Mohammed Haisham Grade 8

OUTCOMES INDICATORS ASSESMENT CRITERIA PROCEDURE ASSESMENT

OR
METHOD
Recognise, sort and 1. Converts amounts of money. 1. Teacher’s Cross- FORMATIVE
order coins and 2. Partitions money values up to direction Curricular and ASSESMENT
notes with different MVR. 100, using MVR. 10 notes Integrated
face values. Carry out and MVR. 1 coins. 2. Through hands- Learning
simple transactions. 3. Solves 3 step word problems in on experience
Record money the context of money, and
amounts and solves 3 explain how the problem was 3. Through
step word problems solved. examples
and explains the followed by
process. practice.
Understand and use 1. Converts metres to 1. Through Integrated FORMATIVE
the vocabulary centimetres. examples Learning ASSESMENT
related to length. 2. Uses standard units to measure followed by
Know and use and solve problems in a variety practice.
relationships of contexts.
between familiar 3. Solves problems involving
units. Draw and length in a variety of contexts,
measure lines using standard units
accurately. Suggest a
suitable unit and
measuring
equipment, record
estimates and
readings from scales
to a suitable degree
of accuracy. Solve
problems involving
length and distances.
Understand and use 1. Uses the abbreviation for 1. Teacher’s Integrated FORMATIVE
the vocabulary kilogram (kg) and gram (g) in direction Learning ASSESMENT
related to mass recording masses of objects. 2. Through
(weight); suggest a 2. Begins to read the numbered examples
suitable unit and divisions on a scale, and followed by
equipment, record interprets the divisions practice.
estimates and between them.
readings from scales 3. Records masses of objects
to a suitable degree using decimal notation as a
of accuracy, know decimal of kilograms
and use relationships 4. Weighs different amounts of
between familiar water
units and solve 5. Solve problems involving mass
problems involving in a variety of contexts, using
mass. standard units.
Mohammed Haisham Grade 8
Understand and use 1. Orders three or more 1. Teacher’s Integrated FORMATIVE
the vocabulary containers according to direction Learning ASSESMENT
related to capacity; their capacity 2. Through
suggest a suitable 2. Suggests things that could examples
unit to estimate or be measured using litres, followed by
measure capacity; millilitres practice.
record estimates and 3. Finds and describes the
readings from scales relationship between
to a suitable degree millilitre, cubic centimetre
of accuracy. Know and litre.
and use relationships 4. Uses the abbreviation for
between familiar litre (l) and millilitre (ml) in
units. Solve problems recording capacities.
involving capacity . 5. Begins to read the
numbered divisions on a
scale, and interpret the
divisions between them.
(Eg: on a scale from 0 to 25
with intervals of 1 shown
but only the divisions 0, 5,
10, 15 and 20 numbered).
6. Records capacities using
decimal notation as a
decimal of litres. Eg: 1500
ml as 1.500 l
7. Solve problems involving
capacity in a variety of
contexts, using standard
units.
Know the meaning of 1. Uses the term “perimeter” 1. Through Cross- FORMATIVE
perimeter. Estimate to describe the total hands-on Curricular ASSESMENT
and measure the distance around a shape. experience learning
perimeter of simple 2. Estimates and measures
shapes. the perimeter of flat
shapes / places in
centimetres and metres.
Know the meaning of 1. Uses vocabulary related to 1. Through Cross- FORMATIVE
area. Measure the area. hands-on Curricular and ASSESMENT
area of simple shapes 2. Compares area of shapes experience Integrated
using arbitrary units. by placing one shape on Learning
Estimate and top of another.
measure the area of 3. Covers surfaces with
simple shapes. identical shapes without
gaps or overlaps.
4. Measures areas of a flat
surfaces (regular and
irregular shapes) using
arbitrary units.
Mohammed Haisham Grade 8
5. Explains the reason why
area is measured in square
units.
6. Makes a metre square
using news paper.
7. Finds areas by counting
squares.
8. Forms different shapes of
equal area
9. Measures, compares, and
records areas using a
square-centimetre grid
overlay
Recognise, name, 1. Uses mathematical learn and apply Integrated Self and
sort, and make vocabulary to describe 3D mathematical Learning peer
models of 3D objects objects (cubes, cuboids, processes. assessment
and describe them cylinders, spheres, Quizzes
using everyday hemisphere, cones, prism
language. and pyramid) and sort in
different ways on their
attributes such as faces,
corners and edges.
2. Collects examples of cubes,
cuboids, cylinders, spheres,
hemisphere, cones, prism
and pyramid and match
them to name labels.
3. Finds the number of
vertices, edges, and faces
of 3D objects.
4. Selects cubes, cuboids,
cylinders, spheres,
hemisphere, cones, prism
and pyramid from a
collection of 3D objects.
5. Recognises and describes
3D objects displayed
differently. Eg: objects in a
feely bag.
6. Identifies 3D shapes from
pictures of them in
different positions and
orientations.
7. Uses cubes to build
‘double-layered’ solids
from pictures.
Mohammed Haisham Grade 8
8. Makes skeleton models of
cubes and cuboids using
iloshi and modelling clay.
9. Recognises that 3D objects
look different from
different views.
10. Sketches top, front and
side views of cuboids,
cylinders and spheres
Recognise, name, 1. Uses mathematical learn and apply Integrated Self and
sort, and make vocabulary to describe 2D mathematical Learning peer
models of 2D objects shapes (circles, rectangles, processes. assessment
and describe them squares, triangles, Quizzes
using everyday pentagons, hexagons,
language. heptagons, octagons,
quadrilaterals and semi
circles).
2. Collects examples of
circles, rectangles, squares,
triangles, pentagons,
hexagon, octagon,
quadrilateral and semi-
circle and match them to
name labels.
3. Sort a set of flat shapes
according to properties. Eg:
the numbers of vertices or
sides, whether the sides
are the same length,
whether or not at least one
angle is a right angle,
whether or not a shape has
a line of symmetry
4. Arranges attribute blocks
so that the next block has
one difference in attribute
to the previous one
5. Draws a recognisable
pentagons, hexagon and
octagons.
6. Makes symmetrical
patterns with two lines of
symmetry at right angles by
folding and cutting paper.
7. Recognise and draws more
than one line of symmetry
of a shape which has more
than one line of symmetry
Mohammed Haisham Grade 8
and recognises shapes with
no lines of symmetry.
8. Sketches the reflection of a
simple 2-D shape in a
mirror line along one edge,
using a mirror to help
complete it.
Identify angles, 1. Uses paper right angle to learn and apply Integrated Self and
recognise and make identify angles less than, mathematical Learning peer
right angles and greater than or same as a processes. assessment
make turns to right angle. Quizzes
clockwise and 2. Sorts 2D shapes according
anticlockwise to whether they have all,
directions. some or no right angles.
3. Sorts angles of different
sizes i.e. sectors of
different radii.
4. Identifies and marks the
size of angles as small or
big in a given polygon.
5. Uses a paper right angle to
draw right angles and to
identify right angles in 2-D
shapes and in the
environment
6. Compare angles with a
right angle.
7. Recognises that a straight
line is equivalent to two
right angles.
8. Orders angles of different
sizes by superimposing.
Mohammed Haisham Grade 8