Coláiste Bríde Science & Numeracy 

Representation and Spatial and Geometric Sense:

  • Using shapes of objects to understand friction, resistance and streamlining;

  • symmetry in the natural world, e.g. butterflies, leaves, camouflage;

  • fibonacci spirals in the natural world, e.g. fir cones, sunflowers, snails;

  • the repetition in life cycles of animals and plants.

    Measures and Measurement:

  • Using (and making) recording measurements with appropriate precision;

  • using an appropriate range of units of measurement and considering the required degree of

    precision and accuracy;

  • recalling the approximate magnitude of appropriate physical quantities in order to make

    sensible comparisons;

  • organise the available timeframe to complete the required task, e.g. planning and conducting

    an investigation over 1-2 weeks;

  • select and use appropriate measuring instruments and units in the course of conducting

    experiments and investigating;

  • measure and record measurements;

  • demonstrate the correct use of vernier gauge, micrometer, pipette, graduated cylinder,

    thermometer, degrees Celsius, degrees Fahrenheit etc.;

  • use measuring equipment with precision and accuracy to collecting data for investigations and

    experiments;

  • make appropriate conversions between units of measurement;

  • use information about one scientific event to determine and predict the timeframe of another ;

  • estimate the position of an object after reflecting off a surface;

  • estimate distance between planets;

  • making a timing device using a pendulum, sand, water, springs, etc.;

  • measuring instruments used in the science laboratory;

  • practical results – measurement: time . weight/ volume;

  • analysing graphs;

  • which (x) was fastest / most reactive;

  • measuring the time it takes for a certain mass to dissolve;

  • predict what might happen in an experiment; 


  • measuring the diameter of a single pea, from a pod;

  • measuring lung capacity;

  • using shadows to study the movement of the sun;

  • costing vegetables and finding the variety that is best value for money;

  • measuring and recording growth of plants;

  • measuring compost in litres;

  • using a sieve to determine if the potato was too small for sale;

  • reading scales;

  • that timescale in the growth of a plant;

  • observations, drawings and record-keeping of the growth of plants;

  • recording of pulse and breathing rate before and after exercise;

  • investigation of heat insulation.



Data Sense, Handling and Interpretation: 
    • Almost every scientific investigation or experiment is likely to require one or more of the mathematical skills of classifying, counting, measuring, calculating, estimating, and recording in tables and graphs. Students will, for example, order numbers, including decimals, calculate means and percentages, use negative numbers when taking temperatures, decide whether it is more appropriate to use a line graph or bar chart, and plot, interpret and predict from graphs. They will explore rates of change in cooling curves and distance-time graphs, apply formulae and solve equations, for example, in problems on moments;

    • representing data accurately using appropriate graphs, charts and tables, identifying patterns and trends, interpreting effectively and making predictions;

    • present and display information collected in an investigated project using a pie chart, line graph, bar chart etc.;

    • collect scientific data from a variety of sources to determine relationships between two variables. Use the trends apparent from the graphs and tables to determine trends, e.g. the graph of time versus temperature;

    • analyse data from statistic surveys and calculate the percentage of data in a given category;

    • representing and interpreting tables, graphs and data from experiments;

    • cause and effect;

    • tabulating and graphing data;

    • reading scales;

    • pie charts of food groups;

    • bar charts of daily calorie intake;

    • calorie counting; 
  • use first-hand and secondary data to carry out a range of scientific investigations;

  • exploregrowth and how to measure it. Explore the range of heights in the class, and compare

    to data of expected heights;

  • compare data about individuals, produce graphs of variation for particular features and investigate correlations. 


In the area of Data Sense, Handling and Interpretation, teachers of science may consider the following when deciding how work in science links with using and applying numeracy in Coláiste Bríde: 
    • What aspects of handling data are developed during science lessons? How are ICT devices used in this work (for example, sensors, spreadsheets, computer graph packages, calculators, graphical calculators)? How does this work enhance students’ mathematical development?

    • How does science help to develop students’ understanding of numbers in context, particularly large numbers, fractions and decimals, indices, ratios and proportions, and the relationship between different metric units?

    • Does the teaching and interpretation of formulae and graphs support the expectations in numeracy? What use is made of different forms of graphs in science? Have we agreed with numeracy how graphs should be labelled and presented? Does the progression in graphical work in science support its development in numeracy? How is ICT used (graph plotters, graphical calculators) to support this work?

      Number Sense and Computation:

    • Opportunities for counting and measuring, e.g. how many seeds in a pod?

    • performing mental calculations;

    • counting, classifying, estimating, ordering numbers;

    • calculating means and percentages;

    • use strategies, estimation and contextual knowledge to confirm calculations and answers are reasonable;

    • timelines (geological);

    • using / reading stop watches;

    • use number sense and knowledge of scientific facts to determine the accuracy of calculations

      within reasonable limits. Given that the average pulse rate is between 60 and 90 beats per minute, students can determine the accuracy of calculations of average pulse rate, and the determination of actual pulse rate, when it is measured as beats per 15 seconds and converted to beats per minute; 
  • select and use simple and formulae to solve numerical problems;

  • use percentages to calculate and solve problems;

  • calculate the fat content of commonly eaten foods using a calorie counter or fat – fibre guide;

  • use numbers sense, appropriate strategies, computational skills and key information to solve

    numeracy problems, e.g. given the formula for speed, calculate the speed when given the start

    and finish times and distance travelled;

  • read, write, compare and order positive and negative numbers, e.g. use thermometers to

    measure temperatures in the environment;

  • understand and use equivalences between commonly used percentages, e.g. use an

    understanding of percentage of fractions when discussing the reduction of biodiversity;

  • calculating with formulae;

  • 3-way relationships, e.g. Density / Mass / Volume Speed / Distance / Time

  • V oltage / Resistance / Current;

  • rearranging formulae;

  • the relationship between pressure and wind speeds;

  • comparisons between climates from different parts of the world. Interview people who have

    lived outside of Ireland;

  • understand and use the substitution of numbers into simple formulae, e.g. distance / time to

    determine average velocity or mass / volume to determine density. 




In the area of Number Sense and Computation, teachers of science may consider the following when deciding how work in science links with using and applying numeracy in Coláiste Bríde:

  • How does science help to develop students’ understanding of numbers in context, particularly large numbers, fractions and decimals, indices and the relationships between different metric units?

  • Are students encouraged to estimate answers to calculations, make sense of an answer, check the reasonableness of a number and use mental methods and jottings as appropriate?

  • Is support given to methods and approaches to written calculations that are used in maths lessons?

  • Can a consistent approach to problem-solving, investigations and enquiry-based approaches be adopted?

    Numeracy Language and Communication:

  • Numeracy Keywords;

  • key phrases in numeracy;

  • key symbols of numeracy; 
  • using numerical vocabulary correctly and precisely;

  • explaining and justify their methods and conclusions;

  • discussing word problems;

  • test explanations by using them to make predictions and by seeing if evidence matches the

    predictions.