive Disposition 27
Emphasising Mathematical Modeling 29
Using Cognitively Challenging Tasks 31
Promoting Maths Talk 33
Using Formative Assessment 35

7. Primary Mathematics Toolkit 38 8. Glossary 40

9. References 42 10. Appendices 44

Appendix 1: Mathematical Concepts 44

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 Draft Primary Mathematics Curriculum

1. Introduction
Impetus for developments

The new Primary Mathematics Curriculum marks a significant landmark in the ongoing
development of the curriculum for primary schools. Since the implementation of the 1999 Primary
School Curriculum, reviews, evaluations and research have highlighted a number of strengths and
challenges. Findings have indicated the need for a new Primary Mathematics Curriculum which

• is coherent in terms of aims, goals (relating to both processes and content), and pedagogy;
particularly in acknowledging and building on the pedagogical emphases in Aisteae: the Early
Childhood Curriculum Framework (NCCA, 2009).

• foregrounds the processes of communicating, reasoning, argumentation, justifying,

generalising, representing, problem-solving, and connecting, as central to the mathematical
experiences of all children

• draws on current research in highlighting the principles and features of good mathematics
pedagogy, including overarching pedagogical practices (See Chapter 6) and the ways in which
they permeate learning activities

• supports teachers to design and develop rich and challenging mathematical tasks that are
appropriate to their children’s learning needs

• explicates the critical ideas in each of the content domains— Algebra, Data and Chance,
Measures, Number, and Shape and Space

• presents learning paths which indicate shifts in children’s mathematical learning and which
serve as reference points for preparation for teaching, learning and assessment

• promotes the principles of equity and access for all children, ensuring that supports enable
children with developmental challenges and those with exceptional talent, children in
culturally diverse contexts and children in disadvantaged circumstances to experience rich
and engaging mathematics.

The journey of development to date

It was initially planned that the Primary Mathematics Curriculum would be published in two
parts, the first publication being the specification for junior infants to second class, followed by
the specification for third to sixth class. The draft specification for junior infants to second class
was subject to a robust consultation in 2017/2018, with a report of the consultation findings
published (NCCA, 2018). In June 2018, a decision was made by the Minister for Education and
Skills to publish the new Primary Mathematics Curriculum as a full specification from junior
infants to sixth class. This decision was made following consideration of feedback from the system
with regards to the implementation of the Primary Language Curriculum/Curaclam Teanga na
Bunscoile in two phases.

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 Draft Primary Mathematics Curriculum

Since then, research and development work has continued on a full extended specification. A
number of changes and enhancements have been made to the initial draft of the curriculum, in
response to the findings from the consultation in 2017/2018. These include the repositioning of
the Progression Continua to the Primary Mathematics Toolkit; the addition of a new chapter ‘The
Primary Mathematics Curriculum in Practice’ (see Chapter 6); and the development of a set of
mathematical concepts to support teachers’ planning and preparation for working with Learning
Outcomes. NCCA has also developed an initial suite of ten Support Materials to attend the
curriculum specification for this second consultation.

Research base for developments

The research base for curriculum developments was constructed in two phases. In the first
phase, a systematic review of the literature was conducted, concentrating on teaching and
learning in respect of children aged three to eight years. This comprised an international audit of
mathematics curriculum policy (Burke, 2014); Research Report 17 (Dunphy et al., 2014) which
focused on definitions, theories, development and progression in primary mathematics; and
Research Report 18 (Dooley et al., 2014) which looked at pedagogy and learning more specifically.
A synthesis of this research base for curriculum development produced the background paper
and brief for development of the new Primary Mathematics Curriculum (NCCA, 2016). Following
the publication of the first draft specification of the Primary Mathematics Curriculum for
junior infants to second class (NCCA, 2017), a comprehensive phase of consultation took place
between October 2017 to March 2018, which provided an opportunity to conduct valuable
primary research at first hand on the draft new curriculum. Empirical data collected during, and
subsequently reported from, this consultation (NCCA, 2018) added strongly to the research base
for developments.

The second phase of research reports served to complement the existing research base by
focusing on the senior classes of primary school. A research addendum to Research Reports 17
and 18 was compiled (Dooley, 2019) which looked at broad teaching and learning considerations
for children in the upper years of primary school. This was further supplemented with five short
research papers which examined core mathematical concepts, skills and processes with which
children engage across the five mathematical domains (Delaney, 2020; Leavy, 2020; Nic Mhuirí,
2020a, 2020b; Twohill, 2020).

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 Draft Primary Mathematics Curriculum

Overview of the new Primary Mathematics Curriculum

Figure 1: Curriculum and Toolkit

The new Primary Mathematics Curriculum is accompanied by the Primary Mathematics

Toolkit.

Contents of the new Primary Mathematics Curriculum

Rationale, The Primary

Aims, Strands Learning Mathematics
& Elements Outcomes Curriculum
in Practice

Figure 2: Overview of components of the Primary Mathematics Curriculum

Contents of the new Primary Mathematics Toolkit

Examples
Mathematical Progression Support of Children’s
Concepts Continua Materials Learning

Figure 3: Overview of components of the Primary Mathematics Toolkit

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 Draft Primary Mathematics Curriculum

Key components of the new Primary Mathematics Curriculum

Strands

The Strands represent the main areas or domains of learning in mathematics. The Primary
Mathematics Curriculum has five Strands: Algebra, Data and Chance, Measures, Number, Shape
and Space. The Strands are not discrete domains of learning; rather, it is important that teachers
understand and plan for the interconnected nature of the Strands so as to support children to
make sense of their learning.

Learning Outcome Labels

The strands are divided into Learning Outcome Labels, which give additional structure to the
Curriculum. There are 15 Learning Outcome Labels in total. Each Learning Outcome Label
contains a set of Learning Outcomes.

Elements

Elements describe essential mathematical learning in terms of the processes that are central to
this learning. Children develop their mathematical proficiency through engaging with processes
such as connecting, communicating, reasoning, argumentation, justifying, representing, problem-
solving and generalising. In the new Primary Mathematics Curriculum, for ease of reference, there
are four Elements—Understanding and Connecting; Communicating; Reasoning; Applying and
Problem Solving.

Learning Outcomes

Learning Outcomes describe the expected mathematical learning and development for children
at the end of a two-year period, when due account is taken of individual abilities and varying
circumstances. Learning Outcomes are an important reference point for planning and preparing
for teaching and learning; and for assessment of mathematical learning in the classroom. It is
intended that the Learning Outcomes help teachers to

• prepare for, teach and reflect on their use of appropriate methods for teaching and learning
mathematical ideas

• focus the use of assessment to gather evidence of children’s learning and understanding,
thereby enabling teachers to adapt their teaching and respond appropriately to children’s
learning

• provide focused feedback to children and parents/ guardians.

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 Draft Primary Mathematics Curriculum

Figure 4: Using learning outcomes to build rich learning experiences in the classroom

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 Draft Primary Mathematics Curriculum

Navigating the Curriculum

The opening sections of the Primary Mathematics Curriculum present the Rationale, Aims, Strands
and Elements, and Learning Outcomes. The curriculum also provides guidance on the curriculum
in practice, and the use of the Primary Mathematics Toolkit in planning and preparing for rich
learning experiences. A glossary of terms and appendices are also provided.

In using the Curriculum, teachers should determine the Learning Outcome(s) that is(are)
appropriate for the children in the classroom. This will help orientate planning and preparation for
teaching, learning and assessment around key ideas in mathematics.

To support teachers to make decisions about the kind of learning experiences that will be most
appropriate, the following supports are available

• Chapter 6 ‘The Primary Mathematics Curriculum in Practice’ which outlines key pedagogical
practices to develop mathematical proficiency

• The Primary Mathematics Toolkit. Supports include

• Mathematical Concepts which describe essential ideas that underpin each of the Learning
Outcomes across the four stages.

• Progression Continua which suggest a trajectory of rich learning experiences that offer
a practical support to progress children’s thinking, skills and understanding on their
mathematical learning journey.

• Support Materials for teachers which offer subject matter-related and pedagogical
content knowledge-related supports, resources and reference material.

• Examples of Children’s Learning which demonstrate what rich mathematical learning

experiences may look like.1

Beyond the curriculum, there are a number of resources and opportunities that teachers may
wish to avail of in supporting their enactment of the new Primary Mathematics Curriculum. These
might include research articles, online resources, reflective and collaborative opportunities and
professional development.

Examples of Children’s Learning will be made available to schools following the final publication of the specification.
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 Draft Primary Mathematics Curriculum

2. Rationale
The rationale for the new Primary Mathematics Curriculum addresses the importance of mathematics
in children’s lives. It describes mathematics in the context of children’s learning and development and
what this means in terms of provision of education to children in the primary school.

Primary Mathematics

Mathematics is the study of the relationships, connections and patterns that surround us and is thus
intrinsic to our concept of the world. Mathematics greatly enhances our capacity to understand and
engage fully with the world around us. A child’s mathematical journey begins from birth and the draft
Primary Mathematics Curriculum acknowledges the learning journeys all children are on. From birth,
children learn mathematics through their interactions and experiences at home, in early childhood
settings and into primary and post-primary school.

EARLY
CHILDHOOD PRIMARY POST PRIMARY

Figure 5: Learning journey in Mathematics

Every child is a mathematician

Every child has an innate, intuitive and instinctive sense of mathematics. Every child is capable of
engaging with mathematical concepts and ideas from birth, and deepening and developing their
learning over time.

Primary mathematics education should evoke children’s innate ability to think and communicate
mathematically, to solve problems and to make sense of the world using mathematics. Children
should be encouraged to have a positive disposition to mathematics and to develop their
mathematical understanding, language, communication skills, perseverance and resilience,
interactions and expressions. Enabling children as mathematicians lays the foundations for
children to become confident and life-long learners.

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 Draft Primary Mathematics Curriculum

Mathematics is both a human and social phenomenon

Mathematics learning is dependent on social and cultural experiences as well as on children’s

educational experiences in school.

Primary mathematics education should provide children with learning experiences that give rise
to mathematical thinking, such as modeling, thinking aloud and ‘Maths Talk’. It should also provide
opportunities for children to collaborate, communicate mathematical thinking, and express their
understanding in multiple ways and in various contexts.

Mathematics is a tool that helps us to make sense of our world

Mathematics is used to think about, see and organise our everyday lives and the world.

Primary mathematics education should enable children to communicate and solve real world
problems in mathematical terms. It is also essential to support children to develop the language of
mathematics. Thus, mathematical thinking should be promoted and ‘Math Talk’ should be integral
to the teaching and learning process.

Mathematics is beautiful and worthy of pursuit in its own right

Through playful, creative and engaging learning opportunities, children can experience the beauty
and power of mathematics. It is important that children have the opportunity to engage with
mathematics as a discipline in its own right and to explore its many intriguing aspects.

Primary mathematics education should foster a love of mathematics. It should provide children
with the opportunity to explore, discover and refine their ideas. Children should also be supported
to think critically and flexibly, and to be creative and innovative in their approach to learning
mathematics.

Mathematics is everywhere and for everyone

Mathematics is a human activity that develops in response to everyday problems and interactions.

Primary mathematics education should provide children with opportunities to engage with deep,
meaningful and challenging mathematics in educational settings, including social and familial
settings. Such engagement will result in children co-constructing knowledge and skills as they
interact and collaborate to solve complex and real problems.

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 Draft Primary Mathematics Curriculum

3. Aims
The over-arching aim of the Primary Mathematics Curriculum is the development of mathematical
proficiency. Mathematical proficiency encompasses conceptual understanding, procedural fluency,
adaptive reasoning, strategic competence, and productive disposition (see Figure 6 below).
Critically, all five aspects are interwoven and interdependent. As children develop proficiency
in one aspect, there are developments in other aspects too. Mathematical proficiency becomes
progressively more developed in children as their mathematical experiences become increasingly
sophisticated and as they are exposed to good pedagogy. The curriculum supports teaching,
learning and assessment that is congruent with this aim.

Adaptive
Reasoning

Strategic Productive
Competence Disposition

Procedural Conceptual
Fluency Understanding
CY
MA

EN
TH

EM C I
AT F I
I CA L P R O
Figure 6: Five aspects of Mathematical Proficiency

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 Draft Primary Mathematics Curriculum

Conceptual Understanding

The curriculum aims to help children to understand why mathematics ideas are important
and the different ways they can use and apply these ideas.

The curriculum aims to help children build on what they already know and to connect this
with their new learning. This should make it easier for children to use their learning in
different ways for different situations.

As well as supporting children to use mathematics in different ways, teachers should

support children to represent how they understand mathematics in lots of different ways,
such as using pictures or objects or by modelling, explaining and demonstrating it for their
classmates. Having the opportunity to explore maths with others provides children with
the opportunity to share and connect what they have learned, how they learned, and the
different ways their learning can be useful.

C hi
l
t

d
n
a re When I understand ‘what’ I am doing;
‘how’ I am doing it and; ‘why’ I am doing
P

it, it makes my learning more real for me.

We can build our
understanding by
connecting different
ideas and looking at what
is similar or different about
them and showing them
in different ways.
Teacher

The more connections

we can make, the more
maths will make sense
to us. When we describe
our thinking and share
our different ideas,
it makes our
learning stronger.

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 Draft Primary Mathematics Curriculum

Chef Teacher
Parent
With steady effort,
Maths helps me
Maths tells me everyone can be
cook healthy meals.
when school is successful in maths….

Children
over and it’s time And the effort We use maths
to pick you up. really pays off! every day, we
couldn’t manage
without it!
Productive Disposition

The curriculum aims to encourage children to be

confident in their knowledge and ability. It supports them
to see that with the appropriate experience and steady Children
effort, mathematics is practical and can be understood.

We are all
Engineer
With lots of opportunities to make sense of
mathematicians.
mathematics, to recognise the benefits of perseverance
Maths helps me
and to experience success in their learning, children
design and build
should see that mathematics is really useful, engaging machines, engines
and motivating, and they should enjoy sharing their and roads.
mathematical ideas with friends, family, teachers
and others.

…and to show
Child

the different
ways that
problems might Adaptive Reasoning
be solved.
The curriculum aims to support children’s
capacity for logical thought, reflection,

That’s why we need explanation, and justification. Through

opportunities to organise and collaboration and a talk-friendly environment,
share our thoughts, and to teachers should enable children to reflect and
see what others think so that
we can refine and make our navigate through the many concepts, solution
ideas even better. methods, facts, and procedures they encounter
so that they can see how mathematics fits
together and makes sense.
Teacher
Children should be encouraged to clarify and
determine the legitimacy of their reasoning
Child

We need to be able
by discussing concepts and procedures; by
to show that we
know what we are
Child representing problems, solutions and their
doing and why we …and to prove understanding of mathematics in multiple ways;
are doing it in that what we and by offering good reasons for the procedures
this way. worked out is right and strategies they employ.
or wrong.

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 Draft Primary Mathematics Curriculum

Teacher
Procedural Fluency
This will help
The curriculum aims to provide children with opportunities to create their us solve lots of
own informal strategies and to integrate new concepts and maths procedures different problems
that we will meet in
as they build on these strategies. It aims to support children to justify the
the real world.
use of commonly used mathematical procedures and informal strategies, and
through this, to strengthen their understanding and skills.

n t
re
Children should be encouraged to
a apply procedures accurately, efficiently
We need to know
P

and flexibly; to transfer procedures to

Different ways of doing lots of different
maths might include recalling different problems and contexts; to ways of doing
facts and definitions; build or modify procedures from other maths; and how and
devising clever plans to solve when they can be
procedures; and to recognise when
problems; choosing the best most useful to us.
methods to help solve them; one strategy or procedure is more
making good guesses and
Child
appropriate to apply than another.
calculating answers.

Strategic Competence

The curriculum aims to support children to become proficient

problem solvers. Children should have the opportunity to formulate In the real world, problems
mathematical problems, represent them, and solve them in a variety are rarely straightforward or
of ways. specific. To be able to solve
problems, and to make sense
of math problems in school
As well as needing a range of solution strategies, children should be and at home, we need to
facilitated in generating problem models where they first understand practice, practice, practice.
the problem or situation and its key features, and then framing or
representing the problem mathematically.
Teacher
Children should detect mathematical relationships and devise mental
representations of problems by building mental images of the essential
components of the problem (variables and relations) using a number of e r
tools such as numbers, concrete materials, manipulatives, symbols, a ch
Te

words or graphics.

Children should also be encouraged to demonstrate flexibility throughout Problem-solving is complex!

But remember, the more
the problem-solving process and broaden their knowledge through
practice we get to use our
solving meaningful, real-life problems and through creating or adjusting problem-solving skills, the
appropriate methods to fit the requirements of unfamiliar situations. better we will become in
solving problems quickly
and efficiently.
Child

That’s right, we need to be able to pose a

problem; make a plan; and then use familiar or
new strategies that will help us to solve it.

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 Draft Primary Mathematics Curriculum

4. Strands, Learning Outcome

Labels and Elements
Curriculum Strands

The Curriculum Strands comprise five domains or content areas of primary mathematics: Algebra;
Data and Chance; Measures; Number; Shape and Space.

Shape Representing Algebra

and Space
the five Strands

Number Data and

Chance

Measures

Figure 7: Representing the five Strands

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 Draft Primary Mathematics Curriculum

Strands Learning Outcome Labels

Algebra Patterns, Rules and Relationships

Expressions and Equations

Data and Chance Data

Chance

Measures Measuring
Time
Money

Number Uses of Number

Numeration and Counting
Place Value and Base Ten
Sets and Operations
Fractions

Shape and Space Spatial Awareness and Location

Shape
Transformation

Table 1: Overview of the Learning Outcome Labels

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 Draft Primary Mathematics Curriculum

Curriculum Elements

Children develop their mathematical proficiency through engaging with processes such as
connecting, communicating, reasoning, argumentation, justifying, representing, problem solving,
and generalising. These mathematical processes are categorised into four Elements: Understanding
and Connecting; Communicating; Reasoning; Applying and Problem solving.

Understanding Communicating
and Connecting

Applying and
Reasoning Problem-Solving

Figure 8: The elements of the Primary Mathematics Curriculum

Element 1: Understanding and Connecting

Children should make connections between related concepts and procedures—the ‘why’ and the
‘how’ of mathematics—and between new and prior knowledge, in order to make sense of what they
are learning. They should apply and connect their understanding to contexts within mathematics,
with other areas of learning, and with the real world.

Element 2: Communicating

Children should use appropriate means of communication and a variety of representations and
conventions to convey thinking, ideas, relationships and logical arguments. They should improve
and refine their thinking and communication through engaging in inquiry-based learning and social
learning environments.

Element 3: Reasoning

Children should develop and apply reasoning to make, assess and justify ideas and conjectures.
They should engage in logical thought and actions such as analysing, proving, inferring and
generalising. They should plan and construct solid arguments to justify their explanations, proofs
and decision making.

Element 4: Applying and Problem Solving

Children should investigate, develop, select, apply, interpret, model and compare a variety
of problem-solving situations and strategies as they explore mathematics and deepen their
mathematical understanding. They should apply their mathematical knowledge and skills in
flexible, efficient and creative ways to solve problems, conduct investigations and develop their
computational thinking.

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 Draft Primary Mathematics Curriculum

5. Learning Outcomes
Learning Outcomes are used to describe the expected mathematical learning and development for
all learners at the end of a two-year stage, when due account is taken of individual abilities and
varying circumstances. They articulate big mathematical ideas across each stage; and encompass
the knowledge, skills and dispositions that children should aim to demonstrate. Reflecting
Aistear’s principles and pedagogical approaches, the stem, ‘Through appropriately playful learning
experiences, children should be able to...’ is used to introduce Stage 1 Learning Outcomes, clearly
indicating a playful approach to teaching and learning in the early years of primary school. For
all other stages, the stem ‘Through appropriately engaging learning experiences, children should
be able to…’ is used. This stem indicates the importance of providing rich learning experiences
that reflect relevant pedagogical approaches as outlined in Chapter 6 ‘The Primary Mathematics
Curriculum in Practice’.

The curriculum recognises that children learn, and teachers teach, in a variety of contexts and so
teaching/learning journeys will be different in these contexts. Learning Outcomes, when shared
with children, can support them to hold clear expectations and to be active agents in their own
learning. Moreover, Learning Outcomes allow for teacher agency and flexibility in exercising
professional judgement and decision-making around planning, teaching and assessment for
individual contexts. A Learning Outcomes approach recognises that teachers are best placed
to determine the learning needs of the children in their class, what and how to teach using
appropriate pedagogical approaches as well as what and how to assess based on the intended
learning.

Learning Outcomes help teachers to

• prepare for, teach and reflect on their use of appropriate methods for teaching and learning
mathematical ideas

• focus the use of assessment to gather evidence of children’s learning and understanding,
thereby enabling teachers to adapt their teaching and respond appropriately to children’s
learning

• provide focused feedback to children and parents/ guardians.

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 Learning Outcomes for Algebra Strand
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)
Infants)
Patterns, Through appropriately Through appropriately Through appropriately engaging Through appropriately engaging
Rules and playful learning engaging learning experiences learning experiences children learning experiences children should
Relationships experiences children children should be able should be able to identify the be able to identify, explain and apply
should be able to to identify and express rules that govern patterns to generalisations, including properties of
explore, extend and relationships in patterns, generalise and make predictions. operations, mathematical models and
create patterns and including numerical and patterns.
Draft Primary Mathematics Curriculum

sequences. shape patterns. Through appropriately engaging

learning experiences children Through appropriately engaging learning
should be able to represent the experiences children should be able to
relationships between quantities. represent mathematical structures
in multiple ways, including verbal
expressions, diagrams, and symbolic
representations.

Expressions Through appropriately Through appropriately engaging Through appropriately engaging learning
and engaging learning learning experiences children experiences children should be able
Equations experiences children should be able to represent and to articulate, represent and solve
should be able to interpret express problems with unknown mathematical situations through the
the representative nature values in different ways to use of expressions and equations that
of symbols or pictures include the use of appropriate include letter-symbols.
in number sentences or letter-symbols or words.
expressions.

Mathematical processes, as described in the curriculum elements (See page 17), are critical for children’s learning experiences.
Draft Primary Mathematics Curriculum

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 Learning Outcomes for Data and Chance Strand
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)
Infants)
Data Through appropriately Through appropriately Through appropriately engaging Through appropriately engaging learning
playful learning engaging learning learning experiences children experiences children should be able
experiences children experiences children should should be able to pose questions to pose questions, collect, use and
should be able to be able to pose questions of interest and collect, display record data selectively to answer those
explore, interpret of interest, record and use and critically analyse data in questions.
and explain data in a data as evidence to answer a range of ways for a range of
Draft Primary Mathematics Curriculum

variety of ways for a those questions, and purposes, and communicate the Through appropriately engaging learning
range of purposes. communicate the findings. findings. experiences children should be able
to critically analyse and evaluate
findings and; communicate inferences,
conclusions and implications from the
findings.

Chance Through appropriately engaging Through appropriately engaging learning

learning experiences children experiences children should be able to use
should be able to describe and probability to make informed decisions
test predictability and (un) and predictions.
certainty in events.
Through appropriately engaging learning
experiences children should be able to
represent and express probability in
different forms.

Mathematical processes, as described in the curriculum elements (See page 17), are critical for children’s learning experiences.
Draft Primary Mathematics Curriculum

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 Learning Outcomes for Measures strand
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)
Measuring Through appropriately Through appropriately engaging Through appropriately engaging learning Through appropriately engaging
playful learning learning experiences children experiences children should be able to learning experiences children should
experiences children should be able to compare, compare, estimate and measure length, be able to determine and calculate
should be able to approximate and measure length, weight, capacity, area and volume using units of measurement in fractional
demonstrate an weight, capacity and area using appropriate instruments and record and and/ or decimal form to solve
awareness of measuring appropriate instruments and communicate appropriately. practical problems.
length, weight (mass), record using appropriate units of Through appropriately engaging learning Through appropriately engaging
Draft Primary Mathematics Curriculum

capacity and area and measurement. experiences children should be able to identify learning experiences children should
its purpose in comparing the relationship between equivalent units of be able to find, interpret and deduce
the attributes of objects. measurement, and rename measures using measures experimentally with
equivalent units. increasing precision.

Time Through appropriately Through appropriately engaging Through appropriately engaging learning Through appropriately engaging
playful learning learning experiences children experiences children should be able to learning experiences children should
experiences children should be able to understand how compare, approximate and measure time be able to solve and pose practical
should be able to develop time is measured, expressed and using appropriate units of measurement. tasks and problems involving the
a sense of time and its represented. Through appropriately engaging learning interpretation and calculation of
purpose. Through appropriately engaging experiences children should be able to time.
learning experiences children identify the relationship between different
should be able to explore units and representations of time.
equivalent expressions of time.
Money Through appropriately Through appropriately engaging Through appropriately engaging learning Through appropriately engaging
playful learning learning experiences children experiences children should be able to transfer learning experiences children
experiences children should be able to recognise the knowledge of the base ten system in number should be able to solve and pose
should be able to develop value of money and use euro and to monetary contexts, and use for purposes practical tasks to investigate and
awareness of money and cent in a range of meaningful of calculation. make informed judgements about
its purpose. contexts. transactions and financial plans.

Mathematical processes, as described in the curriculum elements (See page 17), are critical for children’s learning experiences.
Draft Primary Mathematics Curriculum

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 Learning Outcomes for Number strand
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)

Uses of Through appropriately playful learning

Number experiences children should be able to
develop an awareness that numbers have
a variety of uses.

Numeration Through appropriately playful learning Through appropriately engaging learning

and Counting experiences children should be able to experiences children should be able to
Draft Primary Mathematics Curriculum

develop an awareness that the purpose of demonstrate proficiency in using and

counting is to quantify. applying different counting strategies.

Through appropriately playful learning

experiences children should be able to use a
range of counting strategies for a range of
purposes.

Place Value Through appropriately playful learning Through appropriately engaging learning Through appropriately Through appropriately
and Base Ten experiences children should be able to experiences children should be able to engaging learning engaging learning
develop a sense of ten as the foundation understand that digits have different values experiences children experiences children
for place value and counting. depending on their place or position in a should be able to should be able to
number. explore equivalent investigate how
numerical expressions fractions, decimals
Through appropriately engaging learning of numbers using the and percentages can
experiences children should be able to use base ten system. be compared, ordered
estimation to quickly determine the value and and expressed in
calculation of numbers. related terms.
Draft Primary Mathematics Curriculum

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 Learning Outcomes for Number strand (Continued)
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)

Sets and Through appropriately playful Through appropriately engaging learning Through appropriately Through appropriately
Operations learning experiences children experiences children should be able to engaging learning experiences engaging learning
should be able to recognise and select, make use of and represent a range children should be able experiences children should
understand what happens when of addition and subtraction strategies. to understand and apply be able to build upon,
quantities (sets) are partitioned flexibly the four operations; select and make use of
and combined. and the relationships a range of operation
between operations. strategies.
Draft Primary Mathematics Curriculum

Fractions Through appropriately playful Through appropriately engaging learning Through appropriately Through appropriately
learning experiences children experiences children should be able to engaging learning experiences engaging learning
should be able to develop recognise and name fractions according to children should be able experiences children should
an awareness of part-whole their part-whole relationships. to compare, express in be able to explore (model,
relationships using a variety of equivalent terms, and order compare and convert) the
models (area, length and set). Through appropriately engaging learning fractions. relationships between
experiences children should be able to fractions, decimals and
explore the concept of equivalence in Through appropriately percentages.
terms of simple fractions. engaging learning experiences
children should be able to Through appropriately
calculate the fraction of engaging learning
quantities and express in experiences children should
multiple ways. be able to investigate
proportionality and ratios
of quantities (sets).

Mathematical processes, as described in the curriculum elements (See page 17), are critical for children’s learning experiences.
Draft Primary Mathematics Curriculum

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 Learning Outcomes for Shape and Space strand
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)
Spatial Through appropriately playful Through appropriately engaging Through appropriately engaging Through appropriately engaging learning
Awareness learning experiences children learning experiences children learning experiences children experiences children should be able
and Location should be able to develop a should be able to use spatial should be able to describe to describe location on the full co-
sense of spatial awareness in knowledge for the purposes of and interpret directional ordinate plane.
relation to their bodies and orientation, way-finding and instructions.
immediate environment. navigation. Through appropriately engaging learning
Through appropriately engaging experiences children should be able to
Draft Primary Mathematics Curriculum

Through appropriately playful Through appropriately engaging learning experiences children investigate and construct angles in
learning experiences children learning experiences children should be able to compare and different contexts, and solve angle-
should be able to describe the should be able to visualise and classify angles, recognising related problems.
spatial features of objects model location using symbolic them as a property of a shape
and people, and their relative co-ordinates. and as a description of a turn.
position in space.

Shape Through appropriately playful Through appropriately engaging Through appropriately engaging Through appropriately engaging learning
learning experiences children learning experiences children learning experiences children experiences children should be able to
should be able to explore and should be able to examine, should be able to investigate construct models or structures given
recognise properties of 3-D and categorise and model 3-D and and analyse the properties and defined measurements and/ or specific
2-D shapes. 2-D shapes. calculate dimensions of shapes. conditions.

Transformation Through appropriately playful Through appropriately engaging Through appropriately engaging Through appropriately engaging learning
learning experiences children learning experiences children learning experiences children experiences children should be able to
should be able to explore the should be able to understand that should be able to model perform and devise a range of steps
effects of shape movements. shapes and lines can be reflected, and explain the effects of involving transformations.
rotated, dilated and translated. transformations on shapes and
lines.

Mathematical processes, as described in the curriculum elements (See page 17), are critical for children’s learning experiences.
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6. The Primary Mathematics

Curriculum in Practice
As outlined in chapters 2 and 3, the rationale and aims of the Primary Mathematics Curriculum
offer a new vision for children’s learning in mathematics. To assist teachers in bringing the
curriculum to life, Examples of Children’s Learning and Support Materials for Teachers are
provided in the Primary Mathematics Toolkit (see Chapter 7 for more information). In addition to
these, this chapter describes five key pedagogical practices which underpin and embody this new
vision for children’s learning in terms of teachers’ everyday practice.

Strongly rooted in research,2 these five key pedagogical practices (see Figure 8) promote the
development of mathematical proficiency and, as such, are central to the successful enactment of
the curriculum in the classroom.

Using
Cognitively
Challenging
Tasks

Promoting
Maths Fostering
Talk Productive
Disposition Using
Formative
Assessment

Emphasising
Mathematical
Modelling

Figure 9: Five key pedagogical practices for the classroom

*N.B. For more information on the research which underpins these five pedagogical practices, please see www.ncca.ie
2

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‘How’ children learn is as important as ‘what’ children learn in mathematics. The five
pedagogical practices presented here are essential to the provision of quality learning
experiences in the classroom. They can foster an inclusive learning environment and culture
where children can engage in rich and meaningful learning processes such as understanding
and connecting; communicating; reasoning; and applying and problem-solving. Suggested
learning experiences for children which incorporate these core processes can be found in
the Progression Continua (see Primary Mathematics Toolkit). Moreover, these pedagogical
practices allow for children to learn and develop at a pace and level of challenge that is
individual to their needs and interests whilst developing their confidence, interest and
proficiency in mathematics. As such, these practices should permeate teachers’ everyday
preparation for teaching and learning of mathematics as well as their approaches to
assessment.

Interconnectivity

As with most good classroom practices, these practices are dynamic and naturally link with
each other. For example, when teachers place an emphasis on Mathematical Modeling,
children can be enabled to express and make visible their conceptual understanding. They
are presented with the opportunity to use formative assessment to gain deeper insights into
children’s level of understanding. Similarly, by using Cognitively Challenging Tasks, teachers
can open up rich opportunities for children to engage in Maths Talk as they discuss, refine
and justify their ideas and solution paths.

This chapter provides an outline of each of these five pedagogical practices and how each
might benefit children’s learning; as well as suggestions for how these practices might be
incorporated into classroom practice. It is important to note that this list of pedagogical
practices is neither exhaustive nor hierarchical.

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Fostering Productive Disposition

Dispositions are not static and can be nurtured or changed over time. The multiple ways
in which children engage with mathematics, how they perceive mathematics, and the rich
contexts in which mathematics is meaningfully presented to them are what helps form
and shape their disposition for this subject. In addition, attitudes to mathematics and
values, both at home and in the classroom, also have a strong impact on the development
of the child’s productive disposition for mathematics. A classroom which emphasises the
rich, useful and meaningful nature of mathematics has a very positive effect on the child’s
disposition to learning.

When children have a productive disposition to mathematics, they

• see it as worthwhile, useful and ‘doable’

• tend to demonstrate enthusiasm and curiosity for mathematics

• are more likely to be diligent and resilient in their work

• persevere in challenging mathematical tasks and problems

• see mistakes as opportunities to learn something new or deepen their understanding

• take responsibility for their own learning.

Fostering a productive disposition to mathematics is a shared responsibility

Families, teachers and other significant adults in the child’s life all play a role in presenting
a positive view of mathematics. When children see the application of mathematics in
situations they care about and which are relevant to their lives, it is more likely that they will
engage with mathematics in a meaningful way. Teachers can promote the development of
productive disposition in the home by suggesting fun and meaningful mathematical activities
and games that can be used with children.

Many everyday activities that children enjoy offer opportunities for a rich engagement with
mathematics. There are a number of supports available online for families to support positive
and purposeful engagement with mathematics in the home environment.

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Suggestions for developing productive dispositions to mathematics

The practices used in classrooms should enable children’s agency; take into account their
individual needs and strengths; incorporate their interests and learning preferences; and allow
children to experience success in their learning regardless of their mathematical ability. Teachers
can promote the development of productive disposition in a number of ways, such as by

• demonstrating enthusiasm for mathematics themselves

• celebrating children’s individual and collaborative successes

• encouraging active participation and sustained effort

• providing scaffolding, encouragement and support

• encouraging children to take risks and persevere in overcoming challenges

• facilitating children to work collaboratively in mixed-ability groups, setting

clear expectations and roles for group members

• praising effort and creative strategies

• valuing struggle and normalising mistakes as steps towards deeper

understanding

• valuing the process as well as the product

• promoting exploration, investigation and questioning

• encouraging children to notice, explore and discuss patterns and connections

• soliciting multiple solution strategies and approaches

• allowing children time to think and reflect

• utilising low-threshold high-ceiling tasks

• engaging in meaningful self-assessment and reflection throughout the

learning process.

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Emphasising Mathematical Modeling

Mathematical modeling involves using mathematics to describe a problem-context and
determine meaningful solutions to the problem. Children form models through a process
of testing, revising and expressing their interpretation of different mathematical ideas,
experiences, problems and situations; typically posed to them as questions or challenges.
Children naturally generate their own informal mathematical models in a way that is context-
specific and makes sense to them. As children’s knowledge, understanding and experience
grows, they may develop more formal, sophisticated and efficient models which they can use
to share, connect and communicate their ideas with others, and which they may transfer to a
range of different contexts in a way that is meaningful to themselves and others. In forming
models, children might use physical actions, spoken words, objects, images (e.g., graphs,
diagrams and pictures), symbols or written words. While accuracy is valued, Mathematical
Modeling places more importance on exploration, sense-making, conceptual understanding
and flexibility in thinking.

By engaging in Mathematical Modeling, children can

• formalise their learning of mathematics in a way that makes sense to them

• express and make explicit their ideas and experiences

• deepen their understanding of complex mathematical concepts, problems and situations

• take ownership of their learning

• interpret and analyse problems

• explore, conjecture, compare, and justify ideas and solutions

• test and refine various models and make predictions based on evidence

• transfer and apply formal mathematical knowledge to new problems and situations.

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Suggestions for emphasising Mathematical Modeling

When appropriately facilitated in the curriculum, Mathematical Modeling can enable children
to solve problems or dilemmas in meaningful and efficient ways. It also provides opportunities
for teachers to collaborate with children at a deeper level and to assess how children apply
their conceptual knowledge in mathematical situations. Teachers can emphasise Mathematical
Modeling in a number of ways, such as by

• providing time and space for children to make sense of their thinking, and
revisit and refine their ideas and solutions

• refraining from imposing personal models and particular paths to a

solution, unless appropriate

• using questions, prompts and feedback to provoke situations that encourage

children to model mathematically

• engaging children in model-eliciting activities which allow for multiple

interpretations and representations

• encouraging individual approaches, choice and independence

• providing a wide range of examples (for example, use of diagrams or

graphs) and resources (for example, blocks, empty number lines or bar
models) that might help children to scaffold, develop and express their own
models

• facilitating children to use technology in order to build, test and apply

mathematical models

• challenging children to express their understandings, to test their thinking

and to revise their models as often as necessary

• over time, supporting children to generalise their personal models to a range

of different contexts for a range of different purposes.

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Using Cognitively Challenging Tasks

Cognitively Challenging Tasks are rich higher-order learning opportunities that should
appropriately stretch and challenge children’s conceptual understanding as they encounter
significant mathematical ideas and situations. Sometimes referred to as low-threshold
high-ceiling tasks, these tasks should provide all children with the opportunity to access
mathematics, while offering the potential for deeper engagement. Simple, considerate
and well-pitched tasks can present a rich medium through which children can engage
meaningfully in mathematical content and processes; and which also offer opportunities for
teachers to incorporate other key pedagogical practices.

When used effectively, children perceive and experience these tasks as having few
prescribed or memorised rules or methods, and an opportunity to explore multiple solution
paths. It is through exploring these tasks and grappling with problems and solutions that
children deepen their understanding of mathematics, and the sophistication with which they
can engage with mathematical ideas and situations. Through their efforts to engage with
Cognitively Challenging Tasks, children develop persistence and resilience, essential to their
productive disposition for mathematics.

Through engaging with and experiencing Cognitively Challenging Tasks, children

• see their struggles as valuable opportunities to deepen their understanding of

mathematics, experience productive struggle, grapple with problems and explore
different strategies and solutions

• use a variety of mathematical models to demonstrate and communicate their ideas and
solutions

• discover patterns and structures that help to make their learning more meaningful

• engage with mathematics in meaningful and relevant contexts

• identify personal methods and better understanding of themselves as learners

• experience individual success and satisfaction

• give and receive feedback that can enrich and deepen their learning

• become more self-reliant and self-assured, not depending solely on the teacher for
confirmation of their proficiency in mathematics.

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Suggestions for the provision of Cognitively Challenging Tasks

In a classroom that facilitates deep engagement with Cognitively Challenging Tasks, the learning
space should offer flexible opportunities for children to explore different strategies, models
and responses. Mistakes, erroneous solutions and diverse approaches should be expected,
welcomed and respected. Learning paths that are open and flexible involve a degree of
unpredictability. Equally, when children are grappling with these tasks, there may be a sense of
quietness and uncertainty for teachers to contend with. A culture of Maths Talk and an emphasis
on Mathematical Modeling and productive disposition, lend strongly to positive engagement
with Cognitively Challenging Tasks. Tasks can be used to introduce new topics; to reinforce and/
or build on prior learning; or in response to contingency moments.

Teachers can facilitate Cognitively Challenging Tasks in the classroom by

• selecting, designing or modifying tasks that are appropriate for the intended
learning

• presenting tasks as a medium for deep and sustained engagement with

mathematical content and processes

• refraining from proceduralising the task, for example, ‘first you should…’ and
rather allow children to explore solution paths and ideas freely

• providing appropriate time and space, support materials and/or scaffolded

support to allow children to grapple with ideas and problems

• assisting children to make connections between prior and new knowledge;

and different areas of mathematics

• encouraging children to express and communicate their ideas frequently and

openly

• avoiding emphasising one particular correct solution or path, intervening too

early, rescuing the learner, or reducing the cognitive demand of the task

• providing opportunities for children to collectively discuss, compare, justify and

evaluate their ideas, pathways or solutions

• celebrating individual and collaborative effort and success in grappling with

challenging tasks.

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Promoting Maths Talk

Maths Talk is a collaborative process where children’s thinking, strategies and ideas are discussed, shared
and / or exchanged. This allows children to reflect on their own understanding; define, present and justify
their ideas; make sense of and critique their own ideas and those of others; and develop their ability
to express and articulate their thinking. Through Maths Talk, children can engage in rich mathematical
processes which deepen their understanding of mathematics. For example, by presenting, arguing or
justifying their mathematical ideas they can refine, consolidate or extend their existing knowledge.

Maths Talk helps children in a number of ways, such as to

• elicit thinking and link prior knowledge to new learning

• articulate the reasoning behind their thinking

• clarify their thinking and rehearse their ideas

• discuss new possibilities and make conjectures

• refine and deepen their understanding

• explore and justify their ideas and solution

• extend their own thinking and the thinking of others

• develop confidence in articulating their ideas and misconceptions.

Maths Talk equips children with tools to make their thinking visible. These tools include words, body
language and gestures, signs, symbols, diagrams, concrete manipulatives and technology (see Figure 13).
For children who may have difficulties with communication, opportunities should be provided for children
to communicate in a way that is meaningful for them, for example using gestures, Lámh or perhaps pictures.
All children are mathematics language learners, regardless of their language proficiency, and can engage in
Maths Talk. The learning environment should be flexible in terms of recognising and catering for multiple
forms of expression and multiple means of engagement. The physical space should provide children with
access to a variety of materials that stimulate and enable Maths Talk.

In turn, Maths Talk has a number of pedagogical benefits by helping teachers to

• determine children’s dispositions and gauge their developing confidence, interest, and proficiency in
mathematics

• identify misconceptions held by the children

• co-construct and refine ideas in collaboration with children

• make explicit links between the ideas of different children and promote collaboration

• identify strategies and approaches that best suit the individual child

• respond to contingency moments

• gather assessment information that can be used to inform planning and teaching

• monitor children’s development and progress.

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Suggestions for promoting Maths Talk

Opportunities for Maths Talk can be planned but are also likely to occur organically. Teachers
can promote and encourage Maths Talk in a number of ways, such as by

• fostering a learning culture where children feel safe to share and exchange
their thinking and ideas

• creating a space where children are encouraged to actively listen to, respect
and value the input of others

• planning for distinct activities to elicit discussion and/ or develop and assess
explicit Maths Talk skills

• expressing interest and curiosity in children’s interests, descriptions,

explanations, justifications and solutions

• identifying and selecting appropriate situations and problems to generate

Maths Talk

• re-casting everyday experiences using mathematical words and phrases

• introducing and incorporating appropriate new language to allow for

meaningful engagement with topics

• giving children opportunities to interact and work collaboratively with their peers

• strategic, skilful, open and thoughtful questioning

• encouraging children to take risks and try out new strategies and approaches

• acknowledging mathematically correct responses whilst also welcoming,

encouraging and normalising multiple understandings, mistakes and
misconceptions

• providing suggestions for parents on how to promote and stimulate Maths

Talk at home allowing waiting time and time for sustained interactions

• promoting collective sharing and reflection

• re-voicing children’s ideas, where appropriate.

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Using Formative Assessment

Assessments are formative when evidence about children’s progress is observed, interpreted, and used
by teachers or children in a responsive way, to make decisions on an ongoing basis about the next steps
in their mathematical learning journey. The more that is understood about where children are at in their
learning and how they learn, the better their mathematical understanding and productive disposition can
be nurtured, and the learning environment tailored to meet the needs of all learners.

Formative assessment is consistent with a child-centred approach to mathematics and when used
effectively can help children to become more independent and motivated. Children are experts in their
own learning. By equipping children with appropriate skills, and by sharing learning intentions and
agreeing criteria for successful learning with children, teachers can give children the tools they need to
peer- and self-assess, reflect on and take greater responsibility for their own learning. Feedback may
come from informal (e.g. observations) and formal (e.g. standardised tests) sources.

The ability to recognise the mathematics in children’s everyday activities and to extend the potential
learning arising from these is critical to planning for formative assessment in the classroom. However,
while formative assessment can be planned, it is also likely to occur incidentally, intuitively and in
response to contingency moments (unplanned and unexpected responses from a learner) during
the learning process. Providing an openness for such contingency moments, and capitalising where
appropriate on insights gleaned from children’s responses, questions, problems and tasks, can allow for
very rich assessment data. The Progression Continua, found in the Primary Mathematics Toolkit, may be
a useful tool for teachers in planning for formative assessment in the classroom.

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Suggested methods for incorporating Formative Assessment

As teachers continually assess children’s mathematical knowledge, skills and dispositions,

teachers are likely to use multiple formative assessment methods, in inter-changeable
ways, to build a rich picture of children’s mathematical learning. Some of these formative
assessment methods include

Observations: Teachers are well placed to actively monitor and observe children as they
engage in learning experiences and incorporate insights from these observations in future
planning and/ or in response to opportune learning situations as they arise organically.

Feedback: Through interactions and the provision of feedback, focused on the learning or
task in hand, this can help children identify and celebrate their progress and achievements,
pinpoint challenges they experience, give direction for future work and decide what the
appropriate next steps might be.

Tasks: Tasks can be very useful to provide an insight into children’s level of understanding
and personal methods of learning. Assessment tasks can be written, oral or practical.

Conferencing: Through teacher/ child, peer/ peer and group conferencing, teachers can
gain an insight into children’s mathematical thinking and the nuances of their learning and
their experience of learning.

Portfolios: Portfolios can be assembled, digitally or otherwise, to compile evidence of

children’s mathematical learning and provide a source of self-reflection, feedback and
assessment. Artefacts could include pictures, recordings and work samples etc.

Questioning: Effective, thoughtful and well-crafted questions that are open, related to the
lesson learning intentions, and accompanied by appropriate wait time; encourages children
to think deeply, develop their understanding and express their ideas and solutions.

Formative use of summative tests: Summative tests can provide an important

source of detailed feedback when used to inform and guide future planning and teaching.

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Suggested methods for incorporating Formative Assessment

Peer and Self-Assessment Methods

Teachers may also use strategies to support children to engage in peer and self-assessment
and rely increasingly less on extrinsic affirmation and motivation. An open, respectful and
collaborative classroom culture and learning environment are essential to supporting children
to think about their own learning and that of others. Children working in pairs or small
groups may be necessary to facilitate group reflection and feedback sharing. Displaying
children’s work to allow for peer and self-assessment over time may also be useful.

Peer and self-assessment can also be promoted by

• allowing time and space for children to reflect and discuss their
learning

• making explicit to children what they are going to learn, how they
might build on prior knowledge and possible connections with other
areas of mathematics familiar to them

• suggesting criteria for children to use in monitoring their progress

• promoting and celebrating respectful and open collaboration,

reflection and sharing.

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7. Primary Mathematics Toolkit

The Primary Mathematics Toolkit provides practical support for teachers in building rich
mathematical learning experiences for children. The four components of the toolkit are described
in the following section – Mathematical Concepts, Progression Continua, Support Materials and
Examples of Children’s Learning.

7.1 Mathematical Concepts

Mathematical Concepts are considered essential ideas that underpin each Learning Outcome.
These essential ideas may provide useful entry and reference points in relation to planning,
teaching and assessment and may serve to remind teachers of key mathematical knowledge at
each stage. The Mathematical Concepts are situated in the Primary Mathematics Toolkit and
can also be found in the appendix of the main specification. They are presented according to
stages 1 to 4 and link with the corresponding Learning Outcomes. Children should develop their
understanding of these corresponding mathematical concepts through engaging with a wide
variety of mathematical processes.

7.2 Progression Continua

The Progression Continua providea focus for supporting children’s learning and development,
by suggesting how children might engage with mathematical content through increasingly
sophisticated skills. Classrooms are complex and children come to class with different
experiences and learn in diverse ways. They also learn and develop at different rates. Meeting the
learning needs of all children within a classroom means the provision of differentiated learning
experiences. The Progression Continua provideguidance for the provision of such differentiation
by suggesting a wide range of learning experiences with which children might engage.

While the Progression Continua suggest a typical learning journey in mathematics throughout
primary school, they are not intended to be prescriptive or exhaustive. As such, teachers should
exercise professional judgement when making decisions as to the learning experiences which are
most appropriate for the children in their classroom. This recognises that not all children learn in a
linear or typical way. Children may move forwards and backwards across the continua for different
strands or elements of mathematical learning, while others may work within one or across a small
number of progression steps for the duration of their primary school years.

While the Progression Continua provide a useful reference for teachers, decisions on the kinds of
learning experiences that are most appropriate for one’s class should be primarily evidence-based.
Evidence may indicate the need to reinforce, revisit or extend a particular concept or element, and
should support planning as well as holistic assessment of children’s learning. In gathering evidence
to determine a starting point for children’s learning experiences at the beginning of the school
year, it may be useful to select one of the learning experiences suggested in the Progression
Continua, and for example, observe and ask probing questions relating to the Learning Outcome.

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There are fifteen Progression Continua tables, one for each of the Learning Outcome Labels. Each
continuum describes the learning journey across eleven Progression Milestones (a-k). Progression
Milestones describe learning in terms of mathematical content and processes. In Progression
Continua, mathematical processes are categorised as four key Elements – Understanding and
Connecting; Communicating; Reasoning; Applying and Problem-Solving.

7.3 Support Materials

The Primary Mathematics Toolkit will include a range of Support Material for teachers to use with
the Primary Mathematics Curriculum. The Support Material for teachers in the Toolkit will include
important resources and reference material including research reports and articles, content
related information, pedagogical supports and advice, news and updates.

It is hoped that teachers will refer to the variety of Support Material provided and consequently
reflect on how they might implement and adapt the practices shown to support their own
interpretation, professional learning and enactment of the curriculum in practice. The Toolkit will
be a rich resource for supporting practice and it is anticipated that it will continue to be populated
over a period of time as needs, new resources and reference materials for teaching mathematics
are identified.

7.4 Examples of Children’s Mathematical Learning

The Primary Mathematics Toolkit will include a range of Examples of children’s mathematical
learning and development. These Examples will illustrate teacher-child interactions, Cognitively
Challenging Tasks, problem-based learning, learning in integrated contexts, amongst others. In
doing so, it is intended that these examples will exemplify rich and engaging learning experiences
and demonstrate good pedagogical practices in supporting children towards achieving learning
outcomes and developing their mathematical proficiency.

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8. Glossary
The glossary is currently under development. It highlights key words and terminology used in
the curriculum which may be new to teachers or which may require further explanation. The
upcoming consultation with teachers and stakeholders will provide a good opportunity to finalise
the list of words which should be included in this glossary.

Argumentation: A dynamic process for discovering and understanding new mathematical ideas
and presenting the rationale for same.

Child agency: Children are active in their own learning. Some ways in which they display their
agency is by taking the initiative in learning situations, by observing and becoming involved in
ongoing events, or by initiating conversations with others.

Collaborative learning: Learning that takes place in social contexts and using the resources of the
environment.

Conceptual understanding: Understanding of mathematical concepts, operations and relations.

Conferencing: Dedicated time, space or meeting to elicit and gain a deeper insight into children’s
level of understanding.

Conjecture: An educated guess that is based on known and/ or incomplete information.

Contingency moments: Unplanned or unexpected events or responses from children that occur
during the learning process.

Co-ordinate plane: A two-dimensional plane divided into four quadrants.

Dilation: A shape or line is dilated when it’s size changes (gets larger or smaller), but its position
remains the same.

Disposition: An enduring habit of mind and action. The tendency to respond to situations in
characteristic ways.

Formative assessment: Assessment is formative when either formal or informal procedures are
used to gather evidence of learning, and subsequently respond to this during the learning process.

Generalising: To make assertions, claims or justifications as to how their understanding is

applicable or transferrable to other circumstances.

Learning environment: Describes any space in which children learn or develop their
understanding.

Learning intentions: Identify new learning that will take place in a lesson or activity.

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 Draft Primary Mathematics Curriculum

Low-threshold high-ceiling tasks: Provide accessible entry points for learning with the scope for
exploration and challenge for all learners.

Mathematical journals: A mechanism for children to record their mathematical work and thinking.

Mathematical Modeling: Mathematical modeling involves using mathematics to conceptualise a problem

or situation and determine meaningful solutions, and in doing so help children formalise their mathematical
learning in a way that makes sense to them.

Mathematical proficiency: Consists of the five intertwined and interrelated strands of conceptual
understanding, procedural fluency, strategic confidence, adaptive reasoning and productive disposition.

Maths Talk: A collaborative process where children’s thinking, strategies and ideas are discussed, shared
and exchanged.

Peer assessment: Involves children looking at each other’s work in a reflective way.

Productive disposition: The inclination to see mathematics as something worthwhile, useful and doable.

Productive struggle: This is the process of effortful learning whereby children develop grit, perseverance
and flexible thinking as they engage with new and demanding ideas and situations.

Re-voicing: The teacher repeats some or all of what the child has said and then asks the child to clarify
whether or not this may be correct.

Rotation: Turning around a centre point.

Scaffolding: Describes the process by which teachers support and guide children’s learning, by building on
their current knowledge and experience.

Self-assessment: Involves children looking at their own work in a reflective way.

Summative assessment: Assessment is summative when it is used to evaluate children’s learning at the end
of the instructional process or of a period of learning.

Symbolic co-ordinates: Used to describe the position or location of a point or object.

Translation: A shape or line is translated when it is moved a certain distance from its original position
(without turning).

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9. References
Burke, D. (2014). Audit of mathematics curriculum policy across 12 jurisdictions: Commissioned report
for National Council for Curriculum and Assessment. Accessed at https://ncca.ie/media/2031/audit-
mathematics-curriculum-policy.pdf

Department of Education and Science (1999). Primary School Curriculum: Introduction. Dublin:
Government Publications. Accessed at http://www.ncca.ie/uploadedfiles/Curriculum/Intro_Eng.pdf

Department of Education and Science (1999). Primary School Mathematics Curriculum. Dublin
Government Publications. Accessed at http://www.ncca.ie/uploadedfiles/Curriculum/Maths_Curr.pdf

Department of Education and Skills (2011). Literacy and Numeracy for Learning and Life: The National
Strategy to Improve Literacy and Numeracy among Children and Young People 2011- 2020. Dublin:
Department of Education and Skills. Accessed at https://www.education.ie/en/Publications/Policy-
Reports/lit_num_strategy_full.pdf

Dooley, T. (2019). Learning and Teaching Primary Mathematics: An Addendum to NCCA Research Reports
17 and 18. Accessed at https://ncca.ie/media/4087/primary_maths_research_addendum_2019.pdf

Dooley, T., Dunphy, E, & Shiel, G. (2014). Mathematics in Early Childhood and Primary Education.
Research Report 18. Dublin: National Council for Curriculum and Assessment. Accessed at http://ncca.
ie/en/Publications/Reports/NCCA_Research_Report_18.pdf

Dunphy, E. Dooley, T & Shiel, G. (2014). Mathematics in Early Childhood and Primary Education. Research
Report 17. Dublin: National Council for Curriculum and Assessment. Accessed at http://ncca.ie/en/
Publications/Reports/NCCA_Research_Report_17.pdf

Leavy, A. (2020). Data and Chance in the Senior Primary Classes: Commissioned Research Paper for
National Council for Curriculum and Assessment. Accessed at https://ncca.ie/media/4620/primary_
maths_research_data_and_chance_seniorclasses.pdf

National Council for Curriculum and Assessment (2007a). Assessment in the Primary School Curriculum:
Guidelines for Schools. Dublin: National Council for Curriculum and Assessment. Accessed at http://www.
ncca.ie/uploadedfiles/publications/assess%20%20guide.pdf

National Council for Curriculum and Assessment (2007b). Guidelines for Teachers of Students with
General Learning Disabilities. Dublin: National Council for Curriculum and Assessment. Accessed at
http://www.ncca.ie/uploadedfiles/Publications/SEN_Introduction.pdf

National Council for Curriculum and Assessment (2009). Aistear: The Early Childhood Curriculum
Framework. Dublin: National Council for Curriculum and Assessment. Accessed at www.ncca.ie/
earlylearning

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 Draft Primary Mathematics Curriculum

National Council for Curriculum and Assessment (2016). Background Paper and Brief for the development of
a new Primary Mathematics Curriculum. Dublin: National Council for Curriculum and Assessment. Accessed
at http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Educati on/Primary-
Education/Primary_Developments/Maths/Developments/Maths-BackgroundPaper-131016_TC.pdf

National Council for Curriculum and Assessment, NCCA. (2017). Primary Mathematics Curriculum, Draft
Specification Junior Infants to Second Class: For consultation. Accessed at https://ncca.ie/media/3148/
primary_mathsspec_en.pdf

National Council for Curriculum and Assessment, NCCA. (2018). Consultation Report on the Primary
Mathematics Curriculum for Junior Infants to Second Class. Accessed at https://ncca.ie/media/3605/pmc_
consultation_report_july2018.pdf

National Council for Curriculum and Assessment, NCCA. (2020). Draft Primary Curriculum Framework: For
consultation. Accessed at https://ncca.ie/media/4456/ncca-primary-curriculum-framework-2020.pdf

Nic Mhuirí, S. (2020a). Measures in the senior primary classes: Commissioned research paper for National
Council for Curriculum and Assessment. Accessed at https://ncca.ie/media/4626/primary_maths_research_
measures_seniorclasses.pdf

Nic Mhuirí, S. (2020b). Shape and Space in the Senior Primary Classes: Commissioned Research Paper for
National Council for Curriculum and Assessment. Accessed at https://ncca.ie/media/4624/primary_maths_
research_shape_and_space_seniorclasses.pdf

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 Draft Primary Mathematics Curriculum

10. Appendices
Appendix 1: Mathematical Concepts
Mathematical Concepts are considered essential ideas that underpin each Learning Outcome. These
essential ideas may provide useful entry and reference points in relation to planning, teaching and
assessment, and may serve to remind teachers of key mathematical knowledge at each stage.

The Mathematical Concepts are situated in the Primary Mathematics Toolkit and can also be found
in the appendix of the main specification. They are presented according to stages 1 to 4 and link
with the corresponding Learning Outcomes. Children should develop their understanding of these
corresponding mathematical concepts through engaging with a wide variety of mathematical
processes.

The Progression Continua provides a comprehensive outline of suggested learning experiences to

support children in their learning and development through a wide variety of mathematical processes.

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 Patterns, Rules and Relationships
Stage 1 (Junior & Senior Infants) Stage 2 (1st & 2nd Class) Stage 3 (3rd & 4th Class) Stage 4 (5th & 6th Class)

Learning Outcomes
Mathematical A pattern is an arrangement of Quantitative change in growing A purpose of representations is A mathematical expression
concepts elements organised according and shrinking patterns is to show relationships between expresses the structure of a
to a defined structure or rule. consistent and predictable. quantities. pattern.

A sequence is a list of objects or When we identify the structure Representing patterns in words, Describing a real-life situation
actions that follow an order. or rules governing a pattern, we number sentences, diagrams and using words or symbols can
can use this to identify, express, graphs can be useful to solve problems be useful to solve problems
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predict and generalise change or or to determine values for unknown or or to determine values for
variation. future events. unknown or future events.

There are patterns and From exploring the structure of A geometric sequence of numbers is An integer is a whole number
sequences to everyday routines patterns, one can determine what based upon multiplication or division. that can be positive, negative,
and events, from which is changing and what is staying Each consecutive number is found by or zero.
predictions can be made. the same. multiplying the preceding number by a
common multiplier.

Repeating patterns are made Number patterns tell the story of The associative property is a rule Whole numbers can be
up of units of repeat and do not relationships between quantities. that says the way in which numbers expressed in standard form,
contain random elements. The relationship between are grouped in an addition or factor form and be written as
elements of a pattern can be multiplication sentence does not a product of its factors.
expressed using word or number change the sum or product.
sentences.
The zero property of addition Patterns can be used to determine The distributive property can be used A square number is what
and subtraction means that number facts we don’t know from to simplify complex multiplication and we get after multiplying an
when you add zero to or number facts we do know. division equations by breaking one integer by itself. A square root
subtract zero from a number it (in the case of the dividend) or both can be multiplied by itself to
does not change the number. numbers down into smaller parts. get the original number.

The commutative property of

addition means we can swap the
order of the numbers being added
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and still get the same total.
 Expressions and Equations
Stage 1 Stage 2 (1st & 2nd Class) Stage 3 (3rd & 4th Class) Stage 4 (5th & 6th Class)
(Junior & Senior Infants)

Learning Outcomes

Mathematical Real-life situations can be When expressing real-life situations, ‘Solving’ an equation consists
concepts expressed using manipulatives, symbols can be used to represent of determining which value(s)
diagrams, and word and number an unknown, a quantity that varies for a given symbol make(s) the
sentences. (variable), or every number (the general equation true.
case).
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An equals sign (=) conveys Real-life situations and functions can When generating an
equality, whereas ≠, < and > be represented in a variety of forms, expression to represent a
convey inequality. including numbers, words, symbols real-life situation, it can
and tables. be possible and useful to
‘simplify’ a long or complex
expression.
In number sentences (equations), A function is a special relationship An expression may contain
symbols can stand for something where each input has an output. There more than one unknown or
we need to find out, or they can are always three main parts; the input, variable. Each unknown or
express a relationship. the functional relationship and the variable must be represented
output. by a dedicated symbol.

In a number sentence, number Representing the structure of a A real-life situation can be

facts can be applied to help find function using words, symbols, graphs, represented by an expression
an unknown value. tables or diagrams is useful to identify or a series of expressions.
outputs for given inputs and vice
versa.
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 Data
Stage 1 Stage 2 (1st & 2nd Class) Stage 3 (3rd & 4th Class) Stage 4 (5th & 6th Class)
(Junior & Senior Infants)

Learning Outcomes
Mathematical Objects and sets can be Investigations are cyclical and are Data displays can hold a vast volume The mean, median and/ or
concepts sorted according to one motivated by posing a question. of information which can be reasoned mode are measures of centres
or more attribute. and from which dedications and which communicate different
inferences can be made. centres of the data and
provide a range of insights.
A data set is a collection Data investigations involve a Data displays are selected and Samples can be drawn from
Draft Primary Mathematics Curriculum

which holds specific process of planning, collection, justified based on their ability to a population of data as
attributes or information. gathering, representation communicate aspects of the data and representative evidence, to
and analysis of data, and answer the questions posed. Moving make generalisations and
communicating conclusions that between data displays allows for determine the degree of
answer the question. further comparison and analysis. confidence or certainty about
the generalisation.
Data is all around us and Data can be qualitative (it Measures of centre (e.g. the mode, Reported data can be
helps us interpret the describes something) or median or mean) are one number evaluated in terms of
world. quantitative (it holds numerical summaries of entire distributions. its representativeness,
value). intentionality and reliability.

Data displays are a Different types of data require The range is a measure used to
useful way of conveying different graphs and different capture variability or spread of the
information. statistical measures. data.
Data can be collected Graphs are tools which Secondary data can be analysed to
and represented in many communicate distribution, centre make observations or inferences and
ways. and variability of data. to draw logical conclusions.
Informal inference is about moving
beyond the data collected (sample) to
a wider context (population).
Data can be distributed in different
ways. Such distributions of data can
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47
be compared according to their shape.
 Chance
Stage 3 (3rd & 4th Class) Stage 4 (5th & 6th Class)
Learning Outcomes
Mathematical Events in everyday life involve chance. Some Probability can be represented on a scale
concepts events are more likely to happen than others. between 0 – 1.

If an event is unlikely to happen, it has a low The experimental probability of an event

probability. If something is likely to happen, it occurring may not always match the
has a high probability. theoretical probability.
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Expected or predicted outcomes of an event The probability that a specific outcome will
can differ from actual outcomes. occur can be represented as a fraction, decimal
or percentage.

Investigating chance allows decision-making A sample space contains all possible outcomes
and predictions about everyday events and of an experiment.
occurrences.

Probability can be described in proportional

terms and is calculated by dividing the number
of ways the identified outcome can happen
over the total number of possible outcomes.

The greater the number of trials brings the

actual outcomes closer to the expected
outcomes.
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 Measuring
Stage 1 Stage 2 (1st & 2nd Class) Stage 3 (3rd & 4th Class) Stage 4 (5th & 6th Class)
(Junior & Senior Infants)
Learning Outcomes
Mathematical concepts Objects have attributes that Common base units of Metric units help us to interpret, Purpose and practicality are
can be measured such as measurement are useful to communicate and calculate important to consider when
length, weight, capacity and make and test comparisons. measurements with increasing measuring attributes and
area. accuracy and precision. selecting units and instruments
for measuring.
Draft Primary Mathematics Curriculum

The purpose of measuring is The size (metric) of the unit Measurements can be made Purposeful descriptions and
to compare. affects the number of units more precise by selecting metric comparisons often involve the
needed to measure an object. units (multiples or subdivisions of measurement of more than one
base units e.g., km or cm). attribute.

We can compare and order We can compare, measure and The relationships between metric The relationship between
things by how much of a order physical quantities by pre-fixes can be understood and equivalent units in the metric
particular attribute (physical selecting the appropriate unit applied in a similar way across system help us to judge
quantity) they have relative and determining how many different units of measurement. attributes, move flexibly
to each other. units the thing has/holds. between units and do
calculations.

Attributes are compared Measurement instruments (e.g., The metric system is based Measurement sense develops
and ordered using units of rulers) are tools for measuring on multiples of ten. Any as we anchor the meaning
measurement. physical quantities or attributes measurement given in one of measurement units to
such as length, weight and metric unit (e.g., kilogram) can measurement benchmarks in
capacity. be converted to and renamed as the everyday world.
another metric unit (e.g., gram).
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 Time
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)

Learning Outcomes
Mathematical concepts Time is temporal and passes Time is measured using 60 is the base of the number Greenwich Mean Time is
consistently. universal units; seconds, system for measurement for used as the standard time
minutes, hours, days, weeks, hours, minutes and seconds and against which all the other
months, years and centuries can be expressed in fractional time zones in the world are
etc. There are distinct relations terms (of 60). referenced.
between these units.
Draft Primary Mathematics Curriculum

Events in daily routines can be Units of time measure how Time is expressed in relation Speed is measured as
described and sequenced. A long something lasts. to the hour using minutes or distance travelled per unit
timetable is a useful display to fractional intervals. of time.
show when things will happen.

Time can be expressed and The hour and minute hands Time can be represented using
recorded in a variety of ways. of the analogue clock move 12-hour or 24-hour formats.
clockwise as time passes. The 24-hour format shows the
number of hours and minutes
elapsed since midnight.

Each hour has an area or space Time can be represented in Timetables and schedules
on the analogue clock. both analogue and digital are tools for managing and
formats. organising time.

Calendars displays day and

month and can be used to
highlight times of significance.
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 Money
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)

Learning Outcomes
Mathematical concepts Money comes in many The price of an item or service Understanding the unit price Budgets are useful tools for
forms. is determined by its relative helps us make judgements about organising, managing and recording
value. value for money. money and transactions.
Draft Primary Mathematics Curriculum

Money is used in the Set amounts of money can Calculations of money can be Currency is the medium of exchange
buying and selling of be represented by different approximated and determined by of money (notes and coins) in common
goods and services. combinations of coins and/ or performing operations. use in a nation.
notes. The currency exchange rate is
determined by the value of the
currency and is used to convert the
value or quantity of one currency
into the relative value or quantity of
another.
Goods or services can Monetary transactions can be Transactions and calculations Tax is a contribution to state revenue.
be exchanged for a set recorded as number sentences. of money can be recorded in It can be deducted from income or
amount of money. different ways. business profits or added to the cost
of goods, services and transactions.

The units of money used The symbols of € (euro) and c Money is recorded in decimal Interest describes how much is paid
in Ireland are euro (€) (cent) are used to express and form. for the use of money.
and cent (c). record money.

Monetary transactions Various strategies can be Estimation and rounding can

happen in a number of used to calculate change in a help judge the reasonableness of
ways. transaction. transactions.
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 Uses of Number
Stage 1
(Junior & Senior Infants)
Learning Outcomes
Mathematical concepts Numbers can be used in different ways.
Numbers are used for labelling and identification purposes (nominality).
Numbers denote quantity or the amount within a set (cardinality).
Numbers describe the position of something in a list such as 1st, 2nd, 3rd
(ordinality).
Draft Primary Mathematics Curriculum

Numeration and Counting

Stage 1 Stage 2
(Junior & Senior Infants) (1st & 2nd Class)
Learning Outcomes
Mathematical concepts Quantities can be subitised and compared without Estimation and counting strategies can be applied to
needing to be counted or assigned a numerical determine quantities / calculations.
value.
There are five principles of counting; one-one, The reasonableness of estimations can be tested by counting.
stable order, cardinal, order irrelevance and
abstraction.
The last number in the count indicates the There are a range of strategies for counting forwards and
quantity in a set. backwards.
Quantities in a set do not change with physical Patterns exist in number-word counting sequences, within
rearrangement of the set. the base ten number system.
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 Place Value and Base Ten
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)

Learning Outcomes
Mathematical concepts Numbers can be The value of a digit in a The value of a multi-digit number Fractions, decimals and percentages
distinguished according number depends on its place. is represented by the value of are three ways of expressing part-
to their quantitative The position of a digit denotes each of its constituent digits. whole relationships.
value. a value ten times that of the
digit to its right.
Draft Primary Mathematics Curriculum

The base of our number A new place value unit is The principle of base ten holds Rationale numbers can be expressed
system is ten. formed when ten of the for all numbers, including whole as fractions with a denominator that is
previous place value units are numbers and decimals. a power of 10.
grouped.

The base-ten number The relationship between one A decimal point is a convention Multiples of 10 are a useful tool
system consists of 10 quantity and another quantity that separates whole numbers for converting between fractions,
digits and is based on can be an equality or inequality (left) from parts of a whole decimals and percentages.
groups of ten. relation. number (right).

In a 2-digit number, the 0 can be used as a placeholder, The base ten place value system A percentage is a way of expressing
digit to the left denotes allowing us to record a number extends indefinitely in two a fraction of one hundred or another
the greater value. accurately. directions from “one”. way of writing hundredth. Per ‘cent’
means out of a hundred and uses the
% notation.

Numbers can be rounded

or approximated to provide
estimations of value.
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53
 Sets and Operations
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)

Learning Outcomes
Mathematical concepts Quantities (or sets) can be Commutative, associative, Commutative, associative, Estimation and rounding are
partitioned and combined. additive identity and additive identity and distributive useful to test the reasonableness
distributive are significant properties also apply to the of answers to more complex
properties of addition. operation of multiplication. operations.

Adding to a number makes Numbers and symbols are Multiplication is defined as For fractional and decimal
Draft Primary Mathematics Curriculum

the number (quantity) used to construct and express having a certain number of computation, the ideas
bigger. Subtracting from a number sentences. These can groups of the same size. An early developed for whole-number
number makes the number help to solve problems or representation of multiplication computation sometimes do not
(quantity) smaller. This can be are used to express contexts is repeated addition. apply.
represented as a move on the mathematically.
number line or 100 square.
A number does not change When combining or The conventions for performing A prime number has exactly
when adding or subtracting partitioning numbers, we operations on whole numbers are two factors – itself and one, a
zero from that number. sometimes need to exchange the same for decimal numbers. composite number has three or
tens to units, or hundreds to more factors. The number one is
tens where necessary. neither prime nor composite.

Addition and subtraction A number fact is a mental Division can be described as the Factors are numbers that
have an inverse relationship. picture of the relationship splitting of a number into equal multiply together to give a
between a number and the parts or groups, or the repeated product.
parts that combine to make it. subtraction of a number.

Representations of subtraction Multiplication and division have Multiples are the result of
can include reduction, an inverse relationship. multiplying a number by a whole
complement and difference. number.

Use of a calculator can reduce

computative focus allowing for
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54
increased focus on strategies.
 Fractions
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)

Learning Outcomes
Mathematical concepts Sets, objects and spaces can Each equal share of a set has A numerator denotes the number Fractions can be more easily
be partitioned in different the same value. of parts, the denominator added / subtracted when they
ways. denotes the total number of have a common denominator.
parts in a whole.

Fractions are a Numbers may be expressed as A fraction may be considered as a Fractions can be represented in
Draft Primary Mathematics Curriculum

representation of part-whole numerous equivalent fractions. representation of division. decimal and percentage form.
relationships.

Fractions are named The greater the number of Fraction families are helpful to Ratios can be used to compare
according to their number of portions of a whole, the smaller show how fractions are related two or more whole numbers
equal parts or shares. the size of each portion. and / equivalence, and when and have corresponding
adding and subtracting fractions. representations as fractions.

Fractions can express value Multiplying or dividing a fraction

greater than one. Improper by a fractional equivalent
fractions have numerators of one does not alter its
that are higher than the value. This can be useful for
denominators. exploring equivalence and / or
computation involving fractions.
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55
 Spatial Awareness and Location
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)

Learning Outcomes
Mathematical concepts Spatial awareness involves Knowledge of one’s location in Lines can be classified Location can be described
the awareness of oneself in the environment is necessary depending on their orientation using co-ordinates.
the spatial environment. for successful orientation, way- and their interaction with one
finding and navigation. another.

Simple maps and/ or routes When two straight lines Angles can be classified The sum of interior angles of
Draft Primary Mathematics Curriculum

can be used to track the intersect, an angle is formed at according to their size. a shape is determined by the
movement of objects. the point of intersection. number of its sides.

Position can be viewed from Turns can be described in terms Co-ordinates can be plotted
various vantage points. of direction and extent of turn. on a cartesian co-ordinate
plane.

Language can be used to The location of objects can be

describe how objects and portrayed on a grid system.
people fit and move in
relation to one another.
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56
 Shape
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)

Learning Outcomes
Mathematical concepts 3-D and 2-D shapes have 3-D and 2-D shapes can Shapes and shape families 3-D and 2-D shapes can be
different names depending be identified, categorised can be sorted and classified measured and tested for the
on the properties and distinct and distinguished by their according to multiple constituent properties and
features they possess. properties and rules. properties and rules. rules.

3-D and 2-D shapes can be Shape families contain shapes A net is a representation of a Given some information
Draft Primary Mathematics Curriculum

sorted and discriminated that have common properties 3-D shape which can be folded about lines and angles,
according to their shape or features. or assembled to re-create the measurements can be
attributes. 3-D shape. deduced and used for
construction.
2-D shapes are faces or Shape families have a range of Properties, rules and To construct models or
flat representations of 3-D shapes within them. measurements of a shape structures using geometric
objects. can be investigated by shapes certain rules must be
construction, deconstruction followed.
and dissection.

Models and structures are A polygon is any 2-D shape Prisms and pyramids gain their
made up of different shapes. with straight sides. The name names from their polygon
tells you how many sides the bases.
shape has. To be a regular
polygon all the sides and angles
must be the same.
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 Transformation
Stage 1 Stage 2 Stage 3 Stage 4
(Junior & Senior Infants) (1st & 2nd Class) (3rd & 4th Class) (5th & 6th Class)

Learning Outcomes
Mathematical concepts A shapes position, A shape or line is reflected Certain shapes and Transformations involve a
orientation or size can be when it is the same combinations of shapes can number of steps that can
changed without changing perpendicular distance from tesselate. be recorded, tested and
the kind of shape it is. the mirror line. performed.

Shapes can be combined to A shape or line is rotated when Co-ordinates are numbers that When shapes are
Draft Primary Mathematics Curriculum

make structures. it is turned around a point determine the position of a transformed their co-
called the centre of rotation. point or a shape in a particular ordinates can be predicted
space (on a map or graph). and deduced.

A shape or line is dilated when Cartesian co-ordinates are

its size changes (gets larger pairs of numbers, the first of
or smaller), but its position which indicates the point on
remains the same. the x-axis and the second on
the y-axis.

A shape or line is translated When shapes are transformed

when it is moved a certain on a plane their co-ordinates
distance from its original change (and can form patterns).
position (without turning).
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