strands: 4. statistics and data handling · 4. statistics and data handling 5. ... 1 + -1 = 0-2 = 0...

STRANDS:

1. NUMBER: THEORY, CONCEPTS AND OPERATIONS 2. MEASUREMENT / CONSUMER ARITHMETIC 3. GEOMETRY 4. STATISTICS AND DATA HANDLING 5. ALGEBRA, PATTERNS AND FUNCTIONS

Standards: The learner will be able to:

1. Develop number sense, ways of representing numbers, relationships among numbers and number systems and perform mathematical computations 2. Construct an understanding of measurable attributes of objects and the units, systems, and the processes of measurement. 3. Investigate properties of geometric shapes. 4. Use appropriate data gathering procedures, techniques for representing data and interpreting data. 5. Discover algebraic properties and expressions and apply the operations to the solution of algebraic equations and inequalities; read and interpret graphs and

use them to represent algebraic relationships. 6. Appreciate the role of the consumer in performing day-to-day transactions involving money. 7. Solve problems using a variety of problem solving strategies (See Polya.)

Attainment Targets: The learner will be able to:

1. Apply number operations and relationships with speed and accuracy to solve problems using mental strategies, paper/pencil or technology. 2. Make and use estimation and accurate measurement by applying appropriate instruments, formulas and units to solve problems in a variety of ways. 3. Identify and describe attributes of geometric shapes and apply this knowledge to reason or solve problems about shape, size, position or motion of objects. 4. Use a variety of strategies to collect, organize, analyze, and interpret data to make decisions and solve problems. 5. Identify, describe and represent patterns and functional relationships to solve mathematical and real-life problems with speed and accuracy. 6. Apply knowledge of money to solve problems related to day-to-day transactions.

GRADE 8: NUMBER: THEORY, CONCEPTS AND OPERATIONS

UNIT TITLE: INTEGERS; FRACTIONS; PERCENTAGES TERM: ONE UNIT: ONE DURATION: TWO WEEKS

Focus Questions:

1. What are different ways of getting zero?

2. How relevant are fractions and percentages in our daily life?

Learning

Outcomes

Specific Objectives Key Concepts Strategies Skills Resources Assessment

Demonstrate

proficiency with

calculations /

connection

between

operations

1. Add or subtract any two negative or positive integers.

2. Simplify

expressions

involving fractions

in combinations of

the four basic

operations

3. Calculate a

specified

percentage of a

given quantity as a

percentage of

another

4. Express one

quantity as a

percentage of

another.

Integers

Inverses for

addition

Fractions

Percentages

If to begin we are given any two integers and a single operation of

addition, then there are infinite ways to get 0 e.g.

1 + -1 = 0

2 + -2 = 0

n + -n = 0 for any positive integer n

Begin such a pattern that students can continue class discussion to establish

that there is a negative integer associated with every positive integer.

Students use the number line to add or subtract any two negatives or

positive numbers also, or positive and a negative number

Language: if two numbers a, b behave such that a + b = 0, then a and

b are called additive inverses of each other (or inverses of addition

Students will create and sole more cases in order to generalize the above

idea that there are infinitely many ways to generate any integer.

Students will use the number line to add or subtract any negative and/or

positive numbers

Teacher will further provide opportunity to decompose a given integer

into the sum of two integers; or the subtraction of two integers.

Give students a combination of the four (4) operations in calculating

fractions

e.g. 2/3 + 5/7 x 14/15 (BOMDAS)

Teacher provide word problems as following; Suppose John walks

20% of a 10 km journey. What distance did he walk? Guide students

to use the proportion or unitary method.

Students will solve similar problems which may involve other

quantities as time, mass, and volume.

Calculating number line

Text books

Bank of

questions

Coloured

counters, e.g.

for negative

one (-1), and

green for

positive 0ne

(+1)

Worksheet

Exercise in

textbooks


UNIT TITLE: COMPUTATION

ESTIMATION; SEQUENCE; RATIO; PROPORTION TERM: ONE UNIT: TWO DURATION: TWO WEEKS

Focus Questions:

1. Why is estimation relevant?

2. How are ratio and proportion relevant in our day to day activities?

Learning Outcomes Specific Objectives Key Concepts Strategies Skills Resources Assessment

Demonstrate

proficiency with

calculations

Investigate whole

numbers using

sequences

1. Estimate sums and products of whole

numbers to the nearest hundreds and to

the nearest thousands.

2. Identify patterns in number sequences.

Estimation

Sequence

Operations

Given a set of numbers, students will find the

sum then give the answer correct to the nearest

hundreds or thousands

Given two numbers students will find the

products then estimate the answer correct to the

nearest hundreds or thousands.

Provide a set of numbers and have students

identify the pattern then provide additional

terms.

Estimating

Identifying

Calculating

Text book

Worksheet with

problems

Worksheet\

Create and solve

problems using

fractions as a way to

write ratio

3. Share a quantity in a give ratio

4. Calculate the missing components in

equivalent ratios

5. Calculate the ratio in which a given

quantity has been shared

6. Solve problems involving direct

proportion using the unitary method.

Ratio

Proportion

Increase the level of difficulty in sharing in

given ration e.g. Share $4500 between Bob,

Oliver and Nigel in the ratio 3:7:5

More difficult problem involving direct and

inverse proportion e.g. How long will it take 2

men to fence a play field if 5 men can do the

same job in 6 days

Sharing

Calculating

Bank of

questions

Worksheet with

word problem


UNIT TITLE: SETS OF NUMBERS TERM: ONE UNIT: THREE DURATION: TWO WEEKS

Focus Questions:

1. What are real numbers?

2. Why are indices important?

Learning

Outcomes

Specific Objectives Key Concepts Strategies Skills Resources Assessment

Demonstrate a

basic

understanding of

number systems

with emphasis on

real numbers

1. Define the set of real

numbers.

2. Identify different subsets

of the real number system.

3. Identify the relationship

between the different

subsets of real numbers

4. Arrange integers

according to size on a

number line

5. Compare integers using

inequalities symbols.

Real numbers

Whole numbers

Integers

Natural

numbers

Rational

numbers

Provide students with a list of the sub-

sets of real numbers. Have students do

research to define each type. Using the

definitions of subset above, have

relationship between theme

e.g.

Real numbers

Rational Irrational

Numbers Numbers

Integers (2) Fractions

Negatives Whole Numbers

Integers

Zero Natural

numbers

Have students use the number line to

order and compare the integers

Researching

Identifying

Computing

Flow chart

Number line

Bank of question

Charts,

Flash cards

Loops

Worksheet

worksheet


UNIT TITLE: NUMBER PROPERTIES TERM: ONE UNIT: FOUR DURATION: TWO WEEKS

Focus Questions:

1. Why is the important to do things in order?

2. How are number properties used to make problem solving easier?

Learning Outcomes Specific Objectives Key Concepts Strategies Skills Resources Assessment Demonstrate a basic

understanding of number

systems with emphasis

on laws of indices

1. Identify and differentiate between the

orders of operations (BOMDAS).

2. Define the number properties.

3. Apply the laws in performing the four

basic operations.

4. Use the properties to carry out

computation in problem-solving

situation

5. Define the laws of indices'; 1

6. a x a = a

7. Use the laws of indices of simplify

expressions with integral indices

laws of

Indices

Commutative

Associative

Distributive

Order of

operation

Instruct students in the different laws of indices

Given the laws, have students research their

meaning then write and example of each.

1. Commutative law: (i) a +- b" == b + a

(ii) a x b = b x a

2. Associative law: (i) (a + b) + C == a +- (b +

c)

(ii) (a x b) x c == a x (b x c)

3. Distributive law:

(i) a (b + c) == ab + ac (over addition)

(ii) a (b - c) = ab -- ac (over subtraction)

Given a problem with different operation

students will calculate according to the correct

order e.g. 5 + (12 – 4) ÷2

Review laws of indices have a class discussion

and further explanation on the board to show

the various operation to each law

e.g. commutative law 3 + 5 = 5 + 3 3 - 5 ≠ 5 - 3

3 × 5 = 5 × 3

3 ÷ 5 ≠ 5÷3

Therefore the law is only applicable for

addition and multiplication.

Use similar example with other laws

Calculating

Researching

Chart

displaying the

definition and

examples of

the various

laws

Text books

Worksheet

Exercise in text

books


UNIT TITLE: BASES 2, 5, 8 TERM: ONE UNIT: FIVE DURATION: ONE WEEK

Focus Questions:

1. In what daily situation are number bases applicable?

Learning Outcomes Specific Objectives Key Concepts Strategies Skills Resources Assessment Demonstrate a basic

understanding of number

systems, with emphasis

on the bases 2, 5, and 8

1. Identify the place value of the digits in

bases 2,5 and 8

2. Perform simple operations in addition

and subtraction in bases 2,5 and 8

Bases 2, 5, 8 Refer to grade 7 (base 2, 5, 8)

Have students perform simple addition and

subtraction in the number bases 2. 5 and 8

e.g. 214 + 143 = 214

5 5 143

412

5

Calculating

Regrouping

Number line,

counters,

charts, flash

cards, loops.

Worksheet

Exercise in text

books


UNIT TITLE: SET NOTATION TERM: ONE UNIT: SIX DURATION: ONE WEEK

Focus Questions:

1. What are some examples of universal sets in our environment?

2. What is the difference between the union and the intersection of a set?

3. What is meant by the complement of a set?

Learning

Outcomes

Specific Objectives Key

Concepts

Strategies Skills Resources Assessment

Develop

understanding of

the relationship

among groups of

objects

1. Build universal sets, given a series of subsets.

2. Identify subsets of a given universal set.

3. Use the correct symbols to represent the Universal set

(U/€)

4. Identify members and non-members of a particular

named subset in a given universal set.

5. Identify and list the members of the complement of a

set.

6. - Use correct notation for the complement of a set.

a. Use shaded region in Venn diagram to show

the complement of a set.

7. Identify the elements found in the intersection of two

sets.

8. Use the correct symbol for intersection of sets.

9. Use shaded regions in Venn diagrams to show

intersection of set.

10. Identify the elements found in the union of two sets.

11. Use correct symbol for union of sets.

12. Use shaded regions on Venn diagram to represent

union of sets.

13. Determine elements of intersection and elements of

union of set from information given on Venn diagram

Union of sets

intersection

of sets

Review work done in grade 7

Use concrete objects to simplify the meaning

of the complement of a set. E.g. the students

in the class

Subset = {boys}

Complement of this is girl

A= {grade 8}

B= {grade 8 boys}

B1= {grade 8 girls}

Have students specific area on Venn diagram

e.g. shade A ∩ B

Observing

Identifying

Computing

Chart to show the

union,

intersection and

complement of

sets

Concrete objects

Text books

Worksheet

Exercise

from text books

A B

.

14. Use Venn diagram to show union and intersection of

sets.

15. Determine the number of elements in any given finite

set.

16. Use correct notation to represent the number of

elements in a set ∩ (B) = 4 means number of elements

in set B=4.

GRADE 8: NUMBER: THEORY, CONCEPTS AND OPERATIONS UNIT TITLE: TYPES; RELATIONSHIP; SUBSETS; VENN TERM: ONE UNIT: SEVEN DURATION: TWO WEEKS

Focus Questions:

1. What is the difference between infinite and finite set?

2. What is the different joint and disjoint sets?

3. How many subsets can be obtained from any given set?


Develop

understanding of the

relationship among

groups of objects

1. Differentiate between finite and infinite

sets.

2. Use set notation to list members of

finite and infinite sets.

3. Identify sets that are joint and disjoint.

21. Give examples of sets which are

disjoint.

4. Use symbols to show that the

intersection of a disjoint set is an empty

set, 5. Set A and set B are disjoint, therefore A

∩ B = Ø or {} 6.

Finite

and infinite

sets joint and

disjoint sets

Review and consolidate work done in grade 7 Listening

Identifying

Textbooks Worksheet

Develop

understanding of the

relationship among

groups of objects

7. List subsets of sets of up to four

elements.

8. Identify patterns found in listing subsets

number of

subsets in a set Review and consolidate work done in grade 7.

Introduce then give exercise to use the formulas

for finding the number of subsets in a given set.

Calculator Chart with

formula and

example

Worksheet

of sets with up to 4 elements and these

patterns to form and test conjectures.

9. Determine the number of subsets in a

set of no more than five elements.

(Number of subsets = 2n where n =

number of elements in the set).

10. Identify proper subsets of a given set,

11. Use correct notation to represent proper

subsets.

No. of subsets = 2n where n= number of

element in asset

e.g. A = {1,3,5}

No. of subsets in A = 2n

= 2³ = 2 × 2 × 2

= 8

GRADE 8: STATISTICS & DATA HANDLING

UNIT TITLE: DATA COLLECTION & MANAGEMENT TERM: TWO UNIT: ONE DURATION: FOUR WEEKS

Focus Questions:

1. What is a pie chart

2. How useful is a pie chart to display data?

3. What do frequency table and charts/graphs tell us?

4. How useful are averages?

Learning Outcomes Specific Objectives Key

Concepts


Solve problems

involving collection,

display and analysis of

data

1. Construct instruments for data gathering

2. Plan statistical investigation.

3. Use instruments to gather data.

4. Select appropriate graphic mode of presenting

data.

5. Organize data for presentation.

6. Construct appropriate graph to display

data.

7. Interpret data displayed on different types of

Pie chart

bar graph

line graph

table

Review work covered in grade 7

Introduce pie chart. Discuss.

Students collect relevant information and

construct pie chart then interpret the

information.

Students will display of the information in

other forms and compare the clarity of the

information

Students answer questions by analysing

the information displayed

Researching

Constructing

Interpreting

Analysing

Graph paper

Newspaper

Magazines

Books with

data

Chart with

examples of

graphs

Coloured

pencils

Geometry sets

Draw/interpret

Pie charts

project

oral

presentations

charts/graphs

8. Identify trends depicted on graphs/charts/tables.

Solve problems

involving collection,

display and analysis of

data

9. Construct frequency distribution tables from raw

data.

10. Interpret information in frequency distribution

tables.

11. Calculate the arithmetic mean for given sets of

data.

12. Identify the median and mode for given sets of

data.

13. Explain the relative advantage of mean, median

and mode

Frequency

Distribution;

Measures of

Central

Tendency

Average

Mean

Mode

Medium

Review and consolidate work done in

grade 7

Teacher presents raw data as a results of

students mark on a particular exercise for

explanation and practice

Students in groups will be engaged in

preparing project involving frequency

table, and measures of central tendency

using given data or what they found from

mini research

Manipulating

Calculating

Constructing

Interpreting

text books Worksheet

Exercises from

text books

project

oral

presentations

GRADE 8: GEOMETRY

UNIT TITLE: POINTS; LINE, ANGLES TERM: TWO UNIT: TWO DURATION: THREE WEEKS

Focus Questions:

1. What is meant by a perpendicular bisector?

2. What is meant by transversal?

3. What types of angles are formed when parallel lines are cut by a transversal?


Demonstrate spatial

sense and application

of geometric concepts,

properties and

relationships

1. Manipulate set squares to draw parallel

lines.

2. Construct the perpendicular bisector of a

line, using pair of compasses.

Bisecting line

Points

rays

Line segments,

lines.

Review work done in points, rays, line

segments and line in grade 7

Teach students how to use the set square to

draw parallel lines

Students will be taught to construct

perpendicular bisector to a line using a pair of

compasses

Manipulating

geometric

instruments

Constructing

Geometry sets

Coloured

pencils

Work sheet

instructing

students to

draw lines etc.

Demonstrate spatial

sense and application 3. Identify different types of related angles

formed when sets of parallel lines are cut

Transversal

Have students draw a pair of parallel lines, cut

these by a transversal. They will measure the

Observing

Drawing

Geometric

instruments

Worksheet


properties and

relationships

by transversals

a. alternate, corresponding, vertically

opposite

b. supplemental, interior, adjacent

4. Explain the relationship between

alternate, corresponding, vertically

opposite, supplementary interior and

adjacent angles formed when a set of

parallel lines is cut by a transversal.

5. Find missing angles given various linear

relationships.

6. Identify different types of angles in the

environment.

7. Link reflex angle to acute, right angle,

obtuse and straight angles

8. Draw and measure reflex angles.

9. Construct angles of 30º, 45º, 60º, 90º,

120º

10. (Constructions should be done using

straight edges and pair of compasses

only)

Angles formed

when

(parallel) lines

are cut by a

transversal.

- Alternate

- Corresponding

etc.

- Adjacent

- Vertically

opposite

- Supplementary

- Co-interior

angles formed. Discuss the findings to relation

to the types of angles formed.

e.g. alternate angels are equal

a b

c d

d = e

d and e are

alternate angles

e f

g h

Draw students attention to the letters which we

associated with the types of angles

e.g

for alternate angles

Given a diagram, students will fined the

missing angles and give reasons for answers

60º

x

What is angle x? Give reasons

Calculating

Coloured

pencils

Exercise in text

books

GRADE 8: GEOMETRY

UNIT TITLE: CIRCLES TERM: TWO UNIT: THREE DURATION: THREE WEEKS

Focus Questions:

1. What is the relationship between radius diameter and circumference of a circle?


Demonstrate spatial

sense and application


properties and

relationships

1. Review attributes of a circle (radius,

diameter, and circumference). Explain the

relationship between diameter and

circumference.

2. Calculate the circumference of a circle,

given its diameter or radius.

3. Calculate the radius of a circle, given the

circumference.

4. Solve problems involving circumference,

diameter and radius.

Find the

radius,

diameter and

circumference

of a circle

Have students use strings and ruler to measure

the circumference and diameter of different

round objects. Divide the circumference by the

diameter.

e.g.

Object Diameter Cir. Cir. ÷

Diameter

Coin

Plate

Milk

tin

This exercise will allow students to understand the

meaning of pi

From this exercise, the formula C = d can be

Or C = r obtained

Students will be engaged in calculating the

circumference of a circle when give the

radius or diameter and vice versa

Measuring

calculating

Manipulating

Strings

Cylindrical

objects

Rules

Worksheet with

circles to calculate

radius etc

Exercise form text

books

GRADE 8: ALGEBRA. PATTERNS & FUNCTIONS

UNIT TITLE: SYMBOLS; EQUATIONS TERM: THREE UNIT: ONE DURATION: TWO WEEKS

Focus Questions:

1. What is meant by algebra expression?

2. What is the different between an expression and an equation?

3. How is factorization helpful in algebra


Demonstrate

knowledge of and

application of patterns

and relationship

1. Express simple verbal phrases and

statements using algebraic symbols.

2. Create simple verbal phrases and

statements to represent given algebraic

expressions or equations.

3. Simplify algebraic expressions

involving addition and subtraction

(using like and unlike terms).

4. Simplify and expand algebraic

expressions using the distributive law:

4 (e.g. x (2+y)-2x

5 2x+xy-2x=xy 5. Simplify algebraic fractions

involving multiplication and

division only. 6. X = 1

4 2

7. 5. Find the L. C.D. of simple algebraic

fractions.

8. e.g.: 4 and 2x L.C.D. = 4x

i. x 4

ii. 3 and 5x

iii. 2x 8 LC.D. = '8X

9. Factorize simple algebraic

expressions using the distributive

law.

4 e.g.: (a) 2x+6=2(x+3)

i. (b) 4x+6y+8x+9

ii. 12x + 6y + 9

iii. 3(4x + 2y + 3)

10. Substitute numbers for variables in

algebraic expressions and find numeric

value of these expressions. (Expression

should contain more than one operation

and build on work done in Grade 7). 11. Use laws of indices to simplify

Algebraic

expressions

- addition

- subtraction

- multiplication

- division

factorization

substitution

Lowest Common

Denominator

Given a statement, students will be able to

formulate algebraic expressions. E.g. a man

has x cows and y sheep. How many animals

does he have altogether?

Ans. (x + y) animals

When 5 is added to a number, the result is 1.

What is the number? X + 5 = 14

Given an algebraic expression students will

write a statement. E.g. (x – 4) marbles. A boy

had x marbles. He gave his friend 4. How

many had he left?

Use a similar situation for an equation e.g. y

– 2 = 4 students will express this in work

Given a set of algebraic terms students will

add and subtract like terms. e.g. 2a + 3b + 5a – b

2a + 5a + 3b - b

7a + 2b

Have students apply the concepts of the

distributive law to algebra

e.g. 2(3x + y)

6x + 2y

Given algebraic equations involving fractions

students will simply them. e.g. x = 1 (by cross multiplication)

= 2x = 4 (divide both sides by 2)

2x = 4

2 2

X = 2

Or x = 1

4 2 (by LDC)

X = 2 = x = 2

4

Calculating

Textbooks Worksheet

Exercise in

textbook

algebraic expressions indices. (Use multiplication, division and powers only).

12. Laws of indices: an × a

m = a

n + m 13. Example: a2

× a4 = a

2 + 4 = a

6

=

Have students factorize simple algebraic

expressions

e.g. 5a + 5b 4xy + 6 xz

= 5 (a+b) 2x (2y + 3z)

GRADE 8: MEASUREMENT

UNIT TITLE: METRIC SYSTEM; SI UNITS; LENGTH TERM: THREE UNIT: TWO DURATION: ONE WEEK

Focus Questions:

1. Why is measurement relevant for daily life?

2. What is meant by perimeter?

3. How can we utilize the perimeter in our lives?


Demonstrate an

understanding of and

application of concepts

and skills associated

with measurement using

formulas and calculators

1. Explain the need for scales in

measurement

2. and for standard units of measurement

3. Compare metric and imperial units

4. Measure and record using SI units

5. Volume

6. Mass

7. Temperature

8. time

scales

standard units

metric and

imperial units

Review and consolidate work done in grade 7

Guided discussion on the

Measuring

Recording

Thermometer

Clock

Scale

Measuring

cylinder

Worksheet

Exercise texts

Demonstrate an





formulas and calculators

9. Calibrate instruments for measuring

length

10. Make corrections for zero errors when

using defective instruments.

11. Determine perimeter of regular two-

dimensional shapes

12. Determine perimeter of composite

shapes.

13. Solve word problems involving lengths

and perimeters of 2 D shapes.

14. Convert units of length within the SI and

imperial systems.

Measuring

length

Perimeter

Conversion

tables

Take students through a series of exercises

which will show them that a line of any length

can be drawn starting at any point on the ruler

e.g. beginning at 4 (on the ruler) you line is 6

cm long. Where do you stop?

Given the length of the sides of any regular or

irregular shapes, have students find its

perimeter.

Given a word problem, students will find the

length, width or perimeter. E.g. the perimeter

of a rectangle is 44 cm. What is the length if

the width is 10 cm?

Measuring

Calculating

Comprehending

Estimating

Ruler

Charts with

2D – shapes

Textbooks

Worksheets

Observation

Quiz


UNIT TITLE: AREA TERM: THREE UNIT: THREE DURATION: ONE WEEK Focus Questions:

1. Why is area important in our everyday life?

Learning Outcomes Specific Objectives Key Concepts Strategies Skills Resources Assessment Demonstrate an





formulas

1. Calculate the area of common two-

dimensional shapes.

2. Construct cube using squares (cut -outs)

3. Construct cuboids using cut-outs of

squares and rectangles. d) Dissect cube to

form nets.

4. Dissect cuboids to form nets.

5. Construct cylinders using cut-outs of

rectangles and circle g) Dissect cylinders

to form nets.

6. Calculate surface area of cubes, cuboids

and cylinders by adding area component

2-D shapes.

Areas

Square unit

e.g. m²

nets

Using squared paper, have students outline

rectangles, squares, triangle having specific

perimeters. Then have students count the

squares to find the area of each shape.

Use the above activity to have students derive

the formula to find the area of

(a) rectangle

(b) squares

(c) triangles

Have students use cut-outs of squares,

rectangles, circle to construct cubes, cuboids,

and cylinders. Students will also construct the

above solids from given nets.

Discuss meaning of surface area. Using

examples of cuboids in the class e.g. a box, a

students use previous knowledge to find the

area of each sides then add to find the surface

area.

Calculating

Constructing

Measuring

Squared paper

Ruler

Cut-out and/or

nets of shapes

Solids

Worksheet

Observation

Textbook

exercises


Unit Title: Volume TIME; TEMP.; MASS Term: THREE Unit: FIVE Duration: TWO WEEKS

Focus Questions:

1. 1. What is the relationship between volume and capacity?

2. Why do you think it is important to know time?

3. How can we tell how hot or cold something is?

4. What is meant by mass?

Learning

Outcomes

Specific Objectives Key

Concepts


Demonstrate an

understanding of

and application of

concepts and skills

associated with

measurement

using formulas

1. Differentiate between volume and capacity

2. Recognize the relationship between volume

and capacity.

3. Calculate volume of regular solids -cubes,

cuboids and Cylinders

4. Measure volume of irregular solids.

5. Solve problems involving volume of regular

and irregular

Volume

unit used:

cm³

Capacity

unit used

e.g. litre

Use a square container with a liquid. E.g. water. Discuss to

help students to understand the difference between volume

and capacity.

Given the length, width and height of e.g. a cuboids, have

students calculate its volume

Teacher can demonstrate to students the process used to find

the volume of irregular solids

Measuring

Calculating

Containers

Measuring

cylinders

Irregular

solids

Water

String

Observation

worksheets

Demonstrate an

understanding of

and application of

concepts and skills

associated with

measurement

using formulas

6. Use stop-watch to time various events.

7. Convert intervals in days to months, months to

years etc.

8. Solve problems involving distance, time and

speed

9. Convert units of temperature from Cº to ºF and

vice versa.

10. b) Solve problems involving temperature

changes.

11. Estimate mass in SI and imperial units.

12. Convert units of mass within the SI and

imperial system (large to small and vice versa)

13. Pose/construct problems involving mass.

14. Solve problems involving mass.

Time

Temperat

ure

Mass

Have students use stop-watch to time any event e.g. running

Create situations to show the relationship between days,

weeks, months and years and have students convert from on

to the other

Provide students with the appropriate information then have

them calculate the distance, speed or time. E.g. A bus

traveled at an average speed of 48 km/h for 5 hours. What

distance did the bus travel?

D = ST

= 48km × 5

= 240km

Use similar problems to calculate speed and or time

Given a Celsius/Fahrenheit scale, have students compare

different temperature. E.g. 30ºC = 86Fº. Follow this exercise,

teacher can provide the formula and have students convert form

one temperature to the next. Visa versa

Converting

Calculating

Comparing

Stop-watch

Calendar

Worksheet

Quiz

Observation

Chart with

Celsius scale

and

Fahrenheit

Scale

Thermometer

GRADE 8: CONSUMER ARITHMETIC

UNIT TITLE: PROFIT/LOSS, DISCOUNT TERM: THREE UNIT: SEVEN DURATION: ONE WEEK

Focus Questions:

1. How much money can be gained or lost on sale of goods or services?


Create and solve

problems involving

common currencies /

money and

percentages

1. Calculate the profit/loss on a transaction

as an amount of money or as a percent

2. Calculate the selling price of an article,

given the cost price and the profit/loss,

as an amount of money or a percent

3. Calculate the cost price of an article,

given the selling price and profit/loss as

an amount of money

Profit;

Loss

Selling price

Cost price

Let students use the articles in advertisements

to identify terms related to profit and loss

Students can use the information generate in

the articles to generate meanings for the terms.

Help students to refine the meanings form a

mathematical perspective

Let students use the information in the articles

to develop problems related to the profit and

loss. Have them solve the problems.

Ensure that students develop an understanding

of profit that is greater than 100%. Let them,

for examples; explore the prices of items in

boutiques.

Exercises:

Cost Price Selling

Price

Profit % Loss %

Project: Example: present with a situation

where they are to run a school booth selling a

food item that they must prepare. Let them do

the necessary research related to cost of

ingredients, quantities to be prepared. Ask them

to determine the minimum unit price that would

allow them to make a profit.

Calculating Newspaper

advertisements

Flyers

Simple

business

reports

Worksheet:

completing

tables to show

cost price;

selling price;

profit %; loss %

Exercise in

textbooks

Project

Create and solve

problems involving

common currencies /

money and

percentages

4. Use appropriate terms to describe

transactions involving discounts

5. Calculate the value of a discount as (a)

an amount of money; (b) a percent of a

marked price

6. Calculate the sale/discount price of an

article given the marked price and the

discount as (a) an amount of money; (b)

Discount

Discount price

Marked price

Sales price

Selling price

Let students use the articles in advertisements

to identify terms related to profit and loss

Ensure students develop meanings for the terms

by analyzing several advertisements.

Discount- the amount you subtract from the

marked price of an articles or from a bill

Marked Price- The price at which an articles is

to be sold

Calculating Advertisements

in the form of

flyers,

newspaper

inserts, radio

and TV

advertisements.

Worksheet

Exercise in

textbooks

a percent of a marked price

7. Calculate the marked price of an article

given the sales/discount price and the

discount as an amount of money

Discount Price- The price at which an articles is

sold after a discount has been taken off.

Sale Price is the same as discount price.

Let students identify situations in which

discounts may be given. Let them use these

situations to develop problems for the class to

solve

GRADE 8: CONSUMER ARITHMETIC

UNIT TITLE: CURRENCY/WAGES/SALARIES, BILLS TERM: THREE UNIT: EIGHT DURATION: ? WEEK

Focus Questions:

1. What is the currency exchange internationally?

2. How much do workers make?

3. How much is spent?


Create and solve

problems involving

common currencies /

money and

percentages

1. Read and interpret exchange rates

2. Convert from home currency to foreign

currency and vice versa

3. Use appropriate terms to describe

situations related to payment for

employment

4. Calculate the following:

5. Basic wages

6. Overtime wages

7. Total wages/salaries for a given period

of time

8. Hourly/weekly rates

Wage

Salary

Basic wage

Hourly wage

Hourly rate

Overtime

Time and a

half double

time

Let student’s collect/idnetify examples of goods

that are priced in the home currency.

Let them use the banks’ exchange rate to convert

the foreign currency to the home or visa versa.

Have them compare the quantities. In cases where

there is a discrepancy, explain that this probably

results from duties/taxes which have been added

on for payment by residents.

Problems can focus on travel situations and the

cost of items. Examples Mrs. John purchases

travelers’ cheques in the amount of US$110. The

exchange rate was EC $1 = US$40. How much

did she pay in EC$ for the travelers cheques. She

traveled to the USA and on her return had US$15

left. Calculate the EC$ equivalent for the

remainder.

Encourage students to use the unitary methods to

carry out conversions.

E.g.

US $0.40 = EC $1.00

US $1.00= $1.00

0.40

US $110 = $1.00 x 100

0.40 1

Let students carry out a survey among family

members or various companies to determine the

ways in employees are paid and the various

salaries/wages

Let students discuss their findings. Use the

discussion to develop meaning for the relevant

vocabulary.

Present students with the payment schemes for

Calculating

Copies of banks

exchange rates.

Exchange rates

listed in

newspapers

Worksheet

Exercise in

textbooks

two or more companies. Have them determine for

which company they would like to work.

Create and solve

problems involving

common currencies /

money and

percentages

9. Use vocabulary associated with bills

10. Calculate the following:

11. Total cost of items

12. Sales tax and service charge

13. Discount to be deducted from bills,

given the discount as a percent

14. Unit cost of items

Total cost

Unit cost

Sales tax

Service charge

Let students collect and mount classroom display

of a variety of bills

Guide students to identify the various

costs/charges on the bills. Let students label the

parts of the bills.

Have students analyse the bills to determine how

the various costs/charges are calculated. Let them

make a summary of their discoveries.

Let students make up bills of their own based on

family experiences and use these bills to generate

problems. Class solves the problems.

Have student’s interview family members to

determine the types of problems/errors associated

with prepared bills that consumers receive. Let

them determine hoe these errors could affect the

amount to be paid. Is it more/less? How much

more/less?

Examples of

shopping bills,

restaurants bills

and utility bills

from several

companies

strands: 4. statistics and data handling · 4. statistics and data handling 5. ... 1 + -1 = 0-2 = 0...

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