Republic of Zambia

Ministry  of  Education,  Science,  Vocational  Training  and  Early  Education  

Junior Secondary School Course

Mathematics Syllabus
(Grades 8 and 9)

Published by the Curriculum Development Centre

P.O. Box 50092
Lusaka
 
OCTOBER  2012  
©  Curriculum  Development  Centre  
All  rights  reserved.  No  part  of  this  publication  may  be  reproduced,  stored  in  a  retrieval  system,  or  transmitted  in  any  form  or  by  any  means,  
electronic,  mechanical,  photocopying,  recording  or  otherwise  without  prior  written  permission  of  the  Publisher.  
 

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TABLE  OF  CONTENTS  
 
Preface  .....................................................................................................................................................................................................................  4  
Acknowledgements  ..................................................................................................................................................................................................  5  
Introduction  .............................................................................................................................................................................................................  6  
Rationale   .................................................................................................................................................................................................................  7  
Assessment  ..............................................................................................................................................................................................................  8  
Time  And  Period  Allocation  ......................................................................................................................................................................................  8  
Grade  8  ....................................................................................................................................................................................................................  9  
Grade  9  ..................................................................................................................................................................................................................  19  
 

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PREFACE
This   syllabus   has   been   prepared   and   produced   against   the   background   of   the   need   to   set   standards   for   mathematics   education   and   form   the  
country’s  vision  from  ECCDE  through  to  Teacher  Education  in  the  Zambia.  
 
It  is  a  culmination  of  surveys  of  existing  materials  and  policies  from  a  number  of  countries  both  in  Africa  and  beyond  with  progressive  mathematics  
education.  It  also  draws  from  studies,  research  and  the  country’s  policy  documents  and  aspirations.  
The  Curriculum  Development  Centre  would  in  this  regard  like  to  thank  numerous  stakeholders  such  as  teachers,  lecturers  and  other  mathematicians  
who  reviewed  the  working  document  and  made  invaluable  suggestions.  
The  following  are  the  underlying  principles  for  the  revised  upper  basic  school  mathematics  curricula:  
• Equity  
• Orderly  and  logical  progression  
• Varied  teaching  methodology  
• Integration  of  knowledge,  skills  and  values  
These   standards   have   been   defined   at   two   levels;   the   content   and   process   domains.   The   content   domain   is   defined   according   to   six   themes   namely;  
Number   and   Calculations,   Algebra,   Geometry,   Measurement   and   Estimations,   Probability   and   statistics   and   Functions.   The   process   domain   on   the  
other   hand   is   defined   according   to   five   categories.   These   are;   knowledge   and   skills,   interest,   understanding,   thinking,   application   and  
representation  which  constitute  the  general  outcomes  of  the  course.  
 

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ACKNOWLEDGEMENTS  
 
The   Mathematics   Department   of   the   Curriculum   Development   Centre   gratefully   acknowledges   the   contributions   of   participants   of   the   Technical  
Committee,   Schools   and   Organisations   whose   officers   offered   invaluable   suggestions   and   advice   in   the   finalization   of   the   Primary   School  
Mathematics  Syllabus.  We  would  like  to  make  special  mention  of  the  following  entities:  
 
• The  University  of  Zambia  
• Colleges  of  Education    
• Examinations  Council  of  Zambia  
• JICA  in  collaboration  with  Hiroshima  University  
• Primary  and  secondary  schools  countrywide    
• Line  Ministries    
• Church  Organizations  and  NGOs  
 
The  high  quality  and  well  thought  ideas  of  this  syllabus  would  not  have  been  possible  without  invaluable  contributions  of  the  above  mentioned  
organizations  and  individuals  who  participated  in  various  consultative  meetings  held  across  the  country  as  representatives  of  their  organizations  and  
some  in  their  own  capacity  as  experts  in  mathematics.  We  would  like  to  say  thank  you  for  the  job  well  done.  
 

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INTRODUCTION  
This  Syllabus  for  junior  secondary  schools  aims  at  enabling  learners  acquire  mathematical  knowledge,  values  and  skills  for  the  further  study  of  the  
subject  at  the  senior  Secondary  level  as  well  as  application  in  their  daily  lives.  It  is  for  this  reason  that  teachers  focus  on  encouraging  communication  
of  mathematical  ideas  among  learners,  emphasise  on  problem  solving  and  application  to  real  life  situations  besides  cultivating  interest  of  the  subject.    
 
 The  syllabus  is  structured  in  such  a  way  that  the  learner  is  encouraged  to  apart  from  laying  emphasis  on  mathematics  concepts  and  principles  
emphasises  critical  and  creative  thinking.  It  is  recommended  to  teachers  that  since  Mathematics  is  a  discipline  with  hierarchical  concepts  and  skills,  
they  should  present  it  in  an  integrated  and  spiral  approach.  

 
 
Cecilia  N.  Sakala  (Mrs.)  
Director,  Standards  and  Curriculum  
Ministry  of  Education  and  Vocational  Training  
 
   

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RATIONALE  
Mathematics  is  an  important  tool  for  the  development  and  improvement  of  a  person’s  intellectual  competence  in  logical  reasoning,  spatial  
visualization,  analysis  and  abstract  thought.  When  learners  have  acquired  enough  knowledge  in  mathematics  they  develop  numeracy,  reasoning,  
thinking  skill  and  problem  solving  skills.    Mathematics  is  very  important  not  only  in  science  and  technology  that  is  vital  for  the  development  of  the  
country  but  also  in  everyday  life  and  workplace.  Mathematics  would  equip  the  learner  to  live  in  modern  age  of  Science  and  technology  and  enable  
the  learner  to  contribute  to  the  social  and  economic  development  of  the  country  and  the  world  at  large.  Mathematics  plays  a  vital  role  in  the  
development  of  highly  skilled  and  technologically  based  manpower.  Mathematics  also  prepares  and  enhances  the  learners’  prospect  of  employment  
and  further  education  as  it  also  plays  a  key  role  as  a  tool  for  other  learning  areas  and  subject.  Mathematics  relates  to  all      subjects  and  provides  
necessary  mathematical  pre-­‐requisites  for  further  education.  Other  subjects  in  science  and  technology  heavily  depend  on  mathematics  concepts.  In  
order  for  Zambia  to  comfortably  reach  the  2010  millennium  goals  there  has  to  be  a  deliberate  emphasis  on  mathematics  education.    

Mathematics  can  also  be  an  interesting  subject  as  it  can  also  be  a  subject  of  enjoyment  and  excitement.  This  offers  learners  and  students  an  
opportunity  for  creative  work  and  moments  of  joy  and  pleasure.  It  is  very  interesting  for  students  and  indeed  all  learners  when  they  discover  ideas  
and  insights  that  would  help  them  pursue  mathematics  even  outside  school  walls.  

The  study  of  mathematics  will  build  up  understanding  and  appreciation  of  basic  mathematical  concepts  and  computational  skills  in  order  to  apply  
them  in  everyday  life.  Mathematics  aims  at  developing  clear  mathematical  thinking  and  expression  in  a  learner      and  also  develop  ability  to  recognize  
problem  and  to  solve  them  with  related  mathematical  knowledge  and  skills.  

Through  the  study  of  mathematics  learners  will  develop  ethical  values      necessary  for  accountability  in  financial  matters.  It  will  develop  in  them  the  
skills  of  interpreting  and  financial  information.  It  will  help  learners      acquire  skills  for  planning,  budgeting  and  effective  decision-­‐making.    

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Assessment    
Continuous  assessment  will  be  emphasised  by  using  various  methods  of  testing  according  to  topics  and  themes  at  various  levels.  The  examinations  
council  of  Zambia  will  prepare  detailed  procedures  on  how  continuous  assessment  will  be  conducted  by  the  teachers.  The  Examinations  Council  will  
also  develop  examination  syllabus  to  provide  teachers  with  guidelines  on  the  objectives  to  be  tested.    The  scheme  of  assessment  will  consists  of  
school  based  assessment  and  final  examination  that  will  be  conducted  by  the  Examinations  Council  of  Zambia.  

School  based  assessment  will  be  in  the  form  of  tests.  Tests  will  be  in  the  form  of  diagnostic,  aptitude,  achievement,  oral,  practice,  attitude  and  
performance,  exercises,  assignments,  discussions,  investigation,  project  work  etc.  School  based  assessment  shall  contribute  towards  certification  of  
all  learners.  

Time  and  Period  allocation  

Time  allocation  for  this  syllabus  is  will  require  at  seven-­‐40  minutes  periods  per  week  to  complete.    

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GRADE 8
General  Outcomes     Key  Competences:  

§ Provide  clear  mathematical  thinking  and  expression  in   § Think  mathematically  and  accurately  in  problem  solving  skills  and  apply  these  
the  learner   skills  to  formulate  and  solve  mathematical  and  other  related  problems.  
§ Develop  necessary  skills  needed  to  apply  mathematical  and  ICT  concepts  and  
§ Develop  the  learners’  mathematical  AND  ICT  
skills  in  other  disciplines.  
knowledge  and  skills   § Develop  abilities  and  ideas  drawn  from  mathematics  to  reason  logically,  
§ Enrich  the  learners’  understanding  of  mathematical   communicate  mathematically  and  technologically,  and  learn  independently  
without  too  much  supervision  (self-­‐discipline).  
concepts  in  order  to  facilitate  further  study  of  the  
§ Development  positive  attitudes  towards  mathematics  and  use  it  in  other  
discipline   subjects  such  as  science  and  technology.  
§ Build  up  an  appreciation  of  mathematical  and  ICT   § Apply  mathematical  tools  such  as  information  and  communication  technology  
in  the  learning  of  other  subjects.  
concepts  so  that  the  learner  can  apply  these  for  
§ Use  mathematics  for  enjoyment  and  pleasure.  
problem  solving  in  everyday  life.   § Develop  understanding  of  algebra,  geometry,  measurements  and  shapes.  
§ Enable  the  learner  Represent,  interpret  and  use  data  in  
a  variety  of  forms    

TOPIC   SUBTOPICS   SPECIFIC  OUTCOMES   • KNOWLEDGE   • SKILLS   • VALUES  

8.1 SETS   8.1.1 The  Universal  Set   [Link] Illustrate  the  universal   • Universal  set     • Listing,   • Appreciation  of  
  8.1.2 Membership  of  a  set   set.   • Membership  and   identification   sets    
  8.1.3 Number  of  elements   [Link]  State  members  of  a  set   symbolisation  of  a   • Drawing   • Accuracy  
  8.1.4 The  empty  set   [Link]  Identify  and  list  members   set.   • Discrimination     • Interpretation  
  8.1.5 Equal  and   of  a  set  and  use  symbols   • Cardinal  number  of   • Analysing     • Team  work  
equivalent  sets                                   ∈ and ∉ .   elements.   • Calculation     • Quality  work  
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 TOPIC   SUBTOPICS   SPECIFIC  OUTCOMES   • KNOWLEDGE   • SKILLS   • VALUES  
8.1.6 Subsets   [Link] State  number  of   • The  empty  set  and   • Classification  
elements  for  any  given  set.   its  symbolisation.   • Communication    
[Link] Identify  set  with  no   • Equal  and  
elements.   equivalents  sets  
[Link] identify  empty  set   • Subsets  and  use  of  
symbols  (ie  {      }  or   φ )   subsets  formula  (i.e.  
[Link] Identify  equal  and   2n  Where  n  is  
equivalent  sets.   number  of  
[Link] Find  the  number  of   elements).    
subsets  of  a  given  set,    
[Link]  
8.2  FRACTIONS  &   8.2.1 Vulgar  Fractions   [Link] Describe  and  operate  on   • Proper,  improper   • Discrimination     • Problem  
DECIMALS     8.2.2 Decimal  numbers     fractions.   and  mixed  fractions.   • Identification   solving    
  8.2.3 Ordering  Fractions   [Link] Identify  and  reduce   • Reduction  of   • Ordering     • Critical  thinking    
  and  Decimals     reducible  fractions   fractions  to  lowest   • Calculation     • Quality  work  
[Link] Apply  operational   terms.   • Accuracy     • Team  work  
principles  of  fractions     • Concept  and   • Accuracy    
[Link] Work  with  decimal   notation  of  different    
numbers  arising  from  proper   fractions.    
and  improper  fractions   • Addition  and    
[Link] Operate  on  decimal   subtraction    (  taking    
numbers   place  values  into    
[Link] Order  fractions  and   account).    
decimal  numbers      
• Multiplication  and  
Division.  
• Determination  of  
magnitude  and  
symbolisation  
• (either  in  ascending  
or  descending  order)  
 

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 TOPIC   SUBTOPICS   SPECIFIC  OUTCOMES   • KNOWLEDGE   • SKILLS   • VALUES  
8.3 SQUARES  &   8.3.1 Squares     [Link] describe  perfect  squares   • Squared  whole   • Calculations     • Accuracy    
CUBES     8.3.2 Cubes     [Link] Find  squares  of  whole   numbers.   • Interpretation     • Problem  
  numbers   • Cubed  whole   • Accuracy     solving    
[Link] describe  cubes   numbers.   • identification   • Critical  thinking    
[Link] Find  cubes  of  whole     • Quality  work  
numbers.     • Team  work  
 
8.4  NUMBER  AND   8.4.1 Sequences     [Link] Generate  a  sequence  in  a   • Identification  of   • Identification     • Reasoning  
SEQUENCES   8.4.2 Fibonacci  series     decreasing  and  increasing   sequences.   • Interpretation     creativity.  
order.   • Identification  of   • Sequencing     • Prediction  
[Link] Generate  Fibonacci  series     Fibonacci  series.     • Appreciation  
  • Accuracy    
• Team  work    
8.5 DIRECTED   8.5.1 The  number  line   [Link] Draw  and  label  the   • The  number  line   • Drawing   • Enquiry    
NUMBERS   8.5.2 Addition  and   number  line  appropriately   • Positioning  integers   • Labelling   • Quality  work  
subtraction     on  the  number  line.   • Adding   • Accuracy    
8.5.3 Idea  of  ordering   [Link] Add  and  Subtract  integers   • Addition  and   • Subtracting   • Appreciation    
integers   using  the  number  line.   • Subtraction  of   Interpretation.   • Team  work  
[Link]   Add  and  Subtract   integers.   • Ordering      
integers   • Ordering      
without  using  the  number  line   integers/directed    
[Link] Order  integers   numbers  
8.6    PERCENTAGES   8.6.1 Conversions   [Link] Show  relationship   • Relationship   • Calculation.   • Creativity.  
8.6.2  Application   between  fractions,  decimals   between  fractions,   • Conversions     • Problem  
and  percentages.   decimals  and   • Accuracy     solving  
[Link] Convert  fractions  and   percentages   • Communication     • Team  work  
decimal  numbers  to   • Conversion  from   • Application     • Quality  work  
percentages  and  vice  versa   fractions  to      
[Link] Solve  problems  involving   percentages  and      
fractions,  decimals  and   vice  versa;      
percentages.   • Conversion  from    
decimals  to  

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 TOPIC   SUBTOPICS   SPECIFIC  OUTCOMES   • KNOWLEDGE   • SKILLS   • VALUES  
percentages  and  
vice  versa.  
8.7  NUMBER  BASES   8.7.1 Conversions  from   [Link] Convert  any  given   • Conversion  from   • Conversion   • Application  
  base  ten.   number  in  base  10  to  bases  2,  5   denary  to  base  2  or   calculation   creativity.  
  8.7.2 Conversions  to   and  8.   base  5.     • Addition   • Critical  
  denary.   [Link] Convert  from  denary  to   • Conversion  from   subtraction     thinking.  
8.7.3 Conversions   bicimal  numbers  of  the  form   base  2  to  base  5  and   • Division     • Appreciation    
between  bases  other   1110.1,  up  to  1  ‘bicimal  place.   vice  versa.   • Accuracy     • Team  work  
than  denary.   [Link] Convert  any   • Conversion  from   • Quality  work  
8.7.4 Addition  and   given  number  in  bases  2,  5  and   denary  to  bicimal    
subtraction     bicimal  to  base  10   numbers  of  the  form  
[Link] Convert  binary  to  base  5   1110.1,  up  to  1  
and  vice  versa.   ‘bicimal  place’  and  
[Link] Add  and  subtract   vice  versa.    
numbers  in  base  2  and  base  5.     • Convert  any  given  
number  in  bases  2,  5  
and  bicimal  to  base  
10  
• Addition  and  
subtraction  in  base  2  
and  base  5.  
8.8  COMPUTER   8.8.1 Simple  definition  of   [Link] Define  computer   • Construction  of:   • Designing     • Creativity  
STUDIES   computer  (Input,   [Link] Construct  flow  charts   Flow  charts  and   Drawing  and   • Logical  
  Process,  Output)   [Link]  Construct  decision  boxes   decision  boxes     labelling   thinking.  
8.8.2 Flow  charts       • Sequencing     • Critical  thinking    
8.8.3 Decision  boxes     • Accuracy    
• Quality  work  
8.9 SOCIAL  &   8.9.1 Exchange  rates  and   [Link] Calculate  the  cost  of   • Conversion  of   • Multiplication     • Appreciation      
COMMERCIAL   buying   goods  priced  in  foreign   currencies  (from   • Division   • problem  
ARITHMETIC   8.9.2 Utility  bills     currency.   local  to  foreign   • Addition,   solving.  
  8.9.3 Banks  and  Post   [Link] Calculate  costs  of  utility   currency  and  vice   subtraction,     • Socialisation  
  Office    services     bills  and  services  arising  from   versa).   • Entrepreneurshi • Team  work  

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 TOPIC   SUBTOPICS   SPECIFIC  OUTCOMES   • KNOWLEDGE   • SKILLS   • VALUES  
  8.9.4 Simple  interest   rates  (electricity  and  water)   • Calculation  of  prices   p     • Accuracy    
  8.9.5 Budgeting   [Link] Calculate  cost  of  services   of  goods  involving   • Budgeting   • Honest  
8.9.6 Car  and  property   rendered  at  banks  and  post   foreign  currency.   conversions     • Assertiveness    
insurance   offices   • Calculation  of  cost   • Calculation   • Empathy    
8.9.7 Calculations   [Link] Calculate  simple  interest   of  goods  bought  on   • Interpretation   • Thriftiness    
Involving  mass   [Link] Generate    simple   hire  purchase  and   • Communication     • Team  work  
8.9.8 Types  of  bank   household  budget     discount   • Planning     • Quality  work  
accounts   [Link] Calculate  cost  of  goods   • Calculation  of  the     • Critical  thinking    
bought  on  hire  purchase  and   cost  of  a  given      
discount   service.      
[Link] Insurance,  premium,   • Calculation  of  simple    
policy  holder,     interest  
[Link] Mass  conversions   • Writing  a  simple  
[Link] Define  types  of  bank   budget.  
accounts.   • Conversions  
  involving  mass  
8.10 ALGEBRAIC   8.10.1 Simplification  of   [Link] Reduce  algebraic   • Relate  letters  to   • Calculation     • Systematic  
EXPRESSIONS  &   algebraic  expressions.   expression  by  identifying    like   numbers  and/  or     working.  
FORMULA   8.10.2 Replacements     and  unlike  terms   vice  versa.   • Contrasting      
  8.10.3 Solving  simple   [Link] Simplify  algebraic   • Identify  and  match     • Accuracy  
  equations   expressions  by  applying  the   like  terms.   • Substitution      
  8.10.4 Construction  of   four  operations       • Mathematical  
simple  formulae     [Link] Apply  the   • Distinguish  between   • Identification,   thinking,  
distributive  law   variables  and   representation     problem  
[Link] Simplify   coefficients.   • Formulation  of   solving  
expressions  by  replacing   • Simplification  by   equations   • Logical  and  
variables  for  numbers   addition  and   • Problem  solving   abstract  
[Link] Solve  simple   subtraction.       • Interpretation     thinking  
equations  using  the  additive   • replacing  variables   • Team  work  
and  multiplicative  inverse     for  numbers     • Quality  work  
[Link] Construct  simple   • Identification  of  type  
formula  from  given  statement.   of  inverse  

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 TOPIC   SUBTOPICS   SPECIFIC  OUTCOMES   • KNOWLEDGE   • SKILLS   • VALUES  
• Principle  of  solving  
equations  
• Representation  of  
mathematical  
sentences  for  
symbols  
8.11 MATRICES   8.11.1 Order  of  matrices     [Link] Define  matrices   • Definition  and   • Identification     • Appreciation  
  8.11.2   Operations  on   by  identifying  number  of  rows   notation   interpretation   Creativity  
  matrices   and  columns     • of  matrices  by  their   • Addition  and   • Accuracy    
  [Link] Distinguish    a  1x2   rows  and   subtraction     • Orderliness    
from  a  2x1  matrix   columns(up  to  2x2)   • Comparison   • Team  work  
[Link] Add  and  subtract   • Adding  and      
matrices  of  the  same  order     subtracting  matrices  
with  corresponding  
entries  
8.12      PLANE   8.12.1 The  Cartesian  Graph   [Link] Draw  the  X0Y  plane   • Drawing  the  X0Y   • Drawing    and   • Orderliness  
COORDINATES   (  X0Y  plane)   [Link] Plot  the  ordered  pair   plane   labelling   • Creativity  
  8.12.2 Plotting  coordinates     (x,y)  on  the  X0Y  plane   • Identifying  the  X,  Y   • Identification     • Quality  work  
  8.12.3 Drawing  shapes     [Link] Read    the  ordered  pair   axes  and  the  origin   • Plotting   • Team  work  
(x,y)  on  the  X0Y  plane   • Ordered  pair  of  the   • Reading     • Application    
[Link] Draw  different  shapes   points  (X,Y)   • Accuracy      
by  joining  given  coordinates   • Plotting  ordered   • Interpretation    
pairs      
• Drawing  shapes  by  
joining  ordered  pairs    
8.13 SHAPES  &   8.13.1 Two  dimensional   [Link] Identify  and  draw  two   • Two  dimensional   • Identification   • Recognition  of  
SYMMETRY   shapes     dimensional  shapes     shapes(different   • Drawing   patterns  
  8.13.2 Lines  of  symmetry   [Link] Give  properties  of  two   type  of  triangles,   • Comparing     (aesthetics)  
  dimensional  shapes     Quadrilaterals)     • Quality  work  
  [Link] Identify  lines  of   • Distinguish  various     • Accuracy    
symmetry  in  two  dimensional   types  of  two     • Team  work  
shapes   dimensional   • Creativity    

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 TOPIC   SUBTOPICS   SPECIFIC  OUTCOMES   • KNOWLEDGE   • SKILLS   • VALUES  
shapes(triangles,   • Entrepreneursh
square,  rectangle,   ip    
rhombus,  kite,  
parallelogram  &  
trapezium)  
• lines  of  symmetry  in  
two  dimensional  
shapes  
• Symmetrical  and  
asymmetrical  shapes  
8.14   PERIMETER   8.14.1   Perimeter     [Link]    Find  perimeter  of  plane   • Perimeter  of  plane   • Calculation     • Accuracy    
&  AREA     8.14.2 Area   shapes     shapes(   • Drawing     • Team  work  
                  [Link] Calculate  area  of  plane   quadrilaterals,   • Identification     • Quality  work  
shapes     triangles,  ,  and  their   • Accuracy     • Creativity    
composite  shapes)   • Interpretation     • Logical  thinking    
• Area  of  plane  shapes   • Critical  thinking    
in  Square  
units(square,  
rectangle,  triangle,  
parallelogram,  
Rhombus,  Kite,  
trapezium,  and  
circle)  
 
8.15 THREE   8.15.1 Three  dimensional   [Link] Identify  and   • Three  dimensional   • Drawing  and     • Application    
DIMENSIONAL   shapes  (Solids)   name  three  dimensional   shapes(Cube,   labelling     • Quality  work  
SOLIDS   8.15.2 Nets  of  solids   shapes  or  solids     cuboid,  cylinder,   • Calculation     • Logical  thinking    
8.15.3 Volume     [Link] Identify  and  draw   pyramid  and  cone)   • Identification   • Accuracy    
  nets  of  solids     • Edges  and  faces  on  a   • Interpretation     • Team  work  
[Link] Find  volume  of   three  dimensional   • Accuracy      
cube  &  cuboid   shape(Cube,  cuboid,   • Comparing    
cylinder,  pyramid   • Designing    
and  cone)  
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 TOPIC   SUBTOPICS   SPECIFIC  OUTCOMES   • KNOWLEDGE   • SKILLS   • VALUES  
• Drawings  of  nets  of    
solids    
• volume  of  cube  &    
cuboid.  
8.16 ANGLES   8.16.1 Types  of  angles   [Link]   Identify  different   • Different  types  of   • Identification     • Curiosity  
8.16.2 Measuring  angles     types  of  angles   angles(acute,  right,   • Interpretation   • Accuracy  
[Link]    Find   obtuse,  reflex,   • Measuring     • Quality  work  
complementary  and   straight  angles  and  a   • Calculation     • Team  work  
supplementary  angles   complete  turn)   • Drawing   • Logical  thinking    
[Link] Use  protractor  to   • Complementary  and   • Accuracy      
measure  angles   supplementary   • Comparing    
[Link] Find  angles   angles   • Manipulation    
within  triangles  and   • Measuring  angles  
quadrilaterals   using  a  protractor    
• Angle  properties  
• Interior  and  exterior  
angles    
• Angle  sum  of  
triangle.  
8.17 GEOMETRICAL   8.17.1 Construction  of   [Link] Construct    90O,60  O   • Use  of  ruler,  set   • Construction     • Accuracy  
             CONSTRUCTION   Angles   angles   square  and  a   • Manipulation   • Creativity  
  8.17.2 Construction  of  lines   [Link] Construct  parallel  lines   compass   • Accuracy     • Logical  thinking  
  [Link] Construct   • Construction  of   • Drawing     • Orderliness    
  perpendiculars     perpendiculars(  to  a   • Bisecting     • Appreciation    
given  line  ,   • Dividing  lines      
perpendicular   • Identification    
bisector  and  from   • Comparing    
given  point)  
8.18.1 Angle  Bisectors     [Link] Use  compasses  to   • Use  of  mathematical   • Construction,   • Accuracy,  
8.18.2 Construction  of   bisect  angles  (giving  rise   instruments   drawing  and   concentration,  
triangles     to  other  angles)   demonstration   dependability  
8.18.3 Construction  of   [Link] Construct      45O,  30O,   • Design   and  patience  

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 TOPIC   SUBTOPICS   SPECIFIC  OUTCOMES   • KNOWLEDGE   • SKILLS   • VALUES  
O  ,   o  
polygons     15 75 angles   • Aesthetics  
8.18.4 Patterns   [Link]    Construct  triangles,  
  circum-­‐  circles  and  
inscribed  circles  

[Link]  Construct  polygons  

[Link]    Design  patterns    derived  
from  construction  

8.19 BEARINGS   8.19.1 Bearings     [Link]   Identify  the  main   • Points  on  Compass   • Reading   • Interpretation    
  points  on    a  compass   (N,  E,  W  and  S)   Communication   • Application  
  [Link] Find  the  three   • Presentation  of   • Identification   • Reasoning  
figure  bearings  of  one  point   three  figure  bearing   • Drawing     • Accuracy    
from  another   • Labelling     • Quality  work  
• Accuracy     • Appreciation  of  
bearings  
8.19   8.19.1 Approximation   [Link] Round  off   • Principle  of  rounding   • Demonstration     • Interpretation    
APPROXIMATION  &   and  Estimation     numbers.     off     • Application  
ESTIMATION       [Link] State  significant   • numbers  to  nearest   • Communication   • Appreciation    
  figures     unit,  given  number   • Estimation   • Team  work  
of  decimal  places   • Calculation      
and  place  values   • Identification      
• Highlight  the    
Significance  of  zero  
and  other  numbers.  
8.20   RATIO  &   8.20.1 Ratio     [Link] Use   • Fractional  parts   • Computation   • Reasoning  
PROPORTION     8.20.2 Proportional  parts   representative  fractions  (RF)   Representation   Representation   • Problem  
    [Link] Solve  problems   • Direct  and  inverse   • problem  solving   solving    
that  involve  proportions   proportion   • comparing     • Critical  thinking    
  • Accuracy   • Appreciation  
  • Identification.     application    
• Team  work  

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 TOPIC   SUBTOPICS   SPECIFIC  OUTCOMES   • KNOWLEDGE   • SKILLS   • VALUES  
8.21 PROBABILITY   8.22.1   Experimental   [Link] Explain  the   • Terms  related  to   • Demonstration     • Critical  thinking  
  Probability   concept  of  probability   probability(   interpretation    
    [Link] Experiment  of   occurrence,   • Communication   • Application  
outcomes.   favourable  outcome,   • Observation   • Predication    
[Link] Demonstrate   possible  outcome,   • Presentation  
favourable  and  possible   certainty  and  
outcomes   impossibility/zero)  
   
8.22 STATISTICS   8.23.1 Data  collection   [Link] Identify   • Data  collection     • Drawing   • Application  
  8.23.2   Data   instruments  for  data  collection   instruments(questio • Tabulation    
  presentations     [Link] Draw  simple   nnaire,  interviews)     • Research     • enquiry  
frequency  tables     • Presentation      
[Link] Tabulate  data     • Presentation  of  data   • Representation     • Creativity  
• (pictographs,  bar   • Interpretation     • Accuracy    
charts,  pie  charts   • Communication     • Quality  work  
and  line  graphs)   • Analysing     • Honest  
• Accountability    
8.24 FUNCTIONS   8.24.1 Relations   [Link]   Describe   • Types  of   • Matching   • Interpretation    
  8.24.2 Mappings   different  types  of  relationships     relationships(one  to   • Comparing   • Reasoning  
  [Link] Describe    the   one,  one  to  many  )   • Drawing   • Quality  work  
  type  of  relationships  between   • Corresponding   • Identification   • Team  work  
two  sets   elements   • Classification     • Logical  thinking    
[Link] Map  functions  as   • Relationships   • Communication   • Critical  thinking    
a  form  of  relation  ship   between  elements   • Analysing     • Self  
[Link] Demonstrate   of  domain  and  range     consciousness    
functions     • Demonstration  of    
[Link] Find  range  when   functions      
function  is  given   • Sets  of      
• Ordered  pairs  
 

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GRADE 9
General  Outcomes     Key  Competences:  

§ Provide  clear  mathematical  thinking  and  expression  in   § Think  mathematically  and  accurately  in  problem  solving  skills  and  apply  these  
the  learner   skills  to  formulate  and  solve  mathematical  and  other  related  problems.  
§ Develop  necessary  skills  needed  to  apply  mathematical  and  ICT  concepts  and  
§ Develop  the  learners’  mathematical  AND  ICT  
skills  in  other  disciplines.  
knowledge  and  skills   § Develop  abilities  and  ideas  drawn  from  mathematics  to  reason  logically,  
§ Enrich  the  learners’  understanding  of  mathematical   communicate  mathematically  and  technologically,  and  learn  independently  
without  too  much  supervision  (self-­‐discipline).  
concepts  in  order  to  facilitate  further  study  of  the  
§ Development  positive  attitudes  towards  mathematics  and  use  it  in  other  
discipline   subjects  such  as  science  and  technology.  
§ Build  up  an  appreciation  of  mathematical  and  ICT   § Apply  mathematical  tools  such  as  information  and  communication  technology  
in  the  learning  of  other  subjects.  
concepts  so  that  the  learner  can  apply  these  for  
§ Use  mathematics  for  enjoyment  and  pleasure.  
problem  solving  in  everyday  life.   § Develop  understanding  of  algebra,  geometry,  measurements  and  shapes.  
§ Enable  the  learner  Represent,  interpret  and  use  data  in  
a  variety  of  forms    

TOPICS   SUBTOPICS   SPECIFIC  OUTCOMES   KNOWLEDGE   SKILLS   VALUES  

9.1 SETS   9.1.1  Set  builder  notation   [Link] Interpret  the  set  builder   • Language  of  sets   • Drawing  suitable   • Problem  solving  
  9.1.2 Intersection  of  sets     notation   • Venn  diagrams   diagram   • Creativity  
  9.1.3 Union  of  sets     [Link] Find  the  intersection  set   • Interpretation  and   • Relating  &   • application  
  9.1.4 Set  complement     (should  include  more   representation    of   Interpretation  
9.1.5 Application  on  sets   than  two  sets)   data  on  Venn    
[Link] Use  single  set  operation   diagrams  
symbol  (eg.  A ∪ B ∪ C  or   • Use  correct  
A ∩ B ∩ C)   symbolisation  
[Link]   Interpret  the  set  
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 TOPICS   SUBTOPICS   SPECIFIC  OUTCOMES   KNOWLEDGE   SKILLS   VALUES  
complement  including  its  
symbol  (ie  A’,  B’  etc)  
[Link] Use    combined  set  
operation  symbols  (eg  A
∪ B’ ∩ C,  A’ ∩ B ∪ C,  A’
∩ B’ ∪ C  etc)  
[Link] Apply    simple  operation  
on  sets  
9.2   EXPONENTS   9.2.1 Laws  of  indices   [Link]   Interpret  the  positive,   • Laws  of  indices   • Computation     • Problem  solving  
(INDICES)     9.2.2 Operations  with   zero,  negative  indices   • Evaluating  indices   • Mathematical   • Reasoning  
  indices     [Link] Apply  the  addition  and   with  respect  to  the   manipulation  
subtraction  rules  to   four  operation    
indices  
9.3   USING   9.3.1 Square  roots   [Link] Identify  the  square  root   • Factors  of  numbers   • Calculations   • Reasoning,  
SCIENTIFIC   9.3.2 Cube  roots   symbol   • Multiples  of  numbers   • Computation   memorising  and  
CALCULATORS     [Link] Find  square  root  of   • Multiplication  &   application  
  perfect  squares   division  and  inverse  
[Link] Identify  the  cube  root   operations  
symbol  
[Link] Find  cube  roots  of  Cubes  
9.4   DIRECTED   9.4.1 Multiplication     [Link] Find  product    of  two   • Multiplication  of   • Compare   • Problem  solving  
NUMBERS     9.4.2 Division   multiplicand  with  the   integers   • Contrast     • understanding  
  same  or  different  signs     • Division  of  integers   • compute  
[Link] Find  quotient  of    two  
dividends  with  the  same  
or  different    signs    
9.5   REAL  NUMBERS     9.5.1  Rational  and  Irrational   [Link] Tell  the  difference   • Approximation   • Relate   • Reasoning  
  numbers   between  rational  &   • Ordered  pairs   • Match   • application  
irrational  numbers   • X0Y  plane   • calculate  
9.6   PYTHAGORAS   9.6.1 Pythagoras  theorem   [Link]. Identify  sides  in  the  Right   • Square  numbers  and   • Drawing   • Application  
THEOREM     9.6.2 Application     angled  triangle  (i.e.  two     square  roots   • Calculation  
                      adjacent  sides  and    
  hypotenuse)   • Area  of  squares  

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 TOPICS   SUBTOPICS   SPECIFIC  OUTCOMES   KNOWLEDGE   SKILLS   VALUES  
[Link] State  the  Pythagoras   • Equations  
theorem    
[Link] Solve  problems  involving    
pythagoras  theorem  
9.7 NUMBER  BASES     9.7.1  Conversion  from  denary   [Link] Convert  from  denary  to   • Place  value   • Computation   • Reasoning  
  9.7.2 Conversion  between   bases  2,  5  &  8  and  vice   • Conversion  from  one   • application  
  bases   versa   base  to  another  
  9.7.3 Multiplication  and   [Link] Convert  from  denary  to   • Multiplication  &  Long  
  division     bicimal  numbers  of  the   division  
form  1110.101  up  to  3  
bicimal  places  and  vice  
versa  
[Link] Convert  from  one  base  to  
another  other  than  base  
10  (i.e.  Bases  2,  5  and  8  
only)  
[Link] Carry  out  multiplication  &  
division  in  base  2  &5  
9.8 COMPUTER   9.8.1 Decision  boxes     [Link]   Construct  decision  boxes   • Sequencing  activities   • Design   • Logical  thinking  
STUDIES   9.8.2 Loops     [Link]    Identify  and  create  loops   • Basic    programming   • Demonstration  
  9.8.3 Simple  high  level   in  flow  charts   • Area,  volume,  
  languages  (e.g.  Pascal)   [Link] Write  simple  computer   averages  and  linear  
programmes   equations  
[Link] Use  simple  programmes  
to  calculate  area,  volume,  
find  averages  and  resolve  
linear  equations  
9.9   SOCIAL  &   9.9.1 Simple  Financial   [Link] Distinguish  between   • Distinguish  salary   • Computations   • Comprehension  
COMMERCIAL   transactions   salaries  and  wages   from  wages  and   related  with  the   • Application  
ARITHMETIC     9.9.2 Pension  and   [Link] Work  out  payments  for   income  tax  from  value   four  operations    
  Property  Insurance     piece  work  &  work  per   added  tax  (VAT)   • Decision     • Problem  solving  
  9.9.3 Dividends  and   hour     and  
  Premiums     [Link] Compute  deductions     • Four  operations  of   Entrepreneurship  

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 TOPICS   SUBTOPICS   SPECIFIC  OUTCOMES   KNOWLEDGE   SKILLS   VALUES  
from  salaries   addition,  subtraction,    
[Link] Pay  As  you  Earn  (PAYE).   multiplication  a&   • Socialisation  
(Include  Tax  bands  and   division  
calculations  involved)   • Percentages  
[Link] Calculate  over  time  
[Link] Distinguish  &  calculate  
income  tax  and  value  
added  tax  (VAT)  
[Link] Calculate  problems  
related  to  hire  purchase  
[Link] Calculate  depreciation  
and  appreciation  
[Link] Carry  out  calculations  
that  involve  premiums  
and  dividends  
9.10 ALGEBRAIC   9.11.1 Equations  and   [Link] Solve  equations   • Equations  &   • Manipulation   • Reflection  
MANIPULATION inequations   and  inequations  in  one   inequations      
S   9.11.2 Subject  of  formula.     variable  (include  those   • Subject  of  the  formula   • Accuracy  and   • Systematic  
  with  fractions)   problem  solving   working  &  
  [Link] Evaluate   adjustment  
  algebraic  expressions  by  
  substituting    variables  
  with  their  given  values  
[Link] Solution  sets  of  
equations  and  
Inequations  
[Link] Sketch  solutions  
of  equations  and  
Inequations  (  shade  the  
wanted  region)  
[Link] Manipulate  
equations  by  changing  
subject  of  the  formula  

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 TOPICS   SUBTOPICS   SPECIFIC  OUTCOMES   KNOWLEDGE   SKILLS   VALUES  
9.11 MATRICES   9.10.1  Multiplication  of   [Link] Multiplication  of   • Order  of  matrices   • Computation  and   • Analysis  and  
  matrices     a  matrix  by  a  scalar   • Multiplication  of   Interpretation   application  
  9.11.2 Application  of   [Link] Multiply  matrices   matrices  
matrices     of  compatible  orders   • Simultaneous  
(emphasise  on  2x2   equations  
matrices)  
[Link] Calculate  the  
determinant  and  inverse  
of  a  2  x  2  matrix  
[Link] Solve  
simultaneous  (systems  
of)  equations  using  
matrices  
9.12  SYSTEMS  OF   9.12.1 Systems  of   [Link] Solve   • Sketching  equations  &   • Drawing  &   • Interpretation  
EQUATIONS   equations     simultaneous  equations   inequations   representation   and  problem  
  in  two  variables   • Simultaneous     solving  
equations   • Application  
• (  Elimination  and  
substitution  methods)  
9.13 SYMMETRY     9.13.1   Three  dimensional   9.131.1 Recognise  and  draw   • Symmetry  &  three   • Identifying  &   • Creativity  &  
  shapes   three  dimensional  shapes   dimensional  shapes   drawing   reflection  
9.13.2 Rotational  symmetry   9.13.2 Sketch  reflections  and   • X0Y  plane,  plotting  &      
rotations  on  the  X0Y  plane   two  dimensional   • Plotting   • Interpretation  
shapes  
9.14 CIRCLE   9.14.1 Parts  of  a  circle   [Link]    Identify   • Circles  and  cylinders   • Drawing   • Interpretation  &  
  9.14.2 Tangents     circumference,  radius,   • Circumference,  area     • Calculation   application  
  diameter,  cord,  arc,  sector   and  the  diameter    
and  segment   • The  constant  pi  (π)   • Accuracy  
[Link]    Experiment  on   • Straight  lines  and  
the    foundation  of  the   tangency  
constant  pi  (π)  using  
circular  objects  
[Link]    Calculate  

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 TOPICS   SUBTOPICS   SPECIFIC  OUTCOMES   KNOWLEDGE   SKILLS   VALUES  
circumference,  radius,  
diameter    and  area  of  the  
circle.  
[Link] Recognise  and  draw  
tangent  to  a  circle  
 
9.15 SOLIDS     9.15.1 Surface  area   [Link] Calculate  surface  area   • Three  dimensional   • Drawing  and   • Application  and  
  9.15.2 Volume  II   of  solids  (cube,  cuboid,   shapes   computation   accuracy  
  cylinder)   • Faces,  vertices  and  
[Link] Find  volume  of  cylinder   edges  of  solids  
 
9.16 POLYGONS   9.16.1   Regular  and  Irregular   [Link] Identify  regular  &   • Identification  of   • Identification  and   • Comprehension  
  polygons     irregular  polygons  (e.g.   polygons   definition   &  accuracy  
  9.16.2 Interior  and  exterior   quadrilateral,  pentagon,   • Interior  and  exterior      
angles   hexagon  etc)   angles  of  polygons   • Calculation  and  
9.16.3 Sum  of  interior   [Link] Define  properties    of   • Angle  calculation   interpretation  
angles  of  polygons     interior  &  exterior  angles  
of  polygons  
[Link] Calculate  specified  
interior  angles  of  regular  
polygons  
9.17 BEARINGS   9.17.1   Three-­‐figure   [Link] Find  the  bearing  of  a   • Compass  bearing   • Drawing  &   • Accuracy  
  bearings     given  point  from  another   • Ratio  &  proportion   Measuring   • Interpretation  
  9.17.2 Scale  drawing     [Link] Use  scale  drawing  to   • Use  of  ruler,   • Construction  
solve  problems  involving   protractor  and  
bearings   compass  
9.18  SIMILARITY  &   9.18.1 Similar  figures     [Link] Illustrate  properties  of   • Properties   • Computation  &   • Interpretation,  
CONGRUENCY   9.18.2 Congruent  figures     different  figures  in  order   determining  similarity   problem  solving   comparison  
to  determine  similarity   • Properties   creativity  and  
[Link] Calculate  problems   determining   awareness  
involving  similar  figures.   congruency  
[Link] Illustrate   • Calculations  relating  
properties  of  different   to  application  of  

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 TOPICS   SUBTOPICS   SPECIFIC  OUTCOMES   KNOWLEDGE   SKILLS   VALUES  
figures  in  order  to   similarity  and  
determine  congruency   congruency  
[Link] Calculate  
problems  involving  
congruent  figures.  
[Link]   Use  unitary  
method  of  calculation  
9.19 ANGLES   9.19.1   Angles  associated   [Link] Illustrate  vertically   • Types  and  sizes  of   • Computation   • Awareness,  
  with  parallel  lines   opposite,  alternate  and   angles   • Drawing  &   reasoning  
  9.19.2 Angles  related  to   corresponding  angles   • Angle  properties   Problem  solving   appreciation  and  
geometrical  shapes   [Link] Identify  equal  angles   • Formulae   application  
based  on  pair  of  parallel  
lines  
[Link] Describe  angle  
properties  of  geometrical  
shapes  
[Link] Calculate  angle  sum  of  
triangles  
[Link] Calculate  interior  
angles  of  polygons  
 
9.20  GEOMETRICAL   8.19.2 Angle  Bisectors     [Link] Use  compasses  to   • Use  of  mathematical   • Construction,   • Accuracy,  
CONSTRUCTION     8.19.3 Construction  of   bisect  angles  (giving  rise   instruments   drawing  and   concentration,  
  triangles     to  other  angles)   demonstration   dependability  
  8.19.4 Construction  of   [Link] Construct      45O,  30O,   • Design   and  patience  
  polygons     15O  ,  75o  angles   • Aesthetics  
8.19.5 Patterns   [Link]  Construct  triangles,  
  circum-­‐  circles  and  
inscribed  circles  
[Link] Construct  polygons  
[Link]    Design  patterns    derived  
from  construction  
9.21 STANDARD   9.21.1   Scientific  Notation     [Link]    Write  numbers  in   • Scientific  notation   • Calculate   • Reasoning  

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 TOPICS   SUBTOPICS   SPECIFIC  OUTCOMES   KNOWLEDGE   SKILLS   VALUES  
FORM     9.21.2 Estimation     standard  form  or   • Distinguish  indices   • Compare   • Problem  solving  
  scientific  notation  (i.e.  A   between  large  and   • Identify   • Understanding  
  x  10n    where  n  is  an   small  numbers   • Estimation    
  integer  and    1 ≤ A<10)   • Estimate  numbers  to    
[Link] Estimate   given  degree  
numbers  in  scientific  
notation  to  given  degree  
(i.e.  specified  number  of  
significant  figure,  decimal  
places  etc.)  
9.22  RATIO  &   9.22.1 Ratio     [Link] Formulate   • Fractions,  increase   • Computation   • Mathematical  
PROPORTION     9.22.2 Application     variation  statements   and  decrease   • Problem  solving   thinking  and  
  (Both  direct  and  inverse  )   Representative   • Multiplication  &   reasoning  
[Link] Demonstrate  the   fraction  (RF)   division   • Interpretation  
application  of  ratio  (e.g.  
In  currency  exchange  
rates,  Representative  
fraction  etc)  
9.23 PROBABILITY     9.23.1    Theoretical   [Link] Chances  in  coins,   • Distinguish  between     •  
  probability   playing  cards  and  dice)   Dependent  &   • Communication   • Judgement  
    [Link] Interpret   Independent  events   • Analysis   • Critical  thinking  
probability  values  and       • Application  
distinguish  certainty  from   • Occurrences  
impossible  events  
9.24 STATISTICS     9.24.1 Frequency  tables   [Link] Generate    simple   • Statistical   • Drawing   • Interpretation  
9.24.2 Graphing   frequency  table  from   presentations   • Presenting  data   • Mathematical  
9.24.3 Measures  of  central   given  data   • Types  of  statistical   • Computation   thinking  &  
tendency     [Link] Construct   graphs   • Research   reasoning  
9.24.4 Mean  from   specified  statistical   • Central  tendency  
frequency  tables   graphs  to  interpret  given  
data  (i.e.  Line  graph,  Pie  
chart,  Compound  bar  
chart)  

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 TOPICS   SUBTOPICS   SPECIFIC  OUTCOMES   KNOWLEDGE   SKILLS   VALUES  
[Link] Discover  typical  
uses  of  these  statistical  
graphs  
[Link] Find  the  mode,  
median  and  mean  from  
ungrouped  data  
[Link] Find  Mean  from  
frequency  tables  
9.25 FUNCTIONS   9.25.1   Relations  and   [Link] Identify   • Making  arrow   • Drawing   • Decipher,  
  Mappings     mappings  from  arrow   diagrams  to  show   • Computation   interpret,  relate  
  9.25.2 Sets  of  ordered  pairs   diagrams.   relations  and   • Appreciation  and  
[Link] Solve  simple   mappings.   application  
functions  of  ordered  
pairs.  
9.26 EQUATION   9.26.1Graphs   9.26.1.1Graph  linear  functions   • X0Y  plane  and  plotting   • Drawing   • Comprehension  
OF  A  STRAIGHT   (i.e.  y  =  mx  +  c)   points   • Plotting   and  Application    
LINE  
 
9.27 COMPUTER   9.27.1  Simple  functions  of  a   [Link]  Define  Simple  functions   • Define  Simple   • Drawing   •  
STUDIES   computer   of  a  computer   functions  of  a   • Listing   • Judgement  
9.27.2  Input  and  output   [Link]  List    Input  and  output   computer   • Computation.   • Critical  thinking  
devices   devices   • List    Input  and   • Application  
9.27.3  Storage  devices  of   [Link]  List  Storage  devices  of   output  devices  
data   data   • List  Storage  devices  
9.27.4  Flow  charts   [Link]  Construct  flow  chats   of  data  
9.27.5  Computer  programs   using  standard  flow  symbols   • Flow  charts  
[Link]  High  level  computer   • Write  simple  Pascal  
languages  (e,g.  Pascal)   language  program  
• Tell  output  from  
simple  Pascal  
program.  
 
 

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