Introduction

This curriculum guide outlines the major focus of the mathematics Programmes of Learning for students of Grades 7. It provides a set of teaching
activites for each learning outcome as listed under each strand for each grade. The philosophical assumptions, rational and general aims of the
curriculum are identified. Some suggestions relating to teaching, learning and assessment are also included.

Philosophy

The philosophical assumption underpinning this curriculum suggests that school mathematics needs to simultaneously educate all students about
mathematics while equipping them with the skills necessary for them to be able to use their mathematical knowledge. The belief is that all students
CAN LEARN both to acquire basic mathematics knowledge, skills and strategies; and to use such mathematical awareness as a tool for further
learning.

The intent is to give students not only a body of mathematics facts and knowledge, but also a rich repertoire of skills, values and insights into
mathematics. The curriculum therefore serves to assist all students in constructing their mathematical journey along which they will regularly use
their mathematical experiences to make sense of the physical, cultural, social and environmental issues which impact on their lives.

In this way, this curriculum would achieve the intended goal of assisting all students to readily and consistently use their mathematical awareness
to:
• acquire more mathematical knowledge
• enjoy and appreciate their mathematics learning
• better understand real life occurrences
• gain meaningful insights into other subject disciplines

Essentially, the philosophy guiding this curriculum suggests that the stated Programmes of Learning prepares students for adult life while
facilitating for the enjoyment of mathematics learning. The implementation of this curriculum therefore requires learning environments that permit
students to accept responsibility for their learning.

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 Rationale

If education is to realize the prescribed goal of producing adults who are capable of becoming problem solvers, then the mathematics education of
all students must be emphasized. Indeed “the study of mathematics began because it was useful, continues because it is useful and is valuable to
the world because of the usefulness of its results while the mathematicians who determine what the teachers shall do, hold that the subject should
be studied for its own sake’ (Griffith & Howson, 1974).

Mathematics is a way of thinking. Mathematics stimulates the mind and interests curiosity. It promotes structured learning, logical thinking and
sound reasoning. Mathematics is therefore considered as an activity; not a stock of knowledge. It is something the learners do – the vehicle
through which knowledge is discovered in a meaningful way.

As an activity, mathematics challenges the learner to go beyond simply accepting information. It influences the mind to ask ‘how’, ‘why’ and ‘what
if’, as justifications have to be given to support generalizations. The use of generalizations also allows for classifications of ideas, and the use of
precise and concise language in describing patterns and relations. Mathematics therefore invites the learner to experience the world’s richness. It
empowers the learners to ask his/ her own questions and to seek his/ her own answers; and then motivates him/ her to understand the world’s
complexities. Mathematics provides for investigative learning, a process which allows the learner to construct his/ her own learning and thereby
establish meaningful comprehension of the things which impact on him.

Mathematics education therefore promotes the acquisition of useful skills such as questioning, reflecting, hypothesizing, critical thinking and proof.
The aesthetic value of mathematics and the fun enjoyed from mathematics related activities add much to the importance of the study of
mathematics in any educational programme.

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 General Aims

This curriculum aims to produce students who are ‘at home’ with basic mathematics concepts, principles and strategies. To achieve this general
aim, several broad goals covering the essential process skills to be developed and the content to be covered are suggested as key targets for all
students.

Process
- To communicate ideas in precise but meaningful ways
- To utilize a variety of mental strategies when doing mathematics
- To develop and apply mathematical thinking and reasoning skills
- To adapt an analytical approach to learning of mathematical concepts
- To learn in ways which make for easy transfer of knowledge gained
- To regularly explore concepts in detail and systematic ways

Content
- To deepen understanding of mathematical concepts related to the five named strands
- To identify connections that exist across concepts, strands and topics
- To develop the skills of estimation, computation and calculation
- To gather, organize, present and analyze data in meaningful ways
- To study examples and non examples as related to a concept and use such information to formulate generalizations
- To construct and use formulae
- To develop spatial awareness and the skills of accurately measuring and recording
- To use algebraic thinking as a strategy in problem solving
- To identify properties of shapes

Problem Solving
- To use mathematical knowledge to identify causes and consequences
- To make informed choices based on analysis of data
- To use mathematics knowledge to investigate and solve routine and non-routine; theoretical and real life problems
- To enjoy problem solving as an fun activity

3
Information Technology
- To use the calculator effectively and efficiently as a tool to aid in computations and investigations
- To utilize technological devices to model data in different forms
- To use the internet as a medium for researching ideas relating to the study of mathematical ideas

Values and Attitude

- To experience the aesthetic value of mathematics
- To have fun while learning
- To develop theme approach to work
- To experience and value the social construction aspect of learning

Structure of the Curriculum

The curriculum outlines the content areas to be covered by students in grades 7, 8 and 9. The stated content areas are summarized into five
strands. These include Number and Number Sense; Measurements; Geometry; Data Handling and Patterns and Algebra. An Attainment Target is
identified for each named strand. Several Learning Outcomes with related Achievement Indicators are listed under each Attainment Target. The
table below lists each strand with matching attainment target.

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 Guiding Principles

The goal of this curriculum is to provide opportunities for students to learn about mathematics in ways that will equip them with knowledge and
build their confidence in and attitude to the subject. Accordingly, it would be useful to adapt the following guiding principles in developing and
implementing this unit.

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Learning Activities
• As much and as far as possible learning activities should provide students with plenty of opportunities to construct understanding.
• Concepts should be developed in context using sufficient examples that embodied the concepts as well as non examples
• Students should be guided to deduce generalizations and formulae through structured exercises rather than giving formulae to students as rules
• Time should be allotted and learning activities organized for students to use their mathematical knowledge to investigate real life situations on a
regular basis
• As much as possible students should be encouraged to develop the skill of estimating answers as a first step in their working towards solutions
• Small group activities should be used to encourage the development of interpersonal skills

Teachers will find it helpful to:

• develop an extensive knowledge of concepts, skills, processes and principles connected to the subject matters that they are expected to teach
• adopt classroom instructional practices that allow every child regardless of ability level to achieve some measure of success in every class
• plan every lesson on the basis of what students already know; what students need to know; and what students are able to do

Students will need to be given opportunities to:

• work mathematically by asking and using questions; constructing and solving problems; and reflecting and assessing their own learning
• participate in activities that help them to develop knowledge pertaining to the ‘how’ and ‘why’ of the concepts that they are exploring
• engage in activities that will challenge them to use their mathematics knowledge to explore new situations
• communicate their mathematics ideas in their own way and to be able to defend such thinking along mathematics lines
• connect their prior knowledge and experiences to new ideas and in the process develop a network of concepts, skills and processes related to
the concepts under study
• share ideas and experiences by working in small groups
• reflect on their approach to learning and their progress in learning

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 Notes for the Teacher

Mathematics as a relevant tool is rendered meaningless when educators limit students to merely reproduce mathematical content. Additionally,
mathematics as powerful as it is loses its effectiveness when educators rob students of opportunities to investigate phenomena and explore their
environment. It is out of these two principled positions that the conviction has been reached that the mathematics teacher needs to adopt
approaches that support the learner.

In using this curriculum, the emphasis should be on helping students to see their mathematics knowledge as a tool that they can use inside as well
as outside the mathematics classroom. The focus of the curriculum is on teaching for understanding and learning for application. To realize these
goals, students need to be regularly engaged in activities that guide them to discover mathematics relations for themselves in meaningful contexts.
In essence, the teacher’s responsibility is to create the learning climate that challenges students to learn how to learn. The teacher does this by
encouraging self initiated inquiry, providing suitable materials and activities for learning tasks, and sensitively mediating teacher/ students; and
student/ student interactions. This curriculum must therefore be guided by every teacher wanting to find time in every lesson to help students to:
• enjoy mathematics;
• understand its power;
• want to know more about it;
• feel confident about their ability to do mathematics

To achieve this goal, systematic planning is necessary at all times.

Planning for Teaching

Purposeful planning leads to insightful teaching approaches which provide clear learning pathways for students of all abilities. Much effort, time
and resources need to be put into the planning for teaching. One useful approach to meaningful planning is for the teacher to conduct an analysis
of each topic prior to teaching. This kind of planning brings gives clarity to the teacher about the major factors which might impede or support the
learning process. The format given below provides a guide on how an analysis of a topic may be done.

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Pre-requisites

As a first step in approaching the teaching of any concept/ topic, the teacher will find it useful to ensure that students have the necessary pre-
requisite skills and knowledge rather than beginning to teach on the assumption that such are in place. It will be necessary in some instances for
the teacher to devote some time prior to teaching a concept to assess the needs (readiness) of students. Where students are identified to be
lacking in the necessary pre-requisites, it is advised that adequate activities be provided to facilitate students in acquiring the skills and knowledge
that are needed to begin meaningful work in the particular area of study.

Development of concepts

Concepts need to be introduced and developed with students in practical ways. It is always important to facilitate for the emergence of
mathematical ideas through students’ engagement in a rich series of structured activities. Construction of understanding by students is therefore
critical. This should never be replaced by the giving of definitions of concepts, formulae and a string of rules. This approach involves students’
interactions with several examples that embodied the concept being introduced. Students’ development of understanding of concepts also benefits
when students’ experiences are valued in the learning process.

It is important that the teacher remember, too, that it is not only the things that children can do that measures progress, but how they do them and
whether their methods are of a kind that can be built on in subsequent development ( Tall & Faster 1996)

Establishing Connections

The hierarchal structure of mathematics itself necessitates that concepts be taught in a logical and sequential order. In teaching this curriculum, it
is considered useful that focused effort be taken to identify and emphasize connections:
• between concepts and topics within mathematics itself
• with other subject disciplines
• across grade levels

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In this regard, an approach to learning mathematics that helps students to see mathematical concepts not as isolated bits of information, but as
ideas that are interrelated needs to be emphasizes. This makes learning more meaningful, as it allows for students to actively involve in
constructing a network of concepts and skills. In this way, students are able to make sense of the knowledge so gained as they would have proven
it to be true and can also explain why it is so. According to Selinger (1994) if mathematics is to have any meaning then inter-weaved with the
learning of skills there must be recognition about how such skills are connected.

Application of Knowledge

This curriculum lends itself to much investigative work. Students can therefore be given several open ended tasks in which they are encouraged to
explore mathematical ideas as they relate to issues within students’ experiences. Such investigative tasks may form part of regular class activities
or home work tasks and may be done as whole class, small groups and individual assignments. Ideally, the choice of activities will be based on the
environmental and social issues prevailing in the immediate environments of students.

Vocabulary

Language plays a significant role in any programme of learning. Mathematics is no exception. Some words carry a different meaning within a
mathematical context than their usual meaning. Other words used in mathematics are peculiar to mathematics. This situation adds to the
challenges encounter by the student of mathematics

Many students find mathematics difficult because they do not understand the words being used. Some words are peculiar to mathematics and are
used only in the context of mathematics (ROSE1 Curriculum 1998).

Based on this understanding, it seems necessary that the teaching of any mathematics curriculum will require some focus on the mathematics
vocabulary that is related to the aspect of mathematics that is being studied. The provision of opportunities for students to build and extend their
mathematics vocabulary is therefore central to this programme of learning. In this regard, students’ mathematics learning seems likely to benefit
where mathematics language emerge out of appropriate contexts; and students are encouraged to keep tract of the development of their own
mathematical vocabulary.

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Assessment

The philosophical underpinning and the proposed approach to teaching governing this curriculum necessitates a type of assessment procedure
that emphasizes a shift from the usual paper and pencil tests to a more encompassing assessment structure. Assessment should aim primarily at
enhancing students’ learning by providing useful information to the teacher and students. Research suggests that students learning benefits when
assessment is intricately linked to instruction. Teachers may achieve this goal by integrating assessment with their teaching instruction rather than
approach assessment as an entity that is seen as interrupting instructions and or tagged on at the end of each unit of work.

One useful strategy is for the teacher to encourage students to frequently ask questions and to respond to students’ questions with questions, as a
means of challenging students to make their own interpretation of ideas. This approach to assessment provides the additional advantage of
allowing the teacher a window into the minds of the learner. This has a further benefit of enabling the teacher to readily detect students’ mistakes
thereby providing for the teacher to work along with students to determine corrective measures on an ongoing basis.

Assessment may be further broadened to include oral presentations, project work, reflective writing, port folio and performance on authentic tasks.
The idea of using a wide range of assessment tasks is to allow students to demonstrate their learning in different ways. Additionally, engaging
students in investigative work provides useful opportunities for direct assessment of students’ ability to apply their knowledge to novel situations.

Writing as a tool for assessment may be incorporated as a systematic way of assessing students’ understanding, while encouraging students to
communicate mathematical ideas. This can be done to encourage self-assessment of mathematical learning by students while allowing the
teacher to get a sense of how students see themselves in learning a particular concept.

Essentially, assessment of students’ learning associated with this curriculum should as much as possible provide useful information on students’:
• development of mathematical insights
• mental attitude to mathematics and the particular strand, topic and concept being studied
• creativity and problem solving abilities
• reflective approach to learning
• perceptions of their teacher’s approach and attitude to teaching

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When assessment encompasses these different aspects, assessment would determine students’ progress rather than just provide the teacher with
a grade to be assigned to students.

Questioning

Accepting the commonly held view that effective teacher stimulates learning demands the adoption of a rich repertoire of effective strategies
capable of provoking and cultivating productive thoughts by students. A deliberate move to create a shift in teaching to reflect the inclusion of
provisions for increasingly more mental challenges is considered most relevant. In this regard, the use of good questioning skills seems an
immediate priority as the teacher will of necessity need to tell students less while asking students to tell him/ her more.

This means that the teacher has to consciously find ways of providing students with plenty of opportunities for them to communicate using the
mathematical ideas they are learning. It is for this reason that questioning is considered an important teaching strategy. A questioning strategy
supports the learning process by serving as a necessary tool for guiding students to classify misunderstandings. The preference for suggesting
questioning over teacher talk is embedded in the fact that the questioning style lesson tends to promote:
• students’ thinking over regurgitation of knowledge
• the building of understanding over knowing
• stimulation of curiosity over memorization
• divergent thinking over convergent thinking

The motive therefore for asking questions is to stimulate and challenge the intellectual ability of students. In the words of Petty (1992) questioning
teaches students to think for themselves.

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SUGGESTED TEACHING, LEARNING AND

ASSESSMENT ACTIVITIES

12
 Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:1
• Use pictorial representations/ Illustrations to compare the relative size of numbers; For • Students complete worksheet
Demonstrate an example: involving:
understanding - place value charts - Identification of the value of digits
of place value - number lines in numbers.
by reading, - bar charts - Write words for numbers and
writing and • Use large numbers in real life situations. For example create a list of things that can be bought numbers for words.
ordering, whole for: • Students write numbers in
numbers of any - one hundred thousand dollars expanded notation.
size; and using - one million dollars
related • Speak of the size of one number in relation to another number. For example: • Students convert numbers of one
vocabulary - 999 is very close to one thousand or one less than one thousand base to another:
- 1 000 025 is a little more than one million
• Convert numbers in base ten to base 2 and base 5. For example: • Students collect samples of large
- 22 = 4 × 5 + 2 × 1 numbers from printed material.
= 425
- 41 = 1 × 25 + 3 × 5 + 1 × 1 • Project work for example:
= 1315 - Have students design their own
• Write base two and base five numbers in expanded notations. For example: number system.
- 1012 = 1× 22 + 0 × 21 + 1 × 20
- 235 = 2 × 51 + 3 × 50
• Make estimates about real life situations and explain how you worked out each estimate orally
LO:2 or in writing. For example, estimate the number of: • Students estimate results of
- footsteps that will cover a given distance; computations and write short notes
Use the
- glasses of water a person will drink in a year, a decade, lifetime, century; to explain strategies used in arriving
vocabulary of - words/ letters are written on page;
estimation and at estimations
- banana plants that can be planted in the schoolyard/ playing field;
approximation; - the amount of money spent during a week/ month/ year by students of your class
make and justify • Speak of the appropriateness of different estimates used in relation to a given computation. For
estimates and example speak of the usefulness of the noted estimations for the given computations:
approximations
of numbers

13
 Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:3
• Complete exercises involving
• Add mentally, by looking for pairs that make multiples of 10, 100, 1000 and doing these first. computations with the four basic
Understand, select and
For example: operations
apply appropriate
• Give oral or written statements
strategies for the four
- 36 + 19 + 24 36 + 24 + 19 60 + 19 = 79 describing appropriate situations
basic operations; and
- 31 + □ + 29 = 87 □ + 31 + 29 = 87 □ = 87 – 60 = 27 that match a work computation. For
develop ways to check • Employ different strategies in working out solutions to computations. For example by: example: 3741 + 2675 may be
accuracy of
written as: Mr. Brown bought a
computations (i) counting up from the smaller to larger number computer for $3741 and a stove for
$2675. Mr. Brown’s total bill was
- 800 – 285 is 5 + 10 + 500 = 515 (285 plus 5 gives 290 plus 10 gives 300 plus 500 gives 800. I $6416.
have added a total of 515 to 285 to get 800. my answer is 515) • Give oral/written explanation to
outline the mental strategies
(ii) adding mentally three or more multiples of 10. For example: 80 + 70 + 40 + 90 employed in performing
(iii) recognizing situations that give rise to an alternate (shorten) form of calculation. For example computation involving the four
recognizing that 70 + 71 + 75 + 77 is equivalent to (70 x 4) + (1 + 5 + 7) operations.
• Use the calculator to produce Identify patterns that emerge when multiplying whole numbers • Design a game/puzzle based on
by 10 and multiples of 10; and 100 and multiples of 100 computations based on the four
• Discuss/ illustrate the interpretation of computations involving mixed operations and the operations.
consequences of the order in which the operations are carried out. For example:
- 25 + 6 × 4 ( twenty five added to the results of six times four, hence I need to find the result of
six times four so that I can add twenty five to it)
- 15 – 24 ÷ 4 (In this item, I am required to take away the result of twenty four divided by four
from fifteen. I therefore need to divide before I take away)
• Deduce from practical activities rules relating to the order of arithmetic operations. For
example,

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 Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:4 • Solve puzzles such as:
• Generate different types of numbers by placing objects such as counter and crown corks into Find:
Distinguish
different arrangements and speak of the geometric shapes formed by the arrangement. For (a) Two numbers that give a sum of
between; order;
example 100 (b) Three numbers that give a
and calculate with
sum
different types of
of 100
numbers (c) Four numbers that give a sum
of 100

• Classify whole numbers according

to type (Odd, Even, Composite,
Square, Triangle, Prime).

• Design a chart to highlight

example of one or more numbers

• Arrange counters into patterns

and describe orally or in short notes
the role governing the arrangement
of the counters.

15
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment

• Describe each formation in terms of

- its geometric shape;
- and how successive pattern in the set is constructed;
• Investigate the results of performing the four basic operations on different types of number and
make comments about the result in relation to the types of numbers used. For example,
- the product of two odd numbers is odd;
- the sum of two even number is even;
- the sum of an even and an odd number is odd;
- the sum of two odd numbers is even;
- the product of two even numbers is even
• Determine the common multiple and the lowest common multiple of sets of numbers by:
- using time tables;
- counting sets of the given numbers
- listing multiples
• Determine common factors and highest common factor of a set of numbers by:
- Using time tables to determine all the numbers that can divide each given number
- Trial and error (stating a number and testing it to see if it can divide the given numbers

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 Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:5
Fractions • Complete worksheets in which
Model, compare • Model fractions as part-whole. For example: students illustrate fractions as:
and represent
fractions, decimals - shade 2 of this shape. - Part of a whole (Area
and percentages 5 measurement)
- Part of a linear measurement
- Shade
1 of this shape in as many ways as possible.
2 • Complete written exercises in
• Model fractions as a part of a linear measurement. For example: which students:

- Generate sets of equivalent

fractions
- Convert from mixed numbers to
improper fractions and vice versa

• Model fractions as a part of the volume/capacity of a solid shape. For example: .

17
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment

• Use diagrams to illustrate equivalent fractions. For example:

• Translate verbal statements containing fractional quantities into symbolic representation

18
Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment

• Convert improper fractions to mixed numbers and vice versa. For example
24
- change 5 to mixed numbers
7
- change 4 10 to improper fraction
21
- reduce to lowest terms 14 21,
35
25, 32
• Recognize from practical work relationships between fractions, for example:
- One half ( 12 ) is twice as much as one quarter ( 14 )
1
- One tenth ( 101 )is ten times as much as one hundredth ( 100 )
- Three thirds ( 33 )is equivalent to one whole
• Make use of the decimal point in recording measurements of length, mass, money, time. For
example:
- 80 cm = 0•8m
- 2500g = 2•5kg
- 50 cents = $0•50
• Interpret calculator display of decimals in context of the problems. For example:
- 12.3 may mean $12•30 in a problem involving money calculations;
- 12 metres 30 centimetres in a problem involving measurement of length
- 12 hours 18 minutes involving measurement of time

• Use calculator to create patterns involving decimal numbers. For example:

- 1 ÷ 10; 2÷ 10; 3 ÷ 10; 4 ÷ 10
- 1 ÷ 100; 2 ÷ 100; 3 ÷ 100; 4 ÷ 100
• Read and write one decimal place as tenths and two decimal places as hundredths. For
example:
- 0•4 as zero point four- four tenth
- 0•15 as zero point one five – fifteen one hundredths
• Read, write and interpret percentages as one hundredths. For example:
- 1 % is read as one hundredth and written as 0.01 or 1
100
20
- 20 % is read as twenty – one hundredths and written as 0•20 and
100
• Convert between fraction, decimal and percentage

19
 Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:6 • Convert improper fractions to mixed numbers and vice versa by:
3 13 • Perform computations to show the
- using pictorial representations to illustrate mixed numbers. For example 2 = equivalences between fractions,
Compare, order 5 10
may be shown as decimals and percentages
and calculate with
decimals, fractions
and percentages • Solve problems involving
computations with fractions,
decimals and percentages.

• design a chart to show

equivalence between fractions,
decimals and percentages.

• Write short notes to explain the

process of:

- Adding or subtracting fractions

with unlike denominators

- Multiplying a fraction by a fraction

- Dividing a whole number by a
fraction

- expanding the given fraction. For example:

7 3 3 1 1
≡ + + =2
3 3 3 3 3
12 7 5 5
≡ + =1
7 7 7 7
• Use diagrams to illustrate addition and subtraction of fraction. For example:

- (Draw three rectangles shade as follows (3/6 + 2/6 (a) 3/6 (b) 2/6 (c) 5/6; ii five rectangles
shade as follows 1/3 + 2/5 (a) 1/3 (b) 2/5 (c) 3/15 (d)6/15 (c) 11/15 iii three rectangles 2/5 – 1/3
(a) 2/5 (b) 6/15 (c) 1/15)

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Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
• Calculate percentage, decimal and fraction of the same quantity and compare and discuss the
results obtained. For example:
1
- 20% of 400; 0.2 of 400; of 400 all give the same result therefore 20% ≡ 0.2 ≡ 1
5 5
1 1
- 10% of $50; 0.01of $50; of $50 (10% and gives the same result of $5, but 0.01
10 10
gives a result of $0.50 therefore 0.01 is not equivalent to 10% or 1 )
10

• Use the calculator to generate patterns that reflects the results of a decimal number multiplied
by 1, 10, 100, 1000. For example:
- 0•5 × 1= 0•5; 0•5 × 10 = 5; 0.5 × 100 = 50; 0•5 × 1 000 = 500
- 2•3 × 1 = 2•3; 2•3 × 10 = 23; 2•3 × 100 = 230;

• Use the calculator to generate patterns that reflects the results of a decimal number multiplied
by 1, 10, 100, 1000. For example:
- 0•5 × 1= 0•5; 0•5 × 10 = 5; 0.5 × 100 = 50; 0•5 × 1 000 = 500
- 2•3 × 1 = 2•3; 2•3 × 10 = 23; 2•3 × 100 = 230; 2•3 × 1000 = 2 300

• Explore different strategies in computing a fraction of a whole number. For example:

1 15
of 15 =
5 5
1 42
of 42 =
6 6
2 60 30
of 30 = or ×2
3 3 3
4 4 × 25
of 25 = (25 ÷ 5) × 4or
5 5

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Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
• Speak of and use diagrams to illustrate situations which relates to a fraction divided or
multiplied by a whole number.
- 4 ÷ 1 (interpret as ‘how many halves in 4’ and read result as eight halves) illustrates as
2

2
- 3÷ (interpret as how many two-thirds in three and read result as ‘4 two-thirds are in 3
3
wholes) illustrate as

• Multiple a fraction by a fraction or a whole number

• Employ mental strategies and explain the strategies used to work out a percentage of a
quantity. For example: 1
- 10% of 140 (divide 140 by 10 because 10% ≡
10
1
- 25 % of 600 (divide by 600 by 4 because 25 % ≡
4
• Use the equivalence of fractions, decimals and percentages to solve problems

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 Learning Outcomes
Suggested Learning Activities (NUMBER & NUMBER SENSE) Assessment
LO:7 • Read and interpret the mathematical content samples of shopping bills. For example use • Given sufficient information,
Solve consumer shopping bills to: students calculate profit, loss,
arithmetic - distinguish between the VAT and the cost of the items listed; percentage profit, percentage loss;
problems involving - work out the cost per items/total cost of items where several similar items are bought discount, sale tax, percentages
earning and - determine the cost of items that are taxed or exempted increase and decrease in price, hire
spending money; • Use copies of household bills (water, electricity, telephone, internet, cable) to determine: purchase price, deposit, cash price
taxes, interest, - amount of units consumed;
appreciation and - the fixed charge if applied, • Students write short notes to
- rate per unit, explain the meaning of terms used
depreciation.
- total cost work out the in consumer arithmetic to include
• Use information on package along with price to calculate the price per article contained in percentages
package. For example calculate the price per biscuit given the price for the entire pack and the
average number of biscuit in the pack. • Given sufficient information,
• Use such information to determine the ‘best buy’ for money of two similar articles students calculate profit, loss,
• Write bills to reflect the total percentage profit, percentage loss;
discount, sale tax, percentages
increase and decrease in price, hire
purchase price, deposit, cash price

• Students perform calculations

involving money to determine the
unit cost of an item, the “Best Buy”
for money

• Students solve problems involving

computations with money

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 Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:1
• Engage students in activities that challenge them to practice the skill of estimation as a first • Students construct and answer
Estimate, measure, step when measuring lengths, distance and perimeter questions related to aspects of
compare and consumer arithmetic as depicted in
• Estimate the length of lines, objects, distances, perimeter, then explain how they arrived at advertisements collected from
record
their estimations. For eg. Estimate the length of your desk top, height of door, height of a flyers and newspapers
measurements of
student, depth of a bucket in terms of the length of each of these objects.
lengths, distances
• Compile a chart displaying
and perimeters
pictures of objects of varying
using appropriate
lengths with the lengths of the
units and devices objects recorded in one/two/three
units

• Perform actual tasks of

measuring objects in different units

• Work in small groups to produce

solutions to non-routine problems
based on linear measurement.
• Measure the length of the same object in different units and record measurements obtained to
compare between different units of measurement with the aim of deducing the relationship
between mm and cm; cm and m; m and km. for eg.
- length of window 1m; 100cm
- length of class 7m; 700cm
- length of desk 1.2m; 120 cm

• Cut string to 1 metre length and use same to measure lengths in metres

• Measure lengths, distances and perimeter of objects in around classroom/school/ home using
string, pencil length, match sticks, rulers, tape measure, meter sticks and explain why different
students might obtain different measurement of the same object
• Construct tables to record, note and compare difference between estimation, and actual
measurements

24
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
• Develop understanding of the concept of perimeter as total distance around plane shapes by:
- There are only three triangles with
- putting a number of match sticks/ straws/rods of equal length and together to form polygons
perimeter 9. How many integer
and talk about the total distance around each shape in terms of the number of sticks/ straws
triangles are there with perimeter
used.
10? 11? 12? …( Draw 3 triangles)

- if each stick measures 5cm then the distance around equal)

- place a piece of string around 2-D shapes then measuring the length of the string
- measuring all sides of the shape then discussing the total distance around the shape

• Calculate the perimeter of triangles quadrilaterals as well as composite shapes by

measuring/adding all the sides

• Describing one centimetre as 10 millimetre; one meter as 100 centimetre, one kilometre as 1
000 metre
• The different units/ a ruler and
• Create and solve problems relating to measurement of length, distance and perimeter. For eg. starting at a different point than
How many other shapes can be made using the same number of match sticks as shown in this zero
picture.

25
 Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:2
• Engage students in activities that facilitate their development of a visual image of what one (1) • Draw on grid paper several
Estimate, measure, square centimetre and one (1) square foot look like by cutting out one square centimetre and shapes having the same perimeter
compare and one (1) square foot from graph paper – sketch/draw outline of one square centimetre;
record the areas of identify/collect objects that are approximately the size of one square centimetre. • Complete exercises involving
surfaces in square calculations of perimeter and area
centimeters and of plane shapes
square metres
• Work in small groups using
cardboard to make square that
cover an area of one square metre
and using the same to measure
large surfaces in square metres

• Calculate the total area of given

plane shapes

• Draw 2D shapes on grid paper

that enclosed the same area for
example

• Use terms such as nearly; approximately; close to; almost; to communicate thinking when
estimating area of shapes

26
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
• Use ‘cut outs’ of one square centimetre to cover surfaces enclosed by plane shapes. • Create and solve problems
relating to area. For example
Sketch rectangles each with an
• Make strips of ten square centimetre and squares of 25, 100 square centimetre from grid
area of 36 square cm? How many
paper and use the same to count the number of square centimetre enclosed by 2-D shapes.
such rectangles can you find?

27
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
• Record areas in “square centimetre” before gradually moving into the use of the abbreviation
form of cm 2
• Draw 2-D shapes on grid paper and counting the number of square centimetre enclosed –
discuss strategies that can be applied to aid in counting the number of unit squares.
For example; repeated addition of number in one row or column; Number of rows times number
of columns.

• Guide students through questioning to deduce a generalization that can be used to calculate
the area of rectangles. Students should be encouraged to formulate their generalization in words
first before moving to a more symbolic representation of their formula
• By folding and cutting, divide rectangles into equal triangles and speak of the area of each
triangle so formed in relation to the area of the rectangle that was started with - Begin with
rectangles that have no measurements.

28
 Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:3 • Volume & Capacity • Compute the volume of 3D given
Estimate, measure, shapes.
• Estimate, measure, record and compare measurement of volumes and capacities to the
compare and
nearest litre, millitre; giving reasons for estimations and strategies used to obtain measurement. • Work in small groups to create
record volume,
and solve problems relating to
capacity, and
• Cut square paper measuring 1 unit X 1 unit (for example 1cm x 1 cm; 1inch X 1 inch) and use volume, capacity and weight
weight using the same to make unit cubes (for example cubic centimetre blocks). Make sketches of a cubic
appropriate units of centimetre block. • Perform computations involving
measurement conversion from millitres to litres
and vice versa

• Perform computations involving

• Construct 3-D shapes using (unit cubes) cubic centimetre blocks and describe the volume of conversion from grams to
the shape so formed as the number of cubic centimeter blocks (unit cubes) used. kilograms; pounds to kilograms and
vice versa

• Make a chart showing the

equivalence between millitres and
litres; grams and kilograms

• Project work – make a graduated

measuring instrument using
containers marked to the half litre
(500ml) or 1litre (1000ml)

29
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment

• Construct as many different shapes as possible using the same number of unit cubes and
speak of them as having the same volume. For example all the cuboids have the same volume
of 24 cubic units.

• Pack small containers shaped in the form of cuboids and cubes with cubic centimetre blocks
(unit cubes) and describe packing in terms of number of layers of cubic centimetre blocks used.
For example:

30
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment

• Tabulate results obtained and use such data as a guide in developing approaches to finding
the volume of cubes and cuboids.

• Construct cubes and cuboids from unit cubes and sketch an outline of the shape so formed
clearly showing its dimension and volume
• Collect, display, read and interpret information about capacity and volume as displayed on
commercial package.

• Empty containers containing varying quantities of litres into a measuring cylinder marked in
millilitres and note the equivalence measurement between litre and millilitre.

31
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment

• Construct table of values and use same to deduce relationship between litre and milliliter. For
example a study of the values in the table below, may be guided to verbalize statements such
as:

- every 1 litre equals 1 000 millilitres

- multiply the number of litres by 1 000 to get the corresponding number of milliliters
- divide the number of milliliters to get the equivalence in litres

• Recognize and refer to 1, 000 millitres as 1 litre and use the same to aid in conversion from
one unit to another
• Collect commercial containers that have a capacity of ½litre, 1 litre, 2 litres

32
Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment

• Weight

• Estimate, measure, record and compare measurements of mass to the nearest kilogram or
pound; giving reasons for estimations and strategies used to obtain measurements
• Measure different object having the same mass, such as 1 kg of lead and 1 kg of sugar
• Perform actual measurement of the same item in different units of measurement and deduce
the equivalence between different units of measurements. For example measure:
- a quantity of sugar in pounds and kilograms
- a quantity of rice in both grams and kilograms

• Recognize and refer to 1 000 grams as 1 kilograms and use the same to aid in conversion
from one unit to another
• Collect and read the labels on commercial packages that give information about weight
• Use a scale to measure the content of commercial items to verify the accuracy of information
as given
• Solve problems involving measurement of weight

33
 Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment
LO:4
• Estimate, measure and record in seconds, minutes and hours the time it will take to perform a • Perform tasks involving the use of
Read and record task. Explain the approach taken to arrive at the estimation obtained clocks/watches to measure the time
time; perform • Relate the concept of common fractions (¼, ½, ¾,) as used in association with the concept of it takes to perform a certain tasks.
calculations time. For example.
involving mixed - half past 9 is 9:30 (as there is one hour between 9 o’clock and 10 o’clock and ½ of an hour is • Perform calculations involving
30 minutes) measurement of time
units of time
- quarter past two or 2:15 (as quarter of an hour is 15 minutes)
- quarter to 8 or 7:45 (as only ¼ of the hour (15 minutes) remain before it is 8 o’clock) • Convert between the 24hour and
12hour clocks
• Compare analog and digital time to the minute by looking at the display of the same time on
both types of clock.For example 2:40 ; 20 minutes to 3 o’clock (3am) and 22:15 ; 15 minutes • Solve problems relating to
past 10 o'clock (10pm). measurement of time

34
 Learning Outcomes
Suggested Learning Activities (MEASUREMENT) Assessment

• Refer to the same length of time in different units. For example:

- He took 60 seconds to perform the task. He took 1 minute to perform the task because 60
seconds equal 1 minute
- She completed reading the book in 90 minutes. She completed reading the book in 1½ hours
or 1 hour 30 minutes, because 60 minutes equals 1 hour
- It will take 30 hours to walk the distance. It will take 1day 6 hours or 1 ¼ days to walk the
distance because there are 24 hours in a day
• Create and solve problems relating to time.

• Record the reading of the

• Read the thermometer o
(Measured in C) temperature shown on the
LO:5
thermometer.
Temperature
Record and • Perform calculations involving
interpret and measurement of temperature
calculate
measurment of
temperature • Use the thermometer to carry out actual measurement of temperature of different objects. For
example:
- a block of ice
- a glass of water placed out door on a very hot day compared with a glass of water placed
inside a room
- The body temperature of students
• Measure and compare the temperature of the same object measured in both oC and oF.
• Solve problems involving measurement of temperature
• Link to related topics in Geography and Science

35
 Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:1
• Use capital letters to label the end points of lines segments and refer to such line segments • Write short notes to differentiate
using the letters between a line and a line segments
Line & Line
Segments • Group a set of lines under different
Use accurately the headings. For example parallel,
vocabulary and perpendicular, horizontal and
labeling vertical.
conventions for
lines and line • Draw a line that is parallel or
segments perpendicular to a given line

• Draw and speak line segments moving in different directions (vertical, horizontal, basic cardinal
directions)

36
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

• Draw pairs of lines in different orientations that meet and refer to the position where they meet
as the point of intersection

• Draw/extend pair of lines and talk of the possibility of these lines meeting or not meeting
• Use symbols to show that two lines are parallel/ equal.

37
 Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:2
• Manipulate different objects (for example pair of scissors, door, hands of clocks); and talk • Classify given angles by type
Angles freely about the amount of turns
Identify properties • Draw sketches of angles and speak about the size of one angle in terms of the amount of turns • Sketch examples of various types
of angles and use in relation to the size of another angle of angles in different orientations
such knowledge to
• Respond to questions such as:
solve problems
- Name the different types of angles

shown in the figure below:

• Guide students to label the arms of angles and recognize that both arms forming an angle
share a common letter.

38
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

• Read and discuss the features of the protractor – recognizing that the protractor can be read
from both clockwise and anticlockwise directions
• Use the protractor to draw angles of different sizes (multiples of 10o) up to 180o.
• Use the protractor to measure angles. Begin with angles which have one arm in the horizontal
position and whose magnitude is a multiple of 10o.

• Speak of/ sketch angles in different orientations that fit the following descriptions
- Less than 90o
- More than 90o but less than 180o
- More than 180o
• Draw/ sketch the 180o in different orientations and clearly showing where the two line segments
meet to form the angle

39
 Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:3
• From practical work, involving comparison of examples and non examples of polygons deduce • Classify given triangles by type.
in their own words a working definition of the term polygon
Polygons (Triangle) • Sketch triangles to match stated
Identify and use the properties
• Explore by measurement/comparison; the linear and angular properties of the different types of
geometrical
triangles (scalene, isosceles, equilateral, acute angled, obtuse angled and right angled triangles)
properties of • Determine the missing side or
triangles in angle of a triangle based on the
problem solving properties of the given triangle.

• Calculate given sides or angles in

given quadrilaterals

• Project work
For example make a chart
consisting of examples of different
types of triangles

• Use properties of triangles in

solving problems

• write short notes to explain:

- Why a triangle can be both acute
angled and equilateral at the same
time

- Why a triangle can be both right

angled and isosceles at the same
time

- Why a triangle cannot be obtuse

angled and right angled at the same
time

40
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

• Draw /sketch and cut out triangles that fit a particular description
- all angles less than 90o
- two equal angles
- no equal angle
- a 90o angle
• Describe a sketch of a triangle in sufficient details for other students to draw/ sketch.
• Label/name and refer to triangles using capital letters at the vertices. This triangle is referred to
as triangle LMN.

• Apply geometrical facts, properties and relationships to solve numerical problems such as
finding unknown sides and angles in diagrams, and justifying their solutions to problems by
giving reasons using their own words

41
 Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:4
• State the properties of named
Polygons • Use match sticks of equal lengths to form different four sided figures (rectangles, squares, quadrilaterals
(Quadrilaterals) trapeziums, parallelograms, rhombuses) and refer each shape as an example of a quadrilateral.
Identify and use the • Sketch quadrilaterals to match
geometric stated properties
properties of
quadrilaterals in • Calculate missing angles/sides in
solving problems given quadrilaterals

• Project work
For example make a chart
consisting of examples of different
types of quadrilaterals

42
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment

• Classify a given set of quadrilaterals in terms of linear and angular properties and explain the
rule that was used to form the respective grouping.
• Label quadrilaterals using capital letters and use such labeling to speak of one side/angle of
the quadrilateral in relation to another side/angle. for example in the rectangle below AB = CD ;
AC = BD ; AB is parallel to CD angles A, B, C, & D are all equal.

• Produce/draw/sketch rectangles and squares by following basic Cardinal directions. For

example. Start at a point A, move 5 cm to the South, label that point B, move 5 cm to the East,
label that point C; move 5cm to the North, label that point D; move to the West and stop at A.
• Estimate, measure, record, speak of and justify:
- The sum of angles in any quadrilateral equals 360o
- relationship between opposite sides and angles in different quadrilaterals
• Sketch/draw examples of quadrilaterals in different orientations
• Apply knowledge of quadrilaterals to solve problems.

43
 Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
LO:5
• Describe different solids in terms of their shape and number of faces; • Categorize a set of objects or
pictures of solid objects according
Solid Shapes to type
Recognize the
properties of solids • Draw nets to match given solids
and apply such and vice versa.
knowledge to solve
problems • Project Work
For example use cardboard to
make a collection of different solids

44
Learning Outcomes
Suggested Learning Activities (GEOMETRY) Assessment
• Categorize a set of objects or
• Cut down solid shapes and sketch the corresponding nets so obtained
pictures of solid objects according
• Make solid shapes from cardboards
to type

• Draw nets to match given solids

and vice versa.

• Project Work
For example use cardboard to
make a collection of different solids

• Manipulate an object and speak of/sketch its positions before and after its has been • Sketch diagrams to show an
LO:6
manipulated object and its image after a
Transformation • Rotate linear objects about a fixed position and discuss/sketch the object in its original and new transformation
Geometry positions.
Identify properties • Pin ‘cut outs’ of triangles and rectangles at one vertex, rotate the shape about that position and • Name the type of transformation
of transformation discuss/sketch the object in its original and new positions. illustrated in a diagram that shows
and use such • Translate objects by moving such objects to the left, right, up or down the object and its image
knowledge to solve • By folding papers and tracing produce an original diagram and its image
problems relating
to geometry

45
 Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO:1
• Complete and extend a given
• Generate a variety of number patterns by counting forward and backward in different ways. For
number sequence
Generate, describe example;
and complete - 3, 6, 9, …….
• Describe orally and in short notes
number and - 1, 4, 8, 13, ……
the general rule governing a
geometrical - 1, 4, 9, 16, …….
number sequence
patterns using a - 19, 18, 16, 13, …….
variety of strategies - 3.32, 3.29, 3.26, 3.23, …….
• List a set of numbers that match a
and completing - 1/3, 2/3, 3/3, 4/3, ….
given rule
simple number • Describe simple number patterns in words
sentences by • Illustrate, model, record simple number patterns using diagrams, words or symbols. For
• Generate a number series and
calculating missing example.
state the rule governing the series
values

• Complete simple patterns and explain strategies used in oral and written forms
• Use the equal sign to record equivalent number relationships to mean “is the same as” rather
than as an indication to perform an operation. For example;
- 24 ×3 = 77 – 5; 100 ÷4 = 16 + 9
-
• Use inverse operations to complete and find solutions to number statements. For example;
- 25 + □ = 49 implies 49 – 25 = □
- □ – 17 = 73 implying □= 73 + 17
- □ ÷ 9 = 20 implying □ = 20 × 9
• Use data from the pattern to construct and complete tables of values

46
 Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO: 2, 3 & 4
• Verbalize algebraic expressions through practical activities. Translate verbal statements and
Construct, simplify • Use concrete materials such as counters, cups, boxes to model algebraic expressions of the geometrical representations into
and transform form: symbolic forms. For example:
algebraic - p + 1; p + 4 ( variable plus a constant)
expressions - p – 5;p – 5 (variable minus a constant). For example the expression 'p + 1'may be presented
as a cup of similar objects plus a single object where the cup of objects represents p and 1 the
single object
• Create physical (geometrical) models to translate verbal statements into symbolic
representations. For example, use rods to generate algebraic expressions of lengths.

• Write verbal statements to match

algebraic expressions

• Simplify algebraic expressions

• Rewrite a given algebraic

expressions in as many ways as
possible

47
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
• Work in pairs; one student gives a verbal expression and the other student models the
expression using concrete objects/pictures. For example; I walk one km my sister walks t km
more than I. This may be model as shown.

48
Learning Outcomes
Suggested Learning Activities (PATTERN & ALGEBRA) Assessment
LO: 5
• Use the equal sign to record equivalent number relationships to mean “is the same as” rather • Write the inverse of given number
Construct and than as an indication to perform an operation. For example; sentences
- 24 ×3 = 77 – 5; • Solve simple numeric and algebric
solve algebraic
- 100 ÷ 4 = 16 + 9 equations
equations and
• Make conclusions based on simple equations. For example: • Substitute numeric values into
inequalities
- if t = m, then m = t equations
- if 3 + 5 = 8, then 3 = 8 − 5 or 5 = 8 − 3
- if p = t + n, then t = p − n

• Use inverse operations to complete and find solutions to number statements. For example;
- 25 + □ = 49 implies 49 – 25 = □
- □ – 17 = 73 implying □= 73 + 17
- □ ÷ 9 = 20 implying □ = 20 × 9
• Substitute given values for letters in simple equations. For example:
- if q = 4 and r = 0, then q + r = 4 + 0
- if w = 5 and v = 6, then w × v = 5 ×6

• Use data from patterns to construct and complete tables of values

• Apply knowledge of algebraic expression and equations in solving problems

49
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO: 1
• Make listings of special mathematical sets. For example: • Make a set to match a given
Use set notations - the set of multiples of a given number description and vice versa
to organize - the set of factors of a given number
- the set of prime numbers between two given numbers • Identify common elements of two
information and;
- the set of quadrilaterals sets
solve problems
- the set of triangles
- the set of solid shapes with curve surfaces (faces) • Draw simple Venn diagrams
- the set of solid shapes with square faces between sets
• Make pairs of sets that are equal or equivalent. For example:
{1, 2, 3} = {3, 2, 1-}both sets having the same elements (members) • Give example to illustrate the
meaning of set notation/language
{a, e, i, o, u} ≡ {1, 2, 3, 4, 5}
- both sets have the same number of elements • Respond to question based on
information presented on Venn
• Make use of set notations to show relationships between a set and its members; between two diagrams
sets. For example if:
{
A = multiples of 7 less than 35 }
B = {factors of 21}

- 21 ∈ A
- 42 ∉ A
{
- A ∪ B = 1, 3, 7, 14, 21, 28 }
- A ∩ B = {7}
• Use knowledge of the relationships between different types of numbers to construct
statements. For example:
- the set of factors of 12 {1,2,3,4,6,12-}a infinite set (it is possible to write all the members)
- the set of odd numbers is set {1,3,5,7,9,...-}an infinite set (it is impossible to write all the
members)
{
- the set of even numbers 2,4,6,8,10,,... }
- the set of whole numbers between 3 and 4 ≡ { }or ∅ - a null set (it has no member)

50
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
Link set theory to number theory

• Make Venn diagrams to investigate the relationships between different types of numbers. For
example:

• Use knowledge of set theory in solving problems.

51
 Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO: 2
• Suggest methods that can be used to collect data relevant to a given question. For example: • Write questions that can be used
Design and use - How tall are the students in our class/school? (By direct measure ) to collect data for a stated purpose
simple - What are the shoe sizes of students in our class? (By asking students)
instrument for - What method of transport do students use to travel to school? (By asking students) • Use a tally chart to count and
relevant data - Which is the most used vowel? (By counting the occurrence of each vowel in samples of record the occurrence of data
collection written materials)
- Link to studies in other subject discipline • Select the most appropriate
• Collect data relative to issues which are current/ of interest to students. For example: collection method for collecting data
- amount of money spent by class members on lunch, transportation relevant to a stated issue
- length of time spent by students doing work home
• Design sheets to aid in the efficient collection of data relevant to identified issues/ questions.
For example:

- A table for collecting data relating to height of students

- A tally chart for collecting the occurrence of vowels in passages

52
 Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO: 3
•Organize and present ungrouped data in the form of tables. For example: • Construct/complete tables/tally
Organize and - This list of scores (10, 15, 20, 10, 10, 20, 10, 5, 10, 5, 15, 15, 5, 10, 5) may be presented in a charts to organize raw data
display data tally chart or ungrouped frequency table as follows:
using different • Construct tables, line graphs, bar
forms of charts, and simple pie charts from a
presentations given set of data

• Organize and present data in the form of bar charts. For example:

53
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
• Organize and present data in the form of line graphs: For example:

54
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment

• Organize and present data in the form of pie charts. For example:

• Use simple graphing software to enter data and create graphs

• Generate different tables, pie charts and bar charts using ICT facilities

55
 Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO: 4
• Arrange data in order from smallest to largest and speak of the: • Identify the maximum, minimum
- largest score as the maximum score; and extreme values from a set of
Organize and data
display data - smallest score as the minimum score;
using different - difference between the largest and smallest score as range;
- the middle score as the median score as being the difference between the smallest; • Arrange scores in order and state
forms of the median and modal scores
- For example in the set of data: 4, 4, 5, 6, 7, 7, 9, 9, 12 ,
presentations
- the maximum score is 12; the minimum is score is 4; the range is 8 (12 – 4); the median score
is 7 • Compute the mean and the range
• Determine the mode from: from a set of data
- a set of raw score as the score that occurs the most;
- a frequency table as the score with the highest frequency;
• Determine the median as the middle score when working with an odd number of scores; and
as the sum of the two middle scores divided by two when working with an even number of
scores. For example: the median of the set of scores; 4, 5, 7, 7, 9, 10, 10, 12 is obtained by
adding the two middle scores 7 & 9 to get 16, then and dividing by 2 to get 8
• Calculate the mean of a set of ungrouped raw data (Give examples)

LO: 5
• Ask questions that can be answered using the information in a table or graph • Respond orally and in writing to
Interpret data and • Answer questions based on information presented in tables, bar charts, line graphs, pie charts. questions based on information
draw • Draw inferences based on the information presented presented in the form of tables,
• Compare two sets of data by making reference to the mode or the median or the range of both charts, graphs and pie charts
conclusions
sets of data
• Make predictions based on
information presented in tables,
charts, graphs and pie charts

56
Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
• Organize and present data in the form of bar charts. For example;

• Organize and present data in the form of line graphs using a suitable scale on any one of the
axes. For example;

57
 Learning Outcomes
Suggested Learning Activities (DATA HANDLING) Assessment
LO: 6
• Indicate on a number line between impossible and certain likelihood of something occurring. • Order events from least likely to
Probability For example: occur to most likely
Describe and -(A) it will rain on and overcast day
• Determine the likelihood
compare the
• Use knowledge of equivalent fractions, decimals and percentages to assign numerical values (probability) of an outcome
chance of a event
to and speak of the likelihood of simple events occuring. For example;
occurancy
- there is a three in ten , 30% , 0.3 chance of it raining today

- there is an eighty percent ( 0.8, ) chance that our school football team will win the
schools championship this year.

• Solve sime probability problems.

58