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.