MATHEMATICS – SCHEME OF WORK SPN-21 (INTERIM STAGE)

COULD DO YEAR 8

Content Coverage Scope and Development Suggested Supplementary

Activities Resources

11. STATISTICS
(Continuation from
Year 7)  Introduce the term average as a Investigate the heights
11.5 Averages: Mode, representative value of a set of data, of students in different
Median and Mean by giving everyday examples: average categories (e.g. male
shoe size, average weight, average and female). Make
height etc. comparisons between
the groups using mean,
 Introduce the term mode and median and mode.
modal value of a set of data.
 Discuss the use of mode as a
measure of average in selected
situations, e.g. the most popular car in
town, sizes of shirts, etc.

 Introduce the term median as the

middle value of a set of data.
 Discuss the use of median as a
measure of average in selected
situations, especially one where there
is an unusually high or low value.
Give a set of data and
 Introduce the term mean as a
lead students to the
measure of average. Define mean as
discussion on how to
follows:
select the most suitable
Sum of Values average for the given
Mean =
Number of Values situation so that it
reflects a fair, realistic
 Discuss the use of mean as a and practical
measure of average in selected representative value of
situations especially one where there the given data.
are no extreme observed values, and
in statistical work.

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  Solve simple problems involving
mode, median and mean.

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 Content Coverage Scope and Development Suggested Supplementary
Activities Resources

1. EVERYDAY
MATHEMATICS
(3 weeks)

1.1 Earning and  Explain the terms earning and Use real-life examples COUNTS 2
Spending spending with examples. to discuss expenditure TOPIC 1: Ratio, Proportion,
 Use given data or data extracted from especially at the start of Percentages and Application
tables and charts to solve problems a school year. (Pg 21 – 33)
on personal and household finance.
Exploring Maths 2B
1.2 Simple Interest  Explain the terms simple interest, Compare interest rates (Pg 1– 44)
rate per annum, principal and from different banks.
amount. Calculate the returns for
 Derive the formula I=PRT for finding fixed deposits with
simple interest through examples and different rates and
stress that the unit of T is years. different durations.
 Solve problems on simple interest.

1.3 Profit and Loss  Explain the concepts of profit and
loss, cost price and selling price.
 Relate percentage increase/decrease
to percentage profit/loss.
 Solve problems on finding the cost
price or selling price, profit and loss.
Ask students to imagine
that they are going to
sell things for a fund-
raising project. Discuss
concepts in relation to
this project.

1.4 Discount  Explain the meaning of discount and Discuss the concept of
percentage discount in everyday life. discount using
 Solve problems on finding the sale advertisements in the
price, rate of discount or the original newspapers during the
price. Mid-Year Sale or Brunei
Grand Sale.

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 Discuss the concept of
1.5 Commission  Explain the meaning of commission commission as money
and percentage of commission and earned when something
distinguish between discount and is sold and this serves
commission. as an incentive to
 Calculate commission earned. salesmen to sell more
products.

1.6 Hire Purchase  Explain the terms marked price, cash
price, hire purchase, down payment
and instalment. Give everyday life
examples.
 Solve problems on cash price and hire
purchase.
Explain that when an
item is bought through
hire purchase, the total
amount of money paid
is much higher than by
paying cash.

1.7 Taxation  Introduce examples of tax that people
have to pay: airport tax and road tax,
etc. where the amount is fixed.
 Explain concepts of service tax and
income tax where the tax to be paid
is a percentage of a given amount.
Introduce the concept of
service tax in
restaurants like Pizza
Hut. Explain income tax
as a certain percentage
of a person’s income
paid to the government.

2. ALGEBRA 2 (4
weeks)
 Use the area concepts to teach basic Get the more able COUNTS 2
2.1 Expansion of algebraic expansions for a(b + c) and students to recognise TOPIC 3: Algebraic
Brackets (a + b)(c + d). and apply the special Expansion and
and Simplification products of factorisation (Pg 69 – 87)
 Generalise the process of expansion
of a(b + c) and (a + b)(c + d).
 Extend the ideas to (ax + by)(cx + (a + b) 2 = a 2 + 2ab + b 2
TOPIC 4: Algebraic
dy). fractions, formulae and
(Caution on common mistake like ax (a − b) 2 = a 2 − 2ab + b 2 . linear inequalities
times (Pg 97 – 116)
cx = acx).

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  Distinguish between a + b(c + d) and
(a + b)(c + d). COUNTS 3
TOPIC 1: Algebraic
fractions, formulae and
indices
(Pg 1 – 20)
2.2 Factorisation by  Explain the meaning of factorisation Revise the concept of
Taking as the reverse process of expansion. factors by using
Exploring Maths 2A (Pg 25 –
Out the Highest numbers
 Show the method of factorisation by 75)
Common e.g. 6 = 2 × 3
taking out the highest common
Factors (HCF)
factors and generalise the steps:
(a) for numbers, find the HCF, Discovering Mathematics Bk
(b) for each letter, the HCF is the one 2A Chapter 2
with the lowest power.

2.3 Factorisation by  Identify the characteristics of Explain that factorising

Grouping algebraic expressions that can be 3a + 3b – ca – c b COUNTS 2
factorised by grouping. = 3(a +b) – c(a + b) TOPIC 3: Algebraic
= (a +b)(3 – c) expansion and
 Explain the method of this
can also be done by factorisation (Pg 89 – 93)
factorisation and work out
examples, reminding students to be rearranging expression
careful with change of signs when as
there is a minus sign in front of the 3a – ca + 3b – cb
brackets. = a(3 – c) + b(3 – c)
=(3 – c)(a + b)
to avoid mistakes made
in change of sign.

2.4 Factorisation of a  Perform the expansion and use the Begin with numbers that
Difference of Two are perfect squares e.g.
result of ( a + b)( a − b) = a − b to
2 2
Squares (5 +4)( 5 −4) =52 −4 2 ,
explain that the result of factorisation
of a 2 − b 2 is ( a + b)( a −b) . etc, then proceed to
algebraic expansion.
 Identify difference of two squares and Work out examples such
use the above rule to factorise them. as 5a 2 − 5 , and in
 Discuss examples of a combination of particular, stress that 1
2.2 and 2.4. is a perfect square.

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 2.5 Formulae  Give some common formulae and Start with solving an
explain the meaning of the subject of equation such as 6x + 3
the formula. = 15, then ask the
 Teach the techniques of changing the students how they
subject of a formula for common would find an
situations where the subject expression for x when
(a) is in brackets, 6x + 3 = y. Move on to
(b) is in a fraction, asking the students for
(c) is in a square root or cube root, simple formulae they
(d) is raised to a power, know, such as A=lb and
(e) appears in two terms. ask them to transform it
to make another
variable the subject.
1 3
Note that V = πr can
3
be written as V =
πr 3 ,
3
etc.

2.6 Solving Linear  Use the techniques in expansion of Caution students on

Equations brackets to solve linear equations common mistakes e.g.
(With Brackets) with brackets. 2x – 3(x + 1) = 2x – 3x
+ 3.
COUNTS 2
2.7 Solving Begin with real-life TOPIC 6:
 Explain the techniques of using the Simultaneous equation
Simultaneous Elimination method to solve examples like ‘Three
Equations apples and two oranges (Pg 171 – 182)
simultaneous equations:
a) make the numerical coefficients of cost $2.20. One apple
the unknown to be eliminated the and one orange cost
same using the LCM, $0.90. What is the cost
b) discuss the correct operation to be of an apple and an
used to combine the equations, and orange?’ The students
then find the unknowns. may solve this problem
by doubling the second
 Explain the techniques of using the set of information and
Substitution method to solve the
subtracting from the
equations (for easy situations only.
first. Explain the
e.g. where one of the equations is
information
given as y = 2x
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  Explain how to solve word problems algebraically and show
by identifying key words and how to set out the
translating the information given into solution.
mathematical statements followed by
solving the equations obtained. Show other examples
of pairs of simultaneous
equations.

3. INDICES AND
STANDARD FORM
(4 weeks)

3.1 Index Notation  Introduce the index notation for Review use of index COUNTS 2
repeated multiplication of a number, notation in work on TOPIC 2: Indices
e.g. 2× 2× 2 = 23, prime factorisation (Pg 40 – 62)
5 learnt in Year 1.
10× 10× 10× 10× 10 = 10 . Exploring Maths 3A
 Introduce the terms index (indices) (Pg 1 – 22)
and base in the above examples.
Discovering Mathematics Bk
 Expand expressions of the form an , 3A Chapter 1
where a ≠ 0 and n is a positive
integer.
e.g. 34 = 3× 3× 3× 3.

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 3.2 Rules of Indices  Provide examples to help students Guide students to
discover the Rule on addition of discover the Rules of
indices, i.e. am × an = am+n . addition of indices by
deduction from
 Provide examples to help students examples like
discover the Rule on subtraction of 43 × 42
indices i.e. am ÷ an = am−n . = (4 × 4 × 4) ×(4× 4)
 Discuss the above rules algebraically, = 4× 4 × 4 × 4 × 4
e.g. a2 × a7 = a9 , 5 2 3
a ÷a = a . = 45.
 Simplify numerical and algebraic (Find the relationship
expressions using the above rules between the indices 3, 2
and stress that the bases must be the and 5).
same in order to use these rules.
Caution students that 23 ×32 ≠ 65 . Extend the idea to the
Rule on subtraction of
 Apply Rules of indices and remind indices by deduction
students that answers are not to be
from examples like
left in index notation if the given task
is to evaluate an expression.

47 ÷ 42
47
=
42
4× 4 × 4× 4 × 4 × 4× 4
=
4× 4
5
=4 .
(Find the relationship
between the indices 7,
2 and 5).

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 3.3 Zero and  Establish the concepts of zero and Use numerical examples
Negative Indices negative indices: to derive zero index and
1
negative index
−n
a0 = 1 and a = n where e.g.
a
(i) 54 ÷ 54 = 54−4 = 50,
a ≠0.
54
and 54 ÷ 54 = = 1.
54
Therefore, 50 = 1.

4 −7
(ii) 5 4 ÷ 5 7 = 5 = 5 −3 ,
5 × 5 ×5 × 5
and 5 4 ÷ 5 7 =
5 ×5 × 5 × 5 ×5 × 5 ×5
1
= 3 .
5
1
Therefore , 5 −3 = 3 .
5

3.4 More Rules of  Use numerical examples, and then Use numerical examples
Indices and algebraic examples, to help students to derive the Rule on
Fractional Indices discover the rule for multiplication of multiplication of indices,
indices i.e. e.g.
(a )
m n
= a mn . (5 )
2 3
= 5 2 ×5 2 ×5 2 = 5 6.
(Find the relationship
between the indices 2,
3 and 6).
 Discuss the rules of indices when
multiplying and dividing terms with
Use numerical examples
the same index, i.e.
to derive the Rule on
a m × b m = ( ab ) m , indices when
m multiplying terms with
am a
=  . the same index, e.g.
bm b 32 ×4 2 = 3×3×4 ×4
= ( 3 × 4) × ( 3 × 4)
= ( 3 × 4) 2 .

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 Similarly, derive the rule
when dividing two terms
with the same index.

Discuss examples on
these rules especially in
cases like:
3
12 3  12 
3
=   = 63 = 216 .
2 2 
1 1 1 1
2 2 × 502 = (2 × 50) 2 = 1002 = 10

 Review squares, square roots, cubes 1

Consider .
and cube roots in numerical and 92
algebraic examples. Introduce the 1 1 1

notation of fractional indices, i.e. 9 2 = (3 ×3) 2 =

3 
2 2 = 31 = 3

 
1
and Since we know that
am =ma 9 =3 ,
m
( )
1 1
an = am n = n am or therefore 9 2 = 9 .
m
m  1  1
a n =a n



= ( a)
n m
for any positive (an index of means
  2
number of a and positive integers m the same as ‘square
and n. root’ of the base).

Explain that it is easier

 Give extensive practices on to evaluate
2
combination of the above rules.
8 3 = ( 3 8) 2 = 22 = 4
than
2
8 = ( 3 82 ) = 3 64 = 4 .
3

Show that this type of

problem can also be
solved by expressing 8
as a power of 2 first,
then use the
multiplication rule i.e.
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 2 2
8 3 = (23 ) 3 = 22 = 4.

3.5 Solving Simple  Solve simple exponential equations

Exponential by expressing both sides in terms of
Equations the same base and then equating
the indices, i.e, a m = a n ⇒ m = n
[ Caution : a ≠−1, 0, 1 ]

 Solve simple
exponential equations by expressing
both sides in terms of the same index
and then equating the bases, i.e,
a m = bm ⇒ a = b

3.6 Powers of ten,  Review writing numbers in powers of Show that very large
Standard Form and 10. and very small numbers
Simplification in Examples : 10000= 104 and are cumbersome to
Standard Form write especially when
doing multiplications.
1 1
0.0001= = = 10−4 Ask students to multiply
10000 104 mentally, say 2 000 000
−4
0.0003= 3× 10 , etc. × 3 6 000 000 and
n write the result as an
 Introduce the standard form ,
A ×10
where 1≤ A < 10 and n is an integer. ordinary number 72 000
000 000 000. Do the
 Stress that the value of A must lie same calculation on the
between 1 and 10 and that
calculator to compare
4 128 000 000 = 4 128 × 106 is not the result. Use this
yet in standard form but has to be opportunity to introduce
written as 4.128 × 109. and describe the correct
 Give simple practices in converting notation.
ordinary numbers into standard form

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 and vice versa. Suggest that students
 Show students how to use the Rules check answers by
of indices to simplify and evaluate writing as ordinary
numerical expressions involving numbers when in doubt.
multiplication and division of terms
expressed in standard form.
 Show students how to convert terms
to the same power of 10 using the
Rules of indices to simplify and
evaluate numerical expressions
involving addition and subtraction of
terms expressed in standard form.
 Solve related word problems.

4. PYTHAGORAS’
THEOREM (1 week)

4.1 Use of  Identify the right angle and the Show Pythagoras’ COUNTS 3
Pythagoras’ hypotenuse of right-angled triangles in Theorem by an activity TOPIC 2: Pythagoras’
Theorem different orientation. e.g. using a triangle of Theorem and Trigonometry
side 3, 4 and 5 cm, (Pg 32 – 42)
 State the Pythagoras’ Theorem and construct the squares
use it to find the unknown side of a on each side and Exploring Maths 3A
right-angled triangle when the other deduce the relationship (Pg 25 – 47)
two sides are given between the areas of
these squares. Discovering Mathematics Bk
2B Chapter 7

4.2 Converse of  Use the converse of Pythagoras’
Pythagoras’ Theorem to prove that a triangle is
Theorem a right-angled triangle
 Identify ‘Pythagorean triplets’ from
a set of three numbers (e.g. 3,4,5)
www.kyes-
Experiment with right- world.com/pythagor.htm
angled triangles and
discover that www.blarg.net/~math/secon
Pythagoras’ Theorem is d.html
true only for right-
angled triangles. Show www.themathpage.com/aTri
examples that for non g/pythagorean-theorem.htm

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 right-angled triangles,
the theorem is no Revise Pythagoras’ Theorem
longer true. at
http://www.bbc.co.uk/school/
gcsebitesize/maths/shapeih/i
ndex.shtml

5.

INTRODUCTION TO
TRIGONOMETRY Ask students to draw COUNTS 3
(2 weeks)  Name the hypotenuse (H), opposite several right-angled TOPIC 2:
(O) and adjacent (A) triangles with an angle Pythagoras’
5.1 The sides with respect to an angle 30o and adjacent sides Theorem and
Right-angled of 2 cm, 4 cm and 5 cm. Trigonometry
Triangle and The  State the sine, cosine and tangent Measure the opposite (Pg 43 – 62)
Trigonometric ratios (Use sOH cAH tOA as a way sides as accurately as
Ratios to remember the definitions of the possible and compare Exploring Maths 3A
three ratios) the results of the (Pg 51 – 90)
opposite side
. This Discovering Mathematics Bk
 From right-angled triangles with 2 adjacent side
sides and an angle marked, 3B Chapter 7
demonstrates that the
write the correct relationship tangent ratio of a For worksheets on
between them trigonometry follow the links
particular angle remains
constant irrespective of at
www.projects.ex.ac.uk/trol/tr
 Find the unknown sides using sin, size of the triangle.
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 cos or tan and unknown angles
using sin -1, cos -1 or tan -1
Explain that when the ol/
adjacent side is 1 cm,
the opposite side is tan
30o. Check that this
value is consistent with
the calculator.

The above activity can

be adapted to show
properties of the sine
and cosine ratios.

Show as a calculator
activity that, as ∠ A
increases from 0o to 90o,
the value of:
- tan ∠ A increases from
0 to infinity;
- sin ∠ A increases from
0 to 1;
- cos ∠ A decreases
from 1 to 0.
Caution students on the
way to write answers,
i.e.
3
tan A = ,
4
then A = 36.9o
(correct to 1 decimal
place),
3
not tan A =
4
= 36.9o.

5.2 Applications of  Illustrate angle of elevation and Discuss the use of

Trigonometry angle of depression in diagrams, with trigonometry in
(i) Angle of Elevation particular reference to the ‘line of everyday life e.g.
and vision’ and the ‘horizontal line’. calculate the height of a
Angle of  Interpret word problems and sketch building or a tree. You

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 Depression diagrams before solving problems
(ii) Composite related to angle of elevation and
Figures angle of depression.
 Applying trigonometric ratios and
Pythagoras’ theorem in solving
triangles in composite figures
will need to discuss how
to measure the angle of
elevation practically.
When solving problems
involving composite
figures, advise students
to sketch a separate
right-angled triangle
and mark the known
values and the unknown
values.

6.

RECTANGULAR
COORDINATES
AND GRAPHS (3  Draw a rectangular coordinate Introduce the concept of COUNTS 2
weeks) plane on graph paper and explain ordered pairs through TOPIC 5: Rectangular
the meanings of: x-axis, y-axis, practical examples like coordinates in two
6.1 Graph of a Set of origin, x-coordinate, y-coordinate class seating, streets dimensions and graphs
Ordered Pairs, and quadrants of the Cartesian maps, etc. (Pg 129 – 147,
Scales. coordinate plane. Pg 150 – 157)
 Read and locate points in the Ask students to play COUNTS 3
coordinate plane: a general point (x,
battleship game to TOPIC 3: Straight line
y), a point on the x-axis (x, 0), and a
introduce the concept of graphs and their
point on the y-axis (0, y).
ordered pairs. equations
 Plot given points in the Make sure that students (Pg 91 – 94)
coordinate plane. are competent in
 Stress on the importance of marking the axes Exploring Maths 2A
labelling the axes and origin on correctly in a uniform (Pg 125 – 154)
each graph. manner according to a
 Stress on the importance of given scale especially Discovering Mathematics Bk
interpreting correctly the scales for such as 2 cm to 1B Chapter 12
the axes. represent 1 unit, 2 cm
to represent 5 units, http://www.com/school/subje
etc. Give sufficient ct3/lessons.S3U1L2Gl.html
practice in reading and
stating values to the

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 correct accuracy.

6.2 Linear  Draw direct proportion graphs Show a conversion

Relationships based on given data.
Between Two  Interpret and answer questions
Variables (Linear on direct proportion graphs.
Functions)  Use examples of conversion
graphs and simple travel graphs
with constant speed.
graph between Brunei $
and Malaysian Ringgit.
Use it to convert one
currency to another.

6.3 Graphs of Linear  Revise examples of linear equations in As a whole class COUNTS 3

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 Equations in Two one variable. activity, solve problems TOPIC 3:
Variables Including  Introduce linear equations in two like, ‘I think of a Straight line
Lines Parallel to the variables, x and y, e.g. number, multiply by 2, graphs and their equations
x or the y-axis y = 2x, y =2x +3, 3x +2y = 5 etc. add 3 and write down (Pg 75 – 81, Pg 85 – 90)
the answer’. Construct
 Explain the steps needed to construct tables of the input TOPIC 4:
graphs of linear equations, i.e. by
numbers and the Graphical solution
finding sets of values of x and y,
answers. Plot the graph (Pg 105 – 113)
plotting the points and drawing a
of ‘answer’ against
straight line through all the points.
‘input number’. Exploring Maths 2A
 Let students draw linear graphs of the Investigate the (Pg 157 – 186)
form: properties of the
y = mx , y = mx +c and ax +by = c .
resulting lines and use Discovering Mathematics
 Read graphs, e.g. finding the values the lines to predict the Book 1B Chapter 12
of y given the value of x and vice answer from other input
versa. numbers and vice versa.
 Show that the graphs of y = a , x = b
where a and b are integers, are
straight lines parallel to the x-axis and
y-axis respectively
 Solve simultaneous equations
graphically.

7. COORDINATE Demonstrate the idea of

GEOMETRY (4 slope and the definition
weeks) of gradient through a
 Explain that the gradient gives the practical activity as COUNTS 2
7.1 The Gradient of idea of the ‘slope’ or ‘steepness’ of a follows: TOPIC 5:

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 a Straight Line plane by using examples from 1. Support and elevate Rectangular
everyday life. one end of a plank coordinates in
 Introduce the gradient of a straight (approximately 50cm two dimensions
line as a measure of its inclination long) with books or and graphs
expressed as a ratio of vertical other means. Measure (Pg 148 – 149)
change to horizontal change. and record the vertical
displacement (h) and
 Identify lines with positive and the horizontal distance COUNTS 3
negative gradients. (b). TOPIC 3:
Straight line
graphs and their
 Define the gradient of a line segment equations
in the Cartesian plane as plank (Pg 68 – 74, Pg
y − y1 y1 − y 2 82 – 84, Pg 95 – 99)
m= 2 or by drawing h
x 2 − x1 x1 − x 2
Exploring Maths 3B (Pg103 –
a right angled triangle with two given
142)
points (x1, y1) and (x2 , y2) as
b
extremities of its hypotenuse.
Discovering Maths Bk 3B
H Chapter 9
 Calculate the gradient of a given line
segment on a Cartesian plane. B
h/b
2. Tabulate and
compute the ratio h/b

3. Lead students to
interpret the h/b ratios
and conclude that the
greater the ratio, the
steeper the slope is.
Then introduce the
definition of gradient to
denote the steepness of
the slope.

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 7.2 The Formula for  Draw a line segment through a Use grid paper or graph
Gradient of a specified point, given its gradient. paper to draw lines.
Straight Line  Draw a line segment through a
specified point on the y-axis, given
its gradient and introduce the term
‘y-intercept’ as the y-value of the
point where a line intersects the y-
axis.
 Draw a line that passes through two
specified points.

7.3 Drawing/Sketchi  Review graphs of straight lines with Suggest that students
ng Straight Lines equation y=mx, plot the given specified
y = mx + c and ax + by = d (topic point and from there,
6.3 in year 8). plot other points on the
line using the ratio of
 Deduce that the numerical values of
the gradient. For
m and –a/b as in ax + by = d) are
gradients that are
equal to the gradients of the lines
integer values, rewrite
(calculated by definition, using any
as a rational number.
two points on these lines).
 Guide students to conclude that a
line of equation y=mx + c always
intersects the y-axis at the point (0,
c).
 Apply the above conclusions to find
the gradient and the y-intercept of a
line, given its equation in the form
y=mx + c.
 Write the equation of a line in the
form y=mx + c, given its gradient
and the y-intercept, including the
case where c = 0 (at the origin).
 Find the equation of a line of known
gradient that passes through a
specified point.

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 7.4 Equation of a  Demonstrate the idea of gradient, Get students to draw
Straight emphasising that the gradient of a graphs of
Line in the Form horizontal line is 0. (i) y = x, y = 2x, y = 3x, ..
y = mx + c  Use the definition to show that the (ii) y = x, y = x + 1, y = x + 3, .
gradient of a horizontal line defined (iii) y = x, y = - x, y = -2x, ..,
by two points must be 0, and its
equation is of the form y = constant. Discuss their properties
and lead to work on
 Interpret the meaning of zero
gradient of a straight
gradient as horizontal or flat.
line.
 Demonstrate that a vertical line has
undefined gradient, and its equation
is of the form x= constant.
 Interpret the meaning of undefined
gradient as vertical.
 Show on a Cartesian plane that
parallel lines have equal gradients
and vice versa.
 Find the equation of a line passing
through a given point such that it is
parallel to another line of known
gradient.

7.5 Length of a Line  Use the formula for the length of a Review Pythagoras’
Segment and the line segment, defined by two points Theorem, then mark
Coordinates of (x1, y1) and (x2, y2) as two given points on a
the Midpoint of a Cartesian plane and
Line Segment d= ( x 2 − x1 ) 2 + ( y 2 − y1 ) 2 . construct a right-angled
 Provide practice using the formula triangle with the given
and solve related problems. line segment as the
hypotenuse and derive
 Use the formula for calculating the
the distance formula.
coordinates of mid-points of line
segments, given the two extremities
Draw a line segment
 x1 + x 2 y1 + y 2  defined by two specified
i.e.  ,  .
 2 2  points. Identify and
write down coordinates
 Apply the formula to solve related
of the mid-point of the
problems.
line segment. Repeat
this activity several
Could Do (Year 8) Page 20 of 22

8. SURFACE AREA
AND
VOLUME OF
PRISMS (2 weeks)
 Recognise and identify common
8.1 Solids: Cubes, solids (cuboid, cube, cylinder,
Cuboids, sphere, cone and pyramid) from
Cylinders and concrete examples and diagrams.
other Prisms [Note that sphere, cone and
pyramid will be covered in later
year]
 Name parts of a solid: edge, vertex,
face, cross-section and curved
surface.
 Recognise and sketch nets of solids.
 Define a prism as a solid with a
uniform cross-section.
 Identify the shape of the cross
section of a prism (i.e. cube, cuboid,
cylinder, triangular prism,
trapezoidal prism etc).
8.2 Surface Area of  Find the total surface area of a prism
Prisms by adding up areas of all faces.
 Identify the curved surface and two
circular ends of a cylinder.
 Derive the formula for the curved
surface area of a cylinder, i.e. 2πrh
by a practical activity.
 Derive the formula for the total
surface area of a cylinder and apply
the formula to calculate surface area
of given cylinders (Note that there
are three situations: solid or closed
cylinder, open cylinder and circular
tube).
Could Do (Year 8)
times and derive the
midpoint formula.
COUNTS 1
TOPIC 12:
Mensuration of solid figures
Construct nets of simple (Pg 301 – 317)
solids on thin card and
make up the Exploring Maths 1B
corresponding 3-D (Pg 119 – 141)
shapes.
Discovering Mathematics Bk
1B Chapter 15
A useful method to find http://www.hopepaul.com/ki
the total surface area of ds/solidgeo/intro/intro.htm
any solid is to identify
the shape of each face http://www.outfo.org/mathe
and find its area. Do this matics/geometry/objects/3d/
systematically : Front, polyhedra/cuboid/
Back, Top, Bottom, Left
and Right. The total
surface area is the sum
of the areas of all faces.
Use nets of cuboids to
investigate their surface
areas.
Page 21 of 22
  Perform calculations on surface area Make a model of a
of the given solids including cuboid measuring 2 cm
conversion of units between cm2 and x 3 cm x 4 cm by Calculating volumes and
m 2. (a) combining the faces surface areas
of the solid, http://www.bbc.co.uk/school/
(b) folding the layout of gcsebitesize/maths/shapeih/i
the solid. ndex.shtml

Use the labels on the

food tins to illustrate
circumference and
surface area, hence
derive the formula of
the curved surface area
of a cylinder.

8.3 Volume of Prisms  Discuss the relationship between Use real cubes and
and Cylinders length x breadth x height and area cuboids to calculate
of uniform cross-section surface area and
(i.e. the base) x height, for a cuboid volume for examples,
and a cube. boxes, steps,
classrooms and
 Apply the formula for volume of
corridors.
prism i.e. area of cross-
section × height, in problems Show that an A4 sheet
involving various common prisms. of paper can be rolled
 Similarly, derive the formula for into cylinders in two
volume of a cylinder, i.e. V= πr 2 h . ways. Ask which gives
the bigger volume? If
 Apply the formula in problems
the area of paper
involving open cylinder, closed/solid
remains constant but
cylinder and circular tube.
the length and width
 Solve problems on volume including can vary, investigate
conversion of units (Eg. cm3 to m3, what width and length
ml to litre and vice versa) gives the maximum
volume of a cylinder.

Could Do (Year 8) Page 22 of 22