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

MUST DO YEAR 8

Content Coverage Scope and Development Suggested Activities Supplementary


Resources

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.

 Introduce the term median as the middle


value of a set of data.
 Discuss the use of median as a measure of
average in selected situations, especially one
where there is an unusually high or low value.

 Introduce the term mean as a measure of


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

Must Do (Year 8) Page 1 of 14


Content Coverage Scope and Development Suggested Activities Supplementary
Resources

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.

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2. ALGEBRA 2 (4
weeks)
 Use the area concepts to teach basic algebraic COUNTS 2
2.1 Expansion of expansions for a(b + c). TOPIC 3: Algebraic
Brackets Expansion and
and Simplification
 Generalise the process of expansion of a(b + c). factorisation (Pg 69 –
87)

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
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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.

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3. INDICES AND
STANDARD FORM
(4 weeks)

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).

Extend the idea to the Rule


 Apply Rules of indices and remind students that on subtraction of indices by
answers are not to be left in index notation if the
deduction from examples
given task is to evaluate an expression.
like

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7 2
4 ÷4
47
=
42
4× 4 × 4× 4 × 4 × 4× 4
=
4× 4
= 45.
(Find the relationship
between the indices 7, 2
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)

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

Experiment with right- Discovering


angled triangles and Mathematics Bk 2B
discover that Pythagoras’ Chapter 7
Theorem is true only for
right-angled triangles. Show www.kyes-
examples that for non right- world.com/pythagor.ht
angled triangles, the m
theorem is no longer true.
www.blarg.net/~math/
second.html

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

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5.

INTRODUCTION TO Ask students to draw


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

Show as a calculator
activity that, as ∠ A
increases from 0o to 90o,
the value of:
- tan ∠ A increases from 0
to infinity;
- sin ∠ A increases from 0 to
1;
- cos ∠ A decreases from 1
to 0.
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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

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

7. COORDINATE Demonstrate the idea of COUNTS 2


GEOMETRY (4 slope and the definition of TOPIC 5:
weeks) gradient through a practical Rectangular
 Explain that the gradient gives the idea of the activity as follows: 1. coordinates in
7.1 Gradient of a ‘slope’ or ‘steepness’ of a plane by using Support and elevate one two dimensions
Straight Line examples from everyday life. end of a plank and graphs
(approximately 50cm long) (Pg 148 – 149)
 Identify lines with positive and negative with books or other means.
gradients. Measure and record the COUNTS 3
vertical displacement (h) TOPIC 3:
and the horizontal distance Straight line
 Show that the gradient of a given line may be (b). graphs and their
obtained by calculating the vertical rise over the equations
horizontal run. (Pg 68 – 74, Pg
plank 82 – 84, Pg 95 – 99)
h Exploring Maths 3B
(Pg103 – 142)

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b Discovering Maths Bk
3B Chapter 9
H
B
h/b
2. Tabulate and compute
the ratio h/b

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

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.
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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.

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8. SURFACE AREA
AND COUNTS 1
VOLUME OF TOPIC 12:
PRISMS (2 weeks) Mensuration of solid
 Recognise and identify common solids (cuboid, figures (Pg 301 – 317)
8.1 Solids: Cubes, cube, cylinder, sphere, cone and pyramid) from
Cuboids, Cylinders concrete examples and diagrams. Exploring Maths 1B
and other Prisms [Note that sphere, cone and pyramid will be Construct nets of simple (Pg 119 – 141)
covered in later year] solids on thin card and
 Name parts of a solid: edge, vertex, face, cross- make up the corresponding Discovering
section and curved surface. 3-D shapes. Mathematics Bk 1B
Chapter 15
 Recognise and sketch nets of cuboid, cylinder
and prism.
http://www.hopepaul.c
 Define a prism as a solid with a uniform cross-
om/kids/solidgeo/intro/
section.
intro.htm
 Identify the shape of the cross section of a prism
(i.e. cube, cuboid, cylinder, triangular prism, http://www.outfo.org/
trapezoidal prism etc). mathematics/geometr
y/objects/3d/polyhedra
/cuboid/

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.

Use nets of cuboids to


investigate their surface
areas.

Make a model of a cuboid


measuring 2 cm x 3 cm x 4
Must Do (Year 8) Page 13 of 14
cm by
(a) combining the faces of
the solid,
(b) folding the layout of the
solid.

Use the labels on the food


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

8.3 Volume of Prisms  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.

Show that an A4 sheet of


paper can be rolled into
cylinders in two ways. Ask
which gives the bigger
volume? If the area of
paper remains constant but
the length and width can
vary, investigate what
width and length gives the
maximum volume of a
cylinder.

Must Do (Year 8) Page 14 of 14

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