Salesian College Celbridge
  • HOME
  • ABOUT US
    • Message from the Principal
    • Ethos and Mission
    • History of the College
    • In Remembrance
  • SCHOOL COMMUNITY
    • Board of Management
    • Staff
    • Student Council
    • Ceangail & Cinnirí Teams
    • Parents Association
    • Salesian House
    • School Chaplain
    • Past Students
  • ACADEMIC
    • Junior Cycle
    • Transition Year
    • Senior Cycle
  • ACTIVITIES
    • Sports
    • Educational, Social and Cultural Activities
  • GALLERY
  • SCHOOL OFFICE
    • School Policies
    • Book Lists, Book Grant & Uniform
    • Calendar
    • Other School Forms
    • Vacancies
  • STUDENT SUPPORTS
    • Form Teacher & Year Head
    • Pastoral Care
    • Guidance & Counselling
    • SPHE
    • Ceangail & Cinnirí
    • Resource & Learning Support
    • Homework and After School Study
    • Positive Behaviour
    • Critical Incident Supports
  • CONTACT US
LC Maths website
LC MATHS



Subject Content:


Project Maths divides the course into five 'strands' of maths which are studied at all levels, in greater depth at higher levels. These are:

  • Statisitics and Probability aims to provide an understanding what probability is and why concepts such as variation and uncertainty are important. Students will also learn how to analyse statistics such as those in newspapers, business reports, and scientific data, so that they can draw meaningful and relevant conclusions.
  • Geometry and Trigonometry deals with shapes such as circles and triangles, both on the coordinate plane and otherwise. The skills developed here are useful in areas such as architecture, landscape design, and agriculture, as well as visual design and spatial reasoning.
  • Number Learners continue to make meaning of the operations of addition, subtraction, multiplication and division of whole
    and rational numbers and extend this sense-making to complex numbers.
  • Algebra This strand builds on the relations-based approach of junior cycle with its five main objectives:

    • to make use of letter symbols for numeric quantities
    • to emphasise relationship based algebra
    • to connect graphical and symbolic representations of
      algebraic concepts
    • to use real life problems as vehicles to motivate the use of algebra and algebraic thinking
    • to use appropriate graphing technologies (graphing
      calculators, computer software) throughout the strand activities.
Learners build on their proficiency in moving among equations, tables and graphs and become more adept at solving mathematical and real-world problems.
  • Functions This strand builds on the learners’ experience in junior cycle where they were formally introduced to the concept of a function as that which involves a set of inputs, a set of possible outputs and a rule that assigns one output to each input. The relationship between functions and algebra is further emphasised and learners continue to connect graphical and symbolic representations of functions. 

    They are introduced to calculus as the study of how things change and use derivatives to solve various kinds of mathematical and real-world problems. They learn how to go from the derivative of a function back to the function itself and use such methods to solve various geometric problems, such as computation of areas of specified regions.


Data sources: The information on this page has been compiled from www.careersportal.ie