Assessment Criteria)

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1 NO. OF GRADE 8 ASSESSMENT OBJECTIVE (based on SESSIONS (MATHEMATICS) Assessment Criteria) INTERDISCIPLINARY PROFILE/ ATTITUDES ATL SKILLS/ SUBJECT SPECIFIC SKILLS 20 TOPIC- NUMBER AOI- Environment SIGNIFICANT CONCEPT- Integers, powers and roots, place value, ordering and rounding CONTENT- 1) Add, subtract, multiply and divide directed numbers 2) Estimate square roots and cube roots 3) Use positive, negative and zero indices and index laws for multiplication and division of positive integer power 4) Recognize the equivalence of 0.1, 1/10 and 10-1 ; multiply and divide whole numbers and decimals by 10 to the power of any positive or negative integer 5) Round numbers to the given number of decimal places or CRITERION A Knowledge and understanding CRITERION B Investigating Patterns CRITERION C in Mathematics Students should be able to- (CRITERION A) Know and demonstrate understanding of the concepts of directed numbers, squares and cubes Use concepts and skills to solve problems in both familiar and unfamiliar situations, like estimation, and division by decimals Select and apply general rules correctly to make deductions and solve problems, (CRITERION B) select and apply inquiry and problem-solving techniques PROFILE Inquirer Knowledgeable Thinker Communicator Reflective ATTITUDE- Integrity Curiosity Commitment FOCUS ON: Organization Transfer Thinking Science 1

2 significant figures 6) Use the order of operations, including brackets and powers MYP UNIT QUESTION- What do numbers convey? NO. OF GRADE 8 (MATHEMATICS) recognize patterns when estimating square roots and cube roots. describe patterns as relationships or general rules when using order of operations (CRITERION C) use language in both oral and written explanations while using the laws of indices use different forms of representation to find square roots and cube roots. communicate a complete and coherent line of reasoning using different forms of representations when investigating problems while using the laws of indices, and the order of operations ASSESSMENT OBJECTIVE (based on ATL SKILLS/ INTERDISCIPLINARY 2

3 SESSIONS Assessment Criteria) PROFILE/ SUBJECT SPECIFIC ATTITUDES SKILLS 30 TOPIC- ALGEBRA AND SEQUENCES AOI- Human Ingenuity. SIGNIFICANT CONCEPT- Relationships can be expressed using variables and arithmetic operations of linear expressions; Patterns can be generalized. CONTENT- 1) Use index notation for positive integer powers; apply the index laws for multiplication and division to simple algebraic expressions 2) Construct algebraic expressions 3) Simplify or transform algebraic expressions by taking out single- term common factors. 4) Add and subtract simple algebraic fractions. 5) Multiplication of CRITERION A Knowledge and understanding CRITERION B Investigating Patterns CRITERION C in Mathematics CRITERION D Reflection in Mathematics Students should be able to- (CRITERION A) Know and demonstrate understanding of the concepts of like terms, expressions, equations, index notation Use concepts and skills to solve problems in both familiar and unfamiliar situations, Select and apply general rules correctly to make deductions and solve problems, using equations, factorization (CRITERION B) select and apply inquiry and problem-solving techniques when PROFILE Inquirer Knowledgeable Thinker Communicator Reflective ATTITUDE- Appreciation Enthusiasm Interdependence FOCUS ON: Information Literacy Reflection Thinking Physics, Chemistry 3

4 binomial by a factorizing binomial expressions using the 6) Algebraic identities identities: recognize patterns (a + b) 2 = a 2 + 2ab + describe patterns as b 2 ; relationships or (a - b) 2 = a 2-2ab + b 2 general rules using a 2 b 2 = (a b)(a + b) term to term rule or 7) Factorization of by describing the nth quadratic expressions term by breaking the (CRITERION C) middle term or by use using algebraic identities and hence language in both oral solving quadratic and written equations explanations while 8) Derive formulae solving for the and in simple cases unknown variable,change the subject use different forms 9) Substitute positive of and negative representation numbers into communicate a expressions and complete and formulae. coherent 10) Construct and line of solve linear equations reasoning using with integer different forms of coefficients (with and representations when without brackets investigating,negative signs problems using anywhere in the variables to find equations, positive or unknowns negative solution) (CRITERION D) 11) Solve a number explain whether problem by their results make 4

5 constructing and sense in the context solving a linear of the problem while equation. solving for the 12) Solve a simple unknown variable, or pair of simultaneous generating a sequence linear equations by explain the eliminating one importance of their variable findings in connection 13) Solve problems to real life where using simultaneous equations justify the degree of 14) Expand the accuracy of their product of two linear results where expressions of the form (x± n) and suggest simplify the improvements to the corresponding method when quadratic expressions necessary, while 15) Understand and solving for the use inequalities signs unknown variable, or (<,>,, and ); generating a sequence construct and solve linear inequalities in one variable; represent the solution set on a number line. 16) Generate terms of a sequence using term to term and position-to term rules. 17) Derive an expression to describe the nth term 5

6 of an arithmetic sequence MYP UNIT QUESTION- How do we solve problems? NO. OF GRADE 8 ASSESSMENT OBJECTIVE (based on INTERDISCIPLINARY SESSIONS (MATHEMATICS) Assessment Criteria) PROFILE/ ATTITUDES ATL SKILLS/ SUBJECT SPECIFIC SKILLS 20 TOPIC- MEASUREMENT, MOTION AND TRANSFORMATION AOI- Environment SIGNIFICANT CONCEPT- Length, Mass, Capacity, Compound measure and Motion, Position and Movement CONTENT- 1) Solve problems involving measurements in a variety of contexts. 2) Solve problems involving average speed 3) Use compound measures to make comparisons in real life contexts e.g. travel graph and CRITERION A Knowledge and understanding CRITERION B Investigating Patterns CRITERION C in Mathematics CRITERION D Reflection in Mathematics Students should be able to- (CRITERION A) Know and demonstrate understanding of the concepts of length, mass, capacity, motion and transformations Use concepts and skills to solve problems in both familiar and unfamiliar situations, while using length, mass, capacity and motion Select and apply general rules correctly to make deductions and solve problems, PROFILE Knowledgeable Communicator Thinker Inquirer ATTITUDE- Curiosity Interdependence FOCUS ON: Organization Information Literacy Thinking Transfer Science, Art, Humanities 6

7 value of money 4) Tessellate triangles and quadrilaterals (CRITERION B) and relate to angle select and apply sums and half turn inquiry rotations ;know which and regular polygons problem-solving tessellate, and techniques while explain why others inter-converting units will not of length, mass, 5) Use the coordinate capacity and motion grid to solve problems recognize patterns involving translations when working with,rotation,reflection transformations and enlargements describe patterns as 6) Transform twodimensional relationships or shapes general rules by combinations of (CRITERION C) rotation, reflection use and translations; describe the language in both oral transformation that and written maps an object onto explanations when its image. describing 7) Enlarge twodimensional transformations shapes, use different forms given a centre and of positive integer scale representation factor; identify the communicate a scale factor of an complete and enlargement as the coherent ratio of the lengths of line of any two reasoning using corresponding line different forms of segments. representations when 7

8 8) Recognize that investigating translation, rotation problems of length, and reflection mass, capacity and preserve length and motion angle and map object (CRITERION D) on to congruent explain whether images, and that their results make enlargements sense in the context preserve angle but of the problem while not length. working with length, 9) Know what is mass, capacity and needed to give motion and precise description of transformations a reflection, rotation, explain the translation or importance of their enlargement. findings in connection MYP UNIT to real life where QUESTION- How are justify the degree of measurements an accuracy of their integral part of life? results where suggest improvements to the method when NO. OF SESSIONS GRADE 8 (MATHEMATICS) ASSESSMENT necessary OBJECTIVE (based on Assessment Criteria) PROFILE/ ATTITUDES ATL SKILLS/ SUBJECT SPECIFIC SKILLS INTERDISCIPLINARY 20 TOPIC- FRACTIONS, RATIO AND PROPORTION AOI- Human Ingenuity CRITERION A Knowledge and understanding CRITERION B Investigating Students should be able to- (CRITERION A) Know and demonstrate understanding of the PROFILE Knowledgeable Risk taker Thinker FOCUS ON: Organization Transfer Thinking Information Science, Humanities 8

9 SIGNIFICANT Patterns concepts of fractions, Open Minded Literacy CONCEPT- CRITERION C decimals and Reflective Reflective Fractions, Decimals, percentages ATTITUDE- Percentages, Ratio and in Mathematics Use Appreciation Direct Proportion concepts CRITERION D Creativity CONTENT- and skills to solve Reflection in Commitment 1) Consolidate writing a problems in both Mathematics fractions in its simplest familiar and unfamiliar form by cancelling situations, including common factors those in real-life 2) Add, subtract, contexts multiply and divide Select and apply fractions, interpreting general rules correctly division as to make deductions and multiplicative inverse, solve problems, and cancelling common reallife contexts when factors before multiplying and working with fractions, dividing. decimals and 3) Solve problems percentages involving percentage (CRITERION B) changes, including select and apply simple problems inquiry and involving personal or problemsolving techniques when household finance, e.g. simple interest, working with fractions, discount, profit-loss and decimals and tax percentages 4) Recognize when recognize patterns fractions or percentages describe patterns as are needed to compare relationships or general different quantities rules 5) Compare two ratios; (CRITERION C) interpret and use ratio use in a range of contexts language 6) Recognize when two in both oral and written quantities are directly explanations proportional; solve use different forms of 9

10 problems involving proportionality, e.g. converting between different currencies. NO. OF SESSIONS MYP UNIT QUESTION- Why do we need to represent the same number in different forms? Why do we need to compare quantities? GRADE 8 (MATHEMATICS) ASSESSMENT representation communicate a complete and coherent line of reasoning using different forms of representations when investigating problems when working with fractions, decimals and percentages (CRITERION D) explain whether their results make sense in the context of the problem explain the importance of their findings in connection to real life where justify the degree of accuracy of their results where suggest improvements to the method when necessary. OBJECTIVE (based on Assessment Criteria) PROFILE/ ATTITUDES ATL SKILLS/ SUBJECT SPECIFIC SKILLS INTERDISCIPLINARY 10 TOPIC- CALCULATIONS AND MENTAL STRATEGIES AOI- Human Ingenuity SIGNIFICANT CRITERION A Knowledge and understanding CRITERION B Investigating Patterns Students should be able to- (CRITERION A) Know and demonstrate understanding of the PROFILE Knowledgeable Thinker Inquirer ATTITUDE- FOCUS ON: Reflection Thinking 10

11 CONCEPT- Mental CRITERION C concepts Enthusiasm methods for Use Interdependence performing different in Mathematics Respect operations CRITERION D concepts and skills to CONTENT- Reflection in solve problems in 1) Solve word Mathematics both familiar and problem mentally. unfamiliar situations, 2) Divide by decimal by transforming to divisions by an integer Select and apply 3) Multiply by general rules correctly decimals, to make deductions understanding where and solve problems, to position the decimal point by considering (CRITERION B) equivalent select and apply calculations. inquiry 4) Extend mental and methods of problem-solving calculations, working techniques with decimals, recognize patterns fractions, percentages describe patterns as and factors, with relationships or jottings where general rules (CRITERION C) 5) Consolidate use of use rules of arithmetic and inverse language in both oral operations to simplify and written calculations explanations 6) Recognize the use different forms effects of multiplying of and dividing by representation numbers between 0 communicate a 11

12 and 1 complete and MYP UNIT coherent QUESTION- line of How to choose the reasoning using correct method to different forms of solve a word representations when problem? investigating How to perform problems when different operations working with mentally? fractions, decimals and percentages (CRITERION D) explain whether their results make sense in the context of the problem while creating their own patterns explain the importance of their findings in connection to real life where justify the degree of accuracy of their results where suggest improvements to the method when NO. OF SESSIONS GRADE 8 (MATHEMATICS) ASSESSMENT necessary. OBJECTIVE (based on Assessment Criteria) PROFILE/ ATTITUDES ATL SKILLS/ SUBJECT SPECIFIC SKILLS INTERDISCIPLINARY 12

13 20 TOPIC- HANDLING CRITERION A Students should be FOCUS ON: Humanities, Science, AND PROCESSING Knowledge and able to- PROFILE Information PE, IT DATA understanding (CRITERION A) Inquirer Literacy AOI- Health and CRITERION B Know and Knowledgeable Social Education Investigating demonstrate Communicator Reflection SIGNIFICANT Patterns understanding of the Risk taker Collaboration CONCEPT CRITERION C concepts of graphs, Thinker Transfer Planning and tables, averages Open minded collecting data, in Mathematics Use Reflective Processing and CRITERION D ATTITUDE- Presenting data, Reflection in concepts and skills to Integrity Interpreting and Mathematics solve problems in Tolerance discussing result both familiar and Commitment CONTENT- unfamiliar situations, Confidence 1) Suggest a question Creativity to explore using using statistical methods; the data collected identify the sets of through a survey data needed, how to Select and apply collect them, sample general rules correctly sizes and degree of to make deductions accuracy and solve problems, 2) Identify primary or secondary sources of suitable data (CRITERION B) 3) Design, trial and select and apply refine data collection inquiry sheets and 4) Collect and problem-solving tabulate discrete and techniques continuous data, recognize patterns in choosing suitable the data collected equal class intervals with the problem in where question 5) Calculate statistics describe patterns as 13

14 and select those most relationships or to the general rules problem (CRITERION C) 6) Select, draw and use interpret diagrams and graphs, including language in both oral frequency diagrams and written for discrete and explanations while continuous data, line interpreting the graphs for time series, collected data scatter graphs to use different forms develop of understanding of representation correlation and backto-back communicate a stem-and-leaf complete and diagrams coherent 7) Interpret tables, line of graphs and diagrams reasoning using and make inferences different forms of to support or cast representations when doubt on initial investigating conjectures; have a problems. basic understanding (CRITERION D) of correlation. explain whether 8) Compare two or their results make more distributions; sense in the context make inferences, of the problem after using the shape of the interpreting and distributions and analyzing the data statistics. explain the 9) Relate results and importance of their conclusions to the findings in connection original question. to real life where MYP UNIT justify the degree of 14

15 QUESTION- accuracy of their What stories do data results where tell? suggest improvements to the method when NO. OF SESSIONS GRADE 8 (MATHEMATICS) ASSESSMENT necessary. OBJECTIVE (based on Assessment Criteria) PROFILE/ ATTITUDES ATL SKILLS/ SUBJECT SPECIFIC SKILLS INTERDISCIPLINARY 20 TOPIC- GEOMETRY AOI- Human Ingenuity SIGNIFICANT CONCEPT Shapes and Geometric reasoning, Pythagoras Theorem, Area and Volume, Circle, Cylinder and Prism CONTENT- 1) Calculate the interior or exterior angle of any regular polygon; prove and use the formulae for sum of the interior angles of any polygon; prove that the sum of the exterior angles of any polygon is ) Solve problems CRITERION A Knowledge and understanding CRITERION B Investigating Patterns CRITERION C in Mathematics CRITERION D Reflection in Mathematics Students should be able to- (CRITERION A) Know and demonstrate understanding of the concepts of geometry, Pythagoras theorem, area and volume Use concepts and skills to solve problems in both familiar and unfamiliar situations, when working out problems on Pythagoras theorem, area and volume Select and apply general rules correctly to make deductions PROFILE Inquirer Knowledgeable Communicator Risk taker Thinker ATTITUDE- Integrity Tolerance Commitment Confidence Creativity FOCUS ON: Information Literacy Reflection Collaboration Transfer Science 15

16 using properties of and solve problems, angles, of parallel and intersecting lines, and of triangles, other (CRITERION B) polygons and circles, select and apply justifying inferences inquiry and explaining and reasoning with problem-solving diagrams and text. techniques when 3) Analyze threedimensional working with shapes geometry, Pythagoras through plans and theorem, area and elevations. volume 4) Draw threedimensional recognize patterns shapes describe patterns as on isometric paper. relationships or 5) Identify reflection general rules when symmetry in three using geometric dimensional shapes. reasoning 6) Use a straight edge (CRITERION C) and compasses to use construct the perpendicular from a language in both oral point to a line and the and written perpendicular from a explanations while point on a line and to reasoning out inscribe squares, geometric problems equilateral triangles, use different forms and regular hexagons of and octagons in a representation circle. communicate a 7) Know and use complete and Pythagoras theorem coherent to solve two- line of dimensional problems reasoning using 16

17 involving right-angled different forms of triangles. representations when 8) Convert between investigating metric units of area problems on and volume Pythagoras theorem, 9) Know and use the area and volume relationship 1cm 2 = (CRITERION D) 1ml. explain whether 10) Know that land their results make area is measured in sense in the context hectares (ha), and of the problem after that completing the task 1hectare=10000m 2 ; on area and volume convert between explain the hectares and square importance of their meters. findings in connection 11) Solve problems to real life where involving the circumference and justify the degree of area of circles, accuracy of their including by using the results where π key of a calculator. 12) Calculate lengths, suggest surface areas and improvements to the volumes in rightangled method when prisms and necessary. cylinders 13) Round numbers to a given number of decimal places or significant figures ; use to give solutions to problems to an degree of accuracy 17

18 MYP UNIT QUESTION- How can geometry be used creatively in real life situations? NO. OF SESSIONS GRADE 8 (MATHEMATICS) ASSESSMENT OBJECTIVE (based on Assessment Criteria) PROFILE/ ATTITUDES ATL SKILLS/ SUBJECT SPECIFIC SKILLS INTERDISCIPLINARY 20 TOPIC- FUNCTIONS AND GRAPHS AOI- Environment SIGNIFICANT CONCEPT Linear functions and Graphs CONTENT- 1) Find the inverse of linear functions. 2) Construct tables of the values and plot the graphs of linear functions, where y is given implicitly in terms of x 3) Rearranging the equations into the form y = mx + c 4) Know the significance of m and find the gradient of a straight line graph 5) Find the solutions CRITERION A Knowledge and understanding CRITERION B Investigating Patterns CRITERION C in Mathematics Students should be able to- (CRITERION A) Know and demonstrate understanding of the concepts of linear functions Use concepts and skills to solve problems in both familiar and unfamiliar situations, Select and apply general rules correctly to make deductions and solve problems, when solving simultaneous PROFILE Inquirer Knowledgeable Communicator Risk taker Thinker ATTITUDE- Integrity Tolerance Commitment Confidence Creativity FOCUS ON: Information Literacy Reflection Collaboration Transfer Humanities, Science 18

19 of a simple pair of simultaneous linear equations by finding the point of intersections of their graphs 6) Use systematic trial and improvement methods to find approximate solutions of equations such as x 2 + 2x = 20. 7) Construct functions arising from real life problems 8) Draw and interpret their graphs 9) Use algebraic methods to solve problems involving direct proportion, relating solutions to graphs of the equations. MYP UNIT QUESTION- How can graphs help solve problems? equations and using graphs (CRITERION B) select and apply inquiry and problem-solving techniques when solving simultaneous equations and reading graphs recognize patterns describe patterns as relationships or general rules (CRITERION C) use language in both oral and written explanations use different forms of representation communicate a complete and coherent line of reasoning using different forms of representations when investigating problems on simultaneous equations 19

20 (CRITERION D) explain whether their results make sense in the context of the problem explain the importance of their findings in connection to real life where justify the degree of accuracy of their results where suggest improvements to the method when necessary. NO. OF GRADE 8 ASSESSMENT OBJECTIVE (based on INTERDISCIPLINARY SESSIONS (MATHEMATICS) Assessment Criteria) PROFILE/ ATTITUDES ATL SKILLS/ SUBJECT SPECIFIC SKILLS 20 TOPIC- BEARINGS AND DRAWINGS AOI- Environment SIGNIFICANT CONCEPT Bearings, Scale drawings, locus of point CONTENT- 1) Use bearings (angles measured clockwise from north) to solve problems involving distance and CRITERION A Knowledge and understanding CRITERION B Investigating Patterns CRITERION D Reflection in Mathematics Students should be able to- (CRITERION A) Know and demonstrate understanding of the concepts of Bearings Use concepts and skills to solve problems in both familiar and unfamiliar situations, PROFILE Inquirer Knowledgeable Communicator Risk taker Thinker ATTITUDE- Integrity Tolerance Commitment Confidence Creativity FOCUS ON: Information Literacy Reflection Collaboration Transfer Science, Humanities 20

21 directions. 2) Make and use scale drawings and interpret maps. 3) Find by reasoning the locus of a point that moves at a given distance from a fixed point, or at a given distance from a fixed straight line MYP UNIT QUESTION- Where am I? while working out the bearing of one place from another Select and apply general rules correctly to make deductions and solve problems, (CRITERION B) select and apply inquiry and problem-solving techniques while working out the bearing of one place from another recognize patterns describe patterns as relationships or general rules when working with scale drawings and locus (CRITERION D) explain whether their results make sense in the context of the problem explain the importance of their findings in connection to real life where 21

22 justify the degree of accuracy of their results where suggest improvements to the method when necessary. NO. OF GRADE 8 ASSESSMENT OBJECTIVE (based on INTERDISCIPLINARY SESSIONS (MATHEMATICS) Assessment Criteria) PROFILE/ ATTITUDES ATL SKILLS/ SUBJECT SPECIFIC SKILLS 20 TOPIC- SETS AND PROBABILITY AOI- Environment SIGNIFICANT CONCEPT Set Theory, Probability, mutually exclusive events, sample space CONTENT- 1) Concept of set and the elements of sets 2) Find the union and intersection of the sets 3) Represent the sets and the set operations using Venn diagrams 4) Know that the sum of probabilities of all mutually exclusive CRITERION A Knowledge and understanding CRITERION B Investigating Patterns CRITERION C in Mathematics CRITERION D Reflection in Mathematics Students should be able to- (CRITERION A) Know and demonstrate understanding of the concepts of set theory and probability Use concepts and skills to solve problems in both familiar and unfamiliar situations, Select and apply general rules correctly to make deductions and solve problems, PROFILE Inquirer Knowledgeable Communicator Risk taker Thinker ATTITUDE- Integrity Tolerance Commitment Confidence Creativity FOCUS ON: Information Literacy Reflection Collaboration Transfer Humanities 22

23 outcomes is 1 and use this when solving problems 5) Find and record all outcomes for two successive events in a sample space diagram. 6) Understand relative frequency as an estimate of probability and use this to compare outcomes of experiments in a range of contexts. MYP UNIT QUESTION- How does math help to predict outcomes? (CRITERION B) select and apply inquiry and problem-solving techniques while finding experimental probability recognize patterns describe patterns as relationships or general rules while comparing theoretical and experimental probability (CRITERION C) use language in both oral and written explanations use different forms of representation while solving problems on probability communicate a complete and coherent line of reasoning using different forms of representations when investigating problems using the 23

24 Venn diagram (CRITERION D) explain whether their results make sense in the context of the problem explain the importance of their findings in connection to real life where justify the degree of accuracy of their results where suggest improvements to the method when necessary. 24