"There should be no such thing as boring mathematics". (Edsger Dijkstra)
Mathematics equips children with a diverse set of tools to understand and change the world. These tools include problem-solving skills, logical reasoning, and the ability to think in abstract ways. Mathematics, therefore, is a creative discipline. It can stimulate moments of delight and wonder when a child solves a problem for the first time, unearths a more efficient solution to a problem or suddenly recognises connections.
Throughout history, mathematics has shaped the way we view the world and remains as important today. Many life stages and skills require a solid grasp of mathematics, from progressing to university, household budgeting, applying for a home loan, or setting up a business. When children eventually leave education and seek out a career, they will inescapably need to use the mathematical skills and concepts they have mastered at school. They will quickly realise that many careers require a solid understanding of mathematics. Doctors, computer game designers, astronauts, forensic scientists and other professionals use maths on a daily basis, as do builders, plumbers and engineers. Mathematics, therefore, opens a world of opportunity for children.
There are five teachers in the Mathematics department at Cullybackey College:
- Mr Boyd (Head of Department)
- Mrs Wright (Numeracy Co-ordinator)
- Mrs Harvey
- Mrs McFarlane
- Miss Peacock
AREAS OF STUDY:
Employability – students study the role of Mathematics in future education and in the workplace.
Arithmetic and the calculator – development of mental maths skills, language and notation.
Angles - students identify angles in real life situations, name the different types, identify angle properties and draw and measure angles.
Decimals - develop knowledge and understanding of decimals.
Metric Units/ scale drawing – students are introduced to the metric and imperial systems of measurement and are given the opportunity to convert between units of measurement. The concept of scale drawing is also studied.
Time – students revise the months of the year and apply this to calendar work. They practice reading analogue and digital clocks whilst converting between 12 and 24 hour time. Students progress to studying timetables.
Handling Data - understand, and learn about, different ways to collect and display data.
Directed Numbers and Coordinates - use directed number in real life situations e.g. temperature and use four quadrant coordinates.
Shapes and Construction – learn the types, properties and parts of polygons and use compasses to construct these.
3D Work - recognise common 3D shapes using real life objects. Draw 3D shapes on isometric paper and construct 3D shapes from their nets.
Symmetry - reflect 2D shapes in a mirror line, draw and recognise lines of symmetry and identify order of rotational symmetry.
In June of Year 8, timetables are suspended and students participate in Maths Fun Day. Students have the opportunity to participate in paper football making, beetle drive, bingo, maths relay, Sentinus Roadshow, table quizzes and much, much more.
Algebra 1 & 2 – students study simple sequences and learn how to manipulate expressions and equations plus writing equations using words.
Straight Line Graphs – students extend their understanding of coordinates by plotting them to draw vertical, horizontal and other straight lines.
Area and Perimeter – students will begin to understand and learn about perimeter and area. They will find the perimeters of regular and irregular shapes plus the circumferences of circles. They will then use various methods (including formulae) to find the area of squares, rectangles, triangles, parallelograms, trapeziums and circles. The opportunity will also be provide to study Pythagoras’ Theorem.
Scatter Graphs – interpret and draw scatter graphs and have a basic understanding of correlation. Use real life situations to compare two sets of data and describe the relationship between them.
Volume and Capacity – calculate the volumes of cubes and cuboids by counting 1cm cubes or using formula. The concept of capacity is also introduced.
Number - develop and understanding of multiples and factors through discussion and practical activities. Explore and discuss strategies for identifying numbers which may be prime. Use index notation to represent square and cube numbers and use practical activities to investigate the most appropriate method of rounding.
Fractions and Percentages – recognise the everyday use of fractions, decimals and percentages and calculate with these.
Ratio - calculate with ratios in a variety of real life situations.
In term 3, Year 9 students are given the opportunity to visit Carnfunnock Country Park to complete a Maths Trail and Treasure Hunt.
Angles, Triangle and Parallel Lines - recognise and draw parallel lines with transversals, name angles formed by intersecting lines and calculate angles using rules of intersecting lines.
Further Triangles - name triangles according to their properties, use the sum of angles in a triangle, calculate missing angles in a triangle using and construct triangles accurately given either ASA or SAS or SSS.
Probability – learn about the concept of probability and use real life examples to determine “chance”. Students carry out a selection of investigations to calculate probabilities with different outcomes.
Algebra 3 – students extend their previous learning in relation to algebra by solving harder equations and factorising expressions.
Questionnaire – students design a questionnaire and carry out a survey.
Transformations – the manipulation of shapes by translating, rotating, enlarging and reflecting.
Finance - apply mathematical skills in everyday financial planning and decision making.
Year 11 & 12
Students take GCSE Mathematics with CCEA, the Northern Ireland Examination Board at the appropriate level. Higher level students normally sit paper T3 at the end of Year 11 and T6 at the end of Year 12. Foundation level students sit either paper T1 or T2 at the end of Year 11 and T5 at the end of Year 12.
There is no controlled assessment to be completed at GCSE level.
Alternatively some students make take the CCEA Essential Skills Application of Number course. This course consists of an examined unit and a portfolio unit to achieve either a Level 1 or Level 2.