Mathematical Studies and Applications: Mathematics, Business Studies

POST-PRIMARY
Mathematical
Studies and
Applications:
Mathematics,
Business Studies
Guidelines for Teachers of Students with
MILD
General Learning Disabilities
Contents
Introduction 3
Approaches and methodologies 4
Exemplars 20
Appendix 151
Guidelines Mild General Learning Disabilities / Mathematics / POST-PRIMARY
Introduction
These guidelines are designed to They are part of a suite of guidelines produced by
the National Council for Curriculum and Assessment
support teachers of students with
with a focus on special educational needs. Each set of
mild general learning disabilities guidelines corresponds to an area of experience of the
who are accessing the junior Junior Cycle curriculum and offers exemplars of good
classroom practice in support of the knowledge and
cycle curriculum in the area of
skills associated with that area of experience.
Mathematics.
These guidelines are is designed to support the
teacher of Mathematical Studies and Applications for
students with special educational needs, within the
context of a whole school plan.
In addition to the guidelines presented here,

similar materials have been prepared for teachers
working with students accessing the Primary School
Curriculum. Continuity and progression are important
features of the educational experience of all students,
but they are particularly important for students
with special educational needs. Therefore, all the
exemplars presented here include a reference to
opportunities for prior learning in the Primary School
Curriculum.
The exemplars have been prepared to show how

students with mild general learning disabilities
can access the curriculum through differentiated
approaches and methodologies. It is hoped that these
exemplars will enable teachers to provide further
access to the other areas of the curriculum. A range of
assessment strategies is identified in order to ensure
that students can receive meaningful feedback and
experience success in learning.
Approaches and methodologies
In Approaches and Methodologies Individual differences in talents,

individual differences are strengths, and needs
emphasised, and potential areas All students will benefit from a variety of teaching
styles and classroom activities. Students with mild
of difficulty and implications for general learning disabilities will benefit particularly
learning are outlined and linked if the teacher is aware of their individual talents,
with suggestions for approaches and strengths, and needs before embarking on a new
activity.
methodologies for classroom use.
Consultation and/or involvement in the Individual
Education Planning process as well as teacher
observation will assist the teacher of Mathematical
Studies and Applications in organising an appropriate
learning programme for a student with mild general
learning disabilities. Such an approach will assist the
teacher in selecting suitably differentiated methods
for the class. If learning activities are to be made
meaningful, relevant, and achievable for all students
then it is the role of the teacher to find ways to respond
to that diversity by using differentiated approaches and
methodologies. This can be achieved by
n ensuring that objectives are realistic for the

students
n setting short and varied tasks
n ensuring that the learning task is compatible with
prior learning
n providing opportunities for interacting and working
with other students in small groups
n allowing students to spend more time on tasks
n organising the learning task into small stages
n ensuring that the language used is pitched at the
students’ level of comprehension and does not
hinder understanding the activity
n using task analysis in outlining the steps to be
learned/completed in any given task
n modelling task analysis by talking through the
steps of a task as it is being done
n posing key questions to guide students through the
stages/processes, and to assist in self-direction and
correction
n using graphic symbols as reminders to assist It is important to teach mathematical language actively
students’ understanding of the sequence/steps in to the students with mild general learning disabilities
any given task/problem and to reinforce it on a daily basis, since they may
have general language difficulties. A mathematical
n creating a congenial learning environment by using
dictionary of words, symbols, and diagrams can be
concrete and, where possible, everyday materials,
kept by the teacher and by the students themselves
and by displaying word lists, laminated charts with
and can be presented as a wall chart display.
pictures.
Teachers need to be aware of the danger of using

Mathematical Language mathematical ‘tricks’ and ‘short cuts’. Certain phrases
have become common in the mathematics classroom,
Mathematics should be seen as a language with its
particularly in the areas of arithmetic and algebra, but
own vocabulary of both words and symbols.
they often serve to conceal the concept behind what
is occurring.
Many students confuse mathematical language with
‘ordinary’ language. They say ‘He’s bigger than me’
Language that describes transformations in terms
when they mean older, or ‘My table is longer than his’
of the surface structure only should be avoided,
when they mean wider. It is important to teach this
because it focuses attention on the form rather than
language actively to the students and to reinforce it
the meaning which gives rise to the transformation.
on a daily basis. Students will need to be exposed to
Examples of this would be:
mathematical language and have it reinforced at a
receptive level in a variety of situations before they will
Take it over to the other side and change the sign.
develop the ability to use it themselves.
Cross multiply.
Move the decimal point over.
The vocabulary of mathematics, symbols, and tools
Turn it upside down and multiply.
are used in particular circumstances. In general the
Collect all the x’s on one side of the equation.
student is unlikely to hear or read much mathematical
Always do to the top what you do to the bottom.
language outside the classroom. The teacher, as
To multiply by ten add a nought.
the mediator between the student and the world of
mathematics, needs to examine the classroom use
These descriptions tell someone only what to do, with
of mathematical language carefully. Is it consistent,
the result that there is little impetus to examine them
accurate, and unambiguous? Will students experience
to see why they might be helpful.
the same use of language as they move from one
class to another? Are students able to use appropriate
Consistency of approach is vital. It is important that all
mathematical language precisely? Can students relate
teaching staff who are in contact with the student and
some mathematical language to real-world situations?
parents are aware of the terminology being used.
For example, where appropriate planning has
Such errors can be avoided if a range of different
occurred the mathematics teacher can use the
examples is used to explain a concept. For example,
language of measurement (length, perimeter, area,
if a student is taught that Figure 1 is a right-angled
longer, shorter, etc.) while at the same time the
triangle and promptly labels Figure 2 a left-angled
English teacher can adopt reinforcement activities
triangle the presentation of a range of triangles
that incorporate the same words and the science
in different orientations can help correct the
and/or woodwork teacher can engage the students
misconception.
in practical measuring activities. Parents can also
be encouraged to use the words at home. Keeping
parents informed of the words being used and the
importance of using them frequently will help the

student to use them in real contexts.
Figure 1 Figure 2
The following is an example of a note that could be

sent to parents:
This week’s keywords in mathematics are:

measure, size, length, distance, units, centimetre,
metre, kilometre, longer, shorter, how long?
Please use them often and encourage your child to

use them in appropriate situations.
Students may have difficulties with mathematical

symbols. Charts in the classroom showing the symbol,
the word, an example, and a diagram can help to
reinforce a correct interpretation of a symbol. Where
possible a real-world link to the symbol should also
be included. Students can build up a dictionary of
symbols as they progress through the course.
Symbol Word Example Diagram Real-world

A road intersection is where two roads
∩ intersection A∩B={2,3} cross each other.

Train tracks go on
|| parallel X||Y without ever meeting.
Background to the Junior post-primary level. This challenges teachers to extend

Certificate Foundation Level and diversify their teaching styles.
mathematics course
These guidelines are written in the context of the area These students still need to learn mathematics to help
of experience Mathematical Studies and Applications them in everyday life (social mathematics), further
as outlined in the Junior Cycle Review (1999). The study or training (vocational mathematics), or perhaps
topics referred to in the exemplar material are drawn to enhance their thinking skills and problem solving
from the foundation level of the Junior Certificate skills. The foundation level course is designed to help
mathematics course. Links to the relevant primary the student to
school topics and the corresponding statements in the
Junior Certificate School Programme are mentioned. n construct a clearer knowledge of basic
This section outlines the rationale, aims, and content mathematics
of the foundation level mathematics course. n develop improved skills in basic mathematics
n develop an awareness of the usefulness of
The foundation level Junior Certificate mathematics
mathematics
course is designed for students who are not ready
for, or who are unsuited to the ordinary level course. n feel she/he is making progress through the
Students may not be ready to deal with some of the introduction of new material
more abstract mathematical concepts; they may be n engage in a range of learning styles through, for
finding the transition from primary to post-primary example, the visual, spatial, and numerical aspects
school particularly difficult; or they may have learning of mathematics.
styles that are not met by the traditional approach at
The particular target group may respond well to The assessment objectives, also stated in the syllabus,
activities that deal with mathematical knowledge, understanding,
and application, and with the student’s psychomotor
n improve students’ self-confidence (I can do skills and the ability to communicate what they are
mathematics) learning.
n improve students’ confidence in the subject
The content of the Primary School Curriculum is
(mathematics makes sense, mathematics is useful)
taken as the prerequisite for students following the
n support the acquisition and consolidation of foundation level course. As will be seen from the
fundamental skills exemplars that follow, many of the primary strands
n embed mathematics in meaningful contexts have been revised and treated in greater depth. In
this way there is a natural continuity from the primary
n create opportunities for students to experience
curriculum to the post-primary curriculum.
success
n create opportunities for students to reflect on their
own experience and performance.
The specific aims of the foundation level course, as

stated in the syllabus, are that the course will provide
students with
n an understanding of the basic mathematical

concepts and relationships
n confidence and competence in basic skills
n the ability to solve simple problems
n the experience of following clear arguments and of
citing evidence to support their own ideas
n an appreciation of mathematics both as an
enjoyable activity through which they experience
success, and as a useful body of knowledge and
skills.
Outline of the course

This table outlines the course content under each topic. For more detail refer to the Junior Certificate
Mathematics syllabus and the Junior Certificate Guidelines for Teachers: Mathematics. These are accessible
on www.education.ie
Topic Content details
Sets 1. Listing of elements of a set. Membership of a set defined by a rule.

Universe, subsets. Null set (empty set). Equality of sets.
2. Venn diagrams.
3. Set operations: intersection and union (for two sets only), complement.
4. Commutative property for intersection and union.
Number 1. The set N of natural numbers. Order (<, <, >, >). Idea of place value.
systems Sets of multiples. Lowest common multiple.
The operations of addition, subtraction, multiplication and division in N
where the answer is in N. Meaning of an for a, n N, n = 0.
Evaluation of expressions containing at most one level of brackets.
Examples:
2 + 7 (4 – 1)
6 + 10 x 3
3(14 – 5) – (7 + 2)
Estimation leading to approximate answers.
2. The set Z of integers. Positional order on the number line.

The operation of addition in Z.
3. The set Q+ of positive rational numbers.

Fractions: emphasis on fractions having 2, 3, 4, 7, 8, 16, 5, 10, 100 and
1000 as denominators. Equivalent fractions. The operations of addition,
subtraction and multiplication in Q+.
Estimation leading to approximate answers. Fractions expressed as
decimals; for computations without a calculator, computation for fractions
with the above denominators excluding 3, 7 and 16.
Decimals: place value. The operations of addition, subtraction,
multiplication and division. Rounding off to not more than three decimal
places. Estimation leading to approximate answers.
Percentage: fraction to percentage. Suitable fractions and decimals
expressed as percentages.
Example: 32 ; 32%
100

Equivalence of fractions, decimals and percentages.
Example: 42 ; 0.42; 42%
100
4. Squares and square roots.
5. Commutative property.
Priority of operations.
Applied 1. Bills: shopping; electricity, telephone, gas, etc. Value added tax (VAT).
arithmetic and Applications to meter readings and to fixed and variable charges.
measure Percentage profit: to calculate selling price when given the cost price and
the percentage profit or loss; to calculate the percentage profit or loss
when given the cost and selling prices. Percentage discount. Compound
interest for not more than three years. Calculating income tax.
2. SI units of length (m), area (m2), volume (m3), mass (kg), and time (s).
Multiples and submultiples. Twenty-four hour clock, transport timetables.
Relationship between average speed, distance and time.
3. Calculating distance from a map. Use of scales on drawings.
4. Perimeter.
Area: square, rectangle, triangle.
Volume of rectangular solids (i.e. solids with uniform rectangular
cross-section).
Length of circumference of circle = π.
Length of diameter
Use of formulae for length of circumference of circle (2πr), for area of
disc (i.e. area of region enclosed by circle, πr 2).
Use of formula for volume of cylinder (πr 2h).

Statistics and 1. Collecting and recording data. Tabulating data. Drawing and interpret-
data handling ing pictograms, bar-charts, pie-charts (angles to be multiples of 30° and
45°). Drawing and interpreting trend graphs. Relationships expressed
by sketching such graphs and by tables of data; interpretation of such
sketches and tables.
2. Discrete array expressed as a frequency table.

Mean and mode.
Algebra 1. Formulae, idea of an unknown, idea of a variable (informal treatment).

Evaluation of expressions of forms such as ax + by and a(x + y) where
a, b, x, y N; evaluation of quadratic expressions of the form x2 + ax + b
where a, b, x N.
Examples:
Find the value of 3x + 7y and of 6(x + y) for given values of x and y.
Find the value of x2 + 5x +7 when x = 4.

2. Use of associative and distributive properties to simplify expressions of
forms such as:
a(x ± b) + c(x ± d)
x(x ± a) + b(x ± c)
where a, b, c, d, x N.
Examples:
3(x – 2) + 2(x + 1)
x(x + 1) + 2(x + 2)

3. Solution of first degree equations in one variable where the solution is a
natural number.
Examples:
Solve 3x + 4 = 19.
Solve 4(x – 1) = 12.

10
Relations, 1. Couples. Use of arrow diagrams to illustrate relations.
functions and Example: “is greater than”
graphs
2. Plotting points. Joining points to form a line.

3. Drawing the graph of forms such as y = ax + b for a specified range of
values of x, where a, b N. Simple interpretation of the graph.
Example:
Draw the graph of y = 3x + 5 from x = 1 to x = 6.
Geometry 1. Synthetic geometry:

Preliminary concepts:
The plane.
Line ab, line segment [ab], |ab| as the length of the line segment [ab].
Angle; naming an angle with three letters. Straight angle.
Angle measure; |∠abc| as the measure of ∠abc.
Acute, right and obtuse angles.
Parallel lines; perpendicular lines.
Vertically opposite angles.
Triangle (scalene, isosceles, equilateral), quadrilateral (convex),
parallelogram, rectangle, square.

Practical, intuitive approach, for example using drawings and paper-folding.
For constructions, the use of compasses, set squares, protractor, and
straight-edge are allowed unless otherwise specified.

Use of geometrical instruments—ruler, compasses, set squares and
protractor—to measure the length of a given line segment, the size of a
given angle and the perimeter of a given square or rectangle.

Construction: To construct a line segment of given length (ruler allowed).

Construction: To construct a triangle (ruler allowed) when given:
• the lengths of three sides;
• the lengths of two sides and the measure of the included angle; 11
• the length of a base and the measures of the base angles.

“Fact”: A straight angle measures 180°. (For interpretation of the word
“Fact” see Guidelines for Teachers.)

“Fact”: Vertically opposite angles are equal in measure.

“Fact”: The measure of the three angles of a triangle sum to 180°.

Construction: To construct a right-angled triangle, given sufficient data
(ruler allowed).

“Fact” (Theorem of Pythagoras): In a right-angled triangle, the square of
the length of the side opposite to the right angle is equal to the sum of the
squares of the lengths of the other two sides (verification by finding the
areas of the squares on the three sides or otherwise).

Construction: To construct a rectangle of given measurements
(ruler allowed).

“Fact”: A diagonal bisects the area of a rectangle (verification by paper-
cutting or otherwise).

Construction: To draw a line through a point parallel to a given line.

Construction: To divide a line segment into two or three equal parts.

Construction: To bisect an angle without using a protractor.

Meaning of distance from a point to a line.
Geometry Meaning of base and corresponding perpendicular height of a

parallelogram.

“Fact”: The area of a parallelogram = |base| x (corresponding)
perpendicular height.
2. Transformation geometry:

Central symmetry, axial symmetry.

Use of instruments to construct the image (rectilinear figures only) under
(i) axial symmetry and (ii) central symmetry.
12
Using Calculators Encouraging estimation

The use of calculators is a regular feature in the Through skillful questioning students can be
daily mathematics lesson in post-primary schools. encouraged to use estimation. Interesting questions
Calculators are an invaluable aid for all students and such as, ‘Are 150 hours more or less than a week?’
especially those with mild learning disabilities. Most will encourage an estimated answer followed by
importantly, calculators enable students with mild calculator work.
general learning difficulties to achieve success in
mathematics. For some of these students memorising
number bonds can be a problem. This can be offset Entering correctly
by using a calculator, as long as the underlying
Entering the decimal point needs careful attention,
operations and concepts are understood by the
especially in relation to money problems, for example
students.
€20 is entered differently to 20c, and in turn to 2c.
The overall aim in the use of calculators in the
mathematics class is to enable students to know
when it is appropriate to use mental methods, written The fraction symbol
methods, and calculator methods, or a combination Using the fraction symbol on the calculator abc can
of these. make fraction calculation achievable for students.
1 1 2
Once mastered, a problem like 2 + 4 + 3 can be
A simple drill of Think first, write, use the calculator, answered easily. Equivalences can be explored and
write, and then compare the results against the large fractions simplified. The teacher will need to
original estimate should be practised. Rounding off show this to the class and to individual students. 13
and writing the estimate before using the calculator Students working in pairs or threes can help
can ensure that cognitive skills are being developed each other.
and will avoid mechanical use of the calculator.
The teacher will choose whether a scientific calculator

Interpreting display correctly
or a simpler model will suit the student. The latter
usually has large keys and is most effective in Pair work helps greatly with this. Questions like, ‘What
performing the four basic functions. However, in does 12.3 mean in a money problem?’ ‘How would
dealing with fractions the scientific models offer great 3 cents be represented on the display?’ ‘How would
relief from lengthy and complex algorithms. The you key in twelve euro and three cent?’ will stimulate
calculator can enable the student to keep up with a correct reading of the display. Students should write
learning in the system of natural numbers, integers, their answers on paper.
rational numbers, and real numbers. The teacher
will familiarise himelf/herself with the various brands In using the memory button a teacher can judge the
of calculators being used by the students, and assist readiness of a student for calculations involving more
them with minor differences in operating them. The than one stage. For example, in calculating the wall
following are some approaches that teachers may area of a room 250cm X 500cm X 300cm seems
find useful. impossible for the student with general learning
difficulties, yet 2 X 3 X 5 when stored to memory M+
(2 X 4 X 5 M+ ) can be accessed by pressing
Recall Memory. This is an algorithm that can be
Pair and small group work
practised and used for larger numbers. Pair work is
This can be of great benefit when students are very useful in this context in developing confidence
learning how to manipulate the calculator and when and in exploring methods.
solving problems .
Checking answers Teaching strategies

The calculator offers the teacher ways of showing When planning for teaching and learning in the area
the student how to check answers using inverse of Mathematical Studies and Applications a variety of
operations, thus reinforcing the learning of basic teaching strategies needs to be considered.
operations. For example, 27 - 15 = 12 can be
checked by 12 + 15. These will respond to the particular challenges
students with mild general learning disabilities
experience in engaging fully with, for example,
Identifying students’ mathematical language, oral and written
communication, problem-solving, and the retention
misconceptions and errors
of facts and concepts. The tables that follow list
By observing the student and by engaging with some of the potential areas of difficulty, and suggest
him/her in calculator work the teacher can ascertain appropriate strategies for classroom use.
at what stage in the problem-solving process a
misunderstanding may have occurred, and can deal It is important to remember that not all students with
with it rather than getting bogged down in calculation mild general learning difficulties face all of these
processes. If an error occurs as a result of operating challenges. Neither is it an exhaustive list. These are
the calculator incorrectly, it can be dealt with on an the most commonly found potential areas of difficulty.
individual, group, or class basis.
Using ICT 14
Many computer programs can be used at different
levels within one group or class. Useful software
is available commercially and can be invaluable
in reinforcing concepts, in assisting calculator
usage in computation, in providing problem solving
opportunities and in making mathematics fun and
enjoyable. Students working, using ICT, in groups or
pairs often make significantly greater progress than
those who work individually, and this should be borne
in mind in classroom planning. The organisation of
ICT facilities varies enormously from school to school,
yet the opportunity for students with mild general
learning difficulties to avail frequently of ICT in the
development of their mathematical skills is highly
recommended.
Addressing potential areas of difficulty for students with mild general

learning disabilities
s Potential area of difficulty = Implications for learning

Short-term memory Retention of facts and definitions can be a problem.
+ Possible strategies
n Encourage the use of visual clues to aid memory, for example a verbal or written definition of an
isosceles triangle could be accompanied by a diagram with two sides and two angles marked as equal.
n Encourage students to invent rhymes, songs or mnemonics to help them to recall facts and practise
estimation skills, so that a calculator can be used efficiently.
n Work on making certain operations automatic through using fun games such as table-darts or
fraction-decimal equivalence dominoes.

Short attention span and poor concentration The student finds it difficult to stay on a task, may
rush the task, and be easily distracted.
Provide shorter tasks with clear rewards for staying on the task and for completing it. For example, allow
n
15
a student to try a mathematical puzzle when the task is completed.
n Use a variety of teaching methodologies; keep periods of instruction short and to the point, and recap
frequently.
n Use teacher observation efficiently and note achievements, strengths, and preferred learning styles in
planning future work.
n Encourage students to keep portfolios of work in which they record their mathematical achievements.

Understanding mathematical concepts and The student finds mathematics difficult and has
abstractions particular difficulty with certain abstract concepts
necessary for algebra and geometry.
n Group discussion can help the student to listen to and work with others. This is very useful when
introducing a theme or concept to promote a discussion with students.
n In learning concepts activities should be varied through the use of games, ICT, and real-life problems
relevant to the student’s experience.
n Learning can be made fun by using funny names, silly scenarios. or unlikely settings.
n Encourage co-operative learning activities, including pair-work and small group exercises.
n Teach the topic in ‘chunks’ rather than as a single block.

Spatial awareness • The student may have difficulty organising
materials.
• She/he may display left/right confusion when
recording and may not recognise shapes if
inverted or rotated.
• Topics such as geometry, applied arithmetic
(area and volume) and graphing will be more
challenging for this type of student.
n The student should be given plenty of work with three-dimensional objects and particular attention
should be paid to the language of spatial awareness.
n Encourage the student to make simple models (from cardboard or using a dynamic geometry computer
package) when learning the properties of geometrical shapes.
n When discussing area or volume of a shape ensure that the student has access to a model of the
relevant shape.
n Using puzzles, tangrams, and shape-making kits in a fun way can help the student with this area of
difficulty.
n Encourage students to be aware of their own personal space.
n Keep the patterns of classroom organisation consistent.
16

Applying previously learned knowledge The student may find it difficult to apply a skill or
concept already acquired in a different setting,
for example measuring in Geography, Science, or
Home Economics.
n Revisit and review previously learned knowledge regularly.
n Encourage students to revisit skills and knowledge learned in a previous class, for example ‘Yesterday
we learned how to do a survey and make a tally chart to show the results …’.
n Use a cross-curricular approach to the teaching of skills or concepts that are common to different
subjects, for example measuring angles in mathematics and technical graphics or weighing in
mathematics and home economics.
n Draw the students’ attention to what is happening, for example ‘This is just like the measuring we did
last week. What did we use to measure our books? How did we place the ruler?’
n Reinforce mathematical concepts encountered in other areas of the curriculum and encourage the
student to make connections, for example ‘How did you find the volume of something in science?’

Transferring of learning to real-life The student may not use mathematics in real
situations. For example, she/he may not use
arithmetic when buying goods in a shop, may not
see the need to measure when cooking, or may not
recognise shapes in the environment.
n Use real-life objects and coins in appropriate situations.
n Discuss with the students how they spend money.
n If possible, provide students with opportunities to handle real-life materials in real-life contexts; for
example, money in a real shop or in the school shop.
n Ensure that parents are aware of the importance of counting and handling money or of measuring at
home, for example sharing equally, weighing for cooking, or measuring when doing DIY.

Visual sequencing The student may not be able to copy from the
board or from a book and may have difficulty with
sequencing and mirror writing.
+ Possible strategies 17
n Teach the student how to ‘chunk’ information and how to check if it is correct; for example, copying only
one part of the sum at a time.
n Present board work carefully, give clear instructions as to what the student needs to copy, and use
worksheets where appropriate.
n Use rhymes, songs, mnemonics and mind- maps to reinforce sequences.
n Use visual cues.

Confusion with signs and symbols The student may not ‘read’ symbols and may ask
questions such as ‘Is this an add sum?’
n Use charts to relate mathematical symbols to everyday symbols; for example, egg + chips, price, 20% off.
n Encourage students to verbalise what they are doing first; for example, looking for and identifying the
symbol, or applying the correct symbol if it is a written problem.
n Encourage students to keep a symbol and keyword dictionary.

Language • The student cannot follow complex sentences or
multiple meanings and may process only part of
the instruction.
• The student finds it difficult to verbalise what
she/he is doing in mathematics.
• The student has difficulty in relating the
vocabulary of mathematics to real-life situations.
n Identify specific mathematical terms and ensure that these are reinforced in different settings and in
other areas of experience.
n Encourage the student to use relevant mathematical terms when appropriate.
n Ensure that the mathematical language used each week is communicated clearly to students and their
parents.
n Use a Key Word approach by displaying a wall chart of mathematical terms used each week, thus
enabling the student to build up a personal mathematical dictionary.

Reading Reading difficulties can prevent the student from 18
engaging with mathematics. He/she may be capable
of completing the mathematical task but may
become frustrated and confused by printed words.
n Present problems pictorially.
n Ask the students to pick out the parts of the problem they can read and to focus on relevant
information. There is often a lot of redundant information in a written problem.
n Avoid presenting the student with pages of textbook problems by giving modified worksheets (with
diagrams) or verbally delivered instructions.

Following instructions The student becomes confused when faced with
more than one instruction at a time.
n Get the student to repeat the instruction(s).
n Give short, clear instructions, and use pictorial cues.
n Give verbal/written hints. For example, use graph paper. What kind of problem is it? What do you need
to know? What do you do next?
n Present clear guidance on how and when assistance will be given by the teacher/ other students during
the lesson.
00

Being overwhelmed by the learning process The student becomes overwhelmed when presented
with new information or skills and consequently
cannot learn.
n Adapt the materials given to a group. For example, have some compare the measure of angles using a
protractor while others use cut-out cards.
n Adapt teaching styles. For example, use more discussion at both the beginning and end of the lesson to
help both teacher and student to understand how they are learning.
n Adapt the responses required. The same activity can often be done with a group or class but some
students will answer orally, some by using symbolic representation, or some by using a pictorial
response.
n Adapt the requirements of the task. One group or individual may only have to do six of the questions,
whereas another may have to do ten or more. Set personal targets for the students so that they do not
feel others are getting less to do than they are.
19
Exemplars
These exemplars demonstrate how

These exemplars are not intended to cover the course
certain strategies outlined in the or any one part of the course entirely. Teachers
previous section can be used when using them are encouraged to choose the learning
teaching a selection of topics from outcomes, supporting activities, and assessment
strategies that best suit the needs of their students.
the syllabus. Some students may only achieve the first one or two
learning outcomes while others may achieve the
full range of outcomes. The important factor is their
inclusion in the experience.
The Junior Certificate Guidelines for Teachers:

Mathematics contains further exemplar material
that can be adapted to suit the needs of a variety
of students. The guidelines also contain useful
references to mathematical resources and websites.
20
Structure of the exemplars
Each of the exemplars is preceded by an outline of the
relevant sections of the Primary School Curriculum,
the Junior Certificate (foundation/ordinary level) and
the Junior Certificate School Programme (JCSP).
Some of the potential difficulties experienced by
students with mild general learning disabilities that
relate specifically to the area covered in the exemplar
are outlined, and suitable strategies are
suggested. In addition, an approximate time scale,
a list of resources, suggested outcomes, supporting
activities, and assessment strategies for a lesson or
series of lessons are provided. The exemplars are
organised in the order in which the topics occur in the
foundation level mathematics syllabus.
No. Syllabus topic Exemplar Title Page
1 Mathematics—Number systems Fraction attraction 22

2 Mathematics—Applied arithmetic and Time What’s the time 34
measure
3 Mathematics—Applied arithmetic and Walking on the edge 45
measure
4 Business Studies—The Business of Living Going shopping 54
Mathematics—Applied Arithmetic and

Measure
5 Business Studies—The Business of Living Sources of income and interpreting pay slips 63
6 Business Studies—The Business of Living Preparing Analysed cash books 75
7 Business Studies—Enterprise Statistics and data handling 92
8 Mathematics—Algebra Algebra activity 100

21
9 Mathematics—Relations, functions and Plotting points 119
graphs
10 Mathematics—Geometry What kind of triangle is it? 128
11 Business Studies—The Business of Living Income and expenditure 135
12 Home Economics—Food Studies and Culinary Design and make a pizza 139
skills
Exemplar 1: Mathematics
Syllabus topic: Mathematics: Number systems Fraction attraction
Primary School Curriculum Junior Certificate Junior Certificate

(5th and 6th classes) (Ordinary level) School Programme
Mathematics Number systems: Use of number:
Strand: Number The set Q of rational numbers. Apply the knowledge and skills
Strand unit: Fractions Decimals, fractions, percentages. necessary to perform mathematical
Decimals and fractions plotted calculations
on the number line. The
operations of addition, subtraction,
multiplication and division in Q.
Time scale: The full range of learning and assessment activities presented in this exemplar may take up to
ten class periods.
Potential areas of difficulty

> Short term memory
> Understanding concepts 22
> Spatial awareness
> Transfer to real-life
> Vocabulary/language difficulties
Strategies used in this exemplar

n Specific targeting of mathematical language
n Applying fractions to real-life situations
n Using reinforcement techniques
n Using games to reinforce concepts and operations
n Using concrete materials and manipulatives
n Using cross-curricular links to home economics, materials technology, and science.
n Using pair and group work in specified tasks
Resources
• Bars of chocolate, pizzas or cardboard/plastic models that can be easily divided
• Card, paper, material that can be folded, torn, and cut
• Sets of fraction strips
• Sets of fraction dominoes
• String/wool, post-it notes, and scissors
• Kitchen weighing scales
• Soft drinks containers
• All activities are based on students working in pairs or groups of three or four. Activity 1 can be conducted
as a whole class discussion, as the teacher chooses.
• There is commercially available software on Fractions which is useful for reinforcing students’
understanding of fraction concepts, such as ‘Display it Yourself Series: Fractions and Maths made Easy’.
Suggested outcomes Supporting activities Assessment strategies

As a result of engaging in these 1. Discuss where fractions occur 1. Students draw a poster of an 23
activities students should be in everyday life. advertisement or copy a recipe
enabled to that shows the use of fractions
in everyday situations, and give
1. state where fractions are used oral explanations of the meaning
in everyday life of the fractions used in their
posters.
2. Sharing among friends
2. split a variety of items into

different fractions, using 2. Students self-assess their work
fraction words and terms by asking questions such as:
appropriately ‘Was this sharing done equally?’
3. Folding activities ‘What problems arose?’
3. fold, tear, or cut a variety of

items into different fractions, 3. Observe the students discussing
using words and terms whether the folding/tearing/
appropriately. cutting task been accomplished
and what difficulties arose.

4. understand the concept of 4. A series of group tasks using 4. Observe the students engaging
fractions in terms of arranging real and meaningful contexts to with tasks and the extent to
them in order, and as a way explore fraction concepts which they accomplish them.
of describing how two things
relate to each other Encourage self and peer
monitoring and intervene when
5. write fractions and equivalent 5. Students in pairs use counters necessary.
pairs of fractions to explore fraction relationships
5. Observe whether students can
write fractions correctly on
work-cards, using numerator
6. understand the need for 6. Discuss the need for multiples, and denominator.
multiple and LCM in addition using examples
6. Observe whether the students
– list multiples can
– identify the LCM 7. Play equivalent dominoes – explain the need for LCM
games and fraction bingo.
– create lists of multiples 24
and select the lowest
7. recognise equivalent fractions.
– solve practical problems
using LCM.
7. Observe whether the student

matches equivalent fractions.
Cross-curricular links: These skills may be reinforced if similar concepts in home economics, materials
technology, and science are treated at the same time.
Activity 1
Spot the fraction

Using appropriate visual aids, such as advertisements and labels, discuss where fractions occur in everyday
life and what expressions such as ½ price 1⁄3 extra free, add ¼ tsp of salt, half a metre, first half, half time, last
quarter mean.
Activity 2
Sharing with friends

The purpose of this activity is to give students the opportunity to understand the concept of simple fractions by
sharing out items of various shapes among various numbers of people. Students experience and discuss sharing
chocolate bars, pizzas, etc. with friends. The activity can be made simple (for example, sharing everything
between two people) or more complicated as appropriate.
Resources
n Various bars of chocolate (A large 4x8 square bar of chocolate is a useful resource for this activity and has
enough squares to make a nice reward for everyone at the end of the lesson.)
Note: A chocolate orange has 20 segments and so can be used to demonstrate the concepts of halves, 25
quarters, fifths, tenths, and twentieths.
n A pizza and pizza slicer
n Cardboard or plastic shapes that can be used to represent bars of chocolate or pizzas when it is not possible
or appropriate to use the real thing
Language use
Throughout the activity the teacher should listen to the language that the students use to explain what they are
doing. In addition to using their own words and phrases students should be encouraged to understand and use
other appropriate keywords. Depending on the actual activity, keywords may include share, split, slice, divide
equally, how many pieces, what fraction, what is left, half, quarter, eighth, sixteenth. Skilled questioning by the
teacher can assist students to move from the concept of sharing or dividing to the concept of fraction.
Some sample sharing activities

Students may begin sharing using the ‘one for you, one for me’ method. Some students may move on to working
out how many pieces there are, and then how many each person should get, without having to ‘deal’ the pieces
out one at a time.
1. A bar of chocolate has 6 squares, how would you

(a) share it equally between 2 people?
(b) share it equally between 3 people?
2. A bar of chocolate has 32 squares. How would you

(a) share it equally between yourself and a friend (2 people)?
(b) share it equally between 4 people?
(c) share it equally between 8 people?
(d) share it equally between 16 people?
(e) If you share it so that for every square you give a friend you get 3 squares, what fraction will your friend
get and what fraction will you get?
3.
Sharing a pizza among friends. Use a real pizza or cardboard or plastic segments.
(a) 4 friends want to share a pizza.What fraction does each get? Show the size of slice that each will get.
(b) 8 friends want to share a pizza.What fraction does each get? Show the size of slice that each will get.
(c) 6 friends order a pizza. Eoin and Frances are very hungry and want two slices each. Anne, Brendan,
Carmel and Des want only one slice each. How many slices should the pizza be cut into? Show how
much (and what fraction) each will get.
(d) A pizza is sliced into 8 equal pieces. Áine has one quarter, Sue has one half and Séamus has what is left.
Show how many slices each person gets.
Activity 3
Folding activities
The purpose of this activity is to give students the opportunity to understand the concept of simple fractions by
folding, tearing, or cutting items of various shapes.
Language use
As explained in the previous activity students should be encouraged to use and understand appropriate words,
including fold, half, quarter, eighth, what fraction of, five out of eight, length by breadth, lengthways, square.
Some sample activities

26
Paper folding of different shapes
1. Folding a rectangle into quarters in different ways:

(a) Fold a rectangular (or square or circular) piece of material in half lengthways and cut along fold. Do the
same with the two pieces produced and do the same again. You should have 8 equal pieces of material.
Measure the length and breadth of each piece of material.
(b) Take a rectangular (or square or circular) piece of paper. Fold it in thirds (this may require some
assistance), and then in half. What fraction of the original piece of paper is the folded piece? Unfold and
count how many sections have been created. Colour in three of the sections. What fraction of the paper
is coloured? What fraction of the paper is not coloured? Is there another way of naming this fraction?
(c) Similar conversations can be built around folding shapes split into different fractions in different ways.
(d) Note that this paper-folding method is useful when teaching multiplication of fractions. For example (b)
above demonstrates that half of a third is a sixth.
Cutting sections of material for a patchwork quilt.

Take a piece of material measuring 32cm by 16cm. Fold material in half lengthways and cut along the fold. Do
the same with the two pieces produced and do the same again. You should have 8 squares of material. Measure
the length and breadth of each piece of material (8cm by 8cm). By linking with the Home Economics teacher it
might be possible to make a patchwork quilt and students could see what fraction of the quilt is made up from
their colour or pattern of material.
Activity 4:
Group Activities (one-two class periods)
Measuring and recording fractions in different contexts
Students will work in groups, moving on the completion of one task to the next, but staying until a task is
completed. Co-operative learning is the key approach here.
Task 1: ‘How long is a piece of string?’

Students are required to measure and label string/wool lengths as directed on task cards, for example 1⁄3m, ¼m,
300
⁄1000m, 2⁄5m, 3⁄10m, 40⁄100m, 1⁄10m, ½m, 1⁄3, ½m, 1⁄5m, etc.
Students place these on a wall-chart, appropriately labeled. They arrange the strings in ascending/descending
order, writing the list of fractions underneath. Pieces of the same length are recorded in a section called
equivalent fractions, for example ¼m = 250⁄1000. Calculators can be used to simplify fractions and to assist in
exploring equivalences.
Task 2: ‘The weight of knowledge’

Testing and recording equivalences and relationships.
Weigh schoolbooks using kitchen style scales. Record the weights on a wall chart, for example:
Maths book : 400g
A4 copy : 200g
27
Write down relationships, for example a Maths copy weighs 200/400 or 1/2 the weight of a book.
This could be made into a fun exercise as follows:

Add all weights and see how much you carry every day.
If you were allowed leave your copies at home what fraction would that be of your bag’s total weight? What fraction
do your books make?
Weigh the books you like. What fraction of the total are they? Record all these.
Allow students to record this information in their Maths copies or record books. They will probably want to do this
and bring it home to discuss it with their parents.
Task 3: Thirsty work

Comparing volume of soft drink bottles, cans, and cartons.
Using 2l, 1.5l, 1l, 500ml, 330ml, 250ml and 200ml bottles make out fraction relationships (placing one number
over the line and the other number under the line).
Ask the students to consider how many 500ml bottles would give the same amount as the 2l bottle?
So, a 500ml bottle is a ?/? of the 2000ml bottle?
500ml bottle = 500 = 1

2000ml bottle 2000 4
Calculators should be used to check simplified fractions.
Other bottles, cans and cartons can be dealt with similarly.
This could be extended to include prices and value for money.

Prices could be compared also using fractions.
Activity 5
Working with counters and filling work-cards
Discuss with the students that, for example, one third means dividing into three parts. Encourage them to talk
through what they are doing.
For example, Group 1 could use 12 counters/items and complete cards such as
1= 2=
3 12 3 12
1 = 1 = 2 = 3=
2 12 4 12 4 12 4 12
Based on16 and 20 counters (and other numbers) similar workcards can be made out and students can explore
and record equivalences.
Activity 6
Learning multiples
Explain or discuss the need for multiples, using a simple example: 28
¼ ¼ ¼ ¼ ¼
½ ½ + = 2⁄4 + = 3⁄4
¼ ¼
The students list the multiples of 2 and write them in their copies.
This is repeated with the multiples of 4.
They circle the lowest one that is common to both lists and write:
LCM =
This can be repeated for other pairs of numbers.

Some students might have a problem because they do not know their multiplication bonds. The teacher can work
on that with those students, or encourage them to use a calculator in completing their lists.
When learning multiples the students list the multiples of various numbers.
Working in pairs or groups of three the students can complete the following lists.
Calculators can be used
Multiples of 2 = 2,__, 6, 8, __, ___, ____, ____, ____, 20, ___, ____, ____
Multiples of 3 = 3,__, 6, __, 12, ___, ____, 21, ___, 27, ____,____, ____
Multiples of 4 = 4, 8, ____, _____, 20, ___, ____, 32, ____, _____ .
Multiples of 5 = ___, ____, 15, 20, ____, 30, ____, _____, _____, 50.
Multiples of 6 = ____, 12, ___, ____, 30, ____, 42, ____, 54, 60.
Multiples of 7 = 7, ____, _____, 28, 35, 42, ____, ____, _____, 70.
Multiples of 8 = ___, 16, ____, _____, 40, ____, _____, 64, ____, ____.
Multiples of 9 = __, ___, ___, ____, 45, 54, 63, ___, ____, 90.
Still in pairs, students take turns highlighting/picking out the lowest common multiple (LCM) in two rows,
completing workcards such as the following : 29
Write the LCM of the following numbers
LCM of 2 and 3 is _____
LCM of 2, 3 and 4 is ______
LCM of 5 and 7 is ______
LCM of 8 and 6 is _____

Activity 7
Fraction games
Resources
Each student playing the game needs a set of fractional parts. Each set of cards should be marked with a
different initial (A, B, C, etc.) so that the sets can be re-formed at the end of the game. The game can be played
by between two and four students.
1. Cut from light-weight cardboard five rectangular sections measuring 24cm by 6cm.
2. Mark one strip as a unit measure.
3. Mark the other four strips into fractional parts as shown below. Cut along the lines, mark each piece with the
same initial, and place the pieces into an envelope for storage.
½ ¼ ¼ 30
⁄3
1 1
⁄3 1
⁄6 1
⁄6
1
⁄6 1
⁄6 1
⁄6 1
⁄6 1
⁄12 1
⁄12 ⁄12
1 1
⁄12
¼ 1
⁄8 ⁄8
1
⁄8
1 1
⁄8 1
⁄8 1
⁄8
4. The fractional pieces can be made more robust by laminating them.

5. A number of different games are possible using these fractional pieces. Two games are described below.
A. Make one!
1. Each player is given an envelope of fractional parts as described above. Each player retains his/her unit strip
as a measure. All players empty the rest of their pieces into a common pile and the pieces are mixed up.
2. Each player in turn draws a piece from the pile until all the pieces are gone.
3. Each player then assembles his/her pieces to make as many unit strips as possible.
4. The first player to construct three unit strips (or whole) is the winner.
B. Make half!
1. The game begins as above, but a time limit of three minutes is set.
2. The player who can make the greatest number of strips equivalent to a half is the winner.
Other activities
As an initial introduction to dealing with fractional parts, students can be encouraged to solve real-life problems
based on splitting a pizza or a bar of chocolate into various fractional parts. Paper folding activities such as those
outlined in the Primary School Curriculum: Mathematics — Teacher Guidelines are also useful.
Pizza Problem
Joe cooked a large pepperoni pizza for his friends. He has a quarter of the pizza himself. Mary and Ann share
another quarter between them. Pat, Seán, and Karen share the rest between them. Draw a picture of the pizza
and show the size of the slice that each person ate.
More theoretical games such as that outlined here can provide reinforcement of the concepts learned. Additional
variety could be provided by constructing five circular regions, which are marked and divided into the same set
of fractional parts as the rectangular strips shown above. It is important that students see a variety of fractional 31
values represented in a variety of ways.
More games: Equivalent fraction dominoes
Resources
Sets of dominoes can be purchased from good educational suppliers. Alternatively, a set of dominoes can be
made from cardboard. This game is based on a set of equivalent fraction dominoes. Percentage and decimal
versions of dominoes are also commercially available.
Basic rules
n This is a game for two to four players. All of the dominoes are placed face down in the centre of the table.
Students draw the same number of tiles each and spare tiles are left to one side.
n Players take turns in playing a tile. (Usually, whoever has the highest double goes first.) Dominoes are played
at either end of the row of tiles by matching the adjacent halves of the tiles using equivalent fractions (matches
with). Doubles (dominoes with the same fraction on both halves) are usually placed at right angles to the other
dominoes.
n The winner is the player who gets rid of all of his/her dominoes first.
A sample game
32
Note: Students will need to understand the concept of equivalent fractions before playing this game. Once the
basic rules of dominoes are understood the group of students tends to act as a self-checking mechanism, and the
teacher is usually only called on to judge a play if the group cannot agree.
Yet more fun! Fraction bingo
Resources
A set of bingo cards such as the one shown below can be made on sheets and photocopied before being cut out
individually. Alternatively, they can be produced as laminated sheets and students can mark them with soluble
markers. The crosses can then be erased before the next game is played.
1. Students are given various grids of fractions as bingo cards. One such grid is shown below.
2. The teacher writes one fraction at a time on the board. The teacher will need to choose suitable fractions
based on the range of fractions appearing on the bingo cards. A call-out card could be produced as a guide.
3. Students put a cross on any fractions on their bingo card equivalent to the one called out.
4. The first student to mark off a full row or column on his/her card is the winner and gets to act as caller for the
next game. Cards are collected and redistributed for subsequent games.
5. When someone wins the game the marked bingo cards can also be swapped in pairs, and students can
check each other’s work based on the list of fractions on the board. Students who are having difficulty with the
activity may need to engage in further work to assist their understanding of equivalent fractions.
33
Syllabus topic: Mathematics: Applied arithmetic and measure What’s the time

Strand: Measures Applied arithmetic and measure: Time, Speed and Scale:
Twenty-four hour clock, transport
Strand unit: Time timetables Demonstrate and apply an
understanding of time, speed and
scale
fourteen lass periods.

> Short term memory
> Procedures
> Understanding concepts
> Spatial awareness 34
> Application of previously learned knowledge
> Transfer to real-life
> Confusion with signs and symbols

n Group discussion activity drawing out the language of time, why we need to keep track of time, etc.
n The use of storytelling
n Using visual representations of time (for example poster, clock, timeline)
n Situating mathematics in real-life contexts
n Using concrete materials
n Using students’ personal experiences (for example timeline, TV guide)
n Encouraging students to use relevant mathematical language
n Using appropriate ICT resources
Resources
• A large poster of a clock (12-hour and 24-hour) with movable hands
• A variety of clocks (both analogue and digital), calendars, transport timetables (relevant to the geographical
area of the student), TV and radio schedules
• Provincial bus timetables (available at http:// www.ireland.com/dublin/visitor/around /bus)
• Train timetables (found at http:// www.irishrail.ie)
• TV listings (accessed through The Irish Times online at http:// www.ireland.com
• The mathematics teacher can link with the home economics teacher to encourage the use of time in a
practical situation, for example cooking and baking, while time is being taught in the mathematics class.

As a result of engaging in these 1. Question and answer session 1. Teacher notes students’
activities students should be about time responses
enabled to
2. Students take part in the ‘Time 2. As students take part in the
for a story’ ‘Time for a story’, (see Activity 2
1. engage in discussion about the
page 36) the teacher can assess
importance of keeping track of 3. Timetable and timeline activity
the students’ ability to complete
time 4. 12- and 24-hour clocks a storyline at the various levels
2. use words related to time activity: Air Traffic Control 1 of the activity and their ability to
appropriately and 2 use the keywords appropriately.
3. apply a basic knowledge of 5. Following a TV guide 3. Observe students draw a
time to their everyday activities 6. Catch that train! personal 12-hour timeline
marking what they did on a
4. change time between a 12-
particular day.
hour clock and a 24-hour clock
4. The personal timeline activity
5. work out the difference
may be repeated using a
between two given times
24-hour clock. Teacher
6. use a transport timetable records whether students
accurately, for example work can successfully record 35
out the train to catch in order their activities using the
to be on time for a meeting. 24-hour clock, and notes where
difficulties arise.
5. Note what method the student is
using: estimation, basic counting
technique, subtraction. Students
who can use a variety of
methods may be able to check
their answer more successfully.
6. Role play: one student phones
to inquire about train times
and another student is the
information service. Can
students communicate their
query and their reply accurately?
Cross-curricular links: Skills can be reinforced if similar concepts in other subjects, for example timing a
cake in the oven in home economics, are treated at the same time.
Activity 1
Students provide answers in response to the teacher’s questions: How would we know a day/month/year has
passed if we did not have a clock (sun/moon/seasons)? Why do we need to keep track of time? How do we keep
track of time? Do some people’s jobs depend on time? How do we measure time? What words relate to time?
Activity 2
Time for a story
Resources
Prepared cards
Students take turns to add a line to a story about time. Each line of the story starts from where the previous
person finished and mentions a time interval and a finishing time. Cards such as those shown can be distributed
to students initially to help suggest a story line. The challenge to students is to listen to the person speaking and
know when it is the right time to read out their line.
Sample cards for ‘Time for a story’
36
I got up at 8 o’clock and spent 15
minutes getting washed and dressed. I
was ready at 8.15am
At 8.15am I started breakfast. This took

me 30 minutes. I finished breakfast at
8.45am
At 8.45am I left the house. It took me

10 minutes to walk to school. I got to
school at 8.55am
I got to school at 8.55am and classes

started at 9am. I had classes for 2 hours
and then had a break at 11am
At the 11am break I met my friends for

15 minutes and then went back to class
at 11.15am
Further activities
As students experience success with this activity a new set of cards can be distributed with one piece of
information omitted that the student must supply, for example the finishing time.
This activity can progress with students inventing their own stories and times. At this stage the use of certain
keywords can be encouraged by distributing cards containing a word that students must include in their story
line. Such keywords may include time, seconds, minutes, hours, days, months, years, clock, timetable, on time,
late, early, a.m., p.m.
Activity 3
Complete your personal timeline
Timetables
Students examine a copy of their school timetables and ask and answer questions. For example, ‘What time do
we have our morning break?’ ‘For how long, does the break last?’ ‘What time do we have English on Mondays?’
This activity can be extended by using a variety of timetables.
37
Resources
• A simple timeline
• Cards showing action words or pictures
• Glue
Students are given a blank timeline and a range of cards with pictures or action words on them. Students stick
the cards at an appropriate place along the timeline. When the timeline is completed, students discuss in pairs
the reasons why they placed each card at a particular point on the timeline. The activity as presented uses words
rather than pictures.
Time for sleeping?
What time do you normally spend in bed asleep? Cut out the card with the word ‘sleeping’ on it and place it on the
timeline at a time when you would normally be asleep. Do the same for each of the other cards.
Working
Watching TV
at school
Sleeping
Meeting
Eating lunch
friends
5am 9am 1pm 5pm 9pm
When you are finished, talk to the person beside you about why you placed each card at that time on the timeline.
38
Assessment strategy 2: Personal timeline
Students make a timeline in words and pictures to represent their day. This can be done initially using the 12-
hour clock. This activity can be used to assess the student’s ability to sequence events and to estimate how long
certain activities can take. Students, in pairs, can then be encouraged to ask each other questions based on their
timeline. For example:
• At what time did you play sport?

• How long did you spend doing your homework?
• Did you spend more time watching TV or playing sport?
Woke up,
got ready,
walked to Walked
Lunch home – got Did my
school
Break – met – walked a book in homework Watched TV
my friends home, ate the library Played
School Back to
lunch sport Bed
starts school
8am 9am 10am 11am 12 noon 1pm 2pm 3pm 4pm 5pm 6pm 7pm 8pm 9pm
Activity 4
Air-Traffic Control 1
Note: This activity as presented is quite complicated.

It may be more appropriate to choose a smaller selection of flights to begin with.
Warning! Warning! Due to a computer error some information has been lost or mixed up. All air-traffic controllers
are advised to check the departure and arrival times carefully and to put the planes in order as follows:
1. Cut out each of the flight information sheets below.

2. Arrange the strips into the correct order based on the times given.
3. Enter the flight numbers from EI 152 to EI 178 going up in even numbers.
DUBLIN TO LONDON HEATHROW, JANUARY
Flight No. Depart Arrive Flight No. Depart Arrive

08:55 10:10 14:05 15:20
39
13:00 14:15 15:30 16:50

12:00 13:15 17:35 18:55

20:05 21:15 19:15 20:25

18:35 19:50 10:20 11:40

07:50 09:10 16:30 17:50

19:55 21:05 EI 152 06:50 08:05
Activity 4a
Air-Traffic Control 2
Well done! You have managed to sort the flights into the correct order. Unfortunately, we have discovered another
error in the computer system. All times must now be entered in 12-hour clock format. Your next task is as follows:
• Change all of the times shown from the 24-hour clock to the 12-hour clock.
• Don’t forget to use AM or PM.
• Fill your answers into the table below.
Flight No. Depart Depart Arrive Arrive

(24-hour) (12-hour) (24-hour) (12-hour)
EI 152 06:50 6.50am 08:05 8.05am
EI 154 07:50 09:10
EI 156 08:55 10:10
EI 158 10:20 11:40 40
EI 160 12:00 13:15
EI 162 13:00 14:15
EI 164 14:05 15:20
EI 166 15:30 16:50
EI 168 16:30 17:50
EI 170 17:35 18:55
EI 172 18:35 19:50
EI 174 19:15 20:25
EI 176 19:55 21:05
EI 178 20:05 21:15

Vocabulary
Air-traffic controller a person who organises the departure and arrival of planes
Flight No. the flight number used to tell which plane is which
Depart the time that a plane takes off from an airport
Arrive the time that a plane lands at an airport
24-hour clock time based on 24 hours starting with 00:00 (midnight)
Discussion topic
Why is the 24-hour clock used in airports and on many timetables?
41
Activity 5
TV Times
Note: This activity as presented is quite complicated. It may be more appropriate to choose a smaller selection of
programmes to begin with.
Part of the TV schedule for RTE 1 on Monday, 08 January 2001
TIME PROGRAMME
13:00–13:25 ONE O’CLOCK NEWS AND WEATHER. CINNLINTE NUACHTA
13:25–13:55 HOME IMPROVEMENT
13:55–14:25 NEIGHBOURS
14:25–14:55 DOCTORS
14:55–15:25 THE BILL
15:25–15:30 NEWS SUMMARY AND WEATHER
15:30–16:50 OPEN HOUSE. NEWS SUMMARY
42
16:50–17:20 SHORTLAND STREET
17:20–17:30 NUACHT
17:30–18:00 NEIGHBOURS
18:00–18:01 THE ANGELUS
18:01–19:00 SIX-ONE NEWS AND WEATHER
19:00–19:30 NATIONWIDE
19:30–20:00 WILDLIFE ON ONE
20:00–20:30 NO FRONTIERS
20:30–21:00 EAR TO THE GROUND
21:00–21:35 NINE O’CLOCK NEWS AND WEATHER
21:35–22:35 REBEL HEART
22:35–23:35 IRELAND OVERSEAS
23:35–23:40 NEWS SUMMARY AND WEATHER. AN EVENING PRAYER
23:40–01:40 ACCIDENT
01:40–02:05 GRACE UNDER FIRE
Look carefully at the TV listings shown and then answer the following questions:
1. At what time does the One o’clock News begin?

Give your answer in the 24-hour clock and also in the 12-hour clock format.
2. How long does Wildlife on One last?
3. How long does Shortland Street last?
4. Which programme is longer, Grace Under Fire or Doctors?
5. I want to record Neighbours on video. How much space do I need on my videotape?
Give your answer in minutes.
6. I went to sleep at 9.40 p.m., but I set the alarm for the start of Grace Under Fire. How much sleep did I get?
7. I watch a programme on RTE 2 that ends at 7.40 p.m. Then I switch over to Wildlife on One. How much of
Wildlife on One have I missed?
43
Activity 6
Catch that Train
Note: Begin with very simple timetables and then gradually introduce more complicated examples. Using a
worksheet such as below, students become familiar with a range of different timetables and can answer questions
such as those suggested. In addition, students can make up their own scenarios based on a particular timetable.
Students can also be encouraged to access timetables on the worldwide web.
Here is an extract from the timetable for trains running from Dublin to Cork. Use the information given in the table
to answer the questions which follow.
Train A B C D E F
Dublin, Heuston 05: 25 08: 30 10: 50 13: 20 17: 10 19: 15
Newbridge 19: 41
Kildare 09: 00 19: 50
Portarlington 14: 02 20: 07
44
Portlaoise 06: 16 09: 25 14: 14 20: 19
Ballybrophy 09: 41 20: 35
Templemore 09: 55 14: 40 20: 48
Thurles 06: 51 10: 09 12: 11 14: 54 21: 03
Limerick Jct. 07: 13 10: 31 12: 33 15: 16 18: 49 21: 25
Charleville 07: 33 10: 53 12: 53 15: 37 21: 46
Mallow 07: 50 11: 21 13: 11 15: 54 19: 23 22: 03
Cork 08: 19 11: 49 13: 39 16: 22 19: 51 22: 31
1. At what time does the earliest train leave Dublin?

2. Which train makes the most stops?
3. Which train makes the least number of stops?
4. At what time does train D leave Thurles?
5. How long does train A take to travel from Dublin to Cork?
6. I arrive in Dublin to catch the 08:30 train to Portlaoise but it is cancelled due to a problem on the line. How
long will I have to wait for the next train to Portlaoise?
7. If I live in Portarlington, which is the earliest train I can get to Cork?
8. If I live in Kildare, which is the earliest train I can get to Cork?
9. I need to be in Cork before 8 p.m.. What is the latest train I can catch from Dublin to get there just in time?
10. I want to travel from Thurles to Cork to meet a friend who lives fifteen minutes away from the train station.
What is the latest train I can catch to meet my friend at 2pm?
Syllabus topic: Mathematics: Applied arithmetic and measure Walking on the edge

Mathematics Applied arithmetic and measure: Perimeter, area and volume.
Strand: Measures SI unit f length (m)
Strand unit: Length
fourteen class periods.

> Short-term memory
> Understanding concepts
> Spatial awareness
> Confusion with signs and symbols
> Language 45

n Frequent practice with the concept of perimeter through a variety of different activities
n The use of cross-curricular approaches
n Access to models of relevant shapes
n Practising of estimation skills
n Measuring familiar real-life objects
n Using worksheets with pictorial clues
n Pair work and group work.
Resources
• Various tools for measuring length, such as small rulers, metre sticks, tape measures, strings of various
colours, a trundle wheel

As a result of engaging in these 1. Students engage in a 1. One student from each group
activities students should be structured discussion on the reports three points from the
enabled to purposes and methods of discussion back to the class.
measuring length.
2. Each student challenges another
1. engage in discussion about the
2. Students measure a range student to estimate, measure, and
purpose of measuring length
of lengths relevant to their record a length in the classroom.
2. measure length using experience. Students have a range of
appropriate measuring tools measuring tools to choose from.
3. Map measuring exercise.
3. use string and a centimetre 3. How well do the student’s
4. Classroom measurements
ruler to calculate distance from measurements compare to the
a simple map 5. Using cut-out shapes accurate measurements?
4. use a centimetre ruler to 6. Floor exercises 4. Students measure colour-coded
measure straight lines 7. Measuring the perimeter of strings of various lengths and
shapes on squared paper. complete a table. In pair-work: one
5. use a centimetre ruler to
draws a line of a certain length and
measure the edges of a variety 8. Calculating and recording
the other first guesses the length
of mathematical shapes accurately.
and then measures it. A correct
(square, rectangle, triangle) 46
guess gets 2 points and a correct
6. understand the concept of measurement gets 1 point.
perimeter, for example the
distance you travel when
Colour of string Length of string
walking around a shape
Red
7. find the perimeter of various Blue
shapes drawn on squared
paper by counting the units
around the edges 5. Students assess their own
accuracy.
8. Calculate perimeter from
representational diagrams. 6. Can the student explain perimeter?
Can the student also work it out
by adding the lengths of the sides
of the shape? Peer assessment is
intrinsic in this activity.
Use the worksheet on page 53 to
assess the student’s understanding
of calculating the perimeter of
various shapes.
7. Teacher observes students’
accuracy.
8. Teacher observes students’
accuracy in calculation and
recording.
Cross-curricular links: These skills can be reinforced if similar concepts in geography (maps) and PE (measuring
distance jumped or thrown and perimeter of pitch or court) are treated at the same time.
Activity 1
Let’s talk about length
Rules for group discussion

The establishment of a number of rules for small group discussion can assist the smooth running of structured
discussion in the classroom. Ideally, the teacher and students can draw up the list of rules together. The rules
should be simple, easy to understand, and be presented as positive behaviours to be encouraged rather than
negative behaviours to be avoided. Some suggestions are included here, but teachers and students may include
different rules that are relevant to their situations.
Rules for group discussion

1. Listen to each person as he/she is talking.
2. Involve each person in the group.
3. Wait until a person is finished before you speak.
4. Ask questions if you do not understand.
5. Make your point clearly.
6. Respect different points of view.
47
Structured Discussion
The teacher initiates a structured discussion about the purposes and methods of measuring length. Some
possible questions to initiate the discussion might include:
n How far do you travel from home to school? Does anyone come by car? Have you ever checked the distance
on the display on the dashboard?
n I live next door to another teacher in the school so it is the same distance from both of our houses to the
school.We both drive to school, and I noticed the other day that it shows a longer distance on my dashboard
display for the journey than on hers. Why might that be? (I take a different route, have to drop my children off
on the way, etc.)
n Has anyone decorated a room in their house recently? Was any length measured for that? Why? (the height of
the room to see if a piece of furniture would fit in, the length and width of room to see how much carpet was
needed, the width of the window for curtains, etc.) How were the lengths measured? (measuring tape, ruler,
roughly comparing to the length of the arm, etc.)
n The farmer up the road from me is building a new fence around his field. He was wondering how to find out
how much wire he will need. Has anyone got any ideas? (using a measuring tape; walking around the field,
counting how many steps it takes, and then measuring the length of his step; if the field is rectangular, walking
around only half of the field; etc.)
Some discussion on the meaning and use of the following keywords may arise as a result of the discussion:
length, width, height, distance, perimeter, how far? nearer, farther, measure, ruler, measuring tape, millimetre,
centimetre, metre, kilometre.
The students are then given work cards that include a variety of activities and are invited to write on the card why
and how length is measured in each situation. Suitable activities include: buying shoes, buying trousers, buying
an envelope to post a calendar to a friend, putting up a shelf in your room, marking lines on a soccer pitch,
checking the height of a tennis net, getting a ribbon to go across a door for an opening ceremony, making a wall
hanging, finding out the distance between two towns on a map, finding out the distance from the school to the
nearest shop/library/sports centre/bus stop, etc.
Students initially work in pairs and discuss what to write on the card. After the cards are completed, students
form small groups and discuss what they wrote on their cards. The teacher circulates and reminds groups of the
rules of discussion when necessary. As described in the first assessment strategy, one student volunteers to report
three general points about the use of length to the class.
Activity 2
Measuring lengths
Personal lengths
Students work in threes to measure various personal lengths (one to measure, one to be measured, and one to
check the measurements). Students record their own measurements on a card such as the one below. Teachers
may decide to change the personal lengths mentioned below depending on the students involved, particularly if
48
the students have physical disabilities.
The card could be changed to show pictorial clues for the lengths to be measured. Students may find it
interesting to note the following approximate ratios:
Length from finger to finger with arms outstretched: Height = 1:1
Length of head: width of head = 1.6:1 (see a:b in diagram)
More details of the ratios of the body can be found in Junior Certificate Guidelines for Teachers: Mathematics
(page 31).
Students estimate and then measure lengths in the classroom including the length of the desk, the width of the
desk, the length around the edge of the desk, the dimensions of blackboard/door/window.
Students can work in pairs. Skills involved include
• How to estimate the length and compare it to some known length (for example, a metre stick, the length of a
finger)
• Selecting the appropriate measuring tool for the task (a ruler, a measuring tape, a string, a metre stick, a
trundle wheel)
• The accurate use of the measuring tool (where the scale starts, what to do if the length is not an exact amount
of units)
• Selecting the appropriate unit of measurement (mm, cm, m, km) and finding this unit on the measuring
device
• Keeping track of measurements, for example when using a ruler to measure a long distance the student needs
to keep a record of the running total.
(Name) ____________________________
Measurements
Hand-span: ________ cm 49
Length from finger to finger with arms outstretched: ______ cm
Length of head from top to chin: ________ cm
Width of head from ear to ear: ________ cm
Height: ________ cm
Length of foot: ________ cm

Activity 3
How far is it?
Use a piece of string or a strip of paper to find the distance from one point to another and measure the string or
paper using a centimetre ruler. Fill in the table below and answer the questions.
A
B
C
Distance Distance
From To From To
(cm) (cm)
A B B C 50
A C C D
A D D A
1. If I go from A to B to C, how far have I travelled all together?

2. How far is it from C to A to B?
3. What is the distance from D to A to C?
Extension activity
A sample map is included below. (Note: It may be too detailed for use with many students and a simpler one
could be found to replace it.) A local map would be of most interest to the students. Students can use string and
a centimetre ruler to answer questions such as those below. These skills can be reinforced if similar concepts in
geography are taught at the same time.
1. If you travel along the N24 from Clonmel to

Carrick-on-Suir how many centimetres would you
travel on the map?
2. Which is the longer distance on the map: from
Fethard to Cashel along the R692 or from Fethard
to Killenaule along the R689?
3. A crow flies in a straight line from Callan to
Ninemilehouse. I drive along the R698 road from
Callan to Ninemilehouse. What distance on the
map did each of us travel? Who travelled the
shorter distance?
Activity 4
Classroom Measurements
Students identify various straight lines in the classroom and, working in groups, measure them in centimeters, for
example width/length of a copy; length of pencil/pen; height of teacher’s marker etc. Guidance may be provided
to ensure that the lengths being measured are small enough for the students to manage.
Activity 5
A range of coloured, cut-out shapes is provided with known measurements. Students measure, record and
compare their answers to the accurate ones. For ease of measurement shapes should initially have lengths of
whole units only.
Activity 6
Taped lines are laid on the floor in the shape of squares, rectangles and triangles. Students walk around the lines 51
with a trundle wheel and measure the total distance walked. Other students measeure each side with a tape
measure and/or metre stick and add the lengths of the sides. Students compare the results of the two methods.
Activity 7
A range of different rectangular shapes is drawn on squared paper. Students count around the edge (as if they
were walking it) to get the perimeter of each shape.
Activity 8
Finding the perimeter: walking the line
A farmer wants to measure the perimeter of a field on his farm. He knows the length of each edge of his field.
Help him to find the total distance as he walks around.
Start at A and follow the arrows,

writing down the distance
as you walk.
A 10m
8m 8m
52
10m
Distance walked:
10m + _______ + _______ + _______
Perimeter = _______ m
Now find the perimeter of the fields below in the same way.
1 2
6m 11m
2m
4m 4m 4m 5m
2m
6m 6m
5m 6m
3 4
3m 3m 4m 3m 53
5m
7m
4m
5 3m 6 2m 2m
2m 2m
6m
4m 4m 4m
2m
2m 2m
5m 2m 2m
4m
Syllabus topic: Business Studies: The Business of Living Going shopping
Mathematics: Applied Arithmetic and Measure

Mathematics Applied Arithmetic and Measure: Mathematical Education:
Strand: Number Bills. Profit and Loss. Percentage Use of calculator
Strand unit: percentages profit. Percentage discount. Apply the knowledge and skills
Strand: Measures Business Studies: The Business of needed to manage money in
Strand unit: Money Living: Budgeting daily life.
six class periods, depending on the progress of the students.

> Difficulties in understanding mathematical operations, such as addition, subtraction, multiplication,
percentages
> Limited vocabulary, creating difficulty with terms like discount, total, subtotal 54
> Limited sight vocabulary, creating difficulty with the names of grocery items and acronyms such as V.A.T.
> Short attention span and lack of concentration and application
> Poor motor skills, creating difficulty with using calculators
> Following instructions

n Language development through listening, talking, discussion, copying, writing, reading for choice, etc.
n Reinforcement techniques, using graded extension and development of tasks
n Using ‘real’ materials, for example newspaper advertisements (full page spreads of special offers), receipts
from local shops, calculators (including large-keyed ones) as used in some hardware shops.
n Pair work and role playing
n Using students’ personal experience
n Visual aids, such as the OHP/data projector and wall charts
n ICT
Resources
• Newspaper advertisements, shop receipts, special offer notices
• Calculators, including large-key ones
• Packaging of grocery items; stickers for pricing
• Paper and markers for students’ wall charts
• Some good software is available that allows students to use a calculator on screen, for example Edmark
Calculator collection, Maths Made Easy

As a result of engaging in these 1. Money Talks activity (p 56) 1. Observe students talking about
activities students should be and/or illustrating four points
enabled to about the uses of money.
2. Pair work on weekly spend
2. Students assess their own
1. engage in discussion on the together with developing coin
estimating accuracy by
uses of money skills
comparison with actual costs.
Pairs assess each other on coin
3. Class discussion on personal skills
expenditure on a particular day
2. be aware of appropriate uses of 3. Observe students making a list
money in their own lives and of and calculating the cost.
the value of money
4. Role play of power cut in local 4. Observe students, in role, make
shop lists and calculating the cost of
their lists.
3. list items of personal 5. The class/group talks about 5. Observe students’ participation
expenditure going out and what it costs in class/group work.
- One works on estimate, the
55
other on cost, and thay compare
6. Students plan a class outing to
them.
4. list typical items of daily the cinema
grocery expenditure - Students list items and prices,
then totals.
7. Sales, discounts and calculator
- Discuss any problems with
work.
estimating or big differences
5. list typical items for an between the estimate and the
evening’s entertainment, and full cost.
calculate the total cost
6. Observe students’ participation
and involvement in activity. Note
students’ ability to use calculator
6. calculate multiples of unit correctly.
prices using multiply function 7. Observe students in pairs
on calculator. making their own sales posters
and labels.
Activity 1
Money talks
Keywords
Keywords that may arise during the discussion include money, notes, coins, euro, cent, shopping, bill, charge,
change, cheque, credit card, laser card, loyalty card, save, bank, account, Post Office, credit card, holiday,
bus fares, train fares, single, return, student rate, pocket money, tax, VAT, restaurant, tip, value for money, sale,
discount, profit, loss.
Pairs
Some sets of cards can be produced with keywords and their meanings. Ideally, the meanings can come from the
students’ understanding of the words as a result of classroom discussion.
Some sample cards are shown below. In twos or threes, students play a matching memory game by putting the
cards into a words pile and a meanings pile, turning all of the cards upside-down, mixing them around (within
their piles), and taking it in turns to turn over one from anywhere in each pile. If they pick a word and its correct
meaning they keep the pair and get another turn. Otherwise, they place the cards back in their original positions
and the next person has a go. The student who collects the most pairs is the winner of the game.
56
Sample cards for Pairs game
Words pile Meanings pile
Money that is
Coins
made from metal
Money that is
Notes
made from paper
Value for It’s worth what you

money pay for it
The price is
Discount
cheaper than usual
Activity 2A
Students are presented with a card, each card showing different amounts of money in euro and cent. In pairs
students discuss how they would spend their money over the course of a week. This can be followed up by a
class discussion on what sort of things it is appropriate to spend money on, value for money, saving etc.
Activity 2B
You owe me …
Students work in pairs. The aim of this activity is for one student to ask for a certain amount of money and for
another student to try to make it up in the least amount of coins possible. The teacher can write a list of possible
amounts on the board or students can make up amounts themselves. Students can complete the second and
third rows of a table such as the one below for assessment purposes. (The table is shown fully completed.)
57
You owe me: List of coins received Least number of coins possible
50 cent 50c 1
30 cent 10c, 20c 2
1 euro 15 cent 1, 5c, 10c 3
5 euro 23 cent 2, 2, 1, 20c, 2c, 1c 6
4 euro 61 cent 2, 2, 50c, 10c, 1c 5
Activity 3
How do you spend your money?

In a class discussion students are invited to brainstorm all aspects of personal expenditure in a typical day.
The teacher writes them on the OHP, with the costs supplied by the students.
Students select and list three/four items, with prices, bought on a typical day, selecting them from the OHP.
Students calculate the total cost. Use Work-card 1 for students who are not sure about layout.
Use calculators.
What change would you get from …?
Extension activity
Students could bring in shop receipts to check ‘real’ costs.
A wall chart of shop special offers could be used and the total cost of two/three items calculated.
Activity 4
58
Making out bills.
Make up a story about a power cut in a local shop. A calculator has to be used to work out bills.
Boxes and packaging of common products can be used, along with price stickers based on real till receipts or
advertising charts from newspapers.
Students role play customers and shopkeepers, working in pairs/threes. One student can write out a list of
messages with an estimate of prices and an estimate of the total, the second calculates the real cost, and the
third, (a store detective perhaps) checks the bill.
The number of items can be varied to suit students’ capabilities.
Work-card 2 can provide practice, if necessary.
Note: Students could bring in shop receipts to check ‘real’ costs.
Activity 5
Evening entertainment
The class/groups talk about going out, what it costs, where they like to go, what they can afford, hidden costs, etc.
List three items with costs and round up or round down. Calculate total estimate.
List the items with real prices, remembering to use decimal points. Calculate the total using a calculator.
Compare and discuss results.
Workcard 2 may be used as a template for this activity.

Activity 6
Trip to cinema
Students plan a class outing to the cinema.
They calculate how many tickets are needed.
If the bus costs 80c each, how much would be paid in all for the bus?
The teacher buys treats for class members. How many Tarz bars would be needed and how much each do they
cost?
Estimate and then calculate using the multiply function on the calculator.
An effective assessment of this learning outcome would be to plan a real class/group outing, do all the estimates
and calculations, go on the outing, and see if the estimates and calculations were right. A trip to the local pizza
parlour would be just as useful.
Activity 7 59
Initiate a class discussion recalling percentages, discounts in sales (20%, 50% off) and supermarket or shop
posters of % discounts.
Sale time!
Using a calculator to work out % discounts of 10%, 20%, 50%.
Aims: To enable each student to

n build on previous knowledge of percentages, for example 50% of €1 = 50c, 25% of €1 = 25c = €0.25,
15% of €1 = €0.15.
n use a calculator to get a % of a number.
n calculate a % discount.
The teacher instructs students to use a calculator to get 15% of €60 as follows:
Key in .15 x 60 = ANS.
Key in 60 - ANS = Discount price.
Student tasks: Make out SALE labels for items of clothing.
Make out a SALE poster for four/five special offers
Use Work-card 3 as an example, if necessary.

Workcard 1
2 c
Crisps .
Sweets . What change would you have from 21?
Total .
Crisps .
60
Bar . What change would you have from 22?
Fizzy drink .
Total .
Milk .
Juice .
Bread . What change would you have from 25?
Tea Bags .
Total .
Workcard 2
Write these prices to the nearest 2
21.99
2
70c
2
24.95
2
61
21.20 2
Write down the total estimate. (Add the figures in the boxes.)
Using the calculator, add the real prices.

2
Workcard 3
PRICES SLASHED!
Not to be missed!
Up to 50% off all Stock!
Runners were
370
Now only
335.00 ––––% discount?
62
Syllabus topic: Sources of income and interpreting payslips Income and payslips

Mathematics Section One - The Business of Business Studies Personal Finance:
Strand: Measures Living, Budgeting: Expenditure. Manage personal finances in the
Strand unit: Money areas of income, expenditure and
Strand: Data budgeting
Strand unit: Representing and
interpreting data
five/six class periods. The time scale can be adjusted according to the teacher’s assessment of class/student
achievement of targeted outcomes.

> Poor vocabulary (failure to understand terminology such as gross, net, deductions, etc.)
63
> Delayed language development (failure to understand acronyms such as PAYE, PRSI)
> Poor understanding of concepts
> Spatial awareness (inability to interpret pie charts and figures under different headings in payslips)
> Transferring learning to real-life situations (such as identifying sources of income beyond student’s
experience)

n Language development (business terms such as gross, net, PAYE, etc.)
n The use of reinforcement techniques
n The use of concrete materials
n Role playing as employer and employee
n Pair work
n Class discussion
n The use of students’ personal experience
n The use of visual material on the OHP and wallcharts
n Case studies/examples
n Introduction to the jobs sections of newspapers
Resources
• Play/Monopoly money
• Pens, paper, etc. for students to draw wall charts
• Jobs sections from newspapers
• Acetate for the OHP or laminated wall charts (which can be written upon several times), showing a pie chart
with slices labeled PAYE, PRSI, and Net Income

As a result of engaging in these 1. Brainstorming and discussion 1. Observe students describing
activities students should be three ways in which people can
2. Keyword approach
enabled to get money.
3. Groupwork using characters
2. Observe students completing
1. describe ways in which people from TV soap.
Worksheet A, matching forms of
get money 4. Agony aunt role play income to their sources.
2. understand the words: job/ 5. Discussion using examples 3. Observe students working in
employment, wages/ earnings/
6. Discussion followed by groups to draw wall charts
income, unemployment benefit
examples. Calculator work in showing the possible sources of
3. name different sources of pairs. income for each of the people
income identified.
4. understand why people get 4. Observe students completing
social welfare payments Worksheet B to identify the
reasons why people receive
5. discuss the different words
Social Welfare payments.
describing unemployment
benefit, and other financial 5. Observe students completing
supports such as Disability Worksheet C, matching 64
Allowance, Old Age Pension, photocopies of benefit books to
etc. words and pictures.
6. understand part-time work 6. Observe students’ participation
and apply different methods of in discussion and calculator
payment work.

7. Apply an hourly rate of 7. The teacher offers to pay 7. Observe students completing
payment students an hourly rate for Worksheet D, in pairs, to
every hour in school today. calculate the weekly wage for
• use calculators to work out
Using calculators, the students given scenarios about hourly
a weekly wage for thirty-five
calculate how much they are rates of payment.
hours work
entitled to earn.
• discuss why some people earn • Observe students’ suggested
more per hour than others • Students work in pairs, using answers to the final question
calculators, to work out a in Worksheet D, leading to
weekly wage for thirty-five a general discussion about
hours work. how much people can earn in
different jobs.
8. Apply a piece rate of payment 8. The teacher offers to pay 8. Observe students completing
students a set rate for every Worksheet E, in pairs, to
page they have used in their calculate the weekly wage for
copybooks (piece rate). Using given scenarios about piece rate 65
calculators, the students payment.
calculate how much they are
entitled to earn.
• Students work, using
calculators, work in pairs to
calculate a weekly wage being
• use calculators to work out a
paid to a person for piece work.
weekly wage for a person being
paid by piecework
9. Understand the concept of 9. The teacher initiates a general 9. observe students completing
overtime discussion about the concept worksheet F, in pairs, to
of working more hours than calculate the overtime rates and
usual in a week. For example, payments for a given scenario.
in a school setting students
may be involved in sport or
other extra-curricular activity.
Introduce the concepts of
overtime payment and double
time.
Worksheet A
People get money for different reasons
Draw a line to join a newspaper advertisement with one of the words on the bottom of the page.
Do the same for each of the other advertisements too.
Person Great Aunt Maud Congratulations! Newsflash! Happy Teacher

wanted has died and left You have won The Old Age Birthday! wanted for very
to serve all her money to 2100 in our raffle! Pension has Here is 225 nice class of
behind deli. her family. If you gone up to for you to students.
are one of them, 2166 per spend on 220 per hour.
you have been left week. yourself.
21000 by her.
66
Employment Winnings Work Inheritance Social Present

Welfare
Note: This exercise could be extended by using a page from the Job Section of a current newspaper. A class
discussion could take place about the different types of job that a person can get, the different rates of payment
that they may earn, and so on.
Activity 1
Students are invited to brainstorm on all the ways people can get money (work, winnings, presents etc.)
Activity 2
n Write key words on board or place chart with them on the wall. Explore the meaning of each one with the
students. Talk through examples of each word, its use and meaning.
n Students use the job section in a local newspaper to categorise different types of job. Teacher may use a
website such as loadzajobs.ie to show the different job categories available.
n Students complete Worksheet A; this can be done in paris. The teacher will read through the worksheet so
that reading doesn’t present a difficulty to the students’ ability to do the task.
67
Activity 3
Students use characters from popular soap operas of other TV programmes to identify the types of income that
a teenager, a person/family on social welfare, and a person/family in employment might have. Students work in
groups to draw/make wall charts showing the possible sources of income for each of the people identified.
Activity 4
Teacher reads the following example with the students. Students work in pairs to answer the questions and
complete the exercise.
Worksheet B Extract from the Agony Aunt column of a newspaper.
1. Dear Miss Trust,
Having worked in a shop for 10 years I have just lost my job. I worked hard and earned
€250 every week. What will I do now? I will have no money at all, so how will I buy myself
food or anything else?
Yours sadly,
S Hopgirl.

Dear Ms Hopgirl,
Don’t worry too much. You will get some money from the Government even though you are not 68
working. They will give you money every week, which is called Unemployment Benefit until
you start working again. Good luck with the job hunting!
Miss Trust.
Can you help Ms Hopgirl to get a job? Have a look at Worksheet A and see if you can suggest a job that she could
apply for.
Can you take Miss Trust’s place and answer a problem? Try to fill in the blanks using the words at the bottom of
the page.
Dear Miss Trust,
I am an old man and am about to retire from work. What will I do? If I am not working, I will not
earn any money. How will I pay my bills? Please help me.
Yours,
P. Ensioner.
Dear Mr. Ensioner,
Do not worry. You will be able to ____ your bills. The __________ will give you money every week.
It is called the Old Age _________ and you will get €166 each _____.
Miss Trust.
Week Pay Pension Government

Activity 5
The teacher leads a discussion on the purpose of financial supports using photocopies of a Social Welfare Book,
on Old Age Pension book, a Child Allowance book, etc.
Welfare.ie is a useful site - if access is possuble.
Students then complete the following excersie or similar matching activity where examples are matched with
appropriate services and benefits.
Worksheet C Who am I?
Draw a line from each description in Column 1 to a picture of a person in Column 2.
Column 1 Column 2 Column 3

I cannot work every day
because I am in a wheel chair
and I have to go to hospital very OAP
book
often.
69
I used to be a manager in
an office but I retired when I
Disability
turned 65 years old. Allowance
book
I have been looking for a job

but have not found one yet.
Child
Allowance
book
I have three children that I love

very much.
Unemployent
Benefit
book
Now, can you match the person with the right Social Welfare book? You can draw another line from each picture
in Column 2 to the right picture in Column 3.
Activity 6
n Teacher leads class discussion on part-time jobs students may have.
n Discussion is led to explore why some people might choose to work part-time.
They discuss
n The wages they earn
n How pay is organised
n Whether they get paid weekly
n Whether payment is by time or by piece rate
Activity 7
n The teacher offers to pay students an hourly rate for every hour in school today. Using calculators, the
students, working in pairs, calculate how much they are entitled to earn.
n Students work in pairs to work out a weekly wage for 35 hours work.
70
Activity 8
n The teacher offers to pay students a set rate for every page they have used in their copybooks (piece rate).
Using calculators, the students calculate how much they are entitled to earn.
n Students work in pairs, using calculators, to calculate a weekly wage being paid to a person for piece work.
Activity 9
n The teacher initiates a general discussion about the concept of working more hours than usual in a week. For
example, in a school setting students may be involved in sport or other extra-curricular activity. Introduce the
concepts of overtime payment and double time.
n Students may then work in pairs on completing Worksheets D,E, and F.
The teacher
Worksheet D
Can you and your partner work out how much these people will be paid for their week’s work?
Write the answer in the boxes.
1. Paul has got a job in his local shop. He will work for thirty-five hours every week and the owner will pay him
€6 per hour. How much will he earn in a week?

Answer
2. Peter has been employed by the local hospital as a nurse. He will receive €15 for every hour that he works.
How much will he be paid when he works for a thirty-five hour week?

Answer
3. Elizabeth is going to work in an office in town. She must work for thirty-five hours and will be paid €7.50
per hour. How much will her pay be?

Answer 71
4. Kylie has got a job as a singer and will earn €150 per hour. If she works for thirty-five hours per week what
will she receive?

Answer
5. Robbie has joined a football club and will earn €375 per hour. At the end of a thirty-five hour week, how
much will he be paid?

Answer
Which job would you like to have? Ask your partner which job they would like best.
Why do you think some people are paid more than others for an hour’s work?
Worksheet E
Can you and your partner work out how much these people will be paid for their work?
Write the answer in the boxes.
1. Brendan is a good cook and he can make lovely cakes. He is paid €7 for each cake he makes.
If he makes four cakes on Monday how much will he earn?

Answer
If he makes eleven cakes on Tuesday how much will he earn?

Answer
Wednesday is his day off so he does not make any cakes at all.
On Thursday he makes eighteen cakes. What will he earn?

Answer
72
Friday is a busy day so he makes twenty-five cakes. What will he be paid then?

Answer
Saturday is busy too, so he makes thirty cakes. What will he be paid then?

Answer
How much will Brendan earn in the whole week? (Hint: Add together his pay for each day.)

Answer
2. In Coronation Street Mike Baldwin pays his staff for each item of clothes that they sew. Suppose he pays
them €4 for each item.
If a worker makes ten items in a week how much will he/she be paid?

Answer
If a worker makes seventy-five items in a week what will he/she earn?

Answer
3. If a worker works faster will he/she earn more money or less money than before? Draw a circle around the
right answer below.
More Less
73
Worksheet F
Can you and your partner work out how much these people will be paid for their work?
Write your answers in the boxes.
1. Sheila’s boss has asked her to work in his shop on Sundays before Christmas. She usually gets paid €6
per hour, but the boss agrees to pay her double time for working on Sundays.
How much will she earn for every hour she works?

Answer
If she works for seven hours on a Sunday how much will she earn?

Answer
2. Steven is working late this week. He is usually paid €15 per hour.
74
If he usually does thirty-five hours work during the week how much will he earn?

Answer
His boss has decided to ask Steven to do some extra work. He will pay him double time for working in the
evenings.
How much will his hourly rate be in the evenings?

Answer
He works for two hours overtime on Monday evening. How much will he be paid for that?

Answer
On Thursday evening he does five hours overtime. What will he earn for that?

Answer
How much will Steven earn for the whole week?

(Hint: Add up his basic wage and his overtime payment for Monday and Thursday.)

Answer
Syllabus topic: The Business of Living Analysed Cash Books

Mathematics Business Studies: Accounting:Understand and use
Strand: Measures The Business of Living, Budgeting: basic budgeting and accounting
Strand unit: Money Expenditure. methods involved in home, club
Strand: Data and company accounts
interpreting data
seven class periods. The time scale can be adjusted according to the teacher’s assessment of class/student
achievement of targeted outcomes.

> Short-term memory (remembering that debit side represents what goes in, etc.)
> Poor vocabulary (difficulty with understanding terminology such as debit, credit, balance) 75
> Spatial awareness (recognising debit and credit sides in Record Book, coping with the number of analysis
columns, completing and balancing the Cash Book in the required format)
> Transferring learning to real life (recognising the usefulness of recording transactions)
> Performing calculations

n Language development (developing a vocabulary of business terms, such as debit, credit, balance)
n Role-playing shopping
n Pair/small group work
n Class discussion
n The use of Tossing the Coin game
n The use of concrete materials
n The use of structured worksheets
n The use of visual material on spreadsheets or wallcharts
n The use of reinforcement techniques
n The use of websites to reinforce the topic
Resources
• Photocopies of the class roll book, a homework notebook, and a diary
• Large cardboard or laminated discs
• Monopoly/play money
• Paper for wall charts
• Scissors
• A purse
• Calculators
• Internet access to www.skoool.ie
• Computer spreadsheet package (optional)
76

As a result of these activities
student should be enabled to
1. understand the concept of 1. Initiate a class discussion 1. Observe whether students can
keeping records about the purpose of a interpret a sample roll book as
class roll book, a homework shown in Worksheet A.
notebook, and a diary, using
photocopies of each as
support.
2. explore different reasons for 2. Following on from Worksheet 2. Observe students participating
keeping records A, brainstorm for ideas about in a brainstorming session and
who might keep records. explaining the types of records
Suggestions might include that may be kept.
school records, doctors’
records, dentists’ records, bank
accounts, service providers
(ESB), etc.
3. appreciate the benefits of 3. Students work in pairs to 3. Observe whether students can
keeping personal financial complete Worksheet B, sorting describe why it is a good idea to
77
records pictures of items and money keep financial records
into those received and those
paid.
4. analyse expenditure under 4. Concentrating on expenditure, 4. Observe students using ‘Family
appropriate headings initiate a class discussion to Diary’ (Worksheet C) to group
decide on analysis headings items of expenditure under
suitable for average family. given headings.
5. understand how to keep 5. Students work on worksheet D 5. Observe whether students can
personal records of money complete Worksheet D, dividing
received and money spent amounts of money into received
and paid.
6. understand the terms ‘debit’ 6. Tossing the Coin game 6. Observe whether students can
and ‘credit’ See Game 1, p 91. make five correct guesses as the
coin is tossed.
7. transfer that knowledge to 7. Use a chart or spreadsheet 7. Observe whether students
bookkeeping to demonstrate the debit and can complete Worksheet E,
credit cash columns of a recording money received and
cashbook. spent, using small amounts.
8. calculate the remaining 8. Role-play shopping. (How 8. Observe students, using play or
balance much money is left?) Monopoly money, role-playing
the scenarios on Worksheet E
to calculate how much money
each person would have
remaining.

9. recognise and become familiar 9. Using play money and a purse 9. Observe students completing
with the relevant terms. the teacher demonstrates that Worksheet F, using a calculator
money left to spend is available to work out how much money
for spending in the future. It remains in the purse.
may be appropriate to use
basic terms such as ‘balance’.
10.apply the terms to balancing a 10.Wall chart 1 10.Observe students completing
cashbook A diagram of an old-fashioned Worksheet G to calculate the
weighing scale is used to balancing amounts.
reinforce the concept of
balance.
11.apply the techniques of 11.Use Worksheet H to reinforce 11.Observe students completing
balancing a cashbook the concept of balancing. a wall chart/spreadsheet (Wall
chart 2) individually or in teams
by affixing the correct amounts
and terms.
12.complete an Analysed Cash 12.Using a spreadsheet the 12.Observe whether students can
Book teacher completes an Analysed indicate the amount of money 78
Cash Book. remaining in each cashbook.
13.revise what they have learned. 13.Using www.skoool.ie, students 13.Observe whether students can
can revise the entire topic. allocate the expenditure to the
correct analysis column And
if they are able to total and
balance the Cash Book.
14.Self-assessment tests and
exercises are incorporated into
the lesson on www.skool.ie
Worksheet A
A page from a school roll book
Name Mon Tues Weds Thurs Fri Mon Tues Weds Thurs Fri
1. Joe Browne 3 3 3 3 3 3 3 3 3 3
2. James Carroll 3 3 3 3 3 3 3 m 3 3
3. Sharon Darcy 3 3 3 3 3 3 3 3 3 3
4. Kevin Flynn 3 3 m 3 3 3 3 3 3 3
5. Ciara Glynn 3 3 3 3 3 3 m 3 3 3
6. Barry Hayes 3 3 3 3 3 3 3 3 3 3
7. Deirdre Kenny 3 3 3 3 3 3 3 3 3 3
8. Joanne Kinsella m m m m m 3 3 3 3 3
9. Jim Martin 3 3 3 3 3 3 3 3 3 3
10. Fiona O Brien 3 3 3 3 3 3 3 3 m m
11. Brendan Ryan 3 3 3 3 3 3 3 3 3 3
12. Paul Scully m m 3 3 3 3 m 3 3 3
13. Gemma Ward 3 3 3 3 m 3 3 3 3 3
79
14. Susan Ward 3 3 3 3 m 3 3 3 3 3
Note: The following might be some questions that the class could discuss:
n How many people in the class?

n How many boys?
n How many girls?
n Who was absent on the first Monday?
n Find someone who was in school every day.
n Who had the most absences?
n Why does a teacher keep a roll book?
n What other records does the school keep about students?
n Why does the school keep these records?
Worksheet B
Can you help Peter? He is in an awful muddle about his money and doesn’t know how much he spent or whether
he should have any money left.
Working in pairs cut out the pictures at the top of the page and stick them into the correct column. If Peter
received money put the pictures into the Money In column. If he spent money on them put the pictures into the
Money Out column.
80
Money In Money Out

Maths
Worksheet C
81
Look at the things that the Mullen family bought last week. Working in pairs cut them out and stick them into the
correct column.
Groceries House Clothes Entertainment Other

Worksheet D
Now you must put the figures in the correct column. If Peter received money write the amount into the Money In
column; if he spent money write the amount into the Money Out column.
Peter got €30 for his birthday from his Grandmother. He bought a CD for €20 and a book for €10 with this
money. Peter’s Dad gave him €5 for washing the car and he also earned €30 from his part-time job. He bought a
new t-shirt for €20, some sweets for €2, and a can of lemonade for €1.
Money In Money Out
82
Worksheet E
Read the following stories. You have to keep the records for each person. If the person gets money in put the
amount into the Credit column. If the person spends money put the amount into the Debit column.
Sarah earned €25 for her Saturday job. She bought a magazine for €3 and some make-up for €12.
Debit Credit
Magazine a Earnings a
Make up a
Michael received €50 as a birthday present. He bought a DVD for €28, sweets for €3, and a book for €8.
Debit Credit
DVD a Present a
Sweets a
Book a
83
Mr. Johnson received his wages of €350. He bought groceries in the supermarket for €70, spent €30 on petrol
for his car, paid his mobile phone bill for €60, and bought a pair of shoes for €65.
Debit Credit
Groceries a Wages a
Petrol a
Mobile Phone Bill a
Shoes a
This time you have to write the words as well as the amount of money in the correct column. Remember, if the
person gets money in put the amount into the Debit column. If the person spends money put the amount into the
Credit column.
Brona won €100 on the Lottery. She bought a pair of boots for €50 and a top for €30.
Debit Credit
a a
a
Kevin earned €40 for babysitting and €25 for delivering leaflets. He bought a phone card for €20, batteries for
his Walkman for €6, and a bunch of flowers for his Mum for €9.
Debit Credit
a a
a a
a
Mrs. Maguire received her wages of €500. She paid €40 to the dentist, bought groceries in the supermarket for
€80, and paid €44 for the family to go to the cinema. She won €10 on a Lotto card.
Debit Credit
a a
a a
a
84
Worksheet F
How much do I have left?
Use your calculator to work out how much money is left in each purse when the things below it have been bought.
Write the answer in the box given.
a2
Answer:
a1 a1
85
Answer:
a1
a5
0
Answer:
a1
a1
6
Answer:
a54
Answer:
86
Worksheet G
Balancing
How much would have to be added to the weighing scales each time so that it would be balanced?
55 = 53
5?
520 = 55
510
5?
87
=
550 510 515
55 5?
5150 = 5100
520 525
5?
Worksheet H
Balancing a cashbook (i)

Write the balancing figure in the box in each of these cashbooks.
Debit Credit
Earnings a25 Magazine a3

Make Up a12
Balance a
Debit Credit
Present a50 DVD a28

Sweets a3
Book a8 88
Balance a
Debit Credit
Wages a350 Groceries a70

Petrol a30
Mobile Phone Bill a60
Shoes a65
Balance a
Debit Credit
Wages a350 Dentist a40

Lotto a10 Groceries a80
Cinema a40
Balance a
Balancing a cashbook (ii)

Write the total figures in the boxes in each of these cashbooks.
Debit Credit

Make Up a12
Balance a12
a a
Debit Credit
Present a50 DVD a28

Sweets a3
Book a8
Balance a11
a a
89
Debit Credit

Petrol a30
Shoes a65
Balance a125
a a
Debit Credit

Cinema a44
Balance a346
a a
Balancing a cashbook (iii)

Fill in the boxes to show the amount the person has left in each of these cashbooks.
Debit Credit

Make Up a12
Balance a12
a25 a25
Balance a
Debit Credit
Present a50 DVD a28

Sweets a3
Book a8
Balance a11
a50 a50 90
Balance a
Debit Credit

Petrol a30
Shoes a65
Balance a125
a350 a350
Balance a
Debit Credit

Cinema a44
Balance a346
a510 a510
Balance a
Game 1
Tossing the Coin game

Two large two-sided discs made from cardboard or laminated paper are required by each pair or group of
students.
Disc 1: ‘In’ printed on one side and ‘Debit’ printed on the other
Disc 2: ‘Out’ printed on one side and ‘Credit’ on the other
One person tosses a coin (disc) and when the student sees the side that is facing upwards he or she must guess
the word on the other side.
Note: A score may be kept in this game in order to ascertain a winner. Alternatively, each student may be required
to continue guessing on each toss until they have made five correct guesses.
91
Maths
Syllabus topic: Statistics Collect, display and interpret

Mathematics Statistics Sets, relations and charts: draw a
Strand: Data 1. Collecting and recording data. bar chart/ trend graph, complete a
Strand unit: representing and Tabulating data. Drawing and frequency table, work out the mode
interpreting data interpreting bar-charts, pie- and mean
charts and trend graphs.
2. Discrete array expressed as a
frequency table.
twelve class periods.

> Understanding concepts (such as mean, mode)
> Transferring learning to real life (interpreting graphs, understanding survey data) 92
> Spatial awareness (difficulty with drawing graphs)
> Language (understanding and formulating answers to questions asked about graphs)

n Using students’ personal experiences
n Using appropriate ict resources
n Using cross-curricular approaches
n Encouraging students to use relevant mathematical language situating mathematics in real- life contexts
n Adapting the requirements of the task
Resources
• A selection of newspapers and magazines, posters, coloured pens and pencils, rulers, graph paper
• Appropriate ICT facilities (for example, a spreadsheet package)
• The classroom may need to be rearranged to facilitate group work.
• Students may need some input (on oral communication skills) and practice on presenting a project to the
class if they have not done this before.

As a result of engaging in 1. Students gather and discuss magazine and 1. Students complete a
these activities students newspaper cuttings of charts and data. Refer simple questionnaire or
should be enabled to to the bar-chart for ‘ask the audience’ results worksheet after the initial
in Who Wants To Be a Millionaire. activities, but before
1. recognise bar, trend, starting the project. The
2. Under the guidance of the teacher the
and pie charts teacher observes whether
students each produce a tally chart for the
they
2. collect and record class showing how students travel to school,
– recognise various
simple data gathered for example:
kinds of charts
from their classmates
– know how to record
3. show simple data on a Travel Tally chart Number of
data using a tally chart
frequency table by students
– know how to use a
Bus 7 frequency table to
4. represent simple data on
bar/trend chart and Car 5 record data
– draw simple Walk 10 – can construct and use
conclusions Bicycle 8 various kinds of charts
from the data know how to calculate
– identify the mode 3. This leads to a frequency table as follows: mean and mode.
(most frequent 93
2. The teacher can use
item) Transport Bus Car Walk Bicycle the feedback from these
– calculate the No. of students 7 5 10 8 assessments to assist in
mean (average) guiding students towards
from simple data suitable tasks during the
4. Students then draw a bar chart and a trend
5. communicate their work graph to represent the information project (reinforcement,
to classmates 5. Questions will assist students to draw gaining of new skills,
conclusions (for example, Which method etc.).
6. use ICT to draw charts.
of travel is most/least popular? Why might 3. As the project proceeds,
this be? How many more students walk than the teacher can assess
come by car?). Note: Mean (average) does further, by observation,
not apply to this example. the student’s ability to
6. After working through the above example collect, record, and
students can undertake a statistics project tabulate data, to choose
as outlined in the Planning for Statistics and draw charts, and to
sheet on pages 94 to 96. communicate the work.
These outcomes may be
assessed by methods
suggested following the
description of the activities
below.
Cross-curricular links: These skills can be reinforced if similar concepts in geography (data representation and
interpretation) and CSPE (Action project) are treated at the same time.
Activity 6
Planning for a Statistics Project

The Project Planning Sheet and Six Steps in Project Work sheets outlined in the JCSP student profile system
handbook offer a useful outline for students working on projects, and can be adapted specifically for use with
mathematics. A suggested adaptation for both sheets is outlined below.
Statistics Project Planning Sheet
Name of Student
Date
Title and Description of Project

94
The title of my project is
I will gather information from my class about
I will display the information using
Other information
What I will learn from this project:
During my work on this project I will learn how to

Activities Names of people responsible

Deciding how to gather information from the class Whole group
Design a way to gather the survey information
Carrying out the survey
Making a table to show the information gathered
Draw a bar chart to show the information
Draw a trend graph to show the information
Find the mean and mode from the information
Write down some conclusions that can be made from the information gathered
Display the work on a poster
Discuss what was learned from doing the project Whole group
Present the work to the class – who explains what?
Further Notes on a Statistics Project

95
When students are deciding on a topic on which to gather data from classmates the teacher could provide a list of
possible topics to choose from, for example
n favourite foods
n shoe sizes
n bed times
n heights of mountains
n favourite film stars
n favourite pop stars or groups
n pets
n birthdays
n area of hands
n temperatures
n traffic count
n frequency of occurrence of letters of the alphabet on a page of a book (why does e have the shortest symbol in
Morse code?).
Students should decide on a suitable way to record the data (information) and test that it works by surveying their
own group (for example, tally charts, frequency table, pictorial representation). A simple spreadsheet package
can be used for drawing graphs on the computer. Students enter the data in the form of a frequency table.
Students then use various options to choose which kind of chart they would like to use, for example:
How we travel to school
10
0
Bus Car Walk Bicycle
No. of students
Students may need some assistance in drawing conclusions from their data. A list of questions could be provided 96
to help them.
Note: The above series of activities is based on groups of students working on a statistics project. Activities can be
differentiated through extra guidance by the teacher and with students choosing to complete various tasks within
the group.
Assessment strategy 6
Sample assessment instrument for statistics project presentations (peer, teacher, and self-assessment)
Students and teacher each have a sheet like the one below with headings suggesting various criteria on which
students presenting projects can be assessed. Each student is also invited to make a statement of self-evaluation
under these headings. Marks (e.g. out of 20) could be assigned under each heading, or students could be asked
to note one strength of the presentation and one area that could be improved. It is important that feedback is of a
positive nature.
Group Explanation of Explanation of Layout and Ability to draw What the group
Number how the survey charts (why a presentation of conclusions from learned from doing
was completed certain kind of project (colour, the data and the project (how to
(why a certain chart was chosen, legibility, use of express them work as a group,
topic was chosen, how it was drawn, headings, etc.) how to do a survey,
how data was use of ICT, etc.) how to draw
gathered, etc.) conclusions from
the information,
etc.)
Sample assessment scheme for statistics project

Students are given a copy of the assessment table before starting the project, and the allocation of marks is clearly 97
outlined. This enables students to ensure that all of the headings are covered in their final presentation. The table
is then completed by the teacher who fills in a mark based on the assessment criteria outlined on the following
pages and, if appropriate, a comment. Alternatively, the teacher can consult with the group of students and agree
a mark based on the assessment criteria.
Written Presentation (10 marks)

Format, layout, neatness, legibility 0-5 marks
Use and quality of illustrative material (pictures) 0-5 marks
Content (30 marks)

Introduction (reason for choice of topic) 0-3 marks
Collecting and recording data 0-4 marks
Organisation of data using a suitable table 0-4 marks
Use of charts (with and without ICTs) 0-10 marks
Use of statistical calculations (mean, mode) 0-5 marks
Statement of conclusions based on data 0-4 marks
Oral Presentation (10 marks)

Oral skills (speaks clearly, expresses in own words, addresses whole class) 0-3 marks
Understanding of material 0-4 marks
What was learned from doing the project 0-3 marks
Criterion- referenced assessment

The following criteria are suggestions to assist the teacher in the assignment of marks under the headings given in
the table on page 145.
Written Presentation (10 marks)

Format, layout, neatness, legibility
Mark (5) Criteria

0-1 Little effort made to organise material, which is difficult to follow.
2-3 Some effort made to present material in a suitable format.
4-5 A high standard of written presentation with well organised material was
evident.
Use and quality of illustrative material (pictures)
Mark (5) Criteria

0-1 Little or no use was made of appropriate illustrative material.
2-3 Basic use was made of illustrative material.
4-5 Illustrative material used is of high quality and very relevant.
98
Content (30 marks)

Introduction
Mark (3) Criteria

0-1 Little or no effort was made to introduce the project.
2-3 The introduction clearly outlines the content of the project.
Collecting and recording data
Mark (4) Criteria

0-1 Data are not organised into a table.
2-3 A table is used but could be more suitable.
4 Data are organised into a suitable table.
Organisation of data using a suitable table
Mark (4) Criteria

0-1 There is little or no explanation of methods of data collection and recording.
2-3 Demonstrates some knowledge of appropriate methods of data
4 Demonstrates knowledge of appropriate methods of data collection and
recording and gives reasons for selection of particular methods.
Use of charts (with and without ICT)
Mark (10) Criteria

0-2 Few or poorly produced/explained charts are used.
3-5 Some charts are used, but more variety and explanation are needed.
6-8 Good standard of charts
9-10 Very high standard of charts
Use of statistical calculations (Mean, Mode)

Mark (5) Criteria
0-1 Little or no calculations are shown.
2-3 Some calculations are shown.
4-5 Shows a clear understanding of statistical calculations.
Statement of conclusions based on data
Mark (4) Criteria

0-1 Makes little or no attempt to state conclusion.
2-3 Some attempt is made to state conclusions.
99
4 Makes clear and relevant conclusions.
Oral Presentation (10 marks)

Oral skills (speaks clearly, addresses whole class)
Mark (3) Criteria
0-1 Needs to speak more clearly and address the class.
2-3 Communicates with the whole class about the project.
Understanding of material
Mark (4) Criteria

0-1 No real understanding of the material is shown.
2-3 Can explain his/her own section of the project.
4 Talks confidently about the project material.
What was learned from doing the project
Mark (3) Criteria

0-1 No statement is made on what was learned.
2-3 Communicates what was learned from the project.
Syllabus topic: Algebra Algebra Activity

Mathematics Algebra: Meaning of variable, Not applicable
Strand: Algebra constant, term, expression,
Strand units: Variables, Equations coefficient.
Evaluation of expressions.
fifteen class periods.

> Short term memory (remembering algebraic procedures)
> Understanding concepts and abstractions (What is an unknown? What is a variable?)
> Transferring learning to real life (using problem-solving skills in everyday life)
> Poor vocabulary/language (problems with understanding algebraic terms) 100

n Group discussion of ideas linked to students experience
n Using games to reinforce concepts, operations, and problem-solving skills
n Visual representation of algebra (using counters, straws, etc.)
Resources
• Snooker balls or different coloured disks (Activity 2)
• Materials such as straws, Plasticine, and counters used to make patterns (Activity 3A)
• Students should be encouraged to record their observations in some way.
• All activities can be run as a whole class activity or in small groups.
• This exemplar makes use of some of the lesson ideas outlined in the Junior Certificate Guidelines for
Teachers: Mathematics. Asterisks are used to mark sections of the extract that contain material not relevant
to the Junior Certificate foundation level course. Teachers may find it useful to use and adapt other lesson
ideas from those guidelines.
• Algebra is a theoretical topic and may prove particularly difficult for some students with mild general
learning difficulties. Teachers are encouraged to choose the learning outcomes, learning activities, and
assessment strategies that best suit the needs of their students.

As a result of engaging in these 1. Use the Group discussion on 1. Observe whether students can
activities students should be algebra activity on page 102 to – give a simple verbal
enabled to encourage students to think of explanation of what
– real-life situations when a algebra is?
1. understand that algebra letter or a symbol is used – give examples of a variable?
involves using letters to for short to represent 2. Have completed the worksheets
represent things something in the Snookered! activity and in
– understand that a variable – real-life situations where a pairs corrected the work.
is something that can take quantity varies. 3. Observe whether students can
different values – participate in the discussion
2 Use Snookered! on pages
outlined in this activity?
2. recognise and describe a &3.104-106 to introduce the
– describe what they are
pattern using a sequence of students to the use of letters
doing?
numbers to represent numbers and
– state which quantities are
– use basic mathematical to the evaluation of simple
variables?
language to describe a expressions. Note that a similar
– Observe how much direction
pattern or rule activity could be developed
students need.
with scrabble letters.
3. record number pairs 4. Observe whether students can
appropriately 3. Spot the pattern (See page use appropriate language to 101
112.) describe the emerging pattern or
4. carry out simple calculations in
their heads 4. Guess my rule (see page the rule.
– orally solve simple verbal 114.) This activity is based – Oral calculations quiz: The
first degree equations in on the activity outlined in the teacher goes around the
one variable Junior Certificate Guidelines class asking for answers
for Teachers: Mathematics, to simple calculations (for
5. demonstrate some simple
Algebra lesson idea 3. example, 5 added to 2 gives?
problem-solving skills.
10 minus 4 is? Double 3 to
5. Think of a number (see page
get?). The teacher should try
117.)
to use a range of different
terms for the same concept
( subtract, minus, take away,
less, etc.).
5. After activity 5 students can do
the worksheet or role play (See
page 117.).
Activity 1
Group discussion on algebra
A. For short
Hold a group discussion on real-life situations where a letter or a symbol is used to represent something. Some
examples are included in the table below. Students may need hints from the teacher such as ‘think of clothes sizes’.
Letter or symbol Stands for

z euro
c cent
p pence
£ pound

s small
m medium
l large
102
p page

l litre
m metre
g gram
Explain that algebra uses letters to represent things. Certain things can be written in a much shorter way in
algebra than in English. Encourage students to think of a shorter way to write each of the following: Apple,
Banana, Coffee, Yoghurt, Pear.
Ask students to write a shorter version of the following shopping list:
3 apples, 5 bananas, 1 jar of coffee, 4 yoghurts, 2 pears.

B.Things that vary

Hold a group discussion on real-life situations where things (numerical quantities) vary. Some examples are given
in the table below. Students may need some examples to get them started. Encourage discussion. For example,
Why does it vary? What approximate values might it take, etc.
Shopping bill
Cost of a pack of crisps
Cost of a litre of petrol
The amount of money you have in your pocket
Your shoe size
Your age
The mark you get in different mathematics tests
Time you spend asleep each night
The amount of rain that falls each day
The temperature
Explain that in algebra we are usually dealing with things that vary.These are called variables. For example, if we
are measuring the temperature (T for short), it will probably be different today than it will be tomorrow.
103
Activity 2
Snookered!
The activity described here is reproduced from Algebra lesson idea 1 from the Junior Certificate Guidelines for
Teachers: Mathematics.

Title: Snooker balls and variables!

Topic: Algebra
Aims:
1. To introduce students to the use of variables using a snooker analogy
2. To give the students confidence in using variables—algebra is not just for the good classes
Resources
n A set of snooker balls or different coloured discs or coloured circles drawn on the overhead or blackboard
n A large sheet showing the values of the different coloured balls in snooker 104
n Pre-prepared worksheets
Method
1. Initiate an opening discussion about snooker.
2. Get the students to give the value of different snooker balls. Use a large sheet showing the values of different
coloured balls in snooker as an aid.
3. Write up a pretend break on the board as follows:
Red Blue Red Brown
Ask students to work out the value of the break score. More examples can be done and the scores found.
4. Students can be given a prepared worksheet (number 1) to complete using similar examples which can be
corrected immediately.
5. The next step is to ask students to write out the pretend break in words.
The teacher should write clearly what each letter stands for:
R = Red G = Green U = Blue K = Black N = Brown
Red Green Red Green
Students are asked: How many of each colour are there?

Answer: 2 red and 2 green (answer to be given in this way).
6. Students are then given another worksheet (number 2) with similar examples to complete.
7. When the second worksheet is corrected an identical worksheet (number 3) is given out. On this occasion
students are asked to write the answer as follows:
105
Red Green Red Green
Answer: 2R + 2G
8. The same worksheet (number 4) is again given to the students. Now, students are asked to substitute the value
of each snooker ball and arrive at the total break:
Red Green Red Green
Answer: 1 + 3 + 1 + 3 = 8
Example: 2R + 2G = 8
9. A similar worksheet (number 5) is given to students to complete. On this occasion the variable expression is
given under each example and students are asked to substitute the correct value and arrive at the score break.
The teacher shows an example first:
Red Green Red Green
Answer: 2R + 2G = 2( 1) + 2( 3) = 2 + 6 = 8
The students are now substituting values for variables.
The students can then progress to using x and y or other letters. It is possible for the teacher to combine the
last two worksheets into one if so desired.
Notes
n Classroom management implications: Worksheets can be done individually or in pairs.
n Strictly speaking, the letters in the above analogy stand for objects and not variables per se. However,
practising teachers of mathematics have found the lesson idea effective when dealing with students who find 106
algebra difficult.
Worksheet 1
Snooker: work out that break!
R = Red Y = Yellow G = Green U = Blue K = Black N = Brown P = Pink
Red Yellow Green Brown Blue Pink Black

1 2 3 4 5 6 7
Work out the scores for each of the breaks below:
1.
R U R G
Break =
107
2.
R G R K R K
Break =
3.
R K R K R Pink R
Break =
3.
R U R N
Break =
Worksheet 2
Snooker: breaks and words!
How many of each colour are in the following breaks?
1.
R G R G
Total =
2.
R Y R Y R
108
Total =
3.
R P R P R P R
Total =
4.
R U R U
Total =
Worksheet 3
Snooker: breaks and letters!
How many of each letter are in the following breaks?
1.
R G R G
Total =
2.
R Y R Y R
109
Total =
3.
R P R P R P R
Total =
4.
R U R U
Total =
Worksheet 4
Snooker: letters and addition!

1 2 3 4 5 6 7
Work out the scores for each of the following
1.
R G R G
Example 2R + 2G =
110
1.
R Y R Y R
Total =
1.
R P R P R P R
Total =
1.
R U R U
Total =
Worksheet 5
Snooker: letters and substitution!

1 2 3 4 5 6 7
Work out the scores for each of the following
1.
R G R G
Example 2R + 2G = 2( ) + 2( )=
111
2.
R Y R Y R
3R + 2Y = 3( ) + 2( )=
3.
R P R P R P R
4R + 3P = 2( ) + 2( )=
4.
R U R U
2R + 2U = 2( ) + 2( )=
Activity 3
Spot the pattern

Students take 4 straws and arrange them in a square as shown below. Students continue to add straws in order to
make more squares. Is there a pattern to the number of straws needed to make a certain number of squares?
2 squares are made from ___ straws
3 squares are made from ___ straws
112
Students can be encouraged to find a suitable way to record the information. One possible example is the table
shown below:
Number of straws Number of squares

4 1
7 2
10 3
This activity could lead to a discussion instigated by questions such as:
n How many straws would you need to make 5 squares?

n How many straws would you need to make 8 square?
n How many straws would you need to make 10 squares?
n Is there a way to find out these answers without having to make all of the squares?
n Is there a pattern to the list of numbers of straws needed: 4,7,10,…? (add 3)
n How could we describe this pattern (starting at 4, go up in threes; treble the number of squares and add one
to get the number of straws needed.)?
n Can we write this in mathematical terms? (for example, number of squares = 3 × 3 + 1 = 10 ).
n What changes or varies with each pattern of squares? (The variables are number of squares and number
of straws.)
Extension activities
The following diagrams suggest other patterns of shapes that could lead to similar discussion:
Counters shaped as equilateral triangles:
Number of rows of counters (x) 1 2 3 4 5

Number of counters (y) 1 3 6 10 15
Cubes made from plasticine:
113
Number of cubes across a row (x) 1 2 3 4 5

Number of cubes in block (y) 1 8 27 64 125
Activity 4
Guess my rule
The activity described here is based on Algebra lesson idea 3 from the Junior Certificate Guidelines for Teachers:
Mathematics. The lesson idea is also reproduced below in full for information, although some of the concepts
included are not appropriate for students studying the foundation level course. Comparing this original lesson
idea with the modified exemplar shows how an idea can be modified to suit students with a mild general learning
disability.
n Simplified example for ‘Guess my rule’

n The teacher thinks of the rule ‘add 5’.
n The student says the number 2.
n The teacher applies the rule and says 7.
n The student records 2 7 (or 2,7 or other suitable notation).
n Another student says the number 5.
n The teacher applies the rule and says 10.
n The student records 5 10.
114
n The student guesses rule correctly as ‘add on 5’.
n This student now makes up a new rule and the game continues.
The kind of rules used can include ‘add a number’, ‘subtract a number’, ‘multiply a number’, or a combination
of these. It may be advisable to begin with a selection of different addition rules before progressing to the
other operations.
Algebra lesson idea 3
Title: ‘Guess my rule’
Topic: Elementary algebra
Aim: To develop the concept of a variable
Method
1. The teacher thinks of a simple (verbal) rule such as ‘double and add 1’, and challenges the students to guess
what this rule is. The teacher asks the students to put forward numbers between, say, 0 and 20.
A student then provides a number.
The teacher gives the result of applying the rule and this cycle is repeated several times.
At any stage a student may offer a guess as to what the rule is. If the guess is wrong the student may not guess
again (or put forward another number) during this game. Eventually (hopefully) the students guess the rule. The
teacher spends some time checking to see that all students understand and can apply the rule.
Note 115
At this stage symbols should be avoided and the rule formulated in words (unless the students themselves
suggest some symbolic representation).
2. The game is played again, using a different rule (perhaps formulated by, or with input from, the student who
identified the rule correctly in the first game). If the students have not already seen the need to record number
pairs systematically the teacher suggests the strategy and an appropriate format is agreed.
3. The students form small groups and play the game. The one who guesses the rule formulates the next rule.
The teacher arbitrates where necessary and checks that the rules are being applied correctly. The students
have to write the rules in their own words and explain them to the teacher when she/he visits the group.
4. For homework, students are asked to try out the game at home, and to report any interesting incidents the next
day. On this day the teacher asks for feedback, asking, for instance, if anyone suggested a ‘short cut’, but not
yet introducing symbolic notation unless the students suggest it.
Classroom management implications

Ideally, it is helpful if the students are used to working in groups, and to negotiating and sorting out problems
themselves before appealing to the teacher as ‘referee’.
Note
1. The game can be played with various types of rule for some time. Eventually, when the students are tired of
writing the rules in English, symbolic notation can be introduced in stages, for example
2 × number + 1
and after a while
2×N+1
(or using some symbol of the students’ choice in place of N, but eventually introducing a letter to stand for ‘any
number’). The multiplication sign should be retained for some time (as in the Primary School Curriculum).
2. This introduces the idea of a variable (which can take many values) rather than an unknown (which has a
specific value, for example as in ‘x + 7 = 10’). Starting with a variable may help to avoid problems, which
can arise, for example, with the similar game ‘my number plus 7 is 10, what is my number?’ This can lead
eventually to protests of the form ‘but yesterday we decided x was 6 …’
3. The game can be used also to introduce the idea of a function. 116
Activity 5
Think of a number
This activity is an introduction to solving simple equations. Students must understand that each basic operation
has an inverse or an opposite. For example:
n Adding and subtracting are opposites.

n Multiplying and dividing are opposites.
The teacher and student activities are outlined in the examples below:
Example 1
Teacher: I am thinking of a number. When I add 4 to it I get 9. What was my number?
Student: Your number was 5.
Teacher: Why?
Student: 9 take away 4 gives 5.
Example 2
Teacher: Think of a number and write it down secretly. 117
Student: (Thinks of 4 and writes it down.)
Teacher: In your head, add the number you wrote down to itself (or double the number).
Student: (Thinks of 8.)
Teacher: Add 5 to this number.
Student: (Thinks of 13.)
Teacher: Tell me your answer.
Student: The answer is 13.
Teacher: By my powers of deduction I can tell you that the original number you thought of was (Thinks: 13 - 5 =
8; 8 ÷2 = 4.) four.
The steps from start to finish can be as simple or as complicated as is appropriate for the students.
The example above could be represented by the equation:
2x + 5 =13
Students can then take it in turns to act as the leader.
Assessment Note: Students can use the following worksheet in twos, with one role-playing the cartoon character
in the worksheet and the other trying to guess the rule. Students then switch roles. In this way students are
assessing each other’s ability to make and guess a rule. In such an activity students should be encouraged to
describe how they worked out the initial number.
‘Think of a number’ worksheet
Students are encouraged to describe how they worked out the missing number.
If I take 6
I’m thinking from it, the What number
of a number answer is 3 was I thinking
of?
Answer: 118
I’m thinking If I add 7 What number

of a number to it, I get 13 was I thinking
of?
Answer:
I’m thinking If I multiply it What number

of a number by 3, I get 12. was I thinking
of?
Answer:
Syllabus topic: Functions and Graphs Plotting Points

Mathematics Functions and graphs: Concept of Graphs, Constructions and
Strand: Data a function transformations
interpreting data
six class periods.

> Students may experience: difficulty in perceptual skills, visual, tactile, and auditory perception
> Short term memory (remembering to plot the horizontal co-ordinate before the vertical co-ordinate)
> Understanding concepts and abstractions (What is a point?)
> Vocabulary/language (understanding mathematical instructions to plot points)
119
n Using games to reinforce concepts and operations
n Plotting points that form names and shapes that are familiar to students
Resources
• A range of draughts or chess boards or equivalent 8 × 8 grids, draughts pieces or other counters
• A scrabble board with raised edges (may also be useful and may suit students with a visual impairment)
• OHP
• A spreadsheet program can also be used for this activity
• Some aspects of the topic Relations, functions and graphs are theoretical and may prove particularly
difficult for some students with mild general learning disabilities. Teachers are encouraged to choose the
learning outcomes, learning activities, and assessment strategies that best suit the needs of their students.

As a result of engaging in these 1. Students engage in a structured 1. Observe whether students
activities students should be discussion and other activities on can state two situations when
enabled to the purposes of using graphs and it is important to know your
co-ordinates to give your position, position.
1. state some situations when and on the merits of graphs over
2. Observe whether students,
you need to give your tables.
starting from an agreed initial
position to someone
2. Students complete the Graphing position, can pace out a
2. understand that graphing the classroom activity. given number of horizontal
involves horizontal and and vertical steps to get to
3. Using a draughts or chess board
vertical positioning a particular place in the
tape letters along the horizontal
classroom (for example take 4
3. read co-ordinates of points and numbers along the vertical
horizontal steps and 3 vertical
from a basic square grid of a grid. The teacher has an
steps. Where are you?).
overhead projector grid prepared
4. place a counter on the
with a number of counters placed. 3. Students work in pairs as in
correct square of a basic
The teacher leads the students in activities 4 and 5. Observe
square grid given its co-
naming the positions of various whether students keep a
ordinates
counters (for example, A2, F5). record of how many correct
5. place several counters on answers their partner gives. 120
4. Students work in pairs. One
a grid given a list of co-
student places a counter on the 4. After the activity each student
ordinates and recognise and
grid and the other names its notes any difficulties they
name the shape produced
position. had with certain co-ordinates
6. place a shape of counters on (for example switching letters
5. Students work in pairs. One
a grid and make a list of the and numbers, misreading the
student gives the co-ordinates for
co-ordinates. grid).
a counter and the other places the
counter in the correct position. 5. Students complete the
worksheet on page 125 and
6. The teacher puts a list of co-
compare their results in
ordinates on the board or overhead
pairs to find their errors. The
projector. Students are challenged
teacher observes students
to make the shape/letter/number
as they work to see if they
using counters on their grid.
have progressed beyond
7. Students work in pairs. One the difficulties expressed in
student makes a shape with the assessment strategy 4.
counters on the grid and records
the co-ordinates in secret. The
other student is then given the list
of co-ordinates and the empty grid
and tries to replicate the shape.
Cross-curricular links: These skills can be reinforced if grid references in geography are treated at the same time.
Possible extension activities are suggested.
Activity 1
Let’s talk about graphs and co-ordinates
Structured Discussion
The teacher initiates a structured discussion about the purposes of using co-ordinates and graphs. Some possible
questions to initiate the discussion might include the following.
n How are cinema and theatre seats laid out? Why is a letter and a number (for example, D7) commonly used?
Why not just a number?
n Have you ever heard anyone in a film say, ‘What are your co-ordinates?’ What does this mean? (Where are you?
What is your position? Where are you on the map?, etc.)
n In Star Trek before they get beamed up they sometimes say, ‘Lock onto my co-ordinates’. What does this mean?
n A boat at sea is in trouble because of a storm. They radio for help. A search-and-rescue helicopter is sent out
to find the boat. What information must the boat owner give on the radio to help the helicopter crew to find the
boat? (Latitude and longitude, distance from land, compass direction travelled from land, etc.)
n Has anyone played the game Battleships? How do you tell your opponent where you are bombing? (Give a
letter for horizontal position and a number for vertical position, for example D3).
n Links to geography, for example map references, can be noted.
n When might we use graphs? (to show unemployment figures over time, to show attendance at school, how the 121
weight and height of a child on a graph can show if the child is getting enough nourishment). Graphs from
magazines and newspapers may be a useful resource.
Why two co-ordinates?

Students are shown the diagram below on the board or on the OHP and asked to describe the position of the
person queuing at the bus stop who is wearing the hat. Most will answer ‘4’. Other similar examples of when a
single number can give someone’s position can be examined such as a person in a lift, a name on a roll book, a
house on a street.
Referring back to the discussion on finding your seat in a cinema, remind the students that two pieces of
information are needed to find a position. Now set up the classroom seats in a grid. Give each row a letter (say A
to D) and number the seats in each row (say 1 to 5). The teacher calls out a student’s name and a seat position
(say B3). The student must find the correct seat and sit down. Different students now select a student and a seat
position and the activity continues until everyone is seated.
Other examples of situations like this can be discussed. Students should understand that when something is on a
grid (in two dimensions) we need two pieces of information to fix its position. Usually (although this is not the case
in the cinema) the first number (or letter) tells you the position across (horizontally) and the second number tells
you the position up (vertically).
Graphs or tables?
The teacher distributes a handout with a table of figures on it to one half of the class, and a handout with a graph
on it to the other half. (See sample table and graph below.) In pairs, students try to interpret the table or graph.
Students are not told initially that the table and graph represent the same information. The teacher encourages
the students to comment on how easy the graph and table are to interpret. Simple questions can be put to the
students to see whether those with the table or graph can find the answers more quickly.
Sample questions
n Describe the growth of the plant? (going up gradually)
n How high did the plant grow? (2cm)
n What was the biggest increase in the growth of the plant? (0.5cm between days 4 and 6)
n Were there any days that the plant had not grown at all? How do you know?
During the discussion the following points may be raised.

n Graphs are easier than tables to take in at a glance.
n On a graph you can look for peaks and slopes and bends more easily than on a table.
Keywords
Keywords and phrases relevant to this topic should be introduced to the discussion or the follow-up activities
as appropriate. Suitable words and phrases include graph, graph paper, horizontal, vertical, axis, grid, couples, 122
position, co-ordinates, point, name a point, plot, trend, increase, decrease, ‘graph rainfall against time’.
Growth of Plant
What can you tell from the following graph?
Growth of plant
2.5
2
height of plant in cm
2
1.7
1.5
1.4
1.3
1
1
0.5
0.5
0.25
0
0 2 4 6 8 10 12 14 16
number of days
What can you tell from the following table?
Number of days after planting 0 2 4 6 8 10 12 14

Height of plant in cm 0 0.25 0.5 1 1.3 1.4 1.7 2
Activity 2
Graphing the classroom
All students are given a copy of a grid map of the classroom and several pictures representing items or people in
the classroom. The class first discusses where to place the door so that they all have the same orientation. Then
the students cut out each of the pictures below and stick them onto the correct position on the grid map of the
classroom. Follow-up discussion can bring out ideas such as horizontal position and vertical position.
Classroom map
Classroom map
123
The Door My desk My friend’s desk
The board The cupboard The bookshelves

Activities 3, 4, 5, 6, and 7
Placing counters on a grid
Resources
A selection of draughts or chess boards, ideally one for every two students, with letters taped along the horizontal
and numbers along the vertical of the grid as shown in figure 1 below.
The co-ordinates of the points on the grid in figure 1 are: A2, B7, C4, D6, F5, G4
8
7
6
5
4
3
2
124
1
A B C D E F G H
Plot the co-ordinates worksheet
Put counters on the following co-ordinates. What letter is produced?
B2, B3, B4, B5, B6, B7, C6, D5, E4, F3, G2, G3, G4, G5, G6, G7.
My name is Joseph. I have put my age into co-ordinates for you to plot. What age am I?
A6, B1, B2, B3, B4, B5, B6, B7, D1, E1, F1, F2, F3, F4, E4, F5, F6, F7, E7, D7.
My name is Marie. My favourite shape is the shape of my favourite toy on windy days. The coordinates for this
shape are: B5, C6, C4, D3, D7, E2, E8, F3, F7, G4, G6, H5.
What is my favourite shape? What is my favourite toy?
My name is Jo. List the co-ordinates needed to spell out my name as shown in the grid below:
8 125
7
6
5
4
3
2
1
A B C D E F G H
Solutions
8
7
6
5 The letter N
4
3
2
1
A B C D E F G H
8
7
6 126
5 I am 13 years old
4
3
2
1
A B C D E F G H
8
7
6
5 My favourite shape is a diamond (or a
rhombus) and my favourite toy is a kite
4
3
2
1
A B C D E F G H
The co-ordinates needed to spell out JO are:

A7, B7, C7, D7, C6, C5, C4, C3, B2, A3, F6, F5, F4, F3, G2, H3, H4, H5, H6, G7.
Possible extension activities
(a) Replace the letters on the horizontal line with the numbers as shown in figure 2 below and repeat a selection
of the above activities.
The co-ordinates of the points on the grid in figure 2 are: 1,2; 2,7; 3,4; 4,6; 6,5; 7,4
8
7
6
5
4
3
2
1
1 2 3 4 5 6 7 8 127
(b) Replace the numbering of the grid spaces with numbering of the grid lines as shown in figure 3 below.
The co-ordinates of the points on the grid in figure 3 are: (1,2); (2,7); (3,4); (4,6); (6,5); (7,4)
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
11 22 33 44 55 66 77 88
(c) The hit and miss activity in geometry lesson idea 13 on page 71 of the Junior Certificate Guidelines for
Teachers: Mathematics, can be used.
(d) Students can learn to draw their own co-ordinate grid and can practise similar activities to those outlined
above.

Syllabus topic: Geometry What kind of triangle is it?

Mathematics Geometry: Synthetic geometry: Maths: Perimeter, Area and Volume.
Strand: Shape and Space Triangle (scalene, isosceles,
Strand units: 2-D shapes, equilateral), rectangle, square,
Lines and angles circle
four class periods.

> Understanding concepts (isosceles triangle)
> Transferring learning to real-life (seeing common geometrical shapes in the environment, comparing and
contrasting shapes)
> Spatial awareness (drawing triangles)
> Language (understanding keywords such as scalene, equilateral) 128
> Confusion with signs and symbols (marking angles and sides in a triangle as equal)

n Adapting the materials given to a group
n Adapting the responses required
n Identification and specific targeting of mathematical language
Resources
• Worksheet, cut-out version of worksheet, rulers, protractors, set squares, string, paper, transparent paper
• This exemplar makes use of some of the lesson ideas outlined in the Junior Certificate Guidelines for
Teachers: Mathematics. Teachers may find it useful to use and adapt other lesson ideas from these
guidelines.
• Some aspects of geometry are theoretical and may prove particularly difficult for some students with mild
general learning disabilities. Teachers are encouraged to choose the learning outcomes, learning activities,
and assessment strategies that best suit the needs of their students. The activities presented in this
exemplar illustrate how an activity can be modified to suit students with special needs.

As a result of engaging in these 1. Spot the shape 1. Observe whether students can
activities students should be This activity involves students give two examples of things
enabled to finding items in the classroom shaped like given shapes (for
or the school that match given example triangle, square,
1. identify simple geometrical shapes. rectangle, parallelogram,
shapes in their environment quadrilateral).
2. Let’s talk about shapes
2. use and understand some This activity encourages 2. Observe as, in pairs, one
geometrical words and symbols the students to use and student says a word from the
understand some geometrical geometrical dictionary and
3. compare the lengths of sides in
terms by making a pictorial and challenges the other student to
a triangle
symbolic dictionary. draw the relevant diagram. If
4. compare the measures of the student draws the incorrect
3. What kind of triangle is it?
angles in a triangle diagram the first student
This activity is based on
5. recognise a right angle explains the word to him/her.
Geometry lesson idea 1
This continues.
6. use mathematical equipment on page 58 of the Junior
(ruler, protractor, set square) Certificate Guidelines for 3. Assess students’ progress by
more accurately) Teachers: Mathematics. observing their record of work
on the triangles worksheet. 129
7. describe a triangle in terms of Differentiation: Suggestions
the number of equal sides and for differentiating activity 3 are • Can the student recognise when
equal angles (for example, this given. sides of a triangle are the same
triangle has 2 equal sides and length?
2 equal angles) • Can the student recognise when
angles of a triangle are the same
8. state whether a triangle is
measure?
scalene, isosceles, equilateral,
or right-angled, and give • Can the student recognise a
reasons. right angle?
• How accurate is the students in
using mathematics equipment?
• Can the student state correctly
which triangles have equal sides
and angles?
• Does the student understand the
meaning of the terms scalene,
isosceles, equilateral, right angle
Cross-curricular links: These skills can be reinforced if similar concepts in Technical Graphics and Materials
Technology (Wood) are treated at the same time.
Activity 1
Spot the shape

Students work in small groups. Each group is given a card to complete as shown in the examples below. The
objective is to record as many different items they can see in the classroom (or around the school) that are the
same shape as the one on their sheet.

Group 1: Your shape is a CIRCLE.
List all of the things you can see that are shaped like a circle.
130
Group 2: Your shape is a RECTANGLE.
List all of the things you can see that are shaped like a rectangle.
Group 3: Your shape is a SQUARE.
List all of the things you can see that are shaped like a square.
Activity 2
Let’s talk about shapes
Further discussion can take place after the hunt for shapes as to reasons why certain things are certain shapes,
for example:
n Manhole covers and bath-plugs are usually circular, so that the lid cannot fall into the hole.
n Wheels are round, so that they make a ride smooth.
n Drain-pipes are rounded, or cylindrical, so that things cannot get stuck in corners.
n Books are usually rectangular.
n Packets of food are usually rectangular, for ease of storage.
n Bricks are usually rectangular, so that they can be easily built on top of each other.
Keywords
Students need to be familiar with appropriate geometrical key words and symbols.
Geometrical words include line, angle, shape, triangle, scalene, isosceles, equilateral, quadrilateral, parallelogram,
rectangle, square, length, measure, equal, same, different.
131
Students also need to be able to name and use geometrical instruments, including ruler, compass, set squares,
protractor.
Making a dictionary
Students are guided in the making of a dictionary as they come across geometrical words. Some sample entries
are shown in the table below. Students are encouraged to suggest entries for the dictionary.
Word Diagram Symbol Explanation

Triangle A shape with 3 sides
Isosceles triangle A triangle with two equal

sides and two equal
angles
a
Angle abc The space or corner
formed when two lines
b
c meet
Length of a line ab = 3cm How long a line is
3cm
a b
Activity 3
What kind of triangle is it?
This is based on Geometry lesson idea 1 on page 58 of the Junior Certificate Guidelines for Teachers:
Mathematics. The lesson idea is reproduced below in full for information. Comparing this original lesson idea
with the modified exemplar shows how an idea can be modified to suit students with a mild general learning
disabilities.
Geometry lesson idea 1

Title: Different types of triangle
Topic: Triangles
Aim: 1. That students will be able to recognise various types of triangles.
2. That students will be provided with concrete experiences dealing with triangles.
Resources
The worksheet with various types of triangles is on the next page.
Method 132
The students are introduced to a series of triangles on a worksheet, an example of which is presented on page
133. The triangles comprise a mixture of isosceles, right-angled, scalene, and equilateral triangles. The students’
task is to determine the lengths of the sides, the magnitudes of the angles and consequently the type of each
triangle presented. The results can be presented in tabular form, as shown.
Classroom Management Implications

Students can work individually on the above exercise but should then be encouraged to share and discuss their
results with their peers as the exercise goes on.
Note
The worksheet below was constructed using a standard word processing package that incorporated a basic set of
drawing tools.
Teachers familiar with dynamic geometry software will know that such packages can be used to prepare these
worksheets also. An additional advantage is that they can also provide a teacher’s master copy with a printout of
the lengths of sides and angles in the given triangles.
Familiarity with isosceles (from isos, equal and skelos, a leg) and equilateral triangles can be further enhanced if
students use cut-out triangles from the same sheet. The sides of each triangle can be compared by folding along
a suitable axis.
The Irish phrases used to describe these different types of triangles can give an insight into their properties. Thus,
for example, ‘triantán comhchosach’ (equal legs) describes the isosceles triangle, while ‘triantán comhshleasach’
(equal sides) describes the equilateral triangle.
Student Worksheet — Triangles
A
B
D 133
Triangle Angle Angle Angle Side Side Side Equilateral Isosceles Right- Scalene
1 2 3 1 2 3 Angled
A

Differentiating geometry activities

Some of the skills required by the above activity include the ability to
n measure the length of a line with a ruler

n measure an angle with a protractor
n compare measurements
n use knowledge of geometrical terms to name triangles correctly.
However, some students may have difficulties with some of these skills. For example, a student who has difficulty
using a ruler accurately can still compare the lengths of the sides of a triangle with the aid of a piece of string or a
strip of paper.
The measure of angles in a triangle can be measured and compared with the aid of
n a protractor
n a set square (for right angles)
n a piece of transparent paper (tracing an angle to see if it fits into any of the other two angles)
n cut-out versions of the triangles on the worksheet (rotating the triangle around to see which angles fit into each
134
other, or tearing off one corner and compare it to others).
In this way students may learn to recognise the various kinds of triangles without getting an exact measurement
for lengths of sides or measure of angles. Some students may also be able to apply certain terms to the triangles.
For students that have difficulties with language, the table of triangles could be adapted to have headings: no
sides the same instead of scalene, 2 sides the same instead of isosceles, and all sides the same instead of
equilateral.
In this way students can experience an activity without necessarily being able to achieve all of the learning
outcomes.

Syllabus topic: The business of living

Mathematics The Business of Living: Personal Finance:
Strand: Measures Personal income and expenditure
Strand units: Money Manage personal finances in the
areas of income, expenditure and
budgeting
four class periods.

> Language: understanding terms
> Understanding concepts – income and expenditure
> Transfer to real life
> Using charts appropriately 135
> Taking roles

n Language development (business terms, such as household, income, expenditure, budget, consumer, cash
flow)
n Matching sources of income and expenditure
n Setting up a system of barter (exchange) using school and personal objects
n Role-playing consumers and retailers using play money and household objects
n Measuring and recording income and expenditure in charts (in tabular form)
n Measuring and recording using a spreadsheet
n Discussing choice, opportunity, cost, impulse buying, and planning
n Investigating applications of planned spending and planned savings
n Setting priorities in expenditure
Resources
• Magazines, toys, games, cards
• Monopoly/play money
• Items of household consumer goods
• Computer with spreadsheet

As a result of these activities 1. Teacher-led class discussion Teacher observation of students
students should be enabled to
2. Playing different roles in a retail 1. discussing and describing where
1. identify sources of income outlet people source income and
spend cash
2. identify expenditure on 3A. Students construct a chart
household goods of important items for a 2. setting up a retail outlet to
household sell goods carrying out the
3. classify household expenditure
transaction of exchanging cash
and calculate lists. 3B.Students calculate cost of
for household goods including
needs/bills in a household for
a week – recording the cash received
3C.Students prepare a chart to by the retail outlet
illustrate a budget – explaining to classmates why
cash was spent on the items
chosen, and each retailer
explaining his/her pay slip
– completing a record of
money spent
3. constructing a chart of the
expenditure of a household 136
– preparing a plan (budget)
matching income and
expenditure (on paper or on
a spreadsheet)
Activity 1
Students, using magazine and newspaper advertisements, discuss income from different sources, such as pocket
money, employment, social welfare.
Activity 2
Divide the students into two groups: retailers and consumers. Distribute monopoly/play money to the groups.
Construct a retail outlet (a table filled with consumer goods and standard household goods) with prices attached
to the items. Students barter for goods or exchange play money for goods and keep records of the transactions.
Introduce the concept of income for work by providing pay slips for retailers.
Exchange/barter role playing

Two students begin the process of negotiating a fair exchange. Two more students take up positions between
these and negotiate a different exchange.
Through this exercise the student comes to understand that exchange may differ depending on how a person
values an item.
137
Retailer/consumer role playing

The terms employer/retailer/employee and consumer are introduced.
A retail outlet is set up displaying household goods with prices attached. Students could set their own prices for
products displayed. When play money has been distributed two students are allocated more than the others.
When transactions take place each student is asked to record what they bought and the price of same. Choices
made are compared.
Through this exercise the students come to understand that items for a household may be seen as more or
less important depending on how a person values them. The students with more play money allocated to them
display their purchases and costs. The remaining money is counted and compared with what they received.
This demonstrates the concept of choice.
Activity 3A
Students construct a chart of important items for a household, classifying them under very important and less
important.
Prepare a wall chart classifying household expenditure, use calculators/computer spreadsheet for calculations.
The terms savings/spending/planning/budget are introduced. A class chart is prepared outlining and classifying
various items purchased. The concept of fixed/regular bills (ESB, rent, heating, running a car) are introduced to
illustrate other expenditure.
Students are then helped to design the costs of running a household. These costs are listed very important/
important. Calculators are used to add up the cost of these items. A computer spreadsheet is set up to record
the transactions of the household.
Through this exercise the students come to understand that households differ but that each needs to plan
spending. A quiz can be prepared setting priorites for different households (ordinary households/footballers/
movie stars).
The students should discuss why planning a budget is useful for any household.
138
This demonstrates the concept of planning expenditure to cover priority items.
Activity 3B
Students discuss the needs/bills of a household and calculate the cost of these needs for a week.
Activity 3C

A pie chart of household expenditure
The classified household expenditure is graphed in a pie chart. This looks at the costs in terms of necessity and
discretionary income, and illustrates priorities in a household.

Syllabus topic: Number Systems, Applied arithmetic and measure Design and make a pizza
Home Economics: Food Studies/Culinary Skills

Mathematics Mathematics: Number systems Food Studies and Culinary Skills
Strand: Number Applied arithmetic and measure
Strand units: Fractions Home economics:
Food Studies / Culinary skills:
Strand: Measures
Strand units: Weight, Time, Money
SPHE
Strand: Myself
Strand unit: Taking care of my body
Health and well being
Food and nutrition
Time scale: The full range of learning and assessment activities presented in this exemplar may take up to 139
eight class periods.

> Short term memory (remembering recipe amounts and stages)
> Short attention span and lack of concentration (difficulty sticking to the task and following the recipe
through the different stages)
> Understanding concepts (difficulty with weighing and measuring, costing and comparing costs)
> Spatial awareness (difficulty with organising workspace and finding things as they are needed)
> Transferring learning to real-life (difficulty transferring knowledge gained in mathematics about how to
measure and calculate)
> Relating skills and concepts to those already learned
> Poor vocabulary/language (difficulty in following recipes as they are traditionally written, difficulty with the
language used to evaluate products)
> Visual sequencing (difficulty with copying from the board)

n Using a flow chart instead of traditional style recipes
n Using a map for setting up the unit-part of the preparation class
n Using visual clues where appropriate
n Breaking the task into stages
n Encouraging students to reward themselves with a visual ticking system as they complete each stage
n Referring back to skills and knowledge previously learned, for example scone making
n Encouraging students to use the relevant terminology
n Using a simple worksheet with a strong visual component for evaluation
n Using cross-curricular links to mathematics
Resources
• Ingredients and equipment for making pizzas
• A selection of different convenience pizzas, for example French bread pizzas, individual pizzas, frozen
pizzas, and deli pizzas
• Stickers, for example happy faces, to mark off stages as completed
140
• Activity sheets
• Outcomes, activities and assessment strategies which have a direct mathematical application are marked
with an asterisk.

As a result of engaging in these 1. Let’s go Shopping: Students 1&2. The teacher observes students
activities students should be visit the supermarket to recording the prices of two
enabled to research the different pizzas on different brands of each
the market and to research the product, selecting the best
1. record the prices of a variety costs of pizzas and ingredients. value in each case.
of pizzas and ingredients for (Activity Sheet 1)
3&4. The teacher observes students
making the pizza
– What is a pizza? Students writing four points to show
2. calculate the cost of the fresh identify the different parts of they know what a pizza is and
pizza and compare it to the the pizza, base, sauce and to illustrate how the four food
cost of a convenience pizza toppings. groups can be included.
– Design and make a pizza:
3. understand what a pizza is and 5. The teacher observes students
Recap on healthy eating
how it is made completing the process of
guidelines and the four
‘designing’ their own pizzas
4. recall the healthy eating food groups. Students are
(working in pairs).
guidelines and foods from the guided through the design
four food groups and relate process to design their own 6. Teacher observes the student
these to the chosen pizza pizza. performing the following:
– weighing and measuring
5. weigh and measure the 2. Flowchart : The teacher and 141
ingredients
ingredients required students complete a flow chart
– setting up equipment on the
6. set up equipment on the for the cookery class, including
allocated workspace
allocated workspace times. (Activity Sheet 2)
– following flowchart and
7. draw up a time plan and follow 3. Equipment list and unit map: time-plan
this during the cookery class Recap on weighing and – food preparation skills
measuring. (Activity Sheet 3) – setting oven to correct
8. set the oven to the required
temperature
temperature 4. Cookery class: Students follow
– dividing the pizza into eight
time plans to make the pizza.
9. divide the pizza into eight equal equal parts.
The teacher demonstrates
parts
each stage to reinforce skills.
10. evaluate the pizza in relation Students tick the smiley face
to the others in the class and in on their flow charts to indicate
relation to a convenience pizza. the completion of each stage.

5. Students divide the pizza 7. Evaluation Sheet: Students
into eight equal portions and calculate the cost of the pizza
discuss how many portions and compare it to the cost of a
would make ½, ¼, ¾, etc. convenience pizza. The student
is asked to give his or her own
6. At the end of the cookery
pizza marks out of ten and give
class students carry out a
reasons why marks are being
brief evaluation of the finished
deducted.
pizzas. During the next class a
more detailed evaluation can
be carried out. The teacher
could cook a convenience
pizza to allow students to
compare these with their fresh
pizza. (Activity Sheet 4).
142
Activity 1
Let’s go shopping
Some preparation work will have to be done before the supermarket visit.
Students might draw a plan of the supermarket and mark on it where to look for the different items.
Data can be gathered on the visit to the supermarket. Students can work in pairs.
The task can be divided up among students. For example, each pair of student could be assigned two or three
ingredients to research and one convenience pizza. Results can then be compiled back in the classroom.
Having the calculations done in a mathematics class can encourage cross-curricular links with mathematics.
Let’s go shopping
Pricing ingredients for my pizza

143
PRODUCT BRAND NAME PRICE WEIGHT PRICE PER 25g
(Or each)
Self-raising flour
Milk
Olive oil
Onion
Can of tomatoes
Tomato puree
Mozzarella cheese
Pepperoni
Can of pineapple
Green pepper
Let’s go shopping
Convenience pizzas
1. Make a list of all the different types of convenience pizzas you can think of in column 1 of the table below.
PIZZA TYPE BRAND NAME PRICE WEIGHT PRICE PER 100g

For example,
French bread pizza
144
Best value pizza
Which pizza is the best value for money?

Give two reasons why
1.
2.
Activity 2
Making my pizza (flowchart)

The flow chart can be worked on during a preparation class and further information can be filled in as required.
The different stages of the flow chart should have enough space to add further notes.
The callouts 10.15 on the left side of the sheet are for the time plan.
The teacher and students can spend time working out the time plan during the preparation class.
The smiley faces on the right side of the page are for students to to tick as they complete each stage.
145
Making my pizza

Starting time:
SET UP UNIT
USE UNIT MAP
SET OVEN
2000C
GAS 6
146
PREPARE INGREDIENTS
FOR SAUCE
PREPARE TOPPINGS
MAKE SAUCE
MAKE DOUGH
ASSEMBLE PIZZA
BAKE
TIDY UNIT
WASH UP
147
REMOVE PIZZA FROM OVEN
SERVE PIZZA AND DIVIDE INTO

EIGHT EQUAL PORTIONS
EVALUATION
Finish time:
Activity 3
Equipment list and unit map

The unit map will help the student to set up the unit correctly before they start the class. It will benefit students
who have spatial awareness difficulties if it is used constantly.
The map given includes only the basics. It can be completed during the preparation class.
Students would benefit from some revision of weighing and measuring during the preparation class.
Equipment list and unit map

Class:
Make a list of all the equipment you will need for your cookery
class in Column 1 and then tick it off in Column 2 as you collect it.
Equipment Tick
148
Unit map
Food Food Used Cutery
Food Sieve Bowl
Activity 6 149
Evaluation - Pizzas
The Pizza I made – Cost Convenience Pizza – Cost
Ingredients Weight Cost Brand name of Pizza Weight Cost
Total cost: Total cost:
Cost per portion: Cost per portion:
Marks out of 10: Marks out of 10:

Give reasons why you deducted marks in each case.
150
Best Pizza
Appendix 1
Real-world mathematics
The tables presented below offer suggestions for linking some aspects of mathematics to the world of the student.
Table 1 gives a real-world situation and suggests a variety of mathematical entry points that relate to it. Table 2 takes
a mathematical concept and suggests where it can be found in real-world situations. The tables are included here to
suggest possible starting points in the mathematics classroom. They are by no means all-inclusive.
Table 1
Situation Mathematical entry points
Railway, bus Timetables
station, or airport Ticket fares
Shapes (in the station, on the train/bus)
Geometry (parallel lines, right angles)
Road transport Planning a journey (time, distance, speed)
Maps (distance, scale)
Post office Price of stamps
Weight of parcel/envelope
Area of envelope required to hold a card
Interest on savings
Garden Planning and pricing the design of a garden (length, area, money) 151
Buying garden equipment (use of brochures to compare prices)
Pets Buying food
Vet charges
Distance walked with dog
Length and width of kennel/hutch
Volume of water in bowl
How often to change the water
How often to feed the pet
Weather Charting rainfall, hours of sunshine, wind speed
Car park Graphing the number of cars against time
Cost
Area of ordinary car-park space, of invalid space, of parent-and-child space, of car park
Cooking Recipes
Planning a dinner
Weighing
Costing
Temperature
Cooking time
DIY Measuring (length, perimeter, area)
Costing the decoration of a room
Pricing tools
Mobile phones Which company offers the best value?
How much call credit left, how many calls/texts can be made for this amount?
At what time is it cheaper to make calls or send texts?
Shopping Money
Special offers
Price per weight/volume
VAT
Table 2
Concept Links to the world around us

Number Patterns on floor or ceiling tiles
The calendar
Booking/finding seats in a cinema/theatre
Shape Wall and floor patterns
Straight lines, right angles in the classroom
Symmetry in a butterfly, in our bodies (sort of)
Various boxes, cans, bottles from the supermarket
Why is a manhole cover or bath-plug round?
Time Timetables
Journeys by walking, cycling, car, bus, train, aeroplane
Times we do things in school or at home
Graphs of time spent watching TV, sleeping
Measure Old units of measure based on the body (for example, the use of ‘hands’ to measure the
height of a horse)
Estimating and measuring length for DIY tasks
Distance on maps, heights of mountains
Capacity of various tins, cans, cartons 152
Weight of items, of persons

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POST-PRIMARY

Approaches and methodologies 4

In addition to the guidelines presented here,

The exemplars have been prepared to show how

Approaches and methodologies

In Approaches and Methodologies Individual differences in talents,

n ensuring that objectives are realistic for the

Teachers need to be aware of the danger of using

The following is an example of a note that could be

This week’s keywords in mathematics are:

Please use them often and encourage your child to

Students may have difficulties with mathematical

Symbol Word Example Diagram Real-world

Background to the Junior post-primary level. This challenges teachers to extend

The specific aims of the foundation level course, as

n an understanding of the basic mathematical

Outline of the course

Topic Content details

Sets 1. Listing of elements of a set. Membership of a set defined by a rule.

2. The set Z of integers. Positional order on the number line.

3. The set Q+ of positive rational numbers.

4. Squares and square roots.

3. Calculating distance from a map. Use of scales on drawings.

2. Discrete array expressed as a frequency table.

Algebra 1. Formulae, idea of an unknown, idea of a variable (informal treatment).

Geometry 1. Synthetic geometry:

Geometry Meaning of base and corresponding perpendicular height of a

Using Calculators Encouraging estimation

The teacher will choose whether a scientific calculator

Checking answers Teaching strategies

Addressing potential areas of difficulty for students with mild general

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

s Potential area of difficulty = Implications for learning

These exemplars demonstrate how

The Junior Certificate Guidelines for Teachers:

No. Syllabus topic Exemplar Title Page

1 Mathematics—Number systems Fraction attraction 22

Mathematics—Applied Arithmetic and

6 Business Studies—The Business of Living Preparing Analysed cash books 75

7 Business Studies—Enterprise Statistics and data handling 92

8 Mathematics—Algebra Algebra activity 100

11 Business Studies—The Business of Living Income and expenditure 135

Primary School Curriculum Junior Certificate Junior Certificate

Potential areas of difficulty

Strategies used in this exemplar

Suggested outcomes Supporting activities Assessment strategies

2. split a variety of items into

3. fold, tear, or cut a variety of

Suggested outcomes Supporting activities Assessment strategies

Multiples of 4 = 4, 8, __, _, 20, _, , 32, , _ .