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Saint Nathy’s College
Subject Departmental Plan
Mathematics
2015/2016
Index
• Mission Statement
• Programmes and Levels
• Subject Aims
• Subject Objectives
• Subject Co-ordinator – Subject Teachers
• Time Allocation, Options Structure and Timetabling
• Grouping of Pupils (Mixed ability, Streaming)
• Student Access to Subject/Level
• Class Organisation
• Textbooks and Course Materials
• Planning for Students with Special Needs
• Cross-Curricular Planning
• Subject Planning for a Culturally Diverse Society
• Effective Teaching Methodologies
• Range and Variety of Resources
• Provision for Health and Safety requirements
• Curriculum Content
Junior Certificate
Year 1
Year 2
Year 3
Leaving Certificate
Year 1
Year 2
• Homework Procedures
• Assessment of Learning
• Assessment for Learning
• Record-Keeping Procedures
• Reporting Procedures
• Teacher In-Career Development
Literacy and Numeracy
• DES Subject Department Inspection
St. Nathy’s College Mission Statement
St. Nathy’s College was established to act as a Centre of Learning. We strive to achieve
this within a fostered Christian environment which equally provides for the faith and
personal development of each student.
All of our school endeavours and activities are directed towards these objectives.
Programmes and Levels
Junior Certificate Foundation, Ordinary and Higher Level
Transition Year
Leaving Certificate Foundation, Ordinary and Higher Level
Subject Aims
A Mathematics education should:
1. Contribute to the personal development of the students by:
Developing their problem solving skills and through modeling their
creative talents
Developing their ability to handle abstractions, generalisations and logic
Fostering their appreciation of the creative/aesthetic aspects of
Mathematics
Recognising Mathematics in the world around them
Improving their communication skills and ability to share ideas
Enabling them to develop a positive attitude to Mathematics
2. Help to provide them with the mathematical skills and knowledge to help them
in life and work by:
Giving them confidence and competence
Helping them in the study of other subjects
Preparing them for future study
Subject Objectives
The students of Mathematics will follow Bloom’s Taxonomy in their learning:
Level 1: Knowledge
Students will be recall basic facts, terms, theorems, formulae, etc.
Level 2: Comprehension
Students will be able to understand facts, interpret charts/graphs, use
Mathematical instruments, predict outcomes or consequences based on
data
Level 3: Application
Students will be able to apply concepts, theorems or problem solving
techniques to new situations
Level 4: Analysis
Students will be able to break down a concept into parts and make
inferences/comparisons based on data
Level 5: Synthesis
Students will be able to compile information together and propose
hypothesises/solutions to given problems
Level 6: Evaluation
Students will be able to apply several different strategies to solve a
Mathematical problem and draw conclusions supported by evidence
2014/2015 Coordinator: Á. Scally
Subject Teachers: Mr. O. Brady, Mr. G. Carmody, Ms. E. Conway, Mr. J. Dolan, Mr. B.
Foy, Mr. J.Guilfoyle, Mr. M. Hennigan, Ms. L. Herron, Ms. C. Mooney, Ms. K. Munnelly, Mr.
G. O’Sullivan, Dr. O. Redmond, Mr. T. Ronayne., Ms Á. Scally
Time Allocation/Timetabling
Year Allocation Timetabling
1 5 classes/week + extra Maths Some parallel
2 5 classes/week + extra Maths Parallel
3 5 classes/week + extra Maths Some Parallel
TY 5 classes/week One class
5 7 classes/week Parallel
6 7 classes/week Parallel
First year:
Students are placed in mixed ability classes. Extra classes are provided for
students with special needs. A common programme is followed for all classes and a
common exam is given at October, Christmas and at the end of first year. These
results helps students and teachers decide which level is most appropriate in
second year.
Second and third year:
The Higher Level option is offered in second year. Classes are usually parallel and
this facilitates the movement ofstudents, thus providing Higher Level and
Ordinary Level classes. Students with particular difficulties in this subject are
taught separately in classes with small numbers – and in some cases prepared for
Foundation Level.
Senior cycle:
Students opt for Higher Level or Ordinary Level in fourth year. Classes are
parallel and this allows students to drop down to Ordinary Level. Extra
Mathematics classes are also provided. Foundation classes are formed in the final
year if the need arises and the alignment of the classes in the timetable
facilitates this.
Grouping of Pupils
First Year
All first year classes are mixed ability classes. Students with difficulties in
this subject are identified at the start of the year and given special help.
Common first year exams are held at October, Christmas and at the end of
First Year. These, together with their performance during first year, are used
to reorganise the classes.
Second Year
All second year classes are deemed to be higher-level classes. As the year
progresses some classes may develop into ordinary level classes. Paralleled
classes allow for the movement of pupils between classes.
Third Year
Classes continue as in 2nd year.
Transition Year
There is one class of transition year students following a single programme.
Fifth and Sixth Year
While students are encouraged to consider Higher Level,historically there has
been usually only one Higher Level class with the majority of students opting to
take Ordinary Level. However with the introduction of the ‘Project
Maths’syllabi for both Junior and Leaving Certificate Mathematics the
numbers doing higher level is envisaged to rise dramatically.Paralleled classes
allow for the movement of pupils between Higher Level and Ordinary Level.
Classes are not usually allocated for Foundation Level, but students are
facilitated in pursuing this course if the need arises.
Streaming
There is no streaming in 1st Year
During 2nd year students are divided into Mathematics classes depending on
ability.
Senior classes are also streamed based on ability.
Student Access to Subject/Level
All students have access to all levels in Mathematics. Students are encouraged
to achieve their full potential.
Class Organisation
Depending on the methodology used, students usually sit at desks and work
individually. Group work, where possible, is encouraged. Students occasionally
have access to the computer room facilities and each student has the use of a
terminal.
Text Books
Junior Certificate
Active Maths 1
Active Maths 2 (Higher level students only)
Senior Certificate
Text & Tests 3 [Strands 1-5] (Ordinary level)
Active Maths 4 Book 1 and 2 (Higher level)
Provision for Students with Special Needs
In first year students with learning difficulties are integrated into regular
classes and receive extra help in smaller groups. Many of these students have
learning difficulties in the area of numeracy and need a great deal of support in
developing skills in this area. In second year students with learning difficulties
are timetabled together in a class that follows a programme that best fits
their needs.
Extra Mathematics classes ensure that these students receive the extra help
that they need. Work is planned and structured to meet their needs.
Cross-Curricular Planning
As Mathematics is an essential tool in the study of science-based subjects, it
obviously has a role to play in the development of these subjects. Accordingly
subjects like Physics, Chemistry and Applied Mathematics all use skills learned
in Mathematics classes. Other subjects such as Geography and IT are also
linked in this way.
Subject Planning for a Culturally Diverse Society
The universal nature of Mathematics means that there is perhaps less
difficulty in this area than in other subjects. For students with little or no
English, however, it can be much more difficult to keep up in class. Teachers
recognise this and make provision to give extra help to students in this
category.
Effective Teaching Methodologies
Planning and choosing material appropriate to students’ ability
Chalk and talk
Individual work
Pair and group work
Project work
Guided discovery
Brainstorming
Puzzles
Quizzes
Various methods of assessment (homework, questioning, peer assessment,
tests)
Use of videos and DVDs
Use of ICT (PowerPoint presentations, Geogebra etc.)
Mental arithmetic exercises
Student teaching
Range and Variety of Resources
Teaching skills and experience
Textbooks
Mathematical instruments
Photocopied material
Calculators
Overheads
Laptops
Digital projector
Computer programs such as GeoGebra
Internet resources (www.projectMaths.ie, www.ixl.com, www.mangahigh.com)
Shared Maths resource box in 5A
1. 36 dice
2. 6 packs of playing cards
3. folding geometric shapes
4. show-me boards with pens and erasers
5. stakubes
6. fraction tower set
7. laminated data sheets
8. Clinometers/trundle wheel
Availability / Use of ICT Facilities
The use of IT in the teaching of Mathematics has been increasing steadily in
recent years. All classrooms have access to the internet and are equipped
withlaptops and overhead digital projectors. Students are encouraged to test
their mathematical knowledge on websites such as www.ixl.com and
www.mangahigh.com. Junior students have timetabled access to the computer
room while senior students have access when the facilities are available.
Provision for Health and Safety Requirements
The Health and Safety policy of the school applies to the Mathematics
classroom.
Curriculum Content
Junior Certificate Higher and Ordinary Level
Year 1: September – October
Year 1: October – Christmas
Topic Learning Outcomes Students will learn about the
following:
Time Resource
Number
Natural Numbers Factors and Multiples
HCF and LCM
Prime Numbers
Order of Operations
8 classes
Sets Notation
Subsets
Venn Diagrams
Union and Intersection
Set Difference and Complement
Practical Problems
9 classes
Integers Adding, subtracting, multiplying and
dividing Integers
10 classes 4
Algebra:
An Introduction
Introduction
Evaluating Expressions
Addition/Subtraction
Multiplication
Expanding Brackets
15 classes 4
Statistics Introduction
Statistical Investigations
Collecting Data
Frequency Tables
Line Plots
Bar Charts
Pie Charts
Stem-and-Leaf Diagrams
Histograms
Mode, Mean, Median, Range
15 classes 7
Rational Numbers Equivalent Fractions
Adding, subtracting, multiplying
and dividing fractions
10 classes 5, 6
Decimals
and Percentages
Recurring/Terminating decimals
Rounding Off
Calculate with percentages
8 classes
Year 1: January – Easter
Year 1: Easter – summer
Fundamental Principal of
Counting
Systematic Listing
Two-Way Tables
Tree Diagrams
F.P.C.
6 classes
Probability Introduction
Likelihood Scale
Probability Scale
Relative Frequency
Fairness
Expected Frequency
Two-way tables/tree diagrams
15 classes 1, 2
Algebra II Solving Linear Equations 15 classes
Number Patterns Linear Patterns
Quadratic and Exponential
patterns
8 classes
Geometry I Basic Concepts
Angles
Axioms
8 classes
Constructions 1 Numbers 1,2,4,5,6,8 and 9 8 classes
Geometry II Vertically Opposite Angles
Corresponding Angles
Triangles
10 classes
Transformation Geometry Plotting Points
Axis of Symmetry
Translation
Central Symmetry
Axial Symmetry
8 classes
Year 2: September - October
Year 2: October - Christmas
Indices and Reciprocals Laws of indices
Scientific Notation
Orders of Magnitude
Reciprocals
10 classes
Applied Arithmetic Income Tax
VAT
Bills
Profit and Loss
Discounts
Currency Exchange
Compound Interest
13 classes
Distance, Speed and Time Problem Solving
Timetables
5 classes
Area and Volume Area and Perimeter of 2D shapes
Circles
Rectangular Solids
Cylinders
Scale Diagram
15 classes 3
Simultaneous Equations Solving Algebraically/Graphically 6 classes
Linear Inequalities Number Systems
Solving Inequalities
5 classes
Algebraic Factors HCF
Grouping
Quadratic Trinomials
Difference of 2 Squares
9 classes
Solving
Quadratic Equations
Full Topic 6 classes
Algebraic Fractions Addition/Subtraction
Simplifying
Solving Equations
6 classes
Year 2: Christmas - Easter
Year 2: Easter – summer
Geometry III Similar Triangles
Congruent Triangles
Circles
Theorem of Pythagoras
10 classes
Constructions 2 Numbers 10,11,12,13,14 and 15 6 classes
Co-ordinate Geometry 1 Co-ordinating the Plane
Distance
Midpoint
Slope
Equation of a line
15 classes
Trigonometry 1 Right-Angled Triangle and
Pythagoras
Trigonometric Ratios
Finding Angles
Solving Practical Problems
Angles of Elevation and Depression
15 classes 8
Problem Solving Using
Algebra
Writing Expressions
Linear Equations
Simultaneous Equations
Quadratic Equations
10 classes
Functions Idea of a function
Domain, Co-domain and Range
5 classes
Graphing Functions Graphing Linear Functions
Graphing Quadratic Functions
Transformations of Linear and
Quadratic Graphs
8 classes
Problem Solving
Graphically
Linear Equations
Linear Patterns
Non-Linear Patterns
Speed-Time-Distance Graphs
7 classes
Year 3:Ordinary Level
Ordinary Level Students have completed the course by the end of Second Year. During
the course of third year revision of the entire course and exam preparation takes place.
Year 3: September – October (Higher Level)
Sets Intersection and Union of 3 Sets
Set Difference and Complement
Associative Property for
Intersection, Union and Difference
Distributive Property of Union over
Intersection and Intersection over
Union
8 classes
Number Systems Irrational Numbers
Add, Subtract, Multiply and divide
numbers in the form
a ± b c
8 class
Indices Laws of Indices
Scientific Notation
8 classes
Algebra 1: Expressions Evaluating More Complex
Expressions
Addition and Subtraction of
Quadratics
Expanding Brackets (Binomial and
Trinomial)
3 classes
Algebra II: Factorising HCF
Grouping Factors
Quadratic Trinomials
Difference of Two Squares
Further Factorisation
5 classes
Algebra III: Algebraic
Fractions
Adding and Subtracting Algebraic
Fractions
Reducing Algebraic Fractions
Long Division
5 classes
Year 3: October – Christmas (Higher Level)
Year 3: Christmas – Easter (Higher Level)
Algebra IV: Manipulation
of Formulae
Manipulation of Formulae 3 classes
Algebra V: Linear
Equations
Solving Linear Equations with one
and two Variables
Unknown Coefficients
Solving linear equation problems
5 classes
Algebra VI: Solving
Inequalities
Solving and Graphing Inequities
Compound Inequalities
5 classes
Algebra VII: Quadratic
Equations
Solving Quadratic Equations by
factoring and by formula I and II
Forming Quadratic Equations when
given roots
Solving problems with Quadratic
Equations
8 classes
Number Patterns Linear sequences
Quadratic Sequences
Exponential Patterns
8 classes
Graphing Functions Graphing Linear, Quadratic and
Exponential Functions
Transform Exponential Functions
10 classes
Applied Arithmetic 2 More Difficult Problems on Income
Tax
Percentage Profit and Loss
Compound Interest
8 classes
Distance, Speed and
Time
DST Triangle
Distance/Speed/Time Graphs
8 classes
Area and Volume 2 Nets of Prisms, Cylinders and
Cones
Surface Area of Triangular Base
Prisms, Cylinders and Cones
Volume and CSA of Spheres and
Hemispheres
Volume of Above Shapes and
Rectangular Solids
10 classes
Counting and Probability Combined Events with Unequally
Likely Outcomes
Set Theory and Probability
8 classes
Statistics Back to back Stem and Leaf
Diagrams
Quartiles and Interquartile Range
Mean of Grouped Frequency
Distribution
Reliability of Data and Sources
8 classes
Constructions 3 Numbers 3 and 7 2 classes
Year 3:Easter –Summer (Higher Level)
Geometry I Parallel Lines and Triangles
Further Similar Triangles
Further Pythagoras’ Theorem
Circle Theorems
10 classes
Geometry II Understand: Axiom, Theorem, Proof,
Corollary, Converse, Implies
Formal Proofs of Theorems 4, 6, 9,
14 and 19.
Solve Problems using these
Theorems and their relevant
Corollaries
10 classes
Co-ordinate Geometry Point of Intersection of 2 Lines
Equation of a Line Parallel to
Another Line
Equation of a Line Perpendicular to
Another Line
8 classes
Trigonometry Special Angles: 30o, 45o,60o
Dealing with Degrees, Minutes and
Seconds
Problem Solving Involving Surds
8 classes
Final Revision All topics and Sample Papers Remainder
of year
Leaving Certificate Ordinary Level
Year 1: September – October
Year 1: October – Christmas
Algebra 1 Simplify and evaluate algebraic
expressions
Solve linear equations
Add algebraic fractions
Linear inequalities
Simultaneous Equations
Changing subject of a formula
20 classes
Algebra 2: Quadratic
Equations
Factorise and solve quadratic
equations
Use the quadratic formula
Simultaneous equations – one linear,
one quadratic
Laws of Indices
Surds
20 classes
Coordinate Geometry –
The Line
Distance between two points
Midpoint of a Line Segment
Slope of a Line
The Equation of a Line
Finding the Equation of a Line
Intersecting Lines
Parallel and Perpendicular Lines
Real Life Problems
Area of a Triangle
20 classes
Collecting Data and
Sampling
Types of data
Questionnaires
Sampling
6 classes
Arithmetic Fractions
Decimals
Percentages
Ratio and proportion
Currency transactions
Income tax
Compound Interest
Speed – distance- time
Standard form
20 classes
Probability Events and outcomes
Experimental probability
The addition rule
The multiplication rule (Bernoulli
trials)
Venn and Tree diagrams
Expected value
F.P.C. and Permutations
Confidence intervals and Hypothesis
Testing
20 classes
Year 1: January – Easter
Year 1: Easter – summer
Complex Numbers Complex numbers and the Argand
Diagram
Adding and Subtracting Complex
numbers
Modulus of a complex number
Multiplying Complex numbers
Conjugate of a Complex number
Dividing Complex numbers
Quadratic Equations with Complex
roots
Transformations of complex numbers
25classes
Measures of Location and
Spread
Measures of Central Tendency: Mean,
Mode and Median
Measure of Spread: Range
Deciding which average to use
Frequency distributions
Grouped frequency distributions
Standard Deviation
21 classes
Area and Volume Area and Perimeter of 2D shapes
Area and Circumference of a Circle
and Sector of a Circle
Problems involving Area and Perimeter
Cubes and Cuboids
Cylinders
Cones
Spheres and Hemispheres
Problems involving Volume and Surface
Area
Trapezoidal Rule
21 classes
Patterns and Sequences Patterns
Arithmetic Sequences
The General Term of an Arithmetic
Sequence
The Sum of an Arithmetic Series
Quadratic Sequences
21 classes
Geometry 1 Angles and Triangles
Area of triangles and parallelograms
Triangles and ratios
Circle theorems
10 classes
Coordinate Geometry –
The Circle
Equation of circle with centre (0,0)
Points and circles
Equation of circle with centre (h,k)
and radius r
Intersection of line and circle
Intersection of circle and axis
20 classes
Year 2: September – October
Year 2: October – Christmas
Year 2: Christmas – summer
Representing Data Bar and Pie Charts
Histograms
Shape of a Distribution
Stem-and-leaf Diagrams
Scatter Graphs
Correlation and Causality
20 classes
Trigonometry Right-angled Triangles and Pythagoras
Theorem
Trigonometric Ratios in Right-angled
triangle
Finding Length of Side in a Right-
angled triangle
Practical Problems
Area of a Triangle
The Sine Rule
The Cosine Rule
Special Angles, 30o, 45o and 60o.
The Unit Circle
Evaluating the Trigonometric Ratios
of all angles between 0o and 360o.
Area of a Sector and Length of an
Arc
20 classes
Geometry 2 –
Enlargements and
Constructions
Enlargements
Constructions 1,2,4,5,6,8,9,
10,11,12,13,14,15,16,17,18,19,20 and 21
20 classes
Functions Domain, Range, Codomain
Composite Functions
Finding unknown coefficients
22 classes
Graphing Functions Graphing and interpreting linear,
quadratic, cubic and exponential
functions
22 classes
Calculus Slopes of a line and curve
Tangents and curves
Increasing and decreasing Functions
Max and Min Problems
Rates of Change
25 classes
Revision and Exam
Preparation
Various Remainder
of year
Leaving Certificate Higher Level
Year 1: September - October
Real Numbers
Chapter 1 (Book 1)
Types of numbers
HCF and LCM
Rounding and significant figures
Orders and magnitude
Scientific notation
3 classes
Algebra I
Chapter 2 (Book 1)
Add and subtract algebraic
expressions
Multiply and divide algebraic
expressions
Expand, factorise and simplify
expressions
Apply Pascal’s Triangle for polynomials
Use long division to find factors
14 classes
Algebra II
Chapter 3 (Book 1)
Solve linear, quadratic and cubic
equations
Solve equations with more than one
variable
Apply the Factor Theorem
Recognise and sketch graphs of
polynomials
Manipulate formulae
14 classes
Algebra III
Chapter 4 (Book 1)
Solve equations with surds
Solve linear, quadratic and rational
inequalities
Find solutions to modulus inequalities
Discriminants
14 classes
Indices and Logarithms
Chapter 7 (Book 1)
Apply Laws of Indices
Manipulate expressions with surds
Apply Laws of Logarithms
14 classes
Year 1: October–Christmas
Statistics I
Chapter 1 (Book 2)
Recognise different types of data
Understand different sampling
methods
Display data using:
- Stem-and-leaf diagrams
- Histograms
- Scatter Graphs
Recognise different distributions
Calculate (on calculator) and interpret
the correlation coefficient
15 classes
Statistics II
Chapter 4 (Book 2)
Measures of Central Tendency:
-Mean, mode, median
Measures of Spread:
-Range, interquartile range, standard
deviation
Measures of Relative Standing :
-Percentiles
(finish chapterafterProbability)
Probability I
Chapter 2 (Book 2)
Fundamental Principal of Counting
Permutations
Combinations
Theoretical and Experimental
Probability
Conditional Probability
15 classes
Probability II
Chapter 3 (Book 2)
Draw and use tree diagrams
Expected Values
Solve problems involving Bernoulli
Trials
The normal Distribution
Statistics II
Chapter 4 (Book 2)
z-scores
The Empirical Rule
Confidence Intervals
Hypothesis Testing
Central Limit Theorem
15 classes
Year 1: Christmas - Easter
Functions
Chapter 8 (Book 1)
Linear, quadratic, cubic, logarithmic,
exponential functions
Transformations of functions
Injective, bijective and surjective
functions
Inverse functions
25 classes
Trigonometry
Chapter 7 (Book 2)
Apply Pythagoras’ Theorem
Trigonometry Ratios (all quadrants)
Apply Sine and Cosine Rule
Graph Trigonometric Functions
Solve Trigonometric Equations
Area
Apply Formulae 1-24
Prove Formulae 1 - 7 and 9
25 classes
Differential Calculus I
Chapter 13 (Book 1)
Limits and continuity
Differentiation from first principals
Differentiate trigonometric,
logarithmic and exponential functions
Sum, Product and Chain rule
Inverse Trigonometric Functions
20 classes
Differential Calculus II
Chapter 14 (Book 1)
The second derivative
Increasing and Decreasing Functions
Maxima, minima and points of
inflection
Max and Min problems
Rates of change
Implicit Differentiation
20 classes
Year 1: Easter – summer
Integral Calculus
Chapter 15 (Book 1)
Integrate various definite and
indefinite integrals
Integrate exponentials, trigonometric
functions and polynomails of different
forms
Solve area problems using integration
Intersecting Curves and the
Trapezoidal Rule
Average Value of a Function
15 classes
Complex Numbers
Chapter 12 (Book 1)
Add, subtract, multiply and divide
complex numbers
Modulus of a Complex number
Solve complex equations
Polar Form
Apply De Moivre’s Theorem
15 classes
Year 2: September - October
Geometry 1
Chapter 5 (Book 2)
Congruent triangles
Parallel lines and triangles
5 classes
Geometry 2
Chapter 8 (Book 2)
Similar triangles
Circle theorems
Apply theorems, axioms and
corollaries
Prove Theorems 4, 6, 9, 11, 12, 13, 14,
19,
14 classes
Constructions
Chapter 6 (Book 2)
Draw constructions 1-22 9 classes
Enlargements
Chapter 9 (Book 2)
Translations
Axial symmetry
Central symmetry
Enlargements
7 classes
Co-ordinate Geometry:
The Line
Chapter 10 (Book 2)
Use the equation of line to answer
questions
Perpendicular distance
Angle between two lines
Dividing a line segment into a given
ratio
14 classes
Co-ordinate Geometry:
The Circle
Chapter 11 (Book 2)
Circles with centre (0,0), (h,k) and
(-g, -f)
Intersection of a line and circle
Tangent problems
Touching circles
14 classes
Year 2: October - Christmas
Length, Area and Volume
Chapter 6 (Book 1)
Length and area of 2-D shapes
(including circles and trapeziums)
Volume and surface area of 3-D
shapes (cylinder, cone, sphere,
hemisphere)
Trapezoidal Rule
14 classes
Number Patterns,
Sequences and Series
Chapter 9 (Book 1)
Arithmetic sequences and series
Geometric sequences and series
Quadratic/exponential and cubic
sequences
Limits of a sequence
Infinite Geometric Series
14 classes
Arithmetic
Chapter 5 (Book 1)
Percentage error
Business accounts
Income Tax
VAT
21 classes
Financial Mathematics
Chapter 10 (Book 1)
Present Value
Compound interest
Depreciation
Amortisation of mortgages and loans
Year 2: Christmas - summer
Real Numbers
Chapter 1 (Book 1)
Irrational Numbers (proofs and
constructions)
5 classes
Proof by Induction
Chapter 11 (Book 1)
Proofs involving series, inequalities
and divisibility
Proof of De Moivre’s Theorem
(Chapter 11 Book 1)
21 classes
Revision and Exam Papers Remainder
of year
Homework Procedures
Homework is an essential component of Mathematics teaching, as it helps
reinforce ideas introduced in class and allows students to assess their own
progress
Homework is given and checked on a regular basis
Homework is recorded in the student’s diary
This diary is then signedeach night by the student’s parent or guardian.
Assessment of Learning
Where possible common examination papers are used across each year.
First, second and fourthyears sit common Christmas and summer
examinations.
Class exams are given regularly
Leaving and Junior Certificate students sit Mock examinations
Feedback is given to students
This feedback is also communicated to parents by means of a note in the
diary, an end of term report card and at parent teacher meetings.
Assessment for Learning
Learning Objectives are outlined to students at start of lessons
Mixture of closed and open questions asked of students during lessons
Pair and group work activities incorporated into classes to allow students to
learn from each other
Self and Peer assessment used during lessons
Teacher gives descriptive feedback to students during lessons
Students are encouraged to set goals and take control of their learning
Teachers provide students with ideas on how best to study Mathematics
Students to keep record of results in diary
Record Keeping Procedures
Teachers record all examination results in their own school report books.
Christmas and summer reports are recorded on the school computer
system. These reports consist of a mark awarded for each half term based
on examinations. These marks may be based on a terminal exam or
calculated using a weighted mean.
Reporting Procedures
The school diary is used as a means of communication between teachers and
parents/guardians
Parent teacher meetings are held regularly
Teacher in-Service Development
Mathematics In-Service both in school and at teacher centres. All
members of the Mathematics department have attended ten Project Maths
in-service days.
Literacy and Numeracy
The Mathematics Department is currently in the process of planning and
implementing a four-year policy on both Literacy and Numeracy.
In terms of Literacy, the Maths department has decided to emphasize the
importance of key words. Teachers are encouraged to share key words with
students at the beginning of or during lessons. All Maths classrooms have the
same ‘Key Words and Symbols’ poster to assist with this. With the new Project
Maths syllabus comes a much greater emphasis on students’ ability to read
passages and explain themselves in words. Teachers are aware that the language
now being used in questions can be very confusing and off-putting for students.
To combat this, students will be given time to practice their literacy skills, with
particular attention being given to the language now being used in questions.
Teachers should also assist students with the reading of longer questions by
encouraging students to underline key words as they come across them.
In terms of Numeracy, the Maths department has been concerned about the
number of students who struggle with basic percentage calculations. To tackle
this, teachers are encouraged to lets students grade tests and work out the
fraction and percentage of marks received in a test or assignment. This may be
incorporated into a lesson by letting students grade their own work, or that of a
peer (AFL). For more important tests, teachers may write the marks attained by
the students for each question on the test paper and work out the student’s final
result for their record book. In the following lesson, studentscan tally the marks
on their test and work out their final percentage. Teachers can then check that
the results match.
We have also decided as a department to put a greater emphases on mental
arithmetic. A lot of students have become over-reliant on calculators and we feel
this will be a great disadvantage to them in the future. Teachers will incorporate
this into lessons in numerous ways, such as solving problems without the use of a
calculator, asking times tables, encouraging estimationsand giving non-calculator
sections on tests.
DES Subject Department Inspection
No Subject Inspections to date.