Cambridge Lower Secondary Mathematics CCSS Mapping 0862 - tcm143-595683

Mapping Cambridge Lower Secondary Mathematics 0862
(Stages 7 to 9) to the United States of America Common Core

State Standards for Mathematics (Grades 6 to 8)
September 2020
Version 1.0
Copyright © UCLES 2020
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Contents
Introduction ................................................................................................................................................................................................................................................................ 4
Summary .................................................................................................................................................................................................................................................................... 5
Colour coding key: ................................................................................................................................................................................................................................................... 11
Mapping for the US Common Core State Standards: Grade 6 ............................................................................................................................................................................... 12
Cambridge Lower Secondary Mathematics learning objectives that do not align with the US Common Core State Standards (Grades 6 to 8) .................................................. 36
Introduction
We have mapped Cambridge Lower Secondary Mathematics (0862) to the United States of America (US) Common Core State Standards for Mathematics. This mapping
document shows where Cambridge Lower Secondary Mathematics (0862) is covered in the US Common Core State Standards for Mathematics for Grades 6 to 8.
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 (Stages 7 to 9) to the US Common Core State Standards for Mathematics (Grades 6 to 8) 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.
The US Common Core State Standards for Mathematics curriculum

The Common Core State Standards for Mathematics are designed for US grade system. At middle school level, it is designed to be taught over three years (Grades 6 to
8) for learners aged 11 to 14.
The curriculum standards are separated by year and into the following strands: Ratios and Proportions (only in Grades 6 and 7); The Number System; Expressions and
Equations; Functions (only in Grade 8); Geometry; Statistics and Probability.
The US Common Core State Standards for Mathematics also include standards for mathematical practice that describe ways in the learners should engage with the
mathematics curriculum. The standards for mathematical practice are:
1. Make sense of problems and persevere in solving them. 2. Use appropriate tools strategically.
3. Reason abstractly and quantitatively. 4. Attend to precision.
5. Construct viable arguments and critique the reasoning of others. 6. Look for and make use of structure.
7. Model with mathematics. 8. Look for and express regularity in repeated reasoning.
Cambridge Lower Secondary Mathematics and the US Common Core State Standards for Mathematics (Grades 6 to 8) cover the same expected learner ages. However,
there is an offset of one year between the two curricula. Common Core Grade 6 is not equivalent to Cambridge Stage 6 but to Cambridge Stage 7.
Age US Common Core Cambridge

State Standards
11 to 12 Grade 6 Stage 7
Similarities Differences
Aspects of the two curricula that overlap: Aspects of the Cambridge Lower Secondary Mathematics curriculum
• There are substantial similarities between the two curricula. The majority of the that are not covered by the US Common Core State Standards for
US Common Core State Standards (Grades 6 to 8) are covered by the Mathematics (Grades 6 to 8) curriculum:
Cambridge Lower Secondary Mathematics curriculum. • Number: using knowledge of place value to multiply and divide integers and
• Both curricula are well structured, so that learning in areas of mathematics is decimals by 10 to the power of any positive and negative number; rounding
timely and encourages learners to recognise the inter-related nature of numbers to significant numbers; connecting factors, multiples, prime factors,
mathematics. highest common factor and lowest common multiple; negative cube numbers
• Both curricula show appropriate progression, with skills, knowledge and and their roots; using square numbers and cube roots to estimate surds.
understanding, building on prior learning. • Algebra: describing 𝑛𝑛th term rules algebraically; inverse operations in functions
• Strand organisation of the curricula is comparable, with there being a crossover with fractions and indices.
in the standards of the Expression and Equations strand of the US Common • Geometry and Measure: Euler’s formula; order of rotational symmetry of 2D
Core State Standards with the Cambridge Number and Algebra strands. shapes and patterns; order of rotation of regular polygons; reflective symmetry
in 3D shapes; scaling in maps; bearings; finding the midpoint of a line segment
Common Core State Standards Cambridge Lower Secondary using coordinates.
for Mathematics Grades 6 to 8 Mathematics Curriculum • Statistics and Probability: range of data representation; investigative nature of
Ratios and Proportional statistics.
Relationships (only Grades 6 and • Thinking and Working Mathematically: eight characteristics (see Overview).
7) Number
The Number System
Aspects of the US Common Core State Standards for Mathematics
(Grades 6 to 8) that are not covered by the Cambridge Lower
Expressions and Equations Secondary Mathematics curriculum:
Algebra • Ratios and Proportional Relationship: finding the whole amount given a
Functions (only Grade 8) percentage; expressing a sum of two whole numbers with a common factor as a
multiple of two whole numbers with no common factor; explaining proportional
Geometry Geometry and Measure
relationship graphically.
Statistics and Probability Statistics and Probability • The Number System: absolute value of rational numbers.
• Expressions and Equations: graph solutions of an inequality.
Other similarities to note: • Geometry: explaining proof of the Pythagorean Theorem; volumes of cones and
• The Cambridge Thinking and Working Mathematically characteristics ensure spheres.
that problem solving is embedded and enhanced throughout the Cambridge • Statistics and Probability: interquartile range; box plots; assessing visual
Lower Secondary Mathematics curriculum, with specific tools to engage in overlap of two numerical data distributions with similar variability; using the
thinking mathematically. The US Common Core State Standards for equation of a linear model to solve bivariate measurement.
Mathematics (Grades 6 to 8) include problem solving explicitly in some • Standards for Mathematical Practice.
standards and have standards for Mathematical Practice that guide the
engagement of learners through the mathematics curriculum. Other differences to note:
• The Cambridge Lower Secondary Mathematics curriculum places an emphasis • Some aspects of the US Common Core State Standards (Grades 6 to 8) are
on estimating in calculations and measurements throughout the lower covered by the Cambridge Primary Mathematics curriculum. These include:
secondary curriculum. The US Common Core State Standards for Mathematics
(Grades 6 to 8) do provide opportunities for developing skills in estimation, but negative numbers; drawing polygons in the coordinate plane; nets for 3D
not as comprehensively as the Cambridge curriculum. shapes; dot plots; probability chance experiments.
• Cambridge learners are expected to work mentally in all aspects of their • Cambridge learners are encouraged to use any written method that suits their
mathematics to develop conceptual understanding. They are encouraged to understanding of mathematics and their context. In the US Common Core State
build a personal collection of helpful mental strategies by critiquing and Standards for Mathematics (Grades 6 to 8), there is reference to particular
improving, such as estimating before formally calculating answers. In the US methods.
Common Core State Standards for Mathematics (Grades 6 to 8), there is
mention of using mental strategies, but only within certain standards.
• The Cambridge Lower Secondary Mathematics curriculum encourages the use
of technology as a valuable resource for teaching and learning, especially when
covering statistics. How and when it should be used is left to the discretion of
the school to ensure that there is added value for learners. Similarly, the US
Common Core State Standards for Mathematics consider technology as a
useful tool for mathematically proficient learners.
• The Cambridge Lower Secondary Mathematics curriculum recommends
calculators to be used with mental and written strategies. The US Common
Core State Standards for Mathematics also consider calculators to be a useful
tool for mathematically proficient learners to use.
Conclusion
Cambridge Lower Secondary Mathematics is Cambridge Lower Secondary Mathematics is

compatible with use of support materials compatible with additional support required
recommended 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
benefit from: curriculum 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
online) available support from Cambridge International best meets
• using the wider guidance available, such as Implementing the your needs
Curriculum with Cambridge • discussing the compatibility of the Cambridge curriculum with
• discussing with your regional Cambridge International contact your subject specialist(s). This conversation may include
the specific needs of your school and identifying what analysing the specific issues with using the Cambridge
available support from Cambridge International best meets curriculum in your school and jointly agreeing solutions.
your needs.
It is possible to integrate the Cambridge Lower Secondary Mathematics curriculum with the US Common Core State Standards for Mathematics (Grades 6 to 8) as there is
an overlap of content and the pedagogical approaches of both curricula are similar.
Some aspects of the US Common Core State Standards for Mathematics (Grades 6 to 8) identified as not covered by Cambridge Lower Secondary Mathematics are
covered in Cambridge Primary Mathematics, including negative numbers and nets for 3D shapes.
In addition, some aspects of the US Common Core State Standards for Mathematics (Grades 6 to 8) may be covered within IGCSE™ Mathematics. 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 Number, and Geometry
and Measure strands in the Cambridge curriculum and aspects of the Ratios and Proportional Relationship, and Geometry strands in the US Common Core State
Standards for Mathematics (Grades 6 to 8).
• Additional planning and teaching 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.
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 /
Grade 8).
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/grades.
Colour coding key:
Colour Statement affected Meaning

Turquoise US Common Core standard This part of the US Common Core standard has no
matching Cambridge learning objective
Grey Cambridge learning objective This part of the Cambridge learning objective matches
the relevant US Common Core standard, but is not at
the same age expectation (either below or above the
expected age of the US Common Core standard)
Green Cambridge learning objective This part of the Cambridge learning objective does not
match the US Common Core standard
No colour Cambridge learning objective This part of the Cambridge learning objective matches
the US Common Core standard at the same age
expectation
No colour US Common Core standard This part of the US Common Core standard matches at
least one Cambridge learning objective
Mapping for the US Common Core State Standards: Grade 6
US Common Core State Standards: Grade 6 Cambridge Lower Secondary Mathematics learning objectives Notes
Ratios and Proportional Relationships

Understand ratio concepts and use ratio reasoning to solve problems
1. Understand the concept of a ratio and use ratio 7Nf.11 Understand how ratios are used to compare quantities, to divide an Concept of ratio is introduced in
language to describe a ratio relationship between amount into a given ratio with two parts. Cambridge Primary
two quantities. Mathematics.
2. Understand the concept of a unit rate a/b 7Nf.09 Understand and use the unitary method to solve problems involving ratio
associated with a ratio a:b with b ≠ 0, and use rate and direct proportion in a range of contexts.
language in the context of a ratio relationship.
3. Use ratio and rate reasoning to solve real-world 7Nf.05 Recognise percentages of shapes and whole numbers, including Percentages are introduced in
and mathematical problems, e.g., by reasoning percentages less than 1 or greater than 100. Cambridge Primary
about tables of equivalent ratios, tape diagrams, 7Nf.09 Understand and use the unitary method to solve problems involving ratio Mathematics.
double number line diagrams, or equations. and direct proportion in a range of contexts.
a) Make tables of equivalent ratios relating 7Nf.10 Use knowledge of equivalence to simplify and compare ratios (same units). Reading and plotting
quantities with whole number 8Nf.10 Use knowledge of equivalence to simplify and compare ratios (different coordinates including integers,
measurements, find missing values in the units). fractions and decimals, in all
tables, and plot the pairs of values on the 8Gg.03 Know that distances can be measured in miles or kilometres, and that a four quadrants are introduced
coordinate plane. Use tables to compare 5 in Cambridge Primary
kilometre is approximately of a mile or a mile is 1.6 kilometres.
ratios. 8 Mathematics.
b) Solve unit rate problems including those 9Nf.08 Use knowledge of ratios and equivalence for a range of contexts.
involving unit pricing and constant speed. Unit pricing and constant speed
c) Find a percent of a quantity as a rate per aren’t explicitly mentioned, but
100 (e.g., 30% of a quantity means 30/100 are a part 7Nf.09 and 9Nf.08.
times the quantity); solve problems
involving finding the whole, given a part Solving problems are covered
and the percent. by the Thinking and Working
d) Use ratio reasoning to convert Mathematically characteristics,
measurement units; manipulate and not by learning objectives.
transform units appropriately when
multiplying or dividing quantities. Cambridge learners are
encouraged to use any written
method that suits their
understanding of mathematics
and their context.
The Number System

Apply and extend previous understandings of multiplication and division to divide fractions by fractions
1. Interpret and compute quotients of fractions, and 7Nf.03 Estimate, multiply and divide proper fractions. Solving problems are covered
solve word problems involving division of fractions by the Thinking and Working
by fractions, e.g., by using visual fraction models Mathematically characteristics,
and equations to represent the problem. not by learning objectives.
Cambridge learners are

encouraged to use any written
method that suits their
and their context.
Compute fluently with multi-digit numbers and find common factors and multiples
2. Fluently divide multi-digit numbers using the 7Ni.03 Estimate, multiply and divide integers including where one integer is Cambridge learners are
standard algorithm. negative. encouraged to use any written
8Ni.02 Estimate, multiply and divide integers, recognising generalisations. method that suits their
and their context.
3. Fluently add, subtract, multiply, and divide multi- 7Nf.07 Add and subtract positive and negative numbers with the same or different Cambridge learners are
digit decimals using the standard algorithm for each number of decimal places. encouraged to use any written
operation. 7Nf.08 Estimate, multiply and divide decimals by whole numbers. method that suits their
8Nf.07 Estimate and multiply decimals by integers and decimals. understanding of mathematics
8Nf.08 Estimate and divide decimals by numbers with one decimal place. and their context.
9Nf.06 Estimate, multiply and divide decimals by integers and decimals.
4. Find the greatest common factor of two whole 7Ni.04 Understand lowest common multiple and highest common factor (numbers
numbers less than or equal to 100 and the least less than 100).
common multiple of two whole numbers less than
or equal to 12. Use the distributive property to
express a sum of two whole numbers 1–100 with a
common factor as a multiple of a sum of two whole
numbers with no common factor.
Apply and extend previous understandings of numbers to the system of rational numbers
5. Understand that positive and negative numbers Negative numbers are

are used together to describe quantities having introduced in Cambridge
opposite directions or values (e.g., temperature Primary Mathematics.
above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge);
use positive and negative numbers to represent
quantities in real-world contexts, explaining the
meaning of 0 in each situation.
6. Understand a rational number as a point on the 8Ni.04 Understand the hierarchy of natural numbers, integers and rational Reading and plotting
number line. Extend number line diagrams and numbers. coordinates including integers,
coordinate axes familiar from previous grades to 8Gp.04 Reflect 2D shapes and points in a given mirror line on or parallel to the 𝑥𝑥- fractions and decimals, in all
represent points on the line and in the plane with or 𝑦𝑦-axis, or 𝑦𝑦 = ± 𝑥𝑥 on coordinate grids. Identify a reflection and its mirror line. four quadrants are introduced
negative number coordinates. in Cambridge Primary
a) Recognize opposite signs of numbers as Mathematics.
indicating locations on opposite sides of 0
on the number line; recognize that the
opposite of the opposite of a number is the
number itself, e.g., –(–3) = 3, and that 0 is
its own opposite.
b) Understand signs of numbers in ordered
pairs as indicating locations in quadrants of
the coordinate plane; recognize that when
two ordered pairs differ only by signs, the
locations of the points are related by
reflections across one or both axes.
c) Find and position integers and other
rational numbers on a horizontal or vertical
number line diagram; find and position
pairs of integers and other rational numbers
on a coordinate plane.
7. Understand ordering and absolute value of 7Nf.06 Understand the relative size of quantities to compare and order decimals Cambridge learners are
rational numbers. and fractions, using the symbols =, ≠, > and <. encouraged to use any written
a) Interpret statements of inequality as 8Nf.06 Understand the relative size of quantities to compare and order decimals method that suits their
statements about the relative position of and fractions (positive and negative), using the symbols =, ≠, >, <, ≤ and ≥. understanding of mathematics
two numbers on a number line diagram. 9Ae.07 Understand that a situation can be represented either in words or as an and their context.
b) Write, interpret, and explain statements of inequality. Move between the two representations and solve linear inequalities.
order for rational numbers in real-world
contexts.
c) Understand the absolute value of a rational

number as its distance from 0 on the
number line; interpret absolute value as
magnitude for a positive or negative
quantity in a real-world situation.
d) Distinguish comparisons of absolute value
from statements about order.
8. Solve real-world and mathematical problems by 7Gp.02 Use knowledge of 2D shapes and coordinates to find the distance Reading and plotting
graphing points in all four quadrants of the between two coordinates that have the same 𝑥𝑥 or 𝑦𝑦 coordinate (without the aid of coordinates including integers,
coordinate plane. Include use of coordinates and a grid). fractions and decimals, in all
absolute value to find distances between points four quadrants are introduced
with the same first coordinate or the same second in Cambridge Primary
coordinate. Mathematics.
Solving problems are covered

by the Thinking and Working
Mathematically characteristics,
not by learning objectives.
Expressions and Equations
Apply and extend previous understandings of arithmetic to algebraic expressions
1. Write and evaluate numerical expressions 8Ni.05 Use positive and zero indices, and the index laws for multiplication and
involving whole-number exponents. division.
9Ni.02 Use positive, negative and zero indices, and the index laws for
multiplication and division.
2. Write, read, and evaluate expressions in which 7Ae.01 Understand that letters can be used to represent unknown numbers, Identifying parts of an
letters stand for numbers. variables or constants. expression are not explicitly
a) Write expressions that record operations 7Ae.02 Understand that the laws of arithmetic and order of operations apply to mentioned in the Cambridge
with numbers and with letters standing for algebraic terms and expressions (four operations). learning objectives but are part
numbers. 7Ae.04 Understand that a situation can be represented either in words or as an of ‘understanding’ the concept.
b) Identify parts of an expression using algebraic expression, and move between the two representations (linear with
mathematical terms (sum, term, product, integer coefficients). Evaluating expressions at
factor, quotient, coefficient); view one or 7Ae.05 Understand that a situation can be represented either in words or as a specific values of their
more parts of an expression as a single formula (single operation), and move between the two representations. variables are a part of
entity. 8Ae.02 Understand that the laws of arithmetic and order of operations apply to understanding 8Ae.04.
c) Evaluate expressions at specific values of algebraic terms and expressions (four operations, squares and cubes).
their variables. Include expressions that
arise from formulas used in real-world 8Ae.04 Understand that a situation can be represented either in words or as an Solving problems are covered
problems. Perform arithmetic operations, algebraic expression, and move between the two representations (linear with by the Thinking and Working
including those involving whole number integer or fractional coefficients). Mathematically characteristics,
exponents, in the conventional order when 9Ae.01 Understand that the laws of arithmetic and order of operations apply to not by learning objectives.
there are no parentheses to specify a algebraic terms and expressions (four operations and integer powers).
particular order (Order of Operations).
3. Apply the properties of operations to generate 7Ae.02 Understand that the laws of arithmetic and order of operations apply to
equivalent expression. algebraic terms and expressions (four operations).
8Ae.02 Understand that the laws of arithmetic and order of operations apply to
algebraic terms and expressions (four operations, squares and cubes).
algebraic terms and expressions (four operations and integer powers).
4. Identify when two expressions are equivalent
(i.e., when the two expressions name the same
number regardless of which value is substituted into
them).
Reason about and solve one-variable equations and inequalities
5. Understand solving an equation or inequality as 7Ae.06 Understand that a situation can be represented either in words or as an
a process of answering a question: which values equation. Move between the two representations and solve the equation (integer
from a specified set, if any, make the equation or coefficients, unknown on one side).
inequality true? Use substitution to determine 9Ae.07 Understand that a situation can be represented either in words or as an
whether a given number in a specified set makes inequality. Move between the two representations and solve linear inequalities.
an equation or inequality true.
6. Use variables to represent numbers and write 7Ae.01 Understand that letters can be used to represent unknown numbers,
expressions when solving a real-world or variables or constants.
mathematical problem; understand that a variable 7Ae.04 Understand that a situation can be represented either in words or as an
can represent an unknown number, or, depending algebraic expression, and move between the two representations (linear with
on the purpose at hand, any number in a specified integer coefficients).
set.
7. Solve real-world and mathematical problems by 7Ae.06 Understand that a situation can be represented either in words or as an Solving problems are covered
writing and solving equations of the form x + p = q equation. Move between the two representations and solve the equation (integer by the Thinking and Working
and px = q for cases in which p, q and x are all coefficients, unknown on one side). Mathematically characteristics,
nonnegative rational numbers. 8Ae.06 Understand that a situation can be represented either in words or as an not by learning objectives.
equation. Move between the two representations and solve the equation
(fractional coefficients, unknown on either or both sides).
8. Write an inequality of the form x > c or x < c to 7Ae.07 Understand that letters can represent an open interval (one term). Part of understanding 7Ae.07
represent a constraint or condition in a real-world or and 9Ae.07 is to appreciate
mathematical problem. Recognize that inequalities 9Ae.07 Understand that a situation can be represented either in words or as an that there are infinitely many
of the form x > c or x < c have infinitely many inequality. Move between the two representations and solve linear inequalities. solutions.
solutions; represent solutions of such inequalities
on number line diagrams.
Represent and analyze quantitative relationships between dependent and independent variables
9. Use variables to represent two quantities in a 7Ae.06 Understand that a situation can be represented either in words or as an
real-world problem that change in relationship to equation. Move between the two representations and solve the equation (integer
one another; write an equation to express one coefficients, unknown on one side).
quantity, thought of as the dependent variable, in 7As.04 Understand that a situation can be represented either in words or as a
terms of the other quantity, thought of as the linear function in two variables (of the form 𝑦𝑦 = 𝑥𝑥 + 𝑐𝑐 or 𝑦𝑦 = 𝑚𝑚𝑚𝑚), and move
independent variable. Analyze the relationship between the two representations.
between the dependent and independent variables
using graphs and tables, and relate these to the 7As.05 Use knowledge of coordinate pairs to construct tables of values and plot
equation. the graphs of linear functions, where 𝑦𝑦 is given explicitly in terms of 𝑥𝑥
(𝑦𝑦 = 𝑥𝑥 + 𝑐𝑐 or 𝑦𝑦 = 𝑚𝑚𝑚𝑚).
7As.07 Read and interpret graphs related to rates of change. Explain why they
have a specific shape.
8As.05 Use knowledge of coordinate pairs to construct tables of values and plot
the graphs of linear functions, where 𝑦𝑦 is given explicitly in terms of 𝑥𝑥
(𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐).
8As.04 Understand that a situation can be represented either in words or as a
linear function in two variables (of the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐), and move between
the two representations.
Geometry
Solve real-world and mathematical problems involving area, surface area, and volume
1. Find the area of right triangles, other triangles, 7Gg.05 Derive and know the formula for the area of a triangle. Use the formula to Solving problems are covered
special quadrilaterals, and polygons by composing calculate the area of triangles and compound shapes made from rectangles and by the Thinking and Working
into rectangles or decomposing into triangles and triangles. Mathematically characteristics,
other shapes; apply these techniques in the context 8Gg.04 Use knowledge of rectangles, squares and triangles to derive the not by learning objectives.
of solving real-world and mathematical problems. formulae for the area of parallelograms and trapezia. Use the formulae to
calculate the area of parallelograms and trapezia.
2. Find the volume of a right rectangular prism with 7Gg.07 Derive and use a formula for the volume of a cube or cuboid. Use the Solving problems are covered
fractional edge lengths by packing it with unit cubes formula to calculate the volume of compound shapes made from cuboids, in cubic by the Thinking and Working
of the appropriate unit fraction edge lengths, and metres (m3), cubic centimetres (cm3) and cubic millimetres (mm3).
show that the volume is the same as would be Mathematically characteristics,

found by multiplying the edge lengths of the prism. not by learning objectives.
Apply the formulas V = l w h and V = b h to find
volumes of right rectangular prisms with fractional
edge lengths in the context of solving real-world
and mathematical problems.
3. Draw polygons in the coordinate plane given Plotting polygons in the
coordinates for the vertices; use coordinates to find coordinate plane are introduced
the length of a side joining points with the same first in Cambridge Primary
coordinate or the same second coordinate. Apply Mathematics.
these techniques in the context of solving real-world
and mathematical problems. Solving problems are covered
by the Thinking and Working
4. Represent three-dimensional figures using nets 7Gg.09 Use knowledge of area, and properties of cubes and cuboids to calculate Nets of 3D shapes are
made up of rectangles and triangles, and use the their surface area. introduced in Cambridge
nets to find the surface area of these figures. Apply 8Gg.08 Use knowledge of area, and properties of cubes, cuboids, triangular Primary Mathematics.
these techniques in the context of solving real-world prisms and pyramids to calculate their surface area.
and mathematical problems.
Statistics and Probability
Develop understanding of statistical variability
1. Recognize a statistical question as one that Cambridge learners have been
anticipates variability in the data related to the exposed to this Common Core
question and accounts for it in the answers. State Standard in Cambridge
Primary Mathematics.
2. Understand that a set of data collected to answer 7Ss.04 Use knowledge of mode, median, mean and range to describe and
a statistical question has a distribution which can be summarise large data sets. Choose and explain which one is the most appropriate
described by its center, spread, and overall shape. for the context.
8Ss.04 Use knowledge of mode, median, mean and range to compare two
distributions, considering the interrelationship between centrality and spread.
3. Recognize that a measure of center for a 7Ss.04 Use knowledge of mode, median, mean and range to describe and
numerical data set summarizes all of its values with summarise large data sets. Choose and explain which one is the most appropriate
a single number, while a measure of variation for the context.
describes how its values vary with a single number.
Summarize and describe distributions

4. Display numerical data in plots on a number line, 7Ss.03 Record, organise and represent categorical, discrete and continuous data. Dot plots are introduced in
including dot plots, histograms, and box plots. Choose and explain which representation to use in a given situation: Cambridge Primary
- Venn and Carroll diagrams Mathematics.
- 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.
5. Summarize numerical data sets in relation to 7Ss.04 Use knowledge of mode, median, mean and range to describe and Sections ‘a’ and ‘b’ of the
their context, such as by: summarise large data sets. Choose and explain which one is the most appropriate Common Core Mathematics
a) Reporting the number of observations. for the context. Standard are not explicitly
b) Describing the nature of the attribute under 8Ss.04 Use knowledge of mode, median, mean and range to compare two mentioned in the Cambridge
investigation, including how it was distributions, considering the interrelationship between centrality and spread. learning objective, but learners
measured and its units of measurement. will be expected to address
c) Giving quantitative measures of center these areas to ‘choose and
(median and/or mean) and variability explain which one is the most
(interquartile range and/or mean absolute appropriate for the context’.
deviation), as well as describing any overall
pattern and any striking deviations from the
overall pattern with reference to the context
in which the data were gathered.
d) Relating the choice of measures of center
and variability to the shape of the data
distribution and the context in which the
data were gathered.
Ratios and Proportional Relationships

Analyze proportional relationships and use them to solve real-world and mathematical problems
1. Compute unit rates associated with ratios of 7Nf.09 Understand and use the unitary method to solve problems involving ratio
fractions, including ratios of lengths, areas and and direct proportion in a range of contexts.
other quantities measured in like or different units.
2. Recognize and represent proportional 7Ae.06 Understand that a situation can be represented either in words or as an Cambridge Primary
relationships between quantities. equation. Move between the two representations and solve the equation (integer Mathematics introduces the
a) Decide whether two quantities are in a coefficients, unknown on one side). relationship between two
proportional relationship, e.g., by testing for 7As.04 Understand that a situation can be represented either in words or as a quantities when they are in
equivalent ratios in a table or graphing on a linear function in two variables (of the form 𝑦𝑦 = 𝑥𝑥 + 𝑐𝑐 or 𝑦𝑦 = 𝑚𝑚𝑚𝑚), and move direct proportion.
coordinate plane and observing whether between the two representations.
the graph is a straight line through the 8Nf.09 Understand and use the relationship between ratio and direct proportion.
origin.
b) Identify the constant of proportionality (unit
rate) in tables, graphs, equations,
diagrams, and verbal descriptions of
proportional relationships.
c) Represent proportional relationships by
equations. For example, if total cost t is
proportional to the number n of items
purchased at a constant price p, the
relationship between the total cost and the
number of items can be expressed as t =
pn.
d) Explain what a point (x, y) on the graph of a
proportional relationship means in terms of
the situation, with special attention to the
points (0, 0) and (1, r) where r is the unit
rate.
3. Use proportional relationships to solve multistep Solving problems are covered
ratio and percent problems. by the Thinking and Working
The Number System

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers
1. Apply and extend previous understandings of 7Ni.01 Estimate, add and subtract integers, recognising generalisations. Cambridge learners are
addition and subtraction to add and subtract 7Nf.07 Estimate, add and subtract positive and negative numbers with the same encouraged to use any written
rational numbers; represent addition and or different number of decimal places. method that suits their
subtraction on a horizontal or vertical number line 9Nf.02 Estimate, add and subtract proper and improper fractions, and mixed understanding of mathematics
diagram. numbers, using the order of operations. and their context.
a) Describe situations in which opposite 9Nf.04 Use knowledge of the laws of arithmetic, inverse operations, equivalence
quantities combine to make 0. and order of operations (brackets and indices) to simplify calculations containing
b) Understand p + q as the number located a decimals and fractions.
distance |q| from p, in the positive or
negative direction depending on whether q
is positive or negative. Show that a number
and its opposite have a sum of 0 (are
additive inverses). Interpret sums of
rational numbers by describing real-world
contexts.
c) Understand subtraction of rational numbers
as adding the additive inverse, p – q = p +
(–q). Show that the distance between two
rational numbers on the number line is the
absolute value of their difference, and apply
this principle in real-world contexts.
d) Apply properties of operations as strategies
to add and subtract rational numbers.
2. Apply and extend previous understandings of 7Ni.03 Estimate, multiply and divide integers including where one integer is Commutative, distributive and
multiplication and division and of fractions to negative. associative properties of
multiply and divide rational numbers. 7Nf.01 Recognise that fractions, terminating decimals and percentages have multiplication are introduced in
a) Understand that multiplication is extended equivalent values. Cambridge Primary
from fractions to rational numbers by 7Nf.04 Use knowledge of common factors, laws of arithmetic and order of Mathematics.
requiring that operations continue to satisfy operations to simplify calculations containing decimals or fractions.
the properties of operations, particularly the 8Ni.02 Estimate, multiply and divide integers, recognising generalisations.
distributive property, leading to products 8Nf.01 Recognise fractions that are equivalent to recurring decimals.
such as (–1)(–1) = 1 and the rules for 8Nf.03 Estimate and multiply an integer by a mixed number, and divide an integer
multiplying signed numbers. Interpret by a proper fraction.
products of rational numbers by describing 8Nf.04 Use knowledge of the laws of arithmetic and order of operations (including
real-world contexts. brackets) to simplify calculations containing decimals or fractions.
b) Understand that integers can be divided, 9Ni.01 Understand the difference between rational and irrational numbers.
provided that the divisor is not zero, and 9Nf.01 Deduce whether fractions will have recurring or terminating decimal
every quotient of integers (with non-zero equivalents.
divisor) is a rational number. If p and q are 9Nf.03 Estimate, multiply and divide fractions, interpret division as a multiplicative
integers, then –(p/q) = (–p)/q = p/(–q). inverse, and cancel common factors before multiplying or dividing.
Interpret quotients of rational numbers by 9Nf.04 Use knowledge of the laws of arithmetic, inverse operations, equivalence
describing real world contexts. and order of operations (brackets and indices) to simplify calculations containing
c) Apply properties of operations as strategies decimals and fractions. Cambridge learners are
to multiply and divide rational numbers. encouraged to use any written
d) Convert a rational number to a decimal method that suits their
using long division; know that the decimal understanding of mathematics
form of a rational number terminates in 0s and their context.
or eventually repeats.
3. Solve real-world and mathematical problems 7Ni.01 Estimate, add and subtract integers, recognising generalisations. Solving problems are covered
involving the four operations with rational numbers. 7Nf.07 Add and subtract positive and negative numbers with the same or different by the Thinking and Working
number of decimal places. Mathematically characteristics,
8Ni.02 Estimate, multiply and divide integers, recognising generalisations. not by learning objectives.
8Nf.02 Estimate and subtract mixed numbers, and write the answer as a mixed
number in its simplest form.
8Nf.03 Estimate and multiply an integer by a mixed number, and divide an integer
by a proper fraction.
8Nf.04 Use knowledge of the laws of arithmetic and order of operations (including
brackets) to simplify calculations containing decimals or fractions.
8Nf.07 Estimate and multiply decimals by integers and decimals.
9Nf.02 Estimate, add and subtract proper and improper fractions, and mixed
numbers, using the order of operations.
Use properties of operations to generate equivalent expressions
1. Apply properties of operations as strategies to 8Ae.03 Understand how to manipulate algebraic expressions including:
add, subtract, factor, and expand linear expressions - applying the distributive law with a single term (squares and cubes)
with rational coefficients. - identifying the highest common factor to factorise.
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.
2. Understand that rewriting an expression in 7Ae.03 Understand how to manipulate algebraic expressions including:
different forms in a problem context can shed light - collecting like terms
on the problem and how the quantities in it are - applying the distributive law with a constant.
related.
Solve real-life and mathematical problems
3. Solve multi-step real-life and mathematical 7Ni.01 Estimate, add and subtract integers, recognising generalisations. Solving problems are covered
problems posed with positive and negative rational 7Ni.03 Estimate, multiply and divide integers where one integer is negative. by the Thinking and Working
numbers in any form (whole numbers, fractions, 7Nf.01 Recognise that fractions, terminating decimals and percentages have Mathematically characteristics,
and decimals), using tools strategically. Apply equivalent values. not by learning objectives.
properties of operations to calculate with numbers 8Ni.02 Estimate, multiply and divide integers, recognising generalisations.
in any form; convert between forms as appropriate; 8Nf.01 Recognise fractions that are equivalent to recurring decimals. Cambridge learners should use
and assess the reasonableness of answers using 8Nf.02 Subtract mixed numbers, and write the answer as a mixed number in its mental strategies in all aspects
mental computation and estimation strategies. simplest form. of their mathematics.
8Nf.03 Estimate and multiply an integer by a mixed number, and divide an integer
by a proper fraction.
8Nf.04 Use knowledge of the laws of arithmetic and order of operations (including
brackets) to simplify calculations containing decimals or fractions.
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.
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.
4. Use variables to represent quantities in a real- 7Ae.06 Understand that a situation can be represented either in words or as an Solving problems are covered
world or mathematical problem, and construct equation. Move between the two representations and solve the equation (integer by the Thinking and Working
simple equations and inequalities to solve coefficients, unknown on one side). Mathematically characteristics,
problems by reasoning about the quantities. 8Ae.06 Understand that a situation can be represented either in words or as an not by learning objectives.
a) Solve word problems leading to equations equation. Move between the two representations and solve the equation
of the form px + q = r and p(x + q) = r, (fractional coefficients, unknown on either or both sides).
where p, q, and r are specific rational 9Ae.07 Understand that a situation can be represented either in words or as an
numbers. Solve equations of these forms inequality. Move between the two representations and solve linear inequalities.
fluently. Compare an algebraic solution to

an arithmetic solution, identifying the
sequence of the operations used in each
approach.
b) Solve word problems leading to inequalities
of the form px + q > r or px + q < r, where p,
q, and r are specific rational numbers.
Graph the solution set of the inequality and
interpret it in the context of the problem.
Geometry
Draw, construct and describe geometrical figures and describe the relationships between them
1. Solve problems involving scale drawings of 7Gp.06 Understand that the image is mathematically similar to the object after
geometric figures, including computing actual enlargement. Use positive integer scale factors to perform and identify
lengths and areas from a scale drawing and enlargements.
reproducing a scale drawing at a different scale. 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.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.
2. Draw (freehand, with ruler and protractor, and 8Gg.12 Construct triangles, midpoint and perpendicular bisector of a line Constructing circles with a
with technology) geometric shapes with given segment, and the bisector of an angle. specified radius or diameter are
conditions. Focus on constructing triangles from 9Gg.11 Construct 60º, 45º and 30º angles and regular polygons. introduced in Cambridge
three measures of angles or sides, noticing when Primary Mathematics.
the conditions determine a unique triangle, more
than one triangle, or no triangle. Cambridge Lower Secondary
Mathematics encourages the
use of technology as a valuable
resource for teaching and
learning.
3. Describe the two-dimensional figures that result 7Gg.08 Visualise and represent front, side and top view of 3D shapes.
from slicing three-dimensional figures, as in plane
sections of right rectangular prisms and right
rectangular pyramids.
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume
4. Know the formulas for the area and 8Gg.02 Understand π as the ratio between a circumference and a diameter. Know
circumference of a circle and use them to solve and use the formula for the circumference of a circle.
problems; give an informal derivation of the 9Gg.01 Know and use the formulae for the area and circumference of a circle.
relationship between the circumference and area of
a circle.
5. Use facts about supplementary, complementary, 7Ae.06 Understand that a situation can be represented either in words or as an Angles on a straight line and
vertical, and adjacent angles in a multi-step equation. Move between the two representations and solve the equation (integer calculating missing angles are
problem to write and solve simple equations for an coefficients, unknown on one side). introduced in Cambridge
unknown angle in a figure. 7Gg.11 Derive the property that the sum of the angles in a quadrilateral is 360°, Primary Mathematics.
and use this to calculate missing angles.
7Gg.12 Know that the sum of the angles around a point is 360º, and use this to
calculate missing angles.
7Gg.13 Recognise the properties of angles on:
- parallel lines and transversals
- 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.
9Gg.08 Know that the sum of the exterior angles of any polygon is 360°.
9Gg.09 Use properties of angles, parallel and intersecting lines, triangles and
quadrilaterals to calculate missing angles.
6. Solve real-world and mathematical problems 7Gg.05 Derive and know the formula for the area of a triangle. Use the formula to The relationship between the
involving area, volume and surface area of two- and calculate the area of triangles and compound shapes made from rectangles and area of 2D shapes and surface
three-dimensional objects composed of triangles, triangles. area of 3D shapes is
quadrilaterals, polygons, cubes, and right prisms. 7Gg.07 Derive and use a formula for the volume of a cube or cuboid. Use the introduced in Cambridge
formula to calculate the volume of compound shapes made from cuboids, in cubic Primary Mathematics.
metres (m3), cubic centimetres (cm3) and cubic millimetres (mm3).
8Gg.04 Use knowledge of rectangles, squares and triangles to derive the Solving problems are covered
formulae for the area of parallelograms and trapezia. Use the formulae to by the Thinking and Working
calculate the area of parallelograms and trapezia. Mathematically characteristics,
8Gg.06 Use knowledge of area and volume to derive the formula for the volume of not by learning objectives.
a triangular prism. Use the formula to calculate the volume of triangular prisms.
8Gg.08 Use knowledge of area, and properties of cubes, cuboids, triangular
prisms and pyramids to calculate their surface area.
9Gg.03 Estimate and calculate areas of compound 2D shapes made from

rectangles, triangles and circles.
9Gg.04 Use knowledge of area and volume to derive the formula for the volume of
prisms and cylinders. Use the formula to calculate the volume of prisms and
cylinders.
9Gg.05 Use knowledge of area, and properties of cubes, cuboids, triangular
prisms, pyramids and cylinders to calculate their surface area.
Use random sampling to draw inferences about a population
1. Understand that statistics can be used to gain 7Ss.01 Select and trial data collection and sampling methods to investigate
information about a population by examining a predictions for a set of related statistical questions, considering what data to
sample of the population; generalizations collect (categorical, discrete and continuous data).
about a population from a sample are valid only if 7Ss.02 Understand the effect of sample size on data collection and analysis.
the sample is representative of that population. 7Ss.05 Interpret primary and secondary data, identifying patterns and trends,
Understand that random sampling tends to produce within and between data sets, to answer statistical questions. Present
representative samples and support valid conclusions, considering data sampling as one source of variation, and validate
inferences. predictions.
8Ss.01 Select, trial and justify data collection and sampling methods to investigate
predictions for a set of related statistical questions, considering what data to
collect (categorical, discrete and continuous data).
8Ss.02 Understand the advantages and disadvantages of different sampling
methods.
8Ss.05 Interpret data, identifying patterns, trends and relationships, within and
between data sets, to answer statistical questions. Discuss conclusions,
considering the sources of variation, including sampling, and check predictions.
9Ss.01 Select, trial and justify data collection and sampling methods to investigate
predictions for a set of related statistical questions, considering what data to
collect, and the appropriateness of each type (qualitative or quantitative;
categorical, discrete or continuous).
9Ss.02 Explain potential issues and sources of bias with data collection and
sampling methods, identifying further questions to ask.
2. Use data from a random sample to draw 8Ss.01 Select, trial and justify data collection and sampling methods to investigate
inferences about a population with an unknown predictions for a set of related statistical questions, considering what data to
characteristic of interest. Generate multiple collect (categorical, discrete and continuous data).
samples (or simulated samples) of the same size to 8Ss.02 Understand the advantages and disadvantages of different sampling
gauge the variation in estimates or predictions. methods.
Draw informal comparative inferences about two populations

3. Informally assess the degree of visual overlap of
two numerical data distributions with similar
variabilities, measuring the difference between the
centers by expressing it as a multiple of a measure
of variability.
4. Use measures of center and measures of 8Ss.04 Use knowledge of mode, median, mean and range to compare two
variability for numerical data from random samples distributions, considering the interrelationship between centrality and spread.
to draw informal comparative inferences about
two populations.
Investigate chance processes and develop, use, and evaluate probability models
5. Understand that the probability of a chance event 7Sp.01 Use the language associated with probability and proportion to describe, Language associated with
is a number between 0 and 1 that expresses the compare, order and interpret the likelihood of outcomes. probability and proportion to
likelihood of the event occurring. Larger numbers 7Sp.02 Understand and explain that probabilities range from 0 to 1, and can be describe and compare possible
indicate greater likelihood. A probability near 0 represented as proper fractions, decimals and percentages. outcomes is introduced in
indicates an unlikely event, a probability around 1/2 Cambridge Primary
indicates an event that is neither unlikely nor likely, Mathematics.
and a probability near 1 indicates a likely event.
6. Approximate the probability of a chance event by Conducting chance
collecting data on the chance process that experiments or simulations,
produces it and observing its long-run relative using small and large numbers
frequency, and predict the approximate relative of trials and predicting,
frequency given the probability. analysing and describing the
frequency of outcomes using
the language of probability are
introduced in Cambridge
Primary Mathematics.
7. Develop a probability model and use it to find 7Ss.04 Interpret data, identifying patterns, within and between data sets, to
probabilities of events. Compare probabilities from answer statistical questions. Discuss conclusions, considering the sources of
a model to observed frequencies; if the agreement variation, including sampling, and check predictions.
is not good, explain possible sources of the 7Sp.04 Understand how to find the theoretical probabilities of equally likely
discrepancy. outcomes.
a) Develop a uniform probability model by 8Ss.05 Interpret data, identifying patterns, trends and relationships, within and
assigning equal probability to all outcomes, between data sets, to answer statistical questions. Discuss conclusions,
and use the model to determine 8Sp.04 Design and conduct chance experiments or simulations, using small and
probabilities of events. large numbers of trials. Compare the experimental probabilities with theoretical
b) Develop a probability model (which may not outcomes.
be uniform) by observing frequencies in 9Ss.02 Explain potential issues and sources of bias with data collection and
data generated from a chance process. sampling methods, identifying further questions to ask.
9Sp.03 Understand how to find the theoretical probabilities of combined events.
9Sp.04 Design and conduct chance experiments or simulations, using small and
large numbers of trials. Calculate the expected frequency of occurrences and
compare with observed outcomes.
8. Find probabilities of compound events using 7Sp.01 Use the language associated with probability and proportion to describe,
organized lists, tables, tree diagrams, and compare, order and interpret the likelihood of outcomes.
simulation. 7Sp.05 Design and conduct chance experiments or simulations, using small and
a) Understand that, just as with simple events, large numbers of trials. Analyse the frequency of outcomes to calculate
the probability of a compound event is the experimental probabilities.
fraction of outcomes in the sample space 8Sp.02 Understand that tables, diagrams and lists can be used to identify all
for which the compound event occurs. mutually exclusive outcomes of combined events (independent events only).
b) Represent sample spaces for compound 8Sp.03 Understand how to find the theoretical probabilities of equally likely
events using methods such as organized combined events.
lists, tables and tree diagrams. For an 8Sp.04 Design and conduct chance experiments or simulations, using small and
event described in everyday language large numbers of trials. Compare the experimental probabilities with theoretical
(e.g., “rolling double sixes”), identify the outcomes.
outcomes in the sample space which 9Sp.03 Understand how to find the theoretical probabilities of combined events.
compose the event. 9Sp.04 Design and conduct chance experiments or simulations, using small and
c) Design and use a simulation to generate large numbers of trials. Calculate the expected frequency of occurrences and
frequencies for compound events. compare with observed outcomes.
The Number System

Know that there are numbers that are not rational, and approximate them by rational numbers
1. Know that numbers that are not rational are 7Nf.01 Recognise that fractions, terminating decimals and percentages have
called irrational. Understand informally that every equivalent values.
number has a decimal expansion; for rational 8Nf.01 Recognise fractions that are equivalent to recurring decimals.
numbers show that the decimal expansion repeats 9Ni.01 Understand the difference between rational and irrational numbers.
eventually, and convert a decimal expansion which 9Nf.01 Deduce whether fractions will have recurring or terminating decimal
repeats eventually into a rational number. equivalents.
2. Use rational approximations of irrational 9Ni.01 Understand the difference between rational and irrational numbers. .
numbers to compare the size of irrational numbers,
locate them approximately on a number line
diagram, and estimate the value of expressions
(e.g., π2).
Work with radicals and integer exponents
1. Know and apply the properties of integer 7Ni.02 Understand that brackets, positive indices and operations follow a particular
exponents to generate equivalent numerical order.
expressions. 8Ni.01 Understand that brackets, indices (square and cube roots) and operations
follow a particular order.
8Ni.05 Use positive and zero indices, and the index laws for multiplication and
division.
9Ni.02 Use positive, negative and zero indices, and the index laws for
multiplication and division.
2. Use square root and cube root symbols to 7Ni.06 Understand the relationship between squares and corresponding square
represent solutions to equations of the form x2 = p roots, and cubes and corresponding cube roots.
and x3 = p, where p is a positive rational number. 8Ni.06 Recognise squares of negative and positive numbers, and corresponding
Evaluate square roots of small perfect squares and square roots.
cube roots of small perfect cubes. Know that √2 is 9Ni.01 Understand the difference between rational and irrational numbers.
irrational. 9Ae.02 Understand how to manipulate algebraic expressions including:
- expanding the product of two algebraic expressions
- applying the laws of indices
- simplifying algebraic fractions.

3. Use numbers expressed in the form of a single 9Ni.03 Understand the standard form for representing large and small numbers.
digit times an integer power of 10 to estimate very
large or very small quantities, and to express how
many times as much one is than the other.
4. Perform operations with numbers expressed in 9Ni.03 Understand the standard form for representing large and small numbers.
scientific notation, including problems where both 9Gg.02 Know and recognise very small or very large units of length, capacity and
decimal and scientific notation are used. Use mass.
scientific notation and choose units of appropriate
size for measurements of very large or very small
quantities (e.g., use millimeters per year for
seafloor spreading). Interpret scientific notation that
has been generated by technology.
Understand the connections between proportional relationships, lines, and linear equations
5. Graph proportional relationships, interpreting the 7Nf.09 Understand and use the unitary method to solve problems involving ratio
unit rate as the slope of the graph. Compare two and direct proportion in a range of contexts.
different proportional relationships represented in 7As.04 Understand that a situation can be represented either in words or as a
different ways. linear function in two variables (of the form 𝑦𝑦 = 𝑥𝑥 + 𝑐𝑐 or 𝑦𝑦 = 𝑚𝑚𝑚𝑚), and move
between the two representations.
6. Use similar triangles to explain why the slope m 8As.04 Understand that a situation can be represented either in words or as a
is the same between any two distinct points on a linear function in two variables (of the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐), and move between the
non-vertical line in the coordinate plane; derive the two representations.
equation y = mx for a line through the origin and 8As.06 Recognise that equations of the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐 correspond to straight-
the equation y = mx + b for a line intercepting the line graphs, where 𝑚𝑚 is the gradient and 𝑐𝑐 is the 𝑦𝑦-intercept (integer values of 𝑚𝑚).
vertical axis at b.
Analyze and solve linear equations and pairs of simultaneous linear equations
7. Solve linear equations in one variable. 7Ae.03 Understand how to manipulate algebraic expressions including:
a) Give examples of linear equations in one - collecting like terms
variable with one solution, infinitely many - applying the distributive law with a constant.
solutions, or no solutions. Show which of 7Ae.06 Understand that a situation can be represented either in words or as an
these possibilities is the case by equation. Move between the two representations and solve the equation (integer
successively transforming the given coefficients, unknown on one side).
equation into simpler forms, until an 8Ae.06 Understand that a situation can be represented either in words or as an
equivalent equation of the form x = a, a = equation. Move between the two representations and solve the equation (fractional
a, or a = b results (where a and b are coefficients, unknown on either or both sides).
different numbers).
b) Solve linear equations with rational number

coefficients, including equations whose
solutions require expanding expressions
using the distributive property and
collecting like terms.
8. Analyze and solve pairs of simultaneous linear 9Ae.06 Understand that the solution of simultaneous linear equations: Solving problems are covered
equations. - is the pair of values that satisfy both equations by the Thinking and Working
a) Understand that solutions to a system of - can be found algebraically (eliminating one variable) Mathematically characteristics,
two linear equations in two variables - can be found graphically (point of intersection). not by learning objectives.
correspond to points of intersection of their
graphs, because points of intersection
satisfy both equations simultaneously.
b) Solve systems of two linear equations in
two variables algebraically, and estimate
solutions by graphing the equations. Solve
simple cases by inspection.
c) Solve real-world and mathematical
problems leading to two linear equations in
two variables.
Functions
Define, evaluate, and compare functions
1. Understand that a function is a rule that assigns 7As.03 Understand that a function is a relationship where each input has a single
to each input exactly one output. The graph of a output. Generate outputs from a given function and identify inputs from a given
function is the set of ordered pairs consisting of an output by considering inverse operations (linear and integers).
input and the corresponding output. 8As.05 Use knowledge of coordinate pairs to construct tables of values and plot
the graphs of linear functions, where 𝑦𝑦 is given explicitly in terms of 𝑥𝑥
(𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐).
2. Compare properties of two functions each 9As.07 Read, draw and interpret graphs and use compound measures to compare
represented in a different way (algebraically, graphs.
graphically, numerically in tables, or by verbal
descriptions).
3. Interpret the equation y = mx + b as defining a 8As.06 Recognise that equations of the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐 correspond to straight-
linear function, whose graph is a straight line; give line graphs, where 𝑚𝑚 is the gradient and 𝑐𝑐 is the 𝑦𝑦-intercept (integer values of 𝑚𝑚).
examples of functions that are not linear.
Use functions to model relationships between quantities

4. Construct a function to model a linear 8As.04 Understand that a situation can be represented either in words or as a
relationship between two quantities. Determine the linear function in two variables (of the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐), and move between the
rate of change and initial value of the function from two representations.
a description of a relationship or from two (x, y) 8As.06 Recognise that equations of the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐 correspond to straight-
values, including reading these from a table or from line graphs, where 𝑚𝑚 is the gradient and 𝑐𝑐 is the 𝑦𝑦-intercept (integer values of 𝑚𝑚).
a graph. Interpret the rate of change and initial
value of a linear function in terms of the situation
it models, and in terms of its graph or a table of
values.
5. Describe qualitatively the functional relationship 8As.04 Understand that a situation can be represented either in words or as a
between two quantities by analyzing a graph (e.g., linear function in two variables (of the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐), and move between the
where the function is increasing or decreasing, two representations.
linear or nonlinear). Sketch a graph that exhibits 8As.07 Read and interpret graphs with more than one component. Explain why
the qualitative features of a function that has been they have a specific shape and the significance of intersections of the graphs.
described verbally.
Geometry
Understand congruence and similarity using physical models, transparencies, or geometry software
1.Verify experimentally the properties of rotations, 7Gg.02 Understand that if two 2D shapes are congruent, corresponding sides and Cambridge learners are
reflections, and translations: angles are equal. introduced to translations of
a) Lines are taken to lines, and line segments 7Gp.04 Reflect 2D shapes on coordinate grids, in a given mirror line (𝑥𝑥- or 𝑦𝑦-axis), 2D shapes in Cambridge
to line segments of the same length. recognising that the image is congruent to the object after a reflection Primary Mathematics.
b) Angles are taken to angles of the same 7Gp.05 Rotate shapes 90º and 180º around a centre of rotation, recognising that
measure. the image is congruent to the object after a rotation.
c) Parallel lines are taken to parallel lines. 8Gp.03 Translate points and 2D shapes using vectors, recognising that the image
is congruent to the object after a translation.
2. Understand that a two-dimensional figure is 9Gp.04 Identify and describe a transformation (reflections, translations, rotations
congruent to another if the second can be obtained and combinations of these) given an object and its image.
from the first by a sequence of rotations, 9Gp.05 Recognise and explain that after any combination of reflections,
reflections, and translations; given two congruent translations and rotations the image is congruent to the object.
figures, describe a sequence that exhibits the
congruence between them.
3. Describe the effect of dilations, translations, 8Gp.06 Enlarge 2D shapes, from a centre of enlargement (outside or on the
rotations, and reflections on two-dimensional shape) with a positive integer scale factor. Identify an enlargement and scale
figures using coordinates. factor.
9Gp.03 Transform points and 2D shapes by combinations of reflections,

translations and rotations.
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.
4. Understand that a two-dimensional figure is 7Gp.06 Understand that the image is mathematically similar to the object after
similar to another if the second can be obtained enlargement. Use positive integer scale factors to perform and identify
from the first by a sequence of rotations, enlargements.
reflections, translations, and dilations; given two 9Gp.04 Identify and describe a transformation (reflections, translations, rotations
similar two-dimensional figures, describe a and combinations of these) given an object and its image.
sequence that exhibits the similarity between them. 9Gp.05 Recognise and explain that after any combination of reflections,
translations and rotations the image is congruent to the object.
5. Use informal arguments to establish facts about 7Gg.02 Understand that if two 2D shapes are congruent, corresponding sides and Sum of angles in a triangle and
the angle sum and exterior angle of triangles, angles are equal. calculating missing angles in a
about the angles created when parallel lines are 7Gg.13 Recognise the properties of angles on: triangle are introduced in
cut by a transversal, and the angle-angle criterion - parallel lines and transversals Cambridge Primary
for similarity of triangles. - perpendicular lines Mathematics.
- intersecting lines.
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.
Understand and apply the Pythagorean Theorem
6. Explain a proof of the Pythagorean Theorem
and its converse.
7. Apply the Pythagorean Theorem to determine 9Gg.10 Know and use Pythagoras’ theorem.
unknown side lengths in right triangles in real-world
and mathematical problems in two and three
dimensions.
8. Apply the Pythagorean Theorem to find the 9Gg.10 Know and use Pythagoras’ theorem.
distance between two points in a coordinate
system.
Solve real-world and mathematical problems involving volume of cylinders, cones and spheres
9. Know the formulas for the volumes of cones, 9Gg.04 Use knowledge of area and volume to derive the formula for the volume of Solving problems are covered
cylinders, and spheres and use them to solve real- prisms and cylinders. Use the formula to calculate the volume of prisms and by the Thinking and Working
world and mathematical problems. cylinders. Mathematically characteristics,

Investigate patterns of association in bivariate data
1. Construct and interpret scatter plots for bivariate 7Ss.04 Interpret data, identifying patterns, within and between data sets, to answer
measurement data to investigate patterns of statistical questions. Discuss conclusions, considering the sources of variation,
association between two quantities. Describe including sampling, and check predictions.
patterns such as clustering, outliers, positive or 8Ss.03 Record, organise and represent categorical, discrete and continuous data.
negative association, linear association, and Choose and explain which representation to use in a given situation:
nonlinear association. - Venn and Carroll diagrams
- pie charts
- line graphs and time series graphs
- scatter graphs
- stem-and-leaf diagrams
- infographics.
2. Know that straight lines are widely used to 8Ss.03 Record, organise and represent categorical, discrete and continuous data.
model relationships between two quantitative Choose and explain which representation to use in a given situation:
variables. For scatter plots that suggest a linear - Venn and Carroll diagrams
association, informally fit a straight line, and - tally charts, frequency tables and two-way tables
informally assess the model fit by judging the - dual and compound bar charts
closeness of the data points to the line. - pie charts
- line graphs and time series graphs
- scatter graphs
- stem-and-leaf diagrams
- infographics.
3. Use the equation of a linear model to solve

problems in the context of bivariate measurement
data, interpreting the slope and intercept.
4. Understand that patterns of association can also 7Ss.03 Record, organise and represent categorical, discrete and continuous data.
be seen in bivariate categorical data by displaying Choose and explain which representation to use in a given situation:
frequencies and relative frequencies in a two-way - Venn and Carroll diagrams

table. Construct and interpret a two-way table - tally charts, frequency tables and two-way tables
summarizing data on two categorical variables - dual and compound bar charts
collected from the same subjects. Use relative - waffle diagrams and pie charts
frequencies calculated for rows or columns to - frequency diagrams for continuous data
describe possible association between the two - line graphs
variables. - scatter graphs
- infographics.
7Ss.04 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.
Cambridge Lower Secondary Mathematics learning objectives that do not align with the US Common Core State
Standards (Grades 6 to 8)
Number
7Ni.05 Use knowledge of tests of divisibility to find factors of numbers greater than 100.
7Np.01 Use knowledge of place value to multiply and divide whole numbers and decimals by any positive power of 10.
7Np.02 Round numbers to a given number of decimal places.
7Nf.02 Estimate and add mixed numbers, and write the answer as a mixed number in its simplest form.
8Ni.03 Understand factors, multiples, prime factors, highest common factors and lowest common multiples.
8Ni.07 Recognise positive and negative cube numbers, and the corresponding cube roots.
8Np.01 Use knowledge of place value to multiply and divide integers and decimals by 0.1 and 0.01.
8Np.02 Round numbers to a given number of significant figures.
8Nf.05 Understand percentage increase and decrease, and absolute change.
8Nf.11 Understand how ratios are used to compare quantities, to divide an amount into a given ratio with two or more parts.
9Ni.04 Use knowledge of square and cube roots to estimate surds.
9Np.01 Multiply and divide integers and decimals by 10 to the power of any positive or negative number.
9Np.02 Understand that when a number is rounded there are upper and lower limits for the original number.
9Nf.03 Estimate, multiply and divide fractions, interpret division as a multiplicative inverse, and cancel common factors before multiplying or dividing.
9Nf.05 Understand compound percentages.
9Nf.07 Understand the relationship between two quantities when they are in direct or inverse proportion.
Algebra
7As.02 Understand and describe 𝑛𝑛th term rules algebraically (in the form 𝑛𝑛 ± 𝑎𝑎, 𝑎𝑎 × 𝑛𝑛 where 𝑎𝑎 is a whole number).
7As.06 Recognise straight-line graphs parallel to the 𝑥𝑥- or 𝑦𝑦-axis.
8Ae.01 Understand that letters have different meanings in expressions, formulae and equations.
8Ae.05 Understand that a situation can be represented either in words or as a formula (mixed operations), and manipulate using knowledge of inverse operations to
change the subject of a formula.
8Ae.07 Understand that letters can represent open and closed intervals (two terms).
8As.01 Understand term-to-term rules, and generate sequences from numerical and spatial patterns (including fractions).
8As.02 Understand and describe 𝑛𝑛th term rules algebraically (in the form 𝑛𝑛 ± 𝑎𝑎, 𝑎𝑎 × 𝑛𝑛, or 𝑎𝑎𝑎𝑎 ± 𝑏𝑏, where 𝑎𝑎 and 𝑏𝑏 are positive or negative integers or 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).
9Ae.03 Understand that a situation can be represented either in words or as an algebraic expression, and move between the two representations (including squares,
cubes and roots).
9Ae.04 Understand that a situation can be represented either in words or as a formula (including squares and cubes), and manipulate using knowledge of inverse
operations to change the subject of a formula.
9Ae.05 Understand that a situation can be represented either in words or as an equation. Move between the two representations and solve the equation (including those
with an unknown in the denominator).
9As.01 Generate linear and quadratic sequences from numerical patterns and from a given term-to-term rule (any indices).
𝑛𝑛
9As.02 Understand and describe 𝑛𝑛th term rules algebraically (in the form 𝑎𝑎𝑎𝑎 ± 𝑏𝑏, where 𝑎𝑎 and 𝑏𝑏 are positive or negative integers or fractions, and in the form , 𝑛𝑛2 , 𝑛𝑛3 or
𝑎𝑎
𝑛𝑛2 ± 𝑎𝑎, where a is a whole number)..
9As.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 indices).
9As.04 Understand that a situation can be represented either in words or as a linear function in two variables (of the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐 or 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 = 𝑐𝑐), and move
between the two representations.
9As.05 Use knowledge of coordinate pairs to construct tables of values and plot the graphs of linear functions, including where 𝑦𝑦 is given implicitly in terms of 𝑥𝑥
(𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 = 𝑐𝑐), and quadratic functions of the form 𝑦𝑦 = 𝑥𝑥 2 ± 𝑎𝑎.
9As.06 Understand that straight-line graphs can be represented by equations. Find the equation in the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐 or where 𝑦𝑦 is given implicitly in terms of 𝑥𝑥
(fractional, positive and negative gradients).
Geometry and Measure
7Gg.01 Identify, describe and sketch regular polygons, including reference to sides, angles and symmetrical properties.
7Gg.03 Know the parts of a circle:
- centre
- radius
- diameter
- circumference
- chord
- tangent.
7Gg.04 Understand the relationships and convert between metric units of area, including hectares (ha), square metres (m²), square centimetres (cm²) and square
millimetres (mm²).
7Gg.06 Identify and describe the combination of properties that determine a specific 3D shape.
7Gg.10 Identify reflective symmetry and order of rotational symmetry of 2D shapes and patterns.
7Gp.01 Use knowledge of scaling to interpret maps and plans.
7Gp.03 Use knowledge of translation of 2D shapes to identify the corresponding points between the original and the translated image, without the use of a grid.
8Gg.01 Identify and describe the hierarchy of quadrilaterals.
8Gg.05 Understand and use Euler’s formula to connect number of vertices, faces and edges of 3D shapes.
8Gg.07 Represent front, side and top view of 3D shapes to scale.
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.
8Gp.01 Understand and use bearings as a measure of direction.
8Gp.02 Use knowledge of coordinates to find the midpoint of a line segment.
8Gp.05 Understand that the centre of rotation, direction of rotation and angle are needed to identify and perform rotations.
9Gg.06 Identify reflective symmetry in 3D shapes.
9Gg.07 Derive and use the formula for the sum of the interior angles of any polygon.
9Gp.01 Use knowledge of bearings and scaling to interpret position on maps and plans.
9Gp.02 Use knowledge of coordinates to find points on a line segment.
7Sp.03 Identify all the possible mutually exclusive outcomes of a single event, and recognise when they are equally likely to happen.
8Sp.01 Understand that complementary events are two events that have a total probability of 1.
9Ss.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
- pie charts
- line graphs, time series graphs and frequency polygons
- scatter graphs
- stem-and-leaf and back-to-back stem-and-leaf diagrams
- infographics.
9Ss.04 Use mode, median, mean and range to compare two distributions, including grouped data.
9Ss.05 Interpret data, identifying patterns, trends and relationships, within and between data sets, to answer statistical questions. Make informal inferences and
generalisations, identifying wrong or misleading information.
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.
9Sp.02 Identify when successive and combined events are independent and when they are not.
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Cambridge Lower Secondary Mathematics CCSS Mapping 0862 - tcm143-595683

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Mapping Cambridge Lower Secondary Mathematics 0862

(Stages 7 to 9) to the United States of America Common Core

Thinking and Working Mathematically is described within the following characteristics:

The US Common Core State Standards for Mathematics curriculum

3. Reason abstractly and quantitatively. 4. Attend to precision.

Age US Common Core Cambridge

Cambridge Lower Secondary Mathematics is Cambridge Lower Secondary Mathematics is

Colour Statement affected Meaning

Ratios and Proportional Relationships

The Number System

Cambridge learners are

5. Understand that positive and negative numbers Negative numbers are

c) Understand the absolute value of a rational

Solving problems are covered

show that the volume is the same as would be Mathematically characteristics,

Summarize and describe distributions

Ratios and Proportional Relationships

The Number System

9Ae.02 Understand how to manipulate algebraic expressions including:

fluently. Compare an algebraic solution to

9Gg.03 Estimate and calculate areas of compound 2D shapes made from

Draw informal comparative inferences about two populations

The Number System

- simplifying algebraic fractions.

b) Solve linear equations with rational number

Use functions to model relationships between quantities

9Gp.03 Transform points and 2D shapes by combinations of reflections,

Statistics and Probability

3. Use the equation of a linear model to solve

frequencies and relative frequencies in a two-way - Venn and Carroll diagrams

Copyright © UCLES September 2020

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