Bridging Documents for Mathematics

5th/6th Class, Primary – Junior Cycle, Post-Primary

Primary Post-Primary Page #

Strand(s): Number, Measure  Number (Strand 3) 2-5

Strand: Shape and Space  Geometry and Trigonometry (Strand 2) 6

Strand: Data  Statistics and Probability (Strand 1) 7

Strand(s): Algebra  Algebra, Functions (Strand 4, Strand 5) 8

These bridging documents are designed to give an overview of the content objectives in each strand and strand unit for Mathematics in 5th and
6th classes in primary schools and to illustrate how the strands and strand units are continued at Junior Cycle in post-primary schools. They are
not intended to replace the Primary School Curriculum (1999) documents or the Mathematics syllabus at Junior Cycle. It is still important that
teachers would consult the curriculum when planning.
 Mathematics>>Number, Measure Number
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
Place value

The child should be enabled to The learner should be able to

 Read, write and order whole numbers and decimals
 Round whole numbers and round decimals  Round decimals  Justify approximations and estimates of
calculations*
 Identify place value in whole numbers and decimals
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
 Estimate sums, differences, products and quotients  Revisit models such as decomposition,
of whole numbers of decimals skip counting, arranging items in arrays
 Add and subtract whole numbers and decimals (to three decimal places) without and with a and accumulating groups of equal size to
calculator make sense of the operations of addition,
Operations

subtraction, multiplication, and division in N

where the answer is in N*
 Multiply a  Generalise observations of arithmetic
operations*
decimal (up to three places) by a whole number, decimal by a decimal, without and with a calculator
without and with a calculator
 Divide a three-digit number by  Divide a four-digit number by
a two-digit number, without and with a calculator
 Divide a decimal number
by a whole number, without and with a calculator by a decimal, without and with a calculator
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
 Compare and order fractions  Investigate models to help think about the
and identify equivalent forms of fractions with and identify equivalent forms of fractions operations of addition, subtraction,
denominators 2 - 12 multiplication and division of rational
Fractions

 Express improper fractions as mixed numbers and vice versa and position them on the number line numbers in Z*
 Add and subtract simple fractions and simple mixed numbers
 Multiply a fraction
by a whole number by a fraction
 Express tenths, hundredths and thousandths in both fraction and decimal form  Use the equivalence of fractions, decimals
 Divide a whole number by a unit fraction and percentages to compare proportions*
 Understand and use simple ratios  Consolidate their understanding of the
relationship between ratio and proportion*

*The learning outcomes shown in italics are on the Common Introductory course for First Year 2
 Mathematics>> Number, Measure Number
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
 Develop an understanding of simple  Use percentages  Calculate percentages*
percentages  Use the equivalence of fractions, decimals
Decimals and percentages

and relate them to fractions and decimals and percentages to compare proportions*
 Compare and order
fractions and decimals percentages of numbers
 Solve problems  Solve problems that involve finding profit or
involving operations with whole numbers, relating to profit and loss, discount, VAT, loss, % profit or loss (on the cost price),
fractions, decimals and simple percentages interest, increases, decreases discount, % discount, selling price,
compound interest for not more that 3 years,
income tax (standard rate only), net pay
(including other deductions of specified
amounts)
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
 Identify simple prime and composite  Consolidate their understanding of prime
numbers numbers in N*

 Identify square and rectangular numbers  Identify and explore square numbers  Use the notation an for a, n  N.
 Explore and identify simple square roots
Number theory

1
2
 Use the notation a , a  N

 Identify  Identify common  Consolidate their understanding of factors,

factors and multiples multiples, in N*
 Write whole numbers in exponential form  Apply the rules for indices (where a  Z, p, q
 N):
 a p a q  a pq
ap
q
 a pq p  q
 a
 (a p ) q  a pq

*The learning outcomes shown in italics are on the Common Introductory course for First Year 3
 Mathematics>> Number, Measure Number
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
 Estimate and measure length using
Length

appropriate metric units

 Select and use appropriate instruments of measurement
 Rename measures of length
 Estimate and measure the perimeter of regular and irregular shapes
 Use and interpret scales on maps and plans  Draw and interpret scaled diagrams
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
 Discover that the area of a rectangle is  Recognise that the length of the perimeter of  Investigate nets of rectangular solids
length by breadth a rectangular shape does not determine the
area of the shape
 Estimate and measure  Calculate  Find (OL)  Perform
calculations
involving (HL)
Area

the area of regular and irregular 2-D shapes surface area of rectangular solids
 Measure the surface area of specified 3-D
shapes
 Calculate area using
square centimetres and square metres ares and hectares
 Compare visually  Identify the relationship between
square metres and square centimetres
 Find the area of a room from a scale plan
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
Weight

 Estimate and measure weight using  Calculate interpret and apply units of
appropriate metric units measure and time
 Select and use appropriate instruments of measurement
 Rename measures of weight

*The learning outcomes shown in italics are on the Common Introductory course for First Year 4
 Mathematics>>Number, Measure Number

Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary

The child should be enabled to The learner should be able to
 Estimate and measure capacity using
Capacity

appropriate metric units

 Select and use appropriate instruments of measurement
 Rename measures of capacity  Find (OL)  Perform calculations
involving (HL)
 Find the volume of a cuboid experimentally Volume of rectangular solids and cylinders
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
Time

 Read and interpret timetables and the 24-  Explore international time zones
hour clock (digital and analogue)
 Interpret and convert between times in 12-  Explore the relationship between time,  Solve problems that involve calculating
hour and 24-hour format distance and average speed average speed, distance and time
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
 Compare ‘value for money’ using unitary  Explore value for money  Make value for money calculations and
method judgements
Money

 Convert other currencies to euro and vice  Use the equivalence of fractions, decimals
versa and percentages to compare proportions*
 Consolidate their understanding of the
relationship between ratio and proportion*

*The learning outcomes shown in italics are on the Common Introductory course for First Year 5
 Mathematics>>Shape and SpaceGeometry and Trigonometry
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
3-D shapes

The child should be enabled to The learner should be able to

 Identify and examine 3-D shapes and explore relationships, including  Investigate the nets of rectangular solids
tetrahedron octahedron
(faces, edges and vertices)  Find the volume of rectangular solids
 Draw the nets of simple 3-D shapes and construct the shapes
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
 Make informal deductions about 2-D shapes and their properties  Prove in a parallelogram opposite sides and
opposite angles are equal and the diagonals
bisect each other
 Use angle and line properties to classify and describe triangles and quadrilaterals
 Construct triangles from given sides or  Construct triangles given length of 3 sides, SAS
2-D shapes

angles and ASA data

 Identify the properties of the circle  Develop an understanding of the relationship
between diameter, circumference and π
Construct a circle of given radius or diameter
 Use 2-D shapes and properties to solve problems
 Classify 2-D shapes according to their lines of symmetry  Use drawings to show central symmetry and axial
symmetry*

 Locate axes of symmetry in simple shapes

 Tessellate combinations of 2-D shapes
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
Lines and

 Recognise, classify and describe angles and relate angles to shape

angles

and the environment

 Recognise angles in terms of rotation
 Estimate, measure and construct angles in degrees  Bisect an angle with a compass and straight edge*
 Explore the sum of the angles  Prove the angles in a triangle add to 180˚
in a triangle in a quadrilateral

*The learning outcomes shown in italics are on the Common Introductory course for First Year 6
 Mathematics>>DataStatistics and Probability
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
 Collect, organise and represent data using  Select appropriate graphical or numerical* methods
Representing and interpreting data

pictograms, single and multiple bar charts pie charts and trend graphs to describe the sample (univariate data only)*
and simple pie charts  Use pie charts, barcharts, line plots,
histograms(equal intervals) and stem and leaf plots
to display data*
 Read and interpret  Interpret graphical summaries of data
pictograms, single and multiple bar charts, trend graphs and pie charts
and pie charts
 Compile and use simple data sets
 Explore and calculate averages of simple data sets  Use a variety of summary statistics to analyse the
data: central tendency- mean, mode and median,
variability - range
 Use data sets to solve problems  Plan an experiment*
 Select a sample and appreciate the importance of
representativeness so as to avoid biased samples*
 Design a plan to collect data on the basis of above
knowledge*
 Employ the plan to collect the data*
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
 Identify and list all possible outcomes of simple random processes  Apply the principle that in the case of equally likely
outcomes the probability is given by the number of
outcomes of interest divided by the total number of
Chance

outcomes
 Estimate the likelihood of occurrence of events  Decide whether an everyday event is likely or unlikely
to occur*
 Appreciate that probability is a quantity that gives a
measure on a scale of 0- 1 of how likely an event is
to occur*
 Apply the fundamental principle of counting*
 Construct and use frequency charts and tables

*The learning outcomes shown in italics are on the Common Introductory course for First Year 7
 Mathematics>>AlgebraFunctions
Fifth Class, Primary Sixth Class, Primary Junior Cycle, Post-Primary
The child should be enabled to The learner should be able to
numbers
Directed

 Identify positive and negative numbers  Investigate models such as the number line
in context on the number line to illustrate the operations of addition,
 Add simple positive and negative subtraction, multiplication and division in Z*
numbers on the number line
 Explore and discuss  Know  Perform the operations in their order
simple properties and rules about brackets and priority of operation including brackets*
 Identify relationships and record  Generalise observations of arithmetic
verbal and simple symbolic rules for number symbolic rules for number patterns operations
Rules and Properties

patterns  use tables to represent a repeating-pattern

situation
 generalise and explain patterns and
relationships in words and numbers
 write arithmetic expressions for particular
terms in a sequence
- use simple graphs as a tool for analysing
relations*
 Translate  Interpret equations of the form f(x) = g(x) as
number sentences with a frame into word word problems with a variable into a comparison of functions of the form
problems and vice versa number sentences
 ax where a  Z, x  R
 ax+b where a,b  Z, x  R
Equations

 ax2+bx + c where a,b,c  Z , x  R

 a2x where a  N, x  R
 a3x where a  N, x  R
 use graphical methods to find approximate
solutions to f(x) = g(x)
 Solve one-step number sentences and equations
 Explore the concept of a variable in  Use tables diagrams and graphs as tools for
the context of simple patterns, tables representing and analysing linear, quadratic
Variables

and simple formulae and substitute and exponential patterns and relations
values for variables (exponential relations limited to doubling and
tripling)

*The learning outcomes shown in italics are on the Common Introductory course for First Year 8