Subject: MATHEMATICS Year: 7 Strand:

NUMBERS

Semester: ONE ( 1 ) Period:

Sub-Strand Statement: PERCENTAGES.
Percentages is a special fraction where the denominator MUST always be 100, with a given term as, ‘Per cent,
which means out of 100’ – with the symbol “ % “. Learners will do conversions between percentages, decimals
and fractions. Percentage can be changed to fractions and decimals, and vice versa. They apply percentages in
money calculations, especially to calculate discounts, increases and interests.
Learning Outcome Indicators Suggested
Assessment
Events.
Learners should; Learners should be able
to;
INTRODUCING PERCENTAGES
• Understand that ‘Percentage’ is a term given to 1. Change these percentages
describe a special fraction, where the to
• Identify the percent notation as a special fractions:
denominator is and MUST always be out of 100 (
fraction that must always ‘out of 100’ with its
U)
symbol as “ % “ a 44%
Per Cent meaning “ out of 100 “
b 300%
• Know how to express a percent in many
c 25%
different ways – fractions, decimals, words ( K ) • Demonstrate different ways of expressing d 15%
percentages: Shaded diagrams, numbers
PERCENTAGES TO FRACTION AND VICE VERSA etc.. 2. Write the following fractions
• Know how to convert percentages to fractions Eg: 15% = 15 hundredths = 15/100 = 0.15 and
and vice versa ( K ) mixed numbers as
PERCENTAGE TO DECIMALS AND VICE VERSA • Change percentages to fractions and vice percentages:
• Know how to convert percentages to decimals versa
and vice versa ( K ) 3. Write the following
FINDING PERCENTAGE OF QUANTITIES percentages
• Know how to use percentages to find unknown • Change percentage to decimals and vice as decimals:
quantities ( K ) versa
• Change mix numbers to percentages a 30% b 44%
EXPRESSING A QUATITY AS A PERCENTAGE c 81% d 7%
• Understand how to express a quantity as a • Find unknown quantities by changing the %
percent of another quantities ( U ) to a fraction, and also change the ‘of’ to
PERCENTAGE INCREASE AND DECREASE multiplication sign ( x ) to multiply to evaluate 4. Find:
• Know how to apply a formula to calculate
percentage increase and decrease ( K ) • Express a quantity as a percentage of a 30% of 160
another quantity b 45% of 20
c 12% of 400
PRACTICAL APPLICATION OF PERCENTAGES d 7% of 1000
• Appreciate the practical use of percentages in • Calculate the percentage increase and
daily life ( V ) decrease using the formula: 5. A camera valued at $695
• Solve practical problems using percentages ( S ) % change = increase/decrease in quantity x was on
• Know how to solve discount and interest 100 sale for 15% off the retail
questions with percentages ( V ) Original quantity price.
What was its new price?
DISCOUNTS AND EXPLORING SHOPPING • Apply percentages in practical situations
• Know how to compare % increase or decreases in such as % increase in wages
the context of shopping ( K ) • Use percentages to calculate discount and 6. A shirt valued at $69·95 is
loss or gain in prices of goods and items on
• Calculate discounts OR find the percentage sale for 25% off the retail
paid after discounts offered in shops price.
What is its new price?
Compare discounts offered in shops using
percentages
7. Miss Mouina divides 40
lollies
equally between her five
sisters.
What percentage does each
child receive?

8. Takika bought a pair of

shoes for $400. If they offer
him a discount of 15%, how
much would he pay for the
pair of shoes?
Subject: MATHEMATICS
NUMBERS
Semester: ONE ( 1 )
Sub-Strand Statement: RATES AND RATIO.
Learning Outcome
Learners should;
RATIO AND PROPORTION
• Understand that ratio is a way of comparing and
identifying the relationships between two or more
quantities ( U )
• Understand that ratio is a special fraction and can
be expressed with the “IS TO” sign - “ : “
• Know how to express quantities using ratio
notation ( K )
SIMPLIFYING RATIOS
• Know that ratios are reduced to their simplest form
(K)
FINDING QUANTITIES USING RATIOS
• Understand how to use ratios to find missing
quantities ( U )
SHARE USING RATIOS
• Know how to share quantities using ratios ( K )
RATES
• Understand that rate is a measure of how one
quantity changes with respect to another: Eg:
Speed of a car – kilometers per hour, exchange
rate of Solomon dollars to US dollars: SBD$1.00
= US$0.13 ( U )
USING RATES: SPEED, DISTANCE AND TIME
• Know that speed is the rate of which distance
changes with respect to time, and also be used to
express costs of items in real life ( K )
• Know how to calculate rates of Speed, Distance
and Time using appropriate units ( K )
GRAPHS AND TIME
• Know that rates of change can be depicted by
graphs ( K )
• Know how to use various time graphs to extract
information from them ( K )
• Know how to construct a rate of change graph
using appropriate axis ( K )
Year: 8 Strand:
Period:
Indicators Suggested
Assessment
Events.
Learners should be able
to;
• Express the relationships between various
quantities using ratio notation
• Identify various quantities and express them
using the ratio IS TO – “ : “ notation
• Express fractions in ratio notation
• Simplify given ratios by canceling them to
their simplest equivalent ratio
• Use ratio to find unknown quantities and / or
the amounts required in everyday situations
• Find other missing lengths and distances
using ratios
• Share quantities by applying ratios
• Identify appropriate units for different rates:
eg. Speed: km/h, m/sec etc, Time: hours,
minutes, sec; Unit cost, consumption unit,
Production unit that can be used to
calculate rate
• Apply rates for items and quantities in real
life to calculate costs
• Use simple formula to calculate Speed,
Time and Distance in various practical
situation
S = D / T, D = S x T, T = D / S
D
S T
• Compare speeds and calculate them using
time/distance graphs
• Extract information from rate of change
graphs
• Interpret rate of change graphs
Subject: MATHEMATICS Year: 8
NUMBERS
Semester: ONE ( 1 )
Sub-Strand Statement: LENGTH AND PERIMETER.
The sub – strand deals with the estimation and measurement of lengths and perimeters of given objects and polygons. Using the
idea of conversion to change different metric units to one so that it would be easier to add and subtract. Identifying the
circumference and perimeter and the arc and the relationship between the circumference and the diameter with the product as Pi
and how error/s can be calculated.
Learning Outcome
Learners should;
ESTIMATE LENGTHS
• Know how to estimate sizes of any objects by
comparing it to known measurements ( K )
MEASURING LENGTHS
• Understand how to measure lengths as
accurately as possible using rulers and tapes
(U)
CONVERTING UNITS OF LENGTHS
• Understand how to convert from one metric
unit of lengths to another ( U )
WORKING WITH LENGTHS
• Understand the importance of changing
different units of lengths to have the same
unit (same name) before calculating them (K)
• Know how to add and subtract lengths,
expressed in different units ( K )
PERIMETER OF POLYGONS
• Know how to find perimeters of polygons with
the same or different units ( K )
PERIMETERS OF SPECIAL QUADRILATERAL
• Know how to calculate the perimeter of
quadrilateral shapes with the same or
different units (K)
EXPLORING THE CIRCUMFERENCE OF A
CIRCLE
• Understand the relationship between the
circumference and diameter. By dividing
Strand:
Period:
Indicators Suggested
Assessment
Events.
Learners should be able
to;
1. Find the perimeter of the
• Estimate the sizes of any object by comparing following
it to known values of lengths.
• Use rulers and tapes to accurately measure
the lengths of various objects and shapes
• Change metric units of lengths from one to
another using the following conversion factors.
1 cm = 10 mm
1 m = 100 cm = 1 000 mm
1 km = 1 000 m = 100 000 cm
• Convert different metric units to one or same
units.
• Subtract and Add lengths with different metric
units by converting them to one or same units.
• Calculate the perimeter of polygon shapes by
changing those metric units into the same
unit.
• Calculate the perimeter of quadrilateral
shapes with the same or different units
• Measure Circumference and Diameter of
various objects and divide them to check the
value for “Pi” that should come to 3.14. Pi (
 22
them you get Pi with
7
or 3.14 as value, π )= 22
7
or 3.14

and the symbol π (K) • Define Perimeter and Circumference of a

• Understand that Perimeter is the same as the circle
Circumference of a circle.

PERIMETER OF CIRCLES
• Use the formula C = π x D for
• Know that Perimeter and Circumference of a
Circumference to calculate the perimeter of
circle is the same thing. given circles
• Calculate Arc Length of a circle

PERIMETER OF COMPOSITE SHAPES

• Know how to calculate the perimeter of • Calculate the perimeter of composite shapes
composite shapes

ERRORS IN MEASUREMENTS
• Understand that humans can make errors in
the process of measurement. Use the given
measurements to calculate ‘True’
measurements and ‘Error’ in measurements.
• Use the given measurements to calculate
‘True’ measurements and ‘Error’ in
measurements.

Subject: MATHEMATICS Year: 8 Strand:

NUMBERS

Semester: ONE ( 1 ) Period:

Sub-Strand Statement: AREA AND VOLUME.

Learning Outcome Indicators Suggested

Assessment
Events.
Learners should; Learners should be able
to;
USING GRID TO FIND AREA 1. Use the grid to estimate the
• Understand that area is a two – area
dimensional space enclosed by a shape ( • Identify the dimensions of 2 – D of the following shapes.
U) shapes enclosed by lines.

• Understand that areas of 2-Dimensional • Put on unit squared grids to regular

shapes are estimated by using square and shapes to determine their areas.
grids. ( U ) • Use squared grids to count and
estimate the area of regular shapes
and objects by putting grid on them.

AREAS OF RECTANGLE
• Use the correct formulas to calculate
• Know how to calculate the area of various
the area of various Rectangles
Rectangle ( K )
Area = length x width
2. Find the area
AREAS OF PARALLELOGRAM
• Use the formula to calculate the area
• Know how to calculate the area of various of Parallelograms
Parallelograms ( K ) Area = base x height

AREAS OF TRIANGLE • Use the formula to calculate the area

• Know how to calculate the area of various of Triangles and Trapezium
Triangles and Trapezium ( K ) Triangle: Area = ½ Base x Height

3. Find surface area

AREA OF TRAPEZIUM • Use the formula to find the area of
• Know how to find the area of trapeziums various trapeziums
Area = ½ ( A + B ) x Height
AREAS OF IRREGULAR SHAPES • Use Grids to estimate the area of
• Know how to calculate the area of irregular various irregular shapes
shapes ( K )

AREAS OF CIRCLE • Use the formula to calculate the area

• Know how to find the area of circles ( K ) of various circles.
Area = Pi x r2

AREAS OF COMPOUND SHAPES • Identify different shapes that made up

• Understand that compound shapes are the compound shapes 4. Find the volume of the solid
made up of a number of different shapes
(U)
• Use formulae from different shapes to
calculate the area of compound
• Know how to use different formulae to
shapes
calculate areas of compound shapes ( K )

TOTAL SURFACE AREA

• Calculate the surface area of various
• Understand that ‘surface area’ of a prism is
prisms.
sum of the areas of its surfaces ( faces )
(U ) • Calculate the total surface area of
various shapes
• Know how to calculate the total surface
area of given prisms (K)

VOLUME OF PRISMS • Calculate the volume of various

• Understand that volume of solids is the prisms.
amount of 3 – Dimensional space inside it
(U)

Subject: MATHEMATICS Year: 8 Strand:

NUMBERS

Semester: ONE ( 1 ) Period:

Sub-Strand Statement: INDICES.

Learning Outcome Indicators Suggested

Assessment
Events.
Learners should; Learners should be able
to;
INDEX NUMBERS
• Understand that when numbers are multiplied by
• Identify different parts of an ‘Index Number’
itself twice or more it can be expressed using
POWER = 3
‘Index notation’ a3 = a x a x a ( U )
• Know how to express numbers in index notation
(K)
a3
BASE = ‘ a ‘

• Know how to express index numbers into the

expanded form (K ) • Write numbers in an ‘index form’
• write numbers in ‘expanded form’
EXPLORING INDEX LAWS
• Understand how ‘index laws’ are being derived
and applied ( U )
• Identify that when Index numbers are
‘multiplied’ and their ‘Base’ are the ‘Same’ -
‘ADD’ the INDEX NUMBERS (Powers)
• When Index numbers with the ‘Same Base’
divided SUBTRACT the INDEX NUMBERS

INDEX LAWS WITH ALGEBRAIC TERMS • Use the 4 Index Laws and apply them to
• Know how to work with Index Laws and apply numbers and algebraic expressions
them to numbers and algebraic expressions.
 i. b n x b t = b n+t
ii. b n ÷ b t = b n-t

MANAGING BRACKETS: OTHER INDEX LAWS

iii. b1=b
• Know how to deal with brackets that are with the iv. b0 = 1
Index Laws

• Expand terms and expressions to remove

EXPLORING SCIENTIFIC NOTATION
• Understand that scientific notation is a special
way of expressing number with 10 always the
Base, and Powers
• Understand that numbers express in Scientific
notation can have both Negative and Positive
Powers.
EXPLORING GRAPHS OF EXPONENTIALS
• Know how to construct exponential graphs
the bracket
• Expand and simplify terms and expressions
with or without brackets
• Express numbers using Scientific Notation
or Standard Form in relation to the
movements of the Decimal Point
• Convert large and small numbers into
Scientific Notation

• Graph Exponential Graphs with given

information

STRAND: GEOMETRY

Subject: MATHEMATICS Year: 8 Strand:

GEOMETRY

Semester: ONE ( 1 ) Period:

Sub-Strand Statement: POLYGONS AND PARALLEL LINES

Learning Outcome Indicators Suggested

Assessment Events.
Learners should; Learners should be able
ANGLE REVISION
to;
1. Without using a protractor find
• Understand that Polygons are closed, flat
the
geometric shapes with straight sides ( U )
• Do Revision exercises on Angles from Year Unknown angles
7 by naming, drawing and calculating
ANGLES AND PARALLEL LINES
angles.
• Understand that angles are formed by parallel
and Transversal lines ( U )

• Identify ‘Transversal line’ and name different

• Know how to identify and distinguish between
Types of Angles: Vertically Opposite;
Corresponding; Alternate and Co-interior or
angles by comparing their properties
allied angles
• Find the value of the missing angles

PROPERTIES OF TRIANGLES
• Understand that there are different triangles
which are identified by their angles and side
properties (K)
• Know that triangles can also be named according
to their angles ( K )
PROPERTIES OF QUADRILATERALS
• Understand that quadrilaterals have different
properties that identify and differentiate them (U)
• Recognize properties of different quadrilaterals ( S
)
PROPERTIES OF POLYGONS
• Understand that a Polygon is a plane – enclosed
figure with straight sides and many angles. Some
polygons are given special names ( U )
• Recognise properties of different Polygon shapes
(S)
• Know how to find the values of angle/s and sum of
the angles of any polygon shapes ( K )
EXPLORING GEOMETRIC BISECTIONS
• Know how to use a compass to;
- bisect angles
- line segment
- Finding centre of circle
- Finding the circumference of a
circle
(K)
Subject: MATHEMATICS
GEOMETRY
Semester: ONE ( 1 )
Sub-Strand Statement: COORDINATE PLANE.
Learning Outcome
Learners should;
PLOTTIN POINTS ON THE PLANE
• Understand that a Cartesian plane is made up of
two number lines that intersect at right angle with
horizontal line as ‘x – axis’ and vertical as ‘ y – axis’
(U)
represented by the letters using the
properties of angles with parallel lines
2. Find the angles represent by
those letters
• Use the properties of triangles to name and
differentiate triangles;
Scalene; Isosceles; Equilateral
• Calculate the values of angles using the
properties of triangles
• Name different triangles using those angles
they have: Acute; Right; Obtuse
• Naming and identifying quadrilateral
according to their Sides and Angle
properties: Rectangle; Square; Kite;
Parallelogram; Rhombus; Trapezium
• Find the values of missing angles
represented by letters
• Identify the number of sides for various
polygons
• Name different polygons and construct them
according to their properties
• Calculate the total sum of angles in any
polygon shapes by using the 1800 in a
triangle
• Calculate the angle sum of a Polygon Shape
using Triangle and the given Formula;
Sum of Polygons = (n – 2 ) x 1800
• Use a compass to;
- bisect angles with straight
edge
- bisect line segment
- identify the centre of any
circle
- find the circumference of
any circle
Year: 8 Strand:
Period:
Indicators Suggested
Assessment
Events.
Learners should be able
to;
1. The coordinates of sets of
points
• Identify and naming different parts of the
are listed in table form. Write
down the rule that relates
Cartesian Plane : x and y axes, and origin
the y values to the x values
in

• Know how to name and plotting the coordinate pairs
of given objects or Points on the coordinate plane
(K)
LINEAR PATTERNS AND SIMPLE RULES
• Understand that groups of points with linear
alignment have rules that relates X and Y values in
each coordinate pair ( x, y ) ( U )
• Know how to find the ‘rules’ of given points on the
coordinate plane ( K )
COMBINATION RULES
• Understand how the value of ‘ y ’ can be
determined by multiplying the value of ‘x’ by certain
number then add with a constant ‘c’ ( K )
• Know how to find rules with given tables and values
(K)
• Know to find rules given the graph and coordinate
points ( K )
• each case:
Name and plot coordinate pairs of points and
objects on the Cartesian plane
• Identify the rules that relate values of x and y
in each coordinate pairs
• Find the coordinates of given points on the 2. Write down the equations to
plane the
following lines.
• Find the rules that relates x and y in those
given tables
• Find the rules that relates x and y then
complete those tables
• Find the equation for those lines (linear
graphs) using those given points.

PLOTTING A LINE USING A RULE

• Draw linear graphs using values from table
• Understand that a linear relation is a set of points
fall on a straight line ( U ) • Draw graphs using Linear rules
• Know how to construct linear graphs using values • Solve practical example and construct linear
from a table and linear rules ( K )
graphs.
• Know how to solve and graph those practical
problems ( K )
• Identify the properties of Horizontal and
HORIZONTAL AND VERTICAL LINES Vertical linear graphs
• Find the equations of Vertical and Horizontal 3. Find the equation
• Understand that Horizontal and Vertical linear linear graphs
graphs also exist ( U )
• Know how to find the equations of Horizontal and
Vertical lines ( K )
• Identify the general linear equation:
USING X AND Y INTERCEPTS y = mx + c
• Understand that the general equation for Linear • Sketch linear graphs that given in the form of
Graphs is; y = mx + c. [ Note: It does not apply y = mx + c
to: y = mx, y = c and x = c ] ( U )
• Know how to graph Linear Equations; y = mx + c
by finding the ‘x’ and ‘ y ‘ intercepts ( K ) • Identify gradient in the equation y = mx + c
and its symbol. Symbol is ‘ m’
GRADIENT OF STRAIGHT LINES
• Understand that gradient is the steepness (slop) of • Find the gradient of given linear graphs
a straight line graph. The rate at which the graph
rise and fall. ( U )
• Know how to calculate the gradient of a straight line
graph ( K ) • Sketch straight line graphs using the Gradient
and y-intercept method: Gradient (m) =
rise
THE GRADIENT and Y – INTERCEPT
• Know how to sketch linear graphs by finding the run
y – intercept and the Gradient of the equation (k) and y-intercept ‘ c ‘

• Find the equations of straight line graphs by

FINDING EQUATIONS OF LINES finding the gradients and the y – intercepts
• Know how to find the equation of given linear
graphs ( K)

Subject: MATHEMATICS Year: 8 Strand:

GEOMETRY

Semester: ONE ( 1 ) Period:

Sub-Strand Statement: POLYHEDRA AND NETWORK
Learning Outcome
Learners should;
SOLID SHAPES
• Understand that Solid Shapes refers to
3-Dimensional shapes that can be
represented on 2 – Dimensional shapes ( U )
• Know that Prisms are named after the shape
of the ‘Base’ with two parallel faces and
same shape and size, with all other faces are
rectangles ( K )
• Know that Pyramids are named after the
shape of the base with a polygon shape and
other faces are triangles. ( K )
NETS FOR SOLID SHAPES
• Understand that the Net of a solid shape is in
a 2 – Dimensional representation that be
folded to produce a 3 – Dimensional solid.
(U)
• Know that most of the packaging boxes are
cut from a single sheet of cardboard which
folded and taped into 3-D shape ( K )
DRAWING 3D SHAPES
• Understand that a 3 – Dimensional shape has
length, width and height which are evident in
houses, drink containers, boxes etc.. ( U )
• Know how to draw and sketch 3 – D shapes
using dotted papers.
PERSPECTIVE DRAWINGS
• Know how to draw and design 2 –
Dimensional drawings to represent depth of
3 –Dimensional objects.
POLYHEDRON DEFINITIONS
• Know that ‘Polyhedron – is a 3-Dimensional
shape with faces that are polygons.
• Know the names and parts of any Polyhedron
• Know the names of different polyhedron with
regards to their sides and faces.
NETWORK AND THEIR APPLICATIONS
• Understand what a Network is and its
formation, and how it can be represented in
a diagram using Nodes (Vertices), and Path
(Edges) and region (U)
• Know that Network can be represented in a
diagram using vertices, edges and regions
(K)
• Know that Vertices can be labeled as odd or
even depending on the number of edges that
intersect at them (K)
• Know what a ‘Traverse network is ‘ and
identify its properties (K)
• Understand that network can used to find the
shortest path or route. ( U )
Indicators Suggested
Assessment
Events.
Learners should be able
to;
1. In your workbook carefully
draw
• Draw and sketch various solid shapes; the following solids using
Cube, Pyramid, Triangular – based solid
prism, Tetrahedron, Cylinder, Cone, and dotted lines, and
Cuboid and Sphere labelling all
• Draw and sketch Prisms side lengths:
• Identify, Draw and sketch Pyramids a Cube of length 2 cm
b Sphere of radius 4·3 cm
c Cylinder of radius 3·5 cm,
height
5·8 cm
d Cone of radius 3 cm, height 4
• Draw and accurately sketch the nets of cm
various Solid Shapes. e Cuboid of length 6 cm, width
5 cm,
height 4 cm
• Cut – out Solid Shape’s net and fold
them to produce shapes
• Identify different nets and match them
2. Draw the top, front and side
views of each shape:
to their solid shapes
• Draw and sketch shapes using 3
approaches;
- Isometric drawings: Show
corners
- Oblique drawings : show
a front view
- Orthogonal drawings:
Shown three separate views
• Use One-Point Perspective approach to
draw and represent 3-D pictures and
objects
• Use Two-Point Perspective approach to
draw and represent 3-D pictures and
objects 3.
a How many faces does this
• Define and identify different Polyhedron prism
shapes have?
• Define the following terms; b Name the shape of each face.
C How many edges and vertices
- Edge: line segments where two faces does it have?
meet d How many edges meet at
- Vertex: Point where two or more edges each
vertex?
meet
- Face: Flat part that is enclosed by
edges
• Name different Polyhedron and the
number of sides and faces.
• Define and differentiate the followings:
Network, Vertices (nodes), Edges (Path)
and region
• Represent network with diagrams using
Vertices, Edges and Region
• Label vertices as Odd or Even depending
on the number of edges that intersect
at them
• Identify traverse network by satisfying

Subject: MATHEMATICS Year: 8
GEOMETRY
Semester: TWO ( 2 )
Period:
Sub-Strand Statement: TRANSFORMATION.
Learning Outcome
Learners should;
TRANSFORMATION
• Understand Transformation and identify four
methods or approaches that can be used to
transformation objects and shapes with ( U )
• Know that when an object is being
transformed the new object is called ‘Image.’
TRANSLATION
• Know that Translation describes the
movement of an object across a surface in
one direction to another position.
• Know that when an object is translated the
Size and Shape of an object is unchanged.
• Know that each translation has direction and
distance
REFELCTION
• Understand how Reflection can be used to
produce a mirror shape of the Image ( U )
• Know how to identify the Line of Reflection or
Mirror Line ( K )
ROTATION
• Understand what Rotation is and its
Properties (U)
• Know how to write and express Rotations. ( U
) - The shape and size does not change.
• Know how to Rotate shapes and objects
ENLARGEMENTS AND REDUCTIONS
• Understand how shapes and objects can be
either Enlarged or Reduced ( U )
• Understand what Similar Shapes is ( U )
• Know how to enlarge and Reduce shapes and
the properties of a traverse network.
• Find the shortest route or part using
network
Strand:
Indicators Suggested
Assessment
Events.
Learners should be able
to;
1. Describe the Translation
• Define Transformation and identify four
a.
methods that can be used to give an
object a new shape, position or size:
Translation, Reflection, Rotation and
Enlargement
• Transform objects and shapes to identify
the images
• Describe the translation of various
objects by using languages such as; Up,
Down, Right and Left etc…
• Translate objects without changing the
size and shape of an object.
• Identify the distance and direction of an b. Reflect the Letter
object
• Identify which of those diagrams given
are examples of Reflection
• Draw or sketch objects with the mirror
line given
• Define Rotation as a ‘turn’ and identify
its Properties. They are;
- Direction and an Angle (amount of a
c. Enlarge the shape with the
turn).
scale factor given
- Point of rotation (Centre of rotation)
- Direction is either Clockwise of
Anticlockwise
- Angle of rotation is measured in
degrees
• Write the rotation with regards to the
size of the angle and its direction.
Eg: 1800 Anticlockwise
• Rotate shapes and objects with the
given directions and centre or point of
rotation.
• Define Enlargement and Reductions.
Enlargement is - Increasing the size of
an Object.’ Reduction is – Decreasing the
size of an object.
 objects using Grids ( K )
• Know how to Enlarge and Reduce shapes and
objects using Scale Factor ( K )
• Explore similarities in areas and volumes
regarding the changes in their dimensions
(S)
• Define and identify similar shapes by
matching their properties
• Enlarge and reduce shapes and objects
using grids
• Enlarge and reduce shapes and objects
using scale factor

• Understand what congruent shapes are
• Know that when two shapes congruent or
identical when the lengths sides and angles
are equal (K)
• Compare and contrast areas and
volumes of shapes with regards to their
dimensions
• Define congruent shapes as two shapes
that have the same length sides and
same size angles.
• Match those shapes to identify
congruent shapes

Subject: MATHEMATICS Year: 8 Strand:

TRIGONOMETRY

Semester: TWO ( 2 ) Period:

Sub-Strand Statement: PYTHAGORAS.

Learning Outcome Indicators Suggested

Assessment
Events.
Learners should; Learners should be able
to;
Subject: MATHEMATICS Year: 8 Strand:
TRIGONOMETRY

Semester: TWO ( 2 ) Period:

Sub-Strand Statement: TRIGONOMETRY.

Learning Outcome Indicators Suggested

Assessment
Events.
Learners should; Learners should be able
LABELLING A RIGHT- ANGLE TRIANGLE to;
• Understand that Trigonometry is the study of
the Right-angled Triangle
• Name the sides of the Right – angled
• Know how to label the sides of the Right – Triangle with regards to the position of
angle Triangle in relation to the anlge the accepted angle: Hypotenuse,
Adjacent and Opposite
EXPLORING THE SINE RATIO • Label the sides of the right – angle
• Understand the relationships between the triangle with regards to the position of
Opposite side and the Hypotenuse ( U ) the angle
•
•
• • Measure the lengths of the opposite side
• and the Hypotenuse
• Understand that Trigowhat Similar Shapes is •
(U) •
•
• Know how to enlarge and Reduce shapes and •
objects using Grids ( K ) •
• Understand what Similar Shapes is ( U )
• Know how to Enlarge and Reduce shapes and
objects using Scale Factor ( K )
• Know how to enlarge and Reduce shapes
and objects using Grids ( K )

• Know how to Enlarge and Reduce shapes

and objects using Scale Factor ( K )
Subject: MATHEMATICS Year: 8 Strand:
ALGEBRA

Semester: TWO ( 2 ) Period:

Sub-Strand Statement: ALGEBRA SYMBOLS.

Learning Outcome Indicators Suggested

Assessment
Events.
Learners should; Learners should be able
to;
ALGEBRAIC EXPRESSIONS
1. Write down the value of the
• Understand that an expression is made up of terms pronumeral used in each of
with pronumerals and coefficients ( U ) • Define and differentiate between the following the
terms: Expression; Terms; Pronumerals; following statements:
coefficient; Like term; Unlike terms a. n = the number of days in a
• Know how to find the values of given Pronumerals non-
(K) • Evaluate expression by substituting given leap year
values to corresponding pronumerals b. g = the number of girls in
the
• Know how to find the number of terms, Coefficient classroom
of x and x2 and the Constant in an expression ( K ) • Find the number of terms in an expression c. b = the number of boys in
given in a form; ax2 + bx + C the
• Find the x2 and x coefficient, and terms in an classroom
expression ; ax2 + bx + C d. t = the number of
• Know how to write algebraic expressions that teachers in
would represent quantities ( K ) • Write algebraic expressions that would the classroom
represent given quantities.
2. For each of the following
• Know how to group Like Terms in an expressions expressions, state the
with many different terms ( K ) • Group like terms (same terms) into one group number of
in an expression with many different terms terms and the coefficient of
ADDING & SUBTRACTING LIKE TERMS the
• Know how to simplify expressions by adding and term noted in brackets:
subtracting like terms ( K ) • Simplify expressions by adding and
subtracting like terms. a.
Like terms: - Same Bases & Same Powers
MULTIPLY AND DIVIDE TERMS
• Understand that when multiply and divide terms
with negative and positive signs, use the rules for
• Simplify terms and expressions using
Directed Numbers ( U )
Multiplication and Division; b.
- Same Sign = Positive:
p x t = pt, - p x - t = pt

- Different Signs = Negative

EXPANDING BRACKETS
- a x b = - ab, a x – b = - ab c.
• Understand that brackets in an expression can be
expanded using ‘Distributive Law,’ where terms
• Expand brackets by multiplying those terms
from outside the brackets are multiplied to those
terms inside the brackets ( U )
outside to those terms inside the brackets d.
• Know how to expand brackets using ‘distributing
law ‘ ( K ) • Use the ‘distributive law’ to expand and
remove brackets
EVALUATING ALGEBRAIC EXPRESSIONS
• Understand that values of pronumerals can be
• Substitute values into those pronumerals to
substituted into an expression to get result it is
get the corresponding result values
known as ‘Evaluation’
• Know that when values are substituted into an
expression to be evaluated, the rule of BODMAS • Evaluate expressions and tables using the
applies rule of BODMAS.

FORMULAS IN MATHEMATICS
• Understand that a formula is a rule that allow us to
make calculations depending on variable quantities • Use formulae to solve and evaluate questions
(U)
• Know how to use various formulae appropriately to • Use various formulae appropriately to solve
evaluate and solve problems ( K ) evaluate practical problems

Subject: MATHEMATICS Year: 8 Strand:

ALGEBRA

Semester: TWO ( 2 ) Period:

Sub-Strand Statement: EQUATIONS AND INEQUATIONS.

Learning Outcome Indicators Suggested

Learners should;
SIMPLE EQUATIONS
• Understand that situational problems can be solved
by the method of Inspection ( U )
• Know how to solve simple equations by
‘inspections’ ( K )
• Know how to solve fractional equation using
method of Inspection ( K )
SOLVING EQUATION USING FLOW CHARTS
• Understand that equations are made up of different
parts being put together ( U )
• Know how to use the flow chart to find the missing
Assessment
Events.
Learners should be able
to;
• Solve simple equations and expression using
‘Inspection’
• Solve simple equations using inspection
• Solve simple equations with fractions by
inspection
• Use the Flow Chart to display the Steps that is
being used to compile an equation and
Reverse the flow chart by using reverse
Operations to solve for Pronumerals
 numbers that is represented by the Pronumerals
(K)
• Solve an equation by using the ‘reverse
approach’ with the flow chart
INVERSE OPERATION
• Understand that equations can be evaluated
through the use of ‘inverse approach.’
• Solve equations by applying Inverse directly
• Know how to solve for pronumerals using ‘inverse without using the flow chart
approach’
• Evaluate equations by using inverse and
SOLVING TWO – AND THREE STEP EQUATIONS balancing approach
• Understand how to solve two-and three equation by
doing few steps to evaluate them ( U )
• Solve equations by doing the inverse
• Know how to evaluate equations by using inverse operations and balancing of the equation
approach with balancing of the equation
• Evaluate equations by removing the terms
SOLVING EQUATIONS WITH BRACKETS and coefficient living the variables
• Know how to evaluate equations with brackets by
expanding brackets using the ‘distributive law’ ( K )
• Solve equations with bracket using the
distributive law to expand and remove
• Know how to write equations from mathematical
brackets
statements ( K )
• Express mathematical statements into
INEQUATION mathematical equations and solve for the
• Understand how to use the four (4) Inequality signs variables
to make mathematical statements true ( U )
• Know how to represent Inequalities on a number
• Use the Inequality Symbols ≥, ≤, < and > to
make the mathematical statements true
line with closed and open-ended circles ( K )
• Use number line to display the given
• Know how to solve Inequations ( K ) Inequalities including the closed and open-
ended circles
• Solve the given Inequalities
INEQUALITIES WITH NEGATIVES
• Understand that when Inequalities are multiplied
and divided by Negative numbers, the sign of the
number in the inequality changes so we have to
• Use number line to represent and display
reverse the direction of the inequality inequalities
• Solve Inequations and represent them on a
number line

Subject: MATHEMATICS Year: 8 Strand:

STATISTICS

Semester: TWO ( 2 ) Period:

Sub-Strand Statement: STATISTICS.

Learning Outcome Indicators Suggested

Assessment
Events.
Learners should; Learners should be able
to;
COLLECTNG NUMERICAL DATA
• Understand that items, objects, elements, etc.. can
be put together in groups called ‘sets’ according to
certain criteria ( U )
• Collect common items, objects and put them
• Understand that sets are displayed in a Venn
into groups
diagram where circle encloses all the elements in a
set of the same group ( U )
• Use circles – Venn diagram to separate items
SETS AND VENN DIAGRAMS or objects of the same group into one circle
• Understand that set is a collection of same items
known as elements ( U )
• Understand that mixture of elements can be • Collect and group items, objects, elements
grouped into same class using Venn Diagrams etc.. of the dame group
(U) • Group together elements of the same class
• Know how to list elements of a set using curly from a mixtures of elements using Venn
brackets ( K ) Diagrams
• List and identify number of elements in a
• Know how to identify and differentiate symbols
given set using curly brackets
used in Sets (K)
• Identify different symbols that are used by the
terms that used in Sets:
Elements, Universal Set, Complement of set,
Empty set (null set), Number of elements in a set
(n), Intersection and Union
• Know how to find and use those symbols in sets
• Find total elements in sets, universal sets
SETS AND PROBABILITY
• Find intersections and union in a set
• Understand that set notation can be used to find the
probability of an outcome ( K )
• Understand that we find probabilities by considering
• Use the concept of sets to find the probability
‘all’ the equally likely possibilities ( K )
of an outcome
• Know how to work out probability of an event which
• Find the probabilities of an event to occur by
is given in fraction the favourable results ( K )
considering all the possible outcomes
• Know how to use Venn diagram to find unions and
intersections
• Use the formula to find the probabilities of an
event to occur and express them in fractions
SAMPLE SPACE GRIDS
• Use the Venn diagram to find intersections
• Understand that grids can be used to represent
and unions
‘sample space’ of compound events where two
events occur

TREE DIAGRAMS
• Find the probability of obtaining two events in
• Understand that Tree Diagram can be used to
compound events
display the sample space of compound events:
three of more events
• Know how to find probability using a weighted tree
diagram
• Use Tree Diagram to find the probability of
having one girl in a three-child family
EXPLORING A DECK OF CARDS
• Use the weighted tree diagram to find the
• Know how to use deck of card to get of finding
probability of an event to occur in compound
probabilities that certain card/s would be drawn or
events
shown from deck of cards ( K )

EXPLORING SIMULATIONS
• Use Deck of cards to find the probabilities that
•
an even would occur from specified events
•
• C
• D
• D
• D

Subject: MATHEMATICS Year: 8 Strand:

STATISTICS

Semester: TWO ( 2 ) Period:

Sub-Strand Statement: PROBABILITY AND SETS.

Learning Outcome Indicators Suggested

Assessment
Events.
Learners should; Learners should be able
to;
COLLECTING NUMERICAL DATA
• Understand that Numerical data refer to data
that involves counting and measurements ( U
• Identify what type of data that come
 ) under Numerical data
• Know that there are two types of numerical
data: Discrete and Continuous Data ( K )
• Know how to tally Discrete Data – Scores
using the Frequency Table ( K )
• Know how to tally Continuous data – Scores
using Frequency table ( K )
COLUMN GRAPHS AND HISTOGRAM
• Understand that Column graphs and
Histograms are used to display numerical
data ( U )
• Know how to tabulate discrete data and
construct the graph (group & Ungroup) ( K)
• Know how t tabulate continuous data and able
to construct (group & Ungroup) ( K)
• Know how to read information from the given
graphs ( K )
THE MEDIAN, RANGE, AND IQR
• Understand the importance of measuring any
centre of set of scores and find the ‘Range’ or
‘Spreads’ of scores – Highest to the lowest
and the middle half of the data (IRQ) ( U )
• Know what Median is able to identify the
median of a set of scores ( K )
• Know that range is the measure of the
spread of data ( K )
• Know that ‘Interquartile Range’ (IQR) is the
measure of the middle half of the data ( K )
STEM – AND – LEAF PLOTS
• [ Q3 – Q1 ]
• C
• Identify and differentiate between two
types of numerical data: Discrete and
Continuous Data
• Tally set of Discrete data (scores) using
the Frequency Table
• Tally set of Continuous data (scores)
using the Frequency table
• Identify and differentiate between
Column graphs and Histograms
• Draw or construct Column graphs and
Histograms with given Discrete Data
• Draw or construct Column graphs and
Histograms with given Discrete Data
• Read and retrieve information from given
graphs
• Identify methods that can be used to
measure the centre of any set of scores
an the Range of set of scores
• Find the median or middle number of a
set of scores. Median – is the middle
score of set of data
• Calculate the range of given set of
scores. Range – difference between the
highest and the lowest score
• Calculate the Interquartile Range of set
of scores: IQR – Difference between
the Upper Quartile and Lower Quartile
• C
• C