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MUST DO YEAR 8
11. STATISTICS
(Continuation from
Year 7)
Introduce the term average as a Investigate the heights of
11.5 Averages: Mode, representative value of a set of data, by giving students in different
Median and Mean everyday examples: average shoe size, average categories (e.g. male and
weight, average height etc. female). Make comparisons
between the groups using
Introduce the term mode and modal value of mean, median and mode.
a set of data.
Discuss the use of mode as a measure of
average in selected situations, e.g. the most
popular car in town, sizes of shirts, etc.
1. EVERYDAY
MATHEMATICS
(3 weeks)
1.1 Earning and Explain the terms earning and spending with Use real-life examples to COUNTS 2
Spending examples. discuss expenditure TOPIC 1: Ratio,
Use given data or data extracted from tables and especially at the start of a Proportion,
charts to solve problems on personal and school year. Percentages and
household finance. Application
(Pg 21 – 33)
1.2 Simple Interest Explain the terms simple interest, rate per Compare interest rates
annum, principal and amount. from different banks. Exploring Maths 2B
Calculate the returns for (Pg 1– 44)
Derive the formula I=PRT for finding simple
interest through examples and stress that the unit fixed deposits with different
of T is years. rates and different
durations.
Solve problems on simple interest.
1.3 Profit and Loss Explain the concepts of profit and loss, cost price Ask students to imagine
and selling price. that they are going to sell
Relate percentage increase/decrease to things for a fund-raising
percentage profit/loss. project. Discuss concepts in
Solve problems on finding the cost price or selling relation to this project.
price, profit and loss.
1.4 Discount Explain the meaning of discount and percentage Discuss the concept of
discount in everyday life. discount using
Solve problems on finding the sale price, rate of advertisements in the
discount or the original price. newspapers during the Mid-
Year Sale or Brunei Grand
Sale.
TOPIC 4: Algebraic
2.2 Factorisation by Explain the meaning of factorisation as the Revise the concept of fractions, formulae
Taking reverse process of expansion. factors by using numbers and
Out the Highest e.g. 6 = 2 x 3. linear inequalities
Common
Show the method of factorisation by taking out (Pg 97 – 116)
the highest common factors and generalise the
Factors (HCF)
steps: COUNTS 3
(a) for numbers, find the HCF, TOPIC 1: Algebraic
(b) for each letter, the HCF is the one with the fractions, formulae
lowest power. and
indices
(Pg 1 – 20)
2.3 Formulae Give some common formulae and explain the Start with solving an
meaning of the subject of the formula. equation such as 6x + 3 =
Teach the techniques of changing the subject of a 15, then ask the students Exploring Maths 2A
formula for common situations where the subject how they would find an (Pg 25 – 75)
(a) is in brackets, expression for x when 6x +
(b) is in a fraction, 3 = y. Move on to asking Discovering
(c) appears in two terms. the students for simple Mathematics Bk 2A
formulae they know, such Chapter 2
as A=lb and ask them to
transform it to make COUNTS 2
another variable the
Must Do (Year 8) Page 3 of 14
subject. TOPIC 3: Algebraic
1 expansion and
Note that V = πr 3 can be factorisation (Pg 89 –
3
93)
written as V =
πr 3 , etc.
3
COUNTS 2
2.4 Solving Linear Use the techniques in expansion of brackets to Caution students on TOPIC 6:
Equations solve linear equations with brackets. common mistakes Simultaneous equation
(With Brackets) e.g. 2x – 3(x + 1) = 2x – 3x (Pg 171 – 182)
+ 3.
2.7 Solving Explain the techniques of using the Elimination Begin with real-life
Simultaneous method to solve simultaneous equations: examples like ‘Three apples
Equations a) make the numerical coefficients of the unknown and two oranges cost
to be $2.20. One apple and one
eliminated the same using the LCM, orange cost $0.90. What is
b) discuss the correct operation to be used to the cost of an apple and an
combine the equations, and then find the orange?’ The students may
unknowns. solve this problem by
doubling the second set of
Explain the techniques of using the Substitution information and subtracting
method to solve the equations (for easy situations
from the first. Explain the
only. e.g. where one of the equations is given as y
information algebraically
= 2x).
and show how to set out
Explain how to solve word problems by identifying the solution.
key words and translating the information given
into mathematical statements followed by solving Show other examples of
the equations obtained. pairs of simultaneous
equations.
3.1 Index Notation Introduce the index notation for repeated Review use of index COUNTS 2
multiplication of a number, e.g. 2× 2× 2 = 23, notation in work on prime TOPIC 2: Indices
5 factorisation learnt in Year (Pg 40 – 62)
10× 10× 10× 10× 10 = 10 . 1.
Introduce the terms index (indices) and base in Exploring Maths 3A
the above examples. (Pg 1 – 22)
Expand expressions of the form an , where a ≠ 0 Discovering
and n is a positive integer.
Mathematics Bk 3A
e.g. 34 = 3× 3× 3× 3. Chapter 1
3.2 Rules of Indices Provide examples to help students discover the Guide students to discover
Rule on addition of indices, i.e. am × an = am+n . the Rules of addition of
indices by deduction from
Provide examples to help students discover the examples like
Rule on subtraction of indices i.e. am ÷ an = am−n . 43 × 42
Discuss the above rules algebraically, = (4 × 4 × 4) ×(4× 4)
e.g. a2 × a7 = a9 , 5 2 3
a ÷a = a . = 4× 4 × 4 × 4 × 4
Simplify numerical and algebraic expressions = 45.
using the above rules and stress that the bases (Find the relationship
must be the same in order to use these rules. between the indices 3, 2
Caution students that 23 ×32 ≠ 65 . and 5).
3.3 Zero and Negative Establish the concepts of zero and negative Use numerical examples to
Indices indices: derive zero index and
1 negative index
−n
a0 = 1 and a = n where a ≠ 0 . e.g.
a
(i) 54 ÷ 54 = 54−4 = 50,
54
and 54 ÷ 54 = = 1.
54
Therefore, 50 = 1.
4 −7
(ii) 5 4 ÷ 5 7 = 5 = 5 −3 ,
5 × 5 ×5 × 5
and 5 4 ÷ 5 7 =
5 ×5 × 5 × 5 ×5 × 5 ×5
1
= 3 .
5
1
Therefore , 5 −3 = 3 .
5
4. PYTHAGORAS’
THEOREM (1 week)
www.themathpage.co
m/aTrig/pythagorean-
theorem.htm
Revise Pythagoras’
Theorem at
http://www.bbc.co.uk/s
chool/gcsebitesize/mat
hs/shapeih/index.shtm
l
Show as a calculator
activity that, as ∠ A
increases from 0o to 90o,
the value of:
- tan ∠ A increases from 0
to infinity;
- sin ∠ A increases from 0 to
1;
- cos ∠ A decreases from 1
to 0.
Must Do (Year 8) Page 8 of 14
Caution students on the
way to write answers, i.e.
3
tan A = ,
4
then A = 36.9o (correct
to 1 decimal place),
3
not tan A =
4
= 36.9
6. RECTANGULAR
COORDINATES
AND GRAPHS (3
weeks)
Draw a rectangular coordinate plane on graph Ask students to play COUNTS 2
paper and explain the meanings of: x-axis, y- battleship game to TOPIC 5: Rectangular
6.1 Graph of a Set of axis, origin, x-coordinate, y-coordinate and introduce the concept of coordinates in two
Ordered Pairs, quadrants of the Cartesian coordinate plane. ordered pairs. dimensions and
Scales. graphs
Read and locate points in the coordinate Make sure that students are (Pg 129 – 147,
plane: a general point (x, y), a point on the x-
competent in marking the Pg 150 – 157)
axis (x, 0), and a point on the y-axis (0, y).
axes correctly in a uniform
Plot given points in the coordinate plane. manner according to a COUNTS 3
Stress on the importance of labelling the axes given scale especially such TOPIC 3: Straight line
and origin on each graph. as 2 cm to represent 1 unit, graphs and their
Stress on the importance of interpreting 2 cm to represent 5 units, equations
correctly the scales for the axes. etc. Give sufficient practice (Pg 91 – 94)
in reading and stating
values to the correct Exploring Maths 2A
accuracy. (Pg 125 – 154)
6.2 Linear Relationships Draw direct proportion graphs based on given Show a conversion graph Discovering
Between Two data. between Brunei $ and Mathematics Bk 1B
Variables (Linear Interpret and answer questions on direct Malaysian Ringgit. Use it to Chapter 12
Functions) proportion graphs. convert one currency to
Use examples of conversion graphs and another. http://www.com/school
simple travel graphs with constant speed. /subject3/lessons.S3U
1L2Gl.html
3. Lead students to
interpret the h/b ratios and
conclude that the greater
the ratio, the steeper the
slope is. Then introduce
the definition of gradient to
denote the steepness of the
slope.
7.2 Equation of a Review graphs of straight lines with equation Get students to draw
Straight y=mx, graphs of
Line in the Form y = mx + c and ax + by = d (topic 6.3 in year (i) y = x, y = 2x, y = 3x, ..
y = mx + c 8). (ii)y = x, y = x + 1, y = x + 3, ..
(iii)y = x, y = - x, y = -2x, ..,
Explore that the numerical values of m and –a/b
Discuss their properties and
as in ax + by = d) are equal to the gradients of
lead to work on gradient of
the lines (calculated by definition, using any two
a straight line.
Must Do (Year 8) Page 11 of 14
points on these lines).
Guide students to conclude that a line of
equation y=mx + c always intersects the y-axis
at the point (0, c).
Apply the above conclusions to find the gradient
and the y-intercept of a line, given its equation in
the form y=mx + c.
Write the equation of a line in the form y=mx +
c, given its gradient and the y-intercept,
including the case where c = 0 (at the origin).
Find the equation of a line of known gradient that
passes through a specified point.
7.3 Special Lines: Demonstrate the idea of gradient, emphasising Give students a practical
Horizontal, that the gradient of a horizontal line is 0. activity of finding the
Vertical and Use the definition to show that the gradient of a gradient of a few horizontal
Parallel Lines horizontal line defined by two points must be 0, and vertical lines and
and its equation is of the form y = constant. discuss the results.
Interpret the meaning of zero gradient as
horizontal or flat.
Demonstrate that a vertical line has undefined
gradient, and its equation is of the form x=
constant.
Interpret the meaning of undefined gradient as
vertical.
Show on a Cartesian plane that parallel lines
have equal gradients and vice versa.
8.2 Surface Area of Find the total surface area of a prism by adding A useful method to find the Calculating volumes
Prisms up areas of all faces. total surface area of any and surface areas
Identify the curved surface and two circular ends solid is to identify the shape http://www.bbc.co.uk/s
of a cylinder. of each face and find its chool/gcsebitesize/mat
area. Do this systematically hs/shapeih/index.shtm
Perform calculations on surface area of cuboid
: Front, Back, Top, Bottom, l
and cylinder
Left and Right. The total
surface area is the sum of
the areas of all faces.
8.3 Volume of Prisms Apply the formula for volume of cylinder and Use real cubes and cuboids
prism i.e. area of cross-section × height. to calculate surface area
and volume for examples,
Apply the formula in problem involving open boxes, steps, classrooms
cylinder, closed/solid cylinder and circular tube. and corridors.