Leaving Cert Maths Higher: Most students well able to handle Paper II, says teacher
Leaving Cert Maths Higher Level Paper II will have been welcomed by the vast majority of students, according to one teacher.
Although perhaps not as accessible as Friday’s paper, most questions will have been familiar to students from questions on previous sample papers, said Aidan Roantree, senior Maths teacher at the Institute of Education.
Mr Roantree said that there could be few complaints about questions 1-6 in Section A, on Concepts and Skills.
However, he noted that in Q5, the proof of the Sine Rule was examined and thought it “surprising that students were allowed to use a short method based on the area of a triangle, in contrast with the recommended method of proof outlined in the teacher handbooks”.
He said that “few students would have been aware of the short method”.
In Section B, on Context and Applications, Mr Roantree said that in spite of the fact that Q7 contained 13 separate parts, most were shorter and more concise than in previous papers and students should have been able to complete the question within the required time.
He said Q9, while similar in appearance to last year’s robotic arm question, in practice, worked out far more easily.
The Leaving Cert Ordinary Level paper was accessible and straightforward, and would dispel the fears of Project Maths for ordinary level students, said Jean Kelly of the Institute of Education.
While there were some challenging parts, on the whole a well prepared student will have been very happy, she said.
The Section A, Concepts and Skills short questions, were “very straightforward and even the weaker student could pick up marks here”.
Ms Kelly said Section B, Context and Applications was a little more demanding, but still used clear, concise language.
Louise Geoghegan of Yeats College said the ordinary level paper was long for these students but was fair and examined all sections of the syllabus.
She said Q1 and Q2 it was not enough that students could calculate probabilities but they had to understand the concepts well to answer questions well.
She described Q3 and Q4 as straight forward and said they would have been well received by all students regardless of their ability.
She said Q.5. was “nice, a not too complicated ordinary level question”, while Q6 “gave the only bit of choice on the paper with both parts dealing with geometry with the part (b) being quite challenging”
Ms Geoghegan said Q7, on statistics was quite long and challenged students while Q8. was a little unusual but a solid question on trigonometry and geometry. “Students needed to read the question carefully and take their time.