maths curriculum guide level 7

8/2/2019 Maths Curriculum Guide Level 7

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Foreword

It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is even

more critical today when one considers the limited resources, both human and material, which are available.

The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed curriculummaterials that have been designed to improve the quality, equity and efficiency of secondary education. The

curriculum materials include Levels 7-9 curriculum guides and teachers guides for Language Arts, Mathematics,Science, Social Studies, Reading and Practical Activities for Science. These materials have been tested in

secondary-age schools nationwide and are considered useful in providing teachers with a common curriculum

framework for planning, monitoring and evaluating the quality of teaching and learning. The curriculum materialsalso provide a basis for continuous student assessment leading to the National Third Form Examination (NTFE).

The initial draft curriculum materials have been subjected to evaluation, by respective Heads of Departments, fromall ten Administrative Regions and Georgetown and they have been subsequently revised to reflect the viewsexpressed by teachers.

The revised curriculum materials are now published as National Curriculum documents to provide consistency and

support for teachers in the process of planning for an effective delivery of the curriculum. All secondary teachersmust ensure that they make good use of these curriculum materials so that the quality of teaching and learning can

be improved in all schools.

Ed Caesar

Chief Education Officer


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PREFACE

This is the Revised Curriculum Guide for Level 7. This document fulfils the objective of making Mathematicsaccessible to all students at Level 7. Hence teachers of Level 7 students should make a conscious effort to see how

best they could utilize the ideas contained to plan for instruction. This document can serve as a focal point for

departmental and regional subject committee meetings, where methodologies and strategies for both teaching andassessing are deliberated on. Lessons should be delivered in an environment in which there is opportunity foractive and creative participation by both students and teacher. This Guide has a direct focus on an integrated

approach to curriculum delivery, in which the teacher is not unduly restricted by the subject content. The studentstotal development as a person should be of foremost concern to the teacher.

In the curriculum process, feedback is a necessary condition for change and improvement, and I would urge all of

our mathematics teachers to provide such feedback to the curriculum staff as they visit to provide support that willenhance your classroom teaching.

Mohandatt Goolsarran

Head

Curriculum Development and Implementation UnitNational Centre for Educational Resource DevelopmentMARCH 2002

ACKNOWLEDGEMENTS


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The following persons were involved in writing and revising the Level 7 Curriculum Guide:

Jean Holder-Lynch Vice Principal (Administration)

Cyril Potter College of Education

Joan Persaud Deputy Headmistress

Annandale Secondary School

Mohan Lall Sookdeo Deputy Headmaster

Charity Primary School

Dirk McAulay Brickdam Secondary School

S. Binda Queenstown Community High School (Retired)

Shirley Klass Subject Specialist, Mathematics, NCERD (Retired)

Alicia Fingal Assistant Chief Education Officer, Primary (Retired)

Flavio Camacho Subject Specialist

Mathematics (SSRP)

Joseph Mckenzie Senior Subject Specialist

Mathematics (SSRP)


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LANGUAGE OF SETS

Topic Objectives Content Activities/ Evaluation Areas of

Skills Knowledge Understanding Attitude Materials/ Integration

Strategies

Description

of Sets

Describe a set. Common ways ofdescribing a set:

VerbalDescription, e.g.

The months of theyear beginningwith the letter J.

Small groupactivities:

Describing aset verbally.

Can studentsdescribe a set:

verbally? AgricultureScience, e.g.describing a

set ofagriculturetools.

HomeEconomics,e.g. describinga tea set.


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Strategies

Tabulationor Listing, e.g.

{January, June,July}

When listing sets:

- a commais placedbetween oneelement andthe next.

- an elementis notrepeated.

- the elementsare enclosedin curlybrackets, etc.

Describing aset by listingthe elements.

by listing theelements?

EnvironmentalEducation, e.g.listing treesaccording totheir usage.

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Strategies

Using aLoop, e.g.

January

June July

Drawinga loop aroundthe elements.

by drawing aloop aroundthe elements?

EnvironmentalEducation, e.g.grouping oftourist resorts,pollutants,solid waste,etc.

Well-defined

SetsDifferentiatebetween sets thatare well definedand sets that arenot well defined.

Appreciate thecharacteristicsof a well-defined set.

Well defined sets,e.g.

A set of allthe letters ofthe Englishalphabet ={a, b, c, d z}

A set of all evennumbersbetween 0 and11 ={2, 4, 6, 8, 10}

Displaying well-defined sets.

Can studentsdifferentiatebetween sets thatare well definedand sets that arenot well defined?

AgricultureScience, e.g.Edible Roots ={carrots,radish,cassava, sweetpotatoes}

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Strategies

Elements

of a Set

Use the

symbols

and .

List theelements of aset.

Differentiatebetween the

symbols and.

Elements of aset.

The symbols

and .

Specifying theelements of a setby listing them.

Discussing themeaning of the

symbols and

Using the

symbols and

to showmembership andnon-membershipof sets.

Can students:

list theelements of aset?

differentiatebetween the

symbols

and ?

use thesymbols

and toshowmembershipand non-

membership ofsets?

AgricultureScience, e.g.Listing thetools used forharvesting.

AgricultureScience, e.g.

trowel is notan element ofthe set ofharvestingtools can bewritten as:

trowel {harvestingtools}

The Empty

Set

Use thesymbols { }

or.

Identify theempty set.

Appreciatethe conceptof the emptyset.

The empty set

The symbols thatrepresent the

empty set are{ } or.

Displayingexamples of theempty set.

Using thesymbols { } or

to representthe empty set.

Can students:

identify theempty set?

use thesymbols

{ } or torepresent theempty set?

Language, e.g.oral discussionon thecharacteristicsof the emptyset.

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Strategies

Finite &

Infinite

Sets

Identify finiteand infinitesets.

A set is finite ifit is possible tolist or count all

its elements, e.g.A = (a, b, c, z}

A set is infinite ifit is not possibleto list or countall its elements,e.g.

B = {points on aline}

Showing onchart examplesof:

finite sets

infinite sets

Can studentsidentify

finite sets?

infinite sets?

Finite sets:

EnvironmentalEducation, e.g.Set B ={Passion fruitsimutu, babypumpkin,

water-melon}

Infinite sets:

EnvironmentalEducation, e.g.{Number ofsand grains on

the sea shorein Guyana}



Strategies

Equal Sets Identify equalsets.

Equal sets:two sets A and B

Displayingexamples of

Can studentsidentify equal

Social Studies,e.g. Set A = {All

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are said to beequal, if and onlyif they have the

same elements,e.g.A = {2, 3, 4}B = {4, 2, 3}A = B

equal sets. sets? denominations ofthe GuyanaCurrency}

Set B = {$1000,$500, $100, $20}

Set A = Set B.

Equivalent

Sets

Identifyequivalentsets.

Equivalent sets: Displayingexamples ofequivalent sets.

two sets areequivalent if theyhave the same

number ofelements, e.g.A = {2, 3, 4}B = {c, d, k}

A B

Can studentsidentifyequivalentsets?

EnvironmentalEducation, e.g.A = {Animals

from

whichcraftitems areobtained}

B = {Craftitemsobtainedfrom

animals inset A}

A B

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Strategies

Use the

symbol .

The symbol

, e.g. Set Ais equivalent toSet B is written

as A B.

Using the

symbol torepresentequivalent sets..

Can students use

the symbol to representequivalent sets?

Subsets of

a Set

Constructsubsets of agiven set.

Differentiatebetween a setand subsets ofthe set.

Enjoywritingdown the

subsets of aset.

Subsets of a set,e.g. A = {a, b, c}Subsets of A are:

{a, b, c}, {a},{b}, {c}, .


writing thesubsets ofgiven sets.

observing thedifferencebetween a setand the subsetsof a set.

Can students

write down allthe subsets of agiven set?

differentiatebetween a setand subsetsof the set?

Social Studies,e.g. collecting,classifying and

identifyingsubsets ofgiven groups.

UniversalSet

Identifyuniversal sets.

Describeuniversal sets.

. Universal set Showing onchart examplesof the universalset.

The universal setis represented bythe symbol U.

Describinguniversal sets.

Can students:

identify theuniversal set?

describeuniversal sets?

Unit Test

EnvironmentalEducation, e.g.U = {Theenvironment}

Social Studies,e.g. U = {TheAmerindian

tribes inGuyana}

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NUMBER THEORY



Strategies

Integers

Use the

symbols .

Ordernumbers ona numberline.

Predict thepattern of asequence.

Identifyintegers.

Follow theorderrelationshipof integers.

The set of integersincludes positive andnegative wholenumbers and zero,e.g. {-3, -2, -1, 0,1, 2, 3, }

The set of integers isdenoted by Z.

The symbols .(isgreater than)

Number sequences.

Showing onchart examplesof the set ofintegers.

Using the

symbols to comparenumbers.

Discussing theordering ofnumbers on anumber line.

Discussingnumbersequences.

Developing arule for a pattern.

Can students:

identify the setof integers?

use the

symbols tocomparenumbers?

follow theorderrelationship ofintegers?

predict thepattern of asequence?

Language,e.g., describingtherelationshipbetweennumbers on anumber line.

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Strategies

Odd and Even

Numbers

List odd andeven numbers.

Differentiatebetween odd andeven numbers.

Odd and evennumbers.

Odd numbersgive a remainderof 1 whendivided by 2.The odd numbers

are 1, 3, 5, 7,

Even numberscan be dividedby 2 without aremainder. Zerois usuallyregarded as aneven number.

The evennumbers are 0, 1,2, 3,

Listing odd andeven numbers.

Discussing thedifferencebetween odd andeven numbers.

Can students:

list odd andeven numbers?

differentiatebetween oddeven oddnumbers?

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Strategies

Factors List thefactors of anumber.

Practise

findingfactors ofnumbers.

Factors ofnumbers, e.g.{1, 2, 3, 6, 12} arefactors of 12.


Listing thefactors of givennumbers.

Encouraging

students topractise findingfactors ofnumbers.

Can students listthe factors of anumber?

Do students

practise findingfactors ofnumbers?

Multiples List themultiples of anumber.

Practisefinding themultiplesofnumbers.

Multiples ofnumbers, e.g. themultiples of 12are 24, 36, 48,


Listing themultiples of

given numbers.

Encouragingstudents topractise findingthe multiples ofnumbers.

Can students listthe multiples of anumber?

Do studentspractise findingthe multiples ofnumbers?

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Strategies

Prime &

Composite

Numbers

Identify primeand compositenumbers.

List prime andcomposite

numbers.

Prime and compositenumbers.

A prime number hasexactly two differentfactors, namely 1 anditself. Some of theseare: 2, 3, 5, 7,

Composite numbershave more than 2different factors.Some of these are:4, 6, 8, 10,

Discussing/observing thespecialfeatures ofprime andcompositenumbers.

Listing prime

and compositenumbers.

Can students:

identifyprimenumbers?

identifycompositenumbers?

list primeand

compositenumbers?

Language, e.g.the descriptionof prime andcompositenumbers.

Prime

Factors

Express acompositenumber as aproduct ofprime factors.

Prime factors of anumber, e.g. theprime factors of 6 ={2, 3}

Composite numberexpressed as aproduct of primefactors, e.g.

6 = 2 3.

Expressingcompositenumbers as aproduct ofprime factors.

Can studentsexpress acompositenumber as aproduct ofprime factors?

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Strategies

Indices Write theproduct of anumber inindex form.

Express a

number in indexform.

Obtainsatisfactionfrom writingthe product ofnumbers inindex form.

do

Product of anumber in indexform, e.g.

2 2 2 = 23

Expression of a

number in indexform, e.g. 4 = 22.

Writing theproduct of anumber in indexform.

Expressing

numbers in indexform.

Can studentswrite the productof a number inindex form?

Can students

express a numberin index form?

Environmental

Education, e.g.the area of aclassroomexpressed inindex form:64 m2.

Highest

Common

Factor

(HCF) Determine theHCF ofnumbers.

Determine theLCM ofnumbers.

.

HighestCommon Factor.

Lowest CommonMultiple.


Finding theHCF of givennumbers.

Finding theLCM of givennumbers.

Can students:

find the HCFof numbers?

find the LCMof numbers?

Lowest

Common

Multiple

(LCM)

Practisefinding theHCF andLCM ofnumbers.

Encouragingstudents topractise findingthe HCF andLCM ofnumbers.

Do studentspractise findingthe HCF andLCM ofnumbers?

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StrategiesCommutative

Law

Identify thecommutativelaw.

Appreciatethecommutativelaw.

TheCommutative

Law for + and .

Examples:

2 + 3 = 3 + 2

2 3 = 3 2

Thecommutative lawdoes not apply tosubtraction anddivision.

Showing onchart examplesof thecommutativelaw.

Can studentsidentify thecommutativelaw?

Associative

Law

Identify theassociativelaw.

Appreciatetheassociative

law.

The Associative

Law for + and .

Examples:

2 + (3 + 4) =(2 + 3) + 4

2 (3 4) =

(2 3) 4

The associative

law does notapply tosubtraction anddivision.

Showing onchart examplesof the associative

law.

Can studentsidentify theassociative law?

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Skills Knowledge Understanding Attitude Materials/ IntegrationStrategies

Differentiatebetween thecommutativeand associativelaws.

Discussing thedifferencebetween thecommutative andassociative laws.

Can studentsdifferentiatebetween thecommutative andassociative laws?

The

Distributive

Law

Use thedistributivelaw tosimplifycalculations.

Identify thedistributive

law.

The DistributiveLaw, e.g.

Showing onchart examples

of thedistributive law.

4 (6 + 3) =(4 6) + (4 3) =24 + 12 = 36.

The law has twooperations,multiplication andaddition.

Using thedistributive lawto simplifycalculations.

Can students:

identify thedistributivelaw?

use thedistributive lawto simplifycalculations?

Unit Test

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COMPUTATION 1


Skills Knowledge Understanding Attitude Materials/ IntegrationStrategies

Rational

Numbers

Identifyrationalnumbers.

. The rationalnumbers are madeup of the set offractions togetherwith the set ofintegers.

The symbol for theset of rationalnumbers is Q.

Discussing/observingrationalnumbers.

Can studentsidentify rationalnumbers.

Add andsubtract withrationalnumbers.

Appreciateadding andsubtractingwith rationalnumbers.

Addition andsubtraction withrational numbers,e.g.

1 15 4

+ =

1 4 1 5

5 4 5 4

+

=9

20

1 1

4 5- =

1 5 1 4

4 5 4 5

-

=1

20


Adding andsubtractingwith rationalnumbers.

Can students addand subtract withrationalnumbers?

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Topic Objectives Content Activities Evaluation Areas of

Skills Knowledge Understanding Attitude Materials Integration

Strategies

Multiply anddivide withrational numbers.

Appreciatemultiplyingand dividingwith rationalnumbers.

Multiplicationand divisionwith rationalnumbers, e.g.

9 3 = 9 1

3

= 3


Multiplying anddividing withrational numbers.

Can studentsmultiply anddivide withrationalnumbers?

Fractions &

Decimals

Change fractionsto decimals.

Appreciatechangingfractions todecimals

accurately.

Conversion offractions todecimals, e.g.

3

.0.754=


Changingfractions todecimals.

Can studentschange:

fractions to

decimals?

IntegratedScience, e.g.the conversionof a fraction ofa litre to adecimal of alitre and vice

versa.

Change decimalsto fractions.

Appreciatechangingdecimals tofractionsaccurately.

Conversion ofdecimals tofractions, e.g.

0.65 =

6=

5

10 100+

65 13

100 20=

Changingdecimals tofractions.

decimals tofractions?

AgricultureScience, e.g.planning forthe cultivationof crops.

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Strategies

Add decimals.

Subtractdecimals.

Practiseadding andsubtractingdecimals.

Addition ofdecimals.

Subtraction ofdecimals.


Addingdecimals.

Subtractingdecimals.

Encouragingstudents topractise addingandsubtractingdecimals.

Can students

add decimals?

subtractdecimals?

Do studentspractise adding andsubtractingdecimals?



Strategies

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Multiply adecimal by adecimal.

Divide adecimal by adecimal.

Practisemultiplying anddividing a

decimal bya decimal.

Multiplication ofdecimals, e.g.

0.6 0.4 = 0.24

Division ofdecimals, e.g.

4.48 0.4 =

4.48

0.4=

4.48 10

0.4 10

=

44.8

4= 11.2


Multiplyinga

decimal by adecimal.

Dividing adecimal by adecimal.

Encouragingstudents topractisemultiplyingand dividing adecimal by adecimal.

Can students

multiply adecimal by adecimal?

divide a decimalby a decimal?

Do studentspractisemultiplying anddividing a decimalby a decimal?

Unit Test

MEASUREMENT 1



Strategies

SI System of

Units

Identify SIunits oflength.

SI units oflength, e.g.kilometrehectometredecametremetre

Showing onchart:

SI units oflength.

Can students:

identify SI unitsof length?

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Identify theprefixes usedin SI units oflength.

Identify thesymbols usedfor SI units oflength.

decimetrecentimetremillimetre.

Prefixes usedin SI units oflength, e.g.kilo, hecto,deca, deci,centi,milli.

Symbols usedfor SI units oflength, e.g.km, hm, dam.m, dm, cm,mm.

prefixes usedin SI units oflength.

symbolsused in SIunits oflength.

identify prefixesused in SI unitsof length?

identify thesymbolsused in SI unitsof length?

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Strategies

Estimate andmeasure linesegments.

Convert ameasurementfrom one SI unitto another.

Appreciate theneed foraccuratemeasurements.

Convertingmeasurementfrom one SI unitto another.

To convertmeasurementfrom one SI unit

to another, it isnecessary only tomultiply ordivide by apower of 10, e.g.8 m =

8 (10 10) cm= 800 cm.

Estimation andmeasurement ofline segments.

Converting ameasurementfrom one SIunit to another.

Estimating andmeasuring linesegments.

Can students:

convert ameasurementfrom one SIunit toanother?

estimate andmeasure linesegmentsaccurately?

IntegratedScience, e.g.measuring thelength ofobjects.

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StrategiesPerimeter of

Regular

Shapes

Explain themeaning of theword perimeter.

Calculate theperimeter of

regular planeshapes.

Perimeter ofregular planeshapes.

Discussingperimeter.

Calculation of

the perimeterof regularplane shapes.

Calculating the

perimeter ofregular shapesby finding thelength of oneside and thenmultiplying it bythe number ofsides.

Can students:

explain themeaning of thewordperimeter?

calculate the

perimeter ofregular planeshapes?

Perimeter of

Irregular

Shapes

Calculate theperimeter ofirregularshapes.

Calculation ofthe perimeterof irregularshapes.

Calculating theperimeter ofirregular shapes.

Can studentscalculate theperimeter ofirregular shapes?

AgricultureScience, e.g.calculating theperimeter ofthe schoolsagricultureplot.

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StrategiesArea Calculate the

area of asquare,rectangle andtriangle.

Calculate the

area ofirregularshapes.

Enjoy

calculatingthe area ofirregularshapes.

Area of asquare,rectangle andtriangle.

Area of

irregularshapes.

Calculating thearea of squares,rectangles andtriangles.

Drawing irregular

shapes on graphpaper and findingtheir areas bycounting thesquares that fallinside the shapes.

Can students:

calculate thearea of squares,rectangles andtriangles?

calculate the

area ofirregularshapes?

Unit Test

AgricultureScience, e.g.calculatingthe areaoccupied bythe schoolsagricultureplot.

ALGEBRA 1



Strategies

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Addition of

Directed

Numbers

Add a positiveinteger to apositive integer.

Add a negativeinteger to anegativeinteger.

Appreciateadding apositiveinteger to apositiveinteger

correctly.

Appreciateadding anegativeinteger to anegativeintegercorrectly.

Addition ofpositive integers,e.g.(+4) + (+2) = (+6)

Addition ofnegative integers,e.g.(-4) + (-2) = (-6)


Using semi circularcards labelled:

+ to add apositive integerto a positiveinteger.

- to add anegative integerto a negativeinteger.

Can students:

add apositiveinteger to apositiveintegercorrectly?

add anegativeinteger to anegativeintegercorrectly?

Language,e.g. writingshort stories

on lessontaught.

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Strategies

Recognisethat adding aninteger and itsopposite isequal to zero.

Add a positiveinteger to anegativeinteger.

Add integers inany order.

Appreciateadding apositiveinteger to anegativeintegercorrectly.

Appreciateadding twointegers inany ordercorrectly.

Addition of apositive integer to anegative integer,e.g.

(+7) + (-3) = (+4)(-7) + (+3) = (-4)

An integer +its additive inverse= zero = identityelement foraddition, e.g.(+2) + (-2) = (0).

Addition ofintegers in anyorder.

It does not matterin which order theaddition is done theanswer is the same.

Integers are calleddirected numbers.

+ and - toadd a positiveinteger to anegative integer,

+ and - toadd an integerand its opposite.

Using the numberline to add twointegers in anyorder.

add apositiveinteger to anegativeintegercorrectly?

Do studentsrecognise thatadding aninteger and itsopposite isequal to zero?

Can studentsadd twointegers in anyorder?

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StrategiesSubtraction

of Directed

Numbers

Subtract apositive integer

from a positiveinteger.

Subtract anegative integerfrom a negativeinteger.

Subtract apositive integerfrom a negativeinteger.

Appreciatesubtracting a

positiveinteger from apositiveintegercorrectly.

Appreciatesubtracting anegativeinteger from anegativeintegercorrectly.

Appreciatesubtracting apositiveinteger from anegative

integercorrectly.

Subtraction of apositive integer

from a positiveinteger, e.g.(+13) - (+9) = (+4)

Subtraction of anegative integerfrom a negativeinteger, e.g.

(-4) + (-2) = (-6)

Subtraction of apositive integerfrom a negativeinteger, e.g.(-3) (+7) = (-10)


Using semi circularcards labelled:

+ to subtract apositive integer

from a positiveinteger.

- to subtract anegative integerfrom a negativeinteger.

+ and -tosubtract apositive integerfrom a negativeinteger.

Can students:

subtract apositive integer

from a positiveintegercorrectly?

subtract anegativeinteger from anegativeintegercorrectly?

subtract apositive integerfrom anegativeinteger

correctly?

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StrategiesSubtract anegative integerfrom a positiveinteger.

Appreciatesubtracting anegativeinteger from apositiveintegercorrectly.

Subtraction of anegative integer from apositive integer, e.g.

(+7) (-3) = (+10)

+ and -tosubtract anegative integerfrom a positiveinteger.

subtract anegativeinteger froma positiveintegercorrectly?

Use of

Symbols

Identify

symbols thatrepresent anumber ofitems/articles.

Identifyvariables,coefficient,constants.

Use of symbols.

A variable is usually aletter, e.g. in 5b + 4, bis the variable.

A coefficient is thenumber in front of thevariable, e.g. in 5b + 4,5 is the coefficient of b.

The value of a constantdoes not change, e.g. in5b + 4, 4 is theconstant.

Showing on chart

examples of theways in whichsymbols can beused to representthe addition of twolike sets, e.g.3 bowls + 2 bowls= 5 bowls can berepresented as3b + 2b = 5b.

Showing on chartexamples ofvariables,coefficients andconstants inalgebraicexpressions.

Can students:

identifysymbols thatrepresent anumber ofitems/articles?

identifyvariablescoefficientsandconstants inalgebraicexpressions?

Integrated

Science, e.g.usingsymbols toidentifyquantity,constantsandvariables.

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Strategies Use symbols

to representideas.

The use of symbolsto represent ideas,e.g. Jo is 13 yearsold. How old willhe be in y yearstime, can berepresented by13 + y.

Using symbols torepresent ideas.

Can students usesymbols torepresent ideas?

Addition andSubtraction

of Algebraic

Terms

Add and subtractalgebraicexpressions withlike terms.

Enjoyadding andsubtractingalgebraicexpressionswith liketerms.

Addition andsubtraction ofalgebraicexpressions withlike terms, e.g.

2a + 4a = (2 + 4)a= 6a

4a 2a = (4 2)a

= 2a

Adding andsubtractingAlgebraicexpressions withlike terms.

Can students addand subtractalgebraicexpressions withlike terms?

Language,e.g. writinga letter to afriendexplainingconceptslearnt or aparagraphexplainingwhat was

learnt andaskingpossiblequestions.

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Strategies Add and subtract

algebraicexpressions withunlike terms.

Obtainsatisfactionfrom addingandsubtractingalgebraicexpressionswith unlike

terms.

Addition andsubtraction ofalgebraic expressionswith unlike terms,e.g.

2a + 2b + 2a + b =2a + 2a + (2b + 2b =

(2 + 2)a + (2 + 1)b =4a + 3b

6c 3 2c + 10d =6c 2c + 10d 3d =(6 2)c + (10 3)d =4c + 7d

adding andsubtractingalgebraicexpressions withunlike terms.

Can studentsadd andsubtractalgebraicexpressionswith unliketerms?



Strategies

Multiplication

of Algebraic

Multiply algebraicexpressions with

Multiplication ofalgebraic

Multiplyingalgebraic

Can students:

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Terms like terms.

Multiply algebraicexpressions withunlike terms.

Practisemultiplyingalgebraicexpressionswith likeand unliketerms.

expressions withlike terms e.g.

2a 4a =

(2 a) (4 a)= 2 4 a a= 8a2.

Multiplication ofalgebraicexpressions withunlike terms, e.g.

3a 3b 2a =

6a2

3b= 18a2b.

expressions withlike terms.

Multiplyingalgebraicexpressions withunlike terms

Encouragingstudents to practisemultiplyingalgebraicexpressions withlike and unliketerms.

multiplyalgebraicexpressions

with liketerms?

multiplyalgebraicexpressionswith unliketerms?

Do studentspractisemultiplyingalgebraicexpressions withlike and unliketerms?

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StrategiesDivision of

Algebraic

Terms

.

Divide algebraicterms.

Division ofalgebraicterms, e.g.

(i) a b =a

b

(ii) (a 5ab) =

5ab

a=

1

5b

(iii) a4 a2 =

a a a a

a a

= a2

Dividingalgebraic terms.

Can students dividealgebraic terms?

Practise

dividingalgebraicterms.

Encouraging

students topractisedividingalgebraicterms.

Do students

practise dividingalgebraic terms?

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StrategiesSubstitution Determine the

value of analgebraicexpression byreplacingvariables withnumericalvalues.

Substitution Guiding studentsthrough steps tobe taken whensubstitutingnumerical valuesfor variables,e.g. when m = 2,the value of 3m

Can studentsdetermine the valueof an algebraicexpression byreplacing variableswith numericalvalues?

3

is 3

2

2

2= 24 Unit Test

SET OPERATIONS



Strategies

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Intersection

of Sets

Identifycommonelements in

two sets.

Identify thesymbol thatrepresentstheintersectionof two sets.

List theelements intheintersectionof two sets.

Common elementsin two sets.

The symbol thatrepresents theintersection of sets,

that is .

The elements in theintersection of twosets, e.g.

S = {s, c, h, o, l}H = {h, o, l, y}

S H = {h, o, l}

Showing onchart:

examples ofcommonelements intwo sets.

the symbol thatrepresents theintersection ofsets.

Listing theelements in theintersection oftwo sets.

Can students:

identify commonelements in twosets?

identify thesymbol thatrepresentsthe intersectionof two sets?

list the elementsin the intersectionof two sets?

Social Studies, e g.Identifyingcommonalities in twosets of specimens.

DisjointSets

Identifydisjoint sets.

Disjoint sets: setsthat have noelements incommon.

Showing onchart examplesof disjoint sets.

Can studentsidentify disjointsets?

Social Studies, e.g.Set A = {Rose Hall,Georgetown, NewAmsterdam}

Set B = {AnnsGrove, GoldenGrove}

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StrategiesUnion of Sets

Identify thesymbol thatrepresents theunion of sets.

List theelements inthe union oftwo sets.

Combine theelements of twosets to form anew set.

Joining two setsto form a newset.

The symbol thatrepresents theunion of sets,

that is .

The elements inthe union of twosets, e.g.

P = {1, 2, 3, 4}Q = {0, 1, 2}

S H = {0, 1, 2,3, 4}

Combining theelements of twosets to form a newset and noting thenumber ofelements in eachset.

Showing on chartthe symbol thatrepresents theunion of sets.

Listing theelements in theunion of two sets.

Can students:

combine theelements oftwo distinctsets to form anew set?

identify thesymbol thatrepresentsthe union ofsets?

list theelements inthe union oftwo sets?

IntegratedScience, e.g.grouping tomake a

compound/mixwithspecificationgiven.

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StrategiesThe Complement

of a Set

List theelements in thecomplement ofa given set.

Differentiatebetween theuniversal set, asubset and thecomplement ofthe subset.

Complement of aset, e.g.

U = {0. 1, 2, 3}A = {0, 2}

A = {1, 3}

Listing theelements in thecomplement of aset.

Discussing thedifferencebetween theuniversal set, asubset and thecomplement ofthe subset.

Can students:

list theelements in thecomplement ofa given set?

differentiate

between theuniversal set, asubset and thecomplement ofthe subset?

EnvironmentalEducation, e.g.

U = {Solidwaste in thehomeenvironment}

A = {Biodegradablesolid waste inthe homeenvironment}

A = {Non-biodegradablesolid waste inthe home

environment}

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StrategiesVenn Diagrams Draw Venn

diagrams toshowsubsets,intersectionof sets,union ofsets, disjointsets.

EnjoyingdrawingVenndiagrams.

Venn diagrams, e.g.

U

A

B

B is a subset of A.

B A


DrawingVenndiagramsto show:

subsets

Can studentsdraw Venndiagrams toshow:

subsets?

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Strategies

Intersecting Sets

Union of sets

intersection ofsets.

union of sets.

intersectionof sets?

union of sets?

SocialStudies, e.g.drawingVenndiagram toshow theintersectionof peopleworking indifferentoffices.

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Strategies

Disjoint Sets

disjoint sets disjoint sets?

Unit Test

EnvironmentalEducation, e.g.

U = {VinePlants}

A = {Fruitbearingvines inGuyana}

B = {Non-fruitbearingvines inGuyana}

A and B aredisjoint sets.

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COMPUTATION 2



StrategiesPercentage Recognise thedifferencebetweenfractions,decimals andpercentage.

Convert fractionsand decimals topercentages andvice versa.

Appreciatethe accurateconversionof fractionstopercentagesand viceversa.

Percentage: afraction with100 as thedenominator.

Showing on chartexamples of fractions,decimals andpercentages anddrawing studentsattention to thedifference betweenthem.

Small group activities:

Expressing rationalnumbers as:

fractions

decimals

percentages

and vice versa.

Flash cards showingfractions beingconverted to decimalsto percentages and viceversa can be distributed.

Can students:

recognise thedifferencebetweenfractions,decimals andpercentages?

convertfractions anddecimals topercentagesand vice versa.

AgricultureScience, e.g.compositionof the soil.

HomeEconomics,e.g. a recipegiving the

percentageof eachingredient.

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StrategiesRatio Demonstrate anunderstanding ofratio as acomparisonbetween twoquantities thatare related toeach other.

Expressionof ratios asfractions intheirsimplestform, e.g.1 to 2=1:2

=1

.

2

Using examples from thestudents environment, e.g.buttons, shapes, scores fromgames and findingrepresentation of the objectsin terms of quantity.

Expressing ratios asfractions in their simplest

form.

Can studentsdemonstrate anunderstanding ofratio as acomparisonbetween twoquantities that arerelated to eachother?

AgricultureScience, e.g.fertilizerapplicationin a givenratio mixtureper hectare.

Share quantitiesin a given ratio.

Enjoysharingquantities ingiven ratios.

Sharequantities ingiven ratios.

Demonstrating the sharingof quantities in given ratios.Actual money could beused.

Can students sharequantities in agiven ratio?

Average Calculate theaverage or mean

of a given set ofnumericalinformation.

Average Small group activity, e.g.using a scale to measure the

mass of each group memberand calculating the averageor mean mass of the group.

Can students use ascale to measure

mass and calculatethe average ormean mass of agroup of objects?

Unit Test

AgricultureScience, e.g.

thecalculationof meanfloor spaceper birdwhen caringfor growingbroilers.

GEOMETRY 1



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Strategies

Mathematical

Instruments

Identify themathematicalinstruments:ruler,compasses,protractor, setsquares.

Selectmathematical

instrumentsaccording totheir use.

Appreciate theuse of

mathematicalinstruments.

Mathematicalinstruments

The use ofmathematical

instruments, e.g.

Ruler is used tomeasure and drawstraight lines.

A pair ofcompasses is usedto draw arcs and

circles.

Protractor is usedto measure angles

up to 180.

Set squares areused to drawvertical andparallel lines.

Showing samplesof mathematicalinstruments: ruler,compasses,protractor, setsquares.

Selectingmathematical

instrumentsaccording to theiruse.

Can students:

identify themathematicalinstruments:ruler,compasses,protractor, setsquares?

selectmathematical

instrumentsaccording totheir use?

TechnicalDrawing,e.g.identifyingruler,compasses,protractor,set squares.

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Strategies Lines and

Angles

Draw horizontallines,perpendicularlines, vertical

lines, parallellines, obliquelines.

Classify linesas horizontal,perpendicular,

vertical, parallel,oblique.

Identifyhorizontallines,perpendicularlines, verticallines, parallellines, obliquelines.

Enjoy drawinghorizontallines,perpendicular

lines, verticallines, parallellines, obliquelines.

Horizontallines,perpendicularlines, verticallines, parallellines, obliquelines.

Showing on chartexamples ofhorizontal lines,perpendicular lines,vertical lines,parallel lines,oblique lines.


drawinghorizontal lines,perpendicularlines, vertical

lines, parallellines, obliquelines.

classifying linesas - horizontal,perpendicular,

vertical, parallel,oblique.

Can students

identifyhorizontallines,perpendicularlines, verticallines, parallellines, oblique

lines?

drawhorizontallines,perpendicular

lines, verticallines, parallellines, obliquelines?

classify linesas horizontal,perpendicular,

vertical,parallel,oblique?

TechnicalDrawing,e.g. drawingandmeasuring

lines.

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Strategies

Name anangle.

. Angles Naming givenangles, e.g.

B

A O C

Angle BOC may be

written as BOC,

BOC, .O

Can students:

name an angle?

Identify anacute angle,right angle,

obtuse angle,straight angle,reflex angle.

Acute angle,right angle,obtuse angle,straight angle,reflex angle.

Showing on chartexamples of acuteangles, rightangles, obtuseangles, straightangles, reflexangles.

identify acuteangles, rightangles, obtuseangles, straightangles, reflexangles?

Draw anacute angle,right angle,obtuseangle,straightangle, reflex

angle.

Enjoy drawingan acute angle,right angle,obtuse angle,straight angle,reflex angle.

Small groupactivities e.g.

drawing acuteangles, rightangles, obtuseangles, straight

angles, reflexangles.

draw an acuteangle, rightangle, obtuseangle, straightangle, reflexangle?

Technical

Drawing,

e.g. drawing

angles.

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Strategies

Classifyanglesaccording totheir size.

Classificationof anglesaccording tosize, e.g.

classifying

Acute angle

less than 90

Right angle

exactly 90

Obtuse angle

more than 90

Straight angle

exactly 180

Reflex angle

greater than180 but less

than 360.

angles accordingto size.

Can students:

classify anglesaccording to theirsize?

Measure anangle usinga protractor.

Appreciate theaccuratemeasurementof an angle.

Measurementof angles.

Measuring givenangles using aprotractor.

measure an angleusing aprotractor?

TechnicalDrawing,e.g.measuringangles using

a protractor.

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Strategies

Polygons Recogniseregularpolygons byshape.

Namepolygons.

Polygons - closed figuresbounded by line segments.

Names of some polygons, e.g.

Triangle a polygon withthree sides.

Quadrilateral a polygon withfour sides.

Pentagon - a polygon with fivesides.

Hexagon a polygon with sixsides.

Heptagon- a polygon withseven sides.

Octagon a polygon witheight sides.

Nonagon a polygon withnine sides.

Decagon a polygon with tensides.

Showing onchart examplesof regularpolygons.

Namingpolygons

according tothe numberand nature oftheir sides:

Can students:

recogniseregularpolygons byshape?

name polygonsaccording to

the number andnature of theirsides?

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Topic Objectives Content Activities// Evaluation Areas of


Strategies

Draw shapesof regularpolygons.

List theproperties ofregularpolygons.

Calculate the sizeof the interiorangles of a regularpolygon.

Calculate the sumof the interiorangles of a regularpolygon.

Listing theproperties ofregular polygons.

Drawing shapes ofregular polygons.

Calculating the sizeof the interiorangles of a regularpolygon.

Calculating thesum of the interiorangles of a regularpolygon.

Can students:

list the propertiesof regularpolygons?

draw the shapesof regularpolygons?

calculate the sizeof the interiorangles of aregular polygon?

Can studentscalculate the sumof the interiorangles of aregular polygon?

TechnicalDrawinge.g..

constructingregularpolygons.

.

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Topic Area Objectives Content Activities/ Evaluation Areas of


Strategies

Circles

Draw acircle usinga pair ofcompasses.

Identify acircle.

List theproperties of acircle.

Name parts ofa circle.

Enjoydrawingcircles.

Circle

A circle is closedfigure.

Each point on thecircumference isequidistant from thecentre of the circle.

It is circular in shape.

Parts of a circle: arc,chord, diameter,radius, tangent, sectorsegment.

Distributingdifferent objectswith circularshapes, e.g. $5coins, bootpolish containersfor observationby students.

Listing theproperties of acircle.

Drawing circlesusing a pair ofcompasses..

Naming the partsof a circle.

Can students:

identify acircle?

list theproperties of acircle?

draw a circleusing a pair ofcompasses?

name parts of acircle?

Language,e.g. writingsentences todescribe theproperties ofa circle.

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Strategies

Constructions Construct theperpendicularbisector of aline.

Bisect agiven angle.

Constructangles of

90, 45, 60

and 30

Enjoyconstructingtheperpendicularbisector oflines.

Enjoybisectingangles.

Enjoyconstructing

angles of 90,

45, 60 and30 using rulerand compassesonly.

Perpendicularbisector of aline.

Bisection ofangles.

Constructingtheperpendicularbisector ofstraight linesusing ruler andcompassesonly.

Bisectingangles usingruler andcompassesonly.

Constructing

angles of 90,

45, 60 and

30 using rulerand compassesonly.

Can students:

construct theperpendicularbisector of aline using rulerand compassesonly?

bisect a givenangle usingruler andcompassesonly?

Can studentsconstruct angles

of 90, 45, 60

and 30 usingruler andcompasses only?

TechnicalDrawing, e.g.

constructingtheperpendicularbisector of astraight line.

bisectingangles.

constructing

angles of 90,

45, 60 and

30.

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Topic Area Objectives Content Activities/ Evaluation Areas of


Strategies

Construct atriangle giventhe lengths ofthe three sides.

Construct atriangle whentwo sides andthe included

angle aregiven.

Constructa quadrilateral.

Enjoyconstructingtriangles withruler andcompasses

only.

Enjoyconstructingquadrilaterals.

Constructionof triangles.

Constructionofquadrilaterals.


Constructingtriangles given:

the lengths ofthe three sides

using ruler andcompassesonly.

two sides andthe includedangle.

Constructingquadrilateralsfrom giveninformation.

Can students

construct a

triangle given:

TechnicalDrawing .e.g.

the length ofthe three sides

using rulerandcompassesonly?

two sides andthe includedangle?

Can studentsconstruct aquadrilateralfrom giveninformation?

Unit Test

theconstructionof triangles.

theconstructionofquadrilaterals.

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RELATIONS



Strategies

Relations Identify arelation.

Relations Showing on chartexamples ofrelations.

Can studentsidentify a relation?

Arrow

Diagrams

Draw anarrowdiagram.

Identify anarrowdiagram.

Appreciatearrowdiagrams.

Arrowdiagrams.

The objectsand image inany particular

relation can beshown on anarrow diagram.

The arrowalwaysleaves theobject in thedomain and

points to theimage in therange.

Showing on chartarrow diagrams.

Drawing arrowdiagrams.

Can students:

identify anarrow diagram?

draw an arrowdiagram?

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Area Objectives Content Activities/ Evaluation Areas of


Strategies

Classifyrelations.

Types ofrelations:

One-to-one -each object hasonly oneimage.

Many-to-one -two or moreobjects havethe sameimage.

One-to-many- one objecthas more than

one image.

Many-to-many- one objecthas more thanone image andalso two ormore objects.

Classifyingrelations accordingto the way in whichthe objects andimages are related.

Can studentsclassify a relation?

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Strategies

Ordered

Pairs

List the membersof the domain fora set of orderedpairs.

List the members

of the range for aset of orderedpairs.

List orderedpairs from anarrow diagram.

List sets ofordered pairs thatsatisfy a relation.

Write the rule ofa relation.

Ordered pairs Small groupactivities:

Listing themembers of thedomain for a setof ordered pairs.

Listing the

members of therange for a set ofordered pairs.

Listing allthe ordered pairsshown on anarrow diagram.

Writing sets ofordered pairs thatsatisfy givenrelations.

Writing the ruleof a relation.

Can students:

list the membersof the domain fora set of orderedpairs?

list the members

of the range fora set of orderedpairs?

list the orderedpairs shown onan arrowdiagram?

write sets ofordered pairsthat satisfy arelation?

write the rule ofa relation?

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Strategies

Co-ordinates Recognise theco-ordinateplane.

Appreciatethe co-ordinateplane.

The co-ordinate planeis sometimescalled arectangulargrid.

Drawing a numberline using 0 andpositive integersfrom 1 to 6 andnegative integersform 1 to 6. Upturning the paperand drawinganother number

line intersectingthe first at rightangles and using 0and the positiveintegers from 1 to6 and from 1 to 6. 0 remains at thesame point.

When the two linescome together thisway they form aco-ordinate plane.

Can studentsrecognise a co-ordinate plane.

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Skills Understanding Knowledge Attitude Materials/ Integration

Strategies

Plot points on a

co-ordinateplane.

Locate points ona co-ordinateplane.

Identifyx-co-ordinates,y-co-ordinatesand the origin.

.

x-co-ordinates,y-co-ordinates,origin.

Points on a co-ordinate plane,e.g. (2, 3) (0,0)

Showing on chart:

X = {-6, -5, -4,4, 5, 6} and

Y = {-6, -5, -4, 4, 5, 6}.

Pointing out that theelements of X are

called thex-co-ordinates and theelements of Y arecalled the y-co-ordinates. The pointat which the x and yare both 0 is calledthe origin.

Guiding students inplotting points on aco-ordinate plane.

Guiding students inlocating given pointson a co-ordinateplane.

Can students:

identify the xand yco-ordinates?

plot points on aco-ordinateplane?

locate pointson the co-ordinate plane?

53

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Strategies

Graphs Construct thegraph of arelationrepresentedby orderedpairs.

Enjoydrawinggraphs ofrelationsrepresentedby orderedpairs.

Graph of arelationrepresented byordered pairs.


plotting orderedpairs of the givenrelation on aco-ordinateplane.

joining the pointscorresponding toeach orderedpair.

Can studentsconstruct thegraph of a relationrepresented byordered pairs?

Unit Test

IntegratedScience, e.g.drawing therainfall graphsfor differentlocations.

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STATISTICS



Strategies

Pictographs

Constructpictographsto illustrategiveninformation.

Interpretpictographs.

Identifypictographs.

Appreciatepictographs.

Pictographs:an attractiveway ofpresentingnumericalinformation.The picturesgive a quick

and easymeaning tostatistical data.

Enjoyconstructingpictographs.

Constructionof pictographs.

Interpretationof pictographs.

Using chart toshow examples ofpictographs.

Guiding students inconstructingpictographs toillustrate giveninformation.

Interpreting theinformationillustrated on apictograph.

Can students:

identify apictograph?

construct apictograph?.

interpretpictographs?

Social Studies,e.g.constructing apictograph toillustrate

Amerindiantribes inGuyana.

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Strategies

Willing todiscussinformationillustrated onpictographs.

Discussinginformationillustrated onpictographs.

Are studentswilling to discussinformationillustrated onpictographs?

Bar Chart Identify barcharts.

Appreciate barcharts.

Bar Charts

Another wayof displaying

information ison a bar chart.

A bar chart hasa heading.A scale isusually on thevertical axis.The bars do

not touch.The length ofthe barsrepresentnumericalinformation.

Using chart toshow examples ofbar charts.

Can studentsidentify a barchart?

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Skills Understanding Knowledge Attitude Materials/ Integration

Strategies

Construct barcharts toillustrategiveninformation.

Interpret barcharts.

Enjoyconstructingbar charts.

Willing todiscussinformationillustrated onbar charts.

Constructionof bar charts.

Interpretationof bar charts.

Guiding students inconstructing barcharts to illustrategiven information.

Interpreting barcharts.

Discussinginformationillustrated on barcharts.

Can students:

construct barcharts?

interpret theinformationillustrated on abar chart?

Are studentswilling todiscuss theinformation

illustrated on abar chart?

AgricultureScience, e.g.constructingbar charts toshow themajorcomponents ofthe soil.

Pie Charts Identify piecharts.

Appreciate piecharts.

Pie Chart: acircle graph inwhich sectionsof the circlerepresentfractions,degrees,percentages.

Using chart toshow examples ofpie charts.

Can studentsidentify a piechart?

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Strategies

Construct piecharts fromgiveninformation.

Interpret piecharts.

Enjoyconstructing piecharts.

Constructionof pie charts.

Interpretationof pie charts.

Calculating eachsection of the circlein degrees orpercentages fromgiven information.

Representing theinformation on thecircle.

Interpretinginformationrepresented on piecharts.

Can students:

construct a piechart?

use pie charts toanswerquestionsand solveproblems?

Unit Test

AgricultureScience, e.g.construction ofa pie chart toshow thecomposition ofa loam soil.

GEOMETRY 2



Strategies

58

Common

Solids

Recognisecommon

Common solids:cube, cuboid,

Displaying models ofcommon solids such as:

Can students: Language,e.g. writing


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solids.

Select commonsolids.

, ,pyramid,cylinder, sphere.

The generalcharacteristics ofcommon solids:

The faces maybe flat or curved.

An edge is the

line where twofaces meet.Edges may bestraight orcurved.

A vertex is thepoint where threeor more edgesmeet.

cube, cuboid, pyramid,cylinder, sphere.

Observing the generalcharacteristics ofcommon solids.

Manipulating models ofcommon solids.

Selecting commonsolids from amongmodels of variousobjects.

recognisecommon

solids?

selectcommonsolids?

g gdescriptionsof a cube,

cuboid,pyramid,cylinder,sphere.

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Strategies

Properties ofCommon

Solids

List theproperties ofcube,cuboid,pyramid,cylinder,sphere.

Properties ofcommon solids:cube, cuboid,pyramid, cylinder,sphere, e.g.

A cube has 6square faces, 12straight edges

and 8 vertices.

A cuboid has 6rectangular faces,12 straight edgesand 8 vertices.

A pyramid withn-sided base will

have n triangularfaces meeting ata point.

A cylinder has 2plane faces andone curvedsurface. It has 2curved edges andno vertices.

Having studentsexamine the faces,edges and verticesof common solidsand listing whatthey observe.

Can students listthe properties ofcommon solids?

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Strategies

Willing todiscuss theproperties ofcommon solids.

Discussing theproperties ofcommon shapes.

Are studentswilling to discussthe properties ofcommon solids?

Drawing

Common

Shapes

Draw theskeleton

views ofcommonsolids.

Can students:

Enjoy drawingthe skeleton

views ofcommon solids.

folding nets tomake models ofsolids.

iews

Unit Test


TechnicalDrawing,e.g. drawingthe skeletonviews of

commonsolids.

Skeleton viewsof common

solids.

drawing the draw theskeleton vskeleton views of

a cube, cuboid,pyramid,

of a cube,cuboid, pyramid,

cylinder, sphere. cylinder,sphere?

Nets ofcommonsolids.

Draw thenets ofcommonsolids.

drawing the nets draw the net ofcommon solids?of solids.

matching net

with name of

match the net

with name ofsolid. solid?

fold a net tomake a model ofa solid?

TechnicalDrawing,e.g. drawingthe nets ofcommonsolids.

61

ALGEBRA 2

Obj iT i C t t A ti iti / E l ti A f


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ObjectivesTopic Content

Activities/ Evaluation

Areas of

Knowledge Attitude Materials/Understanding IntegrationSkills

StrategiesVerbal

Statements

and Symbolic

Expressions

Practiseconvertingverbalstatements intosymbolicexpressions.

Convertingverbal statementsinto symbolicexpressions.

Encouragingstudents topractiseconvertingverbal statementsinto symbolicexpressions.

Conversion ofverbal statementsinto symbolicexpressions, e.g. ifthe length of arectangle isxcmand the width y cm,then an expression

for the perimeter ofthe rectangle canbe:

Can studentsconvert verbalstatements intosymbolicexpressions?

Convert verbalstatements intosymbolicexpressions.

Perimeter =(x+x+ y + y ) cm= (2x+ 2y) cm

Do studentspracticeconvertingverbalstatements intosymbolicexpressions?

Can students

(a b) + (c b) =

b(a + c)(a b) - (c b) =b(a - c)

Applying thedistributive lawto simplifyalgebraic

expressions, e.g.(3 y) + (4 y)

= y(3 + 4) = 7y

apply thedistributivelaw to simplify

algebraicexpressions?

The distributivelaws:

Apply thedistributivelaw to simplyalgebraic

expressions.

The

Distributive

Law

62

Topic Content EvaluationObjectives

Skill

Areas ofActivities/

K l d U d t di I t tiAttit d M t i l /


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Skills Knowledge Understanding IntegrationAttitude Materials/

Strategies

Identifysimpleequations.

Solve simpleequations in oneunknown.

Simple equations,e.g. 2a = 12

Using chart to showexamples of simpleequations.

Equations

Solve simpleequations by:

(a) inspection, e.g.if y + 4 = 12,

then y = 8

(b) balancing, e.g.

2a + 4 = 122a + 4 4 =12 4

2 8a

2 2=

a = 4

Can studentssolve simpleequations by:

inspection?

balancing?

Practisesolving simpleequations inone unknown.

Encouragingstudents to practisesolving simpleequations in oneunknown.

Do studentspractise solvingsimpleequations inone unknown?

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Skills Knowledge Understanding Materials/ IntegrationAttitude

Strategies

Inequations

he use of the

symbols < and

> in theconversion of

verbalstatements intoalgebraicexpressions,e.g. if thelength of arectangle is onecm and thewidth 4 cm less

than the length,then thestatement canbe expressedby theinequation

Using the symbols

< or> to convertverbal statementsinto algebraic

expressions.

Can students:

ons?

EnviromentalEducation,e.g.

Inequations,e.g. 12 > 11 or

11 < 12.

Observingexamples ofinequations.

Identifyinequations. identify an

inequation?

T Number of

predators toconvert verbalstatements into

algebraicjhexpressi

(a 4) < a.

Number of

insects >Number ofhumans on theearth.

64

ObjectivesTopic Content Activities/ Evaluation Areas of

Understanding Attitude IntegrationSkills Knowledge Materials/


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Understanding Attitude IntegrationSkills Knowledge Materials/

Strategies

Identif thebase andindex of anexpression.

Write algebraicexpressions in

index form.

Indices

Algebraicexpressions in index

form, e.g.3 a a a = 3a .

Multiplication anddivision ofexpressions with thesame base, e.g.

8 8 82 = 8 =8

8 8 = 8 = 8 .

Using the lawsof indices to:

multiply

.

Can students:

use the laws

with positive

y Showing onchart examplesof indices andpointing out thebase and index.

Indices

identify thebase andindex of an

expression?

Writingalgebraic

expressions inindex form.

writealgebraic

expressions3

2 2 2+2+2

6

6 2 6-2 4

in indexform?

Use the lawsof indices tomanipulateexpressionswith positiveindices.

indices withthe same base

of indices tomanipulateexpressions

divide indiceswith the samebase.

indices?

Unit Test

65

CONSUMER ARITHMETIC

ObjectivesTopic Content Activities/ Evaluation Areas of


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jp

f

Understanding IntegrationSkills Knowledge Attitude Materials/

Strategiesaining costExplain e

concept costprice, sellingprice and profit.

Calculate profit.

Calculate costprice givenselling price andprofit.

Explprice, selling priceand profit.

selling price.

Can studentscalculate:

profit?

cost price given

AgricultureScience, e.g.finding theprofit made

after a saleof chickens.

Cost price, sellingprice and profit.

th Can studentsexplain theconcepts of costprice, selling priceand profit?

Profit

Demonstrating thatif the selling priceof an article isgreater than the

cost price, thenthere is a profit.

Calculating:

Profit = SellingPrice CostPrice.

profit.

Cost price =Selling Price Profit.

cost price givenselling price and selling price andprofit. profit?

Selling price =

Cost Price +Profit.

Calculate selling

price.

selling price?

66

Topic Activities/ Evaluation Areas ofObjectives

Skills

Content

Understanding IntegrationKnowledge Attitude Materials/


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g gg

Strategies

Loss Explain theconcept of loss.

Calculate costprice givenselling price andloss.

selling pricegiven cost priceand loss.

explain the

calculate loss?

?

Unit Test

Loss = Cost Price Selling Price.

Discussing theconcept of loss.

Can students:

Demonstrating thatif the selling priceof an article is lessthan the cost price,then there is a loss.

concept ofloss?

Calculating:

Calculate loss. loss

cost price givenselling price and

cost pricegiven sellingprice and lossloss.

Calculate sellingprice given costprice and loss.

selling pricegiven costprice and loss?

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MEASUREMENT 2



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Skills Knowledge Understanding IntegrationAttitude Materials

Strategiesussing theVolume Explain the

concept ofvolume.

Calculate thevolume of cubes

and cuboids.

Volume of a cube= l

Discconcept of volume.

explain the

calculate thevolume of a

solve problems

Volume: Theamount of threedimensional spacea solid occupies.

Can students:

concept ofvolume?

IndustrialArts, e.g.

calculatingthe volumeof cubes andcuboids.

Making models ofcubes and cuboids

and calculating theirvolume.

3

cube andcuboid?Volume of a

cuboid = l b h

Solveproblemsinvolvingvolume.

Solving problemsinvolving volume. involving

volume?

Mass

Solveproblemsinvolvingmass.

Explain theconcept of mass.

Mass is the amountof matter in anobject.

The mass of anobject remains thesame no matterwhere the object islocated.

The basic unit ofmass is the gram.

Discussing theconcept of mass.

olving problemsinvolving mass.

Can studentsexplain theconcept of mass?

HomeEconomics,e.g. findingthe mass offlour orsugar orbutter forbakingcakes orbread.

S

Can studentssolve problemsinvolving mass?

68

Topic Areas ofObjectives

Content Activities/

Material

Evaluation

Attitude s/ IntegrationSkills Knowledge Understanding


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Strategies

Temperature Read thetemperatureof water.

Appreciatethe use ofthethermometerto readtemperature.

Temperatu e: themeasure of hotness orcoldness of an object.

The SI unit formeasuringtemperature is degree

Celsius ( C)

Reading thethermometerafter immersingit in hot or coldwater.

Can studentsreadtemperature?

r

Time Read the

time on 12-hour and 24-hour clocks.

Solveproblemsinvolvingtime.

Change 12-hourclock times to24-hour clocktimes and viceversa.

Time

Let studentssolve problemsinvolving time.

Can students:

times and viceversa?

solve problemsinvolvingtime?

Reading the time

on 12-hour, and24-hour clocks. read time on12-hour, and24-hourclocks?

Changing 12-hour clock timesto 24-hour clocktimes and viceversa.

change 12-hourclock times to24-hour clock

Unit Test

69

maths curriculum guide level 7

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