Head Office

MATHEMATICS CURRICULUM Framework

2020-21
Class 8

Number Theory and Arithmetic

Geometry and Measures

Algebra and
Function
Statistics and
Probability
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The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 1 of 49
 Table of Contents
 Rationale

Aims

Values

Progression Grid

TCS Curriculum Standards

Textbook Resources

Subject Period /Notebook Allocation

Programme of Study and Specific Learning Objectives

according to Bloom’s Taxonomy

Scope and Sequence

Assessment and Examination

 Homework Policy

 Strategies and Pedagogies

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 2 of 49

 The City School
Mathematics Curriculum Framework 2020 - 2021
Class 8
Rationale:
The New Interactive & Integrated Mathematics Curriculum 2020-21 has been designed to
foster learning in and outside the classroom environment. We aim to present
Mathematics as the most interesting and enjoyable subject than ever before. We believe
that our Learners have the potential to excel in the subject if provided with quality
guidance.
We aspire to develop problem solving skills in our Learners (grade 3 to A Level) to such

an extent that they excel the 21st century skills; working collaboratively, thinking
critically, presenting ideas creatively and communicating effectively by using various
pedagogies and strategies like CPA, DCR, ABL, PBL, IBL etc.
The NIIM Curriculum has retained the spiral approach by visiting and revisiting the skills
and concepts at one level before moving vertically on to the next level, in this way the
connectivity between various concepts and units is further enhanced.

AIMS:
The aim of this curriculum is to:

provide all TCS Learners with a curriculum which is coherent, well-articulated,

and integrates real-world Mathematical situations,
make our Learners learn Mathematics through the use of critical reasoning and
higher level thinking skills,
encourage the use of multiple problem solving strategies,
utilize appropriate resources and technology to enhance and support Learners’
learning,
 provide clear and challenging goals with effective feedback and feed forward
 provide opportunities for Learners to develop concepts/procedures to a high level
of Mathematical fluency

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 3 of 49

Values:
Education influences and reflects the values of society, and the kind of society we want to be.
It is important, therefore, to recognise a broad set of common values and purposes that
underpin the school curriculum and the work of schools.
Foremost is a belief in education, at home and at school, as a route to the spiritual, moral,
social, cultural, physical and mental development, and thus the wellbeing, of the individual.
(i) Epistemological values - values involved with the acquisition, assessment and
characteristics of mathematical knowledge and in epistemological aspects of the processes
of teaching and learning mathematics, such as accuracy, systematicity and rationality.

(ii) Social and cultural values - values which favour or support the social group or society
and which concern the individual's duty to society as related to mathematics education.
Examples from this category are co-operation, justice and appreciation of the beauty of
mathematics.

(iii) Personal values - values affecting the individual as a Learners and as a person, such as
patience, confidence and creativity. The Values-based Education Programme (VbEP) will
promote and encourage 12 core values (below) but will also identify ‘sub-set’ values to
encompass every stream of the student’s life in school, at home and in their community.
The 12 core values are as follows:

peace
respect
love
tolerance
honesty
humility
cooperation
happiness
responsibility
simplicity
freedom
unity

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 4 of 49

 Progression Grid

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 5 of 49


Class 6
Divisibility Rule
• apply the divisibility rules of
2,3,4,5,6,7,9,10,11 and 13
• differentiate between prime and
composite numbers
Factors & Multiples
• find factors, prime factors, and
express factors in index notation
• find the HCF and LCM of two or
more given set of numbers
• solve word problems involving
HCF and LCM
Squares & Square Roots, Cube &
Cube Roots
• identify and list all the perfect
squares and cubes between a
given range
• find square roots and cube roots
of the given numbers
The City School/Academics/Mathematics Curriculum/Class 8/2020-2021
Progression Grid
Class 7 Class 8 Class 9
Number System
Divisibility Rule Indices and Standard form Indices and Standard form
 apply divisibility rules of  understand and use the rules
• simplify fractional indices
2,3,4, 5,6,7,9,10,11 and 13 of indices
• understand and use the
 use and interpret positive, rules of indices
negatives, fractional and zero • Use and interpret positive,
Factors & Multiples
indices negatives, fractional and zero
 find the smallest value of n indices
 express numbers like 100,
such that the lcm of n and the
other numbers is given 1000, 10000 as powers of 10
 understand one tenth as 10-1,
one-hundredth as 10-2 and so
on
Squares & Square Roots, Cube &  use standard form to express
Cube Roots
very large and small numbers
• find the smallest value of k
for which nk is a perfect
square or a cube, where n is
an integer
Page 6 of 49
 Integers
 recognise integers and represent
integers on a number line
 order positive and negative
integers, decimals and fractions;
use the number line for ordering
of the real numbers
 add and subtract integers
 solve word problems involving
addition and subtraction of
integers
 multiply and divide integers
Integers & Rational Numbers
 evaluate simple arithmetical
expressions involving integers
and rational numbers
 use integers to solve
arithmetical problems
 simplify arithmetical
expressions (simple ones
only)
 order and compare rational
numbers

Fractions
 add and subtract fractions
 solve word problems involving
addition and subtraction of
fractions
 multiply and divide fractions
 solve word problems involving
addition and subtraction of
fractions
 express fractions as recurring or
non-recurring decimals
 differentiate between
terminating and recurring
decimals

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 7 of 49

 Rational and Real Numbers.
 perform operations on real
numbers
Approximation and Estimation
 round off numbers to the
required number of decimal
places
Number Sequence
 write the next terms of the given  determine the next few terms
sequence
 define a rule for the given
sequence
The City School/Academics/Mathematics Curriculum/Class 8/2020-2021
Real Numbers
 identify all kinds of real
numbers
 locate the kinds of number
(natural, prime, even etc.) on
a real number system flow
chart
Approximation and Estimation Approximation and Estimation
• identify and state the number • make an estimate of the value
of significant figures in a given of a given problem
number • solve problems on estimation
• express a number to a given
number of significant figures
• estimate the value of a given
arithmetical expression to a
specific number of significant
figures
Number Sequence Number Sequence
• recognize simple number
patterns and continue a given
in a given sequence number sequence
 find a formula for the general • state the rules of a number
term of a number sequence
pattern in terms of the general
term
• solve problems by drawing a
diagram, using trial and error
etc.
Page 8 of 49
 Percentage Percentages Percentages Percentages
• express a percentage as a fraction • increase or decrease a given • solve real life word problems •
solve problems involving
and vice versa involving ; percentages includes
quantity in the given
• express a percentage as a decimal  discount discount, and profit and
percentage  commission
and vice versa loss
 vat/tax
• express one quantity as a •solve real life problems • solve problems involving
 profit and loss
percentage of another involving percentages  simple interest taxation
• compare two quantities by • solve problems on personal
percentages and small business finance
• calculate percentages greater than involving earnings, simple
100% interest and compound
• solve real life problems involving interest
percentages • extract data from tables
and charts
• solve problems involving
hire purchase
• solve problems involving
money and convert one
currency to another
Ratio Ratio, Rate and Speed Direct and Inverse Proportion Direct and Inverse
• solve problems involving • solve problems involving direct Variation
 find ratio involving rational
ratios of three quantities proportion • express direct and inverse
numbers variation in algebraic terms
• define rate; know the • solve problems involving
 express a given ratio in its • use this form of expression
difference between rate and inverse proportion
simplest form to find the unknown
ratio • solve problems involving ratio quantities
 find the value of the unknown in
• calculate rate and average of three quantities
the given ratio
rate of a given task • solve problems involving
speed, distance and time

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  find ratios involving three
quantities
 solve real life problems involving •
ratio/equivalent ratio
• solve real life problems
involving rate and ratio
define average speed as the
ratio between total distance
covered by total time taken
• convert km/h to m/s, km/s to
km/h, m/min to m/s and vice
versa
• solve real life problems
involving speed and average
speed (simple problems)

Time

 convert time from a 12-hour

clock to a 24hour clock and vice
versa
 calculate the departure time,
journey time and arrival time of
the given journey
 solve word problems involving
time/time interval

Symmetry
• identify the line/s of symmetry of  identify the rotational • apply symmetrical properties of • use symmetrical properties of
the given plane figures symmetry of the given plane triangles, quadrilaterals and simple solids
• make the given object or figure figure polygon
symmetrical
The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 10 of 49
  about one line of
symmetry
 about two lines of
symmetry
Algebra
• use letters to represent numbers.
• express basic arithmetical
processes algebraically
• evaluate algebraic expressions
• add and subtract linear expression
• expand and simplify linear
algebraic expression
• simplify the linear expressions
with fractional coefficients
• factorize the given algebraic
expression by extracting common
factors
The City School/Academics/Mathematics Curriculum/Class 8/2020-2021
 state the order of rotational
symmetry
 calculate the angle of rotation
of the given object/figure
 mark the center of rotational
symmetry of the given
object/figure
 mark all lines of symmetry and
rotational symmetries of the
polygons
Algebra Expansion and Factorization of
Algebraic Expressions
• construct a simple formula  recognize, expand and simplify
using letters
quadratic expressions
• write algebraic expressions  factorize Quadratic expressions
• convert and solve given word
 expand and simplify products
expression into an algebraic
of algebraic expressions
equation (hint: use bar model)
 expand algebraic expressions
• understand the concept of
using algebraic identities.
inequality
 factories algebraic expressions by:
• solve simple inequalities using
 taking common
properties of inequalities
 using algebraic identities
 middle term breaking
• solve quadratic equations using
factorization
• solve word problems involving
quadratic equations
Page 11 of 49

Linear Equations
 differentiate between an algebraic
expression and equation
 solve linear equations in one
variable
 solve fractional equations that can
be reduced to linear equations
 evaluate unknown in a formula
Functions and Linear Graphs
 get familiarized with the axes,
coordinates, points and lines
The City School/Academics/Mathematics Curriculum/Class 8/2020-2021
Functions and Graphs
• draw the graph of a linear
function
Algebraic Manipulation and
Formulae
 factorize and simplify rational
expressions
 multiply and divide two or
more algebraic fractions
Simultaneous Linear Equations
• solve simultaneous linear
equations using:
 substitution method
 elimination method
• solve word problems
involving simultaneous linear
equations
Linear Inequalities
• Solve inequalities using laws  solve simple linear
of inequalities;
• Illustrate the solutions of an  represent the solution using
inequality using the number
line.
Functions and Graphs
• draw graph of equation y = c,
x = a.
Page 12 of 49
Algebraic Manipulation and
Formulae
• add and subtract algebraic
fractions
• construct and transform
formulae and equations
• find the value of an unknown
quantity in a formula
• manipulate algebraic fractions
Quadratic Equation
 solve quadratic equations
using
 factorization method
 completing square
method
 the quadratic formula
 interpret and solve word
problems that can be reduced
to quadratic equations
Linear inequalities
inequalities in one variable
number line
Functions and Graphs
• draw the graph of quadratic
equation in two variables
  state the coordinates of a point
 interpret and plot a point in a
Cartesian plane
 find the value of y when x is given
from the equation of a function
and vice versa
GEOMETRY AND MEASURES
Basic Geometry
• identify various types of angles
• solve problems involving angles on a
straight line, angles at a point and
vertically opposite angles
Perimeter and Area
 convert between �
�2 and �
2 of shaded and un-shaded
The City School/Academics/Mathematics Curriculum/Class 8/2020-2021
• solve problems involving
linear graphs in real world
contexts
Basic Geometry
 solve word problems
involving angles formed by
two parallel lines and a
transversal ,i.e.
corresponding angles
alternate angles and
interior angles
Area and Perimeter
• draw graph of equation
y = mx
• draw the graph of equation
y = mx + c.
• solve simultaneous linear
equations in two variables
using the graphical method
Area and Perimeter
 find the perimeter and area
Page 13 of 49
• solve problems involving
quadratic graphs
Coordinate Geometry
 find the gradient of a straight
line from the coordinates of
two points on it
 calculate the length and the
coordinates of the midpoint of
a line segment from the
coordinates of its end points
 find the equation of a straight
line graph in the form y = mx
+c
 determine the equation of a
straight line parallel to a given
line
 find the gradient of parallel and
perpendicular lines
Area and Perimeter
  calculate the area of triangles
 calculate the perimeter of
triangles
Volume and Surface Area
 convert between � � 3 and �3
 calculate volume and surface area
of a cube and a cuboid
The City School/Academics/Mathematics Curriculum/Class 8/2020-2021
 calculate the area and
perimeter of circles,
semicircles and quadrants
 calculate the area and
perimeter of parallelogram
and trapeziums using formulae
 solve real life word problems
involving area and perimeter
Volume and Surface Area
 solve real life word problems  find the volume and total
involving volume and surface
area of cube and cuboids
 find the volume, curved surface
 solve problems involving hollow  find slant height of a pyramid/
regions in circles and
composite shapes
Volume and Surface Area
surface area of prisms and draw
the nets of prisms
area and total surface area of
cylinders and to solve problems
involving cylinders
cylinders, and solids consisting cone using Pythagoras’
of prisms, cylinders and cuboids theorem
and problems involving
densities
Page 14 of 49
 calculate the area and
perimeter of the shaded regions
in the given diagrams
 calculate arc length
 compute area of a sector
 solve word problems by
drawing sector to compute its
radius, arc length, angle, area
and perimeter
Volume and Surface Area
calculate the volume and
surface area of a pyramid, a
solid cone/hollow cone / right
circular cone ,a sphere/
hemisphere/hollow
hemisphere/ solid hemisphere,
a hemisphere
use volume of pyramid to find
its height or sides of its
base
 calculate the volume and
surface area of a composite
solids
 interpret and solve word
problems involving volume and

Polygons (Triangles)
 identify different types of
triangles and state their
properties
 solve problems involving
properties of triangles
Geometrical Constructions
 construct perpendicular
bisectors and angle bisectors
The City School/Academics/Mathematics Curriculum/Class 8/2020-2021
Polygons
 apply angle properties of
triangles to find the unknown
angles
 calculate the sum of interior
angles of a polygon and also
use it to calculate
each/unknown interior angle/s
of a polygon
 calculate the sum of exterior
angles of a polygon also use it
to calculate each exterior
angle of a polygon
 find the number of sides of a
regular polygon when an
interior/exterior angle is given
 solve word problems involving
polygons
Geometrical Constructions
 construct triangles given the  construct quadrilaterals and
three sides, two sides and an
included angle ,two sides
surface area of compound
shapes
 use and interpret nets [e.g. net
of a prism]
Polygon Pythagoras Theorem
 apply Pythagoras’ theorem to
• apply the geometrical
calculate a side of a right-
properties of: angled triangle
 trapeziums,  solve problems involving
Pythagoras theorem
 parallelograms,
trigonometric ratios
 rectangles,  apply the sine, cosine and
tangent ratios for acute angles
 rhombuses,
to calculate a side or an angle
 squares and of a right-angled triangle
 kites,  solve word problems in two
dimensions involving angles of
• solve problems involving
elevation and depression
these figures
Geometrical Constructions
solve related problems
Page 15 of 49

Statistics
• construct and interpret data
from pictogram and bar
graphs
• calculate the range, mean,
median and mode of the given •
data
The City School/Academics/Mathematics Curriculum/Class 8/2020-2021
and an included angle using
a ruler and a pair of compass
only and solve related
problems
Statistics
• construct and interpret data  draw and interpret histograms •
from the pie charts
• convert pie charts to bar
graphs and vice versa
find the range, mean, median,
mode of a set of given data
Statistics Statistics
construct and interpret , simple
with equal class intervals frequency distributions,
 construct a group frequency frequency polygons, histograms
table and its histogram with equal and unequal
 make appropriate use of mean,
intervals and scatter diagrams
mode and median
• construct and use cumulative
 calculate the mean for grouped
data frequency diagrams
• estimate and interpret the
median, percentiles, quartiles
and interquartile range for
cumulative frequency diagrams
• calculate the frequency density
• understand what is meant by
positive, negative and zero
correlation with reference to a
scatter diagram
• draw a straight line of best fit
by eye
Congruency and Similarity Congruency and Similarity
• identify congruent figures and  solve problems and give simple
objects; use the correct explanations involving similarity
and congruence
Page 16 of 49
 notations to express  calculate lengths of similar
congruency figures
• find unknown values in a pair of  use the relationships between
congruent figures areas of similar triangles,
• identify similar figures and with corresponding results for
objects; use the correct
similar figures, and extension
notations to express similarity
 state the properties of a pair of to volumes and surface areas
similar figures; use these of similar solids
properties to find the
unknowns in a pair of similar
figures
 calculate the actual length and
the actual area from a given
scale model and vice versa
 express the scale of a map as a
representative fraction and vice
versa; use it to calculate the
distance between two places

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 17 of 49

 TCS Curriculum Standards

Teachers should expect attainment at a given level in this attainment target grid to be demonstrated through
activities in which the mathematics from the other attainment targets is at, or very close to, the same level.

Using and Applying Mathematics

Level 1
Learners use mathematics as an integral part of classroom activities. They represent
their work with objects or pictures and discuss it. They recognise and use a simple Up to 15%
pattern or relationship.
Level 2
Learners select the mathematics they use in some classroom activities. They discuss
their work using mathematical language and are beginning to represent it using 16% - 30%
symbols and simple diagrams. They explain why an answer is correct.
Level 3
Learners try different approaches and find ways of overcoming difficulties that arise
when they are solving problems. They are beginning to organise their work and check 31% - 49%
results. Learners discuss their mathematical work and are beginning to explain their
thinking. They use and interpret mathematical symbols and diagrams. Learners show
that they understand a general statement by finding particular examples that match it.
Level 4
Learners develop their own strategies for solving problems and use these strategies
both in working within mathematics and in applying mathematics to practical contexts. 50% - 60%
When solving problems, with or without a calculator, they check their results are
reasonable by considering the context or the size of the numbers. They look for
patterns and relationships, presenting information and results in a clear and organised
way. They search for a solution by trying out ideas of their own.
Level 5
In order to explore mathematical situations, carry out tasks or tackle problems,
Learners identify the mathematical aspects and obtain necessary information. They 61% - 74%
calculate accurately, using ICT where appropriate. They check their working and
results, considering whether these are sensible. They show understanding of situations
by describing them mathematically using symbols, words and diagrams. They draw
simple conclusions of their own and explain their reasoning.
Level 6
Learners carry out substantial tasks and solve quite complex problems by
independently and systematically breaking them down into smaller, more manageable 75% - 90%
tasks. They interpret, discuss and synthesise information presented in a variety of
mathematical forms, relating findings to the original context. Their written and spoken
language explains and informs their use of diagrams. They begin to give mathematical
justifications, making connections between the current situation and situations they
have encountered before.
Level 7
Starting from problems or contexts that have been presented to them, Learners explore
the effects of varying values and look for invariance in models and representations, Greater than 90%
working with and without ICT. They progressively refine or extend the mathematics
used, giving reasons for their choice of mathematical presentation and explaining
features they have selected. They justify their generalisations, arguments or solutions,
looking for equivalence to different problems with similar structures. They appreciate
the difference between mathematical explanation and experimental evidence.

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 18 of 49

 Number Theory and Arithmetic
Level 1
Learners count, order, add and subtract numbers when solving problems involving up
to 7 digit numbers. They read and write the numbers involved. Up to 15%
Level 2
Learners count sets of objects reliably, and use mental recall of all four basic
mathematical operations. They begin to understand the place value of each digit in a 16% - 30%
number. They choose the appropriate operation when solving addition/ subtraction
and multiplication/division problems. They use the knowledge that subtraction is the
inverse of addition. They use mental calculation strategies to solve number problems
involving money and measures. They recognise sequences of numbers, including
odd and even numbers.
Level 3
Learners show understanding of place value in numbers up to 7 digits and use this to
make approximations. They begin to use decimal notation and to recognise negative 31% - 49%
numbers, in contexts such as money and temperature. Learners use mental recall of
addition/subtraction/multiplication and division in solving problems involving larger
numbers. They use mental recall of the 2 - 10 multiplication tables and derive the
associated division facts. They solve whole-number problems involving multiplication
or division, including those that give rise to remainders. They use simple fractions
that are several parts of a whole and recognise when two simple fractions are
equivalent. Learners can expand and simplify algebraic expressions.
Level 4
Learners use their understanding of place value to multiply and divide whole
numbers by 10 / 100 / 1000. When solving number problems, they use a range of 50% - 60%
mental methods of computation with the four operations, including mental recall of
multiplication facts up to 10 x 10 and quick derivation of corresponding division facts.
They use efficient written methods of addition and subtraction and of short
multiplication and division. They recognise approximate proportions of a whole and
use simple fractions and percentages to describe these. They begin to use simple
formulae expressed in words.
Level 5
Learners use their understanding of place value to multiply and divide whole numbers
and decimals. They order, add and subtract negative numbers in context. 61% - 74%
They use all four operations with decimals to two places. They solve simple problems
involving ratio and direct/ inverse proportion. They calculate fractional or percentage
parts of quantities and measurements. They construct, express in symbolic form and
use simple formulae involving one or two operations. They use brackets
appropriately. They use and interpret coordinates in all four quadrants.
Level 6
Learners order and approximate decimals when solving numerical problems and
equations, using trial and improvement methods. They evaluate one number as a 75% - 90%
fraction or percentage of another. They understand and use the equivalences
between fractions, decimals and percentages, and calculate using ratios in
appropriate situations. They add and subtract fractions by writing them with a
common denominator. Learners can solve problems related to direct and inverse
proportion. They find and describe in words the rule for the next term or nth term of a
sequence where the rule is linear. They formulate and solve linear equations with
whole-number coefficients. They represent mappings expressed algebraically, and
use Cartesian coordinates for graphical representation interpreting general features.
Level 7
When making estimates, Learners round to four significant figure and multiply and Greater than 90%
divide mentally. They understand the effects of multiplying and dividing by numbers
between 0 and 1. They solve numerical problems involving multiplication and division
with numbers of any size, using a calculator efficiently and appropriately. They
understand and use proportional changes, calculating the result of any proportional
change using only multiplicative methods. They can sketch graphs that indicates
direct proportions between the two variables. They can identify graphs with inverse
proportions. They find and describe in symbols the next term or nth term of a
sequence where the rule is quadratic. They use algebraic and graphical methods to
solve simultaneous linear equations in two variables.

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 19 of 49

 Shape, Space and Measures

Level 1
When working with 2-D and 3-D shapes, Learners use everyday language to describe
properties and positions. They measure and order objects using direct comparison, Up to 15%
and order events.
Level 2
Learners use mathematical names for common 3-D and 2-D shapes and describe
their properties, including numbers of sides and corners. They distinguish between 16% - 30%
straight and turning movements, understand angle as a measurement of turn, and
recognise right angles in turns. They begin to use every day non-standard and
standard units to measure length and mass.
Level 3
Learners classify 3-D and 2-D shapes in various ways using mathematical properties
such as reflective symmetry for 2-D shapes. They use non-standard units, standard 31% - 49%
metric units of length, capacity and mass, and standard units of time, in a range of
contexts.
Level 4
Learners make 3-D mathematical models by linking given faces or edges, and draw
common 2-D shapes in different orientations on grids. They reflect simple shapes in a 50% - 60%
mirror line. They choose and use appropriate units and tools, interpreting, with
appropriate accuracy, numbers on a range of measuring instruments. They find
perimeters of simple shapes and find areas by counting squares.
Level 5
When constructing models and drawing or using shapes, Learners measure and draw
angles to the nearest degree and use language associated with angles. They know 61% - 74%
the angle sum of a triangle and that of angles at a point. They identify all the
symmetries of 2D shapes. They convert one metric unit to another. They make
sensible estimates of a range of measures in relation to everyday situations. They
understand and use the formula for the area of a rectangle.
Level 6
Learners recognise and use common 2-D representations of 3-D objects. They know
and use the properties of quadrilaterals. They solve problems using angle and 75% - 90%
symmetry, properties of polygons and angle properties of intersecting and parallel
lines, and explain these properties. They devise instructions for a computer to
generate and transform shapes and paths. They understand and use appropriate
formulae for finding circumferences and areas of circles, areas of plane rectilinear
figures and volumes of cuboids when solving problems.
Level 7
Learners understand and apply Pythagoras’ theorem when solving problems in two Greater than 90%
dimensions. They calculate lengths, areas and volumes in plane shapes and right
prisms. They enlarge shapes by a fractional scale factor, and appreciate the similarity
of the resulting shapes. They determine the locus of an object moving according to a
rule. They appreciate the imprecision of measurement and recognise that a
measurement given to the nearest whole number may be inaccurate by up to one half
in either direction. They understand and use compound measures, such as speed.

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 20 of 49

 Data Handling
Level 1
Learners sort objects and classify them, demonstrating the criterion they have used.
Up to 15%
Level 2
Learners sort objects and classify them using more than one criterion. When they
have gathered information, Learners record results in simple lists, tables and block 16% - 30%
graphs, in order to communicate their findings.
Level 3
Learners extract and interpret information presented in simple tables and lists. They
construct bar charts and pictograms, where the symbol represents a group of units, 31% - 49%
to communicate information they have gathered, and they interpret information
presented to them in these forms.
Level 4
Learners collect discrete data and record them using a frequency table. They
understand and use the mode and range to describe sets of data. They group data in 50% - 60%
equal class intervals where appropriate, represent collected data in frequency
diagrams and interpret such diagrams. They construct and interpret simple line
graphs.
Level 5
Learners understand and use the mean of discrete data. They compare two simple
distributions using the range and one of the mode, median or mean. They interpret 61% - 74%
graphs and diagrams, including pie charts, and draw conclusions. They understand
and use the probability scale from 0 to 1. They find and justify probabilities and
approximations to these by selecting and using methods based on equally likely
outcomes and experimental evidence, as appropriate. They understand that different
outcomes may result from repeating an experiment.
Level 6
Learners collect and record continuous data, choosing appropriate equal class
intervals over a sensible range to create frequency tables. They construct and 75% - 90%
interpret frequency diagrams. They construct pie charts. They draw conclusions from
scatter diagrams, and have a basic understanding of correlation. When dealing with a
combination of two experiments, they identify all the outcomes. When solving
problems, they use their knowledge that the total probability of all the mutually
exclusive outcomes of an experiment is 1.
Level 7
Learners specify hypotheses and test them by designing and using appropriate Greater than 90%
methods that take account of variability or bias. They determine the modal class and
estimate the mean, median and range of sets of grouped data, selecting the statistic
most appropriate to their line of enquiry. They use measures of average and range,
with associated frequency polygons, as appropriate, to compare distributions and
make inferences. They understand relative frequency as an estimate of probability
and use this to compare outcomes of experiments.

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 21 of 49

Textbooks and Resources:
New Syllabus Mathematics 1, 2, 3 (7th Edition) + Workbook 1, 2, 3 (7th Edition)
New Syllabus Mathematics Teachers’ Resource Book 1, 2, 3 (7th Edition)
Other Resources:

Addendums
Geometry & Grid Pads.
EYERIS
Videos on multiple topics
Presentations on the following units: Time, Geometry, Statistics, 2D and 3D shapes.

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 22 of 49

 Subject Period Allocation

Class No. of lessons

3 -8 8

No. of club lessons =3

No. of single lessons = 2

Notebook Allocation
Notebook Allocation
Mathematics
Class Total # of Codes and pages Allocation specifications
copies
3 2 200 Pages 1-C.M Sqr. 1 copy for each term
Grid and Geometry Pad for 1 Grid & Geometry Pad for
Class 3 both terms
4 2 200 Pages 1-C.M Sqr. 1 copy for each term
Grid and Geometry Pad for 1 Grid & Geometry Pad for
Class 4 both terms
5 2 200 Pages 1-C.M Sqr. 1 copy for each term
Grid and Geometry Pad for 1 Grid & Geometry Pad for
Class 5 both terms
6 4 160 Pages S/L E.M Journal 2 copies for each term
(Mathematics)
Graph, Grid and Geometry Pad 1 Graph, Grid & Geometry Pad
for Class 6 for both terms
7 4 160 Pages S/L E.M Journal 2 copies for each term
(Mathematics)
Graph, Grid and Geometry Pad 1 Graph, Grid & Geometry Pad
for Class 7 for both terms
8 4 160 Pages S/L E.M Journal 2 copies for each term
(Mathematics)
1 - cm Graph Pad of 50 sheets 1 Graph Pad for both terms

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 23 of 49

 Programme of Study and Specific Learning Objectives according to Bloom’s Taxonomy
Term I

Topic Learning Objectives Cognitive Levels To be

Assessed
Learners should be able to K U Ap An E C

Ratio
 solve problems involving direct proportion √ √ √
Geometrical Construction

Pythagoras Theorem

 solve problems involving inverse proportion √ √ √

 solve problems involving speed, distance and time √ √ √ √

Sequences
 recognize simple number patterns and continue a given number √ √
sequence

 state the rules of a number pattern in terms of the general term √ √ √

 solve problems by drawing a diagram, using trial and error, etc. √ √ √

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 24 of 49

 Topic Learning Objectives Cognitive Levels To be
Assessed
Learners should be able to K U Ap An E C

Algebra
• recognise expand and simplify quadratic expressions √ √

• factorization of quadratic expressions √ √ √ √

Quadratic Equations

• expand and simplify products of algebraic expressions √ √

• factorise algebraic expressions by middle term breaking √ √ √

• expand algebraic expressions using algebraic identities √ √

• factorise algebraic expressions by using algebraic identities √ √ √

• factorise algebraic expressions by grouping ( by taking common) √ √ √

• solve quadratic equations by factorisation √ √ √

 solve real word problems involving quadratic equations √ √ √

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 25 of 49

 Topic Learning Objectives Cognitive Levels To be
Assessed
Learners should be able to K U Ap An E C
Simultaneous Linear Equations
Simultaneous Linear Equations

• solve simultaneous linear equations using: √ √ √

a) substitution method √ √ √ √
b) elimination method √ √
• solve word problems involving simultaneous linear equations √ √ √

Linear Inequalities

• solve inequalities using laws of inequalities; √ √ √

 illustrate the solutions of an inequality using the number line √ √

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 26 of 49

 Topic Learning Objectives Cognitive Levels To be
Assessed
Learners should be able to K U Ap An E C
Geometrical Constructions
Geometrical construction/Area and

construct quadrilaterals and solve related problems √ √

Area and Perimeter √ √
Perimeter/Statistics

• find the perimeter and area of shaded and un-shaded √ √

regions in circles and composite shapes
Statistics √ √
 draw and interpret Histograms with equal class √ √
intervals
 construct a group frequency table and its Histogram √ √ √
 make appropriate use of mean, mode and median √ √

 calculate the mean for grouped data √ √ √

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 27 of 49

 Programme of Study and Specific Learning Objectives according to Bloom’s Taxonomy
Term II

Topic Learning Objectives Cognitive Levels To be

Assessed
Learners should be able to K U Ap An E C
Indices and Standard Form
1. understand and use the rules of indices √ √
Indices and Standard Form

2. use and interpret positive, negatives, fractional and zero indices √ √

3. express numbers like 100, 1000, 10000 as powers of 10 √ √

4. understand one tenth as 10-1, one-hundredth as 10-2 and so on √ √

5. use standard form to express very large and small numbers √ √

Algebraic Manipulation and Formulae

√ √ √
1. factorize and simplify rational expressions
√ √ √
2. multiply and divide two or more algebraic fractions

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 Topic Learning Objectives Cognitive Levels To be
Assessed
Learners should be able to K U Ap An E C
Functions and Graph

1. draw graph of equation y = c √ √

2. draw graph of equation x = a √ √

3. draw graph of equation y = mx √ √

Functions and Graphs/ Estimation

Direct and Inverse Proportion

4. draw the graph of equation y = mx + c √ √

5. solve simultaneous linear equations in two variables using the graphical √ √

method
Estimation
1. make an estimate of the value of a given problem √ √
2. solve problems on estimation √ √

Percentages
v √
 solve real life word problems involving ;
√ √
o discount
√ √
o commission
√ √
o VAT/Tax
o profit and loss
o simple interest

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 29 of 49

 Learnersoshould be able to K U Ap An E C
Symmetry --

. apply symmetrical properties of triangles, quadrilaterals and polygon √ √ √

Symmetry/Congruence and Similarity

Congruence and Similarity √

1. identify congruent figures and objects; use the correct notations to √ √
express congruency
2. find unknown values in a pair of congruent figures √ √
3. identify similar figures and objects; use the correct notations to express √ √ √
similarity
4. state the properties of a pair of similar figures; use these properties to √ √
find the unknowns in a pair of similar figures
5. calculate the actual length and the actual area from a given scale model √ √
and vice versa
6. express the scale of a map as a representative fraction and vice versa; use √ √
it to calculate the distance between two places

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 30 of 49

 Topic Learning Objectives Cognitive Levels To be
Assessed
Learners should be able to K U Ap An E C

Volume and Surface Area

Angle Properties of a quadrilateral

1. find the volume and total surface area of prisms and draw √ √
the nets of prisms
Volume and Surface Area

2. find the volume, curved surface area and total surface area √ √
of cylinders and to solve problems involving cylinders
3. solve problems involving hollow cylinders, and solids √ √
consisting of prisms, cylinders and cuboids and problems
involving densities
Angle Properties of a Quadrilateral

1. state the geometrical properties of: √ √

2. (a) trapeziums, (b) parallelograms, (c) rectangles, (d)
rhombuses, (e) squares and (f) kites
3. use these geometrical properties to solve word problems √ √
involving these figures

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 Scope and Sequence

Class 8 Term wise Syllabus Breakup

Term-I

Diagnostic Week 1

Sub-Strands Topic/Concept Week

Allocation
NUMBER THEORY AND ARITHMETIC-
Ratio Direct and Inverse Proportion
 Solve Problems involving Direct D-2 7th Edition 1A Q1,2,5,6,9
Proportion page 11
 Solve problems involving Inverse D-2 7th Edition 1C 3
Proportion Q1,2,5,6,7,10
page 28
 Solve problems involving speed,
Ratio, Rate, Time and Speed
distance and time
D-1 7th Edition Ex 9D page 227
Sequences Number Pattern
 recognize simple number patterns and D-1 7th Edition 7B Q11-18 page
continue a given number sequence 171
 state the rules of a number pattern in terms 1
of the general term
 solve problems by drawing a diagram, using
trial and error, etc
ALGEBRA AND FUNCTIONS
Algebra
 recognize, expand and simplify quadratic D-2 7th Edition 3A Q1-8
expressions3A page 104,105
 factorize Quadratic expressions3B D-2 7th Edition 3B Q1-4
 expand and simplify products of algebraic
page 111
expressions 4A
 factorise algebraic expressions by middle term D-2 7th Edition 4A Q1-11 page
120 3
breaking 4A
 expand algebraic expressions using D-2 7th Edition 4B Q1-4 page
algebraic identities.4B 124 D-2 7th Edition 4C Q 1-9
 factorise algebraic expressions by using page 127
algebraic identities4C D-2 7th Edition 4D Q1-5
 factorise algebraic expressions by grouping (by page 131
taking common)4D

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 • solve quadratic expressions using Ex 5A – D2 7th Edition (Q1 –
factorisation Q10)
• solve word problems involving Ex 5B – D2 7th Edition (Q1 -
quadratic equations Q8)
Simultaneous Linear Equations
• solve simultaneous linear equations using: Simultaneous Linear Equations
a) substitution method D- 2 7th Edition 2E Q1-8 page
b) elimination method 75 D-2 7th Edition 2F Q1-15
• solve word problems involving 2
page 81,82
simultaneous linear equations.

Linear Inequalities
• solve inequalities using laws of Linear Inequalities
inequalities;
D-3 7th Edition 3A Q1-6page 59 1
• illustrate the solutions of an inequality using
the number line

Geometry and Measures

Geometrical Constructions
Geometrical Constructions D-1 7th Edition 12B Q1-10 page
1
• construct quadrilaterals and solve related 310
problems
• construct regular/irregular quadrilaterals
Area and Perimeter Mensuration
• find the perimeter and area of shaded and 6th ed. D-3 CH 12 Ex 12a
un-shaded regions in circles and composite 1
shapes Addendum

STATISTICS AND PROBABILITY

Statistics
• draw and interpret Histograms with equal Histograms/Pie Charts /Central
class intervals Tendency
• construct a group frequency table and its D-2 7th Edition 17A Q13-17
page 499 2
histogram
D-2 7th Edition 16B Q7-9 page
• make appropriate use of mean, mode and 481
6th ed. D1 13 e Q1-5 ,6th ed. 11
median
c Q1-6 Addendum
• calculate the mean for grouped data
Revision Week 1
Total No. of Weeks for Term-I:
15

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 Class 8 Term wise Syllabus Breakup
Term-II
Week
Sub-Strands Topic/Concept
Allocation
ALGEBRA AND FUNCTION
Indices Indices and Standard Form D- 2
 understand and use the rules of indices 3 7th ed. Ex 4A Q 1-10
 use and interpret positive, negative, D-3 7th ed. Ex 4B Q 1-12
fractional and zero indices D-3 7th ed. Ex 4C Q1-6d
 express numbers like 100, 1000, 10000 as Addendum page 45-47
powers of 10 (D-3 6th ed.CH 2 Ex 2a,2b,2c,2d,2gQ.
 understand one tenth as 10-1, one- 1-4)
hundredth as 10-2 and so on WB pg no 22-25 Q1-3, 5-6,8-
 use standard form to express very large 10,11(I),12(a),20-23, 33-38 (select 10
and small numbers or more questions)

Algebraic Manipulation and Formulae Algebraic Manipulation and Formulae 1.5

 factorize and simplify rational expressions D-2 7th Edition 6A Q1-7 page 167
 multiply and divide two or more algebraic WB pg no 56-57 Q1-7, pg no 59 Q16-
fractions 19, pg no 63 Q40,42,43

Functions and Graphs Graphs of Linear Equation in two 2

 draw graph of equation y = c, x = a variables
 draw graph of equation y = mx D-2 7th Edition 2C Q1-4 page 61,62
 draw the graph of equation y = mx + c WB pg no 11-12 Q1-5, pg no14 Q11
 solve simultaneous linear equations in two pg no 15-16 Q14,17-21
variables using the graphical method D-2 7th Edition 2D Q1-4 page 67
WB pg no 12-13 Q6

NUMBER THEORY AND ARITHMETIC

Estimation Estimation & Approximation 0.5
 make an estimate of the value of a given D-1 7th Edition 3C Q1-10 page 76,77
problem WB pg no 22-23 Q18-25
 solve problems on estimation
Percentages Application of Mathematics in 1.5
 solve real life word problems involving ; Practical situations
o discount Addendum page 48-51
o commission (D-3 6th Edition CH 6 Ex 6a, 6c
o VAT/Tax Arithmetical Problems, Percentages
o profit and loss D-1 6th Edition CH 11 Ex 11d)
o simple interest
D-3 7th Edition page 115 Ex 5A, page
123-124 Ex 5B, page 130 Ex 5C Q1-8

WB pg no 34-38 Q1-7,10-22(Select 10)

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 GEOMETRY AND MEASURES

Symmetry 1
 apply symmetrical properties of triangles, D-2 7th Edition 13C Q1 page 381
quadrilaterals and polygons
Congruence and Similarity Congruence and Similarity 2.5
 identify congruent figures and objects; use D-2 7th Edition 8A Q1-6 page 201,202
the correct notations to express WB pg no72-73 Q1-5
congruency
 find unknown values in a pair of congruent D-2 7th Edition 8B Q1-9 page 211,212
figures WB pg no74 Q6
 identify similar figures and objects; use
the correct notations to express similarity D-2 7th Edition 8C Q6-8,10-14 page
 state the properties of a pair of similar 226
figures; use these properties to find the WB pg no 74-76 Q7-20 (select 6 or
unknowns in a pair of similar figures more questions)
 calculate the actual length and the actual
area from a given scale model and vice
versa
 express the scale of a map as a
representative fraction and vice versa; use
it to calculate the distance between two
places
Volume and Surface Area Volume and Surface Area 3
 Find the volume and total surface area of D-1 7th Edition 14B Q1-5 page 352,353
prisms and draw the nets of prisms. WB pg no 164-166 Q1-3,5-9,12,14-18
 Find the volume, curved surface area and
total surface area of cylinders and to D-1 7th Edition 14C Q1-10 page
solve problems involving cylinders. 359,360
 solve problems involving hollow WB pg no 168-169 Q19-28,336-38
cylinders, and solids consisting of prisms, (select 7 questions each from each
cylinders and cuboids and problems topic covered)
involving densities
Polygon Angle properties of Quadrilateral D- 1
 apply the geometrical properties of: 1 7th Edition 11B Q1-16 page
(a) trapeziums, (b) parallelograms, (c) 274,275
rectangles,(d) rhombuses, (e) squares and WB pg no 119-120 Q6-8
(f) kites, to solve problems involving these
figures
Project 1

Revision Week 1
Total No. of Weeks for Term-II: 17

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 35 of 49

 Assessment & Examination

*For Assessment and Examination, please refer to the Academic Handbook 2020 – 21.

Marking Criteria
The philosophy of checking a mathematical solution is as follows:
a) If the working is correct and the answer is correct ………… Full credit
b) If the working is correct and the answer is incorrect ……… Marks will be deducted
c) If the working is incorrect and the answer is correct ……….No credit

Please refer to the following cases:

1. Error carried forward (ecf) should be implemented in all structured questions and
questions with three to four steps solution.
2. Example:
Condition I:

Q. A rectangular field has length equal to 6km and area 24𝑘�2.

a) find its width [2/3]
b) find its perimeter [3/3]

Solution: a) A = L x W
Comment: as the working is correct but the answer is
24 = 6 x W incorrect therefore the learner will lose 1
W = 24 ÷ 6 mark only.
= 3km
b) P = 2(L + W)
= 2(6 + 3)
= 18km
Condition II:
Q. Simplify: 63 ÷ 7 x 4 – (8 x 3 – 2) [3/4]
Solution: 63 ÷ 7 x 5 – (8 x 3 – 2)
= 9 x 5 – (24 – 2) ………….. step I Comment: the learner has copied
= 45 – 22 …………… step II the wrong value so deduct 1
= 23 …………… step III one mark only. Also check the
Working accordingly.

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 36 of 49

 Condition III:
Q. Estimate correct to 1 significant figure: [2/3]
97.85 ± √63.8

24.79
Solution: = 100± √60

20
=5x8
= 40

2. For Grades I – III:

If a learner has written “50” or “5 tens” or “five tens” for the place value, all these
answers should be considered correct. Except for “50 tens where the concept is not
well understood by the learner.
3. No marks should be awarded if working is not seen in the answer space, for all
questions carrying more than 1 mark.
4. No marks will be awarded for just copying the question from the paper.
5. For questions which require specific answer / order, marks will be awarded as
follows:
Condition I:
Q. Circle all the prime numbers.
2 47 58 49
Answer I: 2 47 58 49 ……. full credit

Answer II: 2 47 58 49 …….half credit

Condition II:

Q. Arrange the following in ascending order.

𝑎
3

2 1 1
Answer I: , , …………………… full credit
12 4 3

1 1 2
Answer II: , , …………………… half credit
3 4 12

2 1 1
Answer III: , , ………………….. no credit
12 3 4

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 37 of 49

 Condition III:
Q. The distance between point A and B = ……………. meters [ /1]
1 km 200m

A B
Comment: Do not give any credit if wrong!
Answer I : 1 km 200m ……………… Wrong
As the concept of converting unit
Answer II: 1200m ……………… Correct
Is being assessed here.
Condition IV:

Q. Write Rs. 50.78 in words. [ /1]

Answer I: fifty and seventy - eight ……………………….. [0.5]

Answer II: fifty rupees and seventy - eight paisa ……………………….. [1]
Answer III: fifty Rs. and seventy - eight ……………………….. [0.5]
6. Marks will always be deducted in ordinal numbers if the superscript is missing.
1st or first ………………. Correct (full marks)
1 ………………. Wrong (award no marks)

7. In all graph questions one [1] mark will be deducted if the given scale is not followed.

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 38 of 49

Pedagogies and Strategies

The NIIM Curriculum follows the following pedagogies.

Mental Maths skills:

First 5 minutes of each lesson will be utilised on developing learners’ mental Maths skills.
These could be a set of questions asked randomly; a small quiz based on questions on the
previous or forthcoming topics; times tables drill; number crunching etc.
Thought provoking questions:

To make learners learn in depth and open their minds to think on a large horizon.
Actively building new knowledge from prior Mathematical experiences:

Pre assessing learners before building up the new concepts through a recall, a short quiz
or an activity.

Real world connection:

We aim to develop learners’ interest in the subject by connecting each concept to the real
world situations and by remembering the Mathematical facts.

Differentiated learning approach:

In any classroom, “fair” means that each learner is doing the activity best suited to his or
her learning needs. Rather than the entire class doing the same activity irrespective of
learners’ needs.
So our aim is to create a learning environment in the classroom such that each and every
child learns in his/her unique way and at his/her own pace without being discouraged or
criticised.

CPA Concrete-Pictorial-Abstract approach:

Learners often find Maths difficult because it is abstract. The CPA approach helps children
learn new ideas and build on their existing knowledge by introducing abstract concepts
in a more familiar and tangible way.
Concrete is the ‘doing’ stage, using concrete objects to solve problems.
Pictorial is the ‘seeing’ stage, using representations of the objects involved in Maths
problems. Abstract is the ‘symbolic’ stage where children are able to use abstract symbols
to model and solve Maths problems.
Activity-based Learning

Hands on experience is the basis of lifelong learning and so is aggressively used in NIIM
Curriculum.

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Project-based Learning

We aim to induce in our learners the ability to identify and investigate a real-world
problem, intelligently respond to a complex and engaging question/problem and develop
its solution using multiple techniques.

Inquiry-based Learning
This approach will help our learners to focus on investigating an open question/problem

using evidence-based reasoning and creative problem-solving to reach a conclusion,

which they must defend or present.
It focuses on moving learners beyond general curiosity into the realms of critical thinking
and understanding. Learners are encouraged to ask questions and get teachers’ support
through the investigation process.
The main approach is to allow learners to develop unique strategies for solving open
questions.

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 40 of 49

Differentiation: The Process
Purpose of Differentiation:
To meet the varied student needs in our diverse classrooms.
Steps to Differentiation:
1. Determine what the Learners need to know for that unit/topic/lesson.
2. Pre-assess to find out what the Learners already know.

3. Group Learners.
Group Size
Reminder:
o Whole group
o Groups are always flexible. Membership
o Small group
in group changes from assignment to
o Individual
assignment.

Considerations
Grouping Strategy
o Student readiness
o Homogeneous
o Student learning profile
o Heterogeneous
o Spontaneous
o Student interest
o Student choice

4. Plan appropriate instruction for each group.

A. Decide what to differentiate:
• Content: What Learners should know, understand and be able to do
o The objective is the same for all Learners
o Differentiate by complexity
o Sample sources: Teacher talk, textbooks, supplementary materials,
technology, demonstrations, field trips, audiotape recordings
• Process: How the learner interacts with the material
o Allow for variety
o Design activities to
- Lead Learners to understand an important idea or principle
- Focus on essential learning goals
- Require Learners to think about ideas, grapple with problems, and
use information
- Help Learners understand how and why things work the way they
do
- Engage student interest
• Product: The means by which the Learners demonstrate what they know,
understand, are able to do

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 o Allow for variety
o Require products to
- Focus on the essential knowledge, understanding and skills
specified as content goals
- Use what Learners have learned, working as much as possible as a
professional would work
- Meet clear, challenging, specified criteria for success
- Support student success within the process of developing the
product
B. Consider student differences:
 Readiness
 Learning Profile
 Interest
5. Instruct.

6. Assess and begin again.

Planning for Flexible/Cluster Groups
Grouping Options
Group Size Grouping Strategy Grouping Criteria Differentiated Tasks
T Total
Alonegroup
A Partners Homogeneous
Heterogeneous
Spontaneous Content
P Student choice Student readiness - Complexity
Student learning - Resources
S Small groups Process
Product
profile
Key Ideas
Student interest

 Groups are always flexible and fluid. Group membership changes from
assignment to assignment.
 Meeting Learners where they are in order to maximize individual growth should
be the driving force for grouping.
 Task(s) should align with grouping method. For example, if Learners are grouped
by readiness, the task(s) should be in alignment with the readiness and scaffold
support should be given as needed to facilitate growth.
 21st-century learners need to develop teaming, collaboration, and interpersonal
skills.
 Grouping is beneficial when used frequently and for a variety of tasks, but is not
appropriate all the time and for all activities.
 Grouping is an appropriate method for responding to the results of pre-
assessment, ongoing formative assessment, and summative assessment.

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 42 of 49

Other Considerations
 The smaller the group, the more accountable each member is.
 It is usually possible to assign a specific task to each member up to about 5.
 Small groups encourage Learners to take ownership for their learning.
 However, smaller groups mean more groups, and this usually means more noise and
challenge for the instructor to facilitate the group work.
 Different groups can have the same task. This makes tiering a little less obvious. For
example, 2-3 tasks might be purposefully assigned among 8 groups.

Tiered Assignments
Description

In a differentiated classroom, a teacher uses varied levels of tasks to ensure that

learners explore ideas and use skills at a level that builds on their prior knowledge
and prompts continued growth.
While Learners work at varied degrees of difficulty on their tasks, they all explore the
essential ideas and work at high levels of thought.
Assessment-based tiering allows Learners to work in their “Zone of Proximal
Development” or in a state of “moderate challenge.”

Benefits
Use with mixed ability classes
Provide varied levels of activities
Focus on the same key concept, competencies, or objectives
Encourage achievement
Promote success for all learners
Develop a sense of community within the learning environment

Design Format
List of objectives and standards
Whole class activities
Levelled activities
Whole class culminating activities

Considerations
Make sure all levels of the assignment are engaging, interesting, and equitable
 Pre-assess to determine learners’ readiness
 Allow learners’ choice when appropriate

Strive for a balance of teacher and learner choice

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Mathematical Manipulatives and other resources

To facilitate learning in the class some useful Mathematics manipulatives have been
recommended especially to organise ABLs and CPA lessons. That are easy to prepare at
school at the beginning of the year. The consolidated list of these manipulatives is as
follows:
1. Geoboards
Added in Learners’
2. Playdough and skewer sticks
stationery pack
3. A3 Sheets

1. Number line
2. Place value counters
3. Place value cards
4. Bar model
5. Number cards 201
6. Fraction Board Teachers should prepare
7. Fractions of circular sector discs them at the beginning of
8. Nets of 3D shapes the session
9. 2D shapes

3D shapes
Spinners with a pointer
Analogue clock with moveable hands

1. Base-10 Apparatus
2. Compass (NSEW)
3. Geo strips
4. Deck of cards (52 cards) The highlighted
5. Dice manipulative can be
6. Measuring Tape arranged easily while the
7. Digital clock rest needs to be arranged
8. Stop watch by the schools.
9. Digital Balancing scales

Manual balancing scales

Funnel

1. Interlocking cubes

2. Geometry Box (Wooden) for teachers’ use Provided by TCS

3. Measuring jug/beaker/flask/cylinder/syringe

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Printed Resources
 Addendums

 Geometry & Grid Pads

Addendums includes multiple templates that will lessen the burden on teachers and will
save them from the hassle of getting worksheets photocopied.
While the Geometry & Grid Pads will save teachers’ and learners’ time as it includes
multiple types of grids and pages that will support teachers and learners equally while
drawing graphs and geometrical shapes etc.
Other Resources
Other resources include:

EYERIS
Videos on multiple topics
Presentations on the following units: Time, Geometry, Statistics, 2D and 3D shapes.
Differentiated Learning folder for effective implementation of the strategy.

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 Homework Timetable

Day Subjects Suggested time/ subject

Monday English – Science – History 30 mins/40mins

Tuesday Maths – Urdu – Geography 30 mins/40mins

Wednesday English – Maths – Urdu 30 mins/40 mins

Thursday English – Science – Islamiyat 30 mins/40 mins

Friday English – Maths – Science – Urdu 30 mins/40 mins

Homework Policy

Homework (HW) is purely reinforcement of what is already taught in classwork.

Teachers will ensure that the HW is noted neatly and correctly in the learners’ HW
diaries and the diaries are duly signed by the teacher.
HW is signed and checked daily by the concerned teacher.
Teachers must coordinate among themselves before assigning HW so that the
learners do not get more HW than is stipulated in the HW schedule.
HW pro forma is properly filled, after assigning the HW, for the next teacher to see.
HW is properly understood by the learners.
All learners must meet the HW submission deadline.
HW schedule is strictly adhered to.
Incomplete class work should not be given as homework.

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 General Guidelines for the Teachers

 Teachers are required to cover all the topics mentioned in the curriculum, according
to the given sequence and within the time limit of the term.
 Teachers are empowered to cover additional topics if time permits. However, these
will not be included in the examination.
 Teachers must ensure that all the learning objectives mentioned in the syllabus are
covered.
 Teachers should plan a variety of indoor activities, outdoor activities, IT- integrated
activities, group/pair work, games and visual presentations in their lessons. They
should make use of the relevant Teaching Guides for this purpose.
 A number of suggested activities and resources have been provided in the
curriculum. Teachers are advised to use them accordingly or any other appropriate
Activities/ resources after discussion with their HM/SM/Principal.
 Make it mandatory for all learners to write answers with units wherever
applicable. As units bear marks in the assessments.
 Word problems must be solved using My Maths Problem Solving Table Mat
provided in all the addendums from grade level 3 to 8, as the marks distribution
in the exams for word problems will be the same.
 Follow the set pattern of objectives in the curriculum planners for the better
implementation of the concepts and to save time.
 Before moving on to the new concepts you are advised to thoroughly go through
the objectives, content for explanation and content for practice.
 In case you are planning for conducting an ABL/PBL/IBL lessons and/or DCR
approaches you must go through the guidelines given for the specific lesson plan
and make sure that you are ready with all the resources. Plan such activities in
club lessons.
 EyeRIS will help to keep a record of your conducted lessons and share them with
the learners who did not attend a particular Maths lesson, later during the week.
 Always try to ensure that the lower performance learners are given the recap of
the previous topic/concept/lesson etc. by the higher performing learners of your
class. This will help in the brainstorming of the higher performing learners and
lower performing learners will have a recap of the previous lesson.

The City School/Academics/Mathematics Curriculum/Class 8/2020-2021 Page 47 of 49

 Written Work

 Worksheets and Resources provided by the Head Office must be used religiously.
 Reinforcement worksheets/ revision worksheets/tests must be approved by the
HM/SM.
While preparing class tests a teacher should allocate justified marks to the
questions/part of questions.
Missed work must be followed up and completed.
Homework must be given according to the schedule given in the Academic HW
Policy. It should be reinforcement which the learner can attempt by him/herself.

Projects and Revision

Projects must be done in class and should be completed within the time frame given
by the teacher.
Revisions should be planned before the Mid / Final Examinations.
Revisions should include at least two written assignments per topic.

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 Notebook Checking Criteria
 It is suggested to keep one notebook for CW/ Tests and one notebook for HW to
maintain a smooth progression of work and meet the checking timelines.
 Teacher must ensure completion and checking of the notebooks.
 Incomplete work /Missed work/ Absent work and Corrections should be followed up
promptly and checked by the teacher ASAP.
Index should be properly and neatly written in the given format and should be
regularly maintained.
Teacher’s signatures (along with the date) and remarks should be there after
checking.
Teacher should highlight the mistakes by underlining / circling the numbers / text.
Do not over write on learners’ mistakes.
Do not encourage learners to over write as well.
Corrections should be done by the learners themselves not by the teacher.

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