Grade 8


The objective of teaching Mathematics is to develop the skills of problem-solving and logical reasoning within learners. The curriculum is structured in a manner that each student is thoroughly clear of all the concepts by the end of the grade. The aim of Grade 8 is to make learners proficient with the complex core concepts taught in the middle school so that they develop confidence as well as interest towards the subject.



  • The learner represents numbers using exponential notation.
  • The learner demonstrates an understanding of proportional relationships using percent, ratio and rate.
  • The learner solves multi-step problems involving whole numbers and decimals.
  • The learner represents the general term in a linear sequence by using one or more algebraic expressions.
  • is able to convert fractions into percentages.
  • The learner demonstrates an understanding of multiplication and division of  fractions and integers.


  • The learner is able to hone one’s arithmetic skills in this course.
  • The learners is able to select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems.
  • The learner understands the relationship between the height, the area of the base, and the volume of major 3-D figures , and attempts  to develop the formula.
  • The learner solves problems of addition, subtraction, multiplication, and division of simple fractions with ease.
  • The learner demonstrates an understanding of the Pythagorean Theorem.


  • The learner represents linear growing patterns (where the terms are whole numbers) using graphs, algebraic expressions, and equations.
  • The learner demonstrates an understanding of the appropriate uses of bar graphs and histograms by comparing their characteristics.
  • The learner creates and analyses designs involving translations, reflections, dilatations, and/or simple rotations of three-dimensional figures.
  • The learner compares two attributes or characteristics, using a variety of data management tools and strategies.
  • The learner describes pattern rules (in words) that generate patterns by adding or subtracting a constant, or multiplying or dividing by a constant.


  • The learner represents, compare, and order rational numbers.
  • The learner is able to apply mental strategies to solve addition, subtraction, multiplication and division problems on fractions and decimals with ease.
  • The learner begins to communicate mathematical thinking orally, visually and in writing by using mathematical vocabulary and representations.
  • The learner collects and organizes categorical, discrete or continuous primary and secondary data.
  • The learner describes  location in the four quadrants of a coordinate system   and begins to graph the image of a point, or set of points on the Cartesian coordinate plane.


  • The learner performs BODMAS (Bracket of Division, Multiplication, Addition and Subtraction) problems on fractions and decimals.
  • The learner develops the skill of answering to mathematical questions through maximizing one’s potential.
  • The learner constructs angle bisectors and perpendicular bisectors, using a variety of tools and strategies (e.g., paper folding).
  • The learner begins to solve angle-relationship problems involving triangles , intersecting lines , and parallel lines.
  • The learner demonstrates the solving of multi-step problems arising from real-life contexts and involving whole numbers, fractions and decimals.


  • The learner motivates peers to solve arithmetic problems within capacities.
  • The learner develops a habit for solving problems logically.
  • The learner begins to work with others to promote qualities such as team-work.
  • The learner develops the habit of respecting others.
  • The learner relates mathematical ideas to situations or phenomena drawn from other context.


Concept - The learner is able to:

  • display an overall understanding of numbers with multi-digits;
  • represent perfect squares and square roots with ease;
  • use power and exponents in simple problems;
  • demonstrate common factors and multiples of whole numbers;
  • develop comfort with using fractions and ratios.

Confidence - The learner is able to:

  • construct parallel and perpendicular lines with ease;
  • describe all kinds of 3-D figures;
  • use the Pythagorean relationship to solve problems involving right triangles;
  • construct a circle, given its centre and radius, or its centre;
  • solve problems involving operations with integers.

Clarity - The learner is able to:

  • make connections among mathematical concepts and procedures;
  • solve problems by using proportional reasoning in a variety of meaningful contexts;
  • demonstrate variables as letters in equations consisting of numeric operations involving fractions or decimals;
  • understand the magnitude of growth or drop of a particular pattern in depth;
  • read, interpret, analyse  and draw conclusions from discrete primary and secondary  data.

Application - The learner is able to:

  • develop and apply reasoning skills to plan and construct organized mathematical arguments;
  • identify real-world movements involving reflections, and rotations;
  • demonstrate an understanding of the geometric properties of quadrilaterals and circles and their applications in the real world;
  • evaluate relatively complex disjoined data with proficiency;
  • demonstrate information on bar graphs , histograms and tables.

Innovation - The learner is able to:

  • solve problems that require conversions involving metric units of area, volume, and capacity;
  • create a variety of representations of mathematical ideas (e.g.,numeric,geometric, alge- braic, graphical, pictorial representations);
  • evaluate expressions that involve integers;
  • compare experimental probabilities with the theoretical probability of an outcome involving two independent events;
  • develops inquisitiveness towards solving complex problems;

Compassion - The learner is able to:

  • develop respect for everyone;
  • encourage peers to put in more efforts for understanding a particular topic;
  • cultivate the habit of finding the right solution with dedication;
  • aspire to deliver reason for concepts known;
  • develop the skill of working in a team.
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