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GSHS
Year 8 Programme 2008
GIRRAWHEEN SENIOR HIGH SCHOOL
2008 Year 8 Programme & Outline | 1
Foreward
This document should not be read as definitive nor complete. It is a work in
progress that outlines an understanding of the existing year 8 programme
and provides a starting point for development of a team approach to
curriculum planning and development at Girrawheen Senior High School.
Programme outlines from local schools, existing programmes at GSHS and
knowledge of the local cohort has been used in devising the programme.
The aim is to use this document for benchmarking what we intend to do,
what has been done and what we can do in the future to assist students
reach ever higher goals.
This document outlines programme objectives and provides a sample
sequence with suggested timing for each lesson. It is realised that each
cohort will dictate changes to the timings listed, the order of presentation,
teaching strategies used and the achievable outcomes. Each teacher
using this programme will need to adopt a common sense approach with
the document and note any areas where improvement can be made for
subsequent years. It is intended that fortnightly Mathematics meetings are
used to monitor the effectiveness of the teaching programme.
Of specific note are the outcomes listed for each lesson. It is not intended
that these outcomes are reached by the end of the lesson; but instead
each outcome is intended to be introduced at the points referenced,
reinforced during subsequent lessons and assessed at defined assessment
milestones.
Texts currently in use at GSHS have been referenced by page and chapter.
It is not intended that these references are required to be used in each
lesson but have been listed only as a ready reference. Alternate text
references for each topic have also been listed in the overview.
Furthermore, as documents such as the K-10 Syllabus, COS for upper school
or First Steps Mathematics/Stepping out are introduced into GSHS it is
intended to use this document to measure the impact on yr 8 and
subsequent years.
Koulianos, Humphry, Miln
2007
2008 Year 8 Programme and Outline | Forward
0.9c
27 November 2007
DRAFT
2008 Year 8 Programme and Outline | i
8 9 10 11 12
Version Control
Assessment Schedule ............................................................................................................... iii
SEMESTER 1 ............................................................................................................................ iii
Term 1....................................................................................................................................... iii
Term 2 ...................................................................................................................................... iii
SEMESTER 2 ........................................................................................................................... iii
Term 3 ...................................................................................................................................... iii
Term 4 ...................................................................................................................................... iii
Working Mathematically Outcomes ........................................................................................ iv
Programme Overview ............................................................................................................... v
SEMESTER ONE ...................................................................................................................... v
Term 1........................................................................................................................................ v
Term 2 ..................................................................................................................................... vii
SEMESTER TWO..................................................................................................................... ix
Term 3 ...................................................................................................................................... ix
Term 4 ...................................................................................................................................... xi
GSHS Yr 8 Programme & Lesson Plan ......................................................................................1
SEMESTER 1 ..............................................................................................................................1
Term 1.........................................................................................................................................1
Term 2 ....................................................................................................................................... 9
SEMESTER 2 ........................................................................................................................... 17
Term 3 ...................................................................................................................................... 17
Term 4 ..................................................................................................................................... 24
APPENDIX A – OUTCOMES AUDIT ......................................................................................31
2008 Year 8 Programme and Outline | ii
8 9 10 11 12
Index
8 9 10 11 12
Assessment Schedule
SEMESTER 1
Term 1
Week 2 C&D Assessment 1
Week 4 C&D Assessment 2
Week 8 Number Assessment 1
Week 9 WM Assessment 1
Term 2
Week 2 Number Assessment 2
Week 5 Number Assessment 3
Week 9 Algebra Assessment 1
SEMESTER 2
Term 3
Week 4 Number Assessment 4
Week 5 Measurement Assessment 1/WM Assessment 2
Week 9 Measurement Assessment 2
Term 4
Week 1 Algebra Assessment 2
Week 4 Algebra Assessment 3
Week 6 Space Assessment 1
Week 8 Space Assessment 2
2008 Year 8 Programme and Outline | iii
WM3.4 Students asks questions to clarify essential mathematical features of a problem and
uses problem solving strategies
WM3.5 Students extends tasks by asking further mathematical questions and uses problem
solving strategies that include those based on developing systematic approaches
WM 4.4 Students checked that answers are roughly as expected and that methods and
answers make sense.
WM 4.5 Student checks working and reasoning and checks that answers fit specifications
and makes sense in original situations
WM 5.4 Student uses examples
WM 5.5 Student draws on mathematical knowledge
2008 Year 8 Programme and Outline | iv
8 9 10 11 12
Working Mathematically Outcomes
Programme Overview
SEMESTER ONE
Term 1
Time
1
5
7
8
10
Week
1-4
Week
5-9
Week
10
Contents
Monday 4 February - Students arrive
Monday - Labour Day Holiday
Friday – Good Friday
Monday – Easter Monday
Friday 11 April - Students leave
Chance & Data
 Describing likeliness of event occurring language
 Placing events on scale
 Dice, Spinners, listing outcomes (simple
experiments)
 Equally likely outcomes
 Theoretical Probability
 Collecting and recording data (tables, stem
& leaf, tally)
 Summarising data - statistics
 Displaying data - graphs
 Reading and interpreting data from tables
and graphs
Whole Numbers
 Place value
 Positive and negative whole numbers
 Mental calculations using four operations
 Paper and pencil methods
 Multiples, factors, odds, evens, sq & sq
roots
 Order of operations (BIMDAS)
Problem Solving
 Guess & check
Text Book
Alternate
Resources
Progress MapsOutcome
Statements
Assessment
Performance
(Guidelines only)
NELSON 1
Ch 11
Maths for WA 1
Ch 13
MathQuest 1
Ch 13
Maths Zone 1
Ch 10
12.3 12.4 12.5
Chance & Data Rich
Task
Week 3
13a.4 13b.4
13b.5 13b.6
14.3 14.4 14.5
NELSON 1
Ch 5
Maths for WA 1
Ch 14
MathQuest 1
Ch 12
Maths Zone 1
Ch 10
Nelson 1
Ch 1 & 9
Maths for WA 1
Ch 1-2
MathQuest 1
Ch 1-2
Maths Zone 1
Ch 1-2
Saddler 1
Ch 1 & 25
Saddler 2
Ch 1 & 4
Chance and Data Test
Week 4
2.4
6.3 6.4 6.5
7.3 7.4 7.5
Number Test
(Mental & Calc
sections)
Week 9
8.3 8.4 8.5
19.4
3.3 3.4 3.5
2008 Year 8 Programme and Outline | v








Make an organised list
Look for a pattern
Use a table
Work backwards
Act it Out
Draw a diagram
Use logic (clues)
How to complete a problem (write-up)
4.3 4.4 4.5
5.3 5.4 5.5
2008 Year 8 Programme and Outline | vi
Term 2
Time
1
6
10
Week
1-5
Contents
Tuesday 29 April – Students return
Monday June 2 – Foundation Day Holiday
Friday 4 July – Students Leave
Fractions, Decimals
 Understanding fractions, shading diagrams
 proper, improper, mixed numerals
 +, -, x,  fractions (same & different
denominators)
 fraction of a quantity





Week
6-7
Week
8-10
Place value
Estimation, rounding
+, -, x,  decimals
Powers of 10
Converting between fractions and decimals
Symbols
 Using symbols and letters to represent
object and quantity
 Writing expressions
 Pronumerals – x, 
 Substitution
Text Book
& Other
Resources
Alternate Texts
Student
Outcome
Statements
Assessment
Performance (Guidelines
only)
Nelson 1
Ch 7
Maths for WA1
Ch 3
Maths Quest 1
Ch 1
Maths Zone 1
Ch 3
Saddler 1
Ch 5 & 12-14
Saddler 2
Ch 1,3
Maths for WA1
Ch 4
Maths Quest 1
Ch 1
Maths Zone 1
Ch 3
Maths for WA1
Ch 16 (A – D)
6.3 6.4 6.5
Number Rich Task
Week 2
Nelson 1
Ch 2
Nelson 1
Ch 6 & 12
Number Patterns and Graphs
Nelson 1
Ch 12
 exploring patterns and number patterns
(sequences)
 writing rules from previous terms – identify
constant difference
 Using tables of values and writing rules
(linear patterns)
 Review of Cartesian plane
 Graphing linear patterns and linear functions
Maths for WA1
Ch 15
MathQuest 1
Ch 4 & 11
Maths Zone 1
Ch 4 & 7
Saddler 1
Ch 7, 19 & 23
Saddler 2 Ch 11
Access to Algebra
Bk 1
7.4 7.5
8.4 8.5
Fractions, Dec, Ratio
Test
Week 5
18.3
18b.5
19.4
19.5
Symbols Test
Week 7
17.4 17.5
18.3 18.4 18.5
Linear Patterns and
Functions Test
Week 11
2008 Year 8 Programme and Outline | vii


Writing linear rules
Comparing and interpreting graphs
2008 Year 8 Programme and Outline | viii
SEMESTER TWO
Term 3
Time
1
10
Week
1-5
Week
6-10
Contents
22 July Tuesday – Students return
26 September Friday – Students conclude
Percentage and Ratios
 Review of fractions and decimals
 Percentages being “out of 100”
 Converting between fractions, decimals
and percentages
 Finding percentages of quantities
 Calculating percentages
 Squares and Square roots
 Simplifying ratios – noting when same &
different units
 Writing ratios to relate quantities
Measurement
 Units of measure
 Estimation – activity
 Accurate measuring
 Converting between units
 Length and perimeter
 Circumference of circles
 Scale drawings
 What is area
 Area using 1cm grids
 Exploring and comparing areas
 Area of rectangles
 Area of parallelograms and triangles
 Area of composite shapes
 Exploring volume
 Volume of rectangular prisms
Text Book
& Other
Resources
Alternate Texts
Student
Outcome
Statements
Assessment Performance
(Guidelines only)
Nelson 1
Ch 14
Maths for WA1
Ch 4
MathQuest
Ch 1, 3
Maths Zone 1
Ch 3 & 5
Saddler 1
Ch 15 & 27
Saddler 2
Ch 2 & 15
6b.4 6b.5
Percentages Test
Week 3
Maths for WA1
Ch 5 - 7
MathQuest 1
Ch 6,7 & 9
Maths Zone 1
Ch 8 & 9
Saddler 1
Ch 3,9,11,15 & 18
Saddler 2
Ch 5-7 & 10
9.3
Nelson 1
Ch 3, 4 & 8
8.5
8.6
9.4
9.5
Measurement Rich Task
Week 6
10a.3 10a.4
10a.5
10b.3 10b.4
11.3 11.4
2008 Year 8 Programme and Outline | ix




Naming angles, types of angles
Measuring and constructing angles
Complementary, Supplementary angles
Angles in a circle (include vertically
opposite)
9.3 9.4 9.5
Measurement Test
Week 8
16.5
2008 Year 8 Programme and Outline | x
Term 4
Time
1
10
Week
1-4
Week
5-8
Contents
Tuesday 14 October – Students Return
Thursday 18 December - Students conclude
Equations
 What is an equation?
 Flowcharts – building and unbuilding
equations
 Solving 1 and 2-step equations via guess,
check, improve
 Solving via cover-up method
 Solving using unwrap ‘x’ or backtracking
 Solving involving brackets
 Unknowns on both sides of equal sign
 Solving word problems

Space
 Classifying triangles – properties
 Finding unknown angles in triangles
 Exterior angle property of triangles
 Quadrilaterals – properties of each
 Angles in quadrilaterals
 Polygons – what are they and angles
within polygons



Solid shapes – naming and classifying,
(F, E, V)
Drawing 3D shapes
Nets of 3D shapes



Transformations (translate, rotate, reflect)
Tessellations
Enlarge and reduce
Text Book
& Other
Resources
Alternate Texts
Student
Outcome
Statements
Assessment Performance
Nelson 1
Ch 10
Maths for WA 1
Ch 16
MathQuest 1
Ch 5
Maths Zone 1
Ch 6
Saddler 1
Ch 23 & 26
Saddler 2
Ch 9
Access to Algebra
Bk 1
19.3 19.4 19.5
Equations Test
Week 7/8
15b.3 15b.4
15c.5
Space Task
Week 2
Nelson 1 Ch Maths for WA1
Ch 9, 10 & 13
4, 13 & 14
MathQuest 1
Ch 9 & 10
Maths Zone 1
Ch 9
Saddler 1
Ch 3, 4, 6, 10 & 20
Saddler 2
Ch 6 & 14
15c.3
15d.5
15c.4
16.3
16.5
16.4
Space Test
Week 4
2008 Year 8 Programme and Outline | xi
Week
9-10
Problem Solving & Investigations
 Reviewing problem solving strategies
 Investigative techniques
Worksheets
3.3 3.4 3.5
4.3 4.4 4.5
Investigation Task
Week 10
2008 Year 8 Programme and Outline | xii
GSHS Yr 8 Programme & Lesson Plan
SEMESTER 1
Term 1
Activity
1a
1b
1c
2a
Outcomes
Expectations of students
 Expectations of students
 Importance of Working mathematically/layout
 Assessment and course structure
 Pre-test
Chance & Data - Probability
Probability – Understanding Chance
Terms & Estimation of Probability
 Students understand the terms chance,
probability, certain, uncertain, outcome, likely,
unlikely
 Students can use a scale/number line to show
estimations of probability
 Students have examined various words that
indicate probability and ordered them
Probability – Understanding Chance
Equally likely Outcomes
 Students can define ‘equally likely’
 Students understand the term ‘event’
 Students can construct a probability statement
based on P
 Students recall that P must be 0 ≤ P ≤ 1
 Students recognise that P can be a fraction or a
decimal
 Students can determine P for basic problems
Probability – Understanding Chance
Modelling/Experimental/Proportional Probability
 Students understand the difference between
experimental and theoretical modelling
 Students can construct a basic sample space
Links to Pointers
Activities
C&D12.3 Understanding Chance
Students distinguish certain from
uncertain, likely from unlikely and can
order events based on personal
experience.
Modelling: Making the connection
between the real world and the
number line.
Practice: Nelson p.430 Ex 11.1 q1-4
Worksheets
C&D12.3 Understanding Chance
Students recognise equally and not
equally likely events.
Activity: Spinners (Kagan p.?)
C&D12.4 Understanding Chance
Students order events on the basis of
numerical information.
Worksheets
C&D12.5 Understanding Chance
Students are able to construct a sample
space for a 1 step event allocating
numerical values to possible events.
Modelling: Comparing theory and
practice of 10 dice rolls
Practice: Nelson p.432 Ex 11.2 q1-21
Practice: Nelson p.436 Ex A&V q1-3
2008 Year 8 Programme and Outline | 1
Activity
2b
2c
2d
3a
3b
Outcomes
 Students understand that experimental and
theoretical modelling are related but the
solutions for each will not necessarily agree
Probability – Understanding Chance
Tree Diagrams
 Students can construct tree diagrams for simple
samples
 Students can determine probability of events
based on a tree diagram
 Students understand that they need to carefully
read the question to determine if order is
important and answer the question correctly
Probability – Understanding Chance
Theoretical Probability / Revision
 Students can define theoretical probability in
terms of how to calculate it
 Students relate P(certain)=1 and
P(impossible)=0
 Students can determine numerical theoretical
probabilities by finding total outcomes and
successful ways for a specific event to happen

Probability – Mini Test
Statistics - Collecting and Organising Data
Creating Tables
 Students recognise that a table has a title,
headings, units, totals, lines should be ruled
 Students present information in table form
such that it can be understood without further
explanation
Links to Pointers
Activities
C&D12.5 Understanding Chance
Students are able to construct a sample
space for a 1 step event allocating
numerical values to possible events.
Modelling: One step and Multiple
step problems. Counter in bag, dice,
coin problems.
Statistics - Collecting and Organising Data
Creating Meaningful Questions
 Students are able to identify units of
information that can be collected
C&D 13a.4 Collect and Process Data
Students construct and use their own
categories to answer specific questions
Modelling: Creating questions for a
survey. Using tallies. Nelson p.172 worked example.
C&D13b.3 Summarise and Represent
Activity: (Survey) Students identify
Practice: Nelson p.437 Ex 11.3 q1-6
C&D12.6 Understanding Chance
Students use tree diagrams to
determine probability.
Worksheets
C&D12.5 Understanding Chance
Students are able to construct a sample
space for a 1 step event allocating
numerical values to possible events.
Worksheets
C&D12.3, C&D12.4, C&D12.5
C&D 13a.3 Collect and Process Data
Students organise data in tables using
simple tallies or organised lists
C&D ASSESSMENT 1
Pre-test: Students to create a table
from random data on board.
Modelling: Information required in
a table [OHP].
Practice: Nelson p.174 Ex 5.1 q1-5
2008 Year 8 Programme and Outline | 2
Activity
3c
3d
4a
Outcomes
 Students are able to create quantifiable and
meaningful questions using multiple choice,
true & false and limited response lists to collect
desired information
Collecting Meaningful data
 Students understand the meaning of interval,
frequency, tally, discrete, continuous
 Students correctly use tallies to record data
 Students understand how to use tally totals to
check the integrity of data
 Identifying outliers
Statistics – Summarising and Representing data
Graphing
 Students recognise that bar and column graphs
are used for discrete data and line graphs and
histograms for continuous data.
 Students can draw and read column, bar and
line graphs.
 Students can read pie charts
 Students can use Excel to draw pie, column, bar
and line graphs
Links to Pointers
Data
Students use a conventional tally to
collect data
Activities
information to collect from class.
Students perform survey.
C&D 13a.4 Collect and Process Data
Students construct and use their own
categories to answer specific questions
Group Discussion: How can we
present data from previous class in a
meaningful way?
C&D 13a.5 Collect and Process Data
Students use a range of graphs such as
Stem and leaf plots, bar graphs,
compound column graphs and
histograms
Graph: Students use information
from 1a,1b to create bar, pie and
column graphs.
Statistics – Summarising and Representing data
Application
 Students apply their knowledge of statistics to
solve a fictional problem
 Students present their solution by selecting
appropriate statistical method
Statistics – Summarising and Representing data
Measures of central tendency (Revision)
 Students recognise there are three types of
average – Mean, Mode and Median
 Students can calculate Mean, Mode, Median &
C&D 13a.4 Collect and Process Data
Students investigate a practical
problem not obviously mathematical
but where mathematics may help
C&D 13b.4 Summarise and Represent
Data
Students investigate a practical
problem not obviously mathematical
but where mathematics may help
Practice: Ex 5.1 q.1-4
Application: Students reproduce
information in poster form for display
in class.
Text: Ex 5.3, 5.4, 5.5, 5.7
Text: [MFWA2 Ex 14A p.392]
Text: [HOM2 Ex 10H p.455]
Modelling: Constructing an
appropriate interval – [N WE p.188]
Application: M&Ms activity “Quality
Control”
Text: Ex 5.6
Notes: Students copy notes on
Mean/Mode/Median
Modelling: Model calculation of
mean mode and median
Excel: Use Excel to measure
2008 Year 8 Programme and Outline | 3
Activity
4b
Outcomes
Range for simple examples
 Students use the measures of central tendency
to provide solutions for simple word problems
Links to Pointers
Statistics – Summarising and Representing data
Measures of central tendency
 Students can read Stem and leaf plots to
determine individual values
 Students can use Stem and Leaf Plots to
determine lowest & highest value, percentages
within intervals, mode, range and median
 Students can use Stem and Leaf plots to solve
simple word problems
Review
C&D 13a.5 Collect and Process Data
Students use a range of graphs such as
Stem and leaf plots for univariate data
4c
4d
5a
5b
Test




Constructing Tallies and Tables
Creating meaningful questions
Recording meaningful data
Constructing and Interpreting Tables,
Column/Bar/Pie Graphs
 Mean, Mode, Median, Range
 Stem and Leaf Plots
Review Test & Corrections
 Pre-test
Place Value
 Students can align numerical values in a place
value chart up to trillions
 Students can identify differences and
advantages of the decimal system over
alternatives(eg Roman numerals).
Positive and Negative numbers
 Students can place positive and negative
C&D 13a.3, C&D 13a.4 Collect and
Process Data
C&D 13b.3, C&D 13b.4 Summarise
and Represent Data
C&D 13a.3, C&D 13a.4 Collect and
Process Data
Activities
determine mean/mode/median
Text: Ex 5.8
Text: [MFWA2 Ex 14C p.398]
Text: [HOM2 Ex 10B p.431]
Broadcast: DM[HH p.240]
Text: Ex 5.9
Text: [MFWA2 Ex 14D p.402]
Text: [DM2 Ex14F p.242]
Text: Review p.209
C&D ASSESSMENT 2
C&D 13b.3, C&D 13b.4 Summarise
and Represent Data
N6a.4 Students can read,write say and
count numbers into the millions.
Modelling: Identifying the ease of
Decimal vs Roman numerals
Practice: Nelson p.2 Ex 1.1 q1-6
N6.5 Students can place negative
integers on a number line.
Practice: Nelson Ex 9.1 p.330
q. 1-20
2008 Year 8 Programme and Outline | 4
Activity
5c
5d
6a
6b
6c
Outcomes
numbers on a number line
 Students can add and subtract positive and
negative numbers using a number line
 Students can multiply and divide negative
numbers using a number line
Using Positive and Negative Numbers
 Students can identify and use negative numbers
in a range of simple applications
 Students can name and identify the following
symbols <, >, =, <=, >=, ≠
 Students can use equality symbols to order
integers
Directed Number
 Students can identify which direction to travel
on a number line based on simple number
sentences.
 Students can identify which operation has been
used on a series of numbers
Multiples
 Students can define multiple.
 Students can find a series of multiples of a
single number
 Students can find the lowest common multiple
of two numbers
Factors and Highest Common Factors
 Students can define factor.
 Students can find factors of a single number
 Students can find the highest common factor of
two numbers
Prime numbers and composite numbers
 Students can define prime number
 Students can define composite number
 Students can find prime numbers between two
Links to Pointers
Activities
N7.5Students can use the four
operators on positive and negative
integers.
N6.5 Students can order positive and
negative integers on a number line and
can use <>= effectively.
N8.5, N7.5 Students can calculate
using a range of written methods on
positive and negative integers.
N7.4 Students use <=> to complete
simple number sentences and can solve
simple missing operator problems.
N7.3 Students understand the term
factor, multiple.
Practice: Nelson Ex 9.4 p.338 q. 1-6
Practice: Nelson Ex 9.5 p.341 q. 1-15
Practice: Nelson Ex 9.7 p.348 q. 1-17
Practice: Nelson Ex 9.8 p.350 q. 1-2
Practice: Nelson Ex 1.6 p.17 q. 1-15
N7.3 Students can construct multiples
and determine factors.
N7.3 Students can use factors and
multiples appropriately.
N7.3 Students can use factors and
multiples appropriately.
N7.3 Students can identify and find
prime and composite numbers.
Practice: Nelson Ex 1.7 p.19 q. 1-8
Practice: Nelson Ex 1.8 p.23 q. 1-2.
Worksheets
2008 Year 8 Programme and Outline | 5
Activity
6d
7a
7b
7c
7d
8a
Outcomes
numbers
 Student can find composite numbers
Number patterns
 Students can identify odd and even numbers
 Students can identify “square” numbers from
diagrams
 Students use a variety of methods to identify
number patterns.
Index Notation
 Students can relate a number using index
notation to its factored form
 Students can evaluate operations on numbers
in index form.
 Students can use a calculator to reduce
numbers in index form.
Order of operations
 Students understand the rules of operations
using BIMDAS
 Students can correctly calculate simple number
sentences using BIMDAS correctly
Order of operations II
 Students can multiply positive and negative
numbers
 Students can divide positive and negative
numbers
Order of operations III
 Students can add and subtract positive and
negative numbers
 Students can use all four operations on integers
Revision
 Place Value
 Positive and Negative numbers
 Multiples
 Factors and Highest Common Factors
 Prime numbers and composite numbers
Links to Pointers
Activities
PA18.3 Students can identify basic
number patterns/repetitive sets such as
odd/even numbers and square values.
Practice: Nelson Ex 1.9 p.24 q. 1-9.
N7.5 Students can write indicies in
power form and in factor form.
Practice: Nelson Ex 1.11 p.28 q. 1-8.
N8.5 Students can use a calculator to
convert between power form and factor
form
Practice: Nelson Ex 1.10 p.26 q. 1-12.
Practice: MZ1 Ex 1.5 p.19 q.1-17.
N7.5 Students plan the sequence of
calculations needed for familiar
situations
Practice: Nelson Ex 1.2 p.5 q. 1-4.
N7.5 Students use their calculator
efficiently with negative numbers and
indices
Practice: Nelson Ex 9.9 p.355 q. 1-8.
N8.5 Students use a range of efficient
written methods to add, subtract,
divide and multiple integers
Practice: Nelson Ex 9.11 p.359 q. 1-6.
N6a.4, N6.5
Understand Number
Practice: Nelson Ex 1 Review p.29 q.
1-10.
N7.3, N7.4, N7.5 Understand
Operations
Practice: Nelson Ex 9 Review p.361
q. 1-14.
Practice: Nelson Ex 9.10 p.357 q. 1-4.
2008 Year 8 Programme and Outline | 6
Activity
8b
8c
8d
9a
9b
9c
Outcomes
 Number patterns
 Index Notation
 Order of operations
Revision
 Place Value
 Positive and Negative numbers
 Multiples
 Factors and Highest Common Factors
 Prime numbers and composite numbers
 Number patterns
 Index Notation
 Order of operations
Test
 Place Value
 Positive and Negative numbers
 Multiples
 Factors and Highest Common Factors
 Prime numbers and composite numbers
 Number patterns
 Index Notation
 Order of operations
Problem Solving
 Guess and check
 Make an organised list
Problem Solving
 Look for patterns
 Using tables
Problem Solving
 Working backwards
 Acted out
Problem Solving
 Draw a diagram
 Logic
 Write-ups
Links to Pointers
N8.5
Calculate
Activities
N6a.4, N6.5
Understand Number
N7.3, N7.4, N7.5 Understand
Operations
N8.5
Calculate
N6a.4, N6.5
Understand Number
NUMBER ASSESSMENT 1
N7.3, N7.4, N7.5 Understand
Operations
N8.5
Calculate
WM
WM
WM
WM
2008 Year 8 Programme and Outline | 7
Activity
9d
Outcomes
Assignment 1 – Problem Solving.
Links to Pointers
WM
Activities
WM ASSESSMENT 1
2008 Year 8 Programme and Outline | 8
GSHS Yr 8 Programme & Lesson Plan
Term 2
Activity
1a
1b
1c
2a
2b
2c
Outcomes
Fractions
 Students can identify examples where fractions
appear in everyday life.
 Students recognise equivalent fractions.
 Students recognise that fractions must be
constructed in equal parts.
 Students recognise situations where fractions
cannot be used (eg. unequal parts)
 Students can define numerator, denominator
and venticular.
Equivalent fractions
 Students can construct equivalent fractions
using multiples
Ordering fractions
 Students can place fractions on a number line
 Students can order fractions in ascending and
descending order
Simplifying fractions
 Students can construct equivalent fractions
using factors
Naming fractions
 Students can identify mixed numerals,
improper fractions, proper fractions.
 Students can produce pictorial representations
of mixed numerals, improper fractions, proper
fractions
 Students can convert between mixed numerals,
improper fractions, proper fractions.
Addition and subtraction of fractions
 Students can add and subtract fractions using
pictorial representations.
Links to Pointers
N6b.4 Students interpret fractional
quantities as relating to equal parts of a
thing.
Activities
Practice: Nelson Ex 7.1 p.240 q. 1-13.
N6b.4 Students state fractional
equivalents in words and symbols
Practice: Nelson Ex 7.4 p.251 q. 1-5.
N6b.4 Students have a sense of the
relative magnitude of fractions.
Practice: Nelson Ex 7.5 p.252 q. 1-3.
N6b.4 Students state fractional
equivalents in words and symbols
Practice: Nelson Ex 7.6 p.253 q. 1-2.
N6.5 Students move easily between
various ways of representing numbers
and quantities.
Practice: Nelson Ex 7.7 p.255 q. 1-8.
N6b.3 Students separate collections
and objects into equal parts to compare
unit fractions
Practice: Nelson Ex 7.8 p.260 q. 1-8.
Practice: Nelson Ex 7.3 p.248 q. 1-7.
Assignment: Nelson UMS p.261 q. 111.
2008 Year 8 Programme and Outline | 9
Activity
2d
3a
3b
3c
3d
Outcomes
Multiplying fractions
 Students recognise that multiplying fractions
involves fractions of quantities
 Students recognise the word ‘of’ indicates
multiplication
 Students are able to multiply whole numbers,
mixed numerals, improper fractions, proper
fractions.
Multiplying fractions II cont…
 Students understand to convert mixed
numerals to improper fractions before
multiplying.
 Students understand how identifying factors
and cancelling can be used to simplify
multiplication.
Division of fractions
 Students can divide fractions by inverting the
second term and multiplying numerators and
denominators.
Consolidation
 Revision
 Word Problems
 Mini Test
Decimals
 Students can identify numbers where decimal
points have been located incorrectly.
 Students can place decimal values on a place
value chart.
 Students can say/verbalise decimal values
 Students can identify the connection between
expanded notation and numbers placed in a
place value chart.
 Students can use the a b/c button on a
Links to Pointers
N7.4 Students are beginning to
understand the meaning of a whole
number and a fraction.
N7.5 Students understand that
multiplying or dividing can have the
effect of increasing or decreasing a
quantity
Activities
Practice: Nelson Ex 7.9 p.265 q. 1-5.
Practice: Nelson Ex 7.10 p.268 q. 124.
N8.5 Students use a range of efficient,
although not necessarily standard
written methods to multiply and divide
common and decimal fractions
N8.5 Students use calculators
efficiently dealing with fractions and
their own calculator
N7.5 Students use division in which the Practice: Nelson Ex 7.11 p.273 q. 1-7.
divisor is a fractional number
N6b.3, N6b.4, N6.5 Understand
Number
N7.4, N7.5
Understand Operations
N8.5
Calculate
N6a.4 Students can place decimal
numbers with an equal number of
places on the number line
Practice: Nelson Chp 7 Review p.274
q. 1-15.
NUMBER ASSESSMENT 2
Practice: Nelson Ex 2.1 p.32 q. 1.
Practice: Nelson Ex 2.2 p.33 q. 1-12.
N6.5 Students know that digits to the
right of the decimal place have
decreasing values in powers of ten.
2008 Year 8 Programme and Outline | 10
Activity
4a
4b
4c
4d
5a
5b
Outcomes
calculator to convert between fractions and
decimals
 Students can order decimals on a number line
Connection between fractions and decimals
 Students recognise that decimals describe parts
of a whole
 Students recognise the connection between
fractions and decimals
 Students can convert freely between decimals
and fractions
Rounding decimals
 Students can define the term ‘decimal places’
 Students can round numbers accurately
Addition and Subtraction of decimals
 Students can add/subtract decimal values with
and without a calculator
 Students can identify key information within a
worded problem that indicates
addition/subtraction is necessary
Links to Pointers
Activities
N6.5 Students move freely between
various ways of representing numbers
and quantities
Practice: Nelson Ex 2.3 p.36 q. 1-8.
Practice: Nelson Ex 2.4 p.40 q. 1-14.
N7.4 Students understand the
meaning, use and connections between
the four operations on decimal
numbers
N7.4 Students select the appropriate
operation to deal with a wide range of
operations
BIMDAS and operations on decimals
N7.4 Students understand the
meaning, use and connections between
 Students can multiply/divide decimal values
the four operations on decimal
with and without a calculator
 Students can perform decimal operations where numbers
currency is used.
 Students can identify key information within a
worded problem which operation is necessary
Powers of 10
N6a.4 Students know that values of
positions increase in powers of 10 from
 Students can shift the decimal place correctly
left to right
when multiplying and dividing by 10.
Estimation
N8.4 Students estimate sums and
products without prompting or support
 Students can construct reasonable mental
approximation of operations on decimal values
without evaluating the equation on a calculator
Practice: Nelson Ex 2.5 p.43 q. 1-9.
Practice: Nelson Ex 2.6 p.46 q. 1-2.
Practice: Nelson Ex 2.7 p.48 q. 1-7.
Practice: Nelson Ex 2.8 p.50. 1-8.
2008 Year 8 Programme and Outline | 11
Activity
5c
5d
6a
Outcomes
Revision
 Naming fractions
 Equivalent fractions
 Ordering fractions
 Simplifying fractions
 Naming fractions
 Addition and subtraction of fractions
 Multiplying fractions
 Division of fractions
 Decimals
 Connection between fractions and decimals
 Rounding decimals
 Addition and Subtraction of decimals
 BIMDAS and operations on decimals
 Powers of 10
 Estimation
Test
 Naming fractions
 Equivalent fractions
 Ordering fractions
 Simplifying fractions
 Naming fractions
 Addition and subtraction of fractions
 Multiplying fractions
 Division of fractions
 Decimals
 Connection between fractions and decimals
 Rounding decimals
 Addition and Subtraction of decimals
 BIMDAS and operations on decimals
 Powers of 10
 Estimation
Number patterns
 Students can identify and record number
Links to Pointers
N6b.3, N6a.4, N6b.4, N6.5
Understand Number
N7.4, N7.5
Understand Operations
N8.4, N8.5
Calculate
Activities
Practice: Nelson Ex 2.8 Review p.6669. 1-19.
N6b.3, N6a.4, N6b.4, N6.5
Understand Number
N7.4, N7.5
Understand Operations
N8.4, N8.5
Calculate
NUMBER ASSESSMENT 3
PA 18.2 Students use simple rules to
make number patterns and can explain
Practice: Nelson Ex 6.1 p.212. q.1.
2008 Year 8 Programme and Outline | 12
Activity
6b
6c
Outcomes
patterns from series of numbers using a variety
of operators using common language.
 Students can convert common language
representations to simple algebraic statements
 Students can interpret simple problems and
create number tables
 Students can extrapolate tabular information to
find a later term in the series without finding
intermediate results.
Substitution
 Students can apply simple rules to complete a
table of values (algebraic and number
machine).
Algebraic rules
 Students can create simple rules from a table of
values (using guess and check)
 Students can create simple rules from a table of
values (using difference patterns)
Algebraic Rules Cont..
6d
7a
7b
7c
Links to Pointers
rules involving constant addition or
subtraction
Activities
Practice: Nelson Ex 6.2 p.216. q.1-5.
PA18.3 Students recognise patterns
involving operations on whole numbers
Practice: Nelson Ex 6.3 p.219. q.1-3.
A18a.6 Students follow symbolic rules
to generate input/output pairs and
draw graphs
A18b.5 Students appreciate that letters Practice: Nelson Ex 6.4 p.219. q.1.
are used to represent a variable number
and not objects
Practice: Nelson Ex 6.5 p.219. q.1.
A19.5 Students use guess and check
and working backward to check their
solution
A18a.6 Students use difference
patterns to determine the nature of a
relationship
Defining Terms in Algebra
 Students can identify expressions, equations,
terms, coefficients, pronumerals, indexes.
Collecting like terms
A18b.5 Students abbreviate symbolic
expressions using conventions such as
 Students can identify like terms in a list
 Students understand the rules for collecting like y+y=2y
terms (addition and subtraction)
Multiplying terms
 Students multiply terms by adding indexes with
Practice: MQ1 Ex 4G p.155 q 1-5
Practice: Nelson Ex 10.8 p.385. q.16.
Practice: Nelson Ex 10.9 p.387. q.16. **** note leading sign on terms not
well defined
A18b.5 Students abbreviate symbolic
**** Not covered by Nelson 1.
expressions using conventions such as y Practice: Nelson 2 Ex 7.3 p.211. q.12008 Year 8 Programme and Outline | 13
Activity
7d
8a
8b
8c
8d
Outcomes
like pronumerals, multiplying coefficients and
treating leading signs correctly.
 Students understand that multiplying algebraic
terms is repetitive addition of terms.
Using BIMDAS principles with algebraic terms
 Students can add, subtract and multiply terms
correctly with and without brackets
Exploring Number Patterns and Graphs
 Students can identify number patterns from
pictorial, number lists and word problems
using guess and check and difference patterns.
 Students can represent number patterns using
algebraic expressions
Exploring Number Patterns and Graphs
 Students can apply number patterns derived
from word problems, pictorial representations
and number lists to create graphs
 Students can use graphs to solve simple
algebraic problems.
Interpreting Graphs
 Students can interpret graphs through
interpretation of data, scale, axis labels and
titles.
Coordinates & Cartesian Plane
 Students can define ordered pair, Cartesian
plane, x & y axis, coordinates
 Students can plot coordinates on an axis
 Students can correctly order x & y in a
coordinate.
 Students can recognise basic information from
a graph
 Students can order information by interpreting
information in a graph.
Links to Pointers
x y =y2
Activities
6.
A18b.5 Students abbreviate symbolic
expressions using conventions
Not covered by Nelson 1.
Worksheets
A19.6 Students use analytic methods
to solve linear equations
A18a.5 Students generate formula
from known data.
Practice: Nelson Ex 6.6 p.229. q.1-7.
A18b.5 Students can find a rule to
relate each element of a sequence to its
position.
A18a.5 Students generate formula
from known data.
Practice: Nelson Ex 12.1 p.455. q.110.
A19.5 Students can find a rule to relate
each element of a sequence to its
position.
A17a.5 Students locate and plot points
in the four quadrants.
Practice: Nelson Ex 12.2 p.461. q.112.
A17a.4 Students make informal
judgements about distance and time
relationships displayed in tables and
graphs.
Practice: Worksheets
Practice: MQ1 Chp11
Practice: MZ1 Chp7.1 p.267 q.1-14
Practice: MZ1 Chp7.2 p.267 q.1-8
A17b.5 Students distinguish between
the independent and dependent
variable.
2008 Year 8 Programme and Outline | 14
Activity
9a
9b
9c
9d
Outcomes
Links to Pointers
Activities
Linear Functions
 Students are able to substitute into simple
linear equations for values of y when given
values of x.
PA19.4 Students can substitute values
into an equation
Practice: Nelson2 Chp3.1 p.58 q.1-9
Writing Linear Rules
 Students can identify the gradient from a line
 Students identify y=mx+c as a linear equation
 Students identify that changing c moves the line
vertically
 Student can identify y intercepts and the
association with c
Review
 Number patterns
 Substitution
 Algebraic rules
 Defining Terms in Algebra
 Collecting like terms
 Multiplying terms
 Using BIMDAS principles with algebraic terms
 Exploring Number Patterns and Graphs
 Interpreting Graphs
 Coordinates & Cartesian Plane
 Linear Functions
 Writing Linear Rules
Test
 Number patterns
 Substitution
 Algebraic rules
 Defining Terms in Algebra
 Collecting like terms
 Multiplying terms
 Using BIMDAS principles with algebraic terms
A17a.6 Students read and interpret the
gradient and the linear function
y=mx+c.
PA17a.4
A17a.5,A17a.6
A17b.5
Practice: MZ1 Chp7.4 p.281 q.1-4
Practice: MZ1 Chp7.5 p.285 q.1-5
Practice: MZ1 Chp7.6 p.289 q.1-2
Practice: Nelson2 Chp3.8 p.78 q.1-13
Practice: Nelson 1 Chp 6,12 review
Practice: Nelson 2 Chp 7 review
PA 18.2, PA18.3
A18a.5, A18a.6
A18b.5, A19.4, A19.5
ALGEBRA ASSESSMENT 1
2008 Year 8 Programme and Outline | 15
Activity
Outcomes
 Exploring Number Patterns and Graphs
 Interpreting Graphs
 Coordinates & Cartesian Plane
 Linear Functions
 Writing Linear Rules
Links to Pointers
Activities
2008 Year 8 Programme and Outline | 16
GSHS Yr 8 Programme & Lesson Plan
SEMESTER 2
Term 3
Activity
1a
1b
1c
2a
2b
2c
2d
Outcomes
Review of Fractions and Decimals test
Understanding Percentages
 Students understand that a percentage is a part
of a hundred
 Students can convert simple fractions and
decimals to percentages
 Students can convert pictorial representations
to percentages
 Students can estimate percentages based on
pictorial representation
Percentages and Fractions
 Students can freely convert between fractions
decimals and percentages
Percentages of quantities
 Students can calculate the percentage of a
quantity
 Students can make comparisons between two
quantities using fractions decimals and
percentages
Percentages of quantities
 Students can apply their knowledge to simple
applications of percentages
Percentages of quantities cont..
Consumer applications
 Students can create and evaluate simple
percentage sums involving monetary
Links to Pointers
N6.5 Students move easily between
various ways of representing numbers
and quantities
N6.5 Students move easily between
various ways of representing numbers
and quantities
Activities
NUMBER ASSESSMENT 3
Practice: Nelson 1 Ex 14.1 p.524 q.111
Practice: Nelson 1 Ex 14.2 p.526 q.17
Practice: Nelson 1 Ex 14.3 p.531 q.1-3
Practice: Nelson 1 Ex 14.4 p.532 q.12
N8.5 Students calculate amounts of
quantities using percentages
Practice: Nelson 1 Ex 14.5 p.534 q.15
Practice: Nelson 1 Ex 14.6 p.537 q.111
N8.6 Students use computations
confidently using percentages.
Practice: Nelson 1 Ex 14.7 p.540 q.118
N8.6 Students use computations
confidently using percentages.
N8.6 Students can use their calculator
to increase or decrease an amount by a
given percentage
Practice: Nelson 1 Ex 14.8 p.542 q.17
Practice: Nelson 1 Ex 14.9 p.545 q.117
2008 Year 8 Programme and Outline | 17
Activity
3a
3b
3c
3d
4a
4b
4c
Outcomes
calculations (percentage increase/decrease)
Fractions and ratios
 Students can convert freely between fractions
and ratios
Ratios of two quantities
 Students can create ratios from simple word
problems
 Students can find the simplest form of ratios
Ratio and Proportion
 Students can find equivalent ratios
Rates
 Students can use ratios to convert between
standard units
Rates
 Students can interpret information from graphs
to determine simple rates
Links to Pointers
Revision
 Understanding Percentages
 Percentages and Fractions
 Percentages of quantities
 Consumer applications
 Fractions and ratios
 Ratios of two quantities
 Ratio and Proportion
 Rates
Test
 Understanding Percentages
 Percentages and Fractions
 Percentages of quantities
 Consumer applications
 Fractions and ratios
 Ratios of two quantities
 Ratio and Proportion
N6.5, N6.6
Understanding Number
Activities
Practice: Nelson 2 Ex 13.1 p.413 q.112
N8.6 Students use computations
confidently using ratios.
Practice: Nelson 2 Ex 13.2 p.417 q.17
N6.6 Students order ratios by changing
parts and comparing them.
N6.6 Students order ratios by changing
parts and comparing them.
Practice: Nelson 2 Ex 13.3 p.419 q.117
Practice: Nelson 2 Ex 13.4 p.425 q.110
N 6.6 Students interpret published
materials to interpret given situations
Practice: Nelson 2 Ex 13.5 p.428 q.15
Practice: Nelson 2 Ex 13.6 p.431 q.18
N8.5, N8.6
Calculate
N6.5, N6.6
Understanding Number
NUMBER ASSESSMENT 4
N8.5, N8.6
Calculate
2008 Year 8 Programme and Outline | 18
Activity
Outcomes
 Rates
Units of Measure
 Students identify appropriate units of measure
Activities
M9a.3 Students choose a common unit
when comparing two objects
Practice: Nelson 1 Ex 3.1 p.73 q.1-3
M9a.4 Students understand the unit as
a quantity
4d
Scale



5a
Links to Pointers
M9a.4 Students select attributes that
are sensible for everyday descriptions
and comparisons
M10b.4 Students use a whole number
Students are able to accurately read scales using or unit number scale fraction to
calculate or estimate measurements.
various measuring devices
Students can estimate a reasonable range of
M10b.4 Students can predict or
values using a specified scale.
calculate the size of the parts in scale
Students demonstrate accuracy when
version
measuring from scale diagrams
Practice: Nelson 1 Ex 3.2 p.73 q.1-7
M9b.5 Students read and take accurate
measurements from a variety of
graduated scales
M11.4 Students uses the known size of
familiar things to help make and
improve estimates
5b
M11.5 Students makes sensible
estimate of length, area volume, angle
and time in standard units and
identifies unreasonable estimates
Length conversion
M10b.3 Students can predict or
 Students can freely convert between mm, cm, m calculate the size of the parts in scale
version
and km.
Practice: Nelson 1 Ex 3.3 p.80 q.1-12
M9a.4 Students can express measures
of length using common metric prefixes
2008 Year 8 Programme and Outline | 19
Activity
Outcomes
Perimeter of shapes
 Students can calculate the perimeter of a
variety of shapes.
5c
5d
6a
6b
6c
Perimeter continued
 Students can use trundle wheels to calculate
distance and recognise the application
circumference.
Properties of a circle
 Students can define circumference, diameter,
radius.
 Students can demonstrate the relationship
between radius and diameter.
 Students can use scale diagrams to estimate
circumference and to determine a relationship
between circumference and diameter
Circumference of a circle
 Students can use a calculator to find an
approximation of pi
 Students recognise that pi is a special constant.
 Students can calculate the circumference of a
circle using radius and diameter
Scale drawing
 Students can use scale to determine the
inferred size of an image.
Links to Pointers
and appropriate notation
M9a.4 Students understand the
differences between perimeter and area
Activities
Practice: Nelson 1 Ex 3.4 p.82 q.1-12
M10a.3 Students understands and
measures perimeter directly and uses
straightforward arithmetic to
determine perimeter
M10a.4 Students use perimeter for a
variety of polygons
M9b.5 Students read and take accurate Practice: Nelson 1 Ex 3.5 p.87 q.1-4
measurements from a variety of
graduated scales
MEASUREMENT ASSESSMENT
1/WM ASSESSMENT 2: Nelson 1
Problem Solving p.88
M10a.5 Students understands and
Practice: Nelson 1 Ex 3.6 p.92 q.1-6
applies directly circumference of a
circle
M10a.5 Students understands and
applies directly circumference of a
circle
Practice: Nelson 1 Ex 3.7 p.92 q.1-8
M10b.3 Students attend informally to
scale when making maps and models
Practice: Nelson 1 Ex 3.8 p.102 q.1-9
M10b.4 Students understands and
applies scale for straightforward tasks
that involve making figures with grids
2008 Year 8 Programme and Outline | 20
Activity
6d
7a
7b
7c
7d
8a
Outcomes
Area
 Students can define the term area
 Students can determine area of shapes using
1cm square grids
 Students recognise that area is 2 dimensional
Comparing areas
 Students are able to identify approximate area
from drawings
 Students are able to order drawings by area
 Students can determine an appropriate unit for
calculating area
Area of rectangles
 Students can find the area of a rectangle using
lxw
 Students use appropriate units when
calculating area.
Area of parallelograms and triangles
 Students can find the area of parallelograms
and triangles
 Students can reduce complex shapes to simpler
shapes where area can be readily determined
Area of a circle & composite shapes
 Students are able to use pi x r2 calculate area of
a circle
 Students are able to use area of circles and
rectangles to determine the area of area of
composite shapes
Volume
 Students recognise that volume is 3
dimensional
 Students use the correct units for volume
Links to Pointers
and cubes
M10a.5 Students understands and
applies directly areas based on
rectangles and circles and uses
similarity to solve.
M10a.4 Students understand the area
of regions based on squares and uses
these for practical purposes
9a.4 Students understand the
differences between perimeter and area
M10a.5 Students understands and
applies directly areas based on
rectangles and circles and uses
similarity to solve.
M10a.5 Students understands and
applies directly areas based on
rectangles and circles and uses
similarity to solve.
Activities
Practice: Nelson 1 Ex 8.2 p.288 q.1-6
Practice: Nelson 1 Ex 8.1 p.284 q.1-5
Practice: Nelson 1 Ex 8.3 p.291 q.1-5
Practice: Nelson 1 Ex 8.4 p.296 q.112
M10a.5 Students understands and
applies directly areas based on
similarity and pythagoras to solve.
Practice: Nelson 1 Ex 8.5 p.301 q.1-2
Practice: Nelson 1 Ex 8.6 p.304 q.1-3
Practice: Nelson 1 Ex 8.7 p.306 q.1-9
M10a.5 Students understands and
applies directly areas based on
rectangles and circles and uses
similarity to solve.
Practice: Nelson 1 Ex 8.8 p.308 q.111
M10a.5 Students understands and
applies directly volume relationships
for shapes based on prisms.
Practice: Nelson 1 Ex 8.9 p.314 q.1-11
2008 Year 8 Programme and Outline | 21
Activity
8b
8c
8d
9a
9b
9c
Outcomes
problems eg mm3
Volume of prisms
 Students define prisms as a three dimensional
shape with parallel sides
 Students can determine the volume of a prism
using area of the base x height
Angles
 Students can name acute, straight, obtuse,
reflex and right angles.
 Students are able to observe naming
conventions of angles
Measuring Angles
 Students can use a protractor to find an angle
Drawing and Estimating Angles
 Students can use a protractor to construct an
angle
 Students can estimate the size of an angle
without a protractor to 90% accuracy
 Students can use the property of 180° in a
triangle to find the third angle.
Complementary and Supplementary Angles
 Students can identify and define corresponding,
co-interior, alternate interior and vertically
opposite angles.
 Students can determine and define parallel
lines.
 Students recognise Z, F and C angles
Revision
 Units of Measure
 Scale
 Length conversion
 Perimeter of shapes
 Properties of a circle
Links to Pointers
Activities
M10a.5 Students understands and
applies directly volume relationships
for shapes based on prisms.
Practice: Nelson 1 Ex 8.10 p.318 q.12
S16.5 The student analyses describes
and applies distinguishing features of
common classes of common classes of
mathematical objects such as angle
relationships
M9b.3 The student compares directly
and indirectly and orders things by
angle and measures them by calculating
standard units.
M9b.4 The student measures angle by
using whole number scales.
Practice: Nelson 1 Ex 4.1 p.117 q.1-4
Practice: Nelson 1 Ex 4.2 p.118 q.1-6
Practice: Nelson 1 Ex 4.3 p.120 q.1-5
Practice: Nelson 1 Ex 4.4 p.123 q.1-4
Practice: Nelson 1 Ex 4.5 p.127 q.1-4
Practice: Nelson 1 Ex 4.6 p.128 q.1-3
Practice: Nelson 1 Ex 4.8 p.139 q.1
S16.5 The student analyses describes
and applies distinguishing features of
common classes of common classes of
mathematical objects such as angle
relationships
Practice: Nelson 1 Ex 4.10 p.147 q.16
M9a.3, M9a.4
M9b.3 M9b.4 M9b.5
M10a.3, M10a.4, M10a.5
2008 Year 8 Programme and Outline | 22
Activity
9d
Outcomes
 Circumference of a circle
 Scale drawing
 Area
 Comparing areas
 Area of rectangles, parallelograms and triangles
 Area of a circle & composite shapes
 Volume of cubes and prisms
 Measuring Angles
 Drawing and Estimating Angles
 Complementary and Supplementary Angles
 Angles in circles
Test
 Units of Measure
 Scale
 Length conversion
 Perimeter of shapes
 Properties of a circle
 Circumference of a circle
 Scale drawing
 Area
 Comparing areas
 Area of rectangles, parallelograms and triangles
 Area of a circle & composite shapes
 Volume of cubes and prisms
 Measuring Angles
 Drawing and Estimating Angles
 Complementary and Supplementary Angles
 Angles in circles
Links to Pointers
M10b.3, M10b.4
Activities
M11.4, M11.5, S16.5
9a.3, M9a.4
MEASUREMENT ASSESSMENT
2
M9b.3 M9b.4 M9b.5
M10a.3, M10a.4, M10a.5
M10b.3, M10b.4
M11.4, M11.5, S16.5
2008 Year 8 Programme and Outline | 23
GSHS Yr 8 Programme & Lesson Plan
Term 4
Activity
1a
1b
1c
2a
2b
2c
Outcomes
Pre Test
Equations and Inequalities
 Students can define ‘Statement/Expressions’
and Equations
 Students can solve equations using a flowchart
 Students can create algebraic rules from
flowcharts
Links to Pointers
PA19.4 Students construct and
completes statements of equality using
their understanding of number and
number relationships
Activities
ALGEBRA ASSESSMENT 2
Practice: Nelson 1 Ex 10.1 p.364 q.12
Practice: Nelson 1 Ex 10.2 p.367 q.15
A19.5 Students finds numbers or
number pairs using a variety of
methods for one and two step equations
Brackets
PA19.4 Students construct and verify
Practice: Nelson 1 Ex 10.3 p.370 q.4
complex
arithmetic
statements
of
 Students can use brackets to change the order
equality using brackets where
of operation
 Students can modify operators in expressions to appropriate
produce valid equations.
Graphs of rules and flowcharts
A19.5 Students can solve equations
Practice: Nelson 1 Ex 10.4 p.373 q.1from graphs drawn on the Cartesian
5
 Students can define ordered pairs.
plane.
 Students recognise that x,y coordinates are a
Practice: Nelson 1 Ex 10.5 p.376 q.1form of ordered pair.
4
 Students can construct coordinates from
graphs.
 Students can construct tables from algebraic
rules using correct order of operation
Substitution
A19.5 Students can guess a solution to Practice: Nelson 1 Ex 10.6 p.379 q.1an equation and substitute its value
18
 Students recognise that substitution is
replacing pronumerals within an expression or into the equation and use the feedback
to improve their guess
equation.
 Students are able to demonstrate substitution
into expressions and equations
Writing and evaluating algebraic expressions
A19.5 Students can explain why two
Practice: Nelson 1 Ex 10.7 p.383 q.1expressions are equivalent and can
5
 Students are able to decipher simple word
substitute numerical values into
problems for construction and evaluation of
expressions.
Practice: Nelson 1 Ex 10.10 p.389
algebraic expressions
A19.5 Students can validate solutions
q.1-4
2008 Year 8 Programme and Outline | 24
Activity
Outcomes
Evaluating and solving algebraic expressions
 Students can use backtracking to solve
algebraic expressions
2d
3a
3b
Solving algebraic equations II
 Students can use the balancing method to solve
single step equations
 Students can use the balancing method to solve
two step equations
Solving algebraic equations III
 Students can use the balancing method to solve
multiple step equations
Solving algebraic equations IV
 Students can use guess and check to solve
simple algebraic equations
3c
3d
4a
Word problems
 Student can use algebra to solve simple
equations
Word problems II
Links to Pointers
to equations by substitution
A19.5 Students can solve one and two
step equations using strategies that
include guess/check and improve,
balancing and working backward
A19.5 Students can solve one and two
step equations using strategies that
include guess/check and improve,
balancing and working backward
A19.5 Students can solve one and two
step equations using strategies that
include guess/check and improve,
balancing and working backward
A19.5 Students can solve one and two
step equations using strategies that
include guess/check and improve,
balancing and working backward
A18a.5 Students generate formula
from known data and use this pattern
to generate sequences
A18a.5 Students can identify patterns
by examining successive terms.
Activities
Practice: Nelson 1 Ex 10.11 p.393 q.15
Practice: Nelson 1 Ex 10.12 p.396
q.1-2
Practice: Nelson 1 Ex 10.13 p.397
q.1-5
Practice: Nelson 1 Ex 10.14 p.400
q.1-10
Practice: Nelson 1 Ex 10.15 p.403
q.1-4
Practice: Nelson 1 Ex 10.16 p.404
q.1-4
Practice: Nelson 1 Ex 10.17 p.406
q.1-6
Practice: Nelson 1 Ex 10.18 p.408
q.1-4
Note: Wrap around method is an
alternative not considered in Nelson
Practice: Nelson 1 Ex 10.19 p.409
q.1-27
Practice: Nelson 1 Ex 10.20 p.411 q.112
A18b.5 Students can translate
straightforward logistic statements into
symbolic statements by representing
the variable quantity with a letter.
2008 Year 8 Programme and Outline | 25
Activity
4b
4c
Outcomes
Links to Pointers
Inequalities
 Students can evaluate algebraic expressions
using inequalities
A18b.6 Students use algebraic symbols
to write one or two variable equations
from a description of a single
constraint.
A19.5 Students describe conditions
under which a statement will be true or
false and then graph the truth set as an
equality or inequality on the number
line.
PA19.4, A19.5
Equivalence, equations and inequality
Revision
 Equations and Inequalities
 Brackets
 Graphs of rules and flowcharts
 Substitution
 Writing and evaluating algebraic expressions
 Evaluating and solving algebraic expressions
 Word problems
 Inequalities
Activities
Practice: Nelson 1 Ex 10.21 p.418 q.15
Practice: Nelson 1 Chp 10 Review
p.419
A18b.5, A18b.6
Understand symbols
A18a.5
Reason about patterns
PA19.4, A19.5
Equivalence, equations and inequality
ALGEBRA ASSESSMENT 3
S16.5 The student analyses describes
and applies distinguishing features of
common classes of mathematical
objects such as angle relationships
Worksheets
5a
Test
 Equations and Inequalities
 Brackets
 Graphs of rules and flowcharts
 Substitution
 Writing and evaluating algebraic expressions
 Evaluating and solving algebraic expressions
 Word problems
 Inequalities
Defining Triangles
 Students can identify equilateral, isosceles and
scalene triangles
5b
Angles in triangles
S16.5 The student analyses describes
4d
Practice: MFWA1 Chp 9a p.233 q1-4
Practice: MQ1 Chp 10a p.385 q.1-10
Worksheets
2008 Year 8 Programme and Outline | 26
Activity
5c
5d
6a
6b
6c
6d
Outcomes
 Students can find the third angle in any triangle
where two angles are given.
 Students can use the properties of an
equilateral or isosceles triangle to find
unknown angles.
 Students can find external angles for a triangle
using complementary and supplementary
angles
Properties of Quadrilaterals
 Students are able to recognise quadrilaterals
and define/recognise features of regular
quadrilaterals eg. naming, internal angles,
parallel sides, opposite and adjacent angles.
Angles in Quadrilaterals
 Students are able to find the internal angle for a
regular polygons
 Students are able to construct internal triangles
within regular polygons
 Students understand the connection between
the number of constructed triangles within the
polygon and the sum of the internal angles of
the polygon
Revision
Test
Space – 3D Shapes
Nets
 Students identify the term net with a two
dimensional shape that can be folded into a
three dimensional shape
 Students can identify faces, vertices and edges
of shapes.
 Students can construct nets for basic shapes
Space – 3D Shapes
Drawing 3D shapes – Oblique view
 Students can use square dot paper to construct
Links to Pointers
and applies distinguishing features of
common classes of mathematical
objects such as angle relationships
Activities
Practice: MQ1 Chp 10b p.392 q.1-9
Practice: MFWA1 Chp 9c p.236 q1-2
Practice: MFWA1 Chp 9d p.238 q.ak
S16.5 The student analyses describes
and applies distinguishing features of
common classes of common classes of
mathematical objects such as angle
relationships
S16.5 The student analyses describes
and applies distinguishing features of
common of mathematical objects such
as angle relationships
S16.5
S16.5
S15b.3 Represent Shape
Students match 3D models with their
nets and conventional drawings
Worksheets
Practice: MQ1 Chp 10c p.397 q.1-6
Practice: MFWA1 Chp 9e p.239 q.1-3
Practice: Nelson 1 Ex 4.9 p.142 q.1-4
SPACE ASSESSMENT 1
Text: [N1 Ex 13.1 p.490]
Activity: Shape building using
skewers and HGG.
Text: [MFWA2 Ex 7J p.196]
S15b.3 Represent Shape
Students match 3D models with their
nets and conventional drawings
Text: [N1 Ex 13.2 p.492]
Activity: Students design nets using
2008 Year 8 Programme and Outline | 27
Activity
7a
7b
7c
Outcomes
basic cube nets
 Students recognise that more than one net
exists to create cubes
 Students can visualise the folding of a net and
can hypothesize which will form a closed shape
Space – 3D Shapes
Drawing 3D shapes – Isometric view
 Students can use triangular dot paper to
construct 2D representations of basic 3D
shapes
 Students understand to use square dot paper
for face-on view and triangular dot paper for
corner view
 Students draw the leading edge first in
isometric and the front face first in oblique
Space – Transformation and Symmetry
Translation
 Students can define ‘translation’
 Students understand that an ordered pair on a
Cartesian plane is known as a coordinate
 Students can plot coordinates on a Cartesian
plane
 Students understand that negative horizontal
translation is to the left and positive is to the
right.
 Students understand that negative vertical
translation is down and positive is up
 Students understand A’ notation and how to
construct Cartesian axes
Space – Transformation and Symmetry
Describing Translation
 Students can perform translations using
notation (x, y) → (x + a, y + b)
 Students can describe translations using
notation (x, y) → (x + a, y + b)
Links to Pointers
S15b.4 Represent Shape
Students recognise which nets will fold
into a cube
Activities
Dot paper.
S15b.3 Represent Shape
Students match 3D models with their
nets and conventional drawings
Text: [N1 Ex 13.3 p.494]
Teacher resources needed here
Activity: Building castles from nets.
Activity: Building the Homer
investigation path from newspaper
S15c.6 Represent Transformations
Students follow instructions for moving
or sketching things according to one or
more transformations.
Text: [N2 Ex 14.1 p.437]
Activity: Drawing students class
positions on Cartesian planes
Activity: Student construct snoopy
from Cartesian coordinates.
S15c.6 Represent Transformations
Students follow instructions for moving
or sketching things according to one or
more transformations.
Text: [N2 Ex 14.2 p.440]
Text: [MFWA2 Ex 8AB p.213]
Text: [EM1o Ex 3G p.124]
2008 Year 8 Programme and Outline | 28
Activity
7d
8a
8b
8c
Outcomes
Space – Transformation and Symmetry
Rotations
 Students can define ‘rotation’
 Students understand that the centre of rotation,
angle of rotation and direction of rotation are
required before a rotation can occur
 Students can determine the order of rotation of
a regular polygon
Space – Transformation and Symmetry
Reflection
 Students can define ‘reflection’
 Students can identify the line of
symmetry/mirror line
 Students can construct a reflected image when
provided a line of symmetry
 Students can determine when an object is not
reflected
 Students can describe reflections along the x
axis, y axis, y=x and y=-x
Space – Transformation and Symmetry
Dilation
 Students can define ‘dilation’,
‘enlargement/stretch’, ‘reduction/squash’
 Students can identify the line of
symmetry/mirror line
 Students recognise that a dilation requires a
scale factor and a centre of dilation.
 Students can perform basic dilations
Revision
Defining Triangles
Angles in triangles
Properties of Quadrilaterals
Angles in Quadrilaterals
Nets
Drawing 3D shapes – Oblique view
Links to Pointers
S15c.6 Represent Transformations
Students follow instructions for moving
or sketching things according to one or
more transformations.
Activities
Text: [N2 Ex 14.3 p.442]
Text: [MFWA2 Ex 8D p.218]
Text: [EM1o Ex 3I p.131]
S15c.6 Represent Transformations
Students follow instructions for moving
or sketching things according to one or
more transformations.
Text: [N2 Ex 14.4,14.5 p.446]
Text: [MFWA2 Ex 8C p.216]
Text: [EM1o Ex 3H p.127]
S15c.6 Represent Transformations
Students follow instructions for moving
or sketching things according to one or
more transformations.
Text: [N2 Ex 14.6 p.452]
Text: [MFWA2 Ex 8E p.219]
Text: [EM1o Ex 3J p.135]
S15b.3, S15b.4
Represent Shape
S15c.6
Represent Tranformations
S16.5
Reason Geometrically
2008 Year 8 Programme and Outline | 29
Activity
Outcomes
Drawing 3D shapes – Isometric view
Translation
Rotations
Reflection
Dilation
Links to Pointers
Activities
Test
S15b.3, S15b.4
Represent Shape
S15c.6
Represent Tranformations
S16.5
Reason Geometrically
SPACE ASSESSMENT 2
8d
9a
9b
9c
9d
Yr 9 Entry Testing / Consolidation
2008 Year 8 Programme and Outline | 30
APPENDIX A – OUTCOMES AUDIT
Working
Mathematically
WM3.4
WM3.5
WM4.4
WM4.5
WM5.4
WM5.5
Term 1
(8d, 9a,9b,9c,9d)
Number
Measurement
N6a.4
Term 1 (5a,8a,8b)
Term 2 (3d, 5a,5c)
M9a.3
Term 3 (4d,9c)
Chance and
Data
C&D12.3
Term 1 (1b,1c)
M9a.4
Term 3 (4d,5b,5c,7a,9c)
C&D12.4
Term 1 (1c)
M9b.3
Term 3 (8d,9c)
C&D12.5
Term 1
(2a,2b,2c)
N6.5
Term 1 (5b,5c, 8a,8b)
Term 2 (2b,3d,4a,5c)
Term 3 (1b,1c,4b)
N6.6
Term 3 (3c,3d,4a,4b)
M9b.4
Term 3 (9a,9c)
N6b.3
Term 1 (2c)
Term 2 (5c)
M9b.5
Term 3 (5a,5d,9c)
N6b.4
Term 2
(1a, 1b, 1c, 2a,5c)
N7.3
Term 1
(6a,6b,6c,8a,8b)
N7.4
Term 1 (5d,8a,8b)
Term 2
(2d,3c,4c,4d,5c)
N7.5
Term 1
(5b,5c,7a,7b,7c,8a,8b)
Term 2 (2d,3b,3c,5c)
M10a.3
Term 3 (5c,9c)
M10a.4
Term 3 (5c,6d,9c)
C&D12.6
Term 1 (2b)
C&D13a.3
Term 1 (3a,4c)
C&D13a.4
Term 1
(3b,3d,4c)
C&D13a.5
Term 1 (3c,4b)
M10a.5
Term 3
(6a,6b,6d,7a,7b,7c,7d,8a,8b,9c) C&D13b.3
Term 1 (3b,4c)
M10b.3
Term 3 (5b,6c,9c)
C&D13b.4
Term 1 (4a,4c)
M10b.4
Term 3 (5a,6c,9c)
C&D13c.3
Term 1 (3a)
M11.4
Term 3 (5a,9c)
Space
Pre-algebra/Algebra
S15b.3
Term 4
(6c,6d,7a,8c)
PA17a.4
Term 2 (8d,9c)
S15b.4
Term 4
(6d, 8c)
S15c.6
Term 4
(7b,7c,7d,8a,8b,8c)
S16.5
Term 3 (8c,9b,9c)
Term 4
(5a,5b,5c,5d,6a,8c)
A17a.5
Term 2 (8c,9c)
A17a.6
Term 2 (9b,9c)
A17b.5
Term 2 (8d,9c)
PA18.2
Term 2 (6a,9c)
PA18.3
Term 1 (6d,9c)
Term 2 (6b,9c)
A18a.5
Term 2 (8a,8b,9c)
Term 4 (3d,4a,4c)
A18a.6
Term 2 (6b,6d,9c)
A18b.5
Term 2 (6c,7b,7c,7d,8a,9c)
Term 4 (4a,4c)
A18b.6
Term 4 (4a,4c)
2008 Year 8 Programme and Outline | 31
N8.4
Term 2 (5b,5c)
N8.5
Term
1(5c,7a,7d,8a,8b)
Term 2(3a,3c,5c)
Term 3(2a,4b)
N8.6
Term 3
(2b,2c,2d,3a,3b,4b)
M11.5
Term 3 (5a,9c)
PA19.4
Term 2 (9a,9c)
Term 4 (1b,1c,4c)
A19.5
Term2 (6c,8b,9c)
Term 4
(1b,2a,2b,2c,2d,3a,3b,3c,4b,4c)
A19.6
Term2 (7d)
2008 Year 8 Programme and Outline | 32