8/2/2019 Maths Curriculum Guide Level 7
1/73
8/2/2019 Maths Curriculum Guide Level 7
2/73
Foreword
It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is even
more critical today when one considers the limited resources, both human and material, which are available.
The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed curriculummaterials that have been designed to improve the quality, equity and efficiency of secondary education. The
curriculum materials include Levels 7-9 curriculum guides and teachers guides for Language Arts, Mathematics,Science, Social Studies, Reading and Practical Activities for Science. These materials have been tested in
secondary-age schools nationwide and are considered useful in providing teachers with a common curriculum
framework for planning, monitoring and evaluating the quality of teaching and learning. The curriculum materialsalso provide a basis for continuous student assessment leading to the National Third Form Examination (NTFE).
The initial draft curriculum materials have been subjected to evaluation, by respective Heads of Departments, fromall ten Administrative Regions and Georgetown and they have been subsequently revised to reflect the viewsexpressed by teachers.
The revised curriculum materials are now published as National Curriculum documents to provide consistency and
support for teachers in the process of planning for an effective delivery of the curriculum. All secondary teachersmust ensure that they make good use of these curriculum materials so that the quality of teaching and learning can
be improved in all schools.
Ed Caesar
Chief Education Officer
8/2/2019 Maths Curriculum Guide Level 7
3/73
PREFACE
This is the Revised Curriculum Guide for Level 7. This document fulfils the objective of making Mathematicsaccessible to all students at Level 7. Hence teachers of Level 7 students should make a conscious effort to see how
best they could utilize the ideas contained to plan for instruction. This document can serve as a focal point for
departmental and regional subject committee meetings, where methodologies and strategies for both teaching andassessing are deliberated on. Lessons should be delivered in an environment in which there is opportunity foractive and creative participation by both students and teacher. This Guide has a direct focus on an integrated
approach to curriculum delivery, in which the teacher is not unduly restricted by the subject content. The studentstotal development as a person should be of foremost concern to the teacher.
In the curriculum process, feedback is a necessary condition for change and improvement, and I would urge all of
our mathematics teachers to provide such feedback to the curriculum staff as they visit to provide support that willenhance your classroom teaching.
Mohandatt Goolsarran
Head
Curriculum Development and Implementation UnitNational Centre for Educational Resource DevelopmentMARCH 2002
ACKNOWLEDGEMENTS
8/2/2019 Maths Curriculum Guide Level 7
4/73
The following persons were involved in writing and revising the Level 7 Curriculum Guide:
Jean Holder-Lynch Vice Principal (Administration)
Cyril Potter College of Education
Joan Persaud Deputy Headmistress
Annandale Secondary School
Mohan Lall Sookdeo Deputy Headmaster
Charity Primary School
Dirk McAulay Brickdam Secondary School
S. Binda Queenstown Community High School (Retired)
Shirley Klass Subject Specialist, Mathematics, NCERD (Retired)
Alicia Fingal Assistant Chief Education Officer, Primary (Retired)
Flavio Camacho Subject Specialist
Mathematics (SSRP)
Joseph Mckenzie Senior Subject Specialist
Mathematics (SSRP)
8/2/2019 Maths Curriculum Guide Level 7
5/73
LANGUAGE OF SETS
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Description
of Sets
Describe a set. Common ways ofdescribing a set:
VerbalDescription, e.g.
The months of theyear beginningwith the letter J.
Small groupactivities:
Describing aset verbally.
Can studentsdescribe a set:
verbally? AgricultureScience, e.g.describing a
set ofagriculturetools.
HomeEconomics,e.g. describinga tea set.
8/2/2019 Maths Curriculum Guide Level 7
6/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Tabulationor Listing, e.g.
{January, June,July}
When listing sets:
- a commais placedbetween oneelement andthe next.
- an elementis notrepeated.
- the elementsare enclosedin curlybrackets, etc.
Describing aset by listingthe elements.
by listing theelements?
EnvironmentalEducation, e.g.listing treesaccording totheir usage.
2
8/2/2019 Maths Curriculum Guide Level 7
7/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Using aLoop, e.g.
January
June July
Drawinga loop aroundthe elements.
by drawing aloop aroundthe elements?
EnvironmentalEducation, e.g.grouping oftourist resorts,pollutants,solid waste,etc.
Well-defined
SetsDifferentiatebetween sets thatare well definedand sets that arenot well defined.
Appreciate thecharacteristicsof a well-defined set.
Well defined sets,e.g.
A set of allthe letters ofthe Englishalphabet ={a, b, c, d z}
A set of all evennumbersbetween 0 and11 ={2, 4, 6, 8, 10}
Displaying well-defined sets.
Can studentsdifferentiatebetween sets thatare well definedand sets that arenot well defined?
AgricultureScience, e.g.Edible Roots ={carrots,radish,cassava, sweetpotatoes}
3
8/2/2019 Maths Curriculum Guide Level 7
8/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Elements
of a Set
Use the
symbols
and .
List theelements of aset.
Differentiatebetween the
symbols and.
Elements of aset.
The symbols
and .
Specifying theelements of a setby listing them.
Discussing themeaning of the
symbols and
Using the
symbols and
to showmembership andnon-membershipof sets.
Can students:
list theelements of aset?
differentiatebetween the
symbols
and ?
use thesymbols
and toshowmembershipand non-
membership ofsets?
AgricultureScience, e.g.Listing thetools used forharvesting.
AgricultureScience, e.g.
trowel is notan element ofthe set ofharvestingtools can bewritten as:
trowel {harvestingtools}
The Empty
Set
Use thesymbols { }
or.
Identify theempty set.
Appreciatethe conceptof the emptyset.
The empty set
The symbols thatrepresent the
empty set are{ } or.
Displayingexamples of theempty set.
Using thesymbols { } or
to representthe empty set.
Can students:
identify theempty set?
use thesymbols
{ } or torepresent theempty set?
Language, e.g.oral discussionon thecharacteristicsof the emptyset.
4
8/2/2019 Maths Curriculum Guide Level 7
9/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Finite &
Infinite
Sets
Identify finiteand infinitesets.
A set is finite ifit is possible tolist or count all
its elements, e.g.A = (a, b, c, z}
A set is infinite ifit is not possibleto list or countall its elements,e.g.
B = {points on aline}
Showing onchart examplesof:
finite sets
infinite sets
Can studentsidentify
finite sets?
infinite sets?
Finite sets:
EnvironmentalEducation, e.g.Set B ={Passion fruitsimutu, babypumpkin,
water-melon}
Infinite sets:
EnvironmentalEducation, e.g.{Number ofsand grains on
the sea shorein Guyana}
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Equal Sets Identify equalsets.
Equal sets:two sets A and B
Displayingexamples of
Can studentsidentify equal
Social Studies,e.g. Set A = {All
5
8/2/2019 Maths Curriculum Guide Level 7
10/73
are said to beequal, if and onlyif they have the
same elements,e.g.A = {2, 3, 4}B = {4, 2, 3}A = B
equal sets. sets? denominations ofthe GuyanaCurrency}
Set B = {$1000,$500, $100, $20}
Set A = Set B.
Equivalent
Sets
Identifyequivalentsets.
Equivalent sets: Displayingexamples ofequivalent sets.
two sets areequivalent if theyhave the same
number ofelements, e.g.A = {2, 3, 4}B = {c, d, k}
A B
Can studentsidentifyequivalentsets?
EnvironmentalEducation, e.g.A = {Animals
from
whichcraftitems areobtained}
B = {Craftitemsobtainedfrom
animals inset A}
A B
6
8/2/2019 Maths Curriculum Guide Level 7
11/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Use the
symbol .
The symbol
, e.g. Set Ais equivalent toSet B is written
as A B.
Using the
symbol torepresentequivalent sets..
Can students use
the symbol to representequivalent sets?
Subsets of
a Set
Constructsubsets of agiven set.
Differentiatebetween a setand subsets ofthe set.
Enjoywritingdown the
subsets of aset.
Subsets of a set,e.g. A = {a, b, c}Subsets of A are:
{a, b, c}, {a},{b}, {c}, .
Small groupactivities:
writing thesubsets ofgiven sets.
observing thedifferencebetween a setand the subsetsof a set.
Can students
write down allthe subsets of agiven set?
differentiatebetween a setand subsetsof the set?
Social Studies,e.g. collecting,classifying and
identifyingsubsets ofgiven groups.
UniversalSet
Identifyuniversal sets.
Describeuniversal sets.
. Universal set Showing onchart examplesof the universalset.
The universal setis represented bythe symbol U.
Describinguniversal sets.
Can students:
identify theuniversal set?
describeuniversal sets?
Unit Test
EnvironmentalEducation, e.g.U = {Theenvironment}
Social Studies,e.g. U = {TheAmerindian
tribes inGuyana}
7
8/2/2019 Maths Curriculum Guide Level 7
12/73
NUMBER THEORY
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Integers
Use the
symbols .
Ordernumbers ona numberline.
Predict thepattern of asequence.
Identifyintegers.
Follow theorderrelationshipof integers.
The set of integersincludes positive andnegative wholenumbers and zero,e.g. {-3, -2, -1, 0,1, 2, 3, }
The set of integers isdenoted by Z.
The symbols .(isgreater than)
Number sequences.
Showing onchart examplesof the set ofintegers.
Using the
symbols to comparenumbers.
Discussing theordering ofnumbers on anumber line.
Discussingnumbersequences.
Developing arule for a pattern.
Can students:
identify the setof integers?
use the
symbols tocomparenumbers?
follow theorderrelationship ofintegers?
predict thepattern of asequence?
Language,e.g., describingtherelationshipbetweennumbers on anumber line.
8
8/2/2019 Maths Curriculum Guide Level 7
13/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Odd and Even
Numbers
List odd andeven numbers.
Differentiatebetween odd andeven numbers.
Odd and evennumbers.
Odd numbersgive a remainderof 1 whendivided by 2.The odd numbers
are 1, 3, 5, 7,
Even numberscan be dividedby 2 without aremainder. Zerois usuallyregarded as aneven number.
The evennumbers are 0, 1,2, 3,
Listing odd andeven numbers.
Discussing thedifferencebetween odd andeven numbers.
Can students:
list odd andeven numbers?
differentiatebetween oddeven oddnumbers?
9
8/2/2019 Maths Curriculum Guide Level 7
14/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Factors List thefactors of anumber.
Practise
findingfactors ofnumbers.
Factors ofnumbers, e.g.{1, 2, 3, 6, 12} arefactors of 12.
Small groupactivities:
Listing thefactors of givennumbers.
Encouraging
students topractise findingfactors ofnumbers.
Can students listthe factors of anumber?
Do students
practise findingfactors ofnumbers?
Multiples List themultiples of anumber.
Practisefinding themultiplesofnumbers.
Multiples ofnumbers, e.g. themultiples of 12are 24, 36, 48,
Small groupactivities:
Listing themultiples of
given numbers.
Encouragingstudents topractise findingthe multiples ofnumbers.
Can students listthe multiples of anumber?
Do studentspractise findingthe multiples ofnumbers?
10
8/2/2019 Maths Curriculum Guide Level 7
15/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Prime &
Composite
Numbers
Identify primeand compositenumbers.
List prime andcomposite
numbers.
Prime and compositenumbers.
A prime number hasexactly two differentfactors, namely 1 anditself. Some of theseare: 2, 3, 5, 7,
Composite numbershave more than 2different factors.Some of these are:4, 6, 8, 10,
Discussing/observing thespecialfeatures ofprime andcompositenumbers.
Listing prime
and compositenumbers.
Can students:
identifyprimenumbers?
identifycompositenumbers?
list primeand
compositenumbers?
Language, e.g.the descriptionof prime andcompositenumbers.
Prime
Factors
Express acompositenumber as aproduct ofprime factors.
Prime factors of anumber, e.g. theprime factors of 6 ={2, 3}
Composite numberexpressed as aproduct of primefactors, e.g.
6 = 2 3.
Expressingcompositenumbers as aproduct ofprime factors.
Can studentsexpress acompositenumber as aproduct ofprime factors?
11
8/2/2019 Maths Curriculum Guide Level 7
16/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Indices Write theproduct of anumber inindex form.
Express a
number in indexform.
Obtainsatisfactionfrom writingthe product ofnumbers inindex form.
do
Product of anumber in indexform, e.g.
2 2 2 = 23
Expression of a
number in indexform, e.g. 4 = 22.
Writing theproduct of anumber in indexform.
Expressing
numbers in indexform.
Can studentswrite the productof a number inindex form?
Can students
express a numberin index form?
Environmental
Education, e.g.the area of aclassroomexpressed inindex form:64 m2.
Highest
Common
Factor
(HCF) Determine theHCF ofnumbers.
Determine theLCM ofnumbers.
.
HighestCommon Factor.
Lowest CommonMultiple.
Small groupactivities:
Finding theHCF of givennumbers.
Finding theLCM of givennumbers.
Can students:
find the HCFof numbers?
find the LCMof numbers?
Lowest
Common
Multiple
(LCM)
Practisefinding theHCF andLCM ofnumbers.
Encouragingstudents topractise findingthe HCF andLCM ofnumbers.
Do studentspractise findingthe HCF andLCM ofnumbers?
12
8/2/2019 Maths Curriculum Guide Level 7
17/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesCommutative
Law
Identify thecommutativelaw.
Appreciatethecommutativelaw.
TheCommutative
Law for + and .
Examples:
2 + 3 = 3 + 2
2 3 = 3 2
Thecommutative lawdoes not apply tosubtraction anddivision.
Showing onchart examplesof thecommutativelaw.
Can studentsidentify thecommutativelaw?
Associative
Law
Identify theassociativelaw.
Appreciatetheassociative
law.
The Associative
Law for + and .
Examples:
2 + (3 + 4) =(2 + 3) + 4
2 (3 4) =
(2 3) 4
The associative
law does notapply tosubtraction anddivision.
Showing onchart examplesof the associative
law.
Can studentsidentify theassociative law?
13
8/2/2019 Maths Curriculum Guide Level 7
18/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ IntegrationStrategies
Differentiatebetween thecommutativeand associativelaws.
Discussing thedifferencebetween thecommutative andassociative laws.
Can studentsdifferentiatebetween thecommutative andassociative laws?
The
Distributive
Law
Use thedistributivelaw tosimplifycalculations.
Identify thedistributive
law.
The DistributiveLaw, e.g.
Showing onchart examples
of thedistributive law.
4 (6 + 3) =(4 6) + (4 3) =24 + 12 = 36.
The law has twooperations,multiplication andaddition.
Using thedistributive lawto simplifycalculations.
Can students:
identify thedistributivelaw?
use thedistributive lawto simplifycalculations?
Unit Test
14
8/2/2019 Maths Curriculum Guide Level 7
19/73
COMPUTATION 1
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ IntegrationStrategies
Rational
Numbers
Identifyrationalnumbers.
. The rationalnumbers are madeup of the set offractions togetherwith the set ofintegers.
The symbol for theset of rationalnumbers is Q.
Discussing/observingrationalnumbers.
Can studentsidentify rationalnumbers.
Add andsubtract withrationalnumbers.
Appreciateadding andsubtractingwith rationalnumbers.
Addition andsubtraction withrational numbers,e.g.
1 15 4
+ =
1 4 1 5
5 4 5 4
+
=9
20
1 1
4 5- =
1 5 1 4
4 5 4 5
-
=1
20
Small groupactivities:
Adding andsubtractingwith rationalnumbers.
Can students addand subtract withrationalnumbers?
15
8/2/2019 Maths Curriculum Guide Level 7
20/73
Topic Objectives Content Activities Evaluation Areas of
Skills Knowledge Understanding Attitude Materials Integration
Strategies
Multiply anddivide withrational numbers.
Appreciatemultiplyingand dividingwith rationalnumbers.
Multiplicationand divisionwith rationalnumbers, e.g.
9 3 = 9 1
3
= 3
Small groupactivities:
Multiplying anddividing withrational numbers.
Can studentsmultiply anddivide withrationalnumbers?
Fractions &
Decimals
Change fractionsto decimals.
Appreciatechangingfractions todecimals
accurately.
Conversion offractions todecimals, e.g.
3
.0.754=
Small groupactivities:
Changingfractions todecimals.
Can studentschange:
fractions to
decimals?
IntegratedScience, e.g.the conversionof a fraction ofa litre to adecimal of alitre and vice
versa.
Change decimalsto fractions.
Appreciatechangingdecimals tofractionsaccurately.
Conversion ofdecimals tofractions, e.g.
0.65 =
6=
5
10 100+
65 13
100 20=
Changingdecimals tofractions.
decimals tofractions?
AgricultureScience, e.g.planning forthe cultivationof crops.
16
8/2/2019 Maths Curriculum Guide Level 7
21/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Add decimals.
Subtractdecimals.
Practiseadding andsubtractingdecimals.
Addition ofdecimals.
Subtraction ofdecimals.
Small groupactivities:
Addingdecimals.
Subtractingdecimals.
Encouragingstudents topractise addingandsubtractingdecimals.
Can students
add decimals?
subtractdecimals?
Do studentspractise adding andsubtractingdecimals?
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
17
8/2/2019 Maths Curriculum Guide Level 7
22/73
Multiply adecimal by adecimal.
Divide adecimal by adecimal.
Practisemultiplying anddividing a
decimal bya decimal.
Multiplication ofdecimals, e.g.
0.6 0.4 = 0.24
Division ofdecimals, e.g.
4.48 0.4 =
4.48
0.4=
4.48 10
0.4 10
=
44.8
4= 11.2
Small groupactivities:
Multiplyinga
decimal by adecimal.
Dividing adecimal by adecimal.
Encouragingstudents topractisemultiplyingand dividing adecimal by adecimal.
Can students
multiply adecimal by adecimal?
divide a decimalby a decimal?
Do studentspractisemultiplying anddividing a decimalby a decimal?
Unit Test
MEASUREMENT 1
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
SI System of
Units
Identify SIunits oflength.
SI units oflength, e.g.kilometrehectometredecametremetre
Showing onchart:
SI units oflength.
Can students:
identify SI unitsof length?
18
8/2/2019 Maths Curriculum Guide Level 7
23/73
Identify theprefixes usedin SI units oflength.
Identify thesymbols usedfor SI units oflength.
decimetrecentimetremillimetre.
Prefixes usedin SI units oflength, e.g.kilo, hecto,deca, deci,centi,milli.
Symbols usedfor SI units oflength, e.g.km, hm, dam.m, dm, cm,mm.
prefixes usedin SI units oflength.
symbolsused in SIunits oflength.
identify prefixesused in SI unitsof length?
identify thesymbolsused in SI unitsof length?
19
8/2/2019 Maths Curriculum Guide Level 7
24/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Estimate andmeasure linesegments.
Convert ameasurementfrom one SI unitto another.
Appreciate theneed foraccuratemeasurements.
Convertingmeasurementfrom one SI unitto another.
To convertmeasurementfrom one SI unit
to another, it isnecessary only tomultiply ordivide by apower of 10, e.g.8 m =
8 (10 10) cm= 800 cm.
Estimation andmeasurement ofline segments.
Converting ameasurementfrom one SIunit to another.
Estimating andmeasuring linesegments.
Can students:
convert ameasurementfrom one SIunit toanother?
estimate andmeasure linesegmentsaccurately?
IntegratedScience, e.g.measuring thelength ofobjects.
20
8/2/2019 Maths Curriculum Guide Level 7
25/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesPerimeter of
Regular
Shapes
Explain themeaning of theword perimeter.
Calculate theperimeter of
regular planeshapes.
Perimeter ofregular planeshapes.
Discussingperimeter.
Calculation of
the perimeterof regularplane shapes.
Calculating the
perimeter ofregular shapesby finding thelength of oneside and thenmultiplying it bythe number ofsides.
Can students:
explain themeaning of thewordperimeter?
calculate the
perimeter ofregular planeshapes?
Perimeter of
Irregular
Shapes
Calculate theperimeter ofirregularshapes.
Calculation ofthe perimeterof irregularshapes.
Calculating theperimeter ofirregular shapes.
Can studentscalculate theperimeter ofirregular shapes?
AgricultureScience, e.g.calculating theperimeter ofthe schoolsagricultureplot.
21
8/2/2019 Maths Curriculum Guide Level 7
26/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesArea Calculate the
area of asquare,rectangle andtriangle.
Calculate the
area ofirregularshapes.
Enjoy
calculatingthe area ofirregularshapes.
Area of asquare,rectangle andtriangle.
Area of
irregularshapes.
Calculating thearea of squares,rectangles andtriangles.
Drawing irregular
shapes on graphpaper and findingtheir areas bycounting thesquares that fallinside the shapes.
Can students:
calculate thearea of squares,rectangles andtriangles?
calculate the
area ofirregularshapes?
Unit Test
AgricultureScience, e.g.calculatingthe areaoccupied bythe schoolsagricultureplot.
ALGEBRA 1
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
22
8/2/2019 Maths Curriculum Guide Level 7
27/73
Addition of
Directed
Numbers
Add a positiveinteger to apositive integer.
Add a negativeinteger to anegativeinteger.
Appreciateadding apositiveinteger to apositiveinteger
correctly.
Appreciateadding anegativeinteger to anegativeintegercorrectly.
Addition ofpositive integers,e.g.(+4) + (+2) = (+6)
Addition ofnegative integers,e.g.(-4) + (-2) = (-6)
Small groupactivities:
Using semi circularcards labelled:
+ to add apositive integerto a positiveinteger.
- to add anegative integerto a negativeinteger.
Can students:
add apositiveinteger to apositiveintegercorrectly?
add anegativeinteger to anegativeintegercorrectly?
Language,e.g. writingshort stories
on lessontaught.
23
8/2/2019 Maths Curriculum Guide Level 7
28/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Recognisethat adding aninteger and itsopposite isequal to zero.
Add a positiveinteger to anegativeinteger.
Add integers inany order.
Appreciateadding apositiveinteger to anegativeintegercorrectly.
Appreciateadding twointegers inany ordercorrectly.
Addition of apositive integer to anegative integer,e.g.
(+7) + (-3) = (+4)(-7) + (+3) = (-4)
An integer +its additive inverse= zero = identityelement foraddition, e.g.(+2) + (-2) = (0).
Addition ofintegers in anyorder.
It does not matterin which order theaddition is done theanswer is the same.
Integers are calleddirected numbers.
+ and - toadd a positiveinteger to anegative integer,
+ and - toadd an integerand its opposite.
Using the numberline to add twointegers in anyorder.
add apositiveinteger to anegativeintegercorrectly?
Do studentsrecognise thatadding aninteger and itsopposite isequal to zero?
Can studentsadd twointegers in anyorder?
24
8/2/2019 Maths Curriculum Guide Level 7
29/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesSubtraction
of Directed
Numbers
Subtract apositive integer
from a positiveinteger.
Subtract anegative integerfrom a negativeinteger.
Subtract apositive integerfrom a negativeinteger.
Appreciatesubtracting a
positiveinteger from apositiveintegercorrectly.
Appreciatesubtracting anegativeinteger from anegativeintegercorrectly.
Appreciatesubtracting apositiveinteger from anegative
integercorrectly.
Subtraction of apositive integer
from a positiveinteger, e.g.(+13) - (+9) = (+4)
Subtraction of anegative integerfrom a negativeinteger, e.g.
(-4) + (-2) = (-6)
Subtraction of apositive integerfrom a negativeinteger, e.g.(-3) (+7) = (-10)
Small groupactivities:
Using semi circularcards labelled:
+ to subtract apositive integer
from a positiveinteger.
- to subtract anegative integerfrom a negativeinteger.
+ and -tosubtract apositive integerfrom a negativeinteger.
Can students:
subtract apositive integer
from a positiveintegercorrectly?
subtract anegativeinteger from anegativeintegercorrectly?
subtract apositive integerfrom anegativeinteger
correctly?
25
8/2/2019 Maths Curriculum Guide Level 7
30/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesSubtract anegative integerfrom a positiveinteger.
Appreciatesubtracting anegativeinteger from apositiveintegercorrectly.
Subtraction of anegative integer from apositive integer, e.g.
(+7) (-3) = (+10)
+ and -tosubtract anegative integerfrom a positiveinteger.
subtract anegativeinteger froma positiveintegercorrectly?
Use of
Symbols
Identify
symbols thatrepresent anumber ofitems/articles.
Identifyvariables,coefficient,constants.
Use of symbols.
A variable is usually aletter, e.g. in 5b + 4, bis the variable.
A coefficient is thenumber in front of thevariable, e.g. in 5b + 4,5 is the coefficient of b.
The value of a constantdoes not change, e.g. in5b + 4, 4 is theconstant.
Showing on chart
examples of theways in whichsymbols can beused to representthe addition of twolike sets, e.g.3 bowls + 2 bowls= 5 bowls can berepresented as3b + 2b = 5b.
Showing on chartexamples ofvariables,coefficients andconstants inalgebraicexpressions.
Can students:
identifysymbols thatrepresent anumber ofitems/articles?
identifyvariablescoefficientsandconstants inalgebraicexpressions?
Integrated
Science, e.g.usingsymbols toidentifyquantity,constantsandvariables.
26
8/2/2019 Maths Curriculum Guide Level 7
31/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies Use symbols
to representideas.
The use of symbolsto represent ideas,e.g. Jo is 13 yearsold. How old willhe be in y yearstime, can berepresented by13 + y.
Using symbols torepresent ideas.
Can students usesymbols torepresent ideas?
Addition andSubtraction
of Algebraic
Terms
Add and subtractalgebraicexpressions withlike terms.
Enjoyadding andsubtractingalgebraicexpressionswith liketerms.
Addition andsubtraction ofalgebraicexpressions withlike terms, e.g.
2a + 4a = (2 + 4)a= 6a
4a 2a = (4 2)a
= 2a
Adding andsubtractingAlgebraicexpressions withlike terms.
Can students addand subtractalgebraicexpressions withlike terms?
Language,e.g. writinga letter to afriendexplainingconceptslearnt or aparagraphexplainingwhat was
learnt andaskingpossiblequestions.
27
8/2/2019 Maths Curriculum Guide Level 7
32/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies Add and subtract
algebraicexpressions withunlike terms.
Obtainsatisfactionfrom addingandsubtractingalgebraicexpressionswith unlike
terms.
Addition andsubtraction ofalgebraic expressionswith unlike terms,e.g.
2a + 2b + 2a + b =2a + 2a + (2b + 2b =
(2 + 2)a + (2 + 1)b =4a + 3b
6c 3 2c + 10d =6c 2c + 10d 3d =(6 2)c + (10 3)d =4c + 7d
adding andsubtractingalgebraicexpressions withunlike terms.
Can studentsadd andsubtractalgebraicexpressionswith unliketerms?
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Multiplication
of Algebraic
Multiply algebraicexpressions with
Multiplication ofalgebraic
Multiplyingalgebraic
Can students:
28
8/2/2019 Maths Curriculum Guide Level 7
33/73
Terms like terms.
Multiply algebraicexpressions withunlike terms.
Practisemultiplyingalgebraicexpressionswith likeand unliketerms.
expressions withlike terms e.g.
2a 4a =
(2 a) (4 a)= 2 4 a a= 8a2.
Multiplication ofalgebraicexpressions withunlike terms, e.g.
3a 3b 2a =
6a2
3b= 18a2b.
expressions withlike terms.
Multiplyingalgebraicexpressions withunlike terms
Encouragingstudents to practisemultiplyingalgebraicexpressions withlike and unliketerms.
multiplyalgebraicexpressions
with liketerms?
multiplyalgebraicexpressionswith unliketerms?
Do studentspractisemultiplyingalgebraicexpressions withlike and unliketerms?
29
8/2/2019 Maths Curriculum Guide Level 7
34/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesDivision of
Algebraic
Terms
.
Divide algebraicterms.
Division ofalgebraicterms, e.g.
(i) a b =a
b
(ii) (a 5ab) =
5ab
a=
1
5b
(iii) a4 a2 =
a a a a
a a
= a2
Dividingalgebraic terms.
Can students dividealgebraic terms?
Practise
dividingalgebraicterms.
Encouraging
students topractisedividingalgebraicterms.
Do students
practise dividingalgebraic terms?
30
8/2/2019 Maths Curriculum Guide Level 7
35/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesSubstitution Determine the
value of analgebraicexpression byreplacingvariables withnumericalvalues.
Substitution Guiding studentsthrough steps tobe taken whensubstitutingnumerical valuesfor variables,e.g. when m = 2,the value of 3m
Can studentsdetermine the valueof an algebraicexpression byreplacing variableswith numericalvalues?
3
is 3
2
2
2= 24 Unit Test
SET OPERATIONS
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
31
8/2/2019 Maths Curriculum Guide Level 7
36/73
Intersection
of Sets
Identifycommonelements in
two sets.
Identify thesymbol thatrepresentstheintersectionof two sets.
List theelements intheintersectionof two sets.
Common elementsin two sets.
The symbol thatrepresents theintersection of sets,
that is .
The elements in theintersection of twosets, e.g.
S = {s, c, h, o, l}H = {h, o, l, y}
S H = {h, o, l}
Showing onchart:
examples ofcommonelements intwo sets.
the symbol thatrepresents theintersection ofsets.
Listing theelements in theintersection oftwo sets.
Can students:
identify commonelements in twosets?
identify thesymbol thatrepresentsthe intersectionof two sets?
list the elementsin the intersectionof two sets?
Social Studies, e g.Identifyingcommonalities in twosets of specimens.
DisjointSets
Identifydisjoint sets.
Disjoint sets: setsthat have noelements incommon.
Showing onchart examplesof disjoint sets.
Can studentsidentify disjointsets?
Social Studies, e.g.Set A = {Rose Hall,Georgetown, NewAmsterdam}
Set B = {AnnsGrove, GoldenGrove}
32
8/2/2019 Maths Curriculum Guide Level 7
37/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesUnion of Sets
Identify thesymbol thatrepresents theunion of sets.
List theelements inthe union oftwo sets.
Combine theelements of twosets to form anew set.
Joining two setsto form a newset.
The symbol thatrepresents theunion of sets,
that is .
The elements inthe union of twosets, e.g.
P = {1, 2, 3, 4}Q = {0, 1, 2}
S H = {0, 1, 2,3, 4}
Combining theelements of twosets to form a newset and noting thenumber ofelements in eachset.
Showing on chartthe symbol thatrepresents theunion of sets.
Listing theelements in theunion of two sets.
Can students:
combine theelements oftwo distinctsets to form anew set?
identify thesymbol thatrepresentsthe union ofsets?
list theelements inthe union oftwo sets?
IntegratedScience, e.g.grouping tomake a
compound/mixwithspecificationgiven.
33
8/2/2019 Maths Curriculum Guide Level 7
38/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesThe Complement
of a Set
List theelements in thecomplement ofa given set.
Differentiatebetween theuniversal set, asubset and thecomplement ofthe subset.
Complement of aset, e.g.
U = {0. 1, 2, 3}A = {0, 2}
A = {1, 3}
Listing theelements in thecomplement of aset.
Discussing thedifferencebetween theuniversal set, asubset and thecomplement ofthe subset.
Can students:
list theelements in thecomplement ofa given set?
differentiate
between theuniversal set, asubset and thecomplement ofthe subset?
EnvironmentalEducation, e.g.
U = {Solidwaste in thehomeenvironment}
A = {Biodegradablesolid waste inthe homeenvironment}
A = {Non-biodegradablesolid waste inthe home
environment}
34
8/2/2019 Maths Curriculum Guide Level 7
39/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesVenn Diagrams Draw Venn
diagrams toshowsubsets,intersectionof sets,union ofsets, disjointsets.
EnjoyingdrawingVenndiagrams.
Venn diagrams, e.g.
U
A
B
B is a subset of A.
B A
Small groupactivities:
DrawingVenndiagramsto show:
subsets
Can studentsdraw Venndiagrams toshow:
subsets?
35
8/2/2019 Maths Curriculum Guide Level 7
40/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Intersecting Sets
Union of sets
intersection ofsets.
union of sets.
intersectionof sets?
union of sets?
SocialStudies, e.g.drawingVenndiagram toshow theintersectionof peopleworking indifferentoffices.
36
8/2/2019 Maths Curriculum Guide Level 7
41/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Disjoint Sets
disjoint sets disjoint sets?
Unit Test
EnvironmentalEducation, e.g.
U = {VinePlants}
A = {Fruitbearingvines inGuyana}
B = {Non-fruitbearingvines inGuyana}
A and B aredisjoint sets.
37
8/2/2019 Maths Curriculum Guide Level 7
42/73
COMPUTATION 2
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesPercentage Recognise thedifferencebetweenfractions,decimals andpercentage.
Convert fractionsand decimals topercentages andvice versa.
Appreciatethe accurateconversionof fractionstopercentagesand viceversa.
Percentage: afraction with100 as thedenominator.
Showing on chartexamples of fractions,decimals andpercentages anddrawing studentsattention to thedifference betweenthem.
Small group activities:
Expressing rationalnumbers as:
fractions
decimals
percentages
and vice versa.
Flash cards showingfractions beingconverted to decimalsto percentages and viceversa can be distributed.
Can students:
recognise thedifferencebetweenfractions,decimals andpercentages?
convertfractions anddecimals topercentagesand vice versa.
AgricultureScience, e.g.compositionof the soil.
HomeEconomics,e.g. a recipegiving the
percentageof eachingredient.
38
8/2/2019 Maths Curriculum Guide Level 7
43/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
StrategiesRatio Demonstrate anunderstanding ofratio as acomparisonbetween twoquantities thatare related toeach other.
Expressionof ratios asfractions intheirsimplestform, e.g.1 to 2=1:2
=1
.
2
Using examples from thestudents environment, e.g.buttons, shapes, scores fromgames and findingrepresentation of the objectsin terms of quantity.
Expressing ratios asfractions in their simplest
form.
Can studentsdemonstrate anunderstanding ofratio as acomparisonbetween twoquantities that arerelated to eachother?
AgricultureScience, e.g.fertilizerapplicationin a givenratio mixtureper hectare.
Share quantitiesin a given ratio.
Enjoysharingquantities ingiven ratios.
Sharequantities ingiven ratios.
Demonstrating the sharingof quantities in given ratios.Actual money could beused.
Can students sharequantities in agiven ratio?
Average Calculate theaverage or mean
of a given set ofnumericalinformation.
Average Small group activity, e.g.using a scale to measure the
mass of each group memberand calculating the averageor mean mass of the group.
Can students use ascale to measure
mass and calculatethe average ormean mass of agroup of objects?
Unit Test
AgricultureScience, e.g.
thecalculationof meanfloor spaceper birdwhen caringfor growingbroilers.
GEOMETRY 1
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
39
8/2/2019 Maths Curriculum Guide Level 7
44/73
Strategies
Mathematical
Instruments
Identify themathematicalinstruments:ruler,compasses,protractor, setsquares.
Selectmathematical
instrumentsaccording totheir use.
Appreciate theuse of
mathematicalinstruments.
Mathematicalinstruments
The use ofmathematical
instruments, e.g.
Ruler is used tomeasure and drawstraight lines.
A pair ofcompasses is usedto draw arcs and
circles.
Protractor is usedto measure angles
up to 180.
Set squares areused to drawvertical andparallel lines.
Showing samplesof mathematicalinstruments: ruler,compasses,protractor, setsquares.
Selectingmathematical
instrumentsaccording to theiruse.
Can students:
identify themathematicalinstruments:ruler,compasses,protractor, setsquares?
selectmathematical
instrumentsaccording totheir use?
TechnicalDrawing,e.g.identifyingruler,compasses,protractor,set squares.
40
8/2/2019 Maths Curriculum Guide Level 7
45/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies Lines and
Angles
Draw horizontallines,perpendicularlines, vertical
lines, parallellines, obliquelines.
Classify linesas horizontal,perpendicular,
vertical, parallel,oblique.
Identifyhorizontallines,perpendicularlines, verticallines, parallellines, obliquelines.
Enjoy drawinghorizontallines,perpendicular
lines, verticallines, parallellines, obliquelines.
Horizontallines,perpendicularlines, verticallines, parallellines, obliquelines.
Showing on chartexamples ofhorizontal lines,perpendicular lines,vertical lines,parallel lines,oblique lines.
Small groupactivities:
drawinghorizontal lines,perpendicularlines, vertical
lines, parallellines, obliquelines.
classifying linesas - horizontal,perpendicular,
vertical, parallel,oblique.
Can students
identifyhorizontallines,perpendicularlines, verticallines, parallellines, oblique
lines?
drawhorizontallines,perpendicular
lines, verticallines, parallellines, obliquelines?
classify linesas horizontal,perpendicular,
vertical,parallel,oblique?
TechnicalDrawing,e.g. drawingandmeasuring
lines.
41
8/2/2019 Maths Curriculum Guide Level 7
46/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Name anangle.
. Angles Naming givenangles, e.g.
B
A O C
Angle BOC may be
written as BOC,
BOC, .O
Can students:
name an angle?
Identify anacute angle,right angle,
obtuse angle,straight angle,reflex angle.
Acute angle,right angle,obtuse angle,straight angle,reflex angle.
Showing on chartexamples of acuteangles, rightangles, obtuseangles, straightangles, reflexangles.
identify acuteangles, rightangles, obtuseangles, straightangles, reflexangles?
Draw anacute angle,right angle,obtuseangle,straightangle, reflex
angle.
Enjoy drawingan acute angle,right angle,obtuse angle,straight angle,reflex angle.
Small groupactivities e.g.
drawing acuteangles, rightangles, obtuseangles, straight
angles, reflexangles.
draw an acuteangle, rightangle, obtuseangle, straightangle, reflexangle?
Technical
Drawing,
e.g. drawing
angles.
42
8/2/2019 Maths Curriculum Guide Level 7
47/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Classifyanglesaccording totheir size.
Classificationof anglesaccording tosize, e.g.
classifying
Acute angle
less than 90
Right angle
exactly 90
Obtuse angle
more than 90
Straight angle
exactly 180
Reflex angle
greater than180 but less
than 360.
angles accordingto size.
Can students:
classify anglesaccording to theirsize?
Measure anangle usinga protractor.
Appreciate theaccuratemeasurementof an angle.
Measurementof angles.
Measuring givenangles using aprotractor.
measure an angleusing aprotractor?
TechnicalDrawing,e.g.measuringangles using
a protractor.
43
8/2/2019 Maths Curriculum Guide Level 7
48/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Polygons Recogniseregularpolygons byshape.
Namepolygons.
Polygons - closed figuresbounded by line segments.
Names of some polygons, e.g.
Triangle a polygon withthree sides.
Quadrilateral a polygon withfour sides.
Pentagon - a polygon with fivesides.
Hexagon a polygon with sixsides.
Heptagon- a polygon withseven sides.
Octagon a polygon witheight sides.
Nonagon a polygon withnine sides.
Decagon a polygon with tensides.
Showing onchart examplesof regularpolygons.
Namingpolygons
according tothe numberand nature oftheir sides:
Can students:
recogniseregularpolygons byshape?
name polygonsaccording to
the number andnature of theirsides?
44
8/2/2019 Maths Curriculum Guide Level 7
49/73
Topic Objectives Content Activities// Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Draw shapesof regularpolygons.
List theproperties ofregularpolygons.
Calculate the sizeof the interiorangles of a regularpolygon.
Calculate the sumof the interiorangles of a regularpolygon.
Listing theproperties ofregular polygons.
Drawing shapes ofregular polygons.
Calculating the sizeof the interiorangles of a regularpolygon.
Calculating thesum of the interiorangles of a regularpolygon.
Can students:
list the propertiesof regularpolygons?
draw the shapesof regularpolygons?
calculate the sizeof the interiorangles of aregular polygon?
Can studentscalculate the sumof the interiorangles of aregular polygon?
TechnicalDrawinge.g..
constructingregularpolygons.
.
45
8/2/2019 Maths Curriculum Guide Level 7
50/73
Topic Area Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Circles
Draw acircle usinga pair ofcompasses.
Identify acircle.
List theproperties of acircle.
Name parts ofa circle.
Enjoydrawingcircles.
Circle
A circle is closedfigure.
Each point on thecircumference isequidistant from thecentre of the circle.
It is circular in shape.
Parts of a circle: arc,chord, diameter,radius, tangent, sectorsegment.
Distributingdifferent objectswith circularshapes, e.g. $5coins, bootpolish containersfor observationby students.
Listing theproperties of acircle.
Drawing circlesusing a pair ofcompasses..
Naming the partsof a circle.
Can students:
identify acircle?
list theproperties of acircle?
draw a circleusing a pair ofcompasses?
name parts of acircle?
Language,e.g. writingsentences todescribe theproperties ofa circle.
46
8/2/2019 Maths Curriculum Guide Level 7
51/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Constructions Construct theperpendicularbisector of aline.
Bisect agiven angle.
Constructangles of
90, 45, 60
and 30
Enjoyconstructingtheperpendicularbisector oflines.
Enjoybisectingangles.
Enjoyconstructing
angles of 90,
45, 60 and30 using rulerand compassesonly.
Perpendicularbisector of aline.
Bisection ofangles.
Constructingtheperpendicularbisector ofstraight linesusing ruler andcompassesonly.
Bisectingangles usingruler andcompassesonly.
Constructing
angles of 90,
45, 60 and
30 using rulerand compassesonly.
Can students:
construct theperpendicularbisector of aline using rulerand compassesonly?
bisect a givenangle usingruler andcompassesonly?
Can studentsconstruct angles
of 90, 45, 60
and 30 usingruler andcompasses only?
TechnicalDrawing, e.g.
constructingtheperpendicularbisector of astraight line.
bisectingangles.
constructing
angles of 90,
45, 60 and
30.
47
8/2/2019 Maths Curriculum Guide Level 7
52/73
Topic Area Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Construct atriangle giventhe lengths ofthe three sides.
Construct atriangle whentwo sides andthe included
angle aregiven.
Constructa quadrilateral.
Enjoyconstructingtriangles withruler andcompasses
only.
Enjoyconstructingquadrilaterals.
Constructionof triangles.
Constructionofquadrilaterals.
Small groupactivities:
Constructingtriangles given:
the lengths ofthe three sides
using ruler andcompassesonly.
two sides andthe includedangle.
Constructingquadrilateralsfrom giveninformation.
Can students
construct a
triangle given:
TechnicalDrawing .e.g.
the length ofthe three sides
using rulerandcompassesonly?
two sides andthe includedangle?
Can studentsconstruct aquadrilateralfrom giveninformation?
Unit Test
theconstructionof triangles.
theconstructionofquadrilaterals.
48
RELATIONS
8/2/2019 Maths Curriculum Guide Level 7
53/73
RELATIONS
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Relations Identify arelation.
Relations Showing on chartexamples ofrelations.
Can studentsidentify a relation?
Arrow
Diagrams
Draw anarrowdiagram.
Identify anarrowdiagram.
Appreciatearrowdiagrams.
Arrowdiagrams.
The objectsand image inany particular
relation can beshown on anarrow diagram.
The arrowalwaysleaves theobject in thedomain and
points to theimage in therange.
Showing on chartarrow diagrams.
Drawing arrowdiagrams.
Can students:
identify anarrow diagram?
draw an arrowdiagram?
49
8/2/2019 Maths Curriculum Guide Level 7
54/73
Area Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Classifyrelations.
Types ofrelations:
One-to-one -each object hasonly oneimage.
Many-to-one -two or moreobjects havethe sameimage.
One-to-many- one objecthas more than
one image.
Many-to-many- one objecthas more thanone image andalso two ormore objects.
Classifyingrelations accordingto the way in whichthe objects andimages are related.
Can studentsclassify a relation?
50
8/2/2019 Maths Curriculum Guide Level 7
55/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Ordered
Pairs
List the membersof the domain fora set of orderedpairs.
List the members
of the range for aset of orderedpairs.
List orderedpairs from anarrow diagram.
List sets ofordered pairs thatsatisfy a relation.
Write the rule ofa relation.
Ordered pairs Small groupactivities:
Listing themembers of thedomain for a setof ordered pairs.
Listing the
members of therange for a set ofordered pairs.
Listing allthe ordered pairsshown on anarrow diagram.
Writing sets ofordered pairs thatsatisfy givenrelations.
Writing the ruleof a relation.
Can students:
list the membersof the domain fora set of orderedpairs?
list the members
of the range fora set of orderedpairs?
list the orderedpairs shown onan arrowdiagram?
write sets ofordered pairsthat satisfy arelation?
write the rule ofa relation?
51
8/2/2019 Maths Curriculum Guide Level 7
56/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Co-ordinates Recognise theco-ordinateplane.
Appreciatethe co-ordinateplane.
The co-ordinate planeis sometimescalled arectangulargrid.
Drawing a numberline using 0 andpositive integersfrom 1 to 6 andnegative integersform 1 to 6. Upturning the paperand drawinganother number
line intersectingthe first at rightangles and using 0and the positiveintegers from 1 to6 and from 1 to 6. 0 remains at thesame point.
When the two linescome together thisway they form aco-ordinate plane.
Can studentsrecognise a co-ordinate plane.
52
8/2/2019 Maths Curriculum Guide Level 7
57/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Understanding Knowledge Attitude Materials/ Integration
Strategies
Plot points on a
co-ordinateplane.
Locate points ona co-ordinateplane.
Identifyx-co-ordinates,y-co-ordinatesand the origin.
.
x-co-ordinates,y-co-ordinates,origin.
Points on a co-ordinate plane,e.g. (2, 3) (0,0)
Showing on chart:
X = {-6, -5, -4,4, 5, 6} and
Y = {-6, -5, -4, 4, 5, 6}.
Pointing out that theelements of X are
called thex-co-ordinates and theelements of Y arecalled the y-co-ordinates. The pointat which the x and yare both 0 is calledthe origin.
Guiding students inplotting points on aco-ordinate plane.
Guiding students inlocating given pointson a co-ordinateplane.
Can students:
identify the xand yco-ordinates?
plot points on aco-ordinateplane?
locate pointson the co-ordinate plane?
53
i Obj i C A i i i / i A f
8/2/2019 Maths Curriculum Guide Level 7
58/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Graphs Construct thegraph of arelationrepresentedby orderedpairs.
Enjoydrawinggraphs ofrelationsrepresentedby orderedpairs.
Graph of arelationrepresented byordered pairs.
Small groupactivities:
plotting orderedpairs of the givenrelation on aco-ordinateplane.
joining the pointscorresponding toeach orderedpair.
Can studentsconstruct thegraph of a relationrepresented byordered pairs?
Unit Test
IntegratedScience, e.g.drawing therainfall graphsfor differentlocations.
54
STATISTICS
8/2/2019 Maths Curriculum Guide Level 7
59/73
STATISTICS
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Pictographs
Constructpictographsto illustrategiveninformation.
Interpretpictographs.
Identifypictographs.
Appreciatepictographs.
Pictographs:an attractiveway ofpresentingnumericalinformation.The picturesgive a quick
and easymeaning tostatistical data.
Enjoyconstructingpictographs.
Constructionof pictographs.
Interpretationof pictographs.
Using chart toshow examples ofpictographs.
Guiding students inconstructingpictographs toillustrate giveninformation.
Interpreting theinformationillustrated on apictograph.
Can students:
identify apictograph?
construct apictograph?.
interpretpictographs?
Social Studies,e.g.constructing apictograph toillustrate
Amerindiantribes inGuyana.
55
Topic Objectives Content Activities/ Evaluation Areas of
8/2/2019 Maths Curriculum Guide Level 7
60/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Willing todiscussinformationillustrated onpictographs.
Discussinginformationillustrated onpictographs.
Are studentswilling to discussinformationillustrated onpictographs?
Bar Chart Identify barcharts.
Appreciate barcharts.
Bar Charts
Another wayof displaying
information ison a bar chart.
A bar chart hasa heading.A scale isusually on thevertical axis.The bars do
not touch.The length ofthe barsrepresentnumericalinformation.
Using chart toshow examples ofbar charts.
Can studentsidentify a barchart?
56
Topic Objectives Content Activities/ Evaluation Areas of
8/2/2019 Maths Curriculum Guide Level 7
61/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Understanding Knowledge Attitude Materials/ Integration
Strategies
Construct barcharts toillustrategiveninformation.
Interpret barcharts.
Enjoyconstructingbar charts.
Willing todiscussinformationillustrated onbar charts.
Constructionof bar charts.
Interpretationof bar charts.
Guiding students inconstructing barcharts to illustrategiven information.
Interpreting barcharts.
Discussinginformationillustrated on barcharts.
Can students:
construct barcharts?
interpret theinformationillustrated on abar chart?
Are studentswilling todiscuss theinformation
illustrated on abar chart?
AgricultureScience, e.g.constructingbar charts toshow themajorcomponents ofthe soil.
Pie Charts Identify piecharts.
Appreciate piecharts.
Pie Chart: acircle graph inwhich sectionsof the circlerepresentfractions,degrees,percentages.
Using chart toshow examples ofpie charts.
Can studentsidentify a piechart?
57
Topic Objectives Content Activities/ Evaluation Areas of
8/2/2019 Maths Curriculum Guide Level 7
62/73
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Construct piecharts fromgiveninformation.
Interpret piecharts.
Enjoyconstructing piecharts.
Constructionof pie charts.
Interpretationof pie charts.
Calculating eachsection of the circlein degrees orpercentages fromgiven information.
Representing theinformation on thecircle.
Interpretinginformationrepresented on piecharts.
Can students:
construct a piechart?
use pie charts toanswerquestionsand solveproblems?
Unit Test
AgricultureScience, e.g.construction ofa pie chart toshow thecomposition ofa loam soil.
GEOMETRY 2
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
58
Common
Solids
Recognisecommon
Common solids:cube, cuboid,
Displaying models ofcommon solids such as:
Can students: Language,e.g. writing
8/2/2019 Maths Curriculum Guide Level 7
63/73
solids.
Select commonsolids.
, ,pyramid,cylinder, sphere.
The generalcharacteristics ofcommon solids:
The faces maybe flat or curved.
An edge is the
line where twofaces meet.Edges may bestraight orcurved.
A vertex is thepoint where threeor more edgesmeet.
cube, cuboid, pyramid,cylinder, sphere.
Observing the generalcharacteristics ofcommon solids.
Manipulating models ofcommon solids.
Selecting commonsolids from amongmodels of variousobjects.
recognisecommon
solids?
selectcommonsolids?
g gdescriptionsof a cube,
cuboid,pyramid,cylinder,sphere.
59
Topic Objectives Content Activities/ Evaluation Areas of
8/2/2019 Maths Curriculum Guide Level 7
64/73
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Properties ofCommon
Solids
List theproperties ofcube,cuboid,pyramid,cylinder,sphere.
Properties ofcommon solids:cube, cuboid,pyramid, cylinder,sphere, e.g.
A cube has 6square faces, 12straight edges
and 8 vertices.
A cuboid has 6rectangular faces,12 straight edgesand 8 vertices.
A pyramid withn-sided base will
have n triangularfaces meeting ata point.
A cylinder has 2plane faces andone curvedsurface. It has 2curved edges andno vertices.
Having studentsexamine the faces,edges and verticesof common solidsand listing whatthey observe.
Can students listthe properties ofcommon solids?
60
Topic Objectives Content Activities/ Evaluation Areas of
8/2/2019 Maths Curriculum Guide Level 7
65/73
Skills Knowledge Understanding Attitude Materials/ Integration
Strategies
Willing todiscuss theproperties ofcommon solids.
Discussing theproperties ofcommon shapes.
Are studentswilling to discussthe properties ofcommon solids?
Drawing
Common
Shapes
Draw theskeleton
views ofcommonsolids.
Can students:
Enjoy drawingthe skeleton
views ofcommon solids.
folding nets tomake models ofsolids.
iews
Unit Test
Small groupactivities:
TechnicalDrawing,e.g. drawingthe skeletonviews of
commonsolids.
Skeleton viewsof common
solids.
drawing the draw theskeleton vskeleton views of
a cube, cuboid,pyramid,
of a cube,cuboid, pyramid,
cylinder, sphere. cylinder,sphere?
Nets ofcommonsolids.
Draw thenets ofcommonsolids.
drawing the nets draw the net ofcommon solids?of solids.
matching net
with name of
match the net
with name ofsolid. solid?
fold a net tomake a model ofa solid?
TechnicalDrawing,e.g. drawingthe nets ofcommonsolids.
61
ALGEBRA 2
Obj iT i C t t A ti iti / E l ti A f
8/2/2019 Maths Curriculum Guide Level 7
66/73
ObjectivesTopic Content
Activities/ Evaluation
Areas of
Knowledge Attitude Materials/Understanding IntegrationSkills
StrategiesVerbal
Statements
and Symbolic
Expressions
Practiseconvertingverbalstatements intosymbolicexpressions.
Convertingverbal statementsinto symbolicexpressions.
Encouragingstudents topractiseconvertingverbal statementsinto symbolicexpressions.
Conversion ofverbal statementsinto symbolicexpressions, e.g. ifthe length of arectangle isxcmand the width y cm,then an expression
for the perimeter ofthe rectangle canbe:
Can studentsconvert verbalstatements intosymbolicexpressions?
Convert verbalstatements intosymbolicexpressions.
Perimeter =(x+x+ y + y ) cm= (2x+ 2y) cm
Do studentspracticeconvertingverbalstatements intosymbolicexpressions?
Can students
(a b) + (c b) =
b(a + c)(a b) - (c b) =b(a - c)
Applying thedistributive lawto simplifyalgebraic
expressions, e.g.(3 y) + (4 y)
= y(3 + 4) = 7y
apply thedistributivelaw to simplify
algebraicexpressions?
The distributivelaws:
Apply thedistributivelaw to simplyalgebraic
expressions.
The
Distributive
Law
62
Topic Content EvaluationObjectives
Skill
Areas ofActivities/
K l d U d t di I t tiAttit d M t i l /
8/2/2019 Maths Curriculum Guide Level 7
67/73
Skills Knowledge Understanding IntegrationAttitude Materials/
Strategies
Identifysimpleequations.
Solve simpleequations in oneunknown.
Simple equations,e.g. 2a = 12
Using chart to showexamples of simpleequations.
Equations
Solve simpleequations by:
(a) inspection, e.g.if y + 4 = 12,
then y = 8
(b) balancing, e.g.
2a + 4 = 122a + 4 4 =12 4
2 8a
2 2=
a = 4
Can studentssolve simpleequations by:
inspection?
balancing?
Practisesolving simpleequations inone unknown.
Encouragingstudents to practisesolving simpleequations in oneunknown.
Do studentspractise solvingsimpleequations inone unknown?
63
Topic Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Materials/ IntegrationAttitude
8/2/2019 Maths Curriculum Guide Level 7
68/73
Skills Knowledge Understanding Materials/ IntegrationAttitude
Strategies
Inequations
he use of the
symbols < and
> in theconversion of
verbalstatements intoalgebraicexpressions,e.g. if thelength of arectangle is onecm and thewidth 4 cm less
than the length,then thestatement canbe expressedby theinequation
Using the symbols
< or> to convertverbal statementsinto algebraic
expressions.
Can students:
ons?
EnviromentalEducation,e.g.
Inequations,e.g. 12 > 11 or
11 < 12.
Observingexamples ofinequations.
Identifyinequations. identify an
inequation?
T Number of
predators toconvert verbalstatements into
algebraicjhexpressi
(a 4) < a.
Number of
insects >Number ofhumans on theearth.
64
ObjectivesTopic Content Activities/ Evaluation Areas of
Understanding Attitude IntegrationSkills Knowledge Materials/
8/2/2019 Maths Curriculum Guide Level 7
69/73
Understanding Attitude IntegrationSkills Knowledge Materials/
Strategies
Identif thebase andindex of anexpression.
Write algebraicexpressions in
index form.
Indices
Algebraicexpressions in index
form, e.g.3 a a a = 3a .
Multiplication anddivision ofexpressions with thesame base, e.g.
8 8 82 = 8 =8
8 8 = 8 = 8 .
Using the lawsof indices to:
multiply
.
Can students:
use the laws
with positive
y Showing onchart examplesof indices andpointing out thebase and index.
Indices
identify thebase andindex of an
expression?
Writingalgebraic
expressions inindex form.
writealgebraic
expressions3
2 2 2+2+2
6
6 2 6-2 4
in indexform?
Use the lawsof indices tomanipulateexpressionswith positiveindices.
indices withthe same base
of indices tomanipulateexpressions
divide indiceswith the samebase.
indices?
Unit Test
65
CONSUMER ARITHMETIC
ObjectivesTopic Content Activities/ Evaluation Areas of
8/2/2019 Maths Curriculum Guide Level 7
70/73
jp
f
Understanding IntegrationSkills Knowledge Attitude Materials/
Strategiesaining costExplain e
concept costprice, sellingprice and profit.
Calculate profit.
Calculate costprice givenselling price andprofit.
Explprice, selling priceand profit.
selling price.
Can studentscalculate:
profit?
cost price given
AgricultureScience, e.g.finding theprofit made
after a saleof chickens.
Cost price, sellingprice and profit.
th Can studentsexplain theconcepts of costprice, selling priceand profit?
Profit
Demonstrating thatif the selling priceof an article isgreater than the
cost price, thenthere is a profit.
Calculating:
Profit = SellingPrice CostPrice.
profit.
Cost price =Selling Price Profit.
cost price givenselling price and selling price andprofit. profit?
Selling price =
Cost Price +Profit.
Calculate selling
price.
selling price?
66
Topic Activities/ Evaluation Areas ofObjectives
Skills
Content
Understanding IntegrationKnowledge Attitude Materials/
8/2/2019 Maths Curriculum Guide Level 7
71/73
g gg
Strategies
Loss Explain theconcept of loss.
Calculate costprice givenselling price andloss.
selling pricegiven cost priceand loss.
explain the
calculate loss?
?
Unit Test
Loss = Cost Price Selling Price.
Discussing theconcept of loss.
Can students:
Demonstrating thatif the selling priceof an article is lessthan the cost price,then there is a loss.
concept ofloss?
Calculating:
Calculate loss. loss
cost price givenselling price and
cost pricegiven sellingprice and lossloss.
Calculate sellingprice given costprice and loss.
selling pricegiven costprice and loss?
67
MEASUREMENT 2
Topic Objectives Content Activities/ Evaluation Areas of
8/2/2019 Maths Curriculum Guide Level 7
72/73
Skills Knowledge Understanding IntegrationAttitude Materials
Strategiesussing theVolume Explain the
concept ofvolume.
Calculate thevolume of cubes
and cuboids.
Volume of a cube= l
Discconcept of volume.
explain the
calculate thevolume of a
solve problems
Volume: Theamount of threedimensional spacea solid occupies.
Can students:
concept ofvolume?
IndustrialArts, e.g.
calculatingthe volumeof cubes andcuboids.
Making models ofcubes and cuboids
and calculating theirvolume.
3
cube andcuboid?Volume of a
cuboid = l b h
Solveproblemsinvolvingvolume.
Solving problemsinvolving volume. involving
volume?
Mass
Solveproblemsinvolvingmass.
Explain theconcept of mass.
Mass is the amountof matter in anobject.
The mass of anobject remains thesame no matterwhere the object islocated.
The basic unit ofmass is the gram.
Discussing theconcept of mass.
olving problemsinvolving mass.
Can studentsexplain theconcept of mass?
HomeEconomics,e.g. findingthe mass offlour orsugar orbutter forbakingcakes orbread.
S
Can studentssolve problemsinvolving mass?
68
Topic Areas ofObjectives
Content Activities/
Material
Evaluation
Attitude s/ IntegrationSkills Knowledge Understanding
8/2/2019 Maths Curriculum Guide Level 7
73/73
Strategies
Temperature Read thetemperatureof water.
Appreciatethe use ofthethermometerto readtemperature.
Temperatu e: themeasure of hotness orcoldness of an object.
The SI unit formeasuringtemperature is degree
Celsius ( C)
Reading thethermometerafter immersingit in hot or coldwater.
Can studentsreadtemperature?
r
Time Read the
time on 12-hour and 24-hour clocks.
Solveproblemsinvolvingtime.
Change 12-hourclock times to24-hour clocktimes and viceversa.
Time
Let studentssolve problemsinvolving time.
Can students:
times and viceversa?
solve problemsinvolvingtime?
Reading the time
on 12-hour, and24-hour clocks. read time on12-hour, and24-hourclocks?
Changing 12-hour clock timesto 24-hour clocktimes and viceversa.
change 12-hourclock times to24-hour clock
Unit Test
69