Mapping Cambridge Lower Sec Maths 0862 Brazil Years 6 To 9

Mapping Cambridge Lower Secondary Mathematics 0862
(Stages 7 to 9) to the Brazil Base Nacional Comum Curricular

for Mathematics (Years 6 to 9)
September 2020
Version 1.0
Copyright © UCLES 2020
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local
Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
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Contents
Introduction .................................................................................................................................................................................................................................................. 4
Summary ...................................................................................................................................................................................................................................................... 5
Colour coding key: ..................................................................................................................................................................................................................................... 10
Mapping for the Brazilian National Curriculum: Year 6 .............................................................................................................................................................................. 11
Cambridge Lower Secondary Mathematics learning objectives that do not align with the Brazilian National Curriculum for Mathematics for Years 6 to 9 ................... 36
Introduction
We have mapped Cambridge Lower Secondary Mathematics (0862) to the Brazilian Base Nacional Comum Curricular for Mathematics, which we will refer to as the Brazilian
National Curriculum for Mathematics. This mapping document shows where Cambridge Lower Secondary Science (0863) is covered in the Brazilian National Curriculum for
Mathematics.
The Cambridge Lower Secondary Mathematics Curriculum Framework provides a comprehensive set of progressive learning objectives for mathematics. The learning
objectives detail what learners should know or what they should be able to do in mathematics in each of Stages 7 to 9 of lower secondary education. They provide a structure
for teaching and learning and a reference against which learners' understanding can be checked. Each learning objective from the Cambridge Lower Secondary Mathematics
Curriculum Framework has a unique code, e.g. 7Sp.01. These codes appear in the Cambridge Teacher Guide, Schemes of Work and other published resources which can
be found at https://lowersecondary.cambridgeinternational.org. Ask the Cambridge coordinator or exams officer in your school if you do not already have a log-in for this
support site.
V1 20Y09 Mapping Cambridge Lower Secondary Mathematics 0862 (Stages 7 to 9) to the Brazilian National Curriculum for Mathematics (Years 6 to 9) 4
Summary
Overview
Cambridge Lower Secondary Mathematics curriculum
Cambridge Lower Secondary Mathematics is taught over three years (Stages 7 to 9) and is designed for ages 11 to 14. Each stage in the Cambridge Lower Secondary
Mathematics curriculum is designed to support a clear progression of mathematics knowledge and skills within and across the lower secondary stages. Over time, learners
will develop their mathematical skills in Number, Algebra, Geometry and Measure, and Statistics and Probability while thinking and working mathematically.
We have introduced Thinking and Working Mathematically as a key part of the Cambridge mathematics curriculum to assist learners in considering the processes that are
involved when solving problems. Thinking and Working Mathematically connects all the strands and learning objectives of the mathematics curriculum to support learners
in developing a collection of mathematical strategies.
Thinking and Working Mathematically is described within the following characteristics:

• Specialising and Generalising
• Conjecturing and Convincing
• Characterising and Classifying
• Critiquing and Improving.
Brazilian National Curriculum for Mathematics

The Brazilian National Curriculum for Mathematics for Ensino Fundamental II is taught over four years (Years 6 to 9) and is designed for ages 11 to 15. The curriculum
statements are separated by year and into the following strands: Numbers; Algebra; Geometry; Quantities and Measures; Probability and statistics.
As the table shows, there is a one-year offset in age expectations between the Cambridge and Brazil curricula. The Brazilian National Curriculum’s years and the
Cambridge Lower Secondary stages are therefore not aligned. Year 7 in Brazil does not align to Stage 7 in Cambridge Lower Secondary, but to Stage 8. This one-year
offset also means Year 9 in Brazil aligns to the Cambridge IGCSE™ age range. This mapping has not included IGCSE subjects. Content not covered in Brazil’s Year 9
may be covered by the Cambridge IGCSEs.
Age Brazil Cambridge

11 to 12 Year 6 Stage 7
14 to 15 Year 9
IGCSE
15 to 16 Year 10
Similarities Differences
Aspects of the two curricula that overlap: Aspects of the Cambridge Lower Secondary Mathematics curriculum
• The majority of the Brazilian National Curriculum for Mathematics (Years 6 to 9) that are not covered by the Brazilian National Curriculum for
is covered by the Cambridge Lower Secondary Mathematics curriculum. An Mathematics (Years 6 to 9):
alignment in ages would align the two curricula further. • Number: rounding numbers to given significant numbers including limits.
• Strand organisation of the curricula is comparable, with learning objectives and • Algebra: open and closed intervals (inequalities); solving linear inequalities in
curriculum statements organised under similar strands. words and as an inequality.
• Geometry and Measure: surface areas of solids; bearings and scales; connect
Brazilian National Cambridge Lower lines of symmetry of a regular polygon and order of rotation; formula for the sum
Curriculum for Secondary Mathematics of interior angles of a polygon; sum of exterior angles of a polygon.
Mathematics (Years 6 to 9) • Thinking and Working Mathematically: eight characteristics (see Overview).
Numbers Number
Aspects of the Brazilian National Curriculum for Mathematics (Years 6
Algebra Algebra
to 9) that are not covered by the Cambridge Lower Secondary
Geometry Geometry and Measure Mathematics curriculum:
Quantities and measures • Number: fractional powers.
• Algebra: solving second degree polynomial equations.
Probability and statistics Probability and Statistics
• Geometry: geometric rigidity of triangles.
• Quantities and measures: angle of vision.
• Statistics and probability have significant alignment.
Other differences to note:
Other similarities to note:
• The Brazilian National Curriculum for Mathematics (Years 6 to 9) has fewer
• There are many aspects of both curricula that are common but are expected at curriculum statements than Cambridge Lower Secondary Mathematics has
different ages, which is evident from the grey highlighting in the tables below, learning objectives but, in general, each statement covers a broader idea and
due to the two curricula not being aligned by age. maps to several distinct Cambridge learning objectives.
• The Cambridge Lower Secondary Mathematics curriculum considers • The Cambridge curriculum design reflects a ‘spiral’ approach, meaning topics
calculators as useful teaching aids and learners should understand when it is are revisited and extended upon at each stage. In contrast, the Brazilian
best to use calculators to help them calculate. However, the Brazilian National curriculum tends to address a topic in greater detail without revisiting it in the
Curriculum for Mathematics for Years 6 to 9 recommends using calculators in following year. One example of this is geometric transformations, which is
some curriculum statements. addressed in Year 7 in the Brazilian curriculum but in Stages 7, 8 and 9 in the
• The Cambridge Lower Secondary Mathematics curriculum encourages the use Cambridge curriculum.
of technology as a valuable resource for teaching and learning, especially when • Many curriculum statements in Year 6 of the Brazilian curriculum are not
covering statistics. How and when it should be used is left to the discretion of covered by the Cambridge Lower Secondary Mathematics curriculum, but are
the school to ensure that there is added value for the learners. Similarly, the covered by the Cambridge Primary Mathematics curriculum. This is due to the
Brazilian National Curriculum for Mathematics for Years 6 to 9 requires the use one-year difference in age alignment of the curricula. Topics include:
of technology in specific curriculum statements. o Number: comparing and ordering natural and rational numbers;
understanding the decimal number system; classifying natural numbers into
primes and compounds; rounding numbers.
o Geometry: first quadrant of the Cartesian plane; naming and comparing
polygons; identifying characteristics of triangles.
o Quantities and measures: measuring and classifying angles; the
relationship between perimeter and area.
• The Brazilian National Curriculum for Mathematics for Years 6 to 9 includes
problem solving explicitly in some curriculum statements. The Thinking and
Working Mathematically characteristics in the Cambridge Lower Secondary
Mathematics curriculum ensure that problem solving is embedded and
enhanced throughout.
• The Cambridge Lower Secondary Mathematics curriculum places an emphasis
on estimating in calculations and measurements.
• Cambridge learners are expected to work mentally in all aspects of their
mathematics to develop conceptual understanding. They are encouraged to
build a personal collection of helpful mental strategies by critiquing and
improving. However, in the Brazilian National Curriculum for Mathematics for
Years 6 to 9 there is specific mention of using mental strategies only for some
curriculum statements, rather than the holistic Cambridge approach across the
subject.
• Cambridge learners are encouraged to use any written method that suits their
understanding of mathematics and their context. The Brazilian National
Curriculum for Mathematics for Years 6 to 9 recommends the use of algorithms
and number lines.
Percentage of the Brazilian National Curriculum for Mathematics (Years 6 to 9) covered

85%
explicitly by the Cambridge Lower Secondary Mathematics curriculum, in whole or in part
Percentage of the Cambridge Lower Secondary Mathematics curriculum mapped against the
92%
Brazilian National Curriculum for Mathematics (Years 6 to 9), in whole or in part
Conclusion
Cambridge Lower Secondary Mathematics is compatible Cambridge Lower Secondary Mathematics is compatible
with use of support materials recommended with additional support required
You are
here
Schools and teachers: you can add or integrate the Cambridge Schools and teachers: you may need assistance to add or
Lower Secondary Mathematics curriculum yourselves and will integrate the Cambridge Lower Secondary Mathematics curriculum
benefit from: and will benefit from:
• using the materials on the support sites • discussing with your regional Cambridge International contact
• attending Cambridge International training (face-to-face or the specific needs of your school and identifying what available
online) support from Cambridge International best meets your needs
• a member of staff becoming a Cambridge International • discussing the compatibility of the Cambridge curriculum with
curriculum coordinator (or equivalent) and engaging with your subject specialist(s). This conversation may include
training and support analysing the specific issues with using the Cambridge
• using the wider guidance available, such as Implementing the curriculum in your school and jointly agreeing solutions.
Curriculum with Cambridge
• discussing with your regional Cambridge International contact
the specific needs of your school and identifying what available
support from Cambridge International best meets your needs.
It is possible to integrate the Cambridge Lower Secondary Mathematics curriculum with the Brazilian National Curriculum for Mathematics (Years 6 to 9) as there is
significant overlap of content and the pedagogical approaches of both curricula are similar. However, there are a significant number of Cambridge Lower Secondary
Mathematics learning objectives that do not align to any of the Brazilian National Curriculum for Mathematics (Years 6 to 9) statements, partly due to the one-year
difference in how the curricula align.
A number of curriculum statements from the Brazilian National Curriculum for Mathematics (Years 6 to 9) identified as not covered by Cambridge Lower Secondary
Mathematics are covered in Cambridge Primary Mathematics. Examples include organising numbers into primes and composites, and measuring and classify angles.
If you teach in a school across the primary and lower secondary age-range then there is greater alignment of curriculum content by the end of lower secondary (Stage 9 or
Year 8 / Year 9).
Some aspects of the Brazilian National Curriculum for Mathematics (Years 6 to 9) are covered in other parts of the Cambridge Pathway. Some of the unique content within
the Brazilian National Curriculum for Mathematics (Years 6 to 9) is covered in the Cambridge Primary Mathematics curriculum and some may be covered within the
IGCSE Mathematics syllabuses. This mapping document does not include a review of relevant Cambridge IGCSEs.
To support the integration of the two curricula, you will need to consider the amount of time you have available to teach mathematics and if more time can be provided.
• If more time is provided, it may be possible to cover the overlapping content and the unique content of both curricula, e.g. elements of the Geometry and Measure
strand in the Cambridge curriculum and aspects of the Number strand in the Brazilian curriculum.
• The most significant consideration is the ages of learners in both curricula as these are not aligned, which has resulted in many of the Year 6 and Year 9 Brazilian
curriculum statements not being covered by Cambridge learning objectives.
• Additional planning time would also need to be considered in order to integrate Cambridge’s Thinking and Working Mathematically.
• If more time is not available, decisions need to be made about what unique parts of both curricula you will prioritise and which learning objectives can be blended to
minimise the time requirements. These decisions may be affected by other subjects you teach.
We recommend that you read and consider the guidance document Implementing the Curriculum with Cambridge and at least one member of staff attends the
Introductory training for Cambridge Lower Secondary Mathematics before discussing your needs further with your regional Cambridge International contact.
In addition, we provide a progression grid that is useful for identifying progression of all content across all stages. This will support you to ensure that progression of the
Cambridge curriculum can be maintained when moving content between stages/years.
Colour coding key:
Colour Statement affected Meaning

Turquoise Brazilian curriculum statement This part of the Brazilian curriculum statement has no
matching Cambridge learning objective
Grey Cambridge learning objective This part of the Cambridge learning objective matches
the relevant Brazilian curriculum statement, but is not at
the same age expectation (either below or above the
expected age of the Brazilian curriculum statement)
Green Cambridge learning objective This part of the Cambridge learning objective does not
match the Brazilian curriculum statement
No colour Cambridge learning objective This part of the Cambridge learning objective matches
the Brazilian curriculum statement at the same age
expectation
No colour Brazilian curriculum statement This part of the Brazilian curriculum statement matches
at least one Cambridge learning objective
Mapping for the Brazilian National Curriculum: Year 6
Brazil National Curriculum for Mathematics:

Cambridge Lower Secondary Mathematics learning objectives Notes
Year 6
Numbers
(EF06MA01) Comparing, ordering, reading and writing (EF06MA01) is covered in
natural numbers and rational numbers whose decimal Cambridge Primary
representation is finite, making use of the number line. Mathematics.
(EF06MA02) Recognising the decimal numbering system, (EF06MA02) is covered in
as it has spread in the western world and to highlight Cambridge Primary
similarities and differences with other systems, in order to Mathematics.
systematize its main features (base, positional value and
zero function), using, even, the composition and
decomposition of natural numbers and rational numbers in
their decimal representation.
(EF06MA03) Solving and elaborating problems involving 7Ni.01 Estimate, add and subtract integers, recognising generalisations. Solving and elaborating
calculations (mental or written, exact or approximate) with 7Ni.03 Estimate, multiply and divide integers including where one integer is problems are covered by the
natural numbers, by means of varied strategies, negative. Thinking and Working
understanding both the processes involved with and Mathematically
without the use of a calculator. characteristics, not by
learning objectives.
Cambridge learners should

use mental strategies in all
aspects of their mathematics
Cambridge learners are

encouraged to use the
calculator in conjunction with
mental and written strategies.
(EF06MA04) Constructing algorithms in natural language Working with learning
and representing them by flowcharts that show the objectives from the Number
resolution of a simple problem (for example, if any natural strand in conjunction with the
number is a pair). Thinking and Working
Mathematically
characteristics will provide
opportunities to cover
(EF06MA04).
Year 6
(EF06MA05) Classifying natural numbers into primes and (EF06MA05) is covered in
compounds, establishing relations between numbers, Cambridge Primary
expressed by the terms “is a multiple of”, “is a divisor of”, Mathematics.
“is a factor of”, and establishing, through research, criteria
of divisibility by 2, 3, 4, 5, 6, 8, 9, 10, 100 and 1000.
(EF06MA06) Solving and elaborating problems involving 7Ni.03 Estimate, multiply and divide integers including where one integer is Solving and elaborating
concepts of multiplication and division. negative. problems are covered by the
7Np.01 Use knowledge of place value to multiply and divide whole numbers Thinking and Working
and decimals by any positive power of 10. Mathematically
characteristics, not by
(EF06MA07) Understanding, comparing and ordering 7Nf.06 Understand the relative size of quantities to compare and order Understanding that a fraction
fractions associated with the concept of parts of integers decimals and fractions, using the symbols =, ≠, > and <. can be represented as a
and the results of division, identifying equivalent fractions. division of the numerator by
the denominator (proper and
improper fractions) and
equivalent fractions is
covered in Cambridge
Primary Mathematics.
(EF06MA08) Recognising that positive rational numbers 7Nf.01 Recognise that fractions, terminating decimals and percentages have Cambridge learners are
can be expressed in the fractional and decimal forms, equivalent values. encouraged to use any
establishing relations between these representations, written method that suits their
moving from one representation to another, and relating understanding of
them to points on the number line. mathematics and their
context.
(EF06MA09) Solving and elaborating problems involving (EF06MA09) is covered in
the calculation of the fraction of a quantity whose result is Cambridge Primary
a natural number, with and without the use of a calculator. Mathematics.
(EF06MA10) Solving and elaborating problems involving 7Nf.02 Estimate and add mixed numbers, and write the answer as a mixed Solving and elaborating
addition or subtraction with rational positive numbers in number in its simplest form. problems are covered by the
fractional representation. Thinking and Working
Mathematically
(EF06MA11) Solving and elaborating problems with 7Np.02 Round numbers to a given number of decimal places. Solving and elaborating
positive rational numbers in decimal representation, 7Nf.07 Estimate, add and subtract positive and negative numbers with the problems are covered by the
involving the four fundamental operations and same or different number of decimal places. Thinking and Working
potentiation, through various strategies, using estimates 7Nf.08 Estimate, multiply and divide decimals by whole numbers. Mathematically
Year 6
and rounding up or down to verify the answers, with and characteristics, not by
without using a calculator. learning objectives.

encouraged to use the
calculator in conjunction with
mental and written strategies.
(EF06MA12) Make estimates of quantities and (EF06MA12) is covered in
approximating numbers to multiples of the power of the Cambridge Primary
nearest 10. Mathematics.
(EF06MA13) Solving and elaborating problems involving 7Nf.05 Recognise percentages of shapes and whole numbers, including Solving and elaborating
percentages, based on the idea of proportionality, without percentages less than 1 or greater than 100. problems are covered by the
making use of the “rule of three”, using personal 7Nf.09 Understand and use the unitary method to solve problems involving Thinking and Working
strategies, mental calculation and calculators in financial ratio and direct proportion in a range of contexts. Mathematically
education contexts, among others. characteristics, not by

encouraged to use
calculators in conjunction
with mental and written
strategies.
Cambridge learners should

use mental strategies in all
aspects of their mathematics.
Algebra
(EF06MA14) Recognising that the mathematical relation 7Ae.02 Understand that the laws of arithmetic and order of operations apply Problem solving is covered
of equality does not change when adding, subtracting, to algebraic terms and expressions (four operations). by the Thinking and Working
multiplying or dividing its two members by the same 7Ae.03 Understand how to manipulate algebraic expressions including: Mathematically
number and using this notion to determine unknown - collecting like terms characteristics, not by
values in problem solving. - applying the distributive law with a constant. learning objectives.
7Ae.06 Understand that a situation can be represented either in words or as
an equation. Move between the two representations and solve the equation
(integer coefficients, unknown on one side).
(EF06MA15) Solving and elaborating problems involving 7Nf.09 Understand and use the unitary method to solve problems involving Solving and elaborating
the division of a quantity into two unequal parts, involving ratio and direct proportion in a range of contexts. problems are covered by the
Year 6
addition and multiplication, as well as the ratio between 7Nf.10 Use knowledge of equivalence to simplify and compare ratios (same Thinking and Working
the parts and between one of the parts and the whole. units). Mathematically
7Nf.11 Understand how ratios are used to compare quantities to divide an characteristics, not by
amount into a given ratio with two parts. learning objectives.
Geometry
(EF06MA16) Associating ordered pairs of numbers with (EF06MA16) is covered in
points on the Cartesian plane of the first quadrant, in Cambridge Primary
situations such as the location of the vertices of a polygon. Mathematics.
(EF06MA17) Quantifying and establishing relationships 8Gg.05 Understand and use Euler’s formula to connect number of vertices,
between the number of vertices, faces and edges of faces and edges of 3D shapes.
prisms and pyramids, depending on the base polygon, in
order to solve problems and develop spatial perception.
(EF06MA18) Recognising, naming and comparing (EF06MA18) is covered in
polygons, in terms of sides, vertices, and angles, and Cambridge Primary
classifying them into regular and non-regular, both in their Mathematics.
representations on the flat and on polyhedron sides.
(EF06MA19) Identifying characteristics of the triangles (EF06MA19) is covered in
and classifying them in relation to the measurements of Cambridge Primary
the sides and angles. Mathematics.
(EF06MA20) Identifying characteristics of quadrilaterals, 7Gg.01 Identify, describe and sketch regular polygons, including reference to
classifying them in relation to sides and angles, and sides, angles and symmetrical properties.
recognising the inclusion and intersection of classes
between them.
(EF06MA21) Constructing similar flat figures in enlarged 7Gp.06 Understand that the image is mathematically similar to the object
and reduced size, with the use of quadratic meshes, after enlargement. Use positive integer scale factors to perform and identify
Cartesian plane or digital technologies. enlargements.
(EF06MA22) Using instruments, such as rulers and 7Gg.14 Draw parallel and perpendicular lines, and quadrilaterals. Cambridge Lower Secondary
squares, or software, for representations of parallel and Mathematics encourages the
perpendicular lines and the construction of quadrilaterals, use of technology as a
among others. valuable resource for
teaching and learning.
Quantities and measures
Year 6
(EF06MA23) Building algorithms to solve step-by-step 7Gp.03 Use knowledge of translation of 2D shapes to identify the
situations (as in the construction or indication of the corresponding points between the original and the translated image, without
displacement of an object on the plane according to points the use of a grid.
of reference and distances provided etc.).
(EF06MA24) Solving and elaborating problems involving 7Gg.04 Understand the relationships and convert between metric units of Length and time are covered
the length, mass, time, temperature, area (triangles and area, including hectares (ha), square metres (m²), square centimetres (cm²) in Cambridge Primary
rectangles), capacity and volume (solids formed by and square millimetres (mm²). Mathematics.
rectangular blocks), without the use of formulas, placed 7Gg.05 Derive and know the formula for the area of a triangle. Use the
whenever possible in contexts arising from real situations formula to calculate the area of triangles and compound shapes made from Solving and elaborating
and/or related to other areas of knowledge. rectangles and triangles. problems are covered by the
7Gg.07 Derive and use a formula for the volume of a cube or cuboid. Use the Thinking and Working
formula to calculate the volume of compound shapes made from cuboids, in Mathematically
cubic metres (m3), cubic centimetres (cm3) and cubic millimetres (mm3). characteristics, not by
(EF06MA25) Recognising the angle aperture as (EF06MA25) is covered in
magnitude associated with geometric figures. Cambridge Primary
Mathematics curriculum.
(EF06MA26) Solving problems involving angles in
different contexts and in real situations, such as an angle
of vision.
(EF06MA27) Determining measures of angle apertures, (EF06MA27) is covered in
by means of a protractor and/or digital technologies. Cambridge Primary
Mathematics.
(EF06MA28) Interpreting, describing and drawing simple 7Gg.08 Visualise and represent front, side and top view of 3D shapes.
floor plans of residences and aerial views.
(EF06MA29) Analyzing and describing changes that occur (EF06MA29) is covered in
in the perimeter and in the area of a square when the Cambridge Primary
measurements of its sides are increased or reduced in Mathematics.
order to understand that the perimeter is proportional to
the side measurement, which does not occur with the
area.
Probability and statistics
(EF06MA30) Calculating the probability of a random 7Sp.01 Use the language associated with probability and proportion to
event, expressing it by number (fractional, decimal, and describe, compare, order and interpret the likelihood of outcomes.
percentage form) and comparing this number with the 7Sp.02 Understand and explain that probabilities range from 0 to 1, and can
probability obtained by means of successive experiments. be represented as proper fractions, decimals and percentages.
Year 6
7Sp.04 Understand how to find the theoretical probabilities of equally likely
outcomes.
7Sp.05 Design and conduct chance experiments or simulations, using small
and large numbers of trials. Analyse the frequency of outcomes to calculate
experimental probabilities.
(EF06MA31) Identifying the variables and their 7Ss.03 Record, organise and represent categorical, discrete and continuous
frequencies and the constituent elements (title, axes, data. Choose and explain which representation to use in a given situation:
subtitles, fonts, and dates) on different graph types. - Venn and Carroll diagrams
- tally charts, frequency tables and two-way tables
- dual and compound bar charts
- waffle diagrams and pie charts
- frequency diagrams for continuous data
- line graphs
- scatter graphs
- infographics.
7Ss.05 Interpret data, identifying patterns, within and between data sets, to
answer statistical questions. Discuss conclusions, considering the sources of
variation, including sampling, and check predictions.
(EF06MA32) Interpreting and solving situations involving 7Ss.05 Interpret data, identifying patterns, within and between data sets, to
research data on areas such as the environmental, answer statistical questions. Discuss conclusions, considering the sources of
sustainability, traffic, responsible consumption, presented variation, including sampling, and check predictions.
by the media in tables and in different types of graphs,
and writing texts in order to synthesize conclusions.
(EF06MA33) Planning and collecting research data on 7Ss.01 Select and trial data collection and sampling methods to investigate
social practices chosen by students and using predictions for a set of related statistical questions, considering what data to
spreadsheets to record, represent and interpret tables, collect (categorical, discrete and continuous data).
various graph types, and texts.
(EF06MA34) Interpreting and developing simple
flowcharts, identifying the relations between the objects
represented (for example, the position of cities
considering the roads that join them, hierarchy of
employees a company, etc.).

Year 7
Numbers
(EF07MA01) Solving and elaborating problems with 7Ni.04 Understand lowest common multiple and highest common factor Solving and elaborating
natural numbers, involving the notions of division and (numbers less than 100). problems are covered by the
multiplication, with the possibility of including the 7Ni.05 Use knowledge of tests of divisibility to find factors of numbers greater Thinking and Working
maximum common divisor or minimum common multiple than 100. Mathematically
for various strategies without the use of algorithms. 7Ni.06 Understand the relationship between squares and corresponding characteristics, not by
square roots, and cubes and corresponding cube roots. learning objectives.
7Np.01 Use knowledge of place value to multiply and divide whole numbers
and decimals by any positive power of 10.
8Ni.03 Understand factors, multiples, prime factors, highest common factors
and lowest common multiples.
(EF07MA02) Solving and elaborating problems involving 7Nf.01 Recognise that fractions, terminating decimals and percentages have Solving and elaborating
percentages, such as those that deal with simple additions equivalent values. problems are covered by the
and subtractions, using various strategies, mental 7Nf.05 Recognise percentages of shapes and whole numbers, including Thinking and Working
calculation and calculator, in the context of financial percentages less than 1 or greater than 100. Mathematically
education, among others. characteristics, not by
(EF07MA03) Comparing and ordering whole numbers in 7Ni.01 Estimate, add and subtract integers, recognising generalisations. Cambridge learners are
different contexts, including the historical context, 7Nf.06 Understand the relative size of quantities to compare and order encouraged to use any
associating them with points of the number line and using decimals and fractions, using the symbols =, ≠, > and <. written method that suits their
them in situations involving addition and subtraction. understanding of
mathematics and their
context.
(EF07MA04) Solving and elaborating problems involving 7Ni.03 Estimate, multiply and divide integers including where one integer is Solving and elaborating
operations with integers. negative. problems are covered by the
7Ni.02 Understand that brackets, positive indices and operations follow a Thinking and Working
particular order Mathematically
7Nf.07 Estimate, add and subtract positive and negative numbers with the characteristics, not by
same or different number of decimal places. learning objectives.
8Ni.01 Understand that brackets, indices (square and cube roots) and
operations follow a particular order.
8Ni.06 Recognise squares of negative and positive numbers, and
corresponding square roots.
8Ni.07 Recognise positive and negative cube numbers, and the
corresponding cube roots.
Year 7
8Nf.04 Use knowledge of the laws of arithmetic and order of operations
(including brackets) to simplify calculations containing decimals or fractions.
9Nf.04 Use knowledge of the laws of arithmetic, inverse operations,
equivalence and order of operations (brackets and indices) to simplify
calculations containing decimals and fractions.
(EF07MA05) Solving a similar problem using different 7Nf.02 Estimate and add mixed numbers, and write the answer as a mixed Cambridge learners are
algorithms. number in its simplest form. encouraged to use any
7Nf.03 Estimate, multiply and divide proper fractions. written method that suits their
8Nf.02 Estimate and subtract mixed numbers, and write the answer as a understanding of
mixed number in its simplest form. mathematics and their
8Nf.03 Estimate and multiply an integer by a mixed number, and divide an context.
integer by a proper fraction.
9Nf.02 Estimate, add and subtract proper and improper fractions, and mixed
numbers, using the order of operations.
(EF07MA06) Recognising that the resolution of a set of
problems that have the same structure can be obtained
using the same procedures.
(EF07MA07) Representing by means of a flowchart the Cambridge learners are
steps used to solve a set of problems. encouraged to use any
written method that suits their
understanding of
context.
(EF07MA08) Comparing and ordering fractions associated 7Nf.01 Recognise that fractions, terminating decimals and percentages have
with ideas of parts of integers, results of divisions, ratios equivalent values.
and operators. 7Nf.06 Understand the relative size of quantities to compare and order
decimals and fractions, using the symbols =, ≠, > and <.
8Nf.06 Understand the relative size of quantities to compare and order
decimals and fractions (positive and negative), using the symbols =, ≠, >, <, ≤
and ≥.
(EF07MA09) Using, in solving problems, the association 7Nf.09 Understand and use the unitary method to solve problems involving
between ratios and fractions, such as the fraction 2/3 to ratio and direct proportion in a range of contexts.
express the ratio of two parts of a quantity to three parts of 7Nf.10 Use knowledge of equivalence to simplify and compare ratios (same
the same, or three parts of another quantity. units).
7Nf.11 Understand how ratios are used to compare quantities to divide an
amount into a given ratio with two parts.
8Nf.09 Understand and use the relationship between ratio and direct
proportion.
Year 7
8Nf.10 Use knowledge of equivalence to simplify and compare ratios
(different units).
8Nf.11 Understand how ratios are used to compare quantities to divide an
amount into a given ratio with two or more parts.
9Nf.07 Understand the relationship between two quantities when they are in
direct or inverse proportion.
9Nf.08 Use knowledge of ratios and equivalence for a range of contexts.
(EF07MA10) Comparing and ordering rational numbers in 7Nf.01 Recognise that fractions, terminating decimals and percentages have Cambridge learners are
different contexts and associating them with points on the equivalent values. encouraged to use any
number line. 7Nf.06 Understand the relative size of quantities to compare and order written method that suits their
decimals and fractions, using the symbols =, ≠, > and <. understanding of
context.
(EF07MA11) Understanding and using the multiplication 7Nf.04 Use knowledge of common factors, laws of arithmetic and order of
and division of rational numbers, the relation between operations to simplify calculations containing decimals or fractions.
them, and their operative properties. 7Nf.08 Estimate, multiply and divide decimals by whole numbers.
8Nf.07 Estimate and multiply decimals by integers and decimals.
8Nf.08 Estimate and divide decimals by numbers with one decimal place.
9Nf.06 Estimate, multiply and divide decimals by integers and decimals.
9Nf.02 Estimate, add and subtract proper and improper fractions, and mixed
numbers, using the order of operations.
9Nf.03 Estimate, multiply and divide fractions, interpret division as a
multiplicative inverse, and cancel common factors before multiplying or
dividing.
(EF07MA12) Solving and elaborating problems involving Learning objectives from the
operations with rational numbers. Number strand and Thinking
and Working Mathematically
characteristics can cover
(EF07MA12).
Algebra
(EF07MA13) Understanding the idea of variables, 7Ae.01 Understand that letters can be used to represent unknown numbers,
represented by a letter or symbol, to express relationships variables or constants.
between two quantities, differentiating them from the idea 7Ae.04 Understand that a situation can be represented either in words or as
of the unknown. an algebraic expression, and move between the two representations (linear
with integer coefficients).
a formula (single operation), and move between the two representations.
Year 7
(integer coefficients, unknown on one side).
(EF07MA14) Classifying sequences into recursive and 7As.01 Understand term-to-term rules, and generate sequences from
non-recursive, recognising that the concept of recursion is numerical and spatial patterns (linear and integers).
present not only in mathematics but also in the arts and
literature.
(EF07MA15) Using algebraic symbology to express 7As.01 Understand term-to-term rules, and generate sequences from
regularities found in sequences. numerical and spatial patterns (linear and integers).
7As.02 Understand and describe nth term rules algebraically (in the form
n ± a, a × n where a is a whole number).
(EF07MA16) Recognising whether two algebraic 7Ae.02 Understand that the laws of arithmetic and order of operations apply
expressions obtained to describing regularity of the same to algebraic terms and expressions (four operations).
numerical sequence are available or not. 7Ae.03 Understand how to manipulate algebraic expressions including:
- collecting like terms
- applying the distributive law with a constant.
(EF07MA17) Solving and elaborating problems involving 7Nf.09 Understand and use the unitary method to solve problems involving Solving and elaborating
variation of proportionality between two quantities, using ratio and direct proportion in a range of contexts. problems are covered by the
an algebraic sentence to express the relationship between 8Nf.09 Understand and use the relationship between ratio and direct Thinking and Working
them. proportion. Mathematically
9Nf.07 Understand the relationship between two quantities when they are in characteristics, not by
direct or inverse proportion. learning objectives.
(EF07MA18) Solving and elaborating problems that can 7Ae.06 Understand that a situation can be represented either in words or as Solving and elaborating
be represented by polynomial equations of the first an equation. Move between the two representations and solve the equation problems are covered by the
degree, reducible to the form ax + b = c, making use of (integer coefficients, unknown on one side). Thinking and Working
the properties of equality. Mathematically
Geometry
(EF07MA19) Performing transformations of polygons 7Gp.03 Use knowledge of translation of 2D shapes to identify the
represented on the Cartesian plane, resulting from the corresponding points between the original and the translated image, without
multiplication of the coordinates of its vertices by an the use of a grid.
integer. 7Gp.04 Reflect 2D shapes on coordinate grids, in a given mirror line (x- or y-
axis), recognising that the image is congruent to the object after a reflection
7Gp.06 Understand that the image is mathematically similar to the object
after enlargement. Use positive integer scale factors to perform and identify
enlargements.
Year 7
8Gp.03 Translate points and 2D shapes using vectors, recognising that the
image is congruent to the object after a translation.
8Gp.04 Reflect 2D shapes and points in a given mirror line on or parallel to
the x- or y-axis, or y = ± x on coordinate grids. Identify a reflection and its
mirror line.
8Gp.06 Enlarge 2D shapes, from a centre of enlargement (outside or on the
shape) with a positive integer scale factor. Identify an enlargement and scale
factor.
9Gp.03 Transform points and 2D shapes by combinations of reflections,
translations and rotations.
9Gp.04 Identify and describe a transformation (reflections, translations,
rotations and combinations of these) given an object and its image.
9Gp.05 Recognise and explain that after any combination of reflections,
translations and rotations the image is congruent to the object.
9Gp.06 Enlarge 2D shapes, from a centre of enlargement (outside, on or
inside the shape) with a positive integer scale factor. Identify an enlargement,
centre of enlargement and scale factor.
9Gp.07 Analyse and describe changes in perimeter and area of squares and
rectangles when side lengths are enlarged by a positive integer scale factor.
(EF07MA20) Recognising and representing, on the 7Gg.10 Identify reflective symmetry and order of rotational symmetry of 2D
Cartesian plane, the symmetry of figures in relation to the shapes and patterns.
axes and their origin. 8Gg.09 Understand that the number of sides of a regular polygon is equal to
the number of lines of symmetry and the order of rotation.
(EF07MA21) Recognising and constructing figures 7Gp.04 Reflect 2D shapes on coordinate grids, in a given mirror line (x- or y-
obtained by the translation, rotation and reflection axis), recognising that the image is congruent to the object after a reflection
symmetries, using drawing instruments or dynamic 7Gp.05 Rotate shapes 90º and 180º around a centre of rotation, recognising
geometry software and linking this study to flat that the image is congruent to the object after a rotation.
representations of works of art, architectural elements, 8Gp.04 Reflect 2D shapes and points in a given mirror line on or parallel to
among others. the x- or y-axis, or y = ± x on coordinate grids. Identify a reflection and its
mirror line.
8Gp.05 Understand that the centre of rotation, direction of rotation and angle
are needed to identify and perform rotations.
(EF07MA22) Constructing circumferences, using a 7Gg.03 Know the parts of a circle: Cambridge encourages
compass, recognising them as a geometric and using - centre, radius, diameter, circumference, chord, tangent. cross-curricular links.
them to make artistic compositions and solve problems 8Gg.12 Construct triangles, midpoint and perpendicular bisector of a line
involving equidistant objects. segment, and the bisector of an angle.
Year 7
(EF07MA23) Checking relationships between angles 7Gg.13 Recognise the properties of angles on:
formed by parallel lines cut by a transversal with and - parallel lines and transversals
without the using of dynamic geometry software. - perpendicular lines
- intersecting lines.
8Gg.11 Recognise and describe the properties of angles on parallel and
intersecting lines, using geometric vocabulary such as alternate,
corresponding and vertically opposite.
(EF07MA24) Constructing triangles, using ruler and 8Gg.12 Construct triangles, midpoint and perpendicular bisector of a line The sum of internal angles of
compass, recognising the existence of the triangle in segment, and the bisector of an angle. a triangle is covered in
terms of the measurement of the sides and verifying that Cambridge Primary
the sum of internal angles of a triangle is 180°. Mathematics.
(EF07MA25) Recognising the geometric rigidity of
triangles and their applications, as in architectural
structures (roofs, metal structures and others) or in the
plastic arts.
(EF07MA26) Describing, in writing and by means of a 8Gg.12 Construct triangles, midpoint and perpendicular bisector of a line
flowchart, an algorithm for the construction of any triangle, segment, and the bisector of an angle.
when knowing the measurements of the three sides.
(EF07MA27) Calculating the measurements of the internal 7Gg.01 Identify, describe and sketch regular polygons, including reference to
angles of regular polygons, without using formulas, and sides, angles and symmetrical properties.
establishing relations between internal and external 7Gg.11 Derive the property that the sum of the angles in a quadrilateral is
angles of polygons, preferably linked to the construction of 360°, and use this to calculate missing angles.
mosaics and tiling. 8Gg.10 Derive and use the fact that the exterior angle of a triangle is equal to
the sum of the two interior opposite angles.
(EF07MA28) Describing, in writing and by means of a 9Gg.11 Construct 60º, 45º and 30º angles and regular polygons.
flowchart, an algorithm for the construction of a regular
polygon (such as a square and an equilateral triangle),
when knowing the measurements of its sides.
(EF07MA29) Solving and elaborating problems involving 8Gg.03 Know that distances can be measured in miles or kilometres, and Solving and elaborating
measures of quantity in everyday situations or in other that a kilometre is approximately 5/8 of a mile or a mile is 1.6 kilometres. problems are covered by the
areas of knowledge, recognising that every empirical 9Np.02 Understand that when a number is rounded there are upper and Thinking and Working
measure is approximate. lower limits for the original number. Mathematically
Year 7
(EF07MA30) Solving and elaborating problems of the 7Gg.07 Derive and use a formula for the volume of a cube or cuboid. Use the Solving and elaborating
calculation of the measurement of the volume of formula to calculate the volume of compound shapes made from cuboids, in problems are covered by the
rectangular blocks, involving the usual units (cubic metres, cubic metres (m3), cubic centimetres (cm3) and cubic millimetres (mm3). Thinking and Working
cubic decimeters and cubic centimetres). Mathematically
(EF07MA31) Establishing calculation expressions for the 7Gg.05 Derive and know the formula for the area of a triangle. Use the
area of triangles and quadrilaterals. formula to calculate the area of triangles and compound shapes made from
rectangles and triangles.
8Gg.04 Use knowledge of rectangles, squares and triangles to derive the
formulae for the area of parallelograms and trapezia. Use the formulae to
calculate the area of parallelograms and trapezia.
(EF07MA32) Solving and computing problems of area 7Gg.04 Understand the relationships and convert between metric units of Solving and elaborating
measurement of flat figures that can be broken into area, including hectares (ha), square metres (m²), square centimetres (cm²) problems are covered by the
squares, rectangles and/or triangles, using equivalence and square millimetres (mm²). Thinking and Working
between areas. 7Gg.05 Derive and know the formula for the area of a triangle. Use the Mathematically
formula to calculate the area of triangles and compound shapes made from characteristics, not by
rectangles and triangles. learning objectives.
(EF07MA33) Establishing the number as the ratio 7Gg.03 Know the parts of a circle: Solving and elaborating
between the measurement of a circumference and its - centre, radius, diameter, circumference, chord, tangent. problems are covered by the
diameter, in order to understand and solve problems, 8Gg.02 Understand π as the ratio between a circumference and a diameter. Thinking and Working
including those of a historical nature. Know and use the formula for the circumference of a circle. Mathematically
(EF07MA34) Planning and performing random 7Sp.01 Use the language associated with probability and proportion to
experiments or simulations involving the calculation of describe, compare, order and interpret the likelihood of outcomes.
probabilities or estimates by frequency of occurrences. 7Sp.02 Understand and explain that probabilities range from 0 to 1, and can
be represented as proper fractions, decimals and percentages.
outcomes.
and large numbers of trials. Analyse the frequency of outcomes to calculate
experimental probabilities.
and large numbers of trials. Compare the experimental probabilities with
theoretical outcomes.
Year 7
and large numbers of trials. Calculate the expected frequency of occurrences
and compare with observed outcomes.
(EF07MA35) Understanding, in significant contexts, the 7Ss.04 Use knowledge of mode, median, mean and range to describe and
meaning of the statistical mean as an indicator of a summarise large data sets. Choose and explain which one is the most
research trend, calculating its value, and relating it appropriate for the context.
intuitively with the amplitude of the data set.
(EF07MA36) Planning and conducting surveys involving 7Ss.01 Select and trial data collection and sampling methods to investigate
social reality, identifying the need to make a census or predictions for a set of related statistical questions, considering what data to
use a sample, and interpreting the data to communicate collect (categorical, discrete and continuous data).
them by means of a written report, tables and graphs, with 7Ss.02 Understand the effect of sample size on data collection and analysis.
the support of spreadsheets. 7Ss.03 Record, organise and represent categorical, discrete and continuous
data. Choose and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- waffle diagrams and pie charts
- frequency diagrams for continuous data
- line graphs
- scatter graphs
- infographics.
(EF07MA37) Interpreting and analyzing data presented in 7Ss.05 Interpret data, identifying patterns, within and between data sets, to
a sector graph released by the media and understanding answer statistical questions. Discuss conclusions, considering the sources of
when it is possible or convenient to use it. variation, including sampling, and check predictions.

Year 8
Numbers
(EF08MA01) Performing calculations with powers of 8Ni.05 Use positive and zero indices, and the index laws for multiplication Standard form is another way
whole exponents and applying this knowledge to the and division. of referring to scientific
representation of number in scientific notation. 9Ni.03 Understand the standard form for representing large and small notation.
numbers.
9Ni.02 Use positive, negative and zero indices, and the index laws for
multiplication and division.
(EF08MA02) Solving and elaborating problems using the
relationship between potentiation and radiation in order to
represent a root as a power of fractional exponent.
(EF08MA03) Solving and elaborating counting problems 8Ni.02 Estimate, multiply and divide integers, recognising generalisations. Solving and elaborating
whose resolution involves the application of the 8Np.01 Use knowledge of place value to multiply and divide integers and problems are covered by the
multiplicative principle. decimals by 0.1 and 0.01. Thinking and Working
Mathematically
(EF08MA04) Solving and elaborating problems, involving 8Nf.05 Understand percentage increase and decrease, and absolute change. Solving and elaborating
percentage calculations, including the use of digital problems are covered by the
technologies. Thinking and Working
Mathematically
Cambridge Lower Secondary

Mathematics encourages the
use of technology as a
valuable resource for
(EF08MA05) Recognizing and using procedures to obtain 8Nf.01 Recognise fractions that are equivalent to recurring decimals.
a generative fraction for a recurring decimal. 9Nf.01 Deduce whether fractions will have recurring or terminating decimal
equivalents.
Algebra
Year 8
(EF08MA06) Solving and elaborating problems involving 8Ae.01 Understand that letters have different meanings in expressions, Solving and elaborating
the calculation of the numerical value of algebraic formulae and equations. problems are covered by the
expressions, using the properties of the operations. 8Ae.02 Understand that the laws of arithmetic and order of operations apply Thinking and Working
to algebraic terms and expressions (four operations, squares and cubes). Mathematically
8Ae.03 Understand how to manipulate algebraic expressions including: characteristics, not by
- applying the distributive law with a single term (squares and cubes) learning objectives.
- identifying the highest common factor to factorise.
an algebraic expression, and move between the two representations (linear
with integer or fractional coefficients).
a formula (mixed operations), and manipulate using knowledge of inverse
operations to change the subject of a formula.
(integer or fractional coefficients, unknown on either or both sides).
9Ae.01 Understand that the laws of arithmetic and order of operations apply
to algebraic terms and expressions (four operations and integer powers).
9Ae.02 Understand how to manipulate algebraic expressions including:
- expanding the product of two algebraic expressions
- applying the laws of indices
- simplifying algebraic fractions.
an algebraic expression, and move between the two representations
(including squares, cubes and roots).
a formula (including squares and cubes), and manipulate using knowledge of
inverse operations to change the subject of a formula.
(including those with an unknown in the denominator).
(EF08MA07) Associating a linear equation of the first 7As.05 Use knowledge of coordinate pairs to construct tables of values and
degree with two unknowns to a line on the Cartesian plot the graphs of linear functions, where y is given explicitly in terms of x
plane. (y = x + c or y = mx).
8As.05 Use knowledge of coordinate pairs to construct tables of values and
plot the graphs of linear functions, where y is given explicitly in terms of x
(y = mx + c).
Year 8
8As.06 Recognise that equations of the form y = mx + c correspond to
straight-line graphs, where m is the gradient and c is the y-intercept (integer
values of m).
(EF08MA08) Solving and elaborating problems related to 9Ae.06 Understand that the solution of simultaneous linear equations: Solving and elaborating
its near context, which can be represented by systems of - is the pair of values that satisfy both equations problems are covered by the
first degree equations with two unknowns and interpreting - can be found algebraically (eliminating one variable) Thinking and Working
them, including the use of the Cartesian plane as a - can be found graphically (point of intersection). Mathematically
resource. characteristics, not by
(EF08MA09) Solving and elaborating, with and without the 9As.05 Use knowledge of coordinate pairs to construct tables of values and Solving and elaborating
use of technologies, problems that can be represented by plot the graphs of linear functions, including where y is given implicitly in problems are covered by the
second-degree polynomial equations of type ax2 = b. terms of x (ax + by = c), and quadratic functions of the form y = x2 ± a. Thinking and Working
Mathematically
Cambridge Lower Secondary

Mathematics encourages the
use of technology as a
valuable resource for
(EF08MA10) Identifying the regularity of a non-recursive 8As.01 Understand term-to-term rules, and generate sequences from
numeric or figure sequence and constructing an algorithm numerical and spatial patterns (including fractions).
by means of a flowchart that allows the following numbers 8As.02 Understand and describe nth term rules algebraically (in the form
or figures to be indicated. n ± a, a × n, or an ± b, where a and b are positive or negative integers or
fractions).
9As.01 Generate linear and quadratic sequences from numerical patterns
and from a given term-to-term rule (any indices).
an ± b, where a and b are positive or negative integers or fractions, and in the
form n/a, n2, n3 or n2 ± a, where a is a whole number).
(EF08MA11) Identifying the regularity of a recursive 8As.01 Understand term-to-term rules, and generate sequences from
numerical sequence and constructing an algorithm by numerical and spatial patterns (including fractions).
means of a flowchart that allows the following numbers to 8As.02 Understand and describe nth term rules algebraically (in the form
be indicated n ± a, a × n, or an ± b, where a and b are positive or negative integers or
fractions).
Year 8
9As.01 Generate linear and quadratic sequences from numerical patterns
and from a given term-to-term rule (any indices).
an ± b, where a and b are positive or negative integers or fractions, and in the
form n/a, n2, n3 or n2 ± a, where a is a whole number).
(EF08MA12) Identifying the nature of the variation of two 7As.04 Understand that a situation can be represented either in words or as
quantities, directly, inversely, proportionally or non- a linear function in two variables (of the form y = x + c or y = mx), and move
proportionally, expressing the existing relationship by between the two representations.
means of an algebraic sentence and representing it on the 7As.05 Use knowledge of coordinate pairs to construct tables of values and
Cartesian plane. plot the graphs of linear functions, where y is given explicitly in terms of x
(y = x + c or y = mx).
8As.04 Understand that a situation can be represented either in words or as
a linear function in two variables (of the form y = mx + c), and move between
the two representations.
8As.05 Use knowledge of coordinate pairs to construct tables of values and
plot the graphs of linear functions, where y is given explicitly in terms of x
(y = mx + c).
8As.06 Recognise that equations of the form y = mx + c correspond to
straight-line graphs, where m is the gradient and c is the y-intercept (integer
values of m).
9As.04 Understand that a situation can be represented either in words or as
a linear function in two variables (of the form y = mx + c or ax + by = c), and
move between the two representations.
9Nf.07 Understand the relationship between two quantities when they are in
direct or inverse proportion.
(EF08MA13) Solving and elaborating problems involving 8Nf.09 Understand and use the relationship between ratio and direct Solving and elaborating
directly or inversely proportional quantities, through varied proportion. problems are covered by the
strategies. 9Nf.07 Understand the relationship between two quantities when they are in Thinking and Working
direct or inverse proportion. Mathematically
Geometry
(EF08MA14) Demonstrating properties of quadrilaterals 7Gg.02 Understand that if two 2D shapes are congruent, corresponding sides
by identifying the congruence of triangles. and angles are equal.
8Gg.01 Identify and describe the hierarchy of quadrilaterals.
(EF08MA15) Building, using drawing instruments or 8Gg.12 Construct triangles, midpoint and perpendicular bisector of a line
dynamic geometry software, perpendicular bisector, segment, and the bisector of an angle.
Year 8
bisector, angles of 90°, 60°, 45° and 30° and regular
polygons.
(EF08MA16) Describing, in writing and by means of a 7Gg.12 Know that the sum of the angles around a point is 360º, and use this
flowchart, an algorithm for the construction of a regular to calculate missing angles.
hexagon of any area, from the measurements of the 9Gg.11 Construct 60º, 45º and 30º angles and regular polygons.
central angle and by using set squares and compasses.
(EF08MA17) Applying the concepts of the perpendicular 8Gg.12 Construct triangles, midpoint and perpendicular bisector of a line Solving problems are
bisector and bisector as geometric places in problem segment, and the bisector of an angle. covered by the Thinking and
solving. Working Mathematically
(EF08MA18) Recognizing and constructing figures 9Gp.03 Transform points and 2D shapes by combinations of reflections,
obtained by geometrical transformation compositions translations and rotations.
(translation, reflection and rotation), with the use of 9Gp.04 Identify and describe a transformation (reflections, translations,
drawing instruments or dynamic geometry software. rotations and combinations of these) given an object and its image.
9Gp.05 Recognise and explain that after any combination of reflections,
translations and rotations the image is congruent to the object.
(EF08MA19) Solving and elaborating problems involving 7Gg.04 Understand the relationships and convert between metric units of Solving and elaborating
measures of areas of geometric figures, using area area, including hectares (ha), square metres (m²), square centimetres (cm²) problems are covered by the
calculation expressions (quadrilaterals, triangles and and square millimetres (mm²). Thinking and Working
circles), in situations such as calculating land and 9Gg.03 Estimate and calculate areas of compound 2D shapes made from Mathematically
measurement. rectangles, triangles and circles. characteristics, not by
(EF08MA20) Recognizing the relationship between a litre 7Gg.07 Derive and use a formula for the volume of a cube or cuboid. Use the
and a cubic decimetre and the relation between litre and a formula to calculate the volume of compound shapes made from cuboids, in
cubic metre, in order to solve vessel capacity calculation cubic metres (m3), cubic centimetres (cm3) and cubic millimetres (mm3).
problems.
(EF08MA21) Solving and elaborating problems involving 7Gg.07 Derive and use a formula for the volume of a cube or cuboid. Use the Solving and elaborating
the calculation of container volume whose shape is that of formula to calculate the volume of compound shapes made from cuboids, in problems are covered by the
a rectangular block. cubic metres (m3), cubic centimetres (cm3) and cubic millimetres (mm3). Thinking and Working
Mathematically
Year 8
(EF08MA22) Calculating the probability of events, based 7Sp.03 Identify all the possible mutually exclusive outcomes of a single
on the construction of the sample space, using the event, and recognise when they are equally likely to happen.
multiplicative principle, and recognising that the sum of 8Sp.01 Understand that complementary events are two events that have a
the probabilities of all elements of the sample space is total probability of 1.
equal to 1. 8Sp.02 Understand that tables, diagrams and lists can be used to identify all
mutually exclusive outcomes of combined events (independent events only).
combined events.
9Sp.01 Understand that the probability of multiple mutually exclusive events
can be found by summation and all mutually exclusive events have a total
probability of 1.
(EF08MA23) Evaluating the suitability of different types of 8Ss.03 Record, organise and represent categorical, discrete and continuous
graphs to represent a set of data of a survey. data. Choose and explain which representation to use in a given situation:
- Venn and Carroll diagrams
- pie charts
- line graphs and time series graphs
(EF08MA24) Classifying the frequencies of a continuous 8Ss.03 Record, organise and represent categorical, discrete and continuous
variable of a survey into classes, so that they summarize data. Choose and explain which representation to use in a given situation:
the data in an appropriate way for decision-making. - Venn and Carroll diagrams
- pie charts
- line graphs and time series graphs
(EF08MA25) Obtaining the values of central trend 7Ss.04 Use knowledge of mode, median, mean and range to describe and
measures from a statistical survey (mean, mode and summarise large data sets. Choose and explain which one is the most
median) with the comprehension of their meanings and appropriate for the context.
relating them to the data dispersion, indicated by the 8Ss.04 Use knowledge of mode, median, mean and range to compare two
amplitude. distributions, considering the interrelationship between centrality and spread.
9Ss.04 Use mode, median, mean and range to compare two distributions,
including grouped data.
(EF08MA26) Selecting ratios of different natures 8Ss.02 Understand the advantages and disadvantages of different sampling
(physical, ethical or economic), that justify the carrying out methods.
of sample and non-census surveys, and recognising that
the selection of the sample can be made in different ways
(simple, systematic and stratified).
Year 8
(EF08MA27) Planning and performing a sample survey by 8Ss.05 Interpret data, identifying patterns, trends and relationships, within
selecting a sampling technique and writing a report that and between data sets, to answer statistical questions. Discuss conclusions,
contains the appropriate graphs to represent the data set, considering the sources of variation, including sampling, and check
highlighting aspects such as measures of central predictions.
tendency, and conclusions.

Year 9
Numbers
(EF09MA02) Recognizing an irrational number as a real 8Ni.04 Understand the hierarchy of natural numbers, integers and rational
number whose decimal representation is infinite and not numbers.
periodic, and estimating the location of some of them on 9Ni.01 Understand the difference between rational and irrational numbers.
the number line. 9Ni.04 Use knowledge of square and cube roots to estimate surds.
(EF09MA03) Performing calculations with real numbers, 8Ni.02 Estimate, multiply and divide integers, recognising generalisations.
including powers with fractional exponents. 8Ni.05 Use positive and zero indices, and the index laws for multiplication
and division.
8Nf.04 Use knowledge of the laws of arithmetic and order of operations
(including brackets) to simplify calculations containing decimals or fractions.
9Nf.04 Use knowledge of the laws of arithmetic, inverse operations,
equivalence and order of operations (brackets and indices) to simplify
calculations containing decimals and fractions.
(EF09MA04) Solving and elaborating problems with real 9Ni.02 Use positive, negative and zero indices, and the index laws for Solving and elaborating
numbers, including scientific notation, involving different multiplication and division. problems are covered by the
operations. 9Ni.03 Understand the standard form for representing large and small Thinking and Working
numbers. Mathematically
9Np.01 Multiply and divide integers and decimals by 10 to the power of any characteristics, not by
positive or negative number. learning objectives.
Standard form is another way

of referring to scientific
notation.
(EF09MA05) Solving and elaborating problems involving 8Nf.05 Understand percentage increase and decrease, and absolute change. Solving and elaborating
percentages, with the idea of the application of successive 9Nf.05 Understand compound percentages. problems are covered by the
percentages and the determination of percentage rates TWM.02 Generalising: Recognising an underlying pattern by identifying many Thinking and Working
preferably, with the use of digital technologies, in the examples that satisfy the same mathematical criteria. Mathematically
context of financial education. characteristics, not by
Algebra
(EF09MA06) Understanding functions as univocal 7As.03 Understand that a function is a relationship where each input has a
dependency relations between two variables and their single output. Generate outputs from a given function and identify inputs from
numerical, algebraic and graphical representations, and a given output by considering inverse operations (linear and integers).
Year 9
using this to analyze situations involving functional 7As.07 Read and interpret graphs related to rates of change. Explain why
relations between two variables. they have a specific shape.
8As.03 Understand that a function is a relationship where each input has a
single output. Generate outputs from a given function and identify inputs from
a given output by considering inverse operations (including fractions).
8As.03 Understand that a function is a relationship where each input has a
single output. Generate outputs from a given function and identify inputs from
a given output by considering inverse operations (including fractions).
8As.07 Read and interpret graphs with more than one component. Explain
why they have a specific shape and the significance of intersections of the
graphs.
9As.07 Read, draw and interpret graphs and use compound measures to
compare graphs.
9As.06 Understand that straight-line graphs can be represented by
equations. Find the equation in the form y = mx + c or where y is given
implicitly in terms of x (fractional, positive and negative gradients).
(EF09MA07) Solving problems involving the ratio between 9Nf.08 Use knowledge of ratios and equivalence for a range of contexts. Solving problems is covered
two quantities of different species such as speed and 9As.07 Read, draw and interpret graphs and use compound measures to by the Thinking and Working
demographic density. compare graphs. Mathematically
(EF09MA08) Solving and elaborating problems involving 8Nf.11 Understand how ratios are used to compare quantities to divide an Solving and elaborating
direct and inverse proportionality relations between two or amount into a given ratio with two or more parts. problems is covered by the
more quantities, including scales, the division into 9Nf.07 Understand the relationship between two quantities when they are in Thinking and Working
proportional parts and the rate of variation, in socio- direct or inverse proportion. Mathematically
cultural, environmental and other contexts. 9Nf.08 Use knowledge of ratios and equivalence for a range of contexts. characteristics, not by
(EF09MA09) Understanding the processes of algebraic 8Ae.03 Understand how to manipulate algebraic expressions including: Solving and elaborating
expression factorization, based on their relationships with - applying the distributive law with a single term (squares and cubes) problems are covered by the
notable products, in order to solve and elaborate problems - identifying the highest common factor to factorise. Thinking and Working
that may be represented by polynomial equations of the 9Ae.05 Understand that a situation can be represented either in words or as Mathematically
second degree. an equation. Move between the two representations and solve the equation characteristics, not by
(including those with an unknown in the denominator). learning objectives.
Geometry
(EF09MA10) Demonstrating simple relationships between 9Gg.09 Use properties of angles, parallel and intersecting lines, triangles and
angles formed by parallel lines cut by a transversal. quadrilaterals to calculate missing angles.
Year 9
(EF09MA11) Solving problems by establishing 9Gg.01 Know and use the formulae for the area and circumference of a Solving problems are
relationships between arcs, central angles and angles circle. covered by the Thinking and
inscribed in the circumference, also making use of TWM.06 Classifying: Organising objects into groups according to their Working Mathematically
dynamic geometry software. mathematical properties. characteristics, not by
(EF09MA12) Recognising the necessary and sufficient 7Gp.06 Understand that the image is mathematically similar to the object
conditions for two triangles to be similar. after enlargement. Use positive integer scale factors to perform and identify
enlargements.
(EF09MA13) Demonstrating metric relations of the triangle 9Gg.10 Know and use Pythagoras’ theorem.
and rectangle, among them the theorem of Pythagoras,
also using the similarity of triangles.
(EF09MA14) Solving and elaborating problems of the 9Gg.09 Use properties of angles, parallel and intersecting lines, triangles and Solving and elaborating
application of the theorem of Pythagoras or the relations quadrilaterals to calculate missing angles. problems are covered by the
of proportionality involving parallel lines cut by secants. 9Gg.10 Know and use Pythagoras’ theorem. Thinking and Working
Mathematically
(EF09MA15) Describing, in writing and by means of a 9Gg.11 Construct 60º, 45º and 30º angles and regular polygons.
flowchart, an algorithm for the construction of a regular
polygon whose side measurement is known, using ruler
and compass, as well as software.
(EF09MA16) Determining the midpoint of a line segment 7Gp.02 Use knowledge of 2D shapes and coordinates to find the distance
and the distance between any two points, given the between two coordinates that have the same x or y coordinate (without the
coordinates of these points on the Cartesian plane, aid of a grid).
without the use of formulas, and using this knowledge to 8Gp.02 Use knowledge of coordinates to find the midpoint of a line segment.
calculate, for example, the measurements of perimeters 9Gp.02 Use knowledge of coordinates to find points on a line segment.
and areas of flat figures built on the plane.
(EF09MA17) Recognising orthogonal views of spatial 7Gg.06 Identify and describe the combination of properties that determine a
figures and applying this knowledge to draw objects in specific 3D shape.
perspective. 7Gg.08 Visualise and represent front, side and top view of 3D shapes.
8Gg.07 Represent front, side and top view of 3D shapes to scale.
(EF09MA18) Recognising and employing units used to 9Gg.02 Know and recognise very small or very large units of length, capacity
express very large or very small measurements, such as and mass.
the distance between planets and solar systems, the size
of viruses or cells, the storage capacity of computers,
among others.
Year 9
(EF09MA19) Solving and elaborating problems that 8Gg.06 Use knowledge of area and volume to derive the formula for the Solving and elaborating
involve measures of volumes of prisms and right circular volume of a triangular prism. Use the formula to calculate the volume of problems are covered by the
cylinders, including the use of calculus expressions, in triangular prisms. Thinking and Working
everyday situations. 9Gg.04 Use knowledge of area and volume to derive the formula for the Mathematically
volume of prisms and cylinders. Use the formula to calculate the volume of characteristics, not by
prisms and cylinders. learning objectives.
(EF09MA20) Recognising, in random experiments, 9Sp.02 Identify when successive and combined events are independent and
independent and dependent events, and in both cases when they are not.
calculating the probability of their occurrence. 9Sp.03 Understand how to find the theoretical probabilities of combined
events.
(EF09MA21) Analyzing and identifying, in graphs released 9Ss.02 Explain potential issues and sources of bias with data collection and
by the media, the elements that can induce, sometimes on sampling methods, identifying further questions to ask.
purpose, reading errors such as inappropriate scales, 9Ss.05 Interpret data, identifying patterns, trends and relationships, within
insufficiently explained subtitles, omission of important and between data sets, to answer statistical questions. Make informal
information (sources and dates), among others. inferences and generalisations, identifying wrong or misleading information.
(EF09MA22) Choosing and constructing the most 9Ss.03 Record, organise and represent categorical, discrete and continuous
appropriate graph (columns, sectors rows), with or without data. Choose and explain which representation to use in a given situation:
the use of spreadsheets, to present a particular set of - Venn and Carroll diagrams
data, highlighting aspects such as measures of central - tally charts, frequency tables and two-way tables
tendency. - dual and compound bar charts
- pie charts
- line graphs, time series graphs and frequency polygons
- scatter graphs
- stem-and-leaf and back-to-back stem-and-leaf diagrams
- infographics.
(EF09MA23) Planning and executing sample surveys 9Ss.01 Select, trial and justify data collection and sampling methods to
involving the theme of social reality and communicating investigate predictions for a set of related statistical questions, considering
the results by means of a report containing the evaluation what data to collect, and the appropriateness of each type (qualitative or
of measures of central tendency and amplitude, quantitative; categorical, discrete or continuous).
appropriate tables and charts built with the support of
spreadsheets.
Cambridge Lower Secondary Mathematics learning objectives that do not align with the Brazilian National
Curriculum for Mathematics for Years 6 to 9
Number
8Np.02 Round numbers to a given number of significant figures.
Algebra
7Ae.07 Understand that letters can represent an open interval (one term).
7As.06 Recognise straight-line graphs parallel to the x- or y-axis.
8Ae.07 Understand that letters can represent open and closed intervals (two terms).
9Ae.07 Understand that a situation can be represented either in words or as an inequality. Move between the two representations and solve linear inequalities.
Geometry and Measure
7Gg.09 Use knowledge of area, and properties of cubes and cuboids to calculate their surface area.
7Gp.01 Use knowledge of scaling to interpret maps and plans.
8Gg.08 Use knowledge of area, and properties of cubes, cuboids, triangular prisms and pyramids to calculate their surface area.
8Gp.01 Understand and use bearings as a measure of direction.
8Gg.09 Understand that the number of sides of a regular polygon is equal to the number of lines of symmetry and the order of rotation.
9Gg.05 Use knowledge of area, and properties of cubes, cuboids, triangular prisms, pyramids and cylinders to calculate their surface area.
9Gg.07 Derive and use the formula for the sum of the interior angles of any polygon.
9Gg.08 Know that the sum of the exterior angles of any polygon is 360°.
9Gp.01 Use knowledge of bearings and scaling to interpret position on maps and plans.
Statistics and Probability
All learning objectives mapped.
Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554 f: +44 1223 553558
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Mapping Cambridge Lower Sec Maths 0862 Brazil Years 6 To 9

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Mapping Cambridge Lower Sec Maths 0862 Brazil Years 6 To 9

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Mapping Cambridge Lower Secondary Mathematics 0862

(Stages 7 to 9) to the Brazil Base Nacional Comum Curricular

Thinking and Working Mathematically is described within the following characteristics:

Brazilian National Curriculum for Mathematics

Age Brazil Cambridge

Percentage of the Brazilian National Curriculum for Mathematics (Years 6 to 9) covered

Colour Statement affected Meaning

Brazil National Curriculum for Mathematics:

Cambridge learners should

Cambridge learners are

Cambridge learners are

Cambridge learners are

Cambridge learners should

Quantities and measures

Brazil National Curriculum for Mathematics:

Brazil National Curriculum for Mathematics:

Cambridge Lower Secondary

Cambridge Lower Secondary

Brazil National Curriculum for Mathematics:

Standard form is another way

Copyright © UCLES September 2020

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