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.