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

1
 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.

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 enjoy 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 needs 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 gives 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 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 encounter 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 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
• Insert very large numbers into the calculator and discuss the scientific display on the screen • Students write numbers in scientific
LO:1 notations
• Verbalize the meaning of numbers written in scientific notation. For example:
• Students write numbers correct to a
- 6 × 104 (6 groups of 104 or six groups of 10 000)
Demonstrate an stated number of significant figures and
understanding of - 5.35 × 106 (5.35 groups of 1 000 000 or 5.35 groups of one million) vice versa
place value by - 9 × 10-2 (9 groups of 10-2 or 9 groups of one hundredths 1 ) . • Students round off whole numbers to
100
reading, writing nearest ten, hundred, thousands, million
and ordering, • Use knowledge of rounding as a guide in writing numbers in significant figures. For example: • Students write short notes to explain the
whole numbers of - 3 718 is closer to 4 000 than it is to 3 000, if I write it correct to one significant figure my answer strategies used in rounding off numbers
any size; and will be 4 000 to a given number
using related - 5 382 is closer to fifty four hundred than it is to fifty three hundred. If I write it correct to two • Students work in small groups to
vocabulary significant figures my answer will be 5400 develop a scrap book to include
• Convert from ordinary form to scientific notation and vice versa. For example: examples of numbers writing in different
- write in scientific notations (a) two million, (b) 0.000 243 forms (expanded notation, scientific
- Express in ordinary form (a) 5.13 × 102 (b) 0.001 5 × 103 notation, significant figures, rounded to a
• Explore the use scientific notation as an aid to computing with very small and very large stated specification,). These numbers
numbers. For example: may include examples cut from
- 0.000 001 3 × 170 may be rewritten as 1.3 × 10-6 × 1.7 × 102 which is equal to newspapers, magazines, brochures,
1.3 × 1.7 × 10-4 national budgets
• Students perform computations
4 involving the conversion of numbers from
- 6 400 000 ÷ may be rewritten as 6.4 × 106 ÷ 4 which is equal to 6.4 ÷ 4 × 102
1000 base ten to other bases and vice versa
• Students make a chart showing
examples of numbers written in different
bases

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Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:2 • Students make estimates and write
• Make estimates about real life situations and explain strategies used in arriving as stated
Use the vocabulary estimations. For example, estimate: short notes to explain strategies used in
of estimation and - the population of your community arring at estimations
approximation; - the number of policemen standing side by side that will be needed to enclosed a playing field • Students collect picture depicting large
make and justify of a particular dimension numbers of similar object ( a photo
estimates and - amount of water that can be wasted in a day/ week/ year by leaving the school tap running showing a large crowd, picture showing
approximations of - the amount of time that will be gained by members of your class in a year by arriving early for many small insects ) with a stated
numbers classes estimation of the number contai9ned in
• Explain/ Justify/defend strategies used to worked out each estimate the photo with notes ex
• Estimate the position of a point on an undivided line. Explain how you made your decision.
• Identify instances when they will round numbers to the nearest 10, 100, 1 000,
10 000, 100 000, 1 000 000
• Round whole numbers to the nearest multiple of 10, 100, 1 000. For example:
- round the population of a country to the nearest 10 000, 100 000, 1 000 000;
- record measurements to the nearest mm, cm, m km, g, kg, millilitre, litre

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Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:3
• Use knowledge of the four basic operations to design and solve games, puzzles and • Students give worked examples to
Understand, select flowcharts. For example: illustrate communicative, associated and
and apply distributed principles involved in
appropriate computations
strategies for the • Students work computations involving
Each empty space conatins either a the order of operations
four basic
number of a mathematical symbol ( + , - , × , ÷ ) • Students work in small groups to
operations; and
Copy the square and fill in the missing details. develop a chart that includes examples
develop ways to
that reflect different aspects of the order
check accuracy of
of operations
computations
• Student make games/ puzzles that
involve computations with the four basic
operations

Begin at the box marked; start . Work out

the answer to the question in the box
look for that answer in the top corner of another box.
Write down the letter in that box, then work
out the answer to the question in that box.
look for the answer as before and continue until
you arive back at start. Read the message found.

Look at the flow charts and work out the operations which will replace the letters in the boxes

15
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:4
• Use the calculator to explore number written in different forms. For example: • Students
• Respond to questions such as:
Distinguish
- use the key to evaluate - write as a single number in index form
between; order; XY
and calculate with 35 х 42 ÷ 36
different types of numbers written in index form - work out the exact value of 45 + 32 - 25
numbers • Students use calculator to perform
computations involving square root, cube
- use the calculator key 3
Y to root, index number
• Students compute the value of items
evaluate the cube root of numbers such as:
- √5 х √5 √6 ÷√6 31/2 х 31/2
• Link square root to geometry. For explore finding the square root of a number by looking at:
- the area of a square and determining the side of the length of one side of the square. for
61/3 х 61/3 х 61/3
example.
• Students solve problems involving
computations with square root, cube root

16
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
Integers

• Investigate the behaviour of integers under multiplication by studying, completing and

extending number patterns. For example:
2 × 1= 2 −3 × 2 = −6
2 × 0= 0 −3 × 1 = −3
2 × −1 = −2 −3 × 0 = 0
2 × −2 = −4 −3 × −1 = 3
2 × −3 = −6 −3 × −2 = 6
2 × −4 = −8 −3 × −3 = 9

• Use knowledge of inverse operations to investigate the result of dividing positive and negative
numbers. For example:
- 5 × −3 =−15 implies that:
−15 ÷ 5 = −3 & −15 ÷ −3 = 5
• Use knowledge of inverse operations to investigate the result multiplying a negative number by
a negative number. For example:
- 15 ÷ −3 = −5 implies that:
−5 × −3 = 15
• Use the calculator to perform multiplication and division involving negative and positive
numbers
• Verbalize generalizations relating to multiplication and division of negative and positive
numbers
• Solve problems involving addition and subtraction of negative numbers

17
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:5 • Students work as a whole class to make
• Reduce fractions to their lowest terms. For example
Model, compare - Write in its lowest terms 212 ; 42
141
a bulletin board to display sets of
20
equivalence fractions/ decimals
and represent
• Students perform computations in which
fractions, decimals
• Generate sets of fractions that are equivalent to a given fraction they:
and percentages
- express one number as a fraction of
• Compare and order fractions, by converting them to fractions with common denominators. For another
example, arrange a set of fractions in order of size beginning with the smallest/ largest - convert fractions to decimals and vice
versa
• Compare the relative size of fractions and decimals. For example: - convert improper fractions to mixed
- create a list of numbers that fall between 0•1 and 0•2 numbers and vice versa
- insert these fractions 17 19 44 81 between 5 and
4 9 - compare and order fractions and
20 , 25 , 50 , 100 10
decimals
• Students make sets of card that are
equivalent fractions.

LO:6
• Multiple fractions in which cancellation is applied to simplify computation. For example:
Compare, order 3 14 1 14 • Students perform computations
× ≡ × 1 4 5 4 1 2
and calculate with 5 30 5 10 2 × ≡ × ≡ × =2 involving addition, subtraction,
2 5 2 5 1 1
decimals, fractions multiplication and division with fractions
and percentages • Use knowledge of inverse to aid in the division of a fraction by a fraction including mixed and decimals
numbers. For example: • Students arrange fractions and decimals
1 3 16 8 in ascending and descending order ; on a
7
÷
3
≡
7
×
4 3 ÷ ≡ × number line
8 4 8 3 5 8 5 3
• Students complete tables showing
• Multiply and divide fractions including mixed numbers and decimals by converting from fraction equivalence between fractions, decimals
to decimal and vice versa. For example: and percentages
• make up story problems to match a
1 3
3 ×4 ≡ 3 ⋅ 5 × 4 ⋅ 75 worked computations involving fractions,
2 4
decimals and percentages
• Students make a bulletin board to
10•4 × 0•2 ≡ 4 2 display sets of equivalence fractions/
10 ×
10 10 decimals

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

• Employ a variety of strategies in working with percentage. For example:

1
2
2 % of 620 ≡ 1% 620 × 2.5 ≡ 6•2 × 2•5 (finding 1% then multiplying by the given
percentages)

• Apply knowledge of percentage increase/ decrease in solving problems

• Link to consumer arithmetic

• Share the same number of objects in several given ratios and compare the results obtained. • Students write ratios in their simplest
LO:7
• Write ratio between two quantities in the simplest form. For example: terms
- John is 10 years and Mary is 15 years. Ratio of john’s age to Mary’s age is 10 to 15 or 10 : 15 • Students write quantities consisting of
Demonstrate an different parts as ratios showing
- 25 : 40 reduces to 5 : 8
understanding of comparison of the different parts
- 18 : 12 reduces to 3 : 2
ratio and • Students share an amount of money in
• Explore combinations that give the same ratio
proportion and • Identify quantities that can be shared in a given ratio a given ratio
apply the same in • Write a quantity consisting of different parts as a ratio showing a comparison between the
problem solving different parts. For example, write the:
- population of their class as a ratio of male to female;
- population of their household as a ratio showing adults to children;
- furniture in classroom as ratio comparing desk to chair;
• Share an amount of money or a number of objects among up to three persons in a given ratio.
For example share $50 among Sam, Peter and Mary in the ratio 1:2:7 respectively.
• Apply the concept of ratio to compare male/female; ethnic composition of the population of a
community or country
• Identify the total amount that has been shared given the ratio and one of two shares
• Work out one proportion or total amount given ratio and one proportion. For example:
- The ratio of boys to girls in Bay Road School is 3 :2. There are 60 boys in the school. How
many girls are there? What is the total number of students in the school?

19
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:8
• Read meters (water, electricity) over a short period (weekend, few days, a week) and construct • Students construct advertisements
bills to reflect information regarding: which make appropriate use of
Solve consumer
- present reading percentages
arithmetic
- previous reading • Given sufficient information, students
problems involving
- consumption (units used) calculate profit, loss, percentage profit,
earning and - fixed rate (where appropriate) percentage loss; discount, sale tax,
spending money; - total charge for the period percentages increase and decrease in
taxes, interest, • Use calculations based on conditions of sales to compare the cost price of similar articles price, hire purchase price, deposit, cash
appreciation and offered at two or more stores. price
depreciation. • Collect information from stores relating to their Hire Purchase and Cash Sales. Use • Students write short notes/ give
calculations to compare the difference in prices of an article offered for sales on Hire Purchase examples to explain/ illustrate the
as against Cash Purchase. meaning of terms (discount, profit, loss,
• Work in small groups to make up ‘pay slips’ that shows: percentage profit, percentage loss;
- normal hours of work; discount, sale tax, percentages increase
- over time and decrease in price, hire purchase
- basic hourly rate price, deposit, cash price)
- over time rate • Given sufficient information, students
- deductions (such as National Insurance Services, Income tax, stamp duty calculate profit, loss, percentage profit,
• Use calculations based on a given exchange rate and the price of an article stated in two percentage loss; discount, sale tax,
different currencies. percentages increase and decrease in
• Complete local Income Tax Return forms price, hire purchase price, deposit, cash
price
• Students perform calculations involving
Money money to determine the unit cost of an
item, the “Best Buy” for money
• Perform four basic operations involving money • Students solve problems involving
• Comput the bill for purchase of a number of articles computations with money
• Work out the unit price per article, per gallon, per litre, etc • Students construct and answer
• Work out simple currency conversions questions related to aspects of consumer
arithmetic as depicted in advertisements
collected from flyers and newspapers
• Given sufficient information, students
construct/design samples of utility bills

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Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:1
• Continue to estimates linear measurements (lengths, distances and perimeter) and to explain • Students perform the actual task of
Estimate, measure, how such estimates were arrived at. measuring a set of objects in different
compare and • Measure the length of two objects and talk of the length of one object in relation to the length of units within a given time period or to a
record the other object. For example given degree of accuracy
measurements of • Students complete exercises involving
lengths, distances conversion from one unit of measurement
and perimeters to another
using appropriate • Students complete a table to show
units and devices equivalence between different units of
measurements. For example

• Use the relationship between different units to convert from one unit to another.
• Use string to measure and compare the measurement of the diameter of a circle to the
diameter of the same circle;
• Guide students through questioning to speak of the diameter of a circle as being “little more
than” three times the length of its circumference and to use this relationship as a tool to estimate
the circumference/ diameter of a circle.

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Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment

• Calculate the circumferences of circles and referring to the circumference as the perimeter of • Students give examples to illustrate the
the circle meaning of terms such as: twice as long;
three times as long; one-third as long as
• Create and solve problems relating to measurement of length, distance and perimeter. • Students complete/ construct tables to
show equivalence between different units
used to record linear measurements
• Given sufficient information, students
estimate the circumference of circles and
explain the strategy used
• Students calculate the circumference of
circles; length of arc of semi-circle,
quarter circle
• Students calculate the perimeter of
shapes made up of straight lines and
curves
• Students complete tables such as:

22
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:2
• Apply formulae to calculate the area of polygons (rectangles, parallelogram, trapezium, and • Students estimate the area of regular
Estimate, measure, composite shapes and irregular shapes draw on grid/dotted
compare and paper
• Calculate the area of the same shape in different square unit and use result to deduce • Students draw/ sketch shapes on
record the areas of
relationship between square cm and square m. For example. dotted/ grid paper that enclosed a given
surfaces in square
area. For example: Draw as many shapes
centimeters and
as possible that enclosed an area of 2
square metres
square centimeters

• Cut a box (cube & cuboid) into rectangles and squares. Calculate the area of each face. And
speak of the sum of the areas of all the face as the total surface area of the box (cube/cuboid).

• Cover the curved surface area of cylindrical containers with rectangular shaped paper and
speak of the area of the curved surface of the cylindrical containers in terms of the area of the
rectangular paper used. Draw circles on 1cm grid paper and estimate their area by counting the
number of unit squares enclosed.

23
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment

• Cut circles into eight or more sectors and rearrange sectors to form a ‘parallelogram’ then • Students use formula to calculate the
applying formula for area of parallelogram to deduce area of a circle. area of triangles and quadrilaterals
• Students calculate the area of:
- the faces of cubes and cuboids
- the curved surface of cylinders
- the total surface are of cubes and
cuboids
• Students calculate the area of circles;
semi-circles and quarter circles
• Students solve problems involving
computations of are measurements
• Students make a chart/ booklet
consisting of the different formulae used
for calculating the area of different plane
shapes with sketch of each plane shape
and worked examples involving use of
each formula

• Create and solve problems relating to measurement of surface area. For eg.
- investigate the relationship between squares formed on the hypotenuse and the sum of the
areas of squares formed on the other two sides of the right angled triangle.

24
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment

• Continue to estimate, measure, record and compare measurement of volume capacity and
mass; giving reasons for estimations and strategies used to obtain measurement

• Recognize and refer to 1 000 millitres as 1 litre and one millilitre as one-thousandth of one litre;
1 000 grams as one kilograms and one gram as one-thousandth of one kilogram

• Investigate the relationship between the length, breadth, height and volume of rectangular
prisms

• Students use stated formula to compute

LO:3 Volume & Capacity the capacity and volume of cubes,
cuboids, cylinders and cones
Estimate, measure, • Estimate, measure, record and compare measurements of volume and capacity; giving • Given sufficient information, students
compare and reasons for estimations and strategies used to obtain measurement calculate the height, length, area of base
record volume, of different solid shapes.
capacity, and • Place irregular solids into measuring cylinder containing water and determine the volume of the • Students give the dimension of cubes
weight using solid as the amount of water displaced. For example: and cuboids with the same volume/
appropriate units of capacity
measurement - place a stone into a measuring cylinder half fill with water and calculate the volume of the stone • Students use the relationship 1000 cm3
as the difference between the reading before and after the stone was place in the water. = 1 litre to convert from between cubic
centimetres and litres
• Use the relationship between the length, breadth, height and volume of rectangular prisms to • Students perform computations
carry out related calculations involving conversion from grams to
kilograms and vice versa
• Use several different size cylinder, to investigate (V = π r2h) the relationship between the • Students give the dimension of cubes
volume of a cylinder and the area of its circular base height. and cuboids with the same volume/
capacity
• Tabulate results obtained and use the same to formulate a generalization in determining the • Students use the relationship 2.2
volume of a cylinder pounds = 1 kilogram to convert from
pounds and kilograms and vice versa
• Students solve problems related to
measurement of weight, volume and
capacity

25
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
1
• Investigate the relationship (V= π r2h) between the volume of a cone and a cylinder with
3
similar height and circular base.

- For example fill a cone with a circular base of radius 7 cm and height 10 cm into a cylinder with
a circular base of radius 7 cm and height 10 cm. How many times must you pour the fill cone
into the cylinder to completely fill the cylinder?

• Use formulae for volume of cone to calculate the volume, height, radius and area of circular
base of cone

• Solve problems involving calculation of volume of solids

26
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:4
• Read and interpret information relating to time such as: • Perform calculation involving
- itinerary on airline tickets measurments of time
Read and record
- time tables • Convert from one unit of measurment to
time; perform
- schedule of events another
calculations
• Make time tables; schedule of events; itinerary to fit into a given time period • Construct and solve problems involving
involving mixed time.
• Look at the display of time in St Vincent and the Grenadines and another time zone and
units of time • Complete table to show equivalent time
calculate the difference between both time zones. For example
in different time zones

• Give the corresponding time in St. Vincent and the Grenadines to a given time in a different
time zone
• Create and solve problems involving time

LO:5 • Link to the study of directed numbers to record temperature below zero degrees • Students perform the task of measuring
• Construct table and use the same as a guide in devising approaches in converting from and recording the temperature of different
Temperature degrees Fahrenheit to degrees Celsius and vice versa. For example measure the following objects in degrees Celsius (oC ) and
Record, interpret objects in both oF and oC and record information in a table degrees Fahrenheit (oF)
and calculate - a sample of boiling water • Students complete a table to show the
measurement of - a block of ice
equivalence between degrees Celsius (o C
temperature - body temperature
- the inside of a refrigerator ) and degrees Fahrenheit (oF)
5 • Students solve problems involving
• Use formula C = (F – 32) × to convert from Fahrenheit to Celsius
9 addition and subtraction of temperature
• Solve problems involving measurement of temperature
• Link to related topics in Geography and Science

27
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:1 • Students sketch/ draw diagrams to
• Link to the four major and four secondary Cardinal points. For example sketch two or three
movements according to given cardinal direction and speak of the angle/angles so formed. For illustrate different types of angles in
Angles
example A move to the North followed by a move to the East or West form a 90o angle different orientations
Identify properties
• Students sketch/ draw lines that meet
of angles and use
given specification. For example: Draw
such knowledge in lines that are parallel, perpendicular
solving problems • Students calculate the missing angles in
diagrams consisting of;
- two intersecting lines
- two parallel lines cut by a transversal
• Students calculate missing internal and
external angles in triangles and
quadrilaterals
• Students draw diagrams/ write short
notes to show that:
- angles in a triangle add up to 180o
- opposite angles in a parallelogram are
equal
- angles in a straight angle add up to 180o
- vertically opposite/ corresponding
angles/ alternate angles are equal
- sum of exterior angles of triangles equal
180o
• Students use a pair of compasses and a
ruler to construct a line to a given
measurement
• Students use a ruler and a set-square or
a ruler and a pair of compasses to
construct a line that is parallel or
perpendicular to a given line
• Students sketch parallel and
perpendicular lines in different
orientations

28
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

• Estimate, measure and record the measurement of angles to the nearest degree
• Use the protractor to measure the same angle in both the clockwise and anti-clockwise
directions.
• Use knowledge of alternate and corresponding angles to show that opposite angles in a
parallelogram are equal.

• Use relationships between angles formed by parallel lines to show that:

- sum of angles in triangle equal to 180o

29
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
- An exterior angle of a triangle is equal to the sum of the two opposite interior angles.

• Solve problems related to angles

LO:2 • Students sketch different types of

• Compare properties of different types of triangles to deduce why a single triangle may belong
angles in different orientations
Polygons (triangle) to more than one type of triangle. For example:
• Students use the protractor to measure
Identify and use the - speak of all equilateral triangles are being acute angled triangles, giving reasons.
and record the size of a given angle
geometrical - speak of some triangles as being scalene and also acute angled, giving reasons.
• Students sketch different types of
properties of triangles in different orientations
• Investigate the order of roataional symetry and lines of symetry of different types of triangles
triangles in • Students draw Venn diagrams to
problem solving illustrate/ show relationships between
different types of triangles

30
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
• Measure an exterior angle of a triangle and compare the measurement with the sum of the two • Students write short notes to state the
opposite interior angles. properties of different types of triangles
• Students construct angles using a pair
of compasses and a ruler
• Given an angle in a triangle, student
identify the side that is opposite to the
angle and the side that is adjacent to the
angle
• Students list set of Pythagoras triples.
For example ( 3,4,5; 6, 8, 10)
• Students make a chart consisting of
several examples that illustrate
Pythagoras Theorem (a2 = b2 + c2)
• Students design a chart consisting of
• Use the edge of a 3x3, a 4x4 and a 5x5 grids to form a right angled triangle and speak of the several examples
sum of the area of the grid on the hypotenuse in terms of the sum of the area of the grids on the • Students apply Pythagoras Theorem in
other two sides calculating missing sides and angles in
right angled triangles

31
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

• Generate Pythagoras’ triples by dividing isosceles triangles (5,5,6; 5,5,8; 10,10,12; 10,10,16)
into two identical right angled triangles and speak about the measurement of the

• Place objects such as rods, ladder against the classroom wall and floor to form right angled
triangles and by measuring verify the whole number length of the foot of the ladder from the
base of the wall; and the length of the base of the wall from the top of the ladder.

• Continue to 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 reasons

32
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:3
• Investigate the order of rotational symmetry and lines of symmetry • Students list the properties of the
Polygons • Speak of the properties of quadrilaterals in terms of the relationship between opposite sides; different quadrilaterals
Identify and use the adjacent sides; diagonals; angles • Students sketch examples of different
geometrical • Discuss/explain/justify (using geometric properties) why a quadrilateral may belong to more polygons to match stated properties
properties of than one type. • Students draw Venn diagrams to show
polygons in solving • Use 'cut outs' of different types of triangles to form sided figures and speak of the types of relationship between different types of
problems quadrilaterals so formed. For example: quadrilaterals
- form a regular hexogan by placing six similar equalterial triangles together. • Given sufficient information, students
calculate the length of missing sides and
the size of missing angles in
quadrilaterals
• Students make a chart using polygons
of different sizes, shapes and colours that
they have cut from Bristol board. Each
polygon is correctly labeled with the name
of the type of polygon it depicts
• Students apply knowledge of properties
of quadrilaterals in solving problems
- arrange different number of pieces from a tangram to form different shapes. • Students complete tables to show the
number of diagonals that name polygons
have. For example

33
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

• Investigate the properties of polygons with more than five sides by measuring and comparing • Students state the number of lines of
length of sides, size of angles, number of diagonals and lines of symmetry symmetry and order of rotational
symmetry of named polygons
• Use knowledge of the properties of quadrilaterals to draw and interpret simple Venn diagrams • Students make a booklet consisting of
which show relationships between different types of quadrilaterals. polygons of different shapes and sizes.
This booklet may include pictures from
magazines and newspapers that illustrate
the types of polygons labeling each

• Apply knowledge of quadrilaterals to solve problems.

34
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:4
• Identify, name and sketch the different parts of the circle. Speak of the diameter of a circle in • Students make sketches to illustrate the
Circles terms of the radius of the circle; and the circumference of the circle in terms of the length of its different parts of the circle
Identify and use (Draw eg of circles • Students write short notes to explain the
properties of - the radius of this circle is 6 units so the diameter is twice as long/ the diameter is 6 units + 6 meaning of named parts of the circle
circles units; • Students estimate the diameter/ radius
- the diameter of this circle is 8 units, so the circumference is about three times as long, hence of a circle given the circumference and
the circumference is about 24 units vice versa
• Draw diagrams of a line and a circle moving towards each other and speak of the name given • Given sufficient information, students
to the line at the different stages where the line calculate the circumference, radius,
- touches the circle (the line is a tangent) diameter of a circle
- intersects the circle at two points without passing through the center of the circle (the line is a • Students construct circles to a given
chord dividing the circle into two segments) radius, using a pair of compasses and a
- intersects the circle at two points and also passes through the center (the line is the diameter ruler
(the longest chord) dividing the circle into two semi-circles)

• Make sketches of diagrams to illustrate the meaning of sectors and minor and major segments
• Produce diagrams where a tangent to a circle and a diameter meet and measure the angles so
formed and speak of the results obtained.

35
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:5
• Investigate congruency by super imposing one shape on the other and rotate/translate shapes • Students draw sets of triangles/
to verify whether one shape fits exactly onto the other and noting matching sides and angles. quadrilaterals that are congruent
Congruency
• Students name corresponding sides and
Apply properties
angles in two shapes (triangles and
of congruent
quadrilaterals) that are congruent
and geometric
• Students write short notes to explain the
plane shapes to
properties of congruency
solve problems

• Draw sets of triangles and quadrilaterals that are congruent to a given shape and explain why
the shapes are congruent
• Write congruent statements using ( ≡ ) to show the relationship between sides and angles
of two congruent shapes
• Deduce properties of congruent triangles and quadrilaterals by:
- measuring and recording length of matching sides;
- magnitude of matching angles;
- perimeter and area of congruent shapes
• Apply geometrical facts of congruency to solve problems such as finding unknown sides and
angles, perimeter and area in diagrams. Provide opportunities for students to justify their
solutions to problems by giving reasons for their approach/ results etc.

36
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:6
• Speak of similarity in relation to shadow of an object and the object; photographs; plans • Students draw sets of triangles/
Similarity • Match corresponding sides and angles of two similar shapes (triangles and quadrilateral). quadrilaterals that are congruent
Apply properties of Begin by looking at similar shapes that are in the same orientation • Students name corresponding sides and
Similarity and angles in two shapes (triangles and
geometric plane quadrilaterals) that are congruent
shapes to solve • Students write short notes to explain the
problems properties of congruency

• Produce and draw/sketch a set of triangles and quadrilaterals by increasing/decreasing the

sides of a given shape by a scalar quantity

37
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
• Deduce the principles of similarity of shapes by:
- measuring, recording and comparing matching sides and angles.
- Making verbal and written statements about matching sides and angles
• Name the vertices of similar triangles and quadrilaterals in matching order when using the
symbol ( ≡) in similarity statements.

• Use a given ration to draw/sketch triangles and quadrilaterals that are similar
• Apply properties of geometric similarity to solve problems such as finding unknown sides and
angles in triangles and quadrilaterals b

• Students classify solids and solid

LO:7 •Sketch the net of solid shapes shapes and explain the rule governing
such classification
• From practical activities develop an understanding of cross-section of a solid. For example cut • Students draw the corresponding nets
Solid Shapes a cylindrical object into two parts and talk of the cross section seen for various solid shapes and vice versa
Recognize the • Students complete tables such as:
properties of solids
and apply such
knowledge to solve
problems

38
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:8 • Observe and note the similarites between and object and its image after a reflection • Students sketch on grid paper, the
Transformational object and its image after a stated
Geometry transformation
Identify properties • Given sufficient information, students
of transformation state the type of transformation that was
and use such performed on the object
knowledge to solve
problems relating
to geometry

• Rotate shapes anticlockwise about the origin through a given angle and note the differences
and similarites between the object and its image

Translation
• Translate a shape on grid paper and note the similarites between and object and its image
after a reflection

39
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO:1
• Begin to translate rules of arithmetic sequences into linear expressions that can be used to • Students complete, extend and
Generate, describe determine the nth. For example: generate arithmetic sequences and
and complete geometric patterns
number and • Students describe in words, the rule
geometrical depicted by a given number sequence or
3, 6, 9, 12 geometric pattern
patterns using a
• Students complete tables to show
variety of strategies
common difference and state the rule
and completing
governing the sequence. For example
simple number
sentences by
calculating missing
values

3, 7, 11, 15

• Deduce linear expressions for arithmetic sequence by comparing the common difference
between successive terms. For example: 21, 27, 33, 39, 45

T(a) = common difference × term +

constant

40
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO:2
•Use concrete materials such as counters, cups, boxes to model algebraic expressions of the • Students translate verbal statements
form: and geometric models into algebraic
Construct, simplify
- 2(a + 1); 4(y + 3) (variable plus a constant more than once) expressions
and transform -b+b+y+y+y
algebraic • Students perform computations with
• Complete/generate tree diagrams to generate sets of equivalent expressions. algebraic expressions to include:
expressions
- simplifying algebraic expressions
- expanding algebraic expressions
involving work with brackets
- factorizing algebraic expressions
• Students generate sets of equivalent
expressions equivalent to a given
expression. For example: 10t + 12 may
be rewritten as: 5t + 5t + 12; 9t + t +12;
10 t + 6 + 6; 2 (5t + 6)
• Students produce geometric models to
illustrate expressions of the form:
a(b + c) (a + b) (b + c)

• Develop and use geometrical model for expressions of the form (a + b) (c + d). For example
the total area of the rectangle below is the sum of (3c + 5c + 3d + 5d)

41
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO:3
• Discuss/ produce situations which will give rise to the use of signs < & > to denote inequality • Students translate verbal statements
between two expressions. For example speak of the length of one line in relation to another. and geometrical representations into
Construct and
Gradually move away from the use of words to use of symbols. algebraic equations and inequalities
solve algebraic • Students write the inverse of given
equations and algebraic equations and solve algebraic
inequalities equations and inequalities
• Students model the solution to
inequalities on a number
• Students write short notes to explain the
steps followed in solving an algebraic
equation

• Produce geometrical models of inequalities

• Find a range of values that satisfy an inequality using a ‘guess and check’ strategy
• Simplify equations and inequalities by matching and cancelling similar terms on either side of
the equation/inequality. For example by matching and cancelling out equal lengths ( n for n in
both line) the inequality 3n < 8 can be reduced to n < 8.

42
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment

• Speak of the possible values that the variable can take on in respect of the given inequality. For
example in the inequality χ < 14, recognize that χ can be 13, 12, 11,.. since χ is less than 14.
- Model solutions to inequalities or number line for example.
• Translate problems into algebraic equations, and simple inequalities solve the equations or
inequalities and translate the solution into answers to the problems
• Represent solutions to simple inequalities on the number line.

43
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO:4
• Make use of drawings and examples to illustrate/ explain the meaning of familiar formulae • Students give examples that match a
used in other strands of mathematics and other subject disciplines, such as given mathematics formula
Identify, transpose - P = 2L + 2W or 2(L + W) • Students calculate solutions to simple
and apply familiar -A=L×W A = ½ h × b; binary operations
mathematics
- A=h×b A = π r2
formulae - A = ½ h ( a + b)
- a2 = b2 × c2
-T=D×S
• Transpose familiar formulae and describe procedures followed in transposing such formulae.
Substitute identical values into original formula and that obtained after transposing to verify
correctness of the transposition obtained.
• Solve equations arising from substitution into known mathematics formulae. For example.
For example: c2 = a2 × b2
• Work out solutions to to more complex binary operations. For example:
- if t ∗m = tm + m, then 2 ∗ 3 = 23 + 3 = 2 × 2 × 2 + 3
• if r ∗q = 2r – q, 5 ∗ (-1) = 2 × 5 − −1 = 10 + 1 = 11

44
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO:5
• Generate a number patterns and tables of values from given algebraic expression. For • Students produce geometric models to
Express functions; example: match known mathematics formulae
and represent f(x) = x+3 • Students known mathematics formulae
mappings diagrams in term of a given subject. For example:
graphically. Graph T = D X S written with S as the subject
and interpret linear gives S = T ÷ D with D as the subject
relationships on gives D = T ÷ S
the number plane
Express and
represent functions
in mapping • Sketch mapping diagrams for given functions and draw the corresponding linear graphs
diagrams on linear • Plot linear graphs that reflect real life occurrences such as time graphs, population growth over
graphs time.
• Calculate the function given ordered pairs and vice versa.
• Calculate the gradient of linear graphs.
• Draw linear graphs for
-y=x
-y=−x
-y=2
-x=2
• Investigate the relationship between pairs of graphs of the form y = mx + c; where the value of
m is equal.

45
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO:1 • Construct Venn diagrams given sufficient information. For example draw the Venn diagram, • Students list members of a set given a
given that: description of the set and vice versa
Use set notations
A ∩ B= {5} • Students give examples of different
to organize
information and; types of sets (null, infinite, finite, equal,
A ′ = {4, 6, 8, 9, 10} equivalent)
solve problems
• Students use set language notations to
B′ = {2, 4, 3, 7, 6, 8, 9} describe set relationships
• Draw Venn diagrams to show relationship between different types of numbers. For example: • Students answer questions based on
- given that P = {odd numbers} , R = {even numbers} draw the Venn diagram which information presented in Venn diagrams
illustrates the relationship between P and R • Students draw simple Venn diagrams to
show relationships between given sets
Link set theory to geometry • Students translate verbal statements
• Construct Venn diagrams to explore/ illustrate the relationship between properties of different into Venn diagrams
geometrical shapes. For example Draw Venn diagrams to illustrate statements such as: • Students use set notation/ language to
- all squares are rectangles. communicate information about the
- all equilateral triangles are acute angled triangles. relationship between two sets
- all squares are rectangles and all rectangles are parallelograms. • Students respond to questions based on
• Respond to questions based on information presented in Venn diagrams. information presented in Venn diagrams
• Interpret information presented in a Venn diagram. For example in the Venn diagram shown

below Υ {dogs} = , A= { pit bull}, B= {black pit bull}

46
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment

• Link Set theory to algebra

• Use knowledge of set theory in solving problems. For example the number of members
belonging to the various sets in the Venn diagram may be determined by formulating algebraic
equations such as:
- t + 9 = 20
- t + 4 + t = 26
- 3t + 4 + 9 = 46

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

47
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO:2 • Students select the most appropriate
• Discuss issues that might form the basis for data collection. For example:
data collection method to collect
Design and use - the growth of certain seedlings per day
information for a stated purpose
simple instrument - rainfall over certain period
• Students design suitable questions, tally
for relevant data - population growth of school, community, country
collection chart, tables that can be used to collect
data for a stated purpose
• Collect data through other class/ school engagements. For example record the:
• Students perform the actual task of
- the time the computer different students computer takes to booth up or the length of time
collecting data through observation, and
different students take to type a given task when the class visits the computer laboratory for ICT
administration of questions and direct
subject
measure
- length of time class members skip for or the number of ‘push up’ done by students during a
Physical Education session
- time taken by different solutions, such as pure water; salt water, sugar water; lime juice before
they reach boiling point in an experiment carried out during a science class
- the amount of rain fall over a five day or week end period by placing containers in suitable
places out doors

• Collect data about consumption by reading the water/ electricity meter at home/ school at the
same time each day for a week

• Make use of suitable class intervals in recording large sets of raw data. For example:

48
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO:3
• Choose and use suitable class size/intervals to organize large sets of data in constructing • Student organize data in grouped and
Organize and grouped frequency tables. For example discuss giving reasons for your choice what class size ungrouped frequency tables
display data using might be used to record this set of data. • Students construct frequency tables,
different forms of graphs, bar charts, histogram, pie charts
presentations - 52, 61, 75, 50, 54, 82, 84, 90, 75, 63, 83, 99, 65, 50, 65, 43, 84, 92, 98, 77, 79, 80, 32, 39, 44, from a given set of data
66, 79, 79, 55, 81, 90, 70, 59, 63, 23, 20, 56, 34, 57, 97, 64, 40, 15, 7, 19, 29, 47, 9, 49, 61 • Students construct tables from bar chart
and vice versa
• Construct grouped frequency tables for given set of data. For example

49
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
• Construct histograms for a table of values. For example

50
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
• Organize and present data in the form of pie charts. For example:

• Use data presented in one form to construct another form of representation. For example Use
the information presented in a bar chart to construct the equivalent pie-chart.
• Select and use appropriate scales in presenting data and record the scales on both axes
• Construct models of time distance graphs
• Construct a paragraph to explain a time distance graph
• Discuss the appropriateness(advantages, disadvantages) of one form of representation over
another
• Use simple graphing software to enter data and create graphs such as spreadsheets

51
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO:4
• Determine the modal class from a set of grouped data as presented in grouped frequency • Students calculate the mean from a
Determine and use tables and bar charts given set of ungrouped data
typical statistical • Calculate the mean of a set of data from frequency tables and bar charts of ungrouped data • Students determine the mode, range,
measures from • Calculate the mean of sets of similar data; one with an extreme value and the other without an median, maximum, minimum scores from
extreme value and discuss how an extreme value affects the mean. a given set of raw data and data
data
presented in the form of frequency tables,
bar charts, histogram

LO:5 • Construct and respond to questions based on information presented in tables, charts, and • Students construct a frequency tables
graphs. For example: from a given bar chart, line graph or pie
Interpret data and
• Compare two or three sets of data by using the mean and the mode or the median or the range chart
draw conclusions
• Analyze, comment on and make predictions on information presented in simple tables, charts • Students make predictions and
and graphs as collected from local departments such Health Centres; Forestry Department: conclusion based on presented in tables,
Fishery Unit which give information relevant to local communities or country bar charts, line graphs or pie charts
• Make relevant comments on information presented in print such local newspapers; brochures, • Students answer questions based on
textbooks information presented in tables, bar
charts, line graphs or pie charts

• Generating a list of all the possibilities of a simple event. For example: • Order events from least likely to most
LO:6 - a cricket match may end in a loss, a win, a tie, a draw, a no result likely.
- • Determine the probability(likelyhood) of
Probability • Using the term ‘sample space’ to refer to all the possible outcomes of an event. For example an outcome
the sample space for:
- tossing a coin (head, tail)
- rolling a fair sixe sided die ( 1, 2, 3, 4, 5, 6)
• explaining the meaning of a probability of 0, ½, 1 in a given situation
• interpret and use probabilities expressed as percentages or decimals
• Collect and evaluate statements make reference to probability such as statements in
newspapers, other subject texts
• Solve simple probability problems

52