South Sudan South Sudan

Primary Primary
Mathematics
Primary Mathematics has been written and developed by Ministry of General
Education and Instruction, Government of South Sudan in conjunction with Subjects
experts. This course book provides a fun and practical approach to the subject
8 Mathematics Teacher’s Guide 8
of mathematics, and at the same time imparting life long skills to the pupils.

The book comprehensively covers the Primary 8 syllabus as developed by

Ministry of General Education and Instruction.

Each year comprises of a Pupil’s Book and teacher’s Guide.

The Pupil’s Books provide:

Full coverage of the national syllabus.
A strong grounding in the basics of mathematics.
Clear presentation and explanation of learning points.
A wide variety of practice exercises, often showing how mathematics can be applied to
real-life situations.
It provides opportunities for collaboration through group work activities.
Stimulating illustrations.

All the courses in this primary series were developed by the Ministry of
General Education and Instruction, Republic of South Sudan.
The books have been designed to meet the primary school syllabus,
and at the same time equiping the pupils with skills to fit in the modern
day global society.

This Book is the Property of the Ministry of General Funded by: Published by: Funded by:
Education and Instruction.
This Book is the Property of the
This Book is not for sale. Ministry of General Education
Any book found on sale, either in print or electronic and Instruction.
form, will be confiscated and the seller prosecuted. MOUNTAIN TOP PUBLISHERS This Book is not for sale.
 How to take care of your books.
Do’s
1. Please cover with plastic or paper. (old newspaper or magazines)
2. Please make sure you have clean hands before you use your book.
3. Always use a book marker do not fold the pages.
4. If the book is damaged please repair it as quickly as possible.
5. Be careful who you lend your schoolbook to.
6. Please keep the book in a dry place.
7. When you lose your book please report it immediately to your teacher.

Don’ts
1. Do not write on the book cover or inside pages.
2. Do not cut pictures out of the book.
3. Do not tear pages out of the book.
4. Do not leave the book open and face down.
5. Do not use pens, pencils or something thick as a book mark.
6. Do not force your book into your schoolbag when it is full.
7. Do not use your book as an umbrella for the sun or rain.
8. Do not use your book as a seat.
PRI

Mathematics
Teacher’s Guide 8

Funded by:
This book is the property of the Ministry of
General Education and Instruction.
THIS BOOK IS NOT FOR SALE
First published in 2018 by:
MOUNTAIN TOP PUBLISHERS LTD.
Exit 11, Eastern bypass, Off Thika Road.
P.O BOX 980-00618
Tel: 0706577069 / 0773120951 / 0722 763212.
Email: [email protected]
WEBSITE: www.mountainpublishers.com
NAIROBI, KENYA

©2018, THE REPUBLIC OF SOUTH SUDAN, MINISTRY OF

GENERAL EDUCATION AND INSTRUCTION.

All rights reserved. No part of this book may be reproduced by any means
graphic, electronic, mechanical, photocopying, taping, storage and
retrieval system without prior written permission of the Copyright
Holder.

Pictures, illustrations and links to third party websites are provided by

the publisher in good faith, for information and education purposes only.
 ........................................................................ i
INTRODUCTION ................................................................................. 1
Components of the book ................................................................................... 1
Purpose...............................................................................................................2
UNIT 1: NUMBERS ............................................................................. 6
1.1 Factors and multiples ................................................................................... 8
1.2 Squares and square roots of numbers ......................................................... 9
1.3 Squares and square roots of decimals and fractions .................................12
1.4 Conversion of fractions to percentage and percentage to fractions .........14
1.5 Conversion of decimals to percentage and percentage to decimals .........15
1.6 Application of fractions, decimals and percentage....................................17
UNIT 2: MEASUREMENT ................................................................. 18
2.1 Perimeter of rectangle, square, triangle, circle and trapezium ................. 20
2.2 Area of rectangle, square, triangle, circle and trapezium .......................... 24
2.3 Surface area of a cube and cuboid ............................................................. 29
2.4 Converting m3 to cm3 ................................................................................. 30
2.5 Volume of a cube and cuboid ....................................................................31
2.6 Time, speed and distance ...........................................................................33
UNIT 3: GEOMETRY ......................................................................... 34
3.1 Inscribing and circumscribing circles of triangles ......................................36
3.2 Pyramids and prisms. ................................................................................. 40
3.3 Scale............................................................................................................41
3.4 Coordinates ................................................................................................ 42
UNIT 4: ALGEBRA ............................................................................. 44
4.1 Simplifying algebraic expressions .............................................................. 46

i
 4.2 Word statement into algebraic expressions .............................................. 47
4.3 Sets .............................................................................................................48
4.4 Finite Sets & Infinite Sets ...........................................................................50
UNIT 5: STATISTICS ......................................................................... 53
5.1 Data collection process .............................................................................. 55
5.2 Reading and interpreting tables and graphs .............................................. 56
5.3 Probability ..................................................................................................61
UNIT 6: BUSINESS ACCOUNTING .................................................. 64
6.1 Commissions .............................................................................................. 66
6.2 Discounts ....................................................................................................67
6.3 Hire purchase ............................................................................................. 67
6.4 Profit and loss ............................................................................................. 68
6.5 Simple interest ........................................................................................... 69
6.6 Compound interest .................................................................................... 71
6.7 Cash accounts ............................................................................................. 73

ii
 INTRODUCTION
This Teacher Guide must be used in conjunction with the Primary eight
learner’s book

The guide provides you with guidelines and directions to help you plan
and develop teaching and learning activities for the achievement of the
learning outcomes.

Components of the book

This is a primary eight mathematics book, which contains 6 different
units which have different sub topics. Each topic is strategically
integrated with discussion sessions with activities that will help further
the learners understanding.

The units are as outlined below.

Primary 8 Mathematics
Unit Title
1 Numbers: complex problems
2 Measurement: Volumes of solids
3 Geometry: co-ordinate geometry
4 Algebra: Algebraic expressions and sets
5 Statistics: Group data and probability (2)
6 Business accounting

This primary mathematics book is based on the new curriculum review.

The content of this book is mainly responsive to the needs of learners
and aims to change from knowledge-based learning to competency-based
learning.

An effort has been made to develop skills and competences of the

learner; and this has been achieved through widening and inspiring

1
certain attitudes during teaching and learning processes that would help
the learner to think critically through various activities given in the
learner's book.

Purpose
This Teacher’s Guide must be used in conjunction with the Mathematics
pupil’s book. Its main purpose is to help you to implement the syllabus in
your classroom.

This guide provides you with guidelines to help you plan and develop
teaching and learning activities for the achievement of the learning
outcomes. It also provides you with information and processes to:

Mathematics teaching and learning strategies

a) Problem-based learning

Using this strategy, you can set a problem or a task for the class to solve.
Steps

 Brainstorm learners’ ideas and record them on the board.

 Ask related questions such as, “How many different multiplication
strategies can you find?”

 Have learners carry out the investigation in groups and report

back to the class.

To make the learning explicit, it is important that you create a summary

of what has been learnt from solving the problem.

b) Open-ended questions

Closed questions, commonly used in Mathematics lessons, only have one

answer.

2
 Open-ended questions can have more than one answer and the variety of
possible answers allows learners to make important discoveries.

An example of an open-ended question is:

? TP = 160 cm ?

‘The total perimeter of the rectangle above is 160 cm.

Opposite sides are equal in length. What would be the lengths of the
sides of the rectangle? How many different answers can you find?’

One answer could be 𝟓𝟎 𝒄𝒎 × 𝟐 + 𝟑𝟎 𝒄𝒎 𝟐.

If a learner comes up with one answer and stops, ask the class if anyone
had a different answer. How many different answers are possible?

You may allow the learners to discuss their answers in groups and agree
on an answer for presentation and discussion.

One open-ended question can provide many answers for learners to find
and provides them with practice basic skills.

c) Group work

The purpose of group work is to give learners opportunities to share ideas

and at the same time learn from other group members.

Every group should have a leader to supervise the group’s activities. The
leader would, for example, delegate tasks and consult you for assistance.

3
 Group activities can take place inside or outside the classroom. A good
example of a group activity would be drawing shapes such as squares and
rectangles, and making models of common three-dimensional shapes
such as cubes or cones.

Groups of learners could also use a soccer field to measure distance and
perimeter using traditional methods of measuring such as with strings
and sticks.

This will not only ensure participation by all pupils but also gives room
for collaborative learning and talk. When grouping, bear in mind their
special educational needs, gender balance and their abilities. Groups
should never be too large.

d) Peer teaching and learning

This is organised as a partnership activity in which one learner performs

a task while the other observes and assist; making corrections and
suggesting new ideas and changes. For example, one learner decides to
multiply three-digit numbers by two-digit numbers. The learner who is
observing should assist and make sure that all the steps are followed
before the final answer is given. The teacher’s role in this strategy is to
observe and encourage positive interaction and effective communication
through which the intended outcome can be achieved.

You are advised to set additional exercises depending on the pupil’s

learning abilities.

4
MAKING CLASSROOM ASSESSMENT
• Observation – watching learners as they work to assess the skills
learners are developing.

• Conversation – asking questions and talking to learners is good for

assessing knowledge and understanding of the learner.

• Product – appraising the learner’s work (writing report or finding,

mathematics calculation, presentation, drawing diagram, etc).

Observation

Triangulation

Product Conversation

To find these opportunities, look at the “Learn About’ sections of the

syllabus units. These describe the learning that is expected and in
doing so they set out a range of opportunities for the three forms of
opportunity.

5
 UNIT 1: NUMBERS

Learn about Key inquiry questions

 Learners should revisit learning How can we determine

about numbers and investigate multiples and factors of
through calculations using fractions and decimals?
multiples and factors of numbers, How would we extract
and fractions and decimals; and the square roots of mixed
apply these to solve increasingly numbers that
complex problems. incorporate perfect
 They should determine the square numbers?
roots of mixed numbers that involve
perfect numbers and use this How would you
knowledge and understanding to determine the square
compute the square roots of roots of perfect decimals
decimals and distinguish between and recurring decimals?
terminal and recurring decimals, Why do we express
and solve more complex problems. fractions and decimals
 By revisiting their previous into percentages and vice
knowledge and understanding of versa?
fractions, decimals and percentages
How can we relate the
in groups or pairs, learners should
conversion of fractions
investigate complex problems
and decimals into
involving expressions of fractions
percentages in our real
and decimals into percentages and
life situation?
vice versa.

6
Learning outcomes
Knowledge and Skills Attitudes
understanding
Multiples and Explain the Appreciate working
factors of higher concepts of out multiples and
numbers as well as multiple and factors of numbers
multiples and factors of numbers including fractions
factors of numbers including fractions and decimals
expressed in and decimals Enjoy the extraction
fraction and Compute the of the square roots
decimal forms square roots of of mixed numbers
Finding square mixed numbers Appreciate the
roots of mixed involving perfect beauty and strength
numbers, and squares in the
perfect squares Distinguish interrelationships
Differences terminal and between
between terminal recurring decimals percentages,
and recurring Evaluate the fractions and
decimals square roots of decimals
Square roots of fractions and Challenge learners
decimals decimals to explore and
Relationships Apply fractions investigate and to
between fractions, and decimals as take responsibility
decimals and percentages and for their own
percentage vice versa learning.

Contribution to the competencies:

Creative thinking: through concrete computations
Communication and Co-operation: work in pairs and groups in
concrete computations in the subject
Links to other subjects:
Links to a range of subjects such as Science and Social Studies where
numbers are used.

7
Activities in groups or pairs

 Investigate complex problems involving expressions of fractions

and decimals

 Solving problems on determining multiples and factors

 Extract the square roots of mixed numbers that incorporate

perfect numbers.

 Determine the square roots of perfect decimals and recurring

decimals.

 Relate conversion of fractions and decimals into percentages into

real life situations.

1.1 Factors and multiples

Use example 1 and 2 to explain multiples to learners.

8
Use the number line to show learners on how to find multiples.

Explain to learners the difference between multiples and factors using

notes on page 2 of the learners book.

1.2 Squares and square roots of numbers

The learner should be able to determine squares and square roots of

perfect squares based on primary 7 knowledge.

Squares of numbers

Square of a number refers to multiplying a number by itself while square

root refers to a number that can be multiplied by itself to obtain a given
number.

9
Use example 5 to show learners the difference between squares and
square roots.

Activity 1
Allow learners to work in pairs and supervise them as they discuss and
work out the activity.

Expected answers

1.

a. 441 e. 361 i. 1156

b. 205209 f. 48841 j. 403225
c. 289 g. 93025
d. 729 h. 1681

10
2.

a. 529 e. 4225 i. 1296

b. 324 f. 1521 j. 12896
c. 2601 g. 2209
d. 1024 h. 1089
Exercise 1
The learners to do this individually to enable the teacher evaluate
individual mastery of content.

Expected answers

1. 24336cm2 3. 729m2 5. 961m2

2. 15876m2 4. 38025
This will improve their confidence and leadership skills.

Square roots of numbers

The learners should be able to

solve square roots of
numbers. A square root is a
number which when
multiplied by itself yields to a
given multiple.

Square root can also be

expressed in symbol as √ .

Use example 6 to explain to

learners about square roots.

After doing the explanation

let the learners chose their
partner. And attempt exercise
2

11
Exercise 2
Learners to take the exercise individually to help the teacher evaluate
individual mastery of content.

Expected answers

1.
a. 12 c. 25 e. 17
b. 13 d. 14
2.
a. 21 c. 36 e. 71
b. 24 d. 47 f. 45

1.3 Squares and square roots of decimals and fractions

12
Based on the knowledge on squares and square roots from perfect
squares of whole numbers, the learners to take activities helping them
solve squares and square roots of decimals and fractions.

Activity 2.

Learners to take the activity in groups of four. The teacher to assess their
work in groups.

Expected answers

1. 46cm 5. 22 9. 96 and 16
2. 49m 6. 291 10. 28
3. 3.756594km 7. 22 11. 69
7
4. 13 8. 13754 12. 6 /10

Exercise 3

Learners to do the task individually for you to assess and evaluation

individual ability.

Expected answers
a. 0.25 f. 3.24 k. 20.25
b. 0.0009 g. 0.0625 l. 14.9769
c. 0.001225 h. 0.005625 m. 0.0529
d. 9.3636 i. 0.0225 n. 0.001089
e. 0.0256 j. 0.0729 o. 0.000625

Exercise 4

Learners to do the task individually for you to assess and evaluation

individual ability by asking how they arrived at the answers.

Expected answers
a. 2.5 e. 1.8 i. 0.09
b. 1.5 f. 5.1 j. 0.56
c. 0.13 g. 3.6 k. 0.75
d. 0.12 h. 1.9 l. 0.35

13
1.4 Conversion of fractions to percentage and percentage to
fractions

Learners to be able to convert fractions to percentages and vice versa. To

convert a fraction to a percentage, multiply it by 100%. While to convert
a percentage to a fraction, just divide the figure in percentage by 100 and
simplify.
Exercise 5

Guide learners to do the task individually.

Expected answers
a. 100% e. 62.5% i. 25%
b. 33.33% f. 72% j. 70%
c. 83.33% g. 60% k. 63.33%
d. 65% h. 75%

14
Exercise 6
Guide learners to do the task individually.

Expected answers
3 13 3
a. d. g.
5 40 8
3 11 2
b. e. h.
5 40 3
9 9
c. f.
10 400

1.5 Conversion of decimals to percentage and percentage to

decimals

To convert of decimals to percentages, write the figure in decimal

without the decimal point and divide it by 100.

To convert percentages to decimals, write the percentage as a fraction

with the denominator being 100 or it’s multiple the cancel the zeros
while moving the position of the decimal point from right to left.

The original position of the decimal point should always be to the right of
the number occupying the ones place value.

Activity 3

Guide learners to perform the activity in groups while you supervise and
assess the work.
Expected answers
a. 56.7% e. 13.5% i. 25%
b. 40% f. 175% j. 375%
c. 3.6% g. 23%
d. 48% h. 280%

15
Exercise 7

Guide learners to do the task individually.

Expected answers
a. 0.77 e. 8.57 i. 0.19
b. 1.35 f. 0.13 j. 0.09
c. 2.65 g. 1.75
d. 0.01 h. 0.08

16
1.6 Application of fractions, decimals and percentage

Exercise 8

Guide learners to do the task individually.

Expected answers
1
1. 2
2. 20%
3. 0.25
1
4. 4
5. 10%
6. 33.33%
75
7. 1100

17
 UNIT 2: MEASUREMENT
In P7 you studied about circumference and area of common shapes. In
this level we shall review the P7 content and delve further into
determining surface area and volumes of common geometrical solids.

Learn about Key inquiry questions

 Learners should investigate length, How do we investigate

perimeter and circumference of a length, perimeter and
circle and explore the properties of circumference of a circle?
isosceles, equilateral, scalene and How do we differentiate
right angled triangles, between perimeter and
parallelograms, rhombuses, kites and circumference?
trapezium quadrilaterals, and circles, Why is it important to solve
and work out their areas. problems involving areas?
 Learners should investigate the How can we calculate the
surface area of cubes, cuboids, surface area of cuboids,
spheres, cylinders, cones, triangular cones and cylinders and
prism and square based pyramid and apply the knowledge and
their volume. They should explore skills in daily situation?
and explain the conversion of 𝑚3 to How do we use volume and
𝑐𝑚3 and vice versa.
capacity to solve practical
problems?
 Learners should investigate the
How can we explain the
movement of objects, distance they
relationship between speed,
cover and their average speed over a
time and distance moved?
given time taken and investigate and
express speed as distant covered per
unit time for example (𝑚⁄𝑠 , 𝑐𝑚/
𝑠 𝑎𝑛𝑑 𝑘𝑚⁄ℎ ), and consolidate their
understanding.

18
 Learning outcomes
Knowledge and Skills Attitudes
understanding
Solving problems Solve problems Develop interest
involving length, using shape to in the
perimeter and Calculate the areas computation and
circumference of shapes and the benefit in
Solving problems surface area of mathematical
involving areas of given cuboids, cones and measurements
shapes; triangles, cylinders Appreciate the
quadrilaterals, circles and Manage problems uses of
combined shapes involving volumes measurement in
Solving problems and capacities, daily activities.
involving surface area and cuboids, cones and
volumes of cuboids cylinders
Converting m3 to cm3 and Change the units of
vice-versa volume and
Solving problems capacity in
involving capacity 𝑚3 𝑎𝑛𝑑 𝑐𝑚3 and apply
Solving problems the knowledge
involving; commissions Estimate speed,
and discounts, hire distance and time
purchase, profit and loss, taken and be able
simple interest and to convert speed
compound interest units
Solving problems
involving speed, time and
distance
Speed as a distance
covered in unit time (m/s
and km/h)

19
Contribution to the competencies:
Critical thinking: how to carry out measurements and construction of
shapes of common solids as well as develop effective skills of
computation.
Communication: presentation of their work.
Co-operation: through discussion.
Links to other subjects:
Links to a range of subjects such as Science and Social Studies where
measurement is used.

Activities in groups or pairs

Guide learners to do the activities, in groups or pairs to solve problems

involving perimeter, circumference, area, volume and conversion of
units.

Guide learners, using the examples given in the learner’s book to help
learners understand the unit.

2.1 Perimeter of rectangle, square, triangle, circle and

trapezium

The learner should be able to determine perimeter of common geometric

shapes.

Perimeter of Rectangle = 2(L+W)

Perimeter of Triangle = sum of length of sides

Circumference of circle = 2πR or πD

Perimeter of trapezium = sum of length of sides

Units = metre (m), centimeter (cm), kilometer (km), millimeter (mm)

20
 Exercise 1

This should be done by individual

learners for you to evaluate the
level of understanding of each
learner.

Expected answers

1.
a. 80cm
b. 60cm
c. 100cm
2. 1155m
3. 2900m
4. 10 poles

21
 Activity 1
Guide learners to solve the activity
in groups as you supervise and
assess them.
Expected answers
1. 72cm
2. 100cm
3. 144cm
4. 360m
5. 3200m
Exercise 2

This should be done by individual

learners for you to evaluate the
level of understanding of each
learner.

22
Expected answers
1. 3. 46.278m
a. 169.668cm 4. D = 24.507cm ; R =
b. 94.26m 12.25cm
c. 125.68m 5. 11 poles
2. 1540m
Activity 2

Guide learners to do the activity in groups as you supervise.

Expected answer

1. 63cm

Exercise 6

This is an assessment opportunity. Learners to work in groups, they first

choose two shapes remind the class that they have learnt about the five
shapes; square and trapezium

Encourage the groups to work on different shapes as a class decide

which fact book provides the relevant information using mathematical
language.

23
2.2 Area of rectangle, square, triangle, circle and trapezium

The learner should be able to

determine the areas of common geometrical shapes such as rectangle,
triangle, square, trapezium and circle. Allow learners to display what they
have drawn.

Area of rectangle; A = L × W

Area of a square; A = L2

Area of circle; A = πR2

Area of trapezium; A = (a + b) x h
2
Area of triangle; A = ½ bh

24
Units for are: square metres (m2), square centimeter (cm2), ares,
hectares (ha).

Activity 7

Learners to perform the activity in groups as you evaluates and assesses .

1. 108m2 2. 520000m2 3. 6750m2

Activity 8

1. 625cm2 3. 1296cm2
2. 324cm2 4. 13m

25
Exercise 6

This should be done by individual learners for you to evaluate the level of
understanding of each learner.

Expected answers
1. 15cm

2. 30m2

Exercise 7

This should be done by individual learners for you to evaluate the level of
understanding of each learner.

26
Expected answers
1. c. 628.57cm2 4. 50.286cm2

a. 1386cm2 2. 7546m2 5. 55.15m

b. 707.143cm2 3. 269.5km2 6. 19.25cm2

Activity 9

The learners to solve the activity in pairs as you supervise.

Expected answer
820cm2

27
Exercise 8

This should be done individually for you to evaluate the level of

understanding of each learner.

Expected answers
1. 1.258m2; 12580cm2 6. 227.5m2
2. 307.1m2 7. 37.44m2
3. 431.44m2 8. 19.25cm2
4. 471m2 9. 4256cm2
5. 134.375m2 10. 7.735m

28
2.3 Surface area of a cube and cuboid

By the end of the sub unit the learner should be able to determine the
surface area of cubes and cuboids.

Activity 10

Guide learners to perform the activity in groups.

1. 62m2 4. 1.5m2
2. 73,5m2 5. 339812cm2
3. 225.75cm2 6. 402cm2

29
2.4 Converting m3 to cm3

To convert m3 to cm3, multiply

the value given by 1000000.

Example 14.
1. Convert 13.8m3 to cm3

1m3 = 1000000cm3

13.8m3 = 13.8 × 1000000

= 13800000cm3

2. Convert 0.075m3 to cm3

1m3 = 10000cm3

0.075m3 = 0.075 × 1000000

= 75000cm3
To convert cm3 to m3, divide the
value given by 10000.

Example 15.
1. Convert 1500cm3 to m3

1000000cm3 = 1m3
1500cm3 = 1500/1000000

= 0.0015m3

2. Convert 28450cm3 to m3

1000000cm3 = 1m3
28450cm3 = 28450/1000000

= 0.02845m3

30
2.5 Volume of a cube and cuboid

Exercise 9

This should be done by individual learners for you to evaluate the level of
understanding of each learner.

Expected answers
1. 4. ¼ xh (45 x 25) cm3
a. 15m3 5. 7.5m
b. 0.3m3 6. 6 000 containers
c. 185cm3 7. 1.288m3
2. 28 000 000 packets 8. 13 330
3. 3m
9. litres

31
Activity 11

Guide learners to do the activity in pairs as you supervise them.

Expected answers
1. 2. 3. i) 2772 cm3

a. 27720m3 a. 1884 cm3 ii) 24553.57 cm3

b. 616 cm3 b. 31400 cm3

c. 9625m3 c. 12560cm3

32
2.6 Time, speed and distance
By the end of the sub unit, the learner should be able to solve problems
involving speed.

Exercise 10

This should be done by individual learners for you to evaluate the level of
understanding of each learner.

Expected answers
1. 32.4km/h 5. 4.207km/h 9. 72km/h

2. 94.44km/h 6. 22.5km 10. 77.922km/h

3. 2.45pm 7. 96km/h

4. 0.667m/s 8. 16km/h

33
 UNIT 3: GEOMETRY
Learn about Key inquiry questions

 Learners should review their prior How do we inscribe and

experiences in constructing triangles and circumscribe circles and
circles, and of inscribing and triangles?
circumscribing them. Why do we have to apply
Pythagoras relationship?
 Learners should apply this to construct, How do we make curved
inscribe and circumscribe triangles of
patterns and what are
given sides and angles. For instance,
their uses?
they should construct an equilateral
Why do we use linear
triangle and either inscribe it in a circle
scale in representing
or circumscribe a circle in it. To
geometrical shapes?
encourage co-learning learners, in pairs
Why do we use
or groups, should then apply the
coordinates in forming
Pythagoras relationship to determine the
geometrical shapes?
lengths and areas of triangles and
individually solve problems.
 By using their prior experiences of
construction of straight lines, learners
should understand how to make curved
patterns from straight lines and nets, and
use this knowledge and understanding to
make envelopes, pyramids and prisms
(shapes of two or three dimensions).
 Learners should know about plotting
points and understand how to plot co-
ordinates and solve problems involving
linear scale and the use of coordinates in
creating pyramids and prisms.

34
Learning outcomes

Knowledge and Skills Attitudes

understanding
Constructing, Construct inscribe Appreciate
inscribing and and circumscribe geometrical
circumscribing triangles. constructions,
triangles of given Use of Pythagorean calculations and the
sides and angles relationship. use of geometry in
Applying Be able to their daily life.
Pythagoras manipulate straight Enjoy the use of linear
relationships to lines and nets into scales and coordinates
length and areas curved patterns. in geometry.
of triangles. Apply curved Challenge learners to
Making curved patterns to make explore and
patterns from envelopes, investigate and to take
straight lines and pyramids and responsibility for their
nets for prisms. own learning.
envelopes, Use coordinates
pyramids and and linear scales to
prisms. determine size and
Solving problems position of objects.
involving scale.
Use of co-
ordinates.
Contribution to the competencies:
Critical thinking: management of constructions, computations and uses
of geometry
Communication and Co-operation: group work
Links to other subjects:
Links to a range of subjects such as Science and Social Studies where
shapes are used.

35
UNIT 3: GEOMETRY

In Primary 7 learners studied about transversal lines, angles between

transversals and parallel lines.
Learners also constructed equilateral, isosceles, right angled triangles
and distinguish between them.
Learners were also taken through distinguishing between rhombuses,
parallelograms and trapeziums.
They also studied the use of Pythagoras theorem. In this level they shall
review the Primary 7 content and delve further into determining surface
area and volumes of common geometrical solids.

3.1 Inscribing and circumscribing circles of triangles

36
Learners should be able to inscribe and circumscribe circles on triangles.
To inscribe, learners be guided on bisection of the angles. The point of
intersection of the bisectors is the centre of the circle.

To circumscribe, learners to be guided on bisection of the lines or the

edges. The point of intersection of the bisectors is the centre of the
circle.

Activity 1

Divide learners into groups.

Guide learners to draw a triangle and bisect angles.
Guide leaners to follow the steps provided in the learners book.
Allow them to express themselves by explaining point 4 & 5.
This will help learners to inscribe a triangle.

37
Activity 2

Divide learners into groups.

Guide learners to draw a triangle and bisect sides.

Guide leaners to follow the steps provided in the learners book.

Exercise 1

Guide learners to copy the questions in their exercise books and let them
attempt.

Answers may differ because the distance may differ from one learner to
the other.

38
Activity 3

Guide learners to choose their partners, let the learners carry out the
activities.

This activity will help learners understand inscribing and circumscribing

of triangles.

Exercise 2

1. 2. (Hypotenuse)2 = 4. C
102 + (height)2
a. 4.36 5. 22.956m
3. 31.32m
b. 17.32

39
3.2 Pyramids and prisms.

Learners to be taken through the

differences between pyramids and
prisms. Also to differentiate
between, faces, vertices and edges.

Activity 4

1. 5 faces; 5 vertices, 8 edges

2. 5 faces; 6 vertices; 6 edges

40
Exercise 3

1. Pyramid 3. Triangular prism 5. None

2. Prism 4. 5 edges; pyramid 6. 6 vertices

3.3 Scale

Learners to be taken through the relationship between actual distances

and representative distances on diagrams and maps.

The relationship is called scale. Scale is commonly given in relationships

of centimeters.

That is, distance on the map or diagram is equivalent to a given distance

on the ground.

41
Exercise 4

This should be done by individual learners for you to evaluate the level of
understanding of each learner.

Expected answers
1. 1:50 000

2. 1:1 500 000

3. 0.0035m2

4. 1:1 200 000

5. 2.025km

6. 16cm2

7. 3.75km

8. 9km by 4km

9. 136m

10. 1:400 000

3.4 Coordinates

Coordinates are a set of values that show an exact position.

On graphs it is common to have a pair of numbers to show where a point

is: the first number shows the distance along and the second number
shows the distance up or down.

42
43
 UNIT 4: ALGEBRA
Learn about Key inquiry questions

 Learners should revisit prior learning to How do we form

find numerical values of algebraic algebraic statements?
expressions by substitution as well as How and why do we
forming algebraic expression from simplify algebraic
mathematical statements. They work in statements?
groups and individually investigate more Why do we represent
complex algebraic expression in terms of sets, set elements in
their formations, simplifications and Venn diagrams?
evaluations. How do we describe set
 Learners should solve problems involving of given elements?
quantities and variables of high order
and write out mathematical expressions
into equations and formulae. As they
compute algebraic equations, they
should begin to think critically for
themselves and apply the investigative
skills on algebraic equations in daily life.
 Learners should build their
understanding and skills about sets and
the notions of union, intersection, empty
sets and equal sets. They should work in
groups and individually to solve more
complex problems involving set
operations such finding intersection and
difference of two sets Q= [𝐴, 3, 𝑥 ]; and set
R= [𝐴, 𝑦, 13, 𝑧, 3].

44
 Learners should be introduced to Venn
diagrams and represent mathematical
information in pictorial forms. As they
work in teams their analytical abilities
and critical thinking processes should
broaden in dealing with concepts
involving sets.
Learning outcomes

Knowledge and Skills Attitudes

understanding

Formation, Be able to Enjoy and value the

simplification formulate and formation, simplification
and evaluation simplify and evaluation of algebraic
of algebraic algebraic expressions and sets
expressions expressions operations
Sets, union of Be able Appreciate the use of Venn
sets, empty, combine and diagram to represent sets
unequal and evaluate Challenge learners to
intersection of algebraic explore and investigate and
sets statements to take responsibility for
Understand Work out sets their own learning.
and produce operations
Venn Be able to draw
diagrams (up and interpret
to 2 sets). Venn diagrams.
Contribution to the competencies:
Critical and Creative thinking: formation of algebraic expression from
mathematical statements.
Communication: interpretation of their findings.
Co-operation: discussions and team work.
Links to other subjects:
Links to a range of subjects such as Science and Social Studies where
algebra is used.

45
4.1 Simplifying algebraic expressions

Guide the learners through understanding what algebra is as a branch of

Mathematics that uses letters in place of some unknown numbers.

Let learners know that all Mathematical formulae are algebraic

expressions or equations.

Take the learners through the rules applied in simplifying algebraic

expressions, that is the use of BODMAS and putting like terms together.

Display this to
learners for them
to remember.

46
Activity 1

Learners to take the activity in groups, as you supervise.

Expected answers

i. 6d iv. 1.05m + 20
v. 20p - q + 6
ii. 4x + 8y
vi. 5.5x + 14y
iii. 3a + 8b vii. 20w – 6
6a + 7b

4.2 Word statement into algebraic expressions

47
Activity 2

Learners to take the activity in pairs as you supervise.

Expected answers.

54 years
9cm
21 years

4.3 Sets
Guide learners on sets by using the notes provided in the learners book.

Using examples in the learner’s book, it will help learners to understand

the concept of sets.

48
Exercise 1
Expected Answers
(a) {2, 4, 6, 8, 10} (b) {2, 3, 5, 7, 11, 13, 17, 19, 23}

(c) {-1, 0, 2} (d) {L, O, Y, A}

(e) {O, I, E} (f) {1, 2, 3, 4, 6, 9, 12, 18, 36}

(g) {6, 7, 8, 9, 10, 11} (h) {3, 6, 9, 12, 15, 18}

(i) {64, 125} (j) {-3, 2, 7}

(k) {1, 2, 3, 4, 5, 6} (l) {1, 2, 3, 6, 9, 18}

(m) {O}

(n) {red, orange, yellow, green, blue, indigo, violet}

(a) {x : x is a multiple of 5 and 5 ≤ x ≤ 20}

(b) {x : x is a factor of 18}

(c) {x : x is a letter of the word ‘Principal’}

(d) {x : x ∊ W and x < 1}

(e) {x : x ∊ N and x < 1)

(f) {x : x ∊ W and 0 ≤ x ≤ 19}

(g) {x : x = -2n and n ∊ N and 1 ≤ n ≤ 4}

(h) {x : x is a month of the year beginning with J}

(i) {x : x is a vowel of the English alphabet}

(j) {x : x is a letter of the English alphabet}

(k) {x : x = 1/x, n ∊ N and 1 ≤ n ≤ 6}

(l) {x : x is odd, x ≤ 9}

49
4.4 Finite Sets & Infinite Sets

Finite Set: A set where the process of counting the elements of the set
would surely come to an end is called finite set.

Example: All natural numbers less than 50

All factors of the number 36

Infinite Set: A set that consists of uncountable number of distinct

elements is called infinite set.

Example: Set containing all natural numbers {x | x ∈ N, x > 100}

Cardinal number of Finite Set

The number of distinct elements contained in a finite set A is called the

cardinal number of A and is denoted by n(A)
50
Exercise 3

Expected Answers
1. Set A = {12, 14, 15, 16, 17, 18, 20, 22}

Set B = {16, 17, 20, 21, 22, 23, 24, 25, 28}

2. Intersection – = {3, 7, 9, 20}

Union – = {3, 7, 9, 10, 14, 15, 19, 20, 23, 24, 25, 26, 30}

Activity 3

Expected answers and how to get it right

Guide learners to form groups and they should start by filling in as much
information as possible on the Venn diagram:

51
You can see each circle only has one section missing. Since we know the
total number that took each subject, we can work out those missing
sections.

Science

20 + 18 + 8 = 46
65 are sitting Science altogether
65 – 46 = 19
19 pupils are sitting Science only

Maths

20 + 15 + 8 = 43
72 are sitting Maths
72 – 43 = 29
29 pupils sitting Maths only

English

18 + 15 + 8 = 41
55 of the pupils are sitting English
55 – 41 = 14
14 pupils are sitting English only

We can now fill in this information on our

diagram.

Let’s add the values we have so far:

14 + 15 + 18 + 19 + 20 + 8 + 29 = 123

Now subtract this from the total number of pupils in Year 11:

150 – 123 = 27

So we know 123 pupils will sit exams and since there are 150 pupils in
the year group, there must be 27 pupils who did not sit any of these
examinations.
52
 UNIT 5: STATISTICS
Learn about Key inquiry questions

 Learners should review their prior How do you collect

learning on drawing statistical graphs and interpret data?
and determining the values of central Why is it important
tendencies through revision exercise to represent collected
demanding high level critical thinking. data in frequency
 Learners should gather information table?
through varieties of means such as How do we predict
conducting survey (e.g. observing simple probability out
colours of people’s dress; types of comes in a given
vehicle passing by etc.) and record and experiments/or
interpret their findings. events?
How do we
 Learners should confidently present,
interpret probability
describe and interpret their data from
outcomes of simple
different sources and engage with more
events?
complex tasks involving collection,
tabulation and analysis of the data.
Based on the introduction to probability
they should now be challenged to think
critically and predict outcomes of
probability events through, for instance
throwing a coin or a die.
 Learners should carry out more
practical and analytical exercise
involving probability trials to determine
possible outcomes of simple events and
illustrate these outcomes.

53
 Learning outcomes

Knowledge and Skills Attitudes

understanding

Collecting Compile and manage Appreciate data

and data collected collection and use of
recording of Analyze and interpret simple probability in
data: collected data explaining events
representatio Carry out probability mathematically
n and experiments and Challenge learners to
interpretatio analysis of events explore and
n Compute exercise investigate and to
Probability: involving statistics take responsibility for
Calculating and probability their own learning
possible
outcomes of
simple events
Contribution to the competencies:
Critical thinking: data collection and its manipulation and
interpretations
Communication and Co-operation: group work
Links to other subjects:
Links to all subjects in research work

54
In P7, the learners were taken through the mean, mode and median and
how to draw grouped frequency tables as they covered group data and
simple probability 1. At this level, the learners are to be taken through
statistical graphs, the values of central tendencies and how to calculate
possible outcomes of events.

5.1 Data collection process

The teacher to take the learners through the data collection processes:

Identification of a research issue (identification of research problem):

This is the issue that one needs to research on. Examples: poor
performance of learners in Mathematics and sciences, rampant
corruption in the public sector, high cases of road accidents etc.

55
Setting the goals (formulation of a hypothesis): Come up with a
statement or postulate that you will verify through the research. This
helps the researcher to be focused and to come up with guiding
questions for the research.

Identification of the research methodology: Identify the research

methods to employ. These includes simple random sampling, stratified
sampling, etc.

Collection of data: Identify the data collection tools such as

questionnaires etc.

Data analysis: Graphs, tables

5.2 Reading and interpreting tables and graphs

56
Learners to understand that reading and interpreting of graphs is part of
data analysis and presentation. Guide them through Bar graphs, pie
charts, histograms, frequency polygons.

Activity 1

525 South Sudanese pounds

Exercise 1

1.

TEAM WON DRAWN LOST POINTS

TEAM C 4 2 4 14
TEAM B 3 4 3 13
TEAM A 2 2 5 8

57
2. Thursday 5. 5hours 45 7. 8 litres
minutes
3. SSP5900 8. 8 pupils
6. 13 pupils
4. 2368

Activity 2

Guide learners to do the activity in pairs as you supervise.

Expected answers
1. Draw pie char with angles (red 56o, blue 64o,47o, 104o,88o) ;24o

2. SSP 2000

3. 200

58
Exercise 2

1. Draw Pie chart ( Nene = 64o, Maundu = 56o, Ann = 60o, 72o,
108o)

2. 72o

3. 82.3o

4. 10.3o

5. 12 oranges

6. SSP. 3200

59
Activity 3

Guide learners to do the activity in groups as you supervise.

Expected answers
1. 114.29km/h

2. Bar graph

Exercise 3

Expected answers

1. 32km
2. (a) 51km (b) 1.75km/h

60
5.3 Probability

Challenge the learners to predict probability outcomes. By using the

locally available materials.

A coin (has two sides each with equal chances thus probability is 1
divided by the two possible outcomes = ½).

A dice (Has six equal sides with equal chances thus probability is 1
1
divided by 6 =6).

Pack of playing cards (Has 52 cards, probability of choosing any card is

1
).
52

61
The probability that one of the footballers in a soccer match has a ball at
any one time is (There’s a total of 22 soccer players in the field thus
1
probability is 22).

Activity 4

Guide learners to fill table after tossing a coin.

Side Head (H) Tail(T)
frequency

1. ½
2. ½
3. No
4. No
5. Yes

62
Activity 5

Guide learners to fill table after tossing a die 48 times.

side 1 2 3 4 5 6
frequency

Activity 6

Guide learners to fill table after tossing a bottle top 20 times.

Player wining 𝑥 𝑦
No. of times

Activity 6

Guide learners to make two cubes, number the faces 1-6 and roll them.
Fill table after rolling the cubes 20 times.
Player wining 𝑥 𝑦
No. of times

Exercise 4

Expected Answers
1
1.
4

5
2. 9

1
3. 4

9
4. 19

11
5. 26

63
 UNIT 6: BUSINESS ACCOUNTING
In Primary 7 the learners were taken through calculation of profit, loss
and percentage interest.

They were also taken through terminologies in transactions. At this level,

the learners will be taken through hire purchase, profit and loss,
discounts, simple interest and compound interest.

They will also be required to prepare their own business plans and
compile spreadsheets.

Learn about Key inquiry questions

 Learners should learn how to calculate the Why do we

impact of commission and discounts, hire estimate and
purchase, profit and loss, simple interest, and evaluate
compound interest. They should learn to commissions and
calculate both simple and compound interest. discount, hire
purchase, simple
 Learners should listen to a local interest and
businessperson explain how they run their compound
business and what sort of accounts they keep. interest?
How do we
differentiate
 They should work in groups to develop their
simple interest
own business plan for and enterprise and
from compound
compile a spreadsheet showing the impact of
interest?
changes in the process of raw materials, or the
giving of commission, on their profit margins,
and be able to calculate the break even point.
They should present their plans to the class.

64
Learning outcomes

Knowledge and Skills Attitudes

understanding

Calculation of simple Solving problems Appreciate the

and compound interest involving; importance of a
Impact of percentage commissions and business plan to
changes in profits discounts, hire an enterprise.
Break-even points purchase, profit and
loss, simple interest
and compound
interest
Contribution to the competencies:

Critical thinking: in setting up the spreadsheet and business plan

Communication: presentation of their work

Co-operation: in groups

Links to other subjects:

Social Studies: Economic geography

Activities in groups or pairs

65
Guide learners to form groups or pairs and develop business plans,
compile a spreadsheet showing the impact of changes in the processing
of raw materials or the giving of commission on profit margins.

Allow learners to present the impacts of commission and the business

plans to the class.

6.1 Commissions

Commission: Money given to a sales person by an employer after sale of

goods.

Commission is meant to encourage the sales person to work harder in

sales of goods or services.

66
Commission is always calculated as a percentage of the gross sales.

𝐶𝑜𝑚𝑚𝑖𝑠𝑠𝑖𝑜𝑛 𝑎𝑚𝑜𝑢𝑛𝑡 = 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑐𝑜𝑚𝑚𝑖𝑠𝑠𝑖𝑜𝑛 × 𝑔𝑟𝑜𝑠𝑠 𝑠𝑎𝑙𝑒𝑠

Exercise 1

Guide learners to carry out the exercise as a whole class.

Expected answers

1. SSP 38700 3. SSP 18750 5. SSP 30000

2. SSP 35450 4. SSP 45000 6. SSP 33750

6.2 Discounts

Discount is the amount of

money reduced from the
market (marked) price of a
commodity so as to attract
customers to buy it.
𝐷𝑖𝑠𝑐𝑜𝑢𝑛𝑡 =
𝑚𝑎𝑟𝑘𝑒𝑑 𝑝𝑟𝑖𝑐𝑒 – 𝑠𝑒𝑙𝑙𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒

Activity 1

Guide learners to work in

groups.

Expected answers

1. SSP 160
2. SSP 849.50
3. SSP 900
4. SSP 20
6.3 Hire purchase
Hire purchase: Buying an item by paying for it for longer and in bits
(deposit and instalments).

67
 𝐻𝑖𝑟𝑒 𝑝𝑢𝑟𝑐ℎ𝑎𝑠𝑒 𝑝𝑟𝑖𝑐𝑒
= 𝐷𝑒𝑝𝑜𝑠𝑖𝑡
+ 𝐼𝑛𝑠𝑡𝑎𝑙𝑚𝑒𝑛𝑡𝑠

Exercise 2

Expected answers

1. SSP 21600

2. SSP 48240

3. SSP 960

4. SSP 2166.67

5. SSP 4508.33

6. SSP 4166.67

7. SSP 60000

6.4 Profit and loss

Profit: Amount of money gained in business when selling price is higher

than buying price.

𝑃𝑟𝑜𝑓𝑖𝑡 = 𝑆𝑒𝑙𝑙𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒 – 𝐵𝑢𝑦𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒

Loss: Amount of money lost in business when the selling price is lower
than buying price.

𝐿𝑜𝑠𝑠 = 𝑏𝑢𝑦𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒 – 𝑠𝑒𝑙𝑙𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒

68
Exercise 3

1. Loss of SSP 64 3. SSP 1850

2. SSP 6250 4. SSP 160

6.5 Simple interest

Money earned by loans calculated as a one off.

𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙 × 𝑟𝑎𝑡𝑒 × 𝑡𝑖𝑚𝑒

𝑆𝑖𝑚𝑝𝑙𝑒 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡 =
100
𝑃𝑅𝑇
𝑆. 𝐼 =
100
Amount = Principal + Simple Interest

69
Exercise 4

1. SSP 625,625

2. 4 years

Activity 2

1. SSP. 6,075; SSP. 51,075

2. SSP. 27,000

3. SSP 156,000

4. SSP 3,000

5. SSP. 7,500

70
6.6 Compound interest

Exercise 5

1. SSP 233280 6. SSP 172800

2. SSP 316406.25 7. SSP 250880

3. SSP 22674.816 8. SSP 38160

4. SSP 46225 9. ZACHARIA, BY SSP 5355

5. SSP 569856

71
 Activity 3

Do a pre-visit to a local business person and brief him/her about the

learners visiting his business. Brief him/her on the questions that
learners may ask so that he/she can allocate time for the learners to
learn from him/her.

Exercise 6

1. SSP 15315.30 6. SSP 2500

2. SSP 24109 7. SSP 14745.60
3. SSP 1500 8. SSP 21241.40
4. SSP 26480 9. SSP 37440
5. SSP 2160; SSP 15660; SSP
2505

72
 6.7 Cash accounts
Guide leaners on cash accounts by using example 10. This can be done
best when leaners visit a business.

Exercise 7

SHOPKEEPER’S CASH ACCOUNT

DATE CASH IN DATE CASH OUT

PARTICULARS SSP PARTICULARS SSP

APRIL CASH AT HAND 49500 APRIL 05 FLOUR MILLS LTD 5990

01
SALES 20000 APRIL 22 BREAD COMPANY 45600

73
APRIL SALES 35850 APRIL 22 SEED COMPANY 12350
17
SALES 62300 APRIL 30 RENT 10000
APRIL
14 SALES 53400 APRIL 30 LIGHTING 850

APRIL APRIL 30 WAGES 4500

22
APRIL 30 BANK DEPOSIT 20000
APRIL
BALANCE (CASH IN 121760
29
HAND)
221050 221050

MAY 01 121760

BALANCE AS AT MAY 1ST = SSP 121760

74
 CARPENTER’S CASH ACCOUNT

DATE CASH IN DATE CASH OUT

PARTICULARS SSP PARTICULARS SSP

1ST JAN CASH AT HAND 17800 15TH JAN WOOD 5900

21ST JAN CHAIR SALES 24000 15TH JAN NAILS 680

21ST JAN TABLES SALES 24000 15TH JAN TOOLS 8990

27TH JAN NAILS 11900

27TH JAN BANK DEPOSIT 9900

31ST JAN LABOUR 7900

31ST JAN BALANCE (CASH 20530

AT HAND)

65800 65800

BALANCE (CASH AT HAND) AS AT 1ST FEB = 20530

75
 POULTRY CASH ACCOUNT

DATE CASH IN DATE CASH OUT

PARTICULARS SSP PARTICULARS SSP

1ST OF CASH AT 26000 2ND LAYERS MASH 7500

JUNE HAND JUNE (63SACKS)
27000
TH
5 SALES (90 5TH LAYERS MASH
53400 15000
JUNE TRAYS) JUNE (6 SACKS)
30000
21ST SALES (178 LAYERS MASH
JUNE TRAYS) PURCHASE 15000
21ST
(10 SACKS)
28TH SALES(100 JUNE 4000
JUNE TRAYS) PURCHASE
(EGG TRAYS) 4600
29TH
WORKERS
JUNE
SALARIES
90300

30TH
BALANCE
JUNE
(CASH AT
30TH HAND)
JUNE

136400 136400

B. SSP 90300

C. SSP 64300

76
 South Sudan South Sudan

Primary Primary
Mathematics
Primary Mathematics has been written and developed by Ministry of General
Education and Instruction, Government of South Sudan in conjunction with Subjects
experts. This course book provides a fun and practical approach to the subject
8 Mathematics Teacher’s Guide 8
of mathematics, and at the same time imparting life long skills to the pupils.

The book comprehensively covers the Primary 8 syllabus as developed by

Ministry of General Education and Instruction.

Each year comprises of a Pupil’s Book and teacher’s Guide.

The Pupil’s Books provide:

Full coverage of the national syllabus.
A strong grounding in the basics of mathematics.
Clear presentation and explanation of learning points.
A wide variety of practice exercises, often showing how mathematics can be applied to
real-life situations.
It provides opportunities for collaboration through group work activities.
Stimulating illustrations.

All the courses in this primary series were developed by the Ministry of
General Education and Instruction, Republic of South Sudan.
The books have been designed to meet the primary school syllabus,
and at the same time equiping the pupils with skills to fit in the modern
day global society.

This Book is the Property of the Ministry of General Funded by: Published by: Funded by:
Education and Instruction.
This Book is the Property of the
This Book is not for sale. Ministry of General Education
Any book found on sale, either in print or electronic and Instruction.
form, will be confiscated and the seller prosecuted. MOUNTAIN TOP PUBLISHERS This Book is not for sale.