An Roinn Oideachais

agus Scileanna

Junior
CERTIFICATE

Mathematics
Syllabus
FOUNDATION, ORDINARY & HIGHER LEVEL

For examination from 2016

Section A
Mathematics 5
Introduction 6
Aims 6
Objectives 6
Related learning 7
Bridging Framework for Mathematics 8

Syllabus overview 9
Structure 10
Time allocation 10
Problem Solving 10
Teaching and learning 10
Differentiation 11

Strands of study 13
Strand 1: Statistics and Probability 14
Strand 2: Geometry and Trigonometry 17
Strand 3: Number 21
Strand 4: Algebra 26
Strand 5: Functions 30

Assessment 32

Appendix: Common Introductory Course 33

Section B – Geometry for Post-primary School Mathematics 37

Junior Certificate Mathematics 3

4 Junior Certificate Mathematics
mathematics

Junior Certificate Mathematics 5

Junior Certificate Mathematics

Introduction
Mathematics may be seen as the study of quantity, Through its application to the simple and the everyday,
structure, space and change. What does that mean as well as to the complex and remote, it is true to say that
in the context of learning mathematics in post-primary mathematics is involved in almost all aspects of life and
school? In the first instance the learner needs essential living.
skills in numeracy, statistics, basic algebra, shape and
space, and technology to be able to function in society.
These skills allow learners to make calculations and Aims
informed decisions based on information presented
and to solve problems they encounter in their everyday Junior Certificate Mathematics aims to
lives. The learner also needs to develop the skills to •• develop the mathematical knowledge, skills and
become a good mathematician. Someone who is a good understanding needed for continuing education, for
mathematician will be able to compute and then evaluate life and for work
a calculation, follow logical arguments, generalise and •• develop the skills of dealing with mathematical
justify conclusions, problem solve and apply mathematical concepts in context and applications, as well as in
concepts learned in a real life situation. solving problems
•• support the development of literacy and
Mathematical knowledge and skills are held in high numeracy skills
esteem and are seen to have a significant role to play
•• foster a positive attitude to mathematics in the
in the development of the knowledge society and the
learner.
culture of enterprise and innovation associated with it.
Mathematics education should be appropriate to the
abilities, needs and interests of learners and should
reflect the broad nature of the subject and its potential for
Objectives
enhancing their development. The objectives of Junior Certificate Mathematics are
that learners develop mathematical proficiency,
The elementary aspects of mathematics, use of arithmetic characterised as
and the display of information by means of a graph, are •• conceptual understanding—comprehension of
an everyday occurrence. Advanced mathematics is also mathematical concepts, operations, and relations
widely used, but often in an unseen and unadvertised
•• procedural fluency—skill in carrying out procedures
way. The mathematics of error-correcting codes is applied
flexibly, accurately, efficiently, and appropriately
to CD players and to computers. The stunning pictures
of far away planets and nebulae sent by Voyager II and •• strategic competence—ability to formulate,
Hubble could not have had their crispness and quality represent, and solve mathematical problems in both

without such mathematics. Statistics not only provides the familiar and unfamiliar contexts

theory and methodology for the analysis of wide varieties •• adaptive reasoning—capacity for logical
of data but is essential in medicine for analysing data thought, reflection, explanation, justification and
on the causes of illness and on the utility of new drugs. communication
Travel by aeroplane would not be possible without the •• productive disposition—habitual inclination to see
mathematics of airflow and of control systems. Body mathematics as sensible, useful, and worthwhile,
scanners are the expression of subtle mathematics coupled with a belief in diligence, perseverance and
discovered in the 19th century, which makes it possible one’s own efficacy.
to construct an image of the inside of an object from
information on a number of single X-ray views of it.

6 Junior Certificate Mathematics

Related learning

COMMUNITY AND SOCIETY

Early childhood

Primary school

FURTHER LEARNING

JUNIOR cycle

Senior cycle

Mathematical learning is cumulative with work at currency conversions to make life easier. Consumers need
each level building on and deepening what students basic financial awareness and in Home Economics learners
have learned at the previous level to foster the overall use mathematics when budgeting and making value for
development of understanding. The study of Junior money judgements. In Business Studies learners see
Certificate Mathematics encourages the learner to use how mathematics can be used by business organisations
the numeracy and problem solving skills developed in in budgeting, consumer education, financial services,
early childhood education and primary mathematics. enterprise, and reporting on accounts.
The emphasis is on building connected and integrated
mathematical understanding. As learners progress Mathematics, Music and Art have a long historical
through their education, mathematical skills, concepts relationship. As early as the fifth century B.C., Pythagoras
and knowledge are developed when they work in more uncovered mathematical relationships in music; many
demanding contexts and develop more sophisticated works of art are rich in mathematical structure. The
approaches to problem solving. modern mathematics of fractal geometry continues to
inform composers and artists.
Mathematics is not learned in isolation. It has significant
connections with other curriculum subjects. Many elements Senior cycle and junior cycle mathematics have been
of Science have a quantitative basis and learners are developed simultaneously to allow for strong links to be
expected to be able to work with data, produce graphs, established between the two. The strands structure allows
and interpret patterns and trends. In Technical Graphics, a smooth transition from junior cycle to a similar structure
drawings are used in the analysis and solution of 2D and in senior cycle mathematics. The pathways in each strand
3D problems through the rigorous application of geometric are continued, allowing the learner to see ahead and
principles. In Geography, learners use ratio to determine appreciate the connectivity between junior and senior
scale and in everyday life people use timetables, clocks and cycle mathematics.

Junior Certificate Mathematics 7

Bridging Framework
for Mathematics

Post-primary mathematics education builds on and The bridging content document has been developed to
progresses the learner’s experience of mathematics in illustrate to both primary and post-primary teachers the
the Primary School Curriculum. This is achieved with pathways for learners in each strand. Another element of
reference not only to the content of the syllabuses but the Bridging Framework is a bridging glossary of common
also to the teaching and learning approaches used. terminology for use in upper primary school and early
junior cycle. Sample bridging activities have also been
Mathematics in the Primary School Curriculum is studied developed to assist teachers of fifth and sixth classes in
by all children from junior infants to sixth class. Content primary school in their planning. These can be used by
is presented in two-year blocks but with each class post-primary mathematics teachers to support learners
level clearly delineated. The Mathematics Curriculum is in the transition to junior cycle mathematics. These
presented in two distinct sections. documents can be viewed at www.ncca.ie/projectmaths.

It includes a skills development section which describes The Bridging Framework for Mathematics provides a
the skills that children should acquire as they develop lens through which teachers in primary school can view
mathematically. These skills include post-primary mathematics syllabuses and post-primary
•• applying and problem solving teachers can also view mathematics in the Primary School
•• communicating and expressing Curriculum. It facilitates improved continuity between
mathematics in primary and post-primary schools.
•• integrating and connecting
•• reasoning
•• implementing
•• understanding and recalling.

It also includes a number of strands which outline content

that is to be included in the mathematics programme
at each level. Each strand includes a number of strand
units. Depending on the class level, strands can include
•• early mathematical activities
•• number
•• algebra
•• shape and space
•• measures
•• data.

The adoption of a strands structure in Junior Certificate

Mathematics continues the pathways which different
topics of mathematics follow as the learner progresses
from primary school. To facilitate a smooth transition
between mathematics in the primary school and in junior
cycle a Bridging Framework has been developed. This
contains three elements, a Common Introductory Course,
a bridging content document and a bridging glossary.

The Common Introductory Course, will be studied by all

learners as a minimum (see page 33). It is designed so
that all of the strands are engaged with to some extent in
the first year, so ensuring that the range of topics which
have been studied in fifth and sixth classes are revisited.

8 Junior Certificate Mathematics

Syllabus
overview

Junior Certificate Mathematics 9

Syllabus overview

Junior Certificate Mathematics

Strand 5 Strand 1
Functions Statistics and
probability

Common
introductory
Strand 4 course Strand 2
Algebra Geometry and
trigonometry

Strand 3
Number

Structure Problem solving

Problem solving means engaging in a task for which the
The Junior Certificate Mathematics syllabus comprises solution is not immediately obvious. Problem solving is
five strands: integral to mathematical learning. In day-to-day life and
1. Statistics and Probability in the workplace the ability to problem solve is a highly
2. Geometry and Trigonometry advantageous skill.
3. Number
4. Algebra In the mathematics classroom problem solving should not
5. Functions be met in isolation, but should permeate all aspects of the
teaching and learning experience. Problems may concern
The selection of topics and learning outcomes in each purely mathematical matters or some applied context.
strand is presented in tabular form, and Ordinary level is a In a mathematics problem-solving environment it is
subset of Higher level (HL). Material for Higher level only recognised that there are three things learners need to do:
is shown in bold text. •• make sense of the problem
•• make sense of the mathematics they can learn and
The strand structure of the syllabus should not be taken use when doing the problem
to imply that topics are to be studied in isolation. Where
•• arrive at a correct solution to the problem.
appropriate, connections should be made within and
across the strands and with other areas of learning.
However, in the mathematics classroom, the focus is
on the mathematical knowledge and skills that can be
Time allocation learned in the process of obtaining an answer, rather
The Junior Certificate Mathematics syllabus is designed than on the answer itself. The emphasis, therefore, is on
as a 240 hour course of study. generating discussion and on the reasoning and sense-

10 Junior Certificate Mathematics

making opportunities the problem affords the learners as and in the subject (that mathematics makes sense).
they engage with the mathematics involved. They learn to Through the use of meaningful contexts, opportunities are
analyse the problem and break it down into manageable presented for the learner to achieve success.
steps, to reflect on their strategies and those of others and
to adjust their own approaches where necessary. The variety of activities engaged in enables learners
to take charge of their own learning by setting goals,
Teachers play an important role in helping students developing action plans and receiving and responding
develop these kinds of skills. By encouraging learners to assessment feedback. As well as varied teaching
to share, explain and justify their solution strategies, strategies, varied assessment strategies will provide
those that work as well as those that don’t work, information that can be used as feedback so that teaching
teachers can help learners to develop robust and deep and learning activities can be modified in ways which best
mathematical understanding as well as confidence in suit individual learners.
their mathematical ability.
Careful attention must be paid to the learner who may
The quality of the tasks that learners engage with play an still be experiencing difficulty with some of the material
important role in a problem-solving environment. A task covered at primary level. The experience of post-primary
must engage learners and present them with a challenge mathematics must therefore help the learner to construct
that requires exploration. Problem-solving tasks activate a clearer knowledge of, and to develop improved skills
creative mathematical thinking processes as opposed to in basic mathematics and to develop an awareness of
imitative thinking processes activated by routine tasks. its usefulness. Appropriate new material should also be
Reasoning mathematically about tasks empowers learners introduced, so that the learner can feel that progress is
to make connections within mathematics and to develop being made. At junior cycle, the course pays attention
deep conceptual understanding to consolidating the foundation laid in the primary school
and to addressing practical issues; but it should also
Teaching and learning cover new topics and underpin progress to the further
study of mathematics in each of the strands.
In each strand, and at each syllabus level, emphasis
should be placed on making connections between the
Differentiation
strands and on appropriate contexts and applications of
mathematics so that learners can appreciate its relevance Students learn at different rates and in different ways.
to current and future life. The focus should be on the Differentiation in teaching and learning and in the related
learner understanding the concepts involved, building assessment arrangements is essential in order to meet
from the concrete to the abstract and from the informal the needs of all learners. In junior cycle syllabuses,
to the formal. As outlined in the syllabus objectives and differentiation is primarily addressed in three areas:
learning outcomes, the learner’s experiences in the study the content and learning outcomes of the syllabus;
of mathematics should contribute to the development the process of teaching and learning; the assessment
of problem-solving skills through the application of arrangements associated with examinations. For
mathematical knowledge and skills. exceptionally able students, differentiation may mean
extending and/or enriching some of the topics or learning
The use of context-based tasks and a collaborative outcomes. This should supplement, but not replace, the
approach to problem solving can support learners in core work being undertaken. For students with general
developing their literacy and numeracy skills. Through learning difficulties, differentiation may mean teaching at
discussing ideas about the tasks and their solutions, a different pace, having varied teaching methodologies or
learners develop the ability to explain and justify their having a variety of ways of assessing them.
thinking and so gain confidence in their ability to
communicate mathematical ideas. Junior Certificate Mathematics is offered at two levels,
Ordinary and Higher level. There is no separate course for
The learner builds on knowledge constructed initially Foundation level. The Higher level learning outcomes are
through exploration of mathematics in primary school. indicated in bold in each strand. Learners at Higher level
This is facilitated by the study of the Common Introductory will engage with all of the learning outcomes for Ordinary
Course at the start of post-primary schooling, which level as well as those designated for Higher level only.
facilitates both continuity and progression in mathematics.
Particular emphasis is placed on promoting the learner’s In each strand, learners at Foundation level will engage
confidence in themselves (that they can ‘do’ mathematics) appropriately with all of the learning outcomes at Ordinary

Junior Certificate Mathematics 11

level. This allows them to have a broad experience of
mathematics. More importantly, it will also allow them to
follow the Ordinary level course at senior cycle, should
they choose to do so.

Mathematics at Ordinary level is geared to the needs

of learners who are beginning to deal with abstract
ideas. However, learners may go on to use and apply
mathematics in their future careers, and will meet the
subject to a greater or lesser degree in daily life.

The Ordinary level, therefore, must start by offering

mathematics that is meaningful and accessible to learners
at their present stage of development. It should also
provide for the gradual introduction of more abstract ideas,
leading learners towards the use of academic mathematics
in the context of further study at senior cycle.

Mathematics at Ordinary level places particular emphasis

on the development of mathematics as a body of
knowledge and skills that makes sense, and that can be
used in many different ways as an efficient system for
solving problems and finding answers. Alongside this,
adequate attention must be paid to the acquisition and
consolidation of fundamental mathematical skills, in the
absence of which the learner’s development and progress
will be hindered. The Ordinary level is intended to
equip learners with the knowledge and skills required in
everyday life, and it is also intended to lay the groundwork
for those who may proceed to further studies in areas in
which specialist mathematics is not required.

Mathematics at Higher level is geared to the needs of

learners who will proceed with their study of mathematics
at Leaving Certificate and beyond. However, not all
learners taking the course are future specialists or even
future users of academic mathematics. Moreover, when
they start to study the material, some of them are only
beginning to deal with abstract concepts.

Junior Certificate Mathematics is designed for the wide

variety and diversity of abilities and learners. On the one
hand it focuses on material that underlies academic
mathematical studies, ensuring that learners have a
chance to develop their mathematical ability and interest
to a high level. On the other, it addresses the practical
and obviously applicable topics that learners meet in life
outside of school. At Higher level, particular emphasis can
be placed on the development of powers of abstraction
and generalisation and on the idea of rigorous proof,
hence giving learners a feeling for the great mathematical
concepts that span many centuries and cultures. Problem
solving can be addressed in both mathematical and
applied contexts.

12 Junior Certificate Mathematics

Strands
of study

Junior Certificate Mathematics 13

Strand 1: Statistics and Probability

In Junior Certificate Mathematics, learners build on their Topic descriptions and learning outcomes listed in bold
primary school experience and continue to develop their text are for Higher Level only.
understanding of data analysis by collecting, representing,
describing, and interpreting numerical data. By carrying In the course of studying this strand the learner will
out a complete investigation, from formulating a question •• use a variety of methods to represent their data
through to drawing conclusions from data, learners gain •• explore concepts that relate to ways of describing data
an understanding of data analysis as a tool for learning
•• develop a variety of strategies for comparing data sets
about the world. Work in this strand focuses on engaging
learners in this process of data investigation: posing
•• complete a data investigation of their own
questions, collecting data, analysing and interpreting this •• encounter the language and concepts of probability.
data in order to answer questions.

Learners advance in their knowledge of chance from

primary school to deal more formally with probability.
The Common Introductory Course (see appendix), which
draws on a selection of learning outcomes from this strand,
enables learners to begin the process of engaging in a more
formal manner with the concepts and processes involved.

14 Junior Certificate Mathematics

Strand 1: Statistics and Probability
Topic Description of topic Learning outcomes
Students learn about Students should be able to
1.1 Counting Listing outcomes − list all possible outcomes of an experiment
of experiments in a − apply the fundamental principle of counting
systematic way, such as in a
table, using sample spaces,
tree diagrams.
1.2 Concepts of The probability of an event − decide whether an everyday event is likely or unlikely to occur
probability occurring: students progress − recognise that probability is a measure on a scale of 0-1 of
from informal to formal how likely an event is to occur
descriptions of probability. − use set theory to discuss experiments, outcomes,
sample spaces
Predicting and determining − use the language of probability to discuss events, including
probabilities. those with equally likely outcomes
Difference between − estimate probabilities from experimental data
experimental and theoretical − recognise that, if an experiment is repeated, there will be
probability. different outcomes and that increasing the number of times
an experiment is repeated generally leads to better estimates
of probability
− associate the probability of an event with its long-run,
relative frequency
1.3 Outcomes Finding the probability of − construct sample spaces for two independent events
of simple equally likely outcomes. − apply the principle that, in the case of equally likely outcomes,
random the probability is given by the number of outcomes of interest
processes divided by the total number of outcomes (examples using
coins, dice, spinners, containers with different coloured
objects, playing cards, sports results, etc.)
− use binary / counting methods to solve problems involving
successive random events where only two possible outcomes
apply to each event
1.4 Statistical Situations where statistics are − engage in discussions about the purpose of statistics and
reasoning misused and learn to evaluate recognise misconceptions and misuses of statistics
with an aim the reliability and quality of − work with different types of data:
to becoming data and data sources. categorical: nominal or ordinal
a statistically Different types of data. numerical: discrete or continuous
aware consumer in order to clarify the problem at hand
− evaluate reliability of data and data sources
1.5 Finding, The use of statistics to − clarify the problem at hand
collecting and gather information from a − formulate questions that can be answered with data
organising data selection of the population − explore different ways of collecting data
with the intention of making − generate data, or source data from other sources including
generalisations about the whole the internet
population. − select a sample from a population (Simple Random Sample)
Formulating a statistics − recognise the importance of representativeness so as to
question based on data that avoid biased samples
vary, allowing for distinction − design a plan and collect data on the basis of above knowledge
between different types of data. − summarise data in diagrammatic form including data
presented in spreadsheets

Junior Certificate Mathematics 15

Topic Description of topic Learning outcomes
Students learn about Students should be able to
1.6 Methods of representing data. Graphical
Representing Students develop a sense that data can − select appropriate methods to represent and
data graphically convey information and that organising describe the sample (univariate data only)
and numerically data in different ways can help clarify − evaluate the effectiveness of different displays
what the data have to tell us. They see a in representing the findings of a statistical
data set as a whole and so are able to use investigation conducted by others
proportions and measures of centre to − use pie charts, bar charts, line plots, histograms
describe the data. (equal intervals), stem and leaf plots and back-to-
back stem and leaf plots to display data
− use appropriate graphical displays to compare data
sets

Mean of a grouped frequency Numerical

distribution. − use a variety of summary statistics to describe the
data: central tendency – mean, median, mode
variability – range, quartiles and inter-quartile
range
− recognise the existence of outliers
1.7 Analysing, Drawing conclusions from data; limitations − interpret graphical summaries of data
interpreting of conclusions. − relate the interpretation to the original question
and drawing − recognise how sampling variability influences the
conclusions use of sample information to make statements
from data about the population
− draw conclusions from graphical and numerical
summaries of data, recognising assumptions and
limitations
Students Students should be able to
learn about
1.8 Synthesis − explore patterns and formulate conjectures
and problem- − explain findings
solving skills − justify conclusions
− communicate mathematics verbally and in written form
− apply their knowledge and skills to solve problems in familiar and unfamiliar contexts
− analyse information presented verbally and translate it into mathematical form
− devise, select and use appropriate mathematical models, formulae or techniques to process
information and to draw relevant conclusions.

16 Junior Certificate Mathematics

Strand 2: Geometry and Trigonometry

The synthetic geometry covered in Junior Certificate It is envisaged that learners will engage with dynamic
Mathematics is selected from Geometry for Post-primary geometry software, paper folding and other active
School Mathematics, including terms, definitions, axioms, investigative methods.
propositions, theorems, converses and corollaries. The
formal underpinning for the system of post-primary Topic descriptions and learning outcomes listed in bold
geometry is that described by Barry (2001) . 1
text are for Higher Level only.

The geometrical results listed in the following pages In the course of studying this strand the learner will
should first be encountered by learners through •• recall basic facts related to geometry and
investigation and discovery. The Common Introductory trigonometry
Course will enable learners to link formal geometrical •• construct a variety of geometric shapes and establish
results to their study of space and shape in primary their specific properties or characteristics
mathematics. Learners are asked to accept these results
•• solve geometrical problems and in some cases
as true for the purpose of applying them to various
present logical proofs
contextualised and abstract problems. They should come
•• interpret information presented in graphical and
to appreciate that certain features of shapes or diagrams
pictorial form
appear to be independent of the particular examples
chosen. These apparently constant features or results •• analyse and process information presented in
can be established in a formal manner through logical unfamiliar contexts
proof. Even at the investigative stage, ideas involved in •• select appropriate formulae and techniques to solve
mathematical proof can be developed. Learners should problems.
become familiar with the formal proofs of the specified
theorems (some of which are examinable at Higher level).

1 P.D. Barry. Geometry with Trigonometry, Horwood, Chicester (2001)

Junior Certificate Mathematics 17

Strand 2: Geometry and Trigonometry
Topic Description of topic Learning outcomes
Students learn about Students should be able to
2.1 Synthetic Concepts (see Geometry Course section 9.1 for OL and 10.1 for − recall the axioms and use
geometry HL) them in the solution of
Axioms (see Geometry Course section 9.3 for OL and 10.3 for problems
HL): − use the terms: theorem,
1. [Two points axiom] There is exactly one line through any two proof, axiom, corollary,
given points. converse and implies

2. [Ruler axiom] The properties of the distance between points

3. [Protractor Axiom] The properties of the degree measure of
an angle
4. Congruent triangles (SAS, ASA and SSS)
5. [Axiom of Parallels] Given any line l and a point P, there is
exactly one line through P that is parallel to l.

Theorems: [Formal proofs are not examinable at OL.

Formal proofs of theorems 4, 6, 9, 14 and 19 are
examinable at HL.]
1. Vertically opposite angles are equal in measure.
2. In an isosceles triangle the angles opposite the equal sides − apply the results of all
are equal. Conversely, if two angles are equal, then the theorems, converses and
triangle is isosceles. corollaries to solve problems
3. If a transversal makes equal alternate angles on two lines − prove the specified
then the lines are parallel, (and converse). theorems
4. The angles in any triangle add to 180˚.
5. Two lines are parallel if and only if, for any transversal, the
corresponding angles are equal.
6. Each exterior angle of a triangle is equal to the sum of the
interior opposite angles.
9. In a parallelogram, opposite sides are equal and opposite
angles are equal (and converses).
10. The diagonals of a parallelogram bisect each other.
11. If three parallel lines cut off equal segments on some
transversal line, then they will cut off equal segments on
any other transversal.
12. Let ABC be a triangle. If a line l is parallel to BC and cuts
[AB] in the ratio s:t, then it also cuts [AC] in the same
ratio (and converse).
13. If two triangles are similar, then their sides are proportional, in
order (and converse).
14. [Theorem of Pythagoras] In a right-angled triangle the
square of the hypotenuse is the sum of the squares of the
other two sides.
15. If the square of one side of a triangle is the sum of the
squares of the other two sides, then the angle opposite the
first side is a right angle.
19. The angle at the centre of a circle standing on a given arc
is twice the angle at any point of the circle standing on
the same arc.

18 Junior Certificate Mathematics

Topic Description of topic Learning outcomes
Students learn about Students should be able to
Corollaries:
1. A diagonal divides a parallelogram into 2
congruent triangles.
2. All angles at points of a circle, standing on the
same arc, are equal, (and converse).
3. Each angle in a semi-circle is a right angle.
4. If the angle standing on a chord [BC] at some point
of the circle is a right-angle, then [BC] is a diameter.
5. If ABCD is a cyclic quadrilateral, then opposite
angles sum to 180˚, (and converse).

Constructions: − complete the constructions specified

1. Bisector of a given angle, using only compass and
straight edge.
2. Perpendicular bisector of a segment, using only
compass and straight edge.
3. Line perpendicular to a given line l, passing
through a given point not on l.
4. Line perpendicular to a given line l, passing through
a given point on l.
5. Line parallel to a given line, through a given point.
6. Division of a line segment into 2 or 3 equal
segments, without measuring it.
7. Division of a line segment into any number of
equal segments, without measuring it.
8. Line segment of a given length on a given ray.
9. Angle of a given number of degrees with a given ray
as one arm.
10. Triangle, given lengths of three sides
11. Triangle, given SAS data
12. Triangle, given ASA data
13. Right-angled triangle, given the length of the
hypotenuse and one other side.
14. Right-angled triangle, given one side and one of the
acute angles (several cases).
15. Rectangle, given side lengths.

Junior Certificate Mathematics 19

Topic Description of topic Learning outcomes
Students learn about Students should be able to
2.2 Co-ordinate Co-ordinating the plane. − explore the properties of points,
geometry Properties of lines and line segments including midpoint, lines and line segments including
slope, distance and the equation of a line in the form. the equation of a line

y - y1 = m(x - x1).
y = mx + c.

ax + by + c = 0 where a, b, c, are integers and m is the

slope of the line.

Intersection of lines. − find the point of intersection of two

lines
Parallel and perpendicular lines and the relationships − find the slopes of parallel and
between the slopes. perpendicular lines
2.3 Right-angled triangles. − apply the theorem of Pythagoras to
Trigonometry solve right-angled triangle problems
of a simple nature involving heights
and distances
Trigonometric ratios. − use trigonometric ratios to solve
problems involving angles (integer
Working with trigonometric ratios in surd form for values) between 0˚ and 90˚
angles of 30˚, 45˚ and 60˚ − solve problems involving surds
Right-angled triangles. − solve problems involving right-
angled triangles
Decimal and DMS values of angles. − manipulate measure of angles in
both decimal and DMS forms
2.4 Translations, central symmetry, axial symmetry − locate axes of symmetry in
Transformation and rotations. simple shapes
geometry − recognise images of points
and objects under translation,
central symmetry, axial symmetry
and rotations

Students Students should be able to

learn about
2.5 Synthesis − explore patterns and formulate conjectures
and problem- − explain findings
solving skills − justify conclusions
− communicate mathematics verbally and in written form
− apply their knowledge and skills to solve problems in familiar and unfamiliar contexts
− analyse information presented verbally and translate it into mathematical form
− devise, select and use appropriate mathematical models, formulae or techniques to process
information and to draw relevant conclusions.

20 Junior Certificate Mathematics

Strand 3: Number

This strand builds on the ideas about number that Topic descriptions and learning outcomes listed in bold
learners developed in primary school and facilitates text are for Higher Level only.
the transition between arithmetic and algebra; the
Common Introductory Course provides appropriate In the course of studying this strand the learner will
continuity with, and progression from, primary school
mathematics. Within this strand, in the context of learning •• revisit previous learning on number and number
about numbers and computation, learners explore and operations
investigate some generalisations that are central to our •• develop a meaningful understanding of different
number system, the properties and relationships of binary number types, their use and properties
operations, and the results of operating on particular
•• engage in applications of numeracy to solve real life
kinds of numbers. Learners are introduced to the notion
problems
of justification or proof. They extend their work with ratios
to develop an understanding of proportionality which can
•• apply set theory as a strategy for solving problems in
arithmetic.
be applied to solve single and multi-step problems in
numerous contexts. Learners are expected to be able to
use calculators appropriately and accurately, as well as
carrying out calculations by hand and mentally.

Junior Certificate Mathematics 21

Topic Description of topic Learning outcomes
Students learn about Students should be able to
3.1 Number The binary operations of addition, subtraction, − investigate models such as
systems multiplication and division and the relationships decomposition, skip counting,
between these operations, beginning with whole arranging items in arrays and
N: the set of numbers and integers. They explore some of the laws accumulating groups of equal size
natural that govern these operations and use mathematical to make sense of the operations of
numbers, models to reinforce the algorithms they commonly addition, subtraction, multiplication
N = {1,2,3,4….} use. Later, they revisit these operations in the context and division in N where the answer is
Z: the set of of rational numbers and irrational numbers (R/Q) and in N, including the inverse operations
integers, refine, revise and consolidate their ideas. − investigate the properties of
including 0 arithmetic: commutative, associative
Q: the set of Students learn strategies for computation that can be and distributive laws and the
rational applied to any numbers; implicit in such computational relationships between them
numbers methods are generalisations about numerical − appreciate the order of operations,
R: the set of real relationships involving the operations being used. including the use of brackets
numbers Students articulate the generalisation that underlies − investigate models such as the
R/Q: the set of their strategy, firstly in the vernacular and then in number line to illustrate the
irrational symbolic language. operations of addition, subtraction,
numbers multiplication and division in Z
Problems set in context, using diagrams to solve the − use the number line to order
problems so they can appreciate how the mathematical numbers in N, Z, Q (and R for HL)
concepts are related to real life. Algorithms used to − generalise and articulate
solve problems involving fractional amounts. observations of arithmetic operations
− investigate models to help think
about the operations of addition,
subtraction, multiplication and
division of rational numbers
− consolidate the idea that equality
is a relationship in which two
mathematical expressions hold the
same value
− analyse solution strategies to
problems
− engage with the idea of
mathematical proof
− calculate percentages
− use the equivalence of fractions,
decimals and percentages to
compare proportions
− consolidate their understanding and
their learning of factors, multiples
and prime numbers in N
− consolidate their understanding of
the relationship between ratio and
proportion
− check a result by considering
whether it is of the right order of
magnitude
− check a result by working the
problem backwards
− justify approximations and estimates
of calculations
− present numerical answers to the
degree of accuracy specified

22 Junior Certificate Mathematics

Topic Description of topic Learning outcomes
Students learn about Students should be able to
3.2 Indices Binary operations of addition, subtraction, − use and apply the rules for indices (where a ∈ Z,
multiplication and division in the context a ≠ 0; p, q ∈ N):
of numbers in index form. • a p a q = a p+q
ap
• q = ap-q p > q
a
• (ap) q = a pq
− use and apply rules for indices (where a, b ∈ R,
a, b ≠ 0; p, q ∈ Q; ap, aq, ∈ R; complex numbers
not included):
• a pa q = a p+q
ap
• = a p-q
aq
• ao = 1
• (a p) q = a pq
• a1q = q a, q ∈ Z, q ≠ O, a > O
• apq = q a p = (q a) p p, q ∈ Z, q ≠ O, a > O
1
• a-p = p
a
• (ab) p = a pb p
a p ap
• =
b bp

− operate on the set of irrational numbers R \ Q

− use the notation a½, a ∈ N
− express rational numbers ≥1 in the approximate
form a x10n, where a is in decimal form correct to
a specified number of places and where n = 0 or
n∈N
− express non-zero positive rational numbers in the
approximate form a x10n, where n ∈ Z and
1 ≤ a < 10
− compute reciprocals
3.3 Applied Solving problems involving, e.g., mobile − solve problems that involve finding profit or loss,
arithmetic phone tariffs, currency transactions, % profit or loss (on the cost price), discount,
shopping, VAT and meter readings. % discount, selling price, compound interest
for not more than 3 years, income tax (standard
Making value for money calculations and rate only), net pay (including other deductions of
judgments. specified amounts)
− solve problems that involve cost price, selling
Using ratio and proportionality. price, loss, discount, mark up (profit as a % of
cost price), margin (profit as a % of selling price)
compound interest, income tax and net pay
(including other deductions)

Junior Certificate Mathematics 23

Topic Description of topic Learning outcomes
Students learn about Students should be able to
3.4 Applied Measure and time. − calculate, interpret and apply units
measure of measure and time
2D shapes and 3D solids, including nets of solids − solve problems that involve
(two-dimensional representations of three-dimensional calculating average speed, distance
objects). and time
− investigate the nets of rectangular
Using nets to analyse figures and to distinguish between solids
surface area and volume. − find the volume of rectangular solids
and cylinders
Problems involving perimeter, surface area and volume. − find the surface area of rectangular
solids
Modelling real-world situations and solve a variety of − identify the necessary information to
problems (including multi-step problems) involving solve a problem
surface areas, and volumes of cylinders and prisms. − select and use suitable strategies to
The circle and develop an understanding of the find length of the perimeter and the
relationship between its circumference, diameter and π. area of the following plane figures:
disc, triangle, rectangle, square, and
figures made from combinations of
these
− draw and interpret scaled diagrams
− investigate nets of prisms
(polygonal bases) cylinders and
cones
− solve problems involving surface
area of triangular base prisms
(right angle, isosceles, equilateral),
cylinders and cones
− solve problems involving curved
surface area of cylinders, cones
and spheres
− perform calculations to solve
problems involving the volume
of rectangular solids, cylinders,
cones, triangular base prisms
(right angle, isosceles, equilateral),
spheres and combinations of these

24 Junior Certificate Mathematics

Topic Description of topic Learning outcomes
Students learn about Students should be able to
3.5 Sets Set language as an international symbolic mathematical − use suitable set notation and
tool; the concept of a set as being a well-defined terminology
collection of objects or elements. They are introduced − list elements of a finite set
to the concept of the universal set, null set, subset, − describe the rule that defines a set
cardinal number; the union, intersection, set difference − consolidate the idea that equality of
operators, and Venn diagrams. They investigate the sets is a relationship in which two
properties of arithmetic as related to sets and solve equal sets have the same elements
problems involving sets. − perform the operations of
intersection, union (for two sets), set
difference and complement
− investigate the commutative
property for intersection, union and
difference
− explore the operations of
intersection, union (for three sets),
set difference and complement
− investigate the associative property
in relation to intersection, union
and difference
− investigate the distributive property
of union over intersection and
intersection over union.

Students Students should be able to

learn about
3.6 Synthesis − explore patterns and formulate conjectures
and problem- − explain findings
solving skills − justify conclusions
− communicate mathematics verbally and in written form
− apply their knowledge and skills to solve problems in familiar and unfamiliar contexts
− analyse information presented verbally and translate it into mathematical form
−d
 evise, select and use appropriate mathematical models, formulae or techniques to process
information and to draw relevant conclusions.

Junior Certificate Mathematics 25

Strand 4: Algebra

Algebra builds on the proficiency that learners have Topic descriptions and learning outcomes listed in bold
been developing in Strand 3. Two aspects of algebra that text are for Higher Level only.
underlie all others are algebra as a systematic way of
expressing generality and abstraction, including algebra as In the course of studying this strand the learner will
generalised arithmetic, and algebra as syntactically guided
transformations of symbols. These two main aspects of •• make use of letter symbols for numeric quantities
algebra have led to the categorisation of three types of •• emphasise relationship-based algebra
activities that learners of school algebra should engage in:
•• connect graphical and symbolic representations of
representational activities, transformational activities and
algebraic concepts
activities involving generalising and justifying.
•• use real life problems as vehicles to motivate the use
of algebra and algebraic thinking
In this strand the approaches to teaching and learning
should promote inquiry, build on prior knowledge, and •• use appropriate graphing technologies (calculators,
enable learners to have a deep understanding of algebra computer software) throughout the strand activities.
which allows easy movement between equations, graphs,
and tables. The Common Introductory Course provides
the initial engagement with patterns, relationships and
expressions, laying the groundwork for progression to
symbolic representation, equations and formulae.

26 Junior Certificate Mathematics

Topic Description of topic Learning outcomes
Students learn about Students should be able to
4.1 Generating Patterns and the rules that govern them; students − use tables to represent a repeating-pattern
arithmetic construct an understanding of a relationship situation
expressions as that which involves a set of inputs, a set of − generalise and explain patterns and
from repeating outputs and a correspondence from each input to relationships in words and numbers
patterns each output. − write arithmetic expressions for particular
terms in a sequence

4.2 Relations derived from some kind of context – − use tables, diagrams and graphs as tools for
Representing familiar, everyday situations, imaginary contexts or representing and analysing linear, quadratic
situations arrangements of tiles or blocks. Students look at and exponential patterns and relations
with tables, various patterns and make predictions about what (exponential relations limited to doubling
diagrams and comes next. and tripling)
graphs − develop and use their own generalising
strategies and ideas and consider those of
others
− present and interpret solutions, explaining
and justifying methods, inferences and
reasoning
4.3 Finding Ways to express a general relationship arising − find the underlying formula written in words
formulae from a pattern or context. from which the data are derived (linear
relations)
− find the underlying formula algebraically
from which the data are derived (linear,
quadratic relations)

4.4 Examining Features of a relationship and how these features − show that relations have features that can
algebraic appear in the different representations. be represented in a variety of ways
relationships Constant rate of change: linear relationships. − distinguish those features that are especially
Non-constant rate of change: quadratic useful to identify and point out how those
relationships. features appear in different representations:
Proportional relationships. in tables, graphs, physical models,
and formulas expressed in words, and
algebraically
− use the representations to reason about
the situation from which the relationship is
derived and communicate their thinking to
others
− recognise that a distinguishing feature of
quadratic relations is the way change varies
− discuss rate of change and the y-intercept;
consider how these relate to the context
from which the relationship is derived, and
identify how they can appear in a table, in a
graph and in a formula
− decide if two linear relations have a
common value
− investigate relations of the form y=mx and
y=mx +c
− recognise problems involving direct
proportion and identify the necessary
information to solve them

Junior Certificate Mathematics 27

Topic Description of topic Learning outcomes
Students learn about Students should be able to
4.5 Relations Using graphs to − explore graphs of motion
without represent phenomena − make sense of quantitative graphs and draw conclusions from them
formulae quantitatively. − make connections between the shape of a graph and the story of a
phenomenon
− describe both quantity and change of quantity on a graph
4.6 Expressions Using letters to − evaluate expressions of the form
represent quantities • ax + by
that are variable. • a (x + y)
Arithmetic operations • x2+ bx + c
on expressions; ax + by
•
cx + dy
applications to real life
• axy
contexts.
where a, b, c, d, x, y ∈ Z
Transformational
• ax2+ bx + c
activities: collecting
• x3 + bx2 + cx + d
like terms, simplifying
where a, b, c, d, x, y ∈ Q
expressions,
− a dd and subtract simple algebraic expressions of forms such as:
substituting, expanding
• (ax + by + c) ± (dx + ey + f)
and factoring.
• (ax2 + bx +c) ± (dx2 + ex + f)
• ax + b ± dx + e
c f
where a, b, c, d, e, f ∈ Z
ax + b dx + e
• ±…±
c f
• (ax + by + c) ±… ± (dx + ey + f)
• (ax2 + bx + c) ±… ± (dx2 + ex + f)
where a, b, c, d, e, f ∈ Z
a p
• ± where a, b, c, p, q, r ∈ Z.
bx + c qx + r
− use the associative and distributive property to simplify such
expressions as:
• a(bx + cy + d) + e(fx + gy + h)
• a(bx + cy + d) + … + e(fx + gy + h)
• a(bx2 + cx + d)
• ax(bx2 + c)
where a, b, c, d, e, f, g, h ∈ Z
• (x+y)(x+y); (x-y)(x-y)
− multiply expressions of the form:
• (ax + b)( cx + d)
• (ax + b) (cx2 + dx + e) where a, b, c, d, e ∈ Z
− divide expressions of the form:
• ax2 + bx + c ÷ dx + e, where a, b, c, d, e ∈ Z
• ax3+ bx2+ cx + d ÷ ex + f, where a, b, c, d, e ∈ Z
− factorise expressions such as
ax, axy where a ∈ Z
abxy + ay, where a, b ∈ Z
sx - ty + tx - sy, where s, t, x, y are variable
ax2 + bx, where a, b, c ∈ Z
x2 + bx + c, where b, c ∈ Z
x2 - a2
ax2+ bx + c, a ∈ N b, c ∈ Z
difference of two squares a2x2 – b2y2 where a, b ∈ N
− rearrange formulae

28 Junior Certificate Mathematics

Topic Description of topic Learning outcomes
Students learn about Students should be able to
4.7 Equations Selecting and using − consolidate their understanding of the concept of equality
and inequalities suitable strategies − solve first degree equations in one or two variables, with coefficients
(graphic, numeric, elements of Z and solutions also elements of Z
algebraic, mental) − solve first degree equations in one or two variables with coefficients
for finding solutions elements of Q and solutions also in Q
to equations − solve quadratic equations of the form x2 + bx + c = 0
and inequalities. where b, c ∈ Z and x2 + bx + c is factorisable
They identify the ax2+ bx + c = 0 where a, b, c ∈ Q x ∈ R
necessary information, − form quadratic equations given whole number roots
represent problems − solve simple problems leading to quadratic equations
mathematically, making − solve equations of the form
correct use of symbols, ax + b dx + e g , where a, b, c, d, e, f, g, h ∈ Z
± =
words, diagrams, tables c f h
and graphs. − solve linear inequalities in one variable of the form
g (x) ≤ k where g(x) = ax+b, a ∈ N and b, k ∈ Z;
k ≤ g(x) ≤ h where g(x) = ax+b, and k, a, b, h, ∈ Z and x ∈ R
Students Students should be able to
should learn
about
4.8 Synthesis − explore patterns and formulate conjectures
and problem- − explain findings
solving skills − justify conclusions
− communicate mathematics verbally and in written form
− apply their knowledge and skills to solve problems in familiar and unfamiliar contexts
− analyse information presented verbally and translate it into mathematical form
− devise, select and use appropriate mathematical models, formulae or techniques to process
information and to draw relevant conclusions.

Junior Certificate Mathematics 29

Strand 5: Functions

This strand seeks to make explicit the connections and In the course of studying this strand the learner will
relationships already encountered in strand 3 and strand
4. Learners revisit and consolidate the learning outcomes •• engage with the concept of a function (that which
of the previous strands. involves a set of inputs, a set of possible outputs and
a rule that assigns one output to each input)
N.B. Topic descriptions and learning outcomes listed in •• emphasise the relationship between functions and
bold text are for Higher Level only. algebra
•• connect graphical and symbolic representations of
functions
•• use real life problems as motivation for the study
and application of functions
•• use appropriate graphing technologies.

30 Junior Certificate Mathematics

Topic Description of topic Learning outcomes
Students learn about Students should be able to

5.1 Functions The meaning and − engage with the concept of a function, domain, co-domain and
notation associated range
with functions. − make use of function notation f(x) = , f :x →, and y =

5.2 Graphing Interpreting and − interpret simple graphs

functions representing − plot points and lines
linear, quadratic − draw graphs of the following functions and interpret equations of
and exponential the form f(x) = g(x) as a comparison of functions
functions in • f(x) = ax + b, where a, b ∈ Z
graphical form. • f(x) = ax2 + bx + c, where a ∈ N; b, c ∈ Z; x ∈ R
• f (x) = ax2 + bx + c, where a, b, c ∈ Z, x ∈ R
• f (x) = a2x and f (x) = a3x, where a ∈ N, x ∈ R
− use graphical methods to find approximate solutions where
f(x) = g(x) and interpret the results
− find maximum and minimum values of quadratic functions
from a graph
− interpret inequalities of the form f(x) ≤ g(x) as a comparison
of functions of the above form; use graphical methods to find
approximate solution sets of these inequalities and interpret
the results
− graph solution sets on the number line for linear inequalities in
one variable

Students learn about Students should be able to

5.3 Synthesis and − explore patterns and formulate conjectures

problem-solving skills − explain findings
− justify conclusions
− communicate mathematics verbally and in written form
− apply their knowledge and skills to solve problems in familiar and unfamiliar
contexts
− analyse information presented verbally and translate it into mathematical form
− devise, select and use appropriate mathematical models, formulae or
techniques to process information and to draw relevant conclusions.

Junior Certificate Mathematics 31

Assessment

General principles
Assessment in education involves gathering, interpreting The learner’s understanding of mathematics will be
and using information about the processes and outcomes assessed through a focus on concepts and skills and
of learning. It takes different forms and can be used in a contexts and applications. Learners will be asked to
variety of ways, such as to test and certify achievement, engage with mathematical and real life problems and
to determine the appropriate route for learners to take to explain and justify conclusions. In this regard some
through a differentiated curriculum, or to identify specific assessment items will differ from those traditionally
areas of difficulty (or strength) for a given learner. While presented in examination papers.
different techniques may be employed for formative,
diagnostic and certification purposes, assessment of any Learners at Foundation level can expect to engage
kind can improve learning by exerting a positive influence with a variety of tasks, including word problems, but
on the curriculum at all levels. To do this it must reflect in language that is appropriate to this level. They will
the full range of curriculum goals. be expected to deal with concepts at a concrete level
and will not be expected to engage in more formal
Assessment should be used as a continuous part of the abstraction. There will be structured support within
teaching-learning process and involve learners, wherever tasks to assist in progression through a problem.
possible, as well as teachers in identifying next steps. In Learners will be expected to give an opinion and to
this context, the most valuable assessment takes place at justify and explain their reasoning in some answers. The
the site of learning. Assessment also provides an effective assessment will reflect the changed methodology and
basis for communication with parents in a way that helps active nature of teaching and learning in the classroom.
them to support their children’s learning. Assessment
must be valid, reliable and equitable. These aspects The tasks for learners at Ordinary level will be more
of assessment are particularly relevant for national challenging than Foundation level tasks and candidates
assessment for certification purposes. may not receive the same level of structured support in
a problem. They will be expected to deal with problem
Assessment for certification solving in real world contexts and to draw conclusions
from answers. The quality of the answering expected will
Junior Certificate Mathematics is assessed at Foundation, be higher than that at Foundation level.
Ordinary and Higher levels. At Foundation level there
is one examination paper. There are two assessment Learners at Higher level will be expected to deal with
components at Ordinary and Higher level more complex and challenging problems than those
•• Mathematics Paper 1 at Ordinary level. They will be asked to demonstrate
•• Mathematics Paper 2 a deeper understanding of concepts and an ability to
employ a variety of strategies to solve problems as well

Differentiation at the point of assessment is achieved as to apply mathematical knowledge. Learners at this

through the language level in the examination questions, level can expect to be tested on Ordinary level learning

the stimulus material presented, and the amount of outcomes but their tasks will be, to an appropriate degree,

structured support given in the questions, especially for more complex and difficult.

candidates at Foundation level.

32 Junior Certificate Mathematics

Appendix: Common Introductory Course for
Junior Cycle Mathematics

The Common Introductory Course is the minimum course Once the introductory course has been completed,
to be covered by all learners at the start of junior cycle. It teachers can decide which topics to extend or explore to a
is intended that the experience of this course will lay the greater depth, depending on the progress being made by
foundation for conceptual understanding which learners the class group.
can build on subsequently. The order in which topics
are introduced is left to the discretion of the teacher. The The following table, when read in conjunction with the
topics and strands should not be treated in isolation; section on the Bridging Framework for Mathematics (see
where appropriate, connections should be made between page 8), may help teachers to prepare teaching and
them. Classroom strategies should be adopted which learning plans for the Common Introductory Course in
will encourage students to develop their synthesis and order to facilitate a smooth transition for learners from their
problem-solving skills. mathematics education in the primary school.

Strand /Topic Title Learning outcomes

Students should be able to
Strand 1: 1.1 Counting − list all possible outcomes of an experiment
− apply the fundamental principle of counting
Strand 1: 1.2 Concepts − decide whether an everyday event is likely or unlikely to occur
of probability − recognise that probability is a measure on a scale of 0 - 1 of how likely an event
It is expected that the conduct is to occur
of experiments (including
simulations), both individually
and in groups, will form the
primary vehicle through which the
knowledge, understanding and
skills in probability are developed.
Strand 1: 1.5 Finding, − explore different ways of collecting data
collecting and organising data − plan an investigation involving statistics and conduct the investigation
− summarise data in diagrammatic form
− reflect on the question(s) posed in light of data collected
Strand 1: 1.6 Representing − select appropriate graphical or numerical methods to represent and describe
data graphically and the sample (univariate data only)
numerically − use stem and leaf plots, line plots and bar charts to display data
Strand 2: 2.1 Synthetic − convince themselves through investigation that theorems 1-6 appear to be true
geometry (see Geometry − construct
for Post-primary School 1. the bisector of a given angle, using only compass and straight edge
Mathematics) 2. the perpendicular bisector of a segment, using only compass and straight
edge
The geometrical results should 4. a line perpendicular to a given line l, passing through a given point on l
be first encountered through 5. a line parallel to a given line l, through a given point
discovery and investigation. 6. divide a line segment into 2, 3 equal segments, without measuring it
8. a line segment of given length on a given ray
Strand 2: 2.2 Co-ordinate − coordinate the plane
geometry − locate points on the plane using coordinates
Strand 2: 2.4 Transformation − use drawings to show central symmetry, axial symmetry and rotations
geometry

Junior Certificate Mathematics 33

Strand /Topic Title Learning outcomes
Students should be able to
Strand 3: 3.1: Number systems − investigate models such as decomposition, skip counting,
arranging items in arrays and accumulating groups of equal
Students explore the operations of size to make sense of the operations of addition, subtraction,
addition, subtraction, multiplication and multiplication, and division in N where the answer is in N,
division and the relationships between including the inverse operations
these operations – in the first instance − investigate the properties of arithmetic: commutative, associative
with whole numbers and integers. They and distributive laws and the relationships between them
will explore some of the laws that govern − appreciate the order of operations, including use of brackets
these operations and use mathematical − investigate models, such as the number line, to illustrate the
models to reinforce the algorithms they operations of addition, subtraction, multiplication and division in Z
commonly use. Later, they revisit these − use the number line to order numbers in N, Z, Q (and R for HL)
operations in the contexts of rational − generalise and articulate observations of arithmetic operations
numbers and refine and revise their − investigate models to help think about the operations of addition,
ideas. subtraction, multiplication and division of rational numbers
− consolidate the idea that equality is a relationship in which two
Students will devise strategies for mathematical expressions hold the same value
computation that can be applied to any − analyse solution strategies to problems
number. Implicit in such computational − begin to look at the idea of mathematical proof
methods are generalisations about − calculate percentages
numerical relationships involving − use the equivalence of fractions, decimals and percentages to
the operations being used. Students compare proportions
will articulate the generalisation that − consolidate their understanding and their learning of factors,
underlies their strategy, firstly in common multiples and prime numbers in N
language and then in symbolic language. − consolidate their understanding of the relationship between ratio
and proportion
− check a result by considering whether it is of the right order of
magnitude
− check a result by working the problem backwards
− justify approximations and estimates of calculations
− present numerical answers to degree of accuracy specified
Strand 3: 3.5 Sets − list elements of a set
− describe the rule that defines a finite set
Students learn the concept of a set as − consolidate the idea that equality of sets is a relationship in which
being a collection of well-defined objects two equal sets have the same elements
or elements. They are introduced to the − use the cardinal number terminology when referring to set
concept of the universal set, null set, sub- membership
set; the union and intersection operators − perform the operations of intersection, union (for two sets)
and to Venn diagrams: simple closed − investigate the commutative property for intersection and union
bounded curves that contain the elements − illustrate sets using Venn diagrams
of a set.

They investigate the properties of

arithmetic as related to sets and solve
problems involving sets.

34 Junior Certificate Mathematics

Strand /Topic Title Learning outcomes
Students should be able to
Strand 4: 4.1 Generating arithmetic − use tables and diagrams to represent a repeating-pattern situation
expressions from repeating patterns − generalise and explain patterns and relationships in words and
numbers
Students examine patterns and the rules − write arithmetic expressions for particular terms in a sequence
that govern them and so construct an
understanding of a relationship as that
which involves a set of inputs, a set of
outputs and a correspondence from
each input to each output.
Strand 4: 4.2 Representing situations − use tables, diagrams and graphs as a tool for analysing relations
with tables diagrams and graphs − develop and use their own mathematical strategies and ideas and
consider those of others
Students examine relations derived from − present and interpret solutions, explaining and justifying methods,
some kind of context – familiar, everyday inferences and reasoning
situations, imaginary contexts or
arrangements of tiles or blocks.They look
at various patterns and make predictions
about what comes next.
All Strands − explore patterns and formulate conjectures
Synthesis and problem-solving skills − explain findings
− justify conclusions
− communicate mathematics verbally and in written form
− apply their knowledge and skills to solve problems in familiar and
unfamiliar contexts
− analyse information presented verbally and translate it into
mathematical form
− devise, select and use appropriate mathematical models, formulae
or techniques to process information and to draw relevant
conclusions.

Junior Certificate Mathematics 35

36
Section B
Geometry for Post-primary
School Mathematics
This section sets out the course in geometry for both
Junior Certificate Mathematics and Leaving Certificate
Mathematics. Strand 2 of the relevant syllabus
document specifies the learning outcomes at the
different syllabus levels.

Junior Certificate Mathematics 37

38 Junior Certificate Mathematics
 Geometry for Post-primary School
Mathematics

1 Introduction
The Junior Certificate and Leaving Certificate mathematics course commit-
tees of the National Council for Curriculum and Assessment (NCCA) ac-
cepted the recommendation contained in the paper [4] to base the logical
structure of post-primary school geometry on the level 1 account in Profes-
sor Barry’s book [1].
To quote from [4]: We distinguish three levels:

Level 1: The fully-rigorous level, likely to be intelligible only to professional

mathematicians and advanced third- and fourth-level students.

Level 2: The semiformal level, suitable for digestion by many students from
(roughly) the age of 14 and upwards.

Level 3: The informal level, suitable for younger children.

This document sets out the agreed geometry for post-primary schools. It
was prepared by a working group of the NCCA course committees for math-
ematics and, following minor amendments, was adopted by both committees
for inclusion in the syllabus documents. Readers should refer to Strand 2 of
the syllabus documents for Junior Certificate and Leaving Certificate math-
ematics for the range and depth of material to be studied at the different
levels. A summary of these is given in sections 9–13 of this document.
The preparation and presentation of this document was undertaken prin-
cipally by Anthony O’Farrell, with assistance from Ian Short. Helpful criti-
cism from Stefan Bechluft-Sachs, Ann O’Shea, Richard Watson and Stephen
Buckley is also acknowledged.

39
2 The system of geometry used for the pur-
poses of formal proofs
In the following, Geometry refers to plane geometry.
There are many formal presentations of geometry in existence, each with
its own set of axioms and primitive concepts. What constitutes a valid proof
in the context of one system might therefore not be valid in the context of
another. Given that students will be expected to present formal proofs in
the examinations, it is therefore necessary to specify the system of geometry
that is to form the context for such proofs.
The formal underpinning for the system of geometry on the Junior and
Leaving Certificate courses is that described by Prof. Patrick D. Barry in [1].
A properly formal presentation of such a system has the serious disadvantage
that it is not readily accessible to students at this level. Accordingly, what is
presented below is a necessarily simplified version that treats many concepts
far more loosely than a truly formal presentation would demand. Any readers
who wish to rectify this deficiency are referred to [1] for a proper scholarly
treatment of the material.
Barry’s system has the primitive undefined terms plane, point, line,
<l (precedes on a line), (open) half-plane, distance, and degree-
measure, and seven axioms: A1 : about incidence, A2 : about order on lines,
A3 : about how lines separate the plane, A4 : about distance, A5 : about degree
measure, A6 : about congruence of triangles, A7 : about parallels.

3 Guiding Principles
In constructing a level 2 account, we respect the principles about the rela-
tionship between the levels laid down in [4, Section 2].
The choice of material to study should be guided by applications (inside
and outside Mathematics proper).
The most important reason to study synthetic geometry is to prepare the
ground logically for the development of trigonometry, coordinate geometry,
and vectors, which in turn have myriad applications.
We aim to keep the account as simple as possible.
We also take it as desirable that the official Irish syllabus should avoid
imposing terminology that is nonstandard in international practice, or is used
in a nonstandard way.

40
 No proof should be allowed at level 2 that cannot be expanded to a com-
plete rigorous proof at level 1, or that uses axioms or theorems that come
later in the logical sequence. We aim to supply adequate proofs for all the
theorems, but do not propose that only those proofs will be acceptable. It
should be open to teachers and students to think about other ways to prove
the results, provided they are correct and fit within the logical framework.
Indeed, such activity is to be encouraged. Naturally, teachers and students
will need some assurance that such variant proofs will be acceptable if pre-
sented in examination. We suggest that the discoverer of a new proof should
discuss it with students and colleagues, and (if in any doubt) should refer
it to the National Council for Curriculum and Assessment and/or the State
Examinations Commission.
It may be helpful to note the following non-exhaustive list of salient dif-
ferences between Barry’s treatment and our less formal presentation.

• Whereas we may use set notation and we expect students to understand

the conceptualisation of geometry in terms of sets, we more often use
the language that is common when discussing geometry informally, such
as “the point is/lies on the line”, “the line passes through the point”,
etc.

• We accept and use a much lesser degree of precision in language and

notation (as is apparent from some of the other items on this list).

• We state five explicit axioms, employing more informal language than

Barry’s, and we do not explicitly state axioms corresponding to Axioms
A2 and A3 – instead we make statements without fanfare in the text.

• We accept a much looser understanding of what constitutes an angle,

making no reference to angle-supports. We do not define the term
angle. We mention reflex angles from the beginning (but make no use
of them until we come to angles in circles), and quietly assume (when
the time comes) that axioms that are presented by Barry in the context
of wedge-angles apply also in the naturally corresponding way to reflex
angles.

• When naming an angle, it is always assumed that the non-reflex angle

is being referred to, unless the word “reflex” precedes or follows.

41
 • We make no reference to results such as Pasch’s property and the
“crossbar theorem”. (That is, we do not expect students to consider
the necessity to prove such results or to have them given as axioms.)

• We refer to “the number of degrees” in an angle, whereas Barry treats

this more correctly as “the degree-measure” of an angle.

• We take it that the definitions of parallelism, perpendicularity and “sid-

edness” are readily extended from lines to half-lines and line segments.
(Hence, for example, we may refer to the opposite sides of a particular
quadrilateral as being parallel, meaning that the lines of which they
are subsets are parallel).

• We do not refer explicitly to triangles being congruent “under the

correspondence (A, B, C) → (D, E, F )”, taking it instead that the cor-
respondence is the one implied by the order in which the vertices are
listed. That is, when we say “∆ABC is congruent to ∆DEF ” we mean,
using Barry’s terminology, “Triangle [A,B,C] is congruent to triangle
[D,E,F] under the correspondence (A, B, C) → (D, E, F )”.

• We do not always retain the distinction in language between an angle

and its measure, relying frequently instead on the context to make the
meaning clear. However, we continue the practice of distinguishing
notationally between the angle ∠ABC and the number |∠ABC| of
degrees in the angle1 . In the same spirit, we may refer to two angles
being equal, or one being equal to the sum of two others, (when we
should more precisely say that the two are equal in measure, or that
the measure of one is equal to the sum of the measures of the other two).
Similarly, with length, we may loosely say, for example: “opposite sides
of a parallelogram are equal”, or refer to “a circle of radius r”. Where
ambiguity does not arise, we may refer to angles using a single letter.
That is, for example, if a diagram includes only two rays or segments
from the point A, then the angle concerned may be referred to as ∠A.

Having pointed out these differences, it is perhaps worth mentioning some

significant structural aspects of Barry’s geometry that are retained in our less
formal version:
1
In practice, the examiners do not penalise students who leave out the bars.

42
 • The primitive terms are almost the same, subject to the fact that their
properties are conceived less formally. We treat angle as an extra
undefined term.

• We assume that results are established in the same order as in Barry

[1], up to minor local rearrangement. The exception to this is that
we state all the axioms as soon as they are useful, and we bring the
theorem on the angle-sum in a triangle forward to the earliest possible
point (short of making it an axiom). This simplifies the proofs of a
few theorems, at the expense of making it easy to see which results are
theorems of so-called Neutral Geometry2 .

• Area is not taken to be a primitive term or a given property of regions.

Rather, it is defined for triangles following the establishment of the
requisite result that the products of the lengths of the sides of a triangle
with their corresponding altitudes are equal, and then extended to
convex quadrilaterals.

• Isometries or other transformations are not taken as primitive.

Indeed, in our case, the treatment does not extend as far as defining
them. Thus they can play no role in our proofs.

4 Outline of the Level 2 Account

We present the account by outlining:

1. A list ( Section 5), of the terminology for the geometrical concepts.

Each term in a theory is either undefined or defined, or at least de-
finable. There have to be some undefined terms. (In textbooks, the
undefined terms will be introduced by descriptions, and some of the
defined terms will be given explicit definitions, in language appropriate
to the level. We assume that previous level 3 work will have laid a foun-
dation that will allow students to understand the undefined terms. We
do not give the explicit definitions of all the definable terms. Instead
we rely on the student’s ordinary language, supplemented sometimes
by informal remarks. For instance, we do not write out in cold blood
the definition of the side opposite a given angle in a triangle, or the
2
Geometry without the axiom of parallels. This is not a concern in secondary school.

43
 definition (in terms of set membership) of what it means to say that
a line passes through a given point. The reason why some terms
must be given explicit definitions is that there are alternatives, and
the definition specifies the starting point; the alternative descriptions
of the term are then obtained as theorems.

2. A logical account (Section 6) of the synthetic geometry theory. All

the material through to LC higher is presented. The individual syl-
labuses will identify the relevant content by referencing it by number
(e.g. Theorems 1,2, 9).

3. The geometrical constructions (Section 7) that will be studied. Again,

the individual syllabuses will refer to the items on this list by number
when specifying what is to be studied.

4. Some guidance on teaching (Section 8).

5. Syllabus entries for each of JC-OL, JC-HL, LC-FL, LC-OL, LC-HL.

5 Terms
Undefined Terms: angle, degree, length, line, plane, point, ray, real num-
ber, set.

Most important Defined Terms: area, parallel lines, parallelogram,

right angle, triangle, congruent triangles, similar triangles, tangent to
a circle, area.

Other Defined terms: acute angle, alternate angles, angle bisector, arc,
area of a disc, base and corresponding apex and height of triangle
or parallelogram, chord, circle, circumcentre, circumcircle, circumfer-
ence of a circle, circumradius, collinear points, concurrent lines, convex
quadrilateral, corresponding angles, diameter, disc, distance, equilat-
eral triangle, exterior angles of a triangle, full angle, hypotenuse, in-
centre, incircle, inradius, interior opposite angles, isosceles triangle,
median lines, midpoint of a segment, null angle, obtuse angle, per-
pendicular bisector of a segment, perpendicular lines, point of con-
tact of a tangent, polygon, quadrilateral, radius, ratio, rectangle, reflex
angle ordinary angle, rhombus, right-angled triangle, scalene triangle,

44
 sector, segment, square, straight angle, subset, supplementary angles,
transversal line, vertically-opposite angles.

Definable terms used without explicit definition: angles, adjacent

sides, arms or sides of an angle, centre of a circle, endpoints of segment,
equal angles, equal segments, line passes through point, opposite sides
or angles of a quadrilateral, or vertices of triangles or quadrilaterals,
point lies on line, side of a line, side of a polygon, the side opposite an
angle of a triangle, vertex, vertices (of angle, triangle, polygon).

6 The Theory
Line3 is short for straight line. Take a fixed plane4 , once and for all, and
consider just lines that lie in it. The plane and the lines are sets5 of points6 .
Each line is a subset of the plane, i.e. each element of a line is a point of the
plane. Each line is endless, extending forever in both directions. Each line
has infinitely-many points. The points on a line can be taken to be ordered
along the line in a natural way. As a consequence, given any three distinct
points on a line, exactly one of them lies between the other two. Points
that are not on a given line can be said to be on one or other side of the
line. The sides of a line are sometimes referred to as half-planes.

Notation 1. We denote points by roman capital letters A, B, C, etc., and

lines by lower-case roman letters l, m, n, etc.

Axioms are statements we will accept as true7 .

Axiom 1 (Two Points Axiom). There is exactly one line through any two
given points. (We denote the line through A and B by AB.)

Definition 1. The line segment [AB] is the part of the line AB between A
and B (including the endpoints). The point A divides the line AB into two
pieces, called rays. The point A lies between all points of one ray and all
3
Line is undefined.
4
Undefined term
5
Undefined term
6
Undefined term
7
An axiom is a statement accepted without proof, as a basis for argument. A theorem
is a statement deduced from the axioms by logical argument.

45
points of the other. We denote the ray that starts at A and passes through
B by [AB. Rays are sometimes referred to as half-lines.
Three points usually determine three different lines.
Definition 2. If three or more points lie on a single line, we say they are
collinear.
Definition 3. Let A, B and C be points that are not collinear. The triangle
∆ABC is the piece of the plane enclosed by the three line segments [AB],
[BC] and [CA]. The segments are called its sides, and the points are called
its vertices (singular vertex).

6.1 Length and Distance

We denote the set of all real numbers8 by R.
Definition 4. We denote the distance9 between the points A and B by
|AB|. We define the length of the segment [AB] to be |AB|.
We often denote the lengths of the three sides of a triangle by a, b, and
c. The usual thing for a triangle ∆ABC is to take a = |BC|, i.e. the length
of the side opposite the vertex A, and similarly b = |CA| and c = |AB|.
Axiom 2 (Ruler Axiom10 ). The distance between points has the following
properties:
1. the distance |AB| is never negative;

2. |AB| = |BA|;

3. if C lies on AB, between A and B, then |AB| = |AC| + |CB|;

4. (marking off a distance) given any ray from A, and given any real
number k ≥ 0, there is a unique point B on the ray whose distance
from A is k.
8
Undefined term
9
Undefined term
10
Teachers used to traditional treatments that follow Euclid closely should note that this
axiom (and the later Protractor Axiom) guarantees the existence of various points (and
lines) without appeal to postulates about constructions using straight-edge and compass.
They are powerful axioms.

46
Definition 5. The midpoint of the segment [AB] is the point M of the
segment with 11
|AB|
|AM | = |M B| = .
2

6.2 Angles
Definition 6. A subset of the plane is convex if it contains the whole
segment that connects any two of its points.

For example, one side of any line is a convex set, and triangles are convex
sets.
We do not define the term angle formally. Instead we say: There are
things called angles. To each angle is associated:

1. a unique point A, called its vertex;

2. two rays [AB and [AC, both starting at the vertex, and called the
arms of the angle;

3. a piece of the plane called the inside of the angle.

An angle is either a null angle, an ordinary angle, a straight angle, a reflex

angle or a full angle, Unless otherwise specified, you may take it that any
angle we talk about is an ordinary angle.

Definition 7. An angle is a null angle if its arms coincide with one another
and its inside is the empty set.

Definition 8. An angle is an ordinary angle if its arms are not on one

line, and its inside is a convex set.

Definition 9. An angle is a straight angle if its arms are the two halves
of one line, and its inside is one of the sides of that line.

Definition 10. An angle is a reflex angle if its arms are not on one line,
and its inside is not a convex set.

Definition 11. An angle is a full angle if its arms coincide with one another
and its inside is the rest of the plane.
11
Students may notice that the first equality implies the second.

47
Definition 12. Suppose that A, B, and C are three noncollinear points. We
denote the (ordinary) angle with arms [AB and [AC by ∠BAC (and also by
∠CAB). We shall also use the notation ∠BAC to refer to straight angles,
where A, B, C are collinear, and A lies between B and C (either side could
be the inside of this angle).
Sometimes we want to refer to an angle without naming points, and in
that case we use lower-case Greek letters, α,β,γ, etc.

6.3 Degrees
Notation 2. We denote the number of degrees in an angle ∠BAC or α by
the symbol |∠BAC|, or |∠α|, as the case may be.
Axiom 3 (Protractor Axiom). The number of degrees in an angle (also
known as its degree-measure) is always a number between 0◦ and 360◦ . The
number of degrees of an ordinary angle is less than 180◦ . It has these prop-
erties:
1. A straight angle has 180◦ .

2. Given a ray [AB, and a number d between 0 and 180, there is exactly
one ray from A on each side of the line AB that makes an (ordinary)
angle having d degrees with the ray [AB.

3. If D is a point inside an angle ∠BAC, then

|∠BAC| = |∠BAD| + |∠DAC|.

Null angles are assigned 0◦ , full angles 360◦ , and reflex angles have more
than 180◦ . To be more exact, if A, B, and C are noncollinear points, then the
reflex angle “outside” the angle ∠BAC measures 360◦ − |∠BAC|, in degrees.
Definition 13. The ray [AD is the bisector of the angle ∠BAC if
|∠BAC|
|∠BAD| = |∠DAC| = .
2
We say that an angle is ‘an angle of’ (for instance) 45◦ , if it has 45 degrees
in it.
Definition 14. A right angle is an angle of exactly 90◦ .

48
Definition 15. An angle is acute if it has less than 90◦ , and obtuse if it
has more than 90◦ .
Definition 16. If ∠BAC is a straight angle, and D is off the line BC, then
∠BAD and ∠DAC are called supplementary angles. They add to 180◦ .
Definition 17. When two lines AB and AC cross at a point A, they are
perpendicular if ∠BAC is a right angle.
Definition 18. Let A lie between B and C on the line BC, and also between
D and E on the line DE. Then ∠BAD and ∠CAE are called vertically-
opposite angles.

Figure 1.

Theorem 1 (Vertically-opposite Angles).

Vertically opposite angles are equal in measure.
Proof. See Figure 1. The idea is to add the same supplementary angles to
both, getting 180◦ . In detail,
|∠BAD| + |∠BAE| = 180◦ ,
|∠CAE| + |∠BAE| = 180◦ ,
so subtracting gives:
|∠BAD| − |∠CAE| = 0◦ ,
|∠BAD| = |∠CAE|.

6.4 Congruent Triangles

Definition 19. Let A, B, C and A0 , B 0 , C 0 be triples of non-collinear points.
We say that the triangles ∆ABC and ∆A0 B 0 C 0 are congruent if all the sides
and angles of one are equal to the corresponding sides and angles of the other,
i.e. |AB| = |A0 B 0 |, |BC| = |B 0 C 0 |, |CA| = |C 0 A0 |, |∠ABC| = |∠A0 B 0 C 0 |,
|∠BCA| = |∠B 0 C 0 A0 |, and |∠CAB| = |∠C 0 A0 B 0 |. See Figure 2.

49
 Figure 2.

Notation 3. Usually, we abbreviate the names of the angles in a triangle,

by labelling them by the names of the vertices. For instance, we write ∠A
for ∠CAB.

Axiom 4 (SAS+ASA+SSS12 ).
If (1) |AB| = |A0 B 0 |, |AC| = |A0 C 0 | and |∠A| = |∠A0 |,
or
(2) |BC| = |B 0 C 0 |, |∠B| = |∠B 0 |, and |∠C| = |∠C 0 |,
or
(3) |AB| = |A0 B 0 |, |BC| = |B 0 C 0 |, and |CA| = |C 0 A0 |
then the triangles ∆ABC and ∆A0 B 0 C 0 are congruent.

Definition 20. A triangle is called right-angled if one of its angles is a right

angle. The other two angles then add to 90◦ , by Theorem 4, so are both acute
angles. The side opposite the right angle is called the hypotenuse.

Definition 21. A triangle is called isosceles if two sides are equal13 . It is

equilateral if all three sides are equal. It is scalene if no two sides are
equal.

Theorem 2 (Isosceles Triangles).

(1) In an isosceles triangle the angles opposite the equal sides are equal.
(2) Conversely, If two angles are equal, then the triangle is isosceles.

Proof. (1) Suppose the triangle ∆ABC has AB = AC (as in Figure 3). Then
∆ABC is congruent to ∆ACB [SAS]
∴ ∠B = ∠C.
12
It would be possible to prove all the theorems using a weaker axiom (just SAS). We
use this stronger version to shorten the course.
13
The simple “equal” is preferred to “of equal length”

50
 Figure 3.

(2) Suppose now that ∠B = ∠C. Then

∆ABC is congruent to ∆ACB [ASA]
∴ |AB| = |AC|, ∆ABC is isosceles.
Acceptable Alternative Proof of (1). Let D be the midpoint of [BC], and use
SAS to show that the triangles ∆ABD and ∆ACD are congruent. (This
proof is more complicated, but has the advantage that it yields the extra
information that the angles ∠ADB and ∠ADC are equal, and hence both
are right angles (since they add to a straight angle)).

6.5 Parallels
Definition 22. Two lines l and m are parallel if they are either identical,
or have no common point.

Notation 4. We write l||m for “ l is parallel to m”.

Axiom 5 (Axiom of Parallels). Given any line l and a point P , there is

exactly one line through P that is parallel to l.

Definition 23. If l and m are lines, then a line n is called a transversal of

l and m if it meets them both.

Definition 24. Given two lines AB and CD and a transversal BC of them,

as in Figure 4, the angles ∠ABC and ∠BCD are called alternate angles.

51
 Figure 4.

Theorem 3 (Alternate Angles). Suppose that A and D are on opposite sides

of the line BC.
(1) If |∠ABC| = |∠BCD|, then AB||CD. In other words, if a transversal
makes equal alternate angles on two lines, then the lines are parallel.
(2) Conversely, if AB||CD, then |∠ABC| = |∠BCD|. In other words, if
two lines are parallel, then any transversal will make equal alternate angles
with them.

Figure 5.

Proof. (1) Suppose |∠ABC| = |∠BCD|. If the lines AB and CD do not

meet, then they are parallel, by definition, and we are done. Otherwise, they
meet at some point, say E. Let us assume that E is on the same side of BC
as D.14 Take F on EB, on the same side of BC as A, with |BF | = |CE|
(see Figure 5). [Ruler Axiom]
14
Fuller detail: There are three cases:
◦
1 : E lies on BC. Then (using Axiom 1) we must have E = B = C, and AB = CD.
2◦ : E lies on the same side of BC as D. In that case, take F on EB, on the same side of
BC as A, with |BF | = |CE|. [Ruler Axiom]
Then ∆BCE is congruent to ∆CBF . [SAS]
Thus
|∠BCF | = |∠CBE| = 180◦ − |∠ABC| = 180◦ − |∠BCD|,

52
Then ∆BCE is congruent to ∆CBF . [SAS]
Thus

|∠BCF | = |∠CBE| = 180◦ − |∠ABC| = 180◦ − |∠BCD|,

so that F lies on DC. [Ruler Axiom]

Thus AB and CD both pass through E and F , and hence coincide,
[Axiom 1]
Hence AB and CD are parallel. [Definition of parallel]

Figure 6.

(2) To prove the converse, suppose AB||CD. Pick a point E on the same
side of BC as D with |∠BCE| = |∠ABC|. (See Figure 6.) By Part (1), the
line CE is parallel to AB. By Axiom 5, there is only one line through C
parallel to AB, so CE = CD. Thus |∠BCD| = |∠BCE| = |∠ABC|.

Theorem 4 (Angle Sum 180). The angles in any triangle add to 180◦ .

Figure 7.

so that F lies on DC. [Protractor Axiom]

Thus AB and CD both pass through E and F , and hence coincide. [Axiom 1]
3◦ : E lies on the same side of BC as A. Similar to the previous case.
Thus, in all three cases, AB = CD, so the lines are parallel.

53
Proof. Let ∆ABC be given. Take a segment [DE] passing through A, paral-
lel to BC, with D on the opposite side of AB from C, and E on the opposite
side of AC from B (as in Figure 7). [Axiom of Parallels]
Then AB is a transversal of DE and BC, so by the Alternate Angles Theo-
rem,
|∠ABC| = |∠DAB|.
Similarly, AC is a transversal of DE and BC, so

|∠ACB| = |∠CAE|.

Thus, using the Protractor Axiom to add the angles,

|∠ABC| + |∠ACB| + |∠BAC|

= |∠DAB| + |∠CAE| + |∠BAC|
= |∠DAE| = 180◦ ,

since ∠DAE is a straight angle.

Definition 25. Given two lines AB and CD, and a transversal AE of them,
as in Figure 8(a), the angles ∠EAB and ∠ACD are called corresponding
angles15 .

(a) (b)

Figure 8.

Theorem 5 (Corresponding Angles). Two lines are parallel if and only if

for any transversal, corresponding angles are equal.
15
with respect to the two lines and the given transversal.

54
Proof. See Figure 8(b). We first assume that the corresponding angles ∠EAB
and ∠ACD are equal. Let F be a point on AB such that F and B are on
opposite sides of AE. Then we have
|∠EAB| = |∠F AC| [Vertically opposite angles]
Hence the alternate angles ∠F AC and ∠ACD are equal and therefore the
lines F A = AB and CD are parallel.
For the converse, let us assume that the lines AB and CD are parallel.
Then the alternate angles ∠F AC and ∠ACD are equal. Since
|∠EAB| = |∠F AC| [Vertically opposite angles]
we have that the corresponding angles ∠EAB and ∠ACD are equal.

Definition 26. In Figure 9, the angle α is called an exterior angle of

the triangle, and the angles β and γ are called (corresponding) interior
opposite angles.16

Figure 9.

Theorem 6 (Exterior Angle). Each exterior angle of a triangle is equal to

the sum of the interior opposite angles.

Proof. See Figure 10. In the triangle ∆ABC let α be an exterior angle at A.
Then
|α| + |∠A| = 180◦ [Supplementary angles]
and
|∠B| + |∠C| + |∠A| = 180◦ . [Angle sum 180◦ ]
Subtracting the two equations yields |α| = |∠B| + |∠C|.
16
The phrase interior remote angles is sometimes used instead of interior opposite
angles.

55
 Figure 10.

Theorem 7.
(1) In ∆ABC, suppose that |AC| > |AB|. Then |∠ABC| > |∠ACB|. In
other words, the angle opposite the greater of two sides is greater than the
angle opposite the lesser side.
(2) Conversely, if |∠ABC| > |∠ACB|, then |AC| > |AB|. In other words,
the side opposite the greater of two angles is greater than the side opposite
the lesser angle.
Proof.
(1) Suppose that |AC| > |AB|. Then take the point D on the segment [AC]
with
|AD| = |AB|. [Ruler Axiom]

Figure 11.

See Figure 11. Then ∆ABD is isosceles, so

|∠ACB| < |∠ADB| [Exterior Angle]
= |∠ABD| [Isosceles Triangle]
< |∠ABC|.

56
Thus |∠ACB| < |∠ABC|, as required.
(2)(This is a Proof by Contradiction!)
Suppose that |∠ABC| > |∠ACB|. See Figure 12.

Figure 12.

If it could happen that |AC| ≤ |AB|, then

either Case 1◦ : |AC| = |AB|, in which case ∆ABC is isosceles, and then
|∠ABC| = |∠ACB|, which contradicts our assumption,
or Case 2◦ : |AC| < |AB|, in which case Part (1) tells us that |∠ABC| <
|∠ACB|, which also contradicts our assumption. Thus it cannot happen,
and we conclude that |AC| > |AB|.
Theorem 8 (Triangle Inequality).
Two sides of a triangle are together greater than the third.

Figure 13.

Proof. Let ∆ABC be an arbitrary triangle. We choose the point D on AB

such that B lies in [AD] and |BD| = |BC| (as in Figure 13). In particular
|AD| = |AB| + |BD| = |AB| + |BC|.
Since B lies in the angle ∠ACD17 we have
|∠BCD| < |∠ACD|.
17
B lies in a segment whose endpoints are on the arms of ∠ACD. Since this angle is
< 180◦ its inside is convex.

57
Because of |BD| = |BC| and the Theorem about Isosceles Triangles we
have |∠BCD| = |∠BDC|, hence |∠ADC| = |∠BDC| < |∠ACD|. By the
previous theorem applied to ∆ADC we have
|AC| < |AD| = |AB| + |BC|.

6.6 Perpendicular Lines

18
Proposition 1. Two lines perpendicular to the same line are parallel to
one another.
Proof. This is a special case of the Alternate Angles Theorem.
Proposition 2. There is a unique line perpendicular to a given line and
passing though a given point. This applies to a point on or off the line.
Definition 27. The perpendicular bisector of a segment [AB] is the line
through the midpoint of [AB], perpendicular to AB.

6.7 Quadrilaterals and Parallelograms

Definition 28. A closed chain of line segments laid end-to-end, not crossing
anywhere, and not making a straight angle at any endpoint encloses a piece
of the plane called a polygon. The segments are called the sides or edges
of the polygon, and the endpoints where they meet are called its vertices.
Sides that meet are called adjacent sides, and the ends of a side are called
adjacent vertices. The angles at adjacent vertices are called adjacent an-
gles. A polygon is called convex if it contains the whole segment connecting
any two of its points.

Definition 29. A quadrilateral is a polygon with four vertices.

Two sides of a quadrilateral that are not adjacent are called opposite
sides. Similarly, two angles of a quadrilateral that are not adjacent are called
opposite angles.
18
In this document, a proposition is a useful or interesting statement that could be
proved at this point, but whose proof is not stipulated as an essential part of the pro-
gramme. Teachers are free to deal with them as they see fit. For instance, they might be
just mentioned, or discussed without formal proof, or used to give practice in reasoning
for HLC students. It is desirable that they be mentioned, at least.

58
Definition 30. A rectangle is a quadrilateral having right angles at all four
vertices.

Definition 31. A rhombus is a quadrilateral having all four sides equal.

Definition 32. A square is a rectangular rhombus.

Definition 33. A polygon is equilateral if all its sides are equal, and reg-
ular if all its sides and angles are equal.

Definition 34. A parallelogram is a quadrilateral for which both pairs of

opposite sides are parallel.

Proposition 3. Each rectangle is a parallelogram.

Theorem 9. In a parallelogram, opposite sides are equal, and opposite angles

are equal.

Figure 14.

Proof. See Figure 14. Idea: Use Alternate Angle Theorem, then ASA to
show that a diagonal divides the parallelogram into two congruent triangles.
This gives opposite sides and (one pair of) opposite angles equal.
In more detail, let ABCD be a given parallelogram, AB||CD and AD||BC.
Then
|∠ABD| = |∠BDC| [Alternate Angle Theorem]
|∠ADB| = |∠DBC| [Alternate Angle Theorem]
∆DAB is congruent to ∆BCD. [ASA]

∴ |AB| = |CD|, |AD| = |CB|, and |∠DAB| = |∠BCD|.

59
Remark 1. Sometimes it happens that the converse of a true statement is
false. For example, it is true that if a quadrilateral is a rhombus, then its
diagonals are perpendicular. But it is not true that a quadrilateral whose
diagonals are perpendicular is always a rhombus.
It may also happen that a statement admits several valid converses. The-
orem 9 has two:
Converse 1 to Theorem 9: If the opposite angles of a convex quadrilateral
are equal, then it is a parallelogram.
Proof. First, one deduces from Theorem 4 that the angle sum in the quadri-
lateral is 360◦ . It follows that adjacent angles add to 180◦ . Theorem 3 then
yields the result.

Converse 2 to Theorem 9: If the opposite sides of a convex quadrilateral

are equal, then it is a parallelogram.
Proof. Drawing a diagonal, and using SSS, one sees that opposite angles are
equal.
Corollary 1. A diagonal divides a parallelogram into two congruent trian-
gles.
Remark 2. The converse is false: It may happen that a diagonal divides a
convex quadrilateral into two congruent triangles, even though the quadri-
lateral is not a parallelogram.
Proposition 4. A quadrilateral in which one pair of opposite sides is equal
and parallel, is a parallelogram.
Proposition 5. Each rhombus is a parallelogram.
Theorem 10. The diagonals of a parallelogram bisect one another.

Figure 15.

60
Proof. See Figure 15. Idea: Use Alternate Angles and ASA to establish
congruence of ∆ADE and ∆CBE.
In detail: Let AC cut BD in E. Then
|∠EAD| = |∠ECB| and
|∠EDA| = |∠EBC| [Alternate Angle Theorem]
|AD| = |BC|. [Theorem 9]

∴ ∆ADE is congruent to ∆CBE. [ASA]

Proposition 6 (Converse). If the diagonals of a quadrilateral bisect one

another, then the quadrilateral is a parallelogram.

Proof. Use SAS and Vertically Opposite Angles to establish congruence of

∆ABE and ∆CDE. Then use Alternate Angles.

6.8 Ratios and Similarity

Definition 35. If the three angles of one triangle are equal, respectively, to
those of another, then the two triangles are said to be similar.

Remark 3. Obviously, two right-angled triangles are similar if they have a

common angle other than the right angle.

(The angles sum to 180◦ , so the third angles must agree as well.)

Theorem 11. If three parallel lines cut off equal segments on some transver-
sal line, then they will cut off equal segments on any other transversal.

Figure 16.

61
Proof. Uses opposite sides of a parallelogram, AAS, Axiom of Parallels.
In more detail, suppose AD||BE||CF and |AB| = |BC|. We wish to
show that |DE| = |EF |.
Draw AE 0 ||DE, cutting EB at E 0 and CF at F 0 .
Draw F 0 B 0 ||AB, cutting EB at B 0 . See Figure 16.
Then
|B 0 F 0 | = |BC| [Theorem 9]
= |AB|. [by Assumption]
|∠BAE 0 | = |∠E 0 F 0 B 0 |. [Alternate Angle Theorem]
|∠AE 0 B| = |∠F 0 E 0 B 0 |. [Vertically Opposite Angles]
∴ ∆ABE 0 is congruent to ∆F 0 B 0 E 0 . [ASA]
∴ |AE 0 | = |F 0 E 0 |.

But
|AE 0 | = |DE| and |F 0 E 0 | = |F E|. [Theorem 9]
∴ |DE| = |EF |.

Definition 36. Let s and t be positive real numbers. We say that a point
C divides the segment [AB] in the ratio s : t if C lies on the line AB,
and is between A and B, and

|AC| s
= .
|CB| t

We say that a line l cuts [AB] in the ratio s : t if it meets AB at a point

C that divides [AB] in the ratio s : t.

Remark 4. It follows from the Ruler Axiom that given two points A and
B, and a ratio s : t, there is exactly one point that divides the segment [AB]
in that exact ratio.

Theorem 12. Let ∆ABC be a triangle. If a line l is parallel to BC and

cuts [AB] in the ratio s : t, then it also cuts [AC] in the same ratio.

Proof. We prove only the commensurable case.

Let l cut [AB] in D in the ratio m : n with natural numbers m, n. Thus
there are points (Figure 17)

D0 = A, D1 , D2 , . . . , Dm−1 , Dm = D, Dm+1 , . . . , Dm+n−1 , Dm+n = B,

62
 Figure 17.

equally spaced along [AB], i.e. the segments

[D0 D1 ], [D1 D2 ], . . . [Di Di+1 ], . . . [Dm+n−1 Dm+n ]

have equal length.

Draw lines D1 E1 , D2 E2 , . . . parallel to BC with E1 , E2 , . . . on [AC].
Then all the segments

[AE1 ], [E1 E2 ], [E2 E3 ], . . . , [Em+n−1 C]

have the same length, [Theorem 11]

and Em = E is the point where l cuts [AC]. [Axiom of Parallels]
Hence E divides [AC] in the ratio m : n.
Proposition 7. If two triangles ∆ABC and ∆A0 B 0 C 0 have
|A0 B 0 | |A0 C 0 |
|∠A| = |∠A0 |, and = ,
|AB| |AC|
then they are similar.
Proof. Suppose |A0 B 0 | ≤ |AB|. If equal, use SAS. Otherwise, note that then
|A0 B 0 | < |AB| and |A0 C 0 | < |AC|. Pick B 00 on [AB and C 00 on [AC with
|A0 B 0 | = |AB 00 | and |A0 C 0 | = |AC 00 |. [Ruler Axiom] Then by SAS, ∆A0 B 0 C 0
is congruent to ∆AB 00 C 00 .
Draw [B 00 D parallel to BC [Axiom of Parallels], and let it cut AC at D.
Now the last theorem and the hypothesis tell us that D and C 00 divide [AC]
in the same ratio, and hence D = C 00 .
Thus
|∠B| = |∠AB 00 C 00 | [Corresponding Angles]
= |∠B 0 |,

63
and
|∠C| = |∠AC 00 B 00 | = |∠C 0 |,
so ∆ABC is similar to ∆A0 B 0 C 0 . [Definition of similar]

Remark 5. The Converse to Theorem 12 is true:

Let ∆ABC be a triangle. If a line l cuts the sides AB and AC in the same
ratio, then it is parallel to BC.
Proof. This is immediate from Proposition 7 and Theorem 5.
Theorem 13. If two triangles ∆ABC and ∆A0 B 0 C 0 are similar, then their
sides are proportional, in order:
|AB| |BC| |CA|
= = .
|A0 B 0 | |B 0 C 0 | |C 0 A0 |

Figure 18.

Proof. We may suppose |A0 B 0 | ≤ |AB|. Pick B 00 on [AB] with |AB 00 | =

|A0 B 0 |, and C 00 on [AC] with |AC 00 | = |A0 C 0 |. Refer to Figure 18. Then

∆AB 00 C 00 is congruent to ∆A0 B 0 C 0 [SAS]

∴ |∠AB 00 C 00 | = |∠ABC|
∴ B 00 C 00 || BC [Corresponding Angles]
|A0 B 0 | |AB 00 |
∴ 0 0 = [Choice of B 00 , C 00 ]
|A C | |AC 00 |
|AB|
= [Theorem 12]
|AC|
|AC| |AB|
= [Re-arrange]
|A0 C 0 | |A0 B 0 |
|BC| |AB|
Similarly, 0 0 =
|B C | |A0 B 0 |

64
Proposition 8 (Converse). If
|AB| |BC| |CA|
0 0
= 0 0 = 0 0 ,
|A B | |B C | |C A |
then the two triangles ∆ABC and ∆A0 B 0 C 0 are similar.

Proof. Refer to Figure 18. If |A0 B 0 | = |AB|, then by SSS the two triangles
are congruent, and therefore similar. Otherwise, assuming |A0 B 0 | < |AB|,
choose B 00 on AB and C 00 on AC with |AB 00 | = |A0 B 0 | and |AC 00 | = |A0 C 0 |.
Then by Proposition 7, ∆AB 00 C 00 is similar to ∆ABC, so
|BC| |BC|
|B 00 C 00 | = |AB 00 | · = |A0 B 0 | · = |B 0 C 0 |.
|AB| |AB|
Thus by SSS, ∆A0 B 0 C 0 is congruent to ∆AB 00 C 00 , and hence similar to
∆ABC.

6.9 Pythagoras
Theorem 14 (Pythagoras). In a right-angle triangle the square of the hy-
potenuse is the sum of the squares of the other two sides.

Figure 19.

Proof. Let ∆ABC have a right angle at B. Draw the perpendicular BD

from the vertex B to the hypotenuse AC (shown in Figure 19).
The right-angle triangles ∆ABC and ∆ADB have a common angle at A.
∴ ∆ABC is similar to ∆ADB.
|AC| |AB|
∴ = ,
|AB| |AD|

65
so
|AB|2 = |AC| · |AD|.
Similarly, ∆ABC is similar to ∆BDC.

|AC| |BC|
∴ = ,
|BC| |DC|
so
|BC|2 = |AC| · |DC|.
Thus
|AB|2 + |BC|2 = |AC| · |AD| + |AC| · |DC|
= |AC| (|AD| + |DC|)
= |AC| · |AC|
= |AC|2 .

Theorem 15 (Converse to Pythagoras). If the square of one side of a tri-

angle is the sum of the squares of the other two, then the angle opposite the
first side is a right angle.

Figure 20.

Proof. (Idea: Construct a second triangle on the other side of [BC], and use
Pythagoras and SSS to show it congruent to the original.)
In detail: We wish to show that |∠ABC| = 90◦ .
Draw BD ⊥ BC and make |BD| = |AB| (as shown in Figure 20).

66
 Then
q
|DC| = |DC|2
q
= |BD|2 + |BC|2 [Pythagoras]
q
= |AB|2 + |BC|2 [ |AB| = |BD| ]
q
= |AC|2 [Hypothesis]
= |AC|.
∴ ∆ABC is congruent to ∆DBC. [SSS]
∴ |∠ABC| = |∠DBC| = 90◦ .
Proposition 9 (RHS). If two right angled triangles have hypotenuse and
another side equal in length, respectively, then they are congruent.
Proof. Suppose ∆ABC and ∆A0 B 0 C 0 are right-angle triangles, with the right
angles at B and B 0 , and have hypotenuses of the same length, |AC| = |A0 C 0 |,
and also have |AB| = |A0 B 0 |. Then by using Pythagoras’ Theorem, we obtain
|BC| = |B 0 C 0 |, so by SSS, the triangles are congruent.
Proposition 10. Each point on the perpendicular bisector of a segment [AB]
is equidistant from the ends.
Proposition 11. The perpendiculars from a point on an angle bisector to
the arms of the angle have equal length.

6.10 Area
Definition 37. If one side of a triangle is chosen as the base, then the
opposite vertex is the apex corresponding to that base. The corresponding
height is the length of the perpendicular from the apex to the base. This
perpendicular segment is called an altitude of the triangle.
Theorem 16. For a triangle, base times height does not depend on the choice
of base.

Proof. Let AD and BE be altitudes (shown in Figure 21). Then ∆BCE

and ∆ACD are right-angled triangles that share the angle C, hence they are
similar. Thus
|AD| |AC|
= .
|BE| |BC|
Re-arrange to yield the result.

67
 Figure 21.

Definition 38. The area of a triangle is half the base by the height.

Notation 5. We denote the area by “area of ∆ABC”19 .

Proposition 12. Congruent triangles have equal areas.

Remark 6. This is another example of a proposition whose converse is false.

It may happen that two triangles have equal area, but are not congruent.

Proposition 13. If a triangle ∆ABC is cut into two by a line AD from A

to a point D on the segment [BC], then the areas add up properly:

area of ∆ABC = area of ∆ABD + area of ∆ADC.

Figure 22.

Proof. See Figure 22. All three triangles have the same height, say h, so it
comes down to
|BC| × h |BD| × h |DC| × h
= + ,
2 2 2
which is obvious, since

|BC| = |BD| + |DC|.

19
|∆ABC| will also be accepted.

68
 If a figure can be cut up into nonoverlapping triangles (i.e. triangles that
either don’t meet, or meet only along an edge), then its area is taken to be
the sum of the area of the triangles20 .
If figures of equal areas are added to (or subtracted from) figures of equal
areas, then the resulting figures also have equal areas21 .

Proposition 14. The area of a rectangle having sides of length a and b is

ab.

Proof. Cut it into two triangles by a diagonal. Each has area 12 ab.

Theorem 17. A diagonal of a parallelogram bisects the area.

Proof. A diagonal cuts the parallelogram into two congruent triangles, by

Corollary 1.

Definition 39. Let the side AB of a parallelogram ABCD be chosen as a

base (Figure 23). Then the height of the parallelogram corresponding to
that base is the height of the triangle ∆ABC.

Figure 23.

Proposition 15. This height is the same as the height of the triangle
∆ABD, and as the length of the perpendicular segment from D onto AB.
20
If students ask, this does not lead to any ambiguity. In the case of a convex quadri-
lateral, ABCD, one can show that

area of ∆ABC + area of ∆CDA = area of ∆ABD + area of ∆BCD.

In the general case, one proves the result by showing that there is a common refinement
of any two given triangulations.
21
Follows from the previous footnote.

69
Theorem 18. The area of a parallelogram is the base by the height.

Proof. Let the parallelogram be ABCD. The diagonal BD divides it into

two triangles, ∆ABD and ∆CDB. These have equal area, [Theorem 17]
and the first triangle shares a base and the corresponding height with the
parallelogram. So the areas of the two triangles add to 2 × 12 ×base×height,
which gives the result.

6.11 Circles
Definition 40. A circle is the set of points at a given distance (its radius)
from a fixed point (its centre). Each line segment joining the centre to a
point of the circle is also called a radius. The plural of radius is radii. A
chord is the segment joining two points of the circle. A diameter is a chord
through the centre. All diameters have length twice the radius. This number
is also called the diameter of the circle.
Two points A, B on a circle cut it into two pieces, called arcs. You can
specify an arc uniquely by giving its endpoints A and B, and one other point
C that lies on it. A sector of a circle is the piece of the plane enclosed by
an arc and the two radii to its endpoints.
The length of the whole circle is called its circumference. For every
circle, the circumference divided by the diameter is the same. This ratio is
called π.
A semicircle is an arc of a circle whose ends are the ends of a diameter.
Each circle divides the plane into two pieces, the inside and the outside.
The piece inside is called a disc.

If B and C are the ends of an arc of a circle, and A is another point, not
on the arc, then we say that the angle ∠BAC is the angle at A standing
on the arc. We also say that it stands on the chord [BC].

Theorem 19. The angle at the centre of a circle standing on a given arc is
twice the angle at any point of the circle standing on the same arc.

Proof. There are several cases for the diagram. It will be sufficient for stu-
dents to examine one of these. The idea, in all cases, is to draw the line
through the centre and the point on the circumference, and use the Isosce-
les Triangle Theorem, and then the Protractor Axiom (to add or subtract
angles, as the case may be).

70
 Figure 24.

In detail, for the given figure, Figure 24, we wish to show that |∠AOC| =
2|∠ABC|.
Join B to O and continue the line to D. Then
|OA| = |OB|. [Definition of circle]
∴ |∠BAO| = |∠ABO|. [Isosceles triangle]
∴ |∠AOD| = |∠BAO| + |∠ABO| [Exterior Angle]
= 2 · |∠ABO|.
Similarly,
|∠COD| = 2 · |∠CBO|.
Thus
|∠AOC| = |∠AOD| + |∠COD|
= 2 · |∠ABO| + 2 · |∠CBO|
= 2 · |∠ABC|.

Corollary 2. All angles at points of the circle, standing on the same arc,
are equal. In symbols, if A, A0 , B and C lie on a circle, and both A and A0
are on the same side of the line BC, then ∠BAC = ∠BA0 C.
Proof. Each is half the angle subtended at the centre.
Remark 7. The converse is true, but one has to careful about sides of BC:
Converse to Corollary 2: If points A and A0 lie on the same side of the
line BC, and if |∠BAC| = |∠BA0 C|, then the four points A, A0 , B and C
lie on a circle.
Proof. Consider the circle s through A, B and C. If A0 lies outside the circle,
then take A00 to be the point where the segment [A0 B] meets s. We then have
|∠BA0 C| = |∠BAC| = |∠BA00 C|,

71
by Corollary 2. This contradicts Theorem 6.
A similar contradiction arises if A0 lies inside the circle. So it lies on the
circle.

Corollary 3. Each angle in a semicircle is a right angle. In symbols, if

BC is a diameter of a circle, and A is any other point of the circle, then
∠BAC = 90◦ .

Proof. The angle at the centre is a straight angle, measuring 180◦ , and half
of that is 90◦ .

Corollary 4. If the angle standing on a chord [BC] at some point of the

circle is a right angle, then [BC] is a diameter.

Proof. The angle at the centre is 180◦ , so is straight, and so the line BC
passes through the centre.

Definition 41. A cyclic quadrilateral is one whose vertices lie on some

circle.

Corollary 5. If ABCD is a cyclic quadrilateral, then opposite angles sum

to 180◦ .

Proof. The two angles at the centre standing on the same arcs add to 360◦ ,
so the two halves add to 180◦ .

Remark 8. The converse also holds: If ABCD is a convex quadrilateral,

and opposite angles sum to 180◦ , then it is cyclic.
Proof. This follows directly from Corollary 5 and the converse to Corollary
2.

It is possible to approximate a disc by larger and smaller equilateral

polygons, whose area is as close as you like to πr2 , where r is its radius. For
this reason, we say that the area of the disc is πr2 .

Proposition 16. If l is a line and s a circle, then l meets s in zero, one, or

two points.

Proof. We classify by comparing the length p of the perpendicular from the

centre to the line, and the radius r of the circle. If p > r, there are no points.
If p = r, there is exactly one, and if p < r there are two.

72
Definition 42. The line l is called a tangent to the circle s when l ∩ s has
exactly one point. The point is called the point of contact of the tangent.
Theorem 20.
(1) Each tangent is perpendicular to the radius that goes to the point of
contact.
(2) If P lies on the circle s, and a line l through P is perpendicular to the
radius to P , then l is tangent to s.

Proof. (1) This proof is a proof by contradiction.

Suppose the point of contact is P and the tangent l is not perpendicular
to OP .
Let the perpendicular to the tangent from the centre O meet it at Q.
Pick R on P Q, on the other side of Q from P , with |QR| = |P Q| (as in
Figure 25).

Figure 25.

Then ∆OQR is congruent to ∆OQP . [SAS]

∴ |OR| = |OP |,
so R is a second point where l meets the circle. This contradicts the given
fact that l is a tangent.
Thus l must be perpendicular to OP , as required.
(2) (Idea: Use Pythagoras. This shows directly that each other point on
l is further from O than P , and hence is not on the circle.)
In detail: Let Q be any point on l, other than P . See Figure 26. Then
|OQ|2 = |OP |2 + |P Q|2 [Pythagoras]
> |OP |2 .
∴ |OQ| > |OP |.

73
 Figure 26.

∴ Q is not on the circle. [Definition of circle]

∴ P is the only point of l on the circle.
∴ l is a tangent. [Definition of tangent]

Corollary 6. If two circles share a common tangent line at one point, then
the two centres and that point are collinear.

Proof. By part (1) of the theorem, both centres lie on the line passing through
the point and perpendicular to the common tangent.
The circles described in Corollary 6 are shown in Figure 27.

Figure 27.

Remark 9. Any two distinct circles will intersect in 0, 1, or 2 points.

If they have two points in common, then the common chord joining those
two points is perpendicular to the line joining the centres.
If they have just one point of intersection, then they are said to be touch-
ing and this point is referred to as their point of contact. The centres and
the point of contact are collinear, and the circles have a common tangent at
that point.

74
Theorem 21.
(1) The perpendicular from the centre to a chord bisects the chord.
(2) The perpendicular bisector of a chord passes through the centre.
Proof. (1) (Idea: Two right-angled triangles with two pairs of sides equal.)
See Figure 28.

Figure 28.

In detail:
|OA| = |OB| [Definition of circle]
|OC| = |OC|
q
|AC| = |OA|2 − |OC|2 [Pythagoras]
q
= |OB|2 − |OC|2
= |CB|. [Pythagoras]

∴ ∆OAC is congruent to ∆OBC. [SSS]

∴ |AC| = |CB|.
(2) This uses the Ruler Axiom, which has the consequence that a segment
has exactly one midpoint.
Let C be the foot of the perpendicular from O on AB.
By Part (1), |AC| = |CB|, so C is the midpoint of [AB].
Thus CO is the perpendicular bisector of AB.
Hence the perpendicular bisector of AB passes through O.

6.12 Special Triangle Points

Proposition 17. If a circle passes through three non-collinear points A, B,
and C, then its centre lies on the perpendicular bisector of each side of the
triangle ∆ABC.

75
Definition 43. The circumcircle of a triangle ∆ABC is the circle that
passes through its vertices (see Figure 29). Its centre is the circumcentre
of the triangle, and its radius is the circumradius.

Figure 29.

Proposition 18. If a circle lies inside the triangle ∆ABC and is tangent
to each of its sides, then its centre lies on the bisector of each of the angles
∠A, ∠B, and ∠C.
Definition 44. The incircle of a triangle is the circle that lies inside the
triangle and is tangent to each side (see Figure 30). Its centre is the incentre,
and its radius is the inradius.

Figure 30.

Proposition 19. The lines joining the vertices of a triangle to the centre of
the opposite sides meet in one point.
Definition 45. A line joining a vertex of a triangle to the midpoint of the
opposite side is called a median of the triangle. The point where the three
medians meet is called the centroid.
Proposition 20. The perpendiculars from the vertices of a triangle to the
opposite sides meet in one point.

Definition 46. The point where the perpendiculars from the vertices to the
opposite sides meet is called the orthocentre (see Figure 31).

76
 Figure 31.

7 Constructions to Study
The instruments that may be used are:
straight-edge: This may be used (together with a pencil) to draw a straight
line passing through two marked points.

compass: This instrument allows you to draw a circle with a given centre,
passing through a given point. It also allows you to take a given segment
[AB], and draw a circle centred at a given point C having radius |AB|.

ruler: This is a straight-edge marked with numbers. It allows you measure

the length of segments, and to mark a point B on a given ray with
vertex A, such that the length |AB| is a given positive number. It can
also be employed by sliding it along a set square, or by other methods
of sliding, while keeping one or two points on one or two curves.

protractor: This allows you to measure angles, and mark points C such
that the angle ∠BAC made with a given ray [AB has a given number
of degrees. It can also be employed by sliding it along a line until some
line on the protractor lies over a given point.

set-squares: You may use these to draw right angles, and angles of 30◦ ,
60◦ , and 45◦ . It can also be used by sliding it along a ruler until some
coincidence occurs.
The prescribed constructions are:
1. Bisector of a given angle, using only compass and straight edge.

2. Perpendicular bisector of a segment, using only compass and straight

edge.

3. Line perpendicular to a given line l, passing through a given point not

on l.

77
 4. Line perpendicular to a given line l, passing through a given point on
l.

5. Line parallel to given line, through given point.

6. Division of a segment into 2, 3 equal segments, without measuring it.

7. Division of a segment into any number of equal segments, without

measuring it.

8. Line segment of given length on a given ray.

9. Angle of given number of degrees with a given ray as one arm.

10. Triangle, given lengths of three sides.

11. Triangle, given SAS data.

12. Triangle, given ASA data.

13. Right-angled triangle, given the length of the hypotenuse and one other
side.

14. Right-angled triangle, given one side and one of the acute angles (sev-
eral cases).

15. Rectangle, given side lengths.

16. Circumcentre and circumcircle of a given triangle, using only straight-

edge and compass.

17. Incentre and incircle of a given triangle, using only straight-edge and
compass.

18. Angle of 60◦ , without using a protractor or set square.

19. Tangent to a given circle at a given point on it.

20. Parallelogram, given the length of the sides and the measure of the
angles.

21. Centroid of a triangle.

22. Orthocentre of a triangle.

78
8 Teaching Approaches
8.1 Practical Work
Practical exercises and experiments should be undertaken before the study
of theory. These should include:

1. Lessons along the lines suggested in the Guidelines for Teachers [2].
We refer especially to Section 4.6 (7 lessons on Applied Arithmetic and
Measure), Section 4.9 (14 lessons on Geometry), and Section 4.10 (4
lessons on Trigonometry).

2. Ideas from Technical Drawing.

3. Material in [3].

8.2 From Discovery to Proof

It is intended that all of the geometrical results on the course would first
be encountered by students through investigation and discovery. As a result
of various activities undertaken, students should come to appreciate that
certain features of certain shapes or diagrams appear to be independent of
the particular examples chosen. These apparently constant features therefore
seem to be general results that we have reason to believe might always be
true. At this stage in the work, we ask students to accept them as true for the
purpose of applying them to various contextualised and abstract problems,
but we also agree to come back later to revisit this question of their truth.
Nonetheless, even at this stage, students should be asked to consider whether
investigating a number of examples in this way is sufficient to be convinced
that a particular result always holds, or whether a more convincing argument
is required. Is a person who refuses to believe that the asserted result will
always be true being unreasonable? An investigation of a statement that
appears at first to be always true, but in fact is not, may be helpful, (e.g.
the assertion that n2 + n + 41 is prime for all n ∈ N). Reference might be
made to other examples of conjectures that were historically believed to be
true until counterexamples were found.
Informally, the ideas involved in a mathematical proof can be developed
even at this investigative stage. When students engage in activities that lead
to closely related results, they may readily come to appreciate the manner

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in which these results are connected to each other. That is, they may see
for themselves or be led to see that the result they discovered today is an
inevitable logical consequence of the one they discovered yesterday. Also, it
should be noted that working on problems or “cuts” involves logical deduction
from general results.
Later, students at the relevant levels need to proceed beyond accepting
a result on the basis of examples towards the idea of a more convincing
logical argument. Informal justifications, such as a dissection-based proof of
Pythagoras’ theorem, have a role to play here. Such justifications develop
an argument more strongly than a set of examples. It is worth discussing
what the word “prove” means in various contexts, such as in a criminal trial,
or in a civil court, or in everyday language. What mathematicians regard
as a “proof” is quite different from these other contexts. The logic involved
in the various steps must be unassailable. One might present one or more
of the readily available dissection-based “proofs” of fallacies and then probe
a dissection-based proof of Pythagoras’ theorem to see what possible gaps
might need to be bridged.
As these concepts of argument and proof are developed, students should
be led to appreciate the need to formalise our idea of a mathematical proof
to lay out the ground rules that we can all agree on. Since a formal proof
only allows us to progress logically from existing results to new ones, the
need for axioms is readily identified, and the students can be introduced to
formal proofs.

9 Syllabus for JCOL

9.1 Concepts
Set, plane, point, line, ray, angle, real number, length, degree, triangle, right-
angle, congruent triangles, similar triangles, parallel lines, parallelogram,
area, tangent to a circle, subset, segment, collinear points, distance, midpoint
of a segment, reflex angle, ordinary angle, straight angle, null angle, full angle,
supplementary angles, vertically-opposite angles, acute angle, obtuse angle,
angle bisector, perpendicular lines, perpendicular bisector of a segment, ratio,
isosceles triangle, equilateral triangle, scalene triangle, right-angled triangle,
exterior angles of a triangle, interior opposite angles, hypotenuse, alternate
angles, corresponding angles, polygon, quadrilateral, convex quadrilateral,

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rectangle, square, rhombus, base and corresponding apex and height of tri-
angle or parallelogram, transversal line, circle, radius, diameter, chord, arc,
sector, circumference of a circle, disc, area of a disc, circumcircle, point of
contact of a tangent, vertex, vertices (of angle, triangle, polygon), endpoints
of segment, arms of an angle, equal segments, equal angles, adjacent sides,
angles, or vertices of triangles or quadrilaterals, the side opposite an angle of
a triangle, opposite sides or angles of a quadrilateral, centre of a circle.

9.2 Constructions
Students will study constructions 1, 2, 4, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15.

9.3 Axioms and Proofs

The students should be exposed to some formal proofs. They will not be
examined on these. They will see Axioms 1,2,3,4,5, and study the proofs of
Theorems 1, 2, 3, 4, 5, 6, 9, 10, 13 (statement only), 14, 15; and direct proofs
of Corollaries 3, 4.

10 Syllabus for JCHL

10.1 Concepts
Those for JCOL, and concurrent lines.

10.2 Constructions
Students will study all the constructions prescribed for JC-OL, and also
constructions 3 and 7.

10.3 Logic, Axioms and Theorems

Students will be expected to understand the meaning of the following terms
related to logic and deductive reasoning: Theorem, proof, axiom, corol-
lary, converse, implies.
They will study Axioms 1, 2, 3, 4, 5. They will study the proofs of
Theorems 1, 2, 3, 4*, 5, 6*, 9*, 10, 11, 12, 13, 14*, 15, 19*, Corollaries 1,

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2, 3, 4, 5, and their converses. Those marked with a * may be asked in
examination.
The formal material on area will not be studied at this level. Students will
deal with area only as part of the material on arithmetic and mensuration.

11 Syllabus for LCFL

Students are expected to build on their mathematical experiences to date.

11.1 Constructions
Students revisit constructions 4, 5, 10, 13, 15, and learn how to apply these
in real-life contexts.

12 Syllabus for LCOL

12.1 Constructions
A knowledge of the constructions prescribed for JC-OL will be assumed, and
may be examined. In addition, students will study constructions 16–21.

12.2 Theorems and Proofs

Students will be expected to understand the meaning of the following terms
related to logic and deductive reasoning: Theorem, proof, axiom, corol-
lary, converse, implies.
A knowledge of the Axioms, concepts, Theorems and Corollaries pre-
scribed for JC-OL will be assumed.
Students will study proofs of Theorems 7, 8, 11, 12, 13, 16, 17, 18, 20,
21, and Corollary 6.
No proofs are examinable. Students will be examined using problems
that can be attacked using the theory.

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13 Syllabus for LCHL
13.1 Constructions
A knowledge of the constructions prescribed for JC-HL will be assumed,
and may be examined. In addition, students will study the constructions
prescribed for LC-OL, and construction 22.

13.2 Theorems and Proofs

Students will be expected to understand the meaning of the following terms
related to logic and deductive reasoning: Theorem, proof, axiom, corol-
lary, converse, implies, is equivalent to, if and only if, proof by
contradiction.
A knowledge of the Axioms, concepts, Theorems and Corollaries pre-
scribed for JC-HL will be assumed.
Students will study all the theorems and corollaries prescribed for LC-OL,
but will not, in general, be asked to reproduce their proofs in examination.
However, they may be asked to give proofs of the Theorems 11, 12, 13,
concerning ratios, which lay the proper foundation for the proof of Pythago-
ras studied at JC, and for trigonometry.
They will be asked to solve geometrical problems (so-called “cuts”) and
write reasoned accounts of the solutions. These problems will be such that
they can be attacked using the given theory. The study of the propositions
may be a useful way to prepare for such examination questions.

References
[1] Patrick D. Barry. Geometry with Trigonometry. Horwood. Chichester.
2001. ISBN 1-898563-69-1.

[2] Junior Cycle Course Committee, NCCA. Mathematics: Junior Certifi-

cate Guidelines for Teachers. Stationary Office, Dublin. 2002. ISBN 0-
7557-1193-9.

[3] Fiacre O’Cairbre, John McKeon, and Richard O. Watson. A Resource

for Transition Year Mathematics Teachers. DES. Dublin. 2006.

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[4] Anthony G. O’Farrell. School Geometry. IMTA Newsletter 109 (2009)
21-28.

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