Introduction

This curriculum outlines the major focus of the mathematics programme of learning for students of Grades 7, 8, and 9. It provides a set of
teaching activites for each learning out come as listed under each strand for each grade. The philosophical assumptions, rational and general
aims of the curriculum are identified. Some suggestions relating to teaching, learning and assessment are also included.

Philosophy

The philosophical assumption underpinning this curriculum suggests that school mathematics needs to simultaneously educate all students
about mathematics while equipping them with the skills necessary for them to be able to use their mathematical knowledge. The belief is that
all students CAN LEARN both to acquire basic mathematics knowledge, skills and strategies; and to use such mathematical awareness as a
tool for further learning.

The intent is to give students not only a body of mathematics facts and knowledge, but also a rich repertoire of skills, values and insights into
mathematics. The curriculum therefore serves to assist all students in constructing their mathematical journey along which they will regularly
use their mathematical experiences to make sense of the physical, cultural, social and environmental issues which impact on their lives.

In this way, this curriculum would achieve the intended goal of assisting all students to readily and consistently use their mathematical
awareness to:
• acquire more mathematical knowledge
• enjoy and appreciate their mathematics learning
• better understand real life occurrences
• gain meaningful insights into other subject disciplines

Essentially, the philosophy guiding this curriculum suggests that the stated programme of learning prepares students for adult life while

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 Rationale

If education is to realize the prescribed goal of producing adults who are capable of becoming problem solvers, then the mathematics
education of all students must be emphasized. Indeed “the study of mathematics began because it was useful, continues because it is useful
and is valuable to the world because of the usefulness of its results while the mathematicians who determine what the teachers shall do, hold
that the subject should be studied for its own sake" (Griffith & Howson, 1974).

Mathematics is a way of thinking. Mathematics stimulates the mind and interests curiosity. It promotes structured learning, logical thinking and
sound reasoning. Mathematics is therefore considered as an activity; not a stock of knowledge. It is something the learners do – the vehicle
through which knowledge is discovered in a meaningful way.

As an activity, mathematics challenges the learner to go beyond simply accepting information. It influences the mind to ask ‘how’, ‘why’ and
‘what if’, as justifications have to be given to support generalizations. The use of generalizations also allows for classifications of ideas, and
the use of precise and concise language in describing patterns and relations. Mathematics therefore invites the learner to experience the
world’s richness. It empowers the learners to ask his/ her own questions and to seek his/ her own answers; and then motivates him/ her to
understand the world’s complexities. Mathematics provides for investigative learning, a process which allows the learner to construct his/ her
own learning and thereby establish meaningful comprehension of the things which impact on him/her.

Mathematics education therefore promotes the acquisition of useful skills such as questioning, reflecting, hypothesizing, critical thinking and
proof. The aesthetic value of mathematics and the fun enjoyed from mathematics related activities add much to the importance of the study of
mathematics in any educational programme.

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 General Aims

This curriculum aims to produce students who are ‘at home’ with basic mathematics concepts, principles and strategies. To achieve this
general aim, several broad goals covering the essential process skills to be developed and the content to be covered are suggested as key
targets for all students.

Process
- To communicate ideas in precise but meaningful ways
- To utilize a variety of mental strategies when doing mathematics
- To develop and apply mathematical thinking and reasoning skills
- To adapt an analytical approach to learning of mathematical concepts
- To learn in ways which make for easy transfer of knowledge gained
- To regularly explore concepts in detail and systematic ways

Content
- To deepen understanding of mathematical concepts related to the five named strands
- To identify connections that exist across concepts, strands and topics
- To develop the skills of estimation, computation and calculation
- To gather, organize, present and analyze data in meaningful ways
- To study examples and non examples as related to a concept and use such information to formulate generalizations
- To construct and use formulae
- To develop spatial awareness and the skills of accurately measuring and recording
- To use algebraic thinking as a strategy in problem solving
- To identify properties of shapes

Problem Solving
- To use mathematical knowledge to identify causes and consequences
- To make informed choices based on analysis of data
- To use mathematics knowledge to investigate and solve routine and non-routine; theoretical and real life problems
- To enjoy problem solving as an fun activity

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Information Technology
- To use the calculator effectively and efficiently as a tool to aid in computations and investigations
- To utilize technological devices to model data in different forms
- To use the internet as a medium for researching ideas relating to the study of mathematical ideas

Values and Attitude

- To experience the aesthetic value of mathematics
- To have fun while learning
- To develop theme approach to work
- To experience and value the social construction aspect of learning

Structure of the Curriculum

The curriculum outlines the content areas to be covered by students in grades 7, 8 and 9. The stated content areas are summarized into five
strands. These include Number and Number Sense; Measurements; Geometry; Data Handling and Patterns and Algebra. An Attainment
Target is identified for each named strand. Several Learning Outcomes with related Achievement Indicators are listed under each Attainment
Target. The table below lists each strand with matching attainment target.

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 Guiding Principles

The goal of this curriculum is to provide opportunities for students to learn about mathematics in ways that will equip them with knowledge and
build their confidence in and attitude to the subject. Accordingly, it would be useful to adapt the following guiding principles in developing and
implementing this unit.

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Learning Activities
• As much and as far as possible learning activities should provide students with plenty of opportunities to construct understanding.
• Concepts should be developed in context using sufficient examples that embodied the concepts as well as non examples
• Students should be guided to deduce generalizations and formulae through structured exercises rather than giving formulae to students as
rules
• Time should be allotted and learning activities organized for students to use their mathematical knowledge to investigate real life situations
on a regular basis
• As much as possible students should be encouraged to develop the skill of estimating answers as a first step in their working towards
solutions
• Small group activities should be used to encourage the development of interpersonal skills

Teachers will find it helpful to:

• develop an extensive knowledge of concepts, skills, processes and principles connected to the subject matters that they are expected to
teach
• adopt classroom instructional practices that allow every child regardless of ability level to achieve some measure of success in every class
• plan every lesson on the basis of what students already know; what students need to know; and what students are able to do

Students will need to be given opportunities to:

• work mathematically by asking and using questions; constructing and solving problems; and reflecting and assessing their own learning
• participate in activities that help them to develop knowledge pertaining to the ‘how’ and ‘why’ of the concepts that they are exploring
• engage in activities that will challenge them to use their mathematics knowledge to explore new situations
• communicate their mathematics ideas in their own way and to be able to defend such thinking along mathematics lines
• connect their prior knowledge and experiences to new ideas and in the process develop a network of concepts, skills and processes related
to the concepts under study
• share ideas and experiences by working in small groups
• reflect on their approach to learning and their progress in learning

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 Notes for the Teacher

Mathematics as a relevant tool is rendered meaningless when educators limit students to merely reproduce mathematical content.
Additionally, mathematics as powerful as it is loses its effectiveness when educators rob students of opportunities to investigate phenomena
and explore their environment. It is out of these two principled positions that the conviction has been reached that the mathematics teacher
needs to adopt approaches that support the learner.

In using this curriculum, the emphasis should be on helping students to see their mathematics knowledge as a tool that they can use inside as
well as outside the mathematics classroom. The focus of the curriculum is on teaching for understanding and learning for application. To
realize these goals, students need to be regularly engaged in activities that guide them to discover mathematics relations for themselves in
meaningful contexts. In essence, the teacher’s responsibility is to create the learning climate that challenges students to learn how to learn.
The teacher does this by encouraging self initiated inquiry, providing suitable materials and activities for learning tasks, and sensitively
mediating teacher/ students; and student/ student interactions. This curriculum must therefore be guided by every teacher wanting to find time
in every lesson to help students to:
• enjoy mathematics;
• understand its power;
• want to know more about it;
• feel confident about their ability to do mathematics

To achieve this goal, systematic planning is necessary at all times.

Planning for Teaching

Purposeful planning leads to insightful teaching approaches which provide clear learning pathways for students of all abilities. Much effort,
time and resources need to be put into planning for teaching. One useful approach to meaningful planning is for the teacher to conduct an
analysis of each topic prior to teaching. This kind of planning brings clarity to the teacher about the major factors which might impede or
support the learning process. The format given below provides a guide on how an analysis of a topic may be done.

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Pre-requisites

As a first step in approaching the teaching of any concept/ topic, the teacher will find it useful to ensure that students have the necessary pre-
requisite skills and knowledge rather than beginning to teach on the assumption that such are in place. It will be necessary in some instances
for the teacher to devote some time prior to teaching a concept to assess the needs (readiness) of students. Where students are identified to
be lacking in the necessary pre-requisites, it is advised that adequate activities be provided to facilitate students in acquiring the skills and
knowledge that are needed to begin meaningful work in the particular area of study.

Development of concepts

Concepts need to be introduced and developed with students in practical ways. It is always important to facilitate for the emergence of
mathematical ideas through students’ engagement in a rich series of structured activities. Construction of understanding by students is
therefore critical. This should never be replaced by the giving of definitions of concepts, formulae and a string of rules. This approach involves
students’ interactions with several examples that embodied the concept being introduced. Students’ development of understanding of
concepts also benefits when students’ experiences are valued in the learning process.

It is important that the teacher remember, too, that it is not only the things that children can do that measures progress, but how they do them
and whether their methods are of a kind that can be built on in subsequent development ( Tall & Faster 1996)

Establishing Connections

The hierarchal structure of mathematics itself necessitates that concepts be taught in a logical and sequential order. In teaching this
curriculum, it is considered useful that focused effort be taken to identify and emphasize connections:
• between concepts and topics within mathematics itself
• with other subject disciplines
• across grade levels

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In this regard, an approach to learning mathematics that helps students to see mathematical concepts not as isolated bits of information, but
as ideas that are interrelated needs to be emphasizes. This makes learning more meaningful, as it allows for students to be actively involve in
constructing a network of concepts and skills. In this way, students are able to make sense of the knowledge so gained as they would have
proven it to be true and can also explain why it is so. According to Selinger (1994) if mathematics is to have any meaning then inter-weaved
with the learning of skills there must be recognition about how such skills are connected.

Application of Knowledge

This curriculum lends itself to much investigative work. Students can therefore be given several open ended tasks in which they are
encouraged to explore mathematical ideas as they relate to issues within students’ experiences. Such investigative tasks may form part of
regular class activities or home work tasks and may be done as whole class, small groups and individual assignments. Ideally, the choice of
activities will be based on the environmental and social issues prevailing in the immediate environments of students.

Vocabulary

Language plays a significant role in any programme of learning. Mathematics is no exception. Some words carry a different meaning within a
mathematical context than their usual meaning. Other words used in mathematics are peculiar to mathematics. This situation adds to the
challenges encountered by the student of mathematics

Many students find mathematics difficult because they do not understand the words being used. Some words are peculiar to mathematics and
are used only in the context of mathematics (ROSE1 Curriculum 1998).

Based on this understanding, it seems necessary that the teaching of any mathematics curriculum will require some focus on the mathematics
vocabulary that is related to the aspect of mathematics that is being studied. The provision of opportunities for students to build and extend
their mathematics vocabulary is therefore central to this programme of learning. In this regard, students’ mathematics learning seems likely to
benefit where mathematics language emerge out of appropriate contexts; and students are encouraged to keep tract of the development of
their own mathematical vocabulary.

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Assessment

The philosophical underpinning and the proposed approach to teaching governing this curriculum necessitates a type of assessment
procedure that emphasizes a shift from the usual paper and pencil tests to a more encompassing assessment structure. Assessment should
aim primarily at enhancing students’ learning by providing useful information to the teacher and students. Research suggests that students
learning benefits when assessment is intricately linked to instruction. Teachers may achieve this goal by integrating assessment with their
teaching instruction rather than approach assessment as an entity that is seen as interrupting instructions and or tagged on at the end of each
unit of work.

One useful strategy is for the teacher to encourage students to frequently ask questions and to respond to students’ questions with questions,
as a means of challenging students to make their own interpretation of ideas. This approach to assessment provides the additional advantage
of allowing the teacher a window into the minds of the learner. This has a further benefit of enabling the teacher to readily detect students’
mistakes thereby providing for the teacher to work along with students to determine corrective measures on an ongoing basis.

Assessment may be further broadened to include oral presentations, project work, reflective writing, port folio and performance on authentic
tasks. The idea of using a wide range of assessment tasks is to allow students to demonstrate their learning in different ways. Additionally,
engaging students in investigative work provides useful opportunities for direct assessment of students’ ability to apply their knowledge to
novel situations.

Writing as a tool for assessment may be incorporated as a systematic way of assessing students’ understanding, while encouraging students
to communicate mathematical ideas. This can be done to encourage self-assessment of mathematical learning by students while allowing the
teacher to get a sense of how students see themselves in learning a particular concept.

Essentially, assessment of students’ learning associated with this curriculum should as much as possible provide useful information on
students’:
• development of mathematical insights
• mental attitude to mathematics and the particular strand, topic and concept being studied
• creativity and problem solving abilities
• reflective approach to learning
• perceptions of their teacher’s approach and attitude to teaching

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When assessment encompasses these different aspects, assessment would determine students’ progress rather than just provide the teacher
with a grade to be assigned to students.

Questioning

Accepting the commonly held view that the effective teacher stimulates learning demands the adoption of a rich repertoire of effective
strategies capable of provoking and cultivating productive thoughts by students. A deliberate move to create a shift in teaching to reflect the
inclusion of provisions for increasingly more mental challenges is considered most relevant. In this regard, the use of good questioning skills
seems an immediate priority as the teacher will of necessity need to tell students less while asking students to tell him/ her more.

This means that the teacher has to consciously find ways of providing students with plenty of opportunities for them to communicate using the
mathematical ideas they are learning. It is for this reason that questioning is considered an important teaching strategy. A questioning strategy
supports the learning process by serving as a necessary tool for guiding students to classify misunderstandings. The preference for
suggesting questioning over teacher talk is embedded in the fact that the questioning style lesson tends to promote:
• students’ thinking over regurgitation of knowledge
• the building of understanding over knowing
• stimulation of curiosity over memorization
• divergent thinking over convergent thinking

The motive therefore for asking questions is to stimulate and challenge the intellectual ability of students. In the words of Petty (1992),
questioning teaches students to think for themselves.

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SUGGESTED TEACHING, LEARNING AND

ASSESSMENT ACTIVITIES

12
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
• Use unmarked number lines to indicate the position of one number in relation to another. For • Students work in small groups to
LO:1
example: develop a scrap book to include
- Which number falls half/ quarter way between 400 000 and 400 500; between 1 000 000 and 1 examples of numbers as used in
Demonstrate an newspapers, magazines, brochures,
500 000
understanding of national budgets
• Discuss the use of large numbers as used to make reference to large quantities in National
place value by budgets, population size of countries, distances.
reading, writing Bases • Students perform computations
and ordering, • Convert numbers in base ten to other bases and vice versa. involving the conversion of numbers from
whole numbers of For example: base ten to other bases and vice versa
any size; and using - 123 = 1 × 64 + 3 × 16 + 2 × 4 + 3 × 1
related vocabulary = 13234 • Students round off whole numbers to
- 60 = 1 × 36 + 4 × 6 + 0 × 1 nearest ten, hundred, thousands, million
= 1406
• Write numbers in different bases in expanded notations. • Students write short notes to explain the
For example: strategies used in rounding off numbers
to a given number
- 13234 = 1 × 43 + 3 × 42 + 2 × 41 + 3 × 40
- 1406 = 1 × 62 + 4 × 61 + 0 × 60

Rounding • Students estimate results of

LO:2
• Use rounding off to establish a reasonable range within which actual calculation will fall. For computations and write short notes to
Use the vocabulary Example: explain strategies used in arriving at
of estimation and - 2 593 + 6 278 is more than 2 500 + 6 200, but smaller than 2 600 + 6 300 estimations
approximation; - 245 × 19 is slightly smaller than 245 × 20, but larger than 250 × 20
make and justify - 886 ÷ 38 is larger than 890 ÷ 40, but smaller than 890 ÷ 35
estimates and • Use rounding as a skill to aid in use of estimation
approximations of • Link estimation to other strands in mathematics and subject disciplines. For example:
numbers - link to measurements relating to money, distance, angle, area, volume
- link computations
• Round whole numbers to the nearest multiple of 10, 100, 1 000. For example:
- round population of a country to the nearest 1 000;
- round measurement to the nearest unit such as; cm, m, km, g, kg
- round to the nearest 10, 100, 1 000 units measurements such as the height of a person; the
distance between two points and the weight of an object in grams

13
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:3
• Use appropriately the principles of commutative, associative and distributive laws as applied to • Students give worked examples to
Understand, select multiplications. For example: illustrate communicative, associated and
and apply 120 × 35 = 35 × 120 – commutative distributed principles involved in
appropriate 120 × 35 = 120 × 7 × 5 – associative computations
strategies for the 120 × 35 = 120 × (30 + 5) – distributive
four basic • Discuss/explore situations that lead to a discovery of different rules related to the order of • Students work computations involving
operations; and operation (BODMAS). For example: the order of operations
develop ways to - speak the different ways of calculating the total cost of three books at $5 each plus three books
at $4 each • Students work in small groups to
check accuracy of
• Work out items consisting of mixed operations. For example: develop a chart that includes examples
computations
- 16 + 4 × 3 − 2 (multiply first) that reflect different aspects of the order
16 + 12 − 2 = 26 of operations
- (7 + 8) ÷ 3 × 4 ( bracket first )
15 ÷ 3 × 4 (work left to right – divide first in this case)
5 × 4 = 20
• Estimate then use standard written methods in performing multiplication and division. For
example:
- 36.8 ÷ 1.5 is approximately 37 ÷1.5
- 368 ÷ 15 (make equivalent computation by multiplying both numbers by 10)

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Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:4
• Use geometric strategy to explore the common multiple of sets of two numbers as follows. • Students generate sets of multiples and
Distinguish factors of given numbers
between; order;
• Students identify Common Multiples and
and calculate with
Highest Common Multiples (HCM) of a
different types of
set of numbers
numbers
• Students identify Common Factors and
Highest Common Factors of a set of
numbers

• Students interpret Venn diagrams to

determine multiples, common multiples
and Lowest Common Multiples of a set of
numbers

• Students interpret Venn diagrams to

determine factors, common factors and
Highest Common Factors of a set of
numbers

• Students compute the square root of

square numbers

• Students use the calculator to compute

the square root of ‘non square’ numbers

• Students write an item/ a story problem

that match a given result. For example:

15
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment

• Link properties of numbers to set theory. A result of 1.25 may be obtained from
For example: Multiplying 0.25 by 5; dividing 5 by 4;
- use Venn Diagrams to show the adding 0.7 to 0.55
relationship between the multiples/ factors of
two numbers.

• Simplify computations involving indices and verbalize the meaning of the simplified format. For
example:
- 4 × 4 × 4 × 4 × 4 = 45
- 32 × 34 = 3(2+4) =36 because 32 × 34 equals 3 × 3 × 3 × 3 × 3 × 3
- 64 ÷ 63 =6(4−3) because 64 ÷ 63 equals
6×6×6×6
6×6×6

16
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
For example find the square root of a number by looking at a number of counters arranged in a
square formation and note that the number of counters in a row and a column is the square root
of the total number of counters used in the formation.

17
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
• Find the square root of a number by using;
- the area of a square and determining the side of the length of one side of the square

• Use the calculator to explore number written in different forms. For example:

- Use the key on the calculator

to evaluate the square of numbers

- Use the key on he calculator to evaluate numbers written in index form.

XY

18
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
Integers

• Read and record thermometer displays of temperatures below and above zero degrees Celsius
• Investigate the behaviour of integers under addition and subtraction, by studying, completing
and extending number patterns. For example:
2+ 1= 3 −3 + 4 = 1 4− 4=0 −5 − 3 = −8
2+ 0= 2 −3 + 3 = 0 4− 3=1 − 5 − 2 = −7
2 + −1 = 1 −3 + 2 = −1 4− 2=2 −5 − 1 = −6
2 + −2 = 0 −3 + 1 = −2 4− 1=3 −5 − 0 = −5
2 + −3 = −1 −3 + 0 = −3 4− 0=4 −5 − −1 = −4
2 + −4 = −2 −3 + −1 = −4 4 − −1 = 5 −5 − −2 = −3

• Add and subtract integers by constructing, completing and extending tables of the form:

• Use the calculator to perform addition and subtraction of negative and positive numbers
• Verbalize generalizations relating to addition and subtraction of negative and positive numbers
• Solve problems involving addition and subtraction of negative numbers

19
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:5
• Relate fractions to division. For example: • Students work as a whole class to make
- interpret 7 as 7 ÷ 8 a bulletin board to display sets of
Distinguish 8
equivalence fractions/ decimals
between; order;
• Express one quantity as a fraction (in its smallest term) of another. For example:
and calculate with
- 215 of 300 is equivalent to 43 • Students perform computations in which
different types of 60 they:
numbers 11
- 55 minutes as a fraction of one hour is equivalent to 12
- express one number as a fraction of
another
3
- 600 cm as a fraction of 1 metre is equivalent to 5
- convert fractions to decimals and vice
versa
• Generate sets of equivalent fractions by multiplying both numerator and denominator by the - convert improper fractions to mixed
same constant. For example: numbers and vice versa
3 6 9 12
− ; ; ; - compare and order fractions and
5 10 15 18 decimals
4 8 12 16
− ; ; ; • Students make sets of card that are
7 14 21 28
equivalent fractions. For example:
2 4 6 8
− ; ; ;
11 22 33 44
• Convert improper fractions to mixed numbers and vice versa. For example:
62 to mixed numbers
- change 13
7
- change 21 11 to improper fraction

• Recognize from practical work that some fractions can be reduced to an equivalent fraction by
dividing both numerator and denominator by the same number. For example:
20 4
- 100 = 20 dividing by 5
52
- 13 = 4
1
or 4 diving by 13

• Compare and order up to four fractions, by converting them to fractions with common
denominators. For example:

20
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment

- arrange in order of size beginning with the smallest/ largest

3
7 , 41' , 147 4
10 , 155 , 25 2
9 , 14 , 125
- arrange on a number line between 0 and 1
1
2 , 15 , 23 , 14

LO:6 • Add and subtract fractions by expressing the equivalence of each fraction with a common • Students perform computations
denominator. For example: involving addition, subtraction,
Compare, order
and calculate with multiplication and division with fractions
2 1 8 3 11
+ ≡ + = and decimals
decimals, fractions
3 4 12 12 12 • Students arrange fractions and decimals
and percentages
5 1 15 8 7 in ascending and descending order ; on a
− ≡ − = number line
8 3 24 24 24
• Students make up story problems to
• Compute fractions of numbers, quantities and measurements such as: match a worked computation
2 • Students calculate a fraction/
of $28.00
8 percentage of a whole number or quantity
4
of 3weeks
7
2
of 2hours
5
3
of 1litre
4
• Generate the inverse of number sentences involving fractions and use the same to formulate
strategy for dividing by a fraction. For example:
1 1
× 2 = 1⇒ 1÷ = 2
2 2
1 1
× 4 = 1⇒ 1÷ = 4
4 4
2 4 4 2
×2= ⇒ ÷ =2
3 3 3 3

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Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment

• Add, subtract, divide, & multiply decimal numbers

• Use mental strategies in calculating a percentage of a quantity. For example:

- 23% of 500 (finding 20% then 3% and adding the two results)
- 6.5% of 84 (finding 5%, then 1%, then halving the result of 1% and adding all three results)

• Use written methods to calculate a percentage of a quantity such as:

- converting the given percentage as an equivalent fraction. For example 40% of 35
40
≡ × 35
100

- expressing a percentage as an equivalent decimal. For example 35% of 27 0.35 × 27

• Calculate the result of a given percentage increase or decrease and note the relationship
between the result and the original number. For example:

- A 100% increase results in the original quantity being doubled.

- A 200% increase results in the original quantity being tripled
- A 50% decrease results in the original quantity being halved
- 100 % decrease results in the original quantity being reduced to zero

- An increase of 25% results in 125%

25
≡ 1.25 ≡1
100

- A decrease of 15% results in 85%

85
≡ 0.85 ≡
100

• Use the equivalence of fractions, decimals and percentages to solve problems.

• Link to consumer arithmetic

22
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:7
• Collect advertisements from newspapers magazines, flyers, brochures; and perform • Students construct advertisements
Solve consumer calculations based on the conditions set out in those advertisements. For example calculate: which make appropriate use of
arithmetic - percentage discounts; percentages
problems involving - the price paid for an article after discount • Given sufficient information, students
earning and - the savings received/ unit price per article paid, if an offered of ‘buy two get one free’ is calculate profit, loss, percentage profit,
spending money; preferred over buying three singles percentage loss; discount, sale tax,
taxes, interest, • Perform calculations to convert from one currency to another based on a given exchange rate. percentages increase and decrease in
appreciation and • Construct simple bankbooks. Use the same in role play to reflect: price, hire purchase price, deposit, cash
- deposits; price
depreciation.
- withdrawals; • Students write short notes to explain the
- interests; meaning of terms used in consumer
- new balance after each transaction; arithmetic to include percentages
• Construct tables to show growth of an amount of money invested at simple interest over a • Given sufficient information, students
period not exceeding five years calculate profit, loss, percentage profit,
percentage loss; discount, sale tax,
percentages increase and decrease in
Money price, hire purchase price, deposit, cash
price
• Perform four basic operations involving money • Students perform calculations involving
• Comput the bill for purchase of a number of articles money to determine the unit cost of an
• Work out the unit price per article, per gallon, per litre, etc item, the “Best Buy” for money
• Work out simple currency conversions • Students solve problems involving
computations with money
• Students construct and answer
questions related to aspects of consumer
arithmetic as depicted in advertisements
collected from flyers and newspapers

23
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:1
• Estimate linear measurements (lengths, distances and perimeter, length of coiled string and to • Students perform the actual task of
Estimate, explain how such estimates were arrived at. measuring a set of objects in different
measure, compare units within a given time period or to a
and record given degree of accuracy
measurements of
lengths, distances • Students complete exercises involving
and perimeters conversion from one unit of measurement
to another
using appropriate
units and devices
• Students complete a table to show
equivalence between different units of
• Manipulate different measuring instruments (ruler, tape measure, metre stick) to perform measurements.
actual measurement of length, distance and perimeter
For example
• Measure different lengths using different units of measurement and discuss the advantages
and disadvantages of using a particular unit to measure certain lengths

• Describe one mm as one-tenth of a cm; one cm as one-hundredth of a metre; one metre as

one-thousandth of a km

• Convert from one unit of measurement to another – first giving an estimate then performing
the actual calculation

• Communicate ideas about linear measurements, using common fractions and decimal
(¼, ½, ¾; 0.25; 0.5; 0.75). For eg. (500 m is ½ of a km; 75 cm is ¾ the length of a metre.

• Record the same measurement in different ways. For example the length of the pole is 1m
50cm or 1.5 m or 1½ m

• Create and solve problems relating to measurement of length, distance and perimeter. For
example.

- How many different integer rectangles having a perimeter of 24cm can you form?

24
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:2
• Use the base and height of a right angled triangle, to sketch the corresponding rectangle and • Students estimate the area of regular
Estimate, measure, speak of the area of the right angled triangle in relation to the area of the corresponding and irregular shapes draw on grid paper
compare and rectangle that so formed.
record the areas of • Students draw/ sketch shapes on
surfaces in square dotted/ grid paper that enclosed a given
centimetres and area. For example: Draw as many shapes
square metres as possible that enclosed an area of 2
square centimeters

• Cut an isosceles triangle into 2 identical right angled triangles and re-arrange the two right
angled triangles to form a rectangle. Guide students to speak of the area of the rectangle
formed in relation to the area of the isosceles triangle that was started with.

• Students use formula to calculate the

area of triangles and quadrilaterals

25
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
• Use the results obtained for the area of rectangles and triangles to investigate ways that can
be applied to find the area of other shapes (parallelograms, compound shapes)

• Divide a parallelogram into two identical triangles and speak of the sum of the area of the two
triangles so obtained as the area of the parallelogram. Use result to guide students to formulate
a generalization for area of parallelograms

• Apply formulae to calculate the area of 2-D shapes (triangles and quadrilaterals) as well as
composite shapes and explain orally or in written form the strategies employed

• Select (giving reasons for choice) appropriate units to estimate, measure and record area of
different size surfaces

• Create and solve problems relating to measurement of surface area. For eg Investigating/
exploring rectangles with same perimeter but different area; same area different perimeter

26
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:3
• Students compute the volume of cubes,
• Estimate, measure, record and compare measurements of volume capacity and mass; giving
Estimate, measure, cuboids and cylinders
reasons for estimations and strategies used to obtain measurement.
compare and • Students complete tables of the form
• Construct rectangular prisms using cubic centimetre blocks. Tabulate results and use such
record the areas of data to guide students to speak of volume determine the relationship between length, breadth,
surfaces in square height and volume of rectangular prisms. Use results to verbalise a generalization that can be
centimeters and used to find volume of cubes and cuboids
square metres • Use formulae to determine the volume of rectangular containers.
Volume, Capacity • Estimate and measure quantities to the nearest 100 ml and 10 ml; 100 grams and 10 grams
and Mass • Recognise and refer to 1 000 cubic centimetres as 1 litre;

• Students give the dimension of cubes

and cuboids with the same volume/
capacity
• Students use the fact 1000 cubic
centimeters = 1 litre to convert between
cubic centimetres and litres
• Given sufficient information, students
compute the weight of objects
• Students perform computations
involving conversion from grams to
kilograms and vice versa
• Students give the dimension of cubes
and cuboids with the same volume/
capacity
• Students use the relationship 2.2
• Communicate ideas about volume/capacity and mass, using common fractions and decimal
pounds equal 1 kilogram to convert
(¼, ½, ¾; 0.25; 0.5; 0.75). For eg. (500 ml is ½ of a litre; 750 grams is ¾ the mass of a kilogram
between pounds and kilograms
• Convert between millitres and litres and write measurement of volume using both litres and
• Students solve problems related to
millitres For example;
measurement of weight and volume
- 3.5 litres is equivalent to 3 litres 500 millitres;

27
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
• Estimate, then measure the volume of an irregular shaped object by observing the change in
water levels when the object is submerged into a container of water.

• Read & interpret information about the volume of commercial packages

• Solve problems involving measurement of volume and capacity

28
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment

Weight
• Estimate, measure, record and compare measurements of mass; giving reasons for
estimations and strategies used to obtain measurements
• Recognize and refer to 1 000 grams as one kilograms and one gram as one-thousandth of
one kilogram; and use the same to aid in conversion from one unit to another
• Communicate ideas about mass, using common fractions and decimal (¼, ½, ¾; 0.25; 0.5;
0.75). For example:
- 500 g is ½ or 0.5 of a kg;
- 2.2 lbs. is equivalent to 1 kg;
- 5 750 g 5 ¾ the mass of a kg
• Measure ones body weight at different intervals and speak of the difference in weight. For
example:
- measure one’s weight before and after a physical Education session; or before and after lunch
- measure one’s weight each day for a period of five days
• Differentiate between gross weight and net weight by measuring the content of a package and
the package separately
• Solve problems involving measurement of weight

• Interpret calculator display for computations involving time

• Solve problems involving calculations of time

29
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:4
• Interpret calculator display for computations involving time • Perform calculation involving
• Convert between time given on the 24 hour clock and time given on the analog clock measurments of time
Read and record
• Read a stop watch before and after an event and use such readings to determine the duration • Convert from one unit of measurment to
time; perform
of an event to the nearest second or minute another
calculations
• Create and solve problems involving calculations of time • Construct and solve problems involving
involving mixed
time.
units of time

LO:5 • Students perform the task of measuring

• Measure and record the change in temperature of an object.
and record the temperature of different
- measure at five minute intervals, the change in temperature of a glass of water placed in a
Temperature objects in degrees Celsius and degrees F
freezer
Read, Record, • Students complete a table to show the
- measure and record at five one minute intervals the temperature of a pot of water placed on a
Interpret and equivalence between degrees Celsius
burner to boil
Calculate and degrees F
• Calculate the decrease or increase in temperature including situations involving the use of
temperature • Students solve problems involving
negative numbers
addition and subtraction of temperature
• Link to the study of directed numbers to record temperature below zero degrees
• Solve problems involving measurement of temperature
• Link to related topics in Geography and Science

30
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:1
• Continue to label line segments using letters • Students sketch/ draw lines that meet
Estimate, measure, given specification. For example: Draw
compare and • Continue to use symbols to show that two lines are parallel/ equal lines that are parallel, perpendicular
record the areas of • Students identify from a given set, those
surfaces in square • Draw/sketch line segments with given direction described in terms of the cardinal points lines that are parallel or perpendicular
centimeters and • Students use a pair of compasses and a
square metres (North East, South, West, North- East, South East, South West, North West). For example: ruler to construct a line to a given
Volume, Capacity - Draw the line PM 5 units long moving in a North East direction measurement
and Mass • Students use a ruler and a set-square or
- Draw/sketch a line segment to show a distance of 6 units in an Easterly direction a ruler and a pair of compasses to
construct a line that is parallel or
• Draw sets of lines in different orientations that are intersecting, parallel, perpendicular perpendicular to a given line
• Students sketch parallel and
perpendicular lines in different
orientations

31
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

• Manipulate the ruler and set squares to form sets of parallel lines in different orientations
• Make use of the basic Cardinal points to produce lines that are parallel or perpendicular. For
example both line segments AB & CD are moving in an Easterly direction, hence they are both
parallel

Line segments RS & RT meet at 90o angle because RS is moving directly West and RT is
moving directly South.

32
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:2
• Students sketch different types of
• Use the protractor to draw and measure angles in different orientations of a given size up to
Identify properties angles in different orientations
180o
of angles and use • Students measure and record the size
such knowledge to of a given angle
solve problems • Given sufficient information, students
calculate the size of angles formed by:
- two intersecting lines
- two parallel lines cut by a transversal
• Students construct angles of 60, and 90
using a pair of compasses and a ruler

33
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

• Estimate, measure and record the size of angles up to 180o to the nearest 5o

• Sketch/ draw examples of the different types of angles (acute, right, obtuse, straight, reflex)
• Investigate:

- when/ why two acute angles could/ could not form another acute angle; a right angle; an
obtuse angle, a straight angle, a reflex angle

- when/ why two obtuse angles could/ could not form another obtuse angle; a right angle; a
straight angle; a reflex angle

• From practical work deduce the relationship between angles formed by two intersecting lines.

- Draw four 90o angles by intersecting a straight edge with a line. Rotate the straight edge about
a fixed point on the line and speak of the effects on the size of the four angles involved

34
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

- Form eight right angles by placing a straight edge across two parallel lines. Rotate the straight
edge about a fixed point on each of two parallel lines and speak about the resulting effects on
the size of the eight angles involved

35
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

- Draw sets of two parallel lines cut by a transversal in different orientations; label and measure
the angles and discuss the relationship between the measurement of the different angles

• Solve problems relating to angles

• Use pair of compasses and ruler to construct angles of size 60o and 90o

36
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:3 • Given sufficient information, students
• Classify and name polygons based on the number of sides of the polygon up to ten sides
Polygons (triangle) calculate:
• Differentiate between regular and irregular polygons
- missing angles in triangles
Identify and use • Sketch/draw different types of triangles in different orientations
- exterior angles of a triangle
the geometrical • Extend lines (sides) of a triangle to produce exterior angles of that triangle.
• Students identify sets of three lengths
properties of
that can form a triangle
triangles in
• Students state the properties of different
problem solving
types of triangles
• Students sketch triangles to match
stated properties
• Students make a chart using triangles of
different sizes, shapes and colours that
they have cut from Bristol board showing
different types of triangles

• Investigate the relationship between sides and angles of a triangle. Increase/decrease one
angle or side of a triangle and talk about resulting impact on the size of other angles and sides
of the triangle. Use three rods to form a triangle. Remove one of the rods and replace with a
longer or shorter rod and speak of the resulting effect on the angles/ sides of the triangle

• Rotate different types of triangles and speak of the order of rotational symetery of the different
types of triangles.

37
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

• Compare the sum of two lengths of a triangle with the length of the third side and talk about
the relationship between any two sides and the third side of a triangle.

• Cut rectangles/squares/isosceles triangles into two identical triangles and re-arrange the two
triangles to form other types of triangles

• Cut out three strips of cardboard, one 6cm long , one 2cm long, and one 3cm long. then try to
make a triangle using the strips and discuss why a triangle cannot be made.

• Apply geometrical facts, properties and relationships to solve numerical problems such as
finding unknown sides and angles of triangles, and justifying solutions to problems by giving

38
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:4
• Determine the properties of quadrilateralsby measuring and comparing lengths of sides and • Students draw tables to summarize the
Polygons angles properties of different quadrilaterals
(Quadrilaterals) • Sketch/draw quadrilaterals by following given cardinal directions and speak of the type of • Students sketch examples of different
Identify and use quadrilateral so formed. quadrilaterals in different orientations
the geometric • For example. Start at a point A, move 4 cm to East, label that point B, move 3 cm to the South- • Given sufficient information, students
properties of East, label that point C; move 4cm to West, label that point D; move from D straight to at A. calculate the size of missing angles and
length of sides of quadrilaterals
quadrilaterals in
• Students design a chart consisting of
solving problems
examples of different types of
quadrilaterals
• Students classify quadrilaterals and
state the rule governing their
• Use ‘cut outs’ of different types of triangles to form four sided figures and speak of the types of classifications
quadrilaterals so formed. For example: • Students make a booklet consisting of
polygons of different shapes and sizes.
This booklet may include pictures from
magazines and newspapers that illustrate
the types of polygons labeling each

- form quadrilaterals using two right angle triangles; two equilateral triangles; two isosceles
triangles
- form a trapezium by cutting a right angled triangle; an isosceles or equilateral triangle
• Apply knowledge of quadrilaterals to solve problems.

39
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:5
• Students estimate the diameter/ radius
Circle of a circle given the circumference and
• Identify, name and sketch the different parts of the circle (radius, diameter, arc,
Identify abd use vice versa
circumference, chord, sector, segment)
properties of circle • Given sufficient information, students
• Draw several lines from the center of a circle to the circumference of the circle, estimate,
to solve problems calculate the circumference, radius,
measure and record the measurement of these lines and speak about the results obtained.
diameter of a circle
Repeat same activity with different circle of a different radius
• Students construct circles to a given
radius, using a pair of compasses and a
ruler

• Draw several lines that run from one point on the circumference of a circle to another point on
the circumference and passing through the centre of the circle. Measure each line and discuss
the results obtain. Repeat activities with circles of larger or smaller radii
• Cut a piece of string the length of the radius of a circle. Use that length of string to measure
the diameter of the same circle then talk of the length of the diameter of the circle in relation to
the length of its radius
• Cut a piece of string the length of the diameter of a circle. Use that length of string to measure
the circumference of the same circle then talk of the circumference of the circle in relation to the
length of its diameter
• Construct circles, using a pair of compases

40
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:6
• Students classify solids and solid
Solid Shapes • Draw nets of 3-D shapes in as many ways as possible. For Example;
shapes and explain the rule governing
Identify the such classification
properties of solids • Students draw the corresponding nets
and apply such for various solid shapes and vice versa
knowledge in
solving problems

• Draw solids shapes on isometric paper For example

41
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:7
• Manipulate objects and speak of/sketch its positions before and after it has been manipulated • Students sketch on grid paper, the
Transformation • Rotate linear objects about a fixed position and discuss/sketch the object in its original and object and its image after a stated
new positions. transformation
Geometry
• Pin ‘cut outs’ of triangles and rectangles at one vertex, rotate the shape about that point and • Given sufficient information, students
Identify properties
discuss/sketch the object in its original and new positions. state the type of transformation that was
of transformation
• Translate objects by moving such objects to the left, right, up or down and sketch the object in performed on the object
and use such
knowledge to solve its original position and position after the translation.
problems relating • By folding papers and tracing produce an original diagram and its image.
• Place an object on a clean sheet of paper. Trace the object in that position. Slide the object
to geometry
up, down, right, left and trace the object in its new position for example;

42
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
• Draw on dotted paper objects and their images after reflection. For example;

43
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO:1
• Make generalizations using words and symbols about numbers and number relationship and • Students complete number sequence
Generate, describe explain how these generalizations were arrived at giving examples to illustrate the correctness and geometric patterns
and complete of the generalization • Students describe in words, the rule
number and • Generate geometric patterns to reflect different types of numbers and discuss the observed depicted by a given number sequence or
geometrical patterns. For example: geometric pattern
patterns using a • Students extend number sequences and
variety of strategies geometric patterns
and completing • Students generate number sequences
simple number and geometric patterns
sentences by
calculating missing
values

44
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
• Use data from numbers patterns to construct and complete tables of values.
• Make up and play “guess my rule’ games. For example:
- 29, 26, 30, 27, 31, 28, 32

• Identify, make and complete patterns involving algebra without using symbols. (Students
should not be introduced to algebraic expressions until they have had considerable experience
describing patterns in their own words).

• Students construct algebraic

• Use concrete materials such as rods to model algebraic expressions of the form:
LO:2 expressions from verbal statements and
- 2a; 3p; 5t ( variable times a constant)
Construct, simplify pictorial representations. For example
- 2a + 1 (variable times a constant plus another constant).
write an expression for the perimeter of
and transform
this rectangle:
algebraic
expressions

• Students simplify algebraic

expressions by grouping liked terms
• Students develop geometrical models to
illustrate algebraic expressions. For
example the expression 8m + 4n may be
model geometrical as the perimeter of
athis rectangle

45
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment

• Students rewrite a given algebraic

• Link verbal expressions to physical model. For example build algebraic expressions from
expression in as many ways as possible.
discussions about the perimeter of plane shapes. Start with a shape where the lengths of all
For example:
sides are given then gradually move to shapes with one unknown side, two unknown sides,
10t + 12 may be rewritten as: 5t + 5t +
three unknown sides. For example students generate expressions for the perimeter of each
12; 9t + t +12; 10 t + 6 + 6; 2 (5t + 6)
plane shape.

46
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment

• Generate a variety of equivalent expressions that represent a particular situation or problem.

For example generate as many equivalent expressions for the total length of a line, perimeter of
a single plane shape by starting at different points, moving along the entire object and forming
the expression as you move.

• Use colour code models to aid in the identification and grouping of liked terms. For example in
the diagram below, guide students to speak of similar length as having the same
term/expression; and to rearrange the diagram to have similar lengths side by side.

47
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment

• Develop and use geometrical model for expressions of the form t (c + d). For example the total
area of these rectangles can be computed as follows:

48
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO:3
• Students translate verbal statements
• Discuss/ produce situations which give rise to the use of the equal sign (=) to express
and geometrical representations into
Construct and relationship between two expressions. For example these two lines are equal in length.
algebraic equations
solve algebraic
• Students write the inverse of given
equations and
algebraic equations
inequalities
• Students solve simple algebraic
equations in one unknown
• Students write short notes to explain the
steps followed in solving an algebraic
equation

The same length of wire was used to form both rectangles.

• Generate the inverse operation of given equations to assist with approaches in the solving of
equation. For example students may work in pairs where one student give an equation and the
other produce the inverse operations. Begin with arithmetic equation then move to algebraic
equations. For example:
9 + 4 = 13 13 − 4 = 9 & 13 − 9 = 4
m + 5 = 12 12 – 5 = m & 12 – m = 5
7 + c = 19 19 – 7 = c & 19 – c= 7
15 – a = 16 15 + 16 = a
13 – a = 5 5 + a = 13

49
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment

• Generate equivalent equations by adding the same quantity to or subtracting the same
quantity from each side of the equation.

• Verify the equivalence of algebraic expressions and equations by substituting a given number
for letters
• Apply knowledge of algebraic expression and equations in solving problems

• Substitute numbers into given formulae

LO:4 • Make use of drawings and examples to illustrate/ explain the meaning of familiar formulae
used in mathematics such as • Give examples to illustrate formulae
Identify, transpose - P = 2L + 2W or 2(L + W)
and apply familiar -A=L×W • Compute solutions to simple binary
mathematics -A=½B×H operations
formulae • Work out solutions to simple binary operations. For example:
- if t m = t + m, then 2 3 = 2 + 3
- if r q = 2r – q, then 5 7 = 2 × 5 − 7
• Solve equations arising from substitution into known mathematics formulae.
For example: A = L x W. Find the value of L where A = 24 and W = 3

50
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO:5
• Students complete and extend mapping
• Students make apparatus that can be used to illustrate mappings. For example, fasten two
diagrams. For example:
Express functions; long pieces of wood so that they are about half a metre apart. Put a number line on each stick
and represent and hammer in a nail on each number. Label one stick X and the other f ( X )
mappings • Students use apparatus like that shown below to construct and describe mapping diagrams.
diagrams For example the diagram below shows a mapping that may be described in the following ways:
graphically. Graph - “you add one to the first number”
and interpret linear - The second number is one more than the first number”
relationships on
the number plane
Express and
represent functions
in mapping
diagrams on linear
graphs

• Students complete tables of values to

• Students use mapping diagrams to formulate tables of values. For example the diagram
match a given rule/ generalization
above may be represented in a tabula form as shown below.
• Students states the rules governing a
mapping diagram
• Students plot pairs of points on the
Cartesian Plane from a mapping diagram
or table
• Students generate tables of values from
a linear graph
• Students describe, using words/
symbols, linear graphs as shown on grid
papers

• Replace written (verbal) description of mapping diagram with algebraic symbols

51
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment

• Make large grids on cardboards that show a pair of axes labeled χ and f (χ). Pin pieces of
string on the grid to represent different sets of linear functions. For example;

52
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO:1
• List members of sets by interpreting Venn diagrams and explaining the relationship between • Students list members of a set given a
Use set notations description of the set and vice versa
the set listed and the other sets. For example if:
to organize
information and;
Υ = {whole numbers 1 to 20} • Students give examples of different
types of sets (null, infinite, finite, equal,
solve problems A = {multiples of four} equivalent)
• Students use set language notations to
B = {odd numbers} describe set relationships
• Students answer questions based on
- A′ = {1, 2, 3, 5, 6, 7, 9, 10, 11, 12, 13, 15, 17, 18, 19} information presented in Venn diagrams
(All members of Υ not belonging to B) • Students draw simple Venn diagrams to
show relationships between given sets
- B′ = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20}
(All members of Υ not belonging to A)

- (A ∪ B) ′ = {2, 6, 10, 14, 18}

(All members outside of the union between A and B)

• Use knowledge of the properties of shapes to construct statements using set notations. For
example:
{ } {
- rectangle ⊂ quadrilaterals }
- {cubes} ⊂ {cuboids}
• Apply the expression 2n in determining the number of subsets where n is the number of
elements in the given set. For example given that:
{
- set A = 2, 4, 6 }
the number of subsets = 23 = 2 × 2 × 2 = 8 (there being 3 members in
set A)

- set Q = { r, s, t, u, v} ,the number of subsets = 25 = 2 × 2 × 2 × 2 × 2 = 32

(there being 5 members in set Q)

53
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment

•Link set theory to geometry

• Make Venn diagrams to illustrate relationships between different types of polygons. For
example:

• Use knowledge of set theory in solving problems.

• Link to number theory, geometry and other related area of the mathematics curriculum.

54
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO:2
• Students select the most appropriate
• Discuss questions that can be investigated in mathematics and identify means of collecting
Design and use data collection method to collect
data to answer such questions. For example:
simple instrument information for a stated purpose
- What is the household size of students in our class/ school?
for relevant data • Students design suitable questions, tally
- What are the ten fastest times recorded at our school across the 100 metre distance? (record
collection chart, tables that can be used to collect
from the school athletic meet)
data for a stated purpose
- Which types of fish are the most frequently caught in St Vincent and the Grenadines?
• Students perform the actual task of
(statistical data from the Fisheries Department)
collecting data through observation, and
administration of questions and direct
measure
Link to other subject disciplines

• Carry out simple tasks in which data are collected. For example gather and record data:
- through observation such as the time of the setting of the sun over a one week period or in
different location of the country
- from simple experiment such as boiling a pot of water and reading temperature of the water at
one minute interval
- by asking questions of a sample of a larger population in your community such as; how many
persons are in your household.
• Link to the strand on measurement by as using devices to carry out direct measures of
students’:
- heights of students in centimetres and metres
- weight in pounds, and kilograms

55
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO:3 • Student organize data in grouped and
• Make and use tally charts to record the outcomes of simple experiments associated with ungrouped frequency tables
Organize and
chance. For example the tossing of a coin or rolling of a die 100 times may be recorded in the • Students construct frequency tables,
display data using
tally chart. graphs, bar charts, pie charts from a
different forms of
presentations given set of data
• Students construct tables from bar chart
• Construct ungrouped frequency tables. For example: and vice versa
- this list of scores (15, 5, 25, 15, 20, 10, 15, 10, 5, 25, 15, 10, 5, 15, 15, 20, 20, 15, 5, 20 )
may be presented in an ungrouped frequency table as follows:
- Ungrouped frequency table

• Construct grouped frequency tables for a set of data given class intervals. For example:
- a grouped frequency table using class intervals of 1 – 5; 6 – 10; 11 – 15; 16 – 20; may be used
to record the following list of scores: 4, 6, 7, 9, 11, 11, 14, 15, 19, 19

56
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment

• Organize and present data in the form of bar charts. For example:
- (Draw bar chart)

• Organize and present data in the form of line graphs using a suitable scale on any one of the
axes: For example: (Draw samples of line graphs)

57
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment

• Organize and present data in the form of pie charts. For example:

• Construct tables and graphs from the same data and discuss which is the most appropriate
means of display

• Use simple graphing software to enter data and create graphs such as spreadsheets
programme

58
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO:4
• Students calculate the mean from a
• Discuss situations in which the one measure is considered more appropriate than the others.
Determine and use given set of ungrouped data
For example:
typical statistical • Students determine the mode, range,
- the modal brand of corned beef sold is more likely to be used by a sales person in determining
measures from median, maximum, minimum scores from
the quantity of each brand to be purchase when replacing stocks;
data a given set of data
- the median height of persons is likely to be preferred by a sales person putting up a sign board
• Students construct a frequency tables
advertising his/her goods
from a given bar chart, line graph or pie
- the mean is the measure likely to be used by a meteorologist in reporting the average rain fall
chart
for a given period:
• Students make predictions and
• Determine the mode from a bar chart as the score represented by the bar having the greatest
conclusion based on information
height
presented in tables, bar charts, line
• Calculate the mean of a set of scores by using the scores and frequencies as presented in an
graphs or pie charts
ungrouped frequency table.
• Students answer questions based on
information presented in tables, bar
charts, line graphs or pie charts

• Generate sets of questions that can be answered using the information in a table or graph • Respond orally and in writing to
LO:5 • Answer questions based on information presented in tables, charts, graphs. For example: questions based on information
• Represent data represented one way in another form. For example: presented in the form of tables, charts,
Interpret data and - construct a frequency table from a given bar chart and vice versa graphs and pie charts
draw conclusions • Interpret line graphs, given scales on the axes • Make predictions based on information
• Compare two sets of data by using the mean and the mode or the median or the range presented in the form of tables, charts,
• Make predictions on information presented. graphs and pie charts

59
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
• Order events from least likely to most
• Indicate on a number line between impossible and certain the likelihood of something
likely.
occurring. For example:
• Determine the probability(likelyhood) of
- (A) it will rain on an over cast day
an outcome
LO:6 - (B)
• Use knowledge of equivalent fractions, decimals and percentages to assign numerical values
Probability to and speak of the likelihood of simple events occurring. For example:
Describe and
compare the 3
- there is a three in ten , 30%, 0.3 of it raining today
chance of an event 10
occuring - there is an eighty percent ( 0.8, 8 that our school football team will win the schools’
10
championship this year

• Solve simple probability problems

60