Mathematics: third level experiences and outcomes

MTH 3-05a

I have investigated strategies for identifying common multiples and common factors, explaining my ideas to others, and can apply my understanding to solve related problems.

MTH 3-05b

I can apply my understanding of factors to investigate and identify when a number is prime.

MTH 3-06a

Having explored the notation and vocabulary associated with whole number powers and the advantages of writing numbers in this form, I can evaluate powers of whole numbers mentally or using technology.

MTH 3-07b

By applying my knowledge of equivalent fractions and common multiples, I can add and subtract commonly used fractions.

MTH 3-07c

Having used practical, pictorial and written methods to develop my understanding, I can convert between whole or mixed numbers and fractions.

MNU 3-07aAcross learning

I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations.

MNU 3-08aAcross learning

I can show how quantities that are related can be increased or decreased proportionally and apply this to solve problems in everyday contexts.

MTH 3-11b

Having investigated different routes to a solution, I can find the area of compound 2D shapes and the volume of compound 3D objects, applying my knowledge to solve practical problems.

MNU 3-11aAcross learning

I can solve practical problems by applying my knowledge of measure, choosing the appropriate units and degree of accuracy for the task and using a formula to calculate area or volume when required.

MTH 3-12a

I have worked with others to research a famous mathematician and the work they are known for, or investigated a mathematical topic, and have prepared and delivered a short presentation.

MTH 3-13a

Having explored number sequences, I can establish the set of numbers generated by a given rule and determine a rule for a given sequence, expressing it using appropriate notation.

MTH 3-14a

I can collect like algebraic terms, simplify expressions and evaluate using substitution.

MTH 3-15a

Having discussed ways to express problems or statements using mathematical language, I can construct, and use appropriate methods to solve, a range of simple equations.

MTH 3-15b

I can create and evaluate a simple formula representing information contained in a diagram, problem or statement.

MTH 3-16a

Having investigated a range of methods, I can accurately draw 2D shapes using appropriate mathematical instruments and methods.

MTH 3-17a

I can name angles and find their sizes using my knowledge of the properties of a range of 2D shapes and the angle properties associated with intersecting and parallel lines.

MTH 3-17b

Having investigated navigation in the world, I can apply my understanding of bearings and scale to interpret maps and plans and create accurate plans, and scale drawings of routes and journeys.

MTH 3-17c

I can apply my understanding of scale when enlarging or reducing pictures and shapes, using different methods, including technology.

MTH 3-18a

I can use my knowledge of the coordinate system to plot and describe the location of a point on a grid.

Also at: MTH 2-18a

MTH 3-19a

I can illustrate the lines of symmetry for a range of 2D shapes and apply my understanding to create and complete symmetrical pictures and patterns.

Also at: MTH 2-19a

MTH 3-20b

When analysing information or collecting data of my own, I can use my understanding of how bias may arise and how sample size can affect precision, to ensure that the data allows for fair conclusions to be drawn.

MTH 3-21a

I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.

Also at: MTH 2-21a

MNU 3-20aAcross learning

I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading.

MNU 3-01aAcross learning

I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem.

MNU 3-03aAcross learning

I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions.

MNU 3-03bAcross learning

I can continue to recall number facts quickly and use them accurately when making calculations.

MNU 3-04aAcross learning

I can use my understanding of numbers less than zero to solve simple problems in context.

MNU 3-09aAcross learning

When considering how to spend my money, I can source, compare and contrast different contracts and services, discuss their advantages and disadvantages, and explain which offer best value to me.

MNU 3-09bAcross learning

I can budget effectively, making use of technology and other methods, to manage money and plan for future expenses.

MNU 3-10aAcross learning

Using simple time periods, I can work out how long a journey will take, the speed travelled at or distance covered, using my knowledge of the link between time, speed and distance.

MNU 3-22aAcross learning

I can find the probability of a simple event happening and explain why the consequences of the event, as well as its probability, should be considered when making choices.