Cambridge Lower Secondary Mathematics 0862 Curriculum Framework: Learning objectives by stage

Stage 9
Thinking and Working Mathematically

• TWM.01 Specialising

• TWM.02 Generalising

• TWM.03 Conjecturing

• TWM.04 Convincing

• TWM.05 Characterising

• TWM.06 Classifying

• TWM.07 Critiquing

• TWM.08 Improving

Number

Integers, powers and roots

• 9Ni.01 Understand the difference between rational and irrational numbers.

• 9Ni.02 Use positive, negative and zero indices, and the index laws for multiplication and
division.

• 9Ni.03 Understand the standard form for representing large and small numbers.

• 9Ni.04 Use knowledge of square and cube roots to estimate surds.

Place value, ordering and rounding

• 9Np.01 Multiply and divide integers and decimals by 10 to the power of any positive or
negative number.

• 9Np.02 Understand that when a number is rounded there are upper and lower limits for the
original number.

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 Cambridge Lower Secondary Mathematics 0862 Curriculum Framework: Learning objectives by stage

Fractions, decimals, percentages, ratio and proportion

• 9Nf.01 Deduce whether fractions will have recurring or terminating decimal equivalents.

• 9Nf.02 Estimate, add and subtract proper and improper fractions, and mixed numbers, using
the order of operations.

• 9Nf.03 Estimate, multiply and divide fractions, interpret division as a multiplicative inverse,
and cancel common factors before multiplying or dividing.

• 9Nf.04 Use knowledge of the laws of arithmetic, inverse operations, equivalence and order of
operations (brackets and indices) to simplify calculations containing decimals and fractions.

• 9Nf.05 Understand compound percentages.

• 9Nf.06 Estimate, multiply and divide decimals by integers and decimals.

• 9Nf.07 Understand the relationship between two quantities when they are in direct or inverse
proportion.

• 9Nf.08 Use knowledge of ratios and equivalence for a range of contexts.

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 Cambridge Lower Secondary Mathematics 0862 Curriculum Framework: Learning objectives by stage

Algebra

Expressions, equations and formulae

• 9Ae.01 Understand that the laws of arithmetic and order of operations apply to algebraic
terms and expressions (four operations and integer powers).

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

o expanding the product of two algebraic expressions
o applying the laws of indices
o simplifying algebraic fractions.

• 9Ae.03 Understand that a situation can be represented either in words or as an algebraic

expression, and move between the two representations (including squares, cubes and roots).

• 9Ae.04 Understand that a situation can be represented either in words or as a formula

(including squares and cubes), and manipulate using knowledge of inverse operations to
change the subject of a formula.

• 9Ae.05 Understand that a situation can be represented either in words or as an equation.

Move between the two representations and solve the equation (including those with an
unknown in the denominator).

• 9Ae.06 Understand that the solution of simultaneous linear equations:

o is the pair of values that satisfy both equations
o can be found algebraically (eliminating one variable)
o can be found graphically (point of intersection).

• 9Ae.07 Understand that a situation can be represented either in words or as an inequality.

Move between the two representations and solve linear inequalities.

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 Cambridge Lower Secondary Mathematics 0862 Curriculum Framework: Learning objectives by stage

Sequences, functions and graphs

• 9As.01 Generate linear and quadratic sequences from numerical patterns and from a given
term-to-term rule (any indices).

• 9As.02 Understand and describe nth term rules algebraically (in the form an ± b, where a and
𝑛𝑛
b are positive or negative integers or fractions, and in the form , n2, n3 or n2 ± a, where a is a
𝑎𝑎
whole number).

• 9As.03 Understand that a function is a relationship where each input has a single output.
Generate outputs from a given function and identify inputs from a given output by considering
inverse operations (including indices).

• 9As.04 Understand that a situation can be represented either in words or as a linear function
in two variables (of the form y = mx + c or ax + by = c), and move between the two
representations.

• 9As.05 Use knowledge of coordinate pairs to construct tables of values and plot the graphs
of linear functions, including where y is given implicitly in terms of x (ax + by = c), and
quadratic functions of the form y = x2 ± a.

• 9As.06 Understand that straight-line graphs can be represented by equations. Find the
equation in the form y = mx + c or where y is given implicitly in terms of x (fractional, positive
and negative gradients).

• 9As.07 Read, draw and interpret graphs and use compound measures to compare graphs.

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 Cambridge Lower Secondary Mathematics 0862 Curriculum Framework: Learning objectives by stage

Geometry and Measure

Geometrical reasoning, shapes and measurements

• 9Gg.01 Know and use the formulae for the area and circumference of a circle.

• 9Gg.02 Know and recognise very small or very large units of length, capacity and mass.

• 9Gg.03 Estimate and calculate areas of compound 2D shapes made from rectangles,
triangles and circles.

• 9Gg.04 Use knowledge of area and volume to derive the formula for the volume of prisms
and cylinders. Use the formula to calculate the volume of prisms and cylinders.

• 9Gg.05 Use knowledge of area, and properties of cubes, cuboids, triangular prisms, pyramids
and cylinders to calculate their surface area.

• 9Gg.06 Identify reflective symmetry in 3D shapes.

• 9Gg.07 Derive and use the formula for the sum of the interior angles of any polygon.

• 9Gg.08 Know that the sum of the exterior angles of any polygon is 360°.

• 9Gg.09 Use properties of angles, parallel and intersecting lines, triangles and quadrilaterals
to calculate missing angles.

• 9Gg.10 Know and use Pythagoras’ theorem.

• 9Gg.11 Construct 60°, 45° and 30° angles and regular polygons.

Position and transformation

• 9Gp.01 Use knowledge of bearings and scaling to interpret position on maps and plans.

• 9Gp.02 Use knowledge of coordinates to find points on a line segment.

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

rotations.

• 9Gp.04 Identify and describe a transformation (reflections, translations, rotations and

combinations of these) given an object and its image.

• 9Gp.05 Recognise and explain that after any combination of reflections, translations and
rotations the image is congruent to the object.

• 9Gp.06 Enlarge 2D shapes, from a centre of enlargement (outside, on or inside the shape)
with a positive integer scale factor. Identify an enlargement, centre of enlargement and scale
factor.

• 9Gp.07 Analyse and describe changes in perimeter and area of squares and rectangles
when side lengths are enlarged by a positive integer scale factor.

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 Cambridge Lower Secondary Mathematics 0862 Curriculum Framework: Learning objectives by stage

Statistics and Probability

Statistics

• 9Ss.01 Select, trial and justify data collection and sampling methods to investigate
predictions for a set of related statistical questions, considering what data to collect, and the
appropriateness of each type (qualitative or quantitative; categorical, discrete or continuous).

• 9Ss.02 Explain potential issues and sources of bias with data collection and sampling
methods, identifying further questions to ask.

• 9Ss.03 Record, organise and represent categorical, discrete and continuous data. Choose
and explain which representation to use in a given situation:
o Venn and Carroll diagrams
o tally charts, frequency tables and two-way tables
o dual and compound bar charts
o pie charts
o line graphs, time series graphs and frequency polygons
o scatter graphs
o stem-and-leaf and back-to-back stem-and-leaf diagrams
o infographics.

• 9Ss.04 Use mode, median, mean and range to compare two distributions, including grouped
data.

• 9Ss.05 Interpret data, identifying patterns, trends and relationships, within and between data
sets, to answer statistical questions. Make informal inferences and generalisations, identifying
wrong or misleading information.

Probability

• 9Sp.01 Understand that the probability of multiple mutually exclusive events can be found by
summation and all mutually exclusive events have a total probability of 1.

• 9Sp.02 Identify when successive and combined events are independent and when they are
not.

• 9Sp.03 Understand how to find the theoretical probabilities of combined events.

• 9Sp.04 Design and conduct chance experiments or simulations, using small and large
numbers of trials. Calculate the expected frequency of occurrences and compare with
observed outcomes.

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 Cambridge Lower Secondary Mathematics 0862 Curriculum Framework: Glosssary

4 Glossary

This glossary is provided to support your understanding of the content of this curriculum
framework. The definitions are intended to be sufficient to guide an informed reader.

Brackets – a mathematical notation that are used to denote grouping. Brackets are also commonly
referred to as parentheses.

Constant – 3𝑥𝑥 is an expression where 3 is a constant as it has a fixed value. Letters can also be
used to represent constants. For example, the mathematical constant π is used to represent the
number approximately equal to 3.14159265…

Draw – using mathematical instruments, such as rulers, pair of compasses and protractors, to
accurately represent lines and shapes. See Sketch.

Index/Indices – the plural of index is indices. Indices are numbers that show how often a number
is multiplied by itself. Indices are also commonly referred to as exponents or powers.

Infographic – a representation of information in a graphic format designed to make the data more
accessible.

Irrational number – a number that cannot be expressed as a common fraction with a non-zero
denominator.

Integer – any positive or negative whole number and zero. (Example: …-2, -1, 0, +1, +2…). See
Whole number.

Learning objective – statements from the curriculum framework of the expectations of knowledge,
understanding and skills that learners will develop; they provide a structure for teaching and
learning, and a reference against which to check learners’ ability and skills development.

Limit – a value that is less than, more than or equal to every element of a set of data. Limits are
also commonly referred to as bounds.

Rational number – a number that can be expressed as a common fraction with a non-zero
denominator.

Scheme of work – support materials for each stage of Cambridge Lower Secondary Mathematics.
Each scheme of work contains a suggested long-term plan, a medium-term plan with suggested
activities and sample short-term (lesson) plans.

Sketch – illustrate lines and shapes without mathematical instruments so they be representative
only and may not be precise. See Draw.

Sources of variation – reasons for differences in data e.g. sampling variability.

Standard form – a way of expressing very large or very small numbers in a simplified format.
Standard form is also commonly referred to as scientific notation.

Statistical question – a question that will have variable answers. (Example: Which fruits do
people in this class like?)

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 Cambridge Lower Secondary Mathematics 0862 Curriculum Framework: Glosssary

Strand – a collection of learning objectives in the curriculum framework that forms an area of
learning.

Surd – an irrational number with a value that cannot be precisely determined. (Example: an infinite
recurring decimal such as √2. Surd is also commonly referred to as radical.)

Teacher guide – the document providing support in using the curriculum framework to plan and
deliver lessons using effective teaching and learning approaches.

Trapezium/Trapezia – a quadrilateral with one pair of parallel sides.

Unknown number – if the expression 3𝑥𝑥 is equal to 12, then the variable 𝑥𝑥 is also an unknown
number as the value of 𝑥𝑥 can be found. In this case 𝑥𝑥 has a value of 4.

Variable – 3𝑥𝑥 is an expression where 𝑥𝑥 is a variable as 𝑥𝑥 represents an unspecified number and

can have various values.

Whole number – positive whole numbers and zero (when dividing by a whole number, this does
not include zero). (Example: 0, 1, 2, 3 etc.) See Integer.

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