Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

JUNIOR SECONDARY PHASE

MATHEMATICS SYLLABUS

GRADEs 8 & 9

For implementation:

Grade 8 in 2017
and
Grade 9 in 2018
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, Arts and Culture, 2015

Mathematics Syllabus Grade 8 - 9

ISBN: 978 – 99945 – 2 – 110 – 4

Printed by NIED

Publication date: December 2015

 TABLE OF CONTENTS
1. Introduction .................................................................................................... 1
2. Rationale ....................................................................................................... 1
3. Aims............................................................................................................... 2
4. Inclusive education ........................................................................................ 2
5. Links to other subjects and cross-curricular issues ........................................ 3
6. Approach to teaching and learning ................................................................. 4
7. End-of-phase competencies .......................................................................... 5
8. Summary of the learning content ................................................................... 6
9. Learning content ............................................................................................ 8
9.1 Introduction to learning content ...................................................................... 8
9.2.1 Grade 8 learning content................................................................................ 9
9.2.2 Grade 9 learning content.............................................................................. 18
10. Assessment ................................................................................................. 23
10.1 Continuous assessment ............................................................................... 23
10.2 Formative and summative assessment ........................................................ 23
10.3 Informal and formal methods ....................................................................... 23
10.4 Evaluation .................................................................................................... 24
10.5 Criterion-referenced grades ......................................................................... 24
10.6 Grade descriptors ........................................................................................ 25
10.7 Conducting and recording assessment ........................................................ 25
10.8 Assessment objectives................................................................................. 25
10.9 Continuous assessment: detailed guidelines................................................ 27
10.10 End-of-year examinations: detailed guidelines ............................................. 28
10.11 Promotion marks .......................................................................................... 29
10.12 Specification grid.......................................................................................... 30
10.13 Assessment rubrics/criteria .......................................................................... 31
Annexe 1: Glossary of terms used in Mathematics teaching and assessment .............. 33
Annexe 2: Glossary of Terms........................................................................................ 37
Annexe 3: Metric and SI units ....................................................................................... 40
Annexe 4: International system prefixes ....................................................................... 40
Annexe 5: Miscellaneous symbols ................................................................................ 40
Annexe 6: Assessment record sheet for Grade 8 term 1 & 2......................................... 42
Annexe 7: Assessment record sheet for Grade 8 term 3 ............................................... 43
Annexe 7: Assessment record sheet for Grades 9 term 1 & 2 ....................................... 44
1. Introduction

This syllabus describes the intended learning and assessment for Mathematics in the Junior
Secondary level. As a subject, Mathematics is within the Mathematics area of learning in the
curriculum, but has thematic links to other subjects across the curriculum. The mathematics
learning area consists of preparatory Mathematics (Pre-Primary) and Mathematics (Grades
1-12).

The aims, learning objectives, and competencies which overlap between subjects are
amongst the essential learning within the curriculum as a whole.

2. Rationale

Everybody uses mathematical practices in their daily lives, and the style of thinking that we
recognise as mathematical is part of everyday functioning. We all make conjectures and test
them using such means as classifying, enumerating, ordering and embedding and build them
into generalizations. Mathematics itself is a powerful language, which provides access to
viewing the world through number, shape, algebra, measures and statistics that is
informative and creative.
All school graduates are expected to be numerate and the study of mathematics at the junior
secondary level contributes to the learner’s ability to think logically, work systematically and
accurately and solve real-world problems. Since mathematics is a compulsory subject, the
curriculum caters to a wide range of learner abilities, including those who are going to
continue their studies in mathematics and other disciplines for which mathematics is a
prerequisite.

The Junior Secondary Mathematics syllabus provides the learner with:

 the essential knowledge to cope with the numeracy demands of the modern world;
 the skills to understand, interpret and make sense of everyday situations in
mathematical terms;
 the skills and competencies to solve problems to improve their own lives and the lives
of the people around them.

In this phase the concepts and skills acquired at the primary school level are extended and
refined. More abstract mathematical concepts and reasoned arguments will be introduced.

The number concept is formalised and includes the whole range of real numbers. The
calculator is introduced as a tool to handle more complex calculations as well as
irrational numbers, numbers in standard form and the value of trigonometric ratios.
Learners will explore the essentials of household finances and calculate areas and volumes
of most common everyday objects. Learners are introduced to proportional reasoning,
algebraic techniques and symbols and the study of the linear function and its graph. Learners
will use definitions and reasoning to understand geometrical objects and apply trigonometry
to problems involving right-angled triangles. Learners will become familiar with the most
important statistical averages and the concept of probability.

Mathematics syllabus Grades 8 - 9, NIED 2015

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3. Aims

Mathematics promotes the following aims in the curriculum:

 develop their mathematical knowledge and skills in a way which encourages confidence
and provides satisfaction and enjoyment;
 develop a feel for number and measurement, carry out calculations and understand the
significance of the results obtained;
 develop an understanding of spatial concepts and relationships;
 develop their ability to apply mathematics, in the contexts of everyday situations and of
other subjects that they may be studying;
 develop an understanding of mathematical principles;
 develop their ability to analyse problems logically, recognise when and how a situation
may be represented mathematically, identify and interpret relevant factors and, where
necessary, select an appropriate mathematical method to solve the problem;
 use mathematics as a means of communication with emphasis on the use of clear
expression;
 appreciate patterns and relationships in mathematics;
 produce and appreciate imaginative and creative work arising from mathematical ideas;
 acquire the mathematical background necessary for further study in this or related
subjects.

4. Inclusive education

Inclusive education is the right of every learner and promotes access to and participation in
the full range of educational programmes and services offered by the education system in
mainstream schools. It is based on the principle of supporting and celebrating the diversity
found among all learners and removing all barriers to learning. The Mathematics teacher in
the Junior Secondary Phase should therefore accommodate learners with special
educational needs by adapting this syllabus to the needs of the learner through differentiation
of teaching methods and material as indicated in the Curriculum Framework for Inclusive
Education: A Supplement to the National Curriculum for Basic Education (2014). The
adaptation for assessment of learners with special educational needs must be done as
prescribed in the Handbook for Centres (2014) by the Directorate of National Examinations
And Assessment (DNEA). The accommodations prescribed in this handbook are not only for
external examinations, but apply to learners from Grade 1 to 12.

Learners who are so severely impaired that they cannot benefit from attending mainstream
schools will be provided for according to their needs in learning support units, resource units
or resource schools until such time that they can join a mainstream school structure, if
possible.

The Junior Secondary phase of education promotes equality of opportunity in males and
females, enabling both sexes to participate equally and fully. Teachers should know and
understand how to treat learners equally, and all materials should support gender equity.
Teachers must be aware of the ways in which boys or girls often become favouritised in the
classroom interaction, and ensure that their role promotes gender equity. There are
stereotype expectations that mathematics and science are more difficult for girls. However, it
has been shown that “girls will not do so well as boys” becomes a self-fulfilling prophecy
unless the teacher is aware of the problem. It is also known that the way problems are
contextualised and exemplified in mathematics can act as a gender filter. It is essential that

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the Junior Secondary phase create motivation and confidence in girls as much as in boys in
mathematics.

5. Links to other subjects and cross-curricular issues

The cross-curricular issues include environmental education, HIV and AIDS, population
education, education for human rights and democracy, information and communication
technology (ICT) and road safety. These issues have been introduced to the formal
curriculum, because each of the issues deals with particular risks and challenges in our
Namibian society. They should be dealt with across all phases and in every subject where
the topics overlap with the content of that subject.
All of our learners need to:

 understand the nature of these risks and challenges;

 know how they will impact our society and the quality of life of our people now and in the
future;
 understand how these risks and challenges can be addressed on a national and global
level; and
 understand how they can play a part in addressing these risks and challenges in their
own school and local community.

The main risks and challenges have been identified as:

 the challenges and risks we face if we do not care for and manage our natural resources;
 the challenges and risks caused by HIV and AIDS;
 the challenges and risks to health caused by pollution, poor sanitation and waste;
 the challenges and risks to democracy and social stability caused by inequity and
governance that ignores rights and responsibilities;
 the challenges and risks we face if we do not adhere to road safety measures; and
 the challenges and risks we face because of globalisation.

Since some subjects are more suitable to address specific cross-curricular issues, those
issues will receive more emphasis in those particular syllabuses.

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In this syllabus the following are links to cross-curricular issues:
Cross-curricular issues Grade 8 Grade 9
Environmental Learning Topic 1: Numbers Topic1: Numbers
(Fractions) (Fractions)
Topic 3: Mensuration(Area) Topic 7: Statistics and
Topic 8: Statistics and Probability
Probability
HIV and AIDS Topic 1: Numbers Topic 2: Algebra
(Fractions) Topic 6: Graphs and
Topic 2: Algebra functions
Topic 7: Graphs and
functions
Population Education Topic 1: Numbers Topic 1: Numbers
(Fractions) (Fractions)
Topic 7: Graphs and Topic 7: Statistics and
functions Probability
Topic 8: Statistics and
Probability
Education for Human Right and Topic 3: Money and Finance Topic 3: Money and Finance
Democracy
ICT Topic 1: Numbers (Powers Topic 1: Numbers (Powers
and roots) and roots)
Topic 3: Money and finance Topic 3: Money and finance
Road Safety Topic 1: Numbers Topic 1: Numbers
(Fractions) (Fractions)
Topic 8: Statistics and Topic 7: Statistics and
Probability Probability

6. Approach to teaching and learning

The approach to teaching and learning is based on a paradigm of learner-centred education

(LCE) described in ministerial policy documents and the learner-centred education
conceptual framework. This approach ensures optimal quality of learning when the
principles are put into practice.

The aim of learner-centred education is to develop learning with understanding, and to impart
the knowledge, skills and attitudes that contribute to the development of society. The starting
point for teaching and learning is the fact that the learner brings to the school a wealth of
knowledge and experience gained continually from the family, the community, and through
interaction with the environment. Learning in school must involve, build on, extend and
challenge the learner’s prior knowledge and experience.

Learners learn best when they are actively involved in the learning process through a high
degree of participation, contribution and production. At the same time, each learner is an
individual with his/her own needs, pace of learning, experiences and abilities. The teacher
must be able to identify the needs of the learners and the learning that still needs to take
place, and know how to shape learning experiences accordingly. Teaching strategies must
therefore be varied and flexible within well-structured sequences of lessons.
Mathematical problems should always be exemplified in a context that is meaningful to the
learners. The relationships between concepts and topics should continuously be developed
throughout the phase. The learners' prior knowledge should always be elicited before
commencing with a new topic.

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The teacher must decide, in relation to the learning objectives and competencies to be
achieved, when it is best to convey content directly; when it is best to let learners discover or
explore information for themselves; when they need directed learning; when they need
reinforcement or enrichment learning; when there is a particular progression of skills or
information that needs to be followed; or when the learners can be allowed to find their own
way through a topic or area of content.

Work in groups, in pairs, individually, or as a whole class must therefore be organised as

appropriate to the task in hand. Co-operative and collaborative learning should be
encouraged wherever possible. In such cases, tasks must be designed so that pair or group
work is needed to complete it, otherwise the learners will not see any relevance in carrying
out tasks together. As the learners develop personal, social and communication skills, they
can gradually be given increasing responsibility to participate in planning and evaluating their
work, under the teacher’s guidance.

Mathematics is a universal language. It is only by local contextualization and application that

younger learners will understand and appreciate the uses of mathematics. Where textbooks
can only give general examples, it is up to the teacher to use and include local examples by
developing appropriate worksheets and exercises.

7. End-of-phase competencies

A few learners might not be able to achieve all the specific objectives satisfactorily and must
receive learning support through adapted teaching approaches, adapted materials, and
assistance from peers. A small number of learners have special educational needs to a
degree which requires greater individual attention, resources or assessment. Others will
have impairments which do not necessarily limit cognitive and affective learning and
development, e.g. the visually impaired, hearing impaired and physically challenged.

On completing the Junior Secondary phase, learners are expected to be able to:

Numbers:
Demonstrate confidence in working with real numbers; apply the concept of percentages,
ratio, rate and proportion in solving problems, and use calculators and mental calculation
strategies efficiently where appropriate

Algebra and Functions:

Use algebraic language and skills to represent patterns and relationships and generate and
solve simple equations and inequalities. Draw and interpret graphs of linear, parabola and
hyperbola.

Money and Finance:

Demonstrate the ability to recognise and use Namibian currency, and interpret simple
everyday transactions

Measurement:
Recognise and convert between various standardized units of measurement and solve
problems related to measurement in theoretical situations or in applications to everyday life.
Determine perimeters and areas of regular and irregular plane figures as well as volumes of
solids

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Geometry and Trigonometry:
Develop learners’ ability to visualize, describe and represent lines, angles, two-dimensional
and three-dimensional shapes, and their properties. Develop an understanding of
trigonometric methods. Use geometric properties and trigonometric methods to solve
problems.

Statistics and Probability:

Gather, organize, tabulate and, graph data as well as interpret graphs and tables in
meaningful ways, and draws inferences from statistical data and representations. Develop
ability to solve problems involving chance.

Values and attitudes:

Apply mathematics to a variety of everyday problems.

8. Summary of the learning content

Topic Grade 8 Grade 9

Numbers Apply four main operations to Use rational numbers to perform mental
whole numbers and directed calculations. Apply index laws to
numbers using efficient written numerical expressions
and mental strategies including Solve problems involving the use of
correct order of operations. percentage increases and decreases.
Compare and order rational Apply the concepts of ratio and rates.
numbers. Solve problems
involving rational numbers and
ratio.
Find and use prime factors,
squares, cubes and their
corresponding roots with and
without a calculator
Algebra Use algebraic notations. Expand Apply four basic operations to algebraic
and simplify algebraic fractions. Expand algebraic
expressions. Construct simple expressions. Factorise algebraic
algebraic formulae. Determine expressions involving taking out
numerical value of expressions common factors and grouping of terms.
by substitution. Solve simple Construct and solve linear equations
linear equations and represent and inequalities. Find the nth term of a
linear inequalities on a number sequence and determine any term in
line. the sequence.
Money and finance Use percentages to solve Solve problems involving personal
problems involving profit, loss, income, VAT, compound interest and
discount mark-up and simple hire purchase. Perform conversion
interest. between Namibian and foreign
currency.
Measures Convert between units of area,
convert between units of volume
and convert between units of
capacity.

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 Topic Grade 8 Grade 9
Mensuration Calculate the perimeter of Find the perimeter and area of
regular and irregular shapes. trapezium and kite. Calculate the area
Find the circumference of a of a circle and determine its radius
circle. Calculate the area of given sufficient information. Solve
triangle, square, rectangle, problems involving surface area of
parallelogram and rhombus. cubes, cuboids and cylinders.. Solve
Determine the length of an problems involving volume and
unknown side, radius and unknown dimension of cylinders.
diameter. Solve problems
involving volume of cubes and
cuboids.
Geometry Perform geometric constructions Perform geometric construction of
of angles, lines and two- parallel lines, perpendicular lines, angle
dimensional shapes. Apply bisector and triangles. Identify polygons
angle properties to find unknown and solve problems involving angle
angles. Identify, draw and properties of quadrilaterals and
describe reflections. Draw and polygons. Draw and describe rotations
use the Cartesian Plane and enlargements limited to positive
scale factors. Apply the Theorem of
Pythagoras.

Graphs and functions Draw and interpret graphs of Construct tables of values and draw
practical situations. Draw lines graphs of the form y  mx  c .
of the form x  a and y  b on Determine the gradient and equation of
the Cartesian plane a linear graph.

Statistics and Construct bar charts and pie Critically interpret and discuss statistics
probability charts. appearing in the media.
Read and draw conclusions Calculate and interpret the mean, the
from these and from pictograms. median and the mode and determine
the range of discrete data.
Calculate the mean of discrete Calculate the simple probability of an
data event occurring.

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9. Learning content
9.1 Introduction to learning content
1. The learning content outlined below is designed to provide guidance to teachers as to what will be assessed in the overall evaluation of learners.
It is not meant to limit, in any way, the teaching programme of any particular school.
2. The learning content is set out in two columns headed by Topics and Sub-topics. The two columns are:
(a) General Objectives
(b) Specific Objectives
3. Topics and Sub-topics refer to those components of the subject which learners are required to study/master.
The General Objectives are derived from the topic/skill and are the general knowledge, understanding and demonstration of skills on which
learners will be assessed.
The Specific Objectives are the detailed and specified content of the syllabus, which learners need to master to achieve the general objectives,
and on which they will be assessed.
4. There are several ways for performing calculations in Mathematics: paper and pencil method, using a calculator, mental calculation and a
combination of all of them. The ability to calculate mentally is an imperative aspect in mathematics and that would indeed enable learners to
cope with various society demands in every day context. For learners to be able to perform mental calculations efficiently, they need to know
some number facts and they should be able to recall them promptly in order to apply them when necessary. Mental strategies that are
appropriate for this phase of learning should be taught as an integral part of the topics to which they are appropriate, but not as a
separate topic.
5. For decimal fractions the decimal point should be placed on the line, e.g. 52.35. Whole numbers greater than or equal to 1 000 should be written
without commas. A space should be left between each group of three whole numbers from left to right, e.g. 4 256 789.

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9.2.1 Grade 8 learning content

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Grade 8 Learners will: Grade 8 Learners should be able to:
Topic 1: Numbers
(a) Calculator skills

NOTE: Calculator skills should be taught in the contexts where the use of the calculator is appropriate to ease calculations and not
necessarily as a separate topic.
 understand the features of a scientific  use the calculator for calculations involving several digits
calculator and use the calculator when  select the correct key sequence for calculations with more than one operation
appropriate
 apply the clear, clear-entry and memory keys when appropriate
(b) whole numbers
 know and use the concept of factor,  list multiples of numbers smaller than 10
multiple, common factor, lowest common  find the factors of a number
multiple, highest common factor, prime  determine if any number in the range of 1 – 100 is prime or composite
and composite numbers  find prime factors of numbers and express numbers as products of their prime factors in index
notation
 determine the Lowest Common Multiple (LCM) and Highest Common Factor (HCF) of up to
three given whole numbers
 apply the four basic operations to whole numbers including the application of BODMAS
{brackets, of, division and multiplication (from left to right) is done first, and then addition and
subtraction (from left to right)}
 determine an answer to another calculation e.g. if 30 × 25 = 750, work out 31 × 25 or work out
32 × 25
 apply multiplication and division facts to multiply and divide decimals e.g. 0.05 × 7 gives 0.35
since 5 × 7 = 35 and 4.2 ÷ 6 gives 0.7 since 42 ÷ 6 = 7
 recognise where to place decimal point for equivalent calculations
e.g. 4.37 × 0.3 = (4.37 ×3) ÷ 10 = 1.311

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 GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Grade 8 Learners will: Grade 8 Learners should be able to:
(c) Directed numbers
 understand and use negative numbers  represent and locate integers on a number line
 order integers by magnitude and on a number line
 use negative numbers in practical situations e.g. temperature below freezing point, distance
below sea level
 apply the four basic operations to positive and negative integers including the application of
BODMAS {brackets, of, division and multiplication (from left to right) is done first, and then
addition and subtraction (from left to right)}

(d) Powers and roots

 understand and use the notation and  distinguish between power, base, exponent or index
terminology for squares, square roots,
cubes, cube roots  use the notations of squares, cubes, square roots and cube roots e.g. 52, 33, 64 , 3 125
 recall and use square numbers from 12 to 202 and cube numbers from 13 to 103
 determine the square and cube roots of real numbers by decomposing numbers into prime
factors (without the use of a calculator)

(e) Common and decimal fractions

 acquire further understanding of common  simplify common fractions
and decimal fractions  find equivalent fractions
 express one quantity as a fraction of another
 add and subtract common and decimals fractions
 multiply and divide common fraction by another common fraction including mixed numbers
 multiply and divide decimal fractions (with up to two decimal places) by another decimal
fraction

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 GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Grade 8 Learners will: Grade 8 Learners should be able to:
(f) Percentages
 understand and use percentages  recognise that percentages are fractions with a denominator of 100
 calculate the percentage of a quantity
 express one quantity as a percentage of another
 convert between common fractions, decimals and percentages or vice versa
e.g.
Common fraction Decimal fraction percentages
1
0.2 20%
5
7
0.35 35%
20

(g) Comparing, ordering and estimation

 acquire further knowledge on comparing,  use =, <(strictly less than) and >(strictly greater than) to compare integers and/or fractions
ordering and estimation of integers and  order integers and/or fractions in ascending and descending order
fractions
 round numbers to the nearest whole number and power of 10
 round decimal fractions up to two decimal places

(h) Ratio
 understand the concept of ratio  interpret and use ratio notation
 express quantities as ratio
 simplify ratios (given in decimals, fractions or whole numbers only, and of different units)

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 GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Grade 8 Learners will: Grade 8 Learners should be able to:
Topic 2: Algebra
(a) Algebraic expressions and formulae
 develop an understanding of algebraic  use basic algebraic terms such as constant, coefficient, variables, expression, a term
representation  distinguish between a coefficient, constant and a variable in an algebraic expression
 represent arithmetic operations in algebraic notation e.g. the product of x and y is expressed
as xy and the product of x and x is expressed as x2
 substitute positive and negative numbers into algebraic expressions and formulae to calculate
values e.g. evaluate a3 when a = 2
 construct simple formulae from practical situations, e.g. the cost C of n apples at x cents each
as C = nx

(b) Algebraic manipulation

 understand that the transformation of  identify like and unlike terms
algebraic expressions obeys and  add and subtract algebraic expressions
generalises the rules of arithmetic with  multiply a single term over a bracket, e.g. 3(a  b) and 2 x(3x  2 y)
numbers

(c) Algebraic linear equations and inequalities

 understand that letter symbols represent  solve simple linear equations where the unknown appears on one side of the equation
definite unknown numbers in equations and  represent a given simple inequalities on a number line e.g. x > 2 or x < 4 or x ≤ - 1 or x ≥ 6
inequalities and vice versa

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 GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Grade 8 Learners will: Grade 8 Learners should be able to:
Topic 3: Money and finance
(a) Buying and selling
 understand that transactions involve profit  calculate the difference between cost and selling price and classify this as profit or loss
and /or loss  calculate the selling price if the profit or loss is stated as a percentage
 understand and use the concepts of mark-up
 calculate the profit and loss as a percentage of the cost price
and discount
 solve problems involving mark-up and discount expressed as percentages

(b) Simple interest

 realise that someone can earn or pay interest  calculate interest earned or interest paid on an amount of money, given the rate of interest
and the time (in full years and /or months)

Topic 4: Measures
(a) Area, volume and capacity
 understand and apply the units for  convert between mm2, cm2, , dm2, m2 and km2
expressing area, including hectares  convert square units to hectares (1 ha = 10 000 m2)
 understand and apply the units for  convert between mm3, cm3, dm3 and m3
expressing volume and capacity
 convert between units of volume and units of capacity (1000 cm3 = 1ℓ)

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 GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Grade 8 Learners will: Grade 8 Learners should be able to:
Topic 5: Mensuration
(a) Perimeter
 understand and apply the formulae for the  calculate perimeters of parallelograms, rhombus and irregular two-dimensional shapes
calculation of perimeter and circumference  find the approximate value of  as the ratio between the circumference and the diameter of a
circle
 calculate the circumference of a circle when the diameter or radius is given
22
(For mental arithmetic practice purpose and when learners are asked to use for the
7
value of a  , the diameter should be given as a multiples of 7)
 find the length of an unknown side of two-dimensional shapes when the perimeter and other
sufficient information is given
 find the length of an unknown radius and diameter when sufficient information is given

(b) Area
 understand and apply the formula for the  calculate areas of triangles, squares, rectangles, parallelograms and rhombus using the
calculation of area formula
 calculate areas of simple combined shapes made from combining squares, rectangles and
triangles only
 find the length of a side or the height when the area and sufficient other information is given
(only for squares, rectangles and triangles)

(c) Volume
 understand and apply the formulae for the  calculate volume of cubes and cuboids
volume of cubes and cuboids  solve word problems involving volume
 calculate the value of an unknown dimension, if the volume of cubes and cuboids, and
sufficient other information is given

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 GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Grade 8 Learners will: Grade 8 Learners should be able to:
Topic 6: Geometry
(a) Constructions
 know how to perform geometrical  use and interpret the geometrical terms such as point, a line, a line segment, a ray and a
constructions using a straight edge, a plane
compass and a protractor  measure different lines and angles accurately
 identify and construct different types of angles accurately (acute, obtuse, right, straight and
reflex angles)
 construct squares, rectangles and circles from given data

(b) Angles properties

 know and understand angle properties to  identify pairs of angles as complementary or supplementary
solve problems  calculate unknown angles by applying the following angle properties
- angles formed on a straight line
- angles at a point
- angles formed at intersecting lines
- angles formed within parallel lines intersected by transversal
- interior angles of triangles

(c) Symmetry and transformation

 understand the reflection of shapes and  identify reflections from given diagrams
symmetry  draw and describe reflections of simple shapes limited to horizontal and vertical lines of
reflection
 identify and draw lines of symmetry for any given shapes

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 GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Grade 8 Learners will: Grade 8 Learners should be able to:
(d) Coordinate geometry
 develop an understanding of a Cartesian  draw and label the four quadrants of a Cartesian plane
plane and the concept of coordinates  label axis and plot given points on the Cartesian plane
 plot given co-ordinates in all the four quadrants and join them accordingly to form different
shapes
 describe the location of a given point in terms of its coordinates

Topic 7: Graphs and functions

(a) Graphs in practical situations
 understand how to interpret continuous  label axes, plot and join points to show the relation between two variables, e.g. temperature
graphs of practical situations against time of day
 interpret information from continuous graphs showing the relation between two variables

(b) Function graphs

 understand and draw simple graphs of  draw lines of equations x = a and y = a where a is an integer
functions on the Cartesian plane  find the equations of vertical and horizontal lines drawn parallel to the coordinate axes
 find the coordinates of the point of intersection of horizontal and vertical lines

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 GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Grade 8 Learners will: Grade 8 Learners should be able to:
Topic 8: Statistics and probability
(a) Data representation
 know how to collect, classify, tabulate and  collect, classify and tabulate discrete data obtained from questionnaires, surveys or secondary
represent data sources
 know how to extract information from graphs  represent data by constructing bar graphs or pie charts
and diagrams  read and draw conclusions from bar graphs, pie charts and pictograms

(b) Measure of central tendency and dispersion

 understand the use of the arithmetic mean  calculate the arithmetic mean of small sets of discrete data
 compare two sets of similar data by calculating the arithmetic mean

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9.2.2 Grade 9 learning content
General Objectives Grade 9 Specific Objectives
Grade 9 Learners will: Grade 9 Learners should be able to:
Topic 1: Numbers
(a) Powers and roots
 understand, use and apply the notation and  convert powers with positive, negative and zero indices to numbers and vice versa
terminology of powers and roots  convert powers with fractional indices to numbers
 apply correct order of operations to numbers with powers and roots
 use a calculator to find powers, square roots and cube roots of numbers
(b) Estimation
 understand the principle of rounding to  round decimal fractions up to three decimal places
significant figures  round numbers up to three significant figures
 use rounded numbers to estimate answers to calculations

(c) Percentages
 understand the concept of percentage  calculate quantity increase or decrease by a given percentage
increase and decrease  calculate percentage increase or decrease for a given situation
 calculate a percentage (only multiples of 5) of a total up to 1000 (only multiples of 10)
mentally, through working out 10% first. e.g. 15% of 460 is 46 + 23 = 69

(d) Ratio and rates

 understand and apply the concept of ratio as  distinguish between ratio and rate
a tool to solve real life problems  find an unknown quantity if a ratio is given
 understand common measures of rate  divide a quantity in a given ratio
 apply the concept of ratio as a tool to solve problems
 solve a variety of everyday life problems involving rates, e.g. average speed, wages, fuel
consumption etc.
 interpret the steepness of a graph as a rate of change

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 General Objectives Grade 9 Specific Objectives
Grade 9 Learners will: Grade 9 Learners should be able to:
Topic 2: Algebra
(a) Algebraic manipulation
 understand that the transformation of  apply the index laws to simplify algebraic expressions, including expressions with positive,
algebraic expressions obeys and negative and zero
generalises the rules of arithmetic  expand and simplify linear algebraic expressions by;
- multiplying a binomial by a binomial e.g. 2a + 3 multiplied by a – 1
- multiplying a binomial by a trinomial e.g. 2b +3 multiplied by a – b + 1
 factorise expressions by taking out a common factor and by grouping terms with simple
grouping

(b) Algebraic equations and inequalities

 understand how to transform linear  solve simple linear equations including when the unknown is appearing on both sides of the
equations to find their solutions equation
 realise that the solution of an inequality is a  solve word problems by translating them into linear equations
set of real numbers  substitute directed numbers into given equation
 construct and solve simple linear inequalities

(c) Sequences
 know how to find the nth terms of an  recognise patterns in sequences and continue common integer sequences, including squares,
arithmetic sequence cubes, powers and triangular numbers
 find the first three terms of a sequence when the nth term is given e.g. 2n +3
 determine the nth term of a given sequence (linear form e.g. 3n + 2)and use it to find the value
of any term in the sequence

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 General Objectives Grade 9 Specific Objectives
Grade 9 Learners will: Grade 9 Learners should be able to:
Topic 3: Money and finance
(a) Earning, saving and spending
 develop further knowledge of handling  calculate personal income through wages, salaries, piece-work and commission
money in everyday life  calculate Value Added Tax (VAT) as a percentage of expenditure on goods and services
 calculate the compound interest (compounded yearly) earned on an amount over a period of 2
or 3 years
 calculate the difference in cost when paying cash for an item and when buying the item on a
hire purchase agreement
 convert between Namibian and foreign currencies

Topic 4: Mensuration
(a) Perimeter and area
 gain further knowledge of calculating area  calculate the perimeter and area of trapezium and kite
and perimeter  calculate the area of a circle using the formula
 find the diameter or radius of a circle when the area is given
 calculate the surface area of cubes, cuboids and closed cylinders
 calculate the area of the nets of cubes, cuboids and (closed) cylinders

(b) Volume
 know how to find the volume of prisms  calculate the volumes of closed cylinders
 calculate unknown dimension of cylinders, if the volume and other sufficient information is
given

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 General Objectives Grade 9 Specific Objectives
Grade 9 Learners will: Grade 9 Learners should be able to:
Topic 5: Geometry
(a) Constructions
 know how to perform geometrical  use a pair of compasses and straight edge to construct:
constructions of parallel and perpendicular - parallel lines
lines and of angle bisectors
- the perpendicular from a point to the line
- the perpendicular from a point on the line
- perpendicular bisector of a line segment
- an angle bisector
 construct triangles, given three sides; two sides and the included angle; a right angle and any
two sides; or two angles and an included side

(b) Polygons and angle properties

 know different kinds of polygons and  identify and name regular and irregular polygons
understand angle properties of (only polygons with up to ten (10) sides will be taught)
quadrilaterals and polygons
 calculate unknown interior and exterior angles using the geometrical properties of the
parallelogram, rectangle, rhombus, kite and square
 calculate the sum of interior and exterior angles of polygons
 calculate the sizes of the interior and exterior angles of regular polygons
 calculate the sizes of interior and exterior angles of irregular polygons
(c) Symmetry and transformation
 understand how plane figures are rotated  draw and describe rotations of plane figures around the origin, a vertex or the midpoint of a
and enlarged line and through angles which are multiples of 90° (the centre of rotation only at grid point)
 draw and describe enlargements with positive whole numbers as scale factors
 state the order of rotational symmetry for any given shape

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 General Objectives Grade 9 Specific Objectives
Grade 9 Learners will: Grade 9 Learners should be able to:
(d) Geometrical relationships
 understand how to apply the Theorem of  use the Theorem of Pythagoras to find the third side of a right-angled triangle if two sides are
Pythagoras given
Topic 6: Graphs and functions
(a) Graphs of functions
 acquire the knowledge of drawing function  construct tables of values and draw graphs of linear functions ( y  mx  c )
graphs and how to interpret them
 determine the independent (what you are changing) and dependent (what you are calculating
or finding) variables in a function
 find the y – intercept from the linear graph
 find the gradient of a straight line graph
 find the equation of a straight line graph

Topic 7: Statistics and probability

(a) Data representation
 understand the use of statistical information  critically interpret and discuss statistical information appearing in the media or elsewhere in
everyday life
(b) Measures of central tendency and Dispersion

 understand the purpose of different  find the mean, median and mode for a set of discrete data
measures of central tendency and  determine the range of a set of data
dispersion
 choose the most suitable statistical average to describe data
(c) Probability
 understand what is meant by "the probability  estimate the probability of an event occurring
of an event occurring"  calculate the probability of a simple event occurring
 understand and use the probability scale  express probability as a fraction in its lowest terms
from 0 to 1

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10. Assessment

A learner-centred curriculum and learner-centred teaching encompass a broad range of

knowledge and skills which are relevant to the knowledge-based society. The specific
objectives in the syllabus state what understanding and skills a learner must demonstrate as
a result of this teaching-learning process, and which objectives will be assessed. However, it
is intended that the curriculum should focus on learning, not on assessment and
examination. Assessment and examination are only to support learning. For more
information on differentiated assessment, please refer to the Promotion Policy and promotion
circulars.

10.1 Continuous assessment

In order to capture the full range and levels of competence, a variety of formal and informal
continuous assessment situations is needed to give a complete picture of the learner’s
progress and achievements in all subjects. Continuous assessment must be clear, simple
and manageable, and explicitly anchored in learner-centred principles and practice.
Teachers must provide a reliable and valid assessment of the learner’s performance in the
specific objectives. The information gathered about the learners’ progress and achievements
should be used to give feedback to the learners about their strong and weak points, i.e.
where they are doing well, and why, and where, how and why they need to improve. The
parents should be informed regularly about the progress of their children in all subjects, be
encouraged to acknowledge achievements, and given suggestions as to how they can
support the child's learning activities.

The learner’s progress and achievements in this subject must be reported to parents in the
school report.

10.2 Formative and summative assessment

The two modes of assessment used are formative continuous assessment and summative
assessment. Formative continuous assessment is any assessment made during the school
year in order to improve learning and to help shape and direct the teaching-learning process.
Assessment has a formative role for learners if and when:

 it is used to motivate them to extend their knowledge and skills, establish sound values,
and to promote healthy habits of study
 assessment tasks help learners to solve problems intelligently by using what they have
learnt
 the teacher uses the information to improve teaching methods and learning materials

Summative assessment is an assessment made at the end of the school year based on the
accumulated total of the progress and achievements of the learner throughout the year in a
given subject, together with any end-of-year tests or examinations. The result of summative
assessment is a single end-of-year promotion grade.

10.3 Informal and formal methods

The teacher must assess how well each learner is mastering the specific objectives
described in the syllabus and from this gain a picture of the all-round progress of the learner.
To a large extent, this can be done in an informal way and in their participation in general,
through structured observation of each learner’s progress in learning and practice situations

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while they are investigating things, interpreting phenomena and data, applying knowledge,
communicating and making value judgements.

When it is necessary to structure assessment more formally, the teacher should as far as
possible use situations similar to ordinary learning and practice situations to assess the
competency of the learner. Formal written and oral tests can be used to assess only a
limited range of specific objectives and therefore should not take up a great deal of time.
Short tests in any subject should be limited to part of a lesson and only in exceptional cases
use up a whole lesson. End-of-term tests should only be written in the first lesson of the day,
so that teaching and learning can continue normally for the rest of the time.

In Grade 9 a mock examination may be held to learn examination skills and to identify areas
of the syllabus which may need extra attention. Mock examinations only serve a useful
purpose if they are used as a learning experience in how to organise oneself, how to read
the paper, how to interpret and answer examination-type questions, and how to allocate time
in an examination. This involves the teacher going through the paper systematically with the
class when their answers are returned.

10.4 Evaluation

Information from informal and formal continuous assessment is to be used by the teacher to
ascertain where it is necessary to adapt methods and material to the individual progress and
needs of each learner. At the end of each main unit of teaching and at the end of each term,
the teacher, together with the learners, should evaluate the learning-teaching process in
terms of tasks completed, participation, what the learners have learnt, and what can be done
to improve the working atmosphere in and achievements of the class.

10.5 Criterion-referenced grades

When grades are awarded in continuous assessment, it is essential that they reflect the
learner’s actual level of achievement in the specific objectives, and are not related to how
well other learners are achieving these objectives or to the idea that a fixed percentage of the
learners must always be awarded a Grade A, B, C, and so on (norm-referencing). In
criterion-referenced assessment, each letter grade must have a descriptor for what the
learner must demonstrate in order to be awarded the grade. Grade descriptors must be
developed for each subject for each year. It is important that teachers in each
department/section work together to have a shared understanding of what the grade
descriptors mean, and how to apply them in continuous assessment, so that grades are
awarded correctly and consistently across subjects. Only then will the assessment results be
reliable.

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10.6 Grade descriptors

The learner’s summative achievement in the specific objectives will be shown in letter grades
A to E, where A is the highest and E the lowest grade. When letter grades are awarded, it is
essential that they reflect the learner’s actual level of achievement in relation to the
competencies. The relation between the letter grades and specific objectives is shown in the
table below. As far as possible a letter grade should be used as the mark instead of a
percentage.

%
Grade Grade descriptors
Range
A 80%+ Achieved objectives exceptionally well. The learner is outstanding
in all areas of competency.
B 70-79% Achieved objectives very well. The learner’s achievement lies
substantially above average requirements and the learner is highly
proficient in most areas of competency.
C 60-69% Achieved objectives well. The learner has mastered the specific
objectives and can apply them in unknown situations and contexts.
D 50-59% Achieved objectives satisfactorily. The learner’s achievement
corresponds to average requirements. The learner may be in need of
learning support in some areas.
E 40-49% Achieved the minimum number of objectives to be considered
competent. The learner may not have achieved all the specific
objectives, but the learner’s achievement is sufficient to exceed the
minimum competency level. The learner is in need of learning support
in most areas.
U 0-39% Ungraded. The learner has not been able to reach a minimum level
of competency in the objectives, even with extensive help from the
teacher. The learner is seriously in need of learning support.

10.7 Conducting and recording assessment

Continuous assessment should be planned and programmed at the beginning of the year,
and kept as simple as possible. Marks given for class activities, practical activities, project
work, assignments, homework and short tests may be recorded for continuous assessment.

10.8 Assessment objectives

The assessment will include, wherever appropriate, personal, social, environmental,

economic and technological applications of Mathematics. The assessment must take into
account the learner's ability to communicate clearly and logically and apply conventions
where appropriate.

Mathematics syllabus Grades 8 - 9, NIED 2015

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The assessment objectives for Mathematics are:

Assessment Numeracy and algebraic Place value, +, - , *, / , and order of operation,

Objective A skills number sense and approximation, operations
with fractions and decimals and conversions,
Basic percentages, roots and powers, handling
Knowledge algebraic expressions, solving equations,
and Technical functions
Skills Mental arithmetic skills Multiplication tables, simple + , - , * ,/ exercises
Measuring skills Using measuring instruments (i.e. length, mass,
capacity, time) estimating, accuracy
Drawing skills Using drawing instruments, i.e. ruler, compass,
protractor, accuracy 1 mm, 1
Sketching skills(spatial Recognising and representing key features, i.e.
perception) right angles, equi-distance, parallel,
proportionality
Maths language skills Key words (sum, product, ...., more, less, equal,
large, small), correct use of symbol notations,
conventions
Knowledge of key Special concepts from money, time and
concepts of Maths in life measurements used in real-world problems
Assessment Problem analysis skills Identify relevant and irrelevant elements,
Objective B: recognise the problem
Analyse real world situations, connect correctly
Analysing, to mathematical concepts and translate into
Abstraction mathematical language
and Data analysis skills Recognise patterns and algebraic relationships,
Synthesising make logical deductions
skills Recognise and use spatial relationships in two
and three dimensions
Strategy finding skills Use exploration strategies, like brain-storming,
visualisation, exploring examples, testing and
identifying steps
Summarising and Recognise an abstract mathematical rule in
abstraction skills series of examples and formulate mathematical
concepts in words, diagrams and formula
Combination skills and Combine a variety of appropriate mathematical
transfer skills concepts in solving problems
Assessment Formal presentation Write mathematical work in a clear form using
Objective C: skills appropriate symbols and terminology
Logical presentation Organise information, document steps and
Presentation skills present problem solutions clearly
skills Logical argumentation Judge outcomes of investigations supported by
skills convincing reasons

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10.9 Continuous assessment: detailed guidelines

A specified number of continuous assessment activities per term should be selected, graded
and recorded. Not more than two assessments per term are to be topic tests. These
continuous assessments must be carefully planned and marked according to a marking
scheme, marking criteria or memorandum. Detailed guidance can be found in the Continuous
Assessment Manual for Mathematics. The criteria used to assess activities other than tests
should be given to the learner before the assessment activity. Evidence of the work produced
by good, average and low-achieving learners, as well as the written assignment and marking
scheme, has to be kept at school until the end of the next year. Teachers can choose to
grade and/or record more than the required continuous assessments if it is necessary for
formative purposes. An end-of-year summative grade will be based only on the assessment
tasks described in the syllabus. Not more than forty percent (40%) of the summative grade
may be based on tests, which include topic tests and end-of-term tests.

Types of continuous assessment tasks

Continuous assessment should be planned and programmed at the beginning of the year,
and kept as simple as possible. Marks given for class and homework activities may be
recorded for continuous assessment.

In Mathematics in the Junior Secondary phase the continuous assessment tasks are as
follows:

Practical Investigations: These assess the learners’ ability to think and reason
independently and to reflect critically on their own thinking. For more examples please
consult the Continuous Assessment Manual for Mathematics.

Projects: A project is a longer assignment than a topic task, and gives learners an
opportunity to complete an investigation into one of the themes /topics (e.g., HIV and AIDS)
outlined in the syllabus. This type of investigation will enable the teacher and learner to
pursue a topic in greater depth and in a more lively and creative way than possible with short
discrete topic tasks or investigations. Projects assess the ability of learners to solve problems
and apply mathematics processes to everyday life.

Topic Tasks: These are activities that most teachers already use in their day-to-day
teaching. These are recorded, assessed activities that could introduce a topic, be used
during the teaching of a topic and /or revision of a topic. They may well include assessment
involving skills to do with locating information, conducting surveys, analysing information or
presenting information. For more information please consult the Continuous Assessment
Manual for Mathematics. Topic tasks that are given for the purpose of recording them in
assessment record sheets in order to contribute to summative assessment mark at the end
of the year should be well planned. They should not be given as homework.

Topic Tests: Completed topics should be concluded with a test indicating the achievements
of the learners in these topics. Written tests are specifically set by the teacher to assess the
learners’ achievements in relation to competencies specified in the syllabus and should
consist of both short questions and more structured questions.

End-of-term test: This will be a more comprehensive topic test of the term's work. No
homework should be assigned during the time of writing the End-of-term tests.

Mathematics syllabus Grades 8 - 9, NIED 2015

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Summary of continuous assessment tasks

Grade 8
Term 1 Term 2 Term 3
Components Number & Number & Number & Total
Total CA Total CA
Marks Marks Marks CA
Investigations 2×15 30 1×15 15 1×15 15
Projects (1×30)÷2 15
Topic tasks 2×10 20 2×10 20 1×10 10
Topic tests (2×20)÷2 20 (2×20)÷2 20 1×25 25
End-of-term (65×2) (65×2)
65 65
Tests 130 130
Term mark 200 200 50
Weighted term
200÷2 100 200÷2 100
mark

Grade 9
Term 1 Term 2
Components Number & Number &
Total CA Total CA
Marks Marks
Investigations 2×15 30 1×15 15
Projects (1×30)÷2 15
Topic tasks 2×10 20 2×10 20
Topic tests (2×20)÷2 20 (2×20)÷2 20
Paper 1(45) +
End-of-term test 65 (65×2) = 130 130
Paper 2 (85)
Term mark 200 200
Weighted term
200÷2 100 200÷2 100
mark

The continuous assessment (CA) marks for one term (trimester) is converted to a mark out of
100 (weighted mark). Only this should be used for the report at the end of term 1 and 2.
Learners should not write an examination at the end of the first two trimesters (grade 8 term
1 and 2, and grade 9 term 1), but only an end of term test.

10.10 End-of-year examinations: detailed guidelines

In Grade 8 there will be internal end-of-year examination. The purpose of this examination is
to focus on how well learners can demonstrate their thinking, communication, and problem-
solving skills related to the areas of the syllabus which are most essential for continuing in
the next grade. Preparing for and conducting this examination should not take up more than
two weeks altogether right at the end of the year.
The short-answer questions in Paper 1 of the examination fulfil a particularly important
function in ensuring syllabus coverage and allowing the testing of Objective A: Basic
Knowledge and Technical Skills, while greater emphasis is placed on Objective B: Analysing,
Abstraction and Synthesising Skills in the structured questions in Paper 2.

Mathematics syllabus Grades 8 - 9, NIED 2015

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 Written examination Grades 8 - 9
Grades Description of papers Duration Marks
This will consist of two papers consisting of:
Paper 1: Short questions and include calculations
8 and 9 using mental strategies or paper and 1 h 30
45
pencil algorithms. Learners are not min
Mathematics allowed to use a calculator
Paper 2: Structured questions and problems 2 hours 85

There will be a semi-national external examination at the end of Grade 9. These papers will
be set by DNEA and will be marked regionally. Samples will be moderated by DNEA. The
purpose of the examination is to assess how far each learner can demonstrate his/her
achievement in reaching the specific objectives as a preparation for everyday life and for
further studies or training, and to what extent the system as a whole is enabling learners to
achieve optimally.

10.11 Promotion marks

For Mathematics in Grade 8-9 Continuous Assessment contributes 35% to the summative
assessment mark and the end-of-year examination contributes 65%.The weighting of each
assessment component is as follows:

Component Description Marks Weighting

Written *Paper 1 45 22.5%

examination *Paper 2 85 42.5%

*Topic Tasks, Topic Tests, Practical

Continuous Investigations/Projects, End-of-term Test 70 35%
assessment

Total Marks 200 100%

The promotion marks are calculated as follows:

Promotion mark Grade 8

Term 1 Term 2 Term 3 Total
Term mark 200 200 50 450
CA mark (450 ÷ 45) × 7 70
End-of-year
(45 + 85) =130 Marks 130
examination
Average Term Mark + End-of-Year
Promotion mark Examination ÷ 2 100
200÷2

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 Promotion mark Grade 9
Term 1 Term 2 Total
Term mark 200 70 + (45 + 85) = 200 400
CA mark (400 ÷ 40) × 7 70
End-of-year
(45 + 85) =130 Marks 130
examination
Average Term Mark + End-of-Year
Promotion mark Examination ÷ 2 100
200÷2

10.12 Specification grid

A rigid association between particular assessment objectives and individual components of

assessment is not appropriate since any of the objectives can be assessed in any question.
Nevertheless the components of the scheme will differ in the emphasis placed on the various
objectives. The Specification Grid below is for general guidance only and illustrates where
particular objectives might receive most emphasis on the various components for both the
Written Examination and for Continuous Assessment.
The Specification grid below indicates the weighting allocated to each objective for both
Continuous Assessment and for the Written Examination.

Assessment objectives for written examination

Components Weighting
Objective A
40%
Basic Knowledge and Technical Skills
Objective B
60%
Analysing, Abstraction and Synthesising skills
Total 100%
Assessment Objectives for Continuous Assessment
Components Weighting
Objective A
20%
Basic Knowledge and Technical Skills
Objective B
60%
Analysing, Abstraction and Synthesising skills
Objective C
20%
Presentation skills
Total 100%

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10.13 Assessment rubrics/criteria

The marking rubrics should ideally be less than one page altogether and will meet the
following criteria:

For a topic task:

 There must be an Objective A rubric
 There must be an Objective B rubric
 There is NO Objective C rubric

For an investigation:
 There must be an Objective A rubric
 There must be an Objective B rubric
 There may be an Objective C rubric – this is optional and will not happen often

For a project:
 There must be an Objective A rubric
 There must be an Objective B rubric
 There must be an Objective C rubric

Each Objective A, Objective B and Objective C rubric must meet the following criteria:

 Each rubric must address at least one skill (see 10.8)

 Each Objective A and Objective B rubric should ideally address more than one skill.
 A particular skill on a rubric may be assessed more than once
 The maximum marks allocated to each Objective rubric must be a multiple of 5 (5, 10, 15,
etc. marks)
 Each rubric should independently assess the whole task. For example, if a topic task has
a rubric A and rubric B, then both rubrics should allocate marks to all the questions in the
task (remember: this is because only one might be used in a particular year).

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Example of an Assessment rubric: Whole numbers (Grade 8)

Numeracy and 7 6-4 3–0

algebraic skills. All answers are Most answers are Few or no
(Q1; Q2) correct correct answers are
correct.

Mental arithmetic 2 1 0
skills All answers are 2 answers are One or none of
correct correct the answers are
(Q3.1)
correct.
Basic Knowledge and Technical Skills

Maths language 2 1 0
Assessment Objective A

skills All answers are 1 answer is correct None of the

correct answers is correct
(Q3.2)

Numeracy and 3 1 0
algebraic skills All answers are Most answers are Few or none of
correct. correct the answers are
(Q3.3)
correct

Mental arithmetic 3 2-1 0

skills Correct answer with Correct answer Wrong answer
a correct method without a method
(Q4)
shown. shown or incorrect
(part) answer with
correct method

Numeracy and 3 1 0
algebraic skills All answers are Most answers are Few or none of
correct. correct. the answers are
(Q5) correct.

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Annexe 1: Glossary of terms used in Mathematics teaching and assessment
Add Up Perform mathematical addition of figures
Analyse Examine information in detail to discover patterns and relationships, or
to study and determine relationship or accuracy
Apply/Use Use
Example: as in “apply the commutative property of addition”, e.g.
3 + 27 = 27 + 3 – for most children it is not obvious that one can do this,
but it makes calculation easier, especially when children still count on –
instead of going from 3..to 4, 5, 6, 7, etc, go from 27 .. to 28, 29, 30
Arrange Put in a particular order or grouping
Example: arrange objects in groups of 10
Calculate To compute; to perform the indicated operation(s)
Classify To arrange or organize according to systematic groups, classes or
categories
Collect Data Pose questions, select sources and/or design questionnaires
Discrete Data Individually separate data, e.g. colour of cars – as opposed to continuous
data, such as height
Compare To state the similarities or differences between two or more numbers,
objects, or figures by considering their attributes/characteristics; or
to determine if two or more items, entries are the same and if not, identify
differences
Compute To calculate a quantity or a number
Construct Make an accurate drawing or representation by using mathematical
instruments and/or rules
Example: Construct a triangle with given measurements, construct a
sequence with a given rule
Convert Change from one unit of measure to another
Correctly Use Emphasises the correct use of a procedure, rule or fact, e.g. a child may
be able to use a protractor, but not do so correctly
Count To name the numbers in order up to and including a given number (e.g.,
count to 10); to determine the total number or amount of a collection of
objects
Create Produce something using your own ideas or imagination
Deduce Use the information provided to come to a conclusion, e.g. reference to a
law or principle
Define Describe the exact nature or meaning of something in words
Describe Give a detailed account in words of what you do, observe or see
Design Make a plan or drawing to show the appearance of something before it is
made
Determine Establish by calculation or research to decide or to make a conclusion
Derive Obtain an unknown answer from a known fact
Example: 16 × 4: Double 16 is 32 and double 32 is 64, so 16 × 4 = 64
Comment: The competency to derive unknown answers from a known
facts plays a big role in finding answers by mental methods
Discover Become aware of a fact or situation; gain knowledge of something
previously unseen or unknown
Discuss Give a critical account of the points involved in the topic
Distinguish Tell apart, show the difference between
Example: Distinguish between a rectangle and a square

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 Divide Mathematically: To share or group quantities to find a quotient.
Generally: separate into parts
Do Mental Apply mental arithmetic strategies
Arithmetic Comment: Mental arithmetic calculations are: Computations done “in the
Calculations head,” either in whole or in part
This should not be confused with basic facts knowledge such as
multiplication tables and number bonds! Basic facts knowledge is used to
do mental calculations, e.g. 34 × 8 = (30 × 8) + (4 × 8) = 240 + 32 = 272
The development of mental calculations is regarded one of the most
important objectives in mathematics – but sadly missing in our syllabuses,
because nobody understands how it works!
Double Increasing by adding an equal amount
Comment: the ability to quickly and correctly recall doubles of numbers is
important for multiplication and division of numbers as well as for learning
multiplication tables
Example: If a child knows the 3 times table and can double numbers, it is
easy to derive the 6 times table
Draw Produce a picture or a diagram on paper
Draw Up Prepare a table or a plan
Estimate Produce an approximate answer using rational, logical procedures (e.g.,
rounding for numbers and benchmarks for measures)
Evaluate Use the information provided to make a judgement about something
Explain Give a reason for your answer
Extract Extract information from tables or graphs” would mean that you should use
the given information to come to some conclusions
Find a general term which means calculate, determine or measure
Give/State/Write write down your answer
Down/Express Comment: in maths we say for example “express your answer as a
fraction in its simplest form”
Half Halve – divide or separate into two equal parts
Comment: the ability to quickly and correctly recall halves of numbers is
important for multiplication and division of numbers as well as for learning
multiplication tables
Identify Find out what is unique about a material or situation
Indicate Point out, show, give a reading of a measurement
Interpret Reasoning or some reference to theory, depending on the content ;
explain the meaning of something
Investigate Examine a problem in a systematic way
List Give a number of points, generally one word for each
Locate Find the exact place or position
Make Up Put together or prepare from parts
Measure Find out the size, amount or degree of something by comparing it with a
standard
Multiply To combine equal groups to find one quantity called a product
Name Identify by mentioning the name of something
Order To place numbers or objects in a sequential arrangement
Example: least to greatest or heaviest to lightest
Organise Rearrange according to a plan or system

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 Organize Data In Rearrange / summarise data to make it easier to understand and analyse
Tally Forms And
Tables
Outline Give a brief answer, writing down the main points
Place Put in a particular position
Plot Difference between plot, draw, sketch and draw?
Predict To determine the next step or value (to make an educated guess), based
on evidence or a pattern;
make a logical deduction either from your own knowledge or from the
information given in the question or both
Pronounce Say correctly
Comment: this is important in early years – children often mispronounce
the ..teen and the .., ty (thirteen and thirty)
Read Comment: In early years learners must ‘read’ numbers which means
translate the symbols into words – you read 126 as one-hundred and
twenty-six
Rearrange Changing an arrangement of objects
Example: Rearrange a grouping of objects from groups of 2 to groups of 5
Recall Retrieve from memory without having to think for a long time
Comment: basic facts should be recalled quickly and correctly
Recognise Know something from having come across it before;
be aware of a fact or problem
Record Enter, transcribe, write down
Relate find the relationship between one or more variables
Represent Show or describe in a particular way
Represent Data Data can be represented just as a list of numbers or in tables or graphs
Round To approximate the value of a whole number or decimal to a specific place
value
Select Choose from a number of alternatives
Simplify To make simple, to make less complex or complicated; make plainer or
easier.
To reduce (an equation, fraction, etc) to a simpler form by cancellation of
common factors, regrouping of terms in the same variable, etc
Sketch Make a rough drawing that shows the salient or distinguishing features of
an object;
in diagrams, make a simple, freehand drawing and in graph work, the
shape and/or position of the curve
Solve Find an answer to or a way of dealing with a problem or to find the answer
to an equation
Comment: Calculating implies the use of arithmetic operations and has a
numerical answer. Solving is more general and implies the use of different
methods and procedures – the answers might not be a number. Methods
should always be written down unless a calculation or procedure can be
done mentally.
Study use the information provided or data to investigate a problem in a
systematic way
Subitise Determine the quantity of a small group of objects rapidly without counting.
Subtract To take one or more quantities away from another; to find one quantity
known as the difference

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 Suggest Use your knowledge of the context of the problem and mathematical
procedures to give what you think is the best strategy to use or answer to
the question
use your knowledge of science and the information in the question to give
what you think is the best answer
Summarise Give a brief account of the most important points
Treat To deal with in a certain way; to apply a process to
Write Comment: this is often used to indicate a translation from one
representation to another
Example: “ Write the numbers from 1 to 100 in words” – here the child
should translate the mathematical symbol into words

Mathematics syllabus Grades 8 - 9, NIED 2015

36
Annexe 2: Glossary of Terms

The space between two converging straight lines. Types of angles include: a) acute
Angle angle which is less than 90°, b) obtuse angle which is more than 90°.c) right angle
which is 90° and straight angle which is 180°.

Angle of depression and Angles measured from a horizontal line downwards (depression) and upwards
elevation (elevation)

Approximate Giving the number which is nearest in value. Giving the distance, mass or volume to
Approximation the nearest round number
Approximately

Arc A part of the circumference of a circle or any curved line

Area A two dimensional measure of the surface covered measured in square units

Ascending Order Placing things in order from the smallest to the largest

Average is found by taking the sum of a group of numbers and then dividing by the
Average
total number of items

The side which is at the bottom of a two – dimensional shape or a three –

Base (Of A Shape)
dimensional object

Bearings Angles measured in degrees from North, turning clockwise direction

BODMAS and BEDMAS describe the order in which arithmetic operations must be
carried out. This technique helps us to complete calculations involving more than
two operations in a way that makes the solution the same for everyone.
BODMAS and BEDMAS NOTE: Multiplication and division should be performed first before addition
and subtraction but in their order of appearance from left to right and addition
and subtraction should also be performed in their order of appearance from
left to right.

Capacity The amount something can hold

A round figure, every point on the edge (circumference) of which is the same
Circle
distance from the centre.

Punctuation mark used in Southern Africa to indicate the slight separation between
Comma whole numbers and decimal fractions. A full stop is used for the same purpose in
Europe and America

Circumference The perimeter or the distance around the circle

Common Denominator A number divisible (without leaving a remainder) by all the denominators involved

Cone A three – dimensional figure like a pyramid but with a circular base

Congruent Exactly alike of equal

Data that has an infinite value. e.g. the weight of a tomato can be 1.38726 grams or
Continuous (data)
the length of a tea spoon can be 14.37291 cm

Criterion, Criteria Standards, rules or tests by which something can be judged

A three – dimensional shape with six congruent faces. The six faces are congruent
Cube
squares

A three – dimensional shape which is bounded by a circular surface and whose end
Cylinder
faces are parallel circles

Data Information in the form of facts or statistics which can be analysed

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 A fraction with a denominator of ten, or some power of ten, shown by a comma.
Decimal
(see also comma)

The number indicated below the line in a fraction. It tells a number of parts into
Denominator
which the whole has been divided

Placing things in order from the biggest first to the smallest. Counting downwards
Descending Order
too.

Diagonal, Diagonally A slanting line from the top corner to the bottom corner in a rectangle for instance

Diagram A sketch, plan, graph that explains something

A straight line which joins two points on the circumference of a circle and passes
Diameter
through the centre

The amount by which one numbers differs from another or the answer you get when
Difference
you subtract two numbers

Digit The written symbol for any of the numbers

The measurable part of the shape.

Dimension
Length, breadth, width, height, depth are the main measures of dimension

Refers to a relationship between two variables where in a given context all

Direct proportion quantities either increase or decrease

Data that has finite values. e.g. the number of cars a person has can be 2 cars but
Discrete (data)
can never be 2. 345 cars

Edge The line where two surfaces of a solid shape meet

Equilateral Having all sides equal. An equilateral triangle has three sides that are equal

Equivalent The same according to a given criterion

Face Each individual surface that make up a solid shape

Factor One of the numbers to be multiplied in multiplication

Fraction A quantity less than a whole or a small amount or proportion of something

Graph A picture used to illustrate a given collection of data

Height The distance from the bottom to the top

Hexagon A two-dimensional shape with six straight sides

Horizontal Parallel to the base or to the ground

Indirect/inverse Refers to a relationship between two variables where in a given context some of the
proportion quantities increase while others decrease.

Length The distance along the longest side of an object

A fraction with its numerator and denominator not having a common factor greater
Lowest Term
than 1

A 3D net is a pictorial representation of a three-dimensional figure on a two

dimensional plane so that each and every edge and face is in front of us.
A 3D net has no height or width. It only has length and breadth.
Net
With the help of a 3D net, a three-dimensional shape is converted into a two-
dimensional diagram. It can be given to us with an easy way to analyse the different
bases, edges, faces and even dimensions of any space figure.

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Notation A system of recording numbers by using symbols

Numeral A symbol used to stand for a number

Octagon A two-dimensional figure that has eight sides

Ordinal Numbers Numbers used to indicate the order of objects

Parallelogram A four – sided figure whose pairs of opposite sides are parallel, and equal in length

Pattern A model or plan identified in a mathematical situation

Pentagon A two-dimensional shape that has five sides

Perimeter The distance around an object

A whole number greater than 1 that has exactly two factors – the number itself and
Prime Number
one

Prism A three-dimensional shape whose cross sections are all the same and parallel

A three-dimensional figure with triangular faces meeting at a single point whose

Pyramid
base is two-dimensional

Quadrilateral A two-dimensional figure that has four sides

A straight line from the centre of any circle to the point on the circumference of that
Radius
circle

Sometimes a question will ask you to work backwards and find the original price of
something after the price has increased. If you are given a quantity after a
percentage increase or decrease, and you need to find the original amount, use this
Reverse percentages method:

Example 1

A radio sells for N$659, after a 40% increase in the cost price. Find the cost price.

A round three-dimensional shape whose surface is at every point an equal distance

Sphere
from a point called the centre of the sphere

Tessellate Lay out in a mosaic pattern of small patterned blocks

Having measurable dimensions in three independent directions (height, width,

Three-Dimensional
length)

Two-Dimensional Having measurable dimensions in two independent directions (length and width)

Variable The number or numbers indicated by a placeholder in the form of a letters

Vertex/Vertices The point where lines , or edges, meet to form an angle

Width The distance something measures from one side to the other side

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Annexe 3: Metric and SI units

Quantity Metric units SI unit

Length mm, cm, dm, m, km metre(m)

Mass mg, g, kg, ton kilogram(kg)

Time ms, s, min, hr, d, wk, mo, yr second(s)

Area mm2, cm2, m2, ha, km2 m

2

Volume mm3, cm3, dm3, m3 m

3

Annexe 4: International system prefixes

Factor Factor in words

12
1 000 000 000 000 or 10 trillion

9
1 000 000 000 or 10 billion

6
1 000 000 or 10 million

3
1 000 or 10 thousand

Annexe 5: Miscellaneous symbols

= Is equal to

≠ Is not equal to

≡ Is identical or is congruent to

≈ Is approximately equal to

 Is proportional to

< Is strictly less than

≤ Is less than or equal to

> Is strictly greater than

≥ Is greater than or equal to

Mathematics syllabus Grades 8 - 9, NIED 2015

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Annex 6: Continuous Assessment Harvest Record Sheet

Harvest Record Sheet: Mathematics Grade: ...............

Teacher: .......................................................................... Year: ..................

School: ............................................................................. Term: ………….

Name Practical Investigations/ Topic Tasks Topic Tests

Projects

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Annexe 7: Assessment record sheet for Grade 8 terms 1 & 2

ASSESSMENT RECORD SHEET FOR MATHEMATICS (TERM 1 & 2) Grade: ……………..

Year: ………………………. Teacher: …………………………………….

Weighted
Investigations/ End-of-term term mark
Topic task Topic tests Total Term mark
Name of learner Term projects test (200÷2)
15 15 10 10 10 10 70 (65 x2)=130 200 100
1

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Annexe 8: Assessment record sheet for Grade 8 term 3

ASSESSMENT RECORD SHEET FOR MATHEMATICS (TERM 3) Grade: ……………..

Year: ………………………. Teacher: …………………………………….

Investigations

Promotion Grade
Promotion mark
Topic task

Total term
Topic test

Exam mark
(450÷45)×7
CA Mark
Term 3

Term 2

Term 1

(200÷2)
mark

Total
Name of learner

15 10 25 50 200 200 450 70 (45+85)=130 200 100

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Annexe 9: Assessment record sheet for Grades 9 terms 1 & 2

ASSESSMENT RECORD SHEET FOR MATHEMATICS (TERM 1 & 2) Grade: ……………..

Year: ………………………. Teacher: …………………………………….

End- Weighted Promotion
Investigations/ Term CA Mark Exam Promotion
Name of Topic task Topic tests Total of-term term Total mark
Term projects mark (400÷40)×7 mark Grade
test mark (200÷2)
learner
15 15 10 10 10 10 70 130 200 100 70 130 200 100
1

Mathematics syllabus Grades 8 - 9, NIED 2015

44
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