RETOOLING OF JS TEACHERS ON CBC AND CBA
MATHEMATICS
December -2024
Essence statement
Mathematics involves understanding numbers and the numerical
operations used to develop strategies for mathematical problem-
solving skills, estimation, and computational fluency.
In Junior School, Mathematics builds on the competencies acquired
by the learner from primary school. It is the Foundation for Science,
Technology, Engineering and Mathematics (STEM) and other
pathways at Senior School. Mathematics also prepares the learner to
have sufficient skills and competencies for application in solving
problems in real-life situations.
Strands and sub strands
Strand 1: Numbers
Grade 7 Grade 8 Grade 9
1.1 Whole numbers 1.1 Integers 1.1 Integers
1.2 Factors 1.2 Fractions 1.2 Cubes and cube Roots
1.3 Fractions 1.3 Decimals 1.3 Indices and Logarithms
1.4 Decimals 1.4 squares and square root 1.4 Compound Proportions
of numbers and Rates of work
1.5 Squares and 1.5 Rates, Ratio,
square Roots Proportions and
Percentages
Strand 2: Algebra
Grade 7 Grade 8 Grade 9
2.1 Algebraic 2.1 Algebraic 2.1 Matrices
Expression expression
2.2 Linear 2.2 Linear equations 2.2 Equation of a
Equations straight line
2.3 Linear 2.3 Linear inequalities
Inequalities
Strand 3: Measurements
Grade 7 Grade 8 Grade 9
3.1 Pythagorean Relationship 3.1 circles 3.1 Area
3.2 Length 3.2 area 3.2 Volume of solids
3.3 Area 3.3 money 3.3 Mass, volume, weight and
Density
3.4 Volume and capacity 3.4 Time, Distance and Speed
3.5 Time, Distance and Speed 3.5 Money
3.6 Temperature 3.6 Approximations and Errors
3.7 Money
Strand 4: Geometry
Grade 7 Grade 8 Grade 9
4.1 Angles 4.1 Geometrical 4.1 Coordinates and
Constructions Graphs
4.2 Geometrical 4.2 Coordinates and 4.2 Scale Drawing
Constructions graphs
4.3 Scale Drawing- 4.3 Similarity and
Enlargement
4.4 Common Solids 4.4 Trigonometry
Strand 5: Data Handling and Probability
Grade 7 Grade 8 Grade 9
5.1 Data handling 5.1 Data 5.1 Data Interpretation
handling (Grouped)
5.2 Probability 5.2 Probability
Skills to be Developed
• Adding and subtracting integers.
• Carrying out combined operations on fractions and decimals.
•Converting fractions to decimals and vice versa.
•Expressing numbers in Significant figures and standard form.
•Working out squares and square root of numbers from tables
and calculators.
• Working out Rates, Ratio, Proportions and Percentages.
• Working out factorization and solution by substitution.
• Working out solution of linear equations by substation and by
elimination.
Skills to be Developed
• Determining circumference, arc lengths, and perimeter of a
sector of a circle.
• Calculating the area of circles, cubes, cuboids, cylinders,
prisms, and irregular shapes using square grids.
• Working out simple interest, compound interest, hire
purchase, appreciation, and depreciation.
• Constructing parallel and perpendicular lines, regular polygons,
irregular polygons, circles and circles inside a triangle
• Plotting points on a Cartesian plane, and drawing straight lines
on a Cartesian plane.
Skills to be Developed
• Identifying types of scales, converting scales, and making a
scale drawing.
• Obtaining nets of common solids and their surface area.
• Drawing and interpreting bar and line graphs.
• Calculating Mean mode and median for discrete data.
• Carrying out events/activities and experiments involving
chance.
• Expressing outcomes of probability experiment as fraction,
decimal, and percentage.
Organization of content
• The content is designed using a spiral
approach.
• The content is organized to follow each other
sequentially.
• The learning should follow the order of the
design as much as possible.
Lesson Allocation for Mathematics
150 lessons per year
50 lessons per term
5 lessons per week
1 lesson a day
Pedagogies used in mathematics
Some of the pedagogical approaches used in mathematics
a) Collaborative learning: will be applied in all the strands. The
learners should work in groups when carrying out the tasks/activities.
b) Project-based learning: it will be employed in strands such as
geometry when they will be making solids for learning.
c) Experimental approach: will be applied strands such as probability
d)The research-based learning: will be applied in areas such as data
handling where the learners will be expected to collect and organize
data.
e)Inquiry-based learning: will be applied in areas such as data
handling.
Developing core competencies
The core competencies will be developed through the learning experiences.
critical thinking and problem-solving will render themselves as the learners
work out questions.
Creativity and imagination- be developed in strands such as geometry when
they come up with new figures through construction
Communication and collaboration as the learner works in groups to carry out
various activities
Digital literacy- learners will be introduced to using calculators at this grade.
Mainstreaming values and PCIs
Values and PCIs are
purposefully mainstreamed
in the learning experiences.
15
Non formal Programs
• Mathematics clubs
• Mathematics competition
associations such as
mathematics contests
(Ask JS teachers to suggest
more NFPs to facilitate
mathematics )
16
Suggested assessment tools
Written tests(assignments)- applicable in all strands
Project methods- can be applied to geometry where there are
projects.
Observation schedules – the teacher can employ observation
when following the learner’s work during the learning process
Checklist – can be employed when checking the steps followed
when carrying out mathematical tasks. Can be employed in the
marking process.
The teacher should make deliberate effort to integrate assessment as
learning and for learning in the lesson and develop assessment tools to aid
in the assessment of concepts and skills being taught.
Unpacking the lessons
Activity 1.
Break the
SLOs in the
design into
Lesson
Learning
outcomes,
ensuring that
for each
lesson there is
an outcome
for:
i) Knowledge
ii) Skill
iii) Attitude
Use Grade 8 Revised mathematics Curriculum design, Page 29-30, to carryout the
above activity. Download it from the kicd website, [Link]
Unpacking the lessons…continuation
Considerations when breaking the SLOs in the Curriculum design into
teachable Lesson learning outcomes :
a) The scope of a given SLO in the design in terms of concepts and
skills.
b) The number of the suggested lessons
NB: i) Where the knowledge SLOs has not been provided in a given
sub-strand in design, it is subsumed in the skill SLO therefore lesson
learning outcome for such sub-strand should be generated from the
skill SLO.
ii) Customise the attitude lesson learning outcome to the
concept and skill to be learned in a given lesson.
Professional Documents
Check the attachment
Document
Click for the
samples
Activity 2
Develop:
1. One week S.O.W from
the sub strand
2. One lesson plan
3. Integrate assessment
activities with the plan.
4. Present to plenary for
critique and
improvement
END
THANK YOU
