Northern Ireland

Skills available for Northern Ireland secondary 3 maths curriculum

Objectives are in black and IXL maths skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

Showing alignments for:

The Northern Ireland Curriculum: Key Stage 3, Secondary 3 The Northern Ireland Curriculum: Key Stage 3, Secondary 3

Actions

Print curriculum

Developing pupils' Knowledge, Understanding and Skills

Develop knowledge and understanding of:
Develop knowledge and understanding of personal finance issues; and skills to enable competent and responsible financial decision making
Develop the application of mathematical skills to real life and work situations
Develop the creative use of technology to enhance mathematical understanding
By demonstrating: creative thinking in their approach to solving mathematical problems, increasing competence in mental mathematics skills, increasing competence in pencil and paper methods, increasing confidence in the use of mathematical language and notation, and practical skills using technology

Developing pupils as Individuals

Investigate a personal and class lifestyle study of time, for example, time spent in school, doing homework, watching TV or taking exercise.
Work collaboratively in problem solving, taking account of others' viewpoints to reach consensus.
Demonstrate an ability and willingness to develop logical arguments, for example, justify how they arrived at a conclusion or solution to a problem.
Explore issues related to Personal Health: Investigate aspects of health and healthy living, for example, body temperature, heart rate, breathing rate, nutritional requirements, food choices, special diets, road safety, substance misuse, life expectancy. Investigate incidence of diseases and recovery rates, for example, heart disease, cancers, chicken-pox, influenza, etc.
Explore issues related to Spiritual Awareness: Be aware of the infinite nature of number and space and the prevalence of pattern, for example, the Fibonacci series in the natural world, harmonics in music, 'golden ratio', Islamic tiles, etc.

Developing pupils as Contributors to Society

Analyse and interpret information patterns relating to local and global trends, for example, population profile (including age, gender, religion and ethnicity), indices of development, voting patterns, crime rates, etc.
Critically examine the use and misuse of mathematics to justify/support particular attitudes/opinions in different media, and the interpretation of data, for example, investigate the use of numbers in marketing strategies, advertising and opinion polls.
- Choose the best type of graph (9-DD.15)
Explore issues related to Cultural Understanding: Explore how mathematics have been used and developed in other parts of the world, for example, Egyptian fractions, Russian multiplication, Roman numerals; how European digits derived from Arabian numbers. Explore elements of geometry using patterns from different cultures, for example, Amish quilt designs and Islamic patterns. Apply mathematical problem solving skills to contexts faced by developing countries, including mathematical games from these cultures.
Explore issues related to Ethical Awareness: Research and interpret statistics in relation to social and economic issues, for example, compare and contrast aid versus arms expenditure or aid versus debt repayments, hospital waiting lists, child labour, etc.

Developing pupils as Contributors to the Economy and the Environment

Examine the role of mathematics as a "key" to entry for future education, training and employment. Explore how the skills developed through mathematics will be useful to a range of careers, for example, jobs involving computation, checkout operation, data analysis, education, financial services, quantitative problem solving, research, surveying, construction, etc.
Apply mathematical skills in everyday financial planning and decision making, for example, cash and non-cash methods of payment for goods and services, to include relevant examples such as mobile phone tariffs and e-shopping; the role of banks, building societies, credit unions and the post office; sources of income; savings; dealing with debt and credit; exchange rates.
Explore issues related to Education for Sustainable Development: Understand the need to manage renewable and nonrenewable resources, for example, investigate the savings and benefits of energy conservation measures etc. Investigate the various costs and benefits of waste management, for example, by analysing the cost/benefit of recycling glass, paper, garden waste and other waste.

Northern Ireland

Showing alignments for:

Actions

Developing pupils' Knowledge, Understanding and Skills

Develop knowledge and understanding of:

Number

Algebra

Shape, Space and Measures

Handling Data

Develop knowledge and understanding of personal finance issues; and skills to enable competent and responsible financial decision making

Develop the application of mathematical skills to real life and work situations

Develop the creative use of technology to enhance mathematical understanding

By demonstrating: creative thinking in their approach to solving mathematical problems, increasing competence in mental mathematics skills, increasing competence in pencil and paper methods, increasing confidence in the use of mathematical language and notation, and practical skills using technology

Developing pupils as Individuals

Investigate a personal and class lifestyle study of time, for example, time spent in school, doing homework, watching TV or taking exercise.

Work collaboratively in problem solving, taking account of others' viewpoints to reach consensus.

Demonstrate an ability and willingness to develop logical arguments, for example, justify how they arrived at a conclusion or solution to a problem.

Explore issues related to Spiritual Awareness: Be aware of the infinite nature of number and space and the prevalence of pattern, for example, the Fibonacci series in the natural world, harmonics in music, 'golden ratio', Islamic tiles, etc.

Developing pupils as Contributors to Society

Analyse and interpret information patterns relating to local and global trends, for example, population profile (including age, gender, religion and ethnicity), indices of development, voting patterns, crime rates, etc.

Critically examine the use and misuse of mathematics to justify/support particular attitudes/opinions in different media, and the interpretation of data, for example, investigate the use of numbers in marketing strategies, advertising and opinion polls.

Explore issues related to Ethical Awareness: Research and interpret statistics in relation to social and economic issues, for example, compare and contrast aid versus arms expenditure or aid versus debt repayments, hospital waiting lists, child labour, etc.

Developing pupils as Contributors to the Economy and the Environment

Learning Outcomes

Demonstrate mental mathematical capability with simple problems.

Decide on the appropriate method and equipment to solve problems—mental, written, calculator, mathematical instruments or a combination of these.

Demonstrate financial capability in a range of relevant everyday contexts.

Research and manage information effectively to investigate and solve mathematical problems, including using ICT where appropriate.

Show deeper mathematical understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating using ICT where appropriate.

Demonstrate creativity and initiative when developing ideas and following them through.

Work effectively with others.

Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.

Communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.