MATHEMATICS – SCHEME OF WORK SPN-21 (INTERIM STAGE)
DIFFERENTIATED CURRICULUM
YEAR 8
Content Coverage Could do (100%)
11. STATISTICS  Introduce the term average
(Continuation from as a representative value of a set
Year 7) of data, by giving everyday
examples: average shoe size,
11.3 Averages: Mode, average weight, average height
Median and Mean etc.
 Introduce the term mode
and modal value of a set of data.
 Discuss the use of mode as
a measure of average in selected
situations, e.g. the most popular
car in town, sizes of shirts, etc.
 Introduce the term median
as the middle value of a set of
data.
 Discuss the use of median
as a measure of average in
selected situations, especially
one where there is an unusually
high or low value.
 Introduce the term mean as
a measure of average. Define
mean as follows:
Sum of Values
Mean =
Number of Values
 Discuss the use of mean as
a measure of average in selected
situations especially one where
Differentiated Curriculum SPN-21 Year 8
Should do (80%)
 Introduce the term average
as a representative value of a set
of data, by giving everyday
examples: average shoe size,
average weight, average height
etc.
 Introduce the term mode
and modal value of a set of data.
 Discuss the use of mode as
a measure of average in selected
situations, e.g. the most popular
car in town, sizes of shirts, etc.
 Introduce the term median
as the middle value of a set of
data.
 Discuss the use of median
as a measure of average in
selected situations, especially
one where there is an unusually
high or low value.
 Introduce the term mean as
a measure of average. Define
mean as follows:
Sum of Values
Mean =
Number of Values
 Discuss the use of mean as
a measure of average in selected
situations especially one where
Must do (60%)
 Introduce the term average
as a representative value of a set
of data, by giving everyday
examples: average shoe size,
average weight, average height
etc.
 Introduce the term mode
and modal value of a set of data.
 Discuss the use of mode as a
measure of average in selected
situations, e.g. the most popular
car in town, sizes of shirts, etc.
 Introduce the term median
as the middle value of a set of
data.
 Discuss the use of median as
a measure of average in selected
situations, especially one where
there is an unusually high or low
value.
 Introduce the term mean as
a measure of average. Define
mean as follows:
Sum of Values
Mean =
Number of Values
 Discuss the use of mean as a
measure of average in selected
situations especially one where
Page 1 of 21
 there are no extreme observed
values, and in statistical work.
 Solve simple problems
involving mode, median and
mean.
Content Coverage Could do (100%)
1. EVERYDAY
MATHEMATICS
(3 weeks)
1.1 Earning and  Explain the terms earning and
Spending spending with examples.
 Use given data or data extracted
from tables and charts to solve
problems on personal and
household finance.
1.2 Simple Interest  Explain the terms simple
interest, rate per annum,
principal and amount.
 Derive the formula I=PRT for
finding simple interest through
examples and stress that the
unit of T is years.
 Solve problems on simple
interest.
1.3 Profit and Loss  Explain the concepts of profit
and loss, cost price and selling
Differentiated Curriculum SPN-21 Year 8
there are no extreme observed
values, and in statistical work.
 Solve simple problems
involving mode, median and
mean.
Should do (80%)
 Explain the terms earning and
spending with examples.
 Use given data or data extracted
from tables and charts to solve
problems on personal and
household finance.
 Explain the terms simple
interest, rate per annum,
principal and amount.
 Derive the formula I=PRT for
finding simple interest through
examples and stress that the
unit of T is years.
 Solve problems on simple
interest.
 Explain the concepts of profit
and loss, cost price and selling
there are no extreme observed
values, and in statistical work.
 Solve simple problems
involving mode, median and
mean.
Must do (60%)
 Explain the terms earning and
spending with examples.
 Use given data or data extracted
from tables and charts to solve
problems on personal and
household finance.
 Explain the terms simple
interest, rate per annum,
principal and amount.
 Derive the formula I=PRT for
finding simple interest through
examples and stress that the
unit of T is years.
 Solve problems on simple
interest.
 Explain the concepts of profit
and loss, cost price and selling
Page 2 of 21
 price.
 Relate percentage
increase/decrease to percentage
profit/loss.
 Solve problems on finding the
cost price or selling price, profit
and loss.
price.
 Relate percentage
increase/decrease to percentage
profit/loss.
 Solve problems on finding the
cost price or selling price, profit
and loss.
price.
 Relate percentage
increase/decrease to percentage
profit/loss.
 Solve problems on finding the
cost price or selling price, profit
and loss.

1.4 Discount  Explain the meaning of discount
and percentage discount in
everyday life.
 Solve problems on finding the
sale price, rate of discount or the
original price.
 Explain the meaning of discount
and percentage discount in
everyday life.
 Solve problems on finding the
sale price, rate of discount or the
original price.
 Explain the meaning of discount
and percentage discount in
everyday life.
 Solve problems on finding the
sale price, rate of discount or the
original price.

1.5 Commission  Explain the meaning of

commission and percentage of
commission and distinguish
between discount and
- -
commission.
 Calculate commission earned.

Content Coverage Could do (100%) Should do (80%) Must do (60%)

1.6 Hire Purchase  Explain the terms marked price,

cash price, hire purchase, down
payment and instalment. Give - -
everyday life examples.
 Solve problems on cash price
and hire purchase.

1.7 Taxation  Introduce examples of tax that

people have to pay: airport tax
and road tax, etc. where the
amount is fixed. - -
 Explain concepts of service tax
and income tax where the tax to
be paid is a percentage of a
given amount.
Differentiated Curriculum SPN-21 Year 8 Page 3 of 21
2. ALGEBRA 2 (4
weeks)
 Use the area concepts to teach  Use the area concepts to teach  Use the area concepts to teach
2.1 Expansion of basic algebraic expansions for basic algebraic expansions for basic algebraic expansions for
Brackets a(b + c) and (a + b)(c + d). a(b + c) and (a + b)(c + d). a(b + c).
and Simplification
 Generalise the process of  Generalise the process of  Generalise the process of
expansion of a(b + c) and (a + expansion of a(b + c) and (a + expansion of a(b + c).
b)(c + d). b)(c + d).
 Extend the ideas to (ax + by)(cx  Extend the ideas to (ax + by)(cx
+ dy). + dy).
(Caution on common mistake (Caution on common mistake
like ax times like ax times
cx = acx). cx = acx).
 Distinguish between a + b(c + d)  Distinguish between a + b(c + d)
and (a + b)(c + d). and (a + b)(c + d).

2.2 Factorisation by  Explain the meaning
Taking factorisation as the reverse
Out the Highest process of expansion.
Common  Show the method of factorisation
Factors (HCF) by taking out the highest
common factors and generalise
the steps:
(a) for numbers, find the HCF,
(b) for each letter, the HCF is
the one with the lowest
power.
of  Explain the meaning
factorisation as the reverse
process of expansion.
 Show the method of factorisation
by taking out the highest
common factors and generalise
the steps:
(a) for numbers, find the HCF,
(b) for each letter, the HCF is
the one with the lowest
power.
of  Explain the meaning of
factorisation as the reverse
process of expansion.
 Show the method of factorisation
by taking out the highest
common factors and generalise
the steps:
(a) for numbers, find the HCF,
(b) for each letter, the HCF is
the one with the lowest
power.

Content Coverage Could do (100%) Should do (80%) Must do (60%)

2.3 Factorisation by -
 Identify the characteristics of  Identify the characteristics of
Grouping algebraic expressions that can algebraic expressions that can

Differentiated Curriculum SPN-21 Year 8 Page 4 of 21

 be factorised by grouping.
 Explain the method of this
factorisation and work out
examples, reminding students to
be careful with change of signs
when there is a minus sign in
front of the brackets.
2.4 Factorisation of a  Perform the expansion and use
Difference of Two the result of
Squares
( a + b)( a − b) = a 2 − b 2 to
explain that the result of
factorisation of a 2 − b 2 is
( a + b)( a −b) .
 Identify difference of
squares and use the above rule
to factorise them.
 Discuss examples of
combination of 2.2 and 2.4.
2.5 Formulae  Give some common formulae
and explain the meaning of the
subject of the formula.
 Teach the techniques
changing the subject of formula
for common situations where the
subject
(a) is in brackets,
(b) is in a fraction,
(c) is in a square root or cube
root,
(d) is raised to a power,
(e) appears in two terms.
2.6 Solving Linear  Use the techniques in expansion
Equations of brackets to solve linear
(With Brackets) equations with brackets.
Differentiated Curriculum SPN-21 Year 8
be factorised by grouping.
 Explain the method of this
factorisation and work out
examples, reminding students to
be careful with change of signs
when there is a minus sign in
front of the brackets.
 Perform the expansion and use
the result of
( a + b)( a − b) = a 2 − b 2 to
explain that the result of
factorisation of a 2 − b 2 is
( a + b)( a −b) . -
two  Identify difference of two
squares and use the above rule
to factorise them.
a  Discuss examples of a
combination of 2.2 and 2.4.
 Give some common formulae  Give some common formulae
and explain the meaning of the and explain the meaning of the
subject of the formula. subject of the formula.
of  Teach the techniques of  Teach the techniques of
changing the subject of a changing the subject of a
formula for common situations formula for common situations
where the subject where the subject
(a) is in brackets, (a) is in brackets,
(b) is in a fraction, (b) is in a fraction,
(c) is in a square root or cube (c) appears in two terms.
root,
(d) is raised to a power,
(e) appears in two terms.
 Use the techniques in expansion  Use the techniques in expansion
of brackets to solve linear of brackets to solve linear
equations with brackets. equations with brackets.
Page 5 of 21
Content Coverage Could do (100%)
2.7 Solving  Explain the techniques of using
Simultaneous the Elimination method to solve
Equations simultaneous equations:
a) make the numerical
coefficients of the
unknown to be eliminated the
same
using the LCM,
b) discuss the correct operation to
be used
to combine the equations, and
then find
the unknowns.
 Explain the techniques of using
the Substitution method to solve
the equations (for easy
situations only. e.g. where one of
the equations is given as y =
2x).
 Explain how to solve word
problems by identifying key
words and translating the
information given into
mathematical statements
followed by solving the
equations obtained.
3. INDICES AND
STANDARD FORM
(4 weeks)
3.1 Index Notation  Introduce the index notation for
repeated multiplication of a
Differentiated Curriculum SPN-21 Year 8
Should do (80%)
 Explain the techniques of using
the Elimination method to solve
simultaneous equations:
b) make the numerical
coefficients of the
unknown to be eliminated the
same
using the LCM,
b) discuss the correct operation to
be used
to combine the equations, and
then find
the unknowns.
 Explain the techniques of using
the Substitution method to solve
the equations (for easy
situations only. e.g. where one of
the equations is given as y =
2x).
 Explain how to solve word
problems by identifying key
words and translating the
information given into
mathematical statements
followed by solving the
equations obtained.
 Introduce the index notation for
repeated multiplication of a
Must do (60%)
 Explain the techniques of using
the Elimination method to solve
simultaneous equations:
c) make the numerical
coefficients of the
unknown to be eliminated the
same
using the LCM,
b) discuss the correct operation to
be used
to combine the equations, and
then find
the unknowns.
 Explain the techniques of using
the Substitution method to solve
the equations (for easy
situations only. e.g. where one of
the equations is given as y =
2x).
 Explain how to solve word
problems by identifying key
words and translating the
information given into
mathematical statements
followed by solving the equations
obtained.
 Introduce the index notation for
repeated multiplication of a
Page 6 of 21
 number, e.g. 2× 2× 2 = 23, number, e.g. 2× 2× 2 = 23, number, e.g. 2× 2× 2 = 23,
5 5 5
10× 10× 10× 10× 10 = 10 . 10× 10× 10× 10× 10 = 10 . 10× 10× 10× 10× 10 = 10 .

 Introduce the terms index
(indices) and base in the above
examples.
 Expand expressions of the form
an , where a ≠ 0 and n is a
positive integer.
e.g. 34 = 3× 3× 3× 3.
 Introduce the terms index
(indices) and base in the above
examples.
 Expand expressions of the form
an , where a ≠ 0 and n is a
positive integer.
e.g. 34 = 3× 3× 3× 3.
 Introduce the terms index
(indices) and base in the above
examples.
 Expand expressions of the form
an , where a ≠ 0 and n is a
positive integer.
e.g. 34 = 3× 3× 3× 3.

Content Coverage Could do (100%) Should do (80%) Must do (60%)

3.2 Rules of Indices  Provide examples to help  Provide examples to help  Provide examples to help
students discover the Rule on students discover the Rule on students discover the Rule on
addition of indices, i.e. addition of indices, i.e. addition of indices, i.e.
am × an = am+n . am × an = am+n . am × an = am+n .
 Provide examples to help  Provide examples to help  Provide examples to help
students discover the Rule on students discover the Rule on students discover the Rule on
subtraction of indices i.e. subtraction of indices i.e. subtraction of indices i.e.
m n m−n . m n m−n . m n m−n .
a ÷a = a a ÷a = a a ÷a = a
 Discuss the above rules  Discuss the above rules  Discuss the above rules
algebraically, algebraically, algebraically,
e.g. a2 × a7 = a9 , a5 ÷ a2 = a3. e.g. a2 × a7 = a9 , a5 ÷ a2 = a3. e.g. a2 × a7 = a9 , a5 ÷ a2 = a3.
 Simplify numerical and algebraic  Simplify numerical and algebraic  Simplify numerical and algebraic
expressions using the above expressions using the above expressions using the above
rules and stress that the bases rules and stress that the bases rules and stress that the bases
must be the same in order to use must be the same in order to use must be the same in order to use
these rules. Caution students these rules. Caution students these rules. Caution students
that 23 ×32 ≠ 65 . that 23 ×32 ≠ 65 . that 23 ×32 ≠ 65 .
 Apply Rules of indices and  Apply Rules of indices and  Apply Rules of indices and
remind students that answers remind students that answers remind students that answers
are not to be left in index are not to be left in index are not to be left in index

Differentiated Curriculum SPN-21 Year 8 Page 7 of 21

 notation if the given task is to notation if the given task is to notation if the given task is to
evaluate an expression. evaluate an expression. evaluate an expression.

3.3 Zero and Negative  Establish the concepts of zero  Establish the concepts of zero  Establish the concepts of zero
Indices and negative indices: and negative indices: and negative indices:
−n 1 −n 1 −n 1
a0 = 1 and a = n where a0 = 1 and a = n where a0 = 1 and a = n where
a a a
a ≠0. a ≠0. a ≠0.

Content Coverage Could do (100%) Should do (80%) Must do (60%)

3.4 More Rules of -

 Use numerical examples, and
Indices and then algebraic examples, to help
Fractional Indices students discover the rule for
multiplication of indices i.e.
(a )
m n
= a mn .
 Use numerical examples, and
then algebraic examples, to help
students discover the rule for
multiplication of indices i.e.
(a )
m n
= a mn .

 Discuss the rules of indices when  Discuss the rules of indices when
multiplying and dividing terms multiplying and dividing terms
with the same index, i.e. with the same index, i.e.
a m × b m = ( ab ) m , a m × b m = ( ab ) m ,
m m
am a am a
=  . =  .
bm b bm b

 Review squares, square roots,  Review squares, square roots,

Differentiated Curriculum SPN-21 Year 8 Page 8 of 21
 cubes and cube roots in cubes and cube roots in
numerical and algebraic numerical and algebraic
examples. Introduce the notation examples. Introduce the notation
of fractional indices, i.e. of fractional indices, i.e.
1 1
and and
am =ma am =ma
m m
( ) ( )
1 1
an = am n n
= a m or an = am n = n am or
m m
m  1  m  1 
a n =a n



= ( a)
n m
for any a n =a n



= ( a)
n m
for any
   
positive number of a and positive positive number of a and positive
integers m and n. integers m and n.

 Give extensive practices on  Give extensive practices on

combination of the above rules. combination of the above rules.

Differentiated Curriculum SPN-21 Year 8 Page 9 of 21

Content Coverage Could do (100%) Should do (80%) Must do (60%)

3.6 Powers of ten,  Review writing numbers in  Review writing numbers in  Review writing numbers in
Standard Form and powers of 10. powers of 10. powers of 10.
Simplification in Examples : 10000= 104 and Examples : 10000= 104 and Examples : 10000= 104 and
Standard Form
1 1 1 1 1 1
0.0001= = = 10−4 0.0001= = = 10−4 0.0001= = = 10−4
10000 104 10000 104 10000 104
−4 −4 −4
0.0003= 3× 10 , etc. 0.0003= 3× 10 , etc. 0.0003= 3× 10 , etc.
 Introduce the standard form  Introduce the standard form  Introduce the standard form
A ×10n , where 1≤ A < 10 and n is A ×10n , where 1≤ A < 10 and n is A ×10n , where 1≤ A < 10 and n is
Differentiated Curriculum SPN-21 Year 8 Page 10 of 21
 an integer.
 Stress that the value of A must
lie between 1 and 10 and that
4 128 000 000 = 4 128 ×
106 is
not yet in standard form but has
to be written as 4.128 × 109.
 Give simple practices in
converting ordinary numbers
into standard form and vice
versa.
 Show students how to use the
Rules of indices to simplify and
evaluate numerical expressions
involving multiplication and
division of terms expressed in
standard form.
 Show students how to convert
terms to the same power of 10
using the Rules of indices to
simplify and evaluate numerical
expressions involving addition
and subtraction of terms
expressed in standard form.
 Solve related word problems.
Content Coverage Could do (100%)
4. PYTHAGORAS’
THEOREM (1 week)
4.1 Use of  Identify the right angle and the
Pythagoras’ hypotenuse of right-angled
Theorem triangles in different orientation.
Differentiated Curriculum SPN-21 Year 8
an integer.
 Stress that the value of A must
lie between 1 and 10 and that
4 128 000 000 = 4 128 ×
106 is
not yet in standard form but has
to be written as 4.128 × 109.
 Give simple practices in
converting ordinary numbers
into standard form and vice
versa.
 Show students how to use the
Rules of indices to simplify and
evaluate numerical expressions
involving multiplication and
division of terms expressed in
standard form.
 Show students how to convert
terms to the same power of 10
using the Rules of indices to
simplify and evaluate numerical
expressions involving addition
and subtraction of terms
expressed in standard form.
 Solve related word problems.
Should do (80%)
 Identify the right angle and the
hypotenuse of right-angled
triangles in different orientation.
an integer.
 Stress that the value of A must
lie between 1 and 10 and that
4 128 000 000 = 4 128 ×
106 is
not yet in standard form but has
to be written as 4.128 × 109.
 Give simple practices in
converting ordinary numbers
into standard form and vice
versa.
 Show students how to use the
Rules of indices to simplify and
evaluate numerical expressions
involving multiplication and
division of terms expressed in
standard form.
 Show students how to convert
terms to the same power of 10
using the Rules of indices to
simplify and evaluate numerical
expressions involving addition
and subtraction of terms
expressed in standard form.
 Solve related word problems.
Must do (60%)
 Identify the right angle and the
hypotenuse of right-angled
triangles in different orientation.
Page 11 of 21
  State the Pythagoras’ Theorem
and use it to find the unknown
side of a right-angled triangle
when the other two sides are
given
4.2 Converse of  Use the converse of Pythagoras’
Pythagoras’ Theorem to prove that a triangle
Theorem is a right-angled triangle
Identify ‘Pythagorean triplets’ from
a set of three numbers (e.g.
3,4,5)
5.
INTRODUCTION TO
TRIGONOMETRY
(2 weeks)  Name the hypotenuse (H),
opposite (O) and adjacent (A)
5.1 The sides with respect to an angle
Right-angled  State the sine, cosine and
Triangle and The tangent ratios (Use sOH, cAH,
Trigonometric tOA as a way to remember the
Ratios definitions of the three ratios)
 From right-angled triangles
with 2 sides and an angle
marked,
write the correct relationship
between them
 Find the unknown sides using 
sin, cos or tan and unknown
angles using sin -1, cos -1 or tan using sin -1, cos -1 or tan -1
-1
Content Coverage Could do (100%)
Differentiated Curriculum SPN-21 Year 8
 State the Pythagoras’ Theorem
and use it to find the unknown
side of a right-angled triangle
when the other two sides are
given
- -
 Name the hypotenuse (H),
opposite (O) and adjacent (A)
sides with respect to an angle
 State the sine, cosine and
tangent ratios (Use sOH , cAH,
tOA as a way to remember the
definitions of the three ratios)
 From right-angled triangles
with 2 sides and an angle
marked,
write the correct relationship
between them
Find the unknown sides using 
sin, cos or tan and unknown angles
Should do (80%)
 State the Pythagoras’ Theorem
and use it to find the unknown
side of a right-angled triangle
when the other two sides are
given
 Name the hypotenuse (H),
opposite (O) and adjacent (A)
sides with respect to an angle
 State the sine, cosine and
tangent ratios (Use sOH , cAH,
tOA as a way to remember the
definitions of the three ratios)
 From right-angled triangles
with 2 sides and an angle
marked,
write the correct relationship
between them
Find the unknown sides using
sin, cos or tan and unknown angles
using sin -1, cos -1 or tan -1
Must do (60%)
Page 12 of 21
5.2 Applications of
Trigonometry

(i) Angle of Elevation  Illustrate angle of elevation and

and angle of depression in diagrams,
Angle of with particular reference to the
Depression ‘line of vision’ and the
‘horizontal line’.
(ii) Composite Figures  Interpret word problems and - -
sketch diagrams before solving
problems related to angle of
elevation and angle of
depression.
 Applying trigonometric ratios
and Pythagoras’ theorem in
solving triangles in composite
figures.

6. RECTANGULAR
COORDINATES
AND GRAPHS (3
weeks)
 Draw a rectangular  Draw a rectangular  Draw a rectangular
6.1 Graph of a Set of coordinate plane on graph coordinate plane on graph coordinate plane on graph
Ordered Pairs, paper and explain the paper and explain the paper and explain the
Scales. meanings of: x-axis, y-axis, meanings of: x-axis, y-axis, meanings of: x-axis, y-axis,
origin, x-coordinate, y- origin, x-coordinate, y- origin, x-coordinate, y-
coordinate and quadrants of coordinate and quadrants of coordinate and quadrants of
the Cartesian coordinate plane. the Cartesian coordinate plane. the Cartesian coordinate plane.
 Read and locate points in  Read and locate points in  Read and locate points in
the coordinate plane: a general the coordinate plane: a general the coordinate plane: a general
point (x, y), a point on the x- point (x, y), a point on the x- point (x, y), a point on the x-
axis (x, 0), and a point on the axis (x, 0), and a point on the axis (x, 0), and a point on the
y-axis (0, y). y-axis (0, y). y-axis (0, y).
 Plot given points in the  Plot given points in the  Plot given points in the
coordinate plane. coordinate plane. coordinate plane.
 Stress on the importance of  Stress on the importance of  Stress on the importance of
labelling the axes and origin on labelling the axes and origin on labelling the axes and origin on

Differentiated Curriculum SPN-21 Year 8 Page 13 of 21

 each graph.
 Stress on the importance of
interpreting correctly the scales
for the axes.
Content Coverage Could do (100%)
6.2 Linear Relationships  Draw direct proportion
Between Two graphs based on given data.
Variables (Linear  Interpret and answer
Functions) questions on direct proportion
graphs.
 Use examples of
conversion graphs and simple
travel graphs with constant
speed.
6.3 Graphs of Linear  Revise examples of linear
Equations in Two equations in one variable.
Variables Including  Introduce linear equations in two
Lines Parallel to the variables, x and y, e.g.
x or the y-axis y = 2x, y =2x +3, 3x +2y = 5
etc.
 Explain the steps needed to
construct graphs of linear
equations, i.e. by finding sets of
values of x and y, plotting the
points and drawing a straight line
through all the points.
 Let students draw linear graphs
of the form:
Differentiated Curriculum SPN-21 Year 8
each graph.
 Stress on the importance of
interpreting correctly the scales
for the axes.
Should do (80%)
 Draw direct proportion
graphs based on given data.
 Interpret and answer
questions on direct proportion
graphs.
 Use examples of
conversion graphs and simple
travel graphs with constant
speed.
 Revise examples of linear
equations in one variable.
 Introduce linear equations in two
variables, x and y, e.g.
y = 2x, y =2x +3, 3x +2y = 5
etc.
 Explain the steps needed to
construct graphs of linear
equations, i.e. by finding sets of
values of x and y, plotting the
points and drawing a straight line
through all the points.
 Let students draw linear graphs
of the form:
each graph.
 Stress on the importance of
interpreting correctly the scales
for the axes.
Must do (60%)
 Draw direct proportion
graphs based on given data.
 Interpret and answer
questions on direct proportion
graphs.
 Use examples of
conversion graphs and simple
travel graphs with constant
speed.
 Revise examples of linear
equations in one variable.
 Introduce linear equations in two
variables, x and y, e.g.
y = 2x, y =2x +3, 3x +2y = 5
etc.
 Explain the steps needed to
construct graphs of linear
equations, i.e. by finding sets of
values of x and y, plotting the
points and drawing a straight line
through all the points.
 Let students draw linear graphs
of the form:
Page 14 of 21
 y = mx , y = mx +c and ax +by = c
. .
 Read graphs, e.g. finding the
values of y given the value of x
and vice versa.
 Show that the graphs of y = a , x
= b where a and b are integers,
are straight lines parallel to the
x-axis and y-axis respectively
 Solve simultaneous equations
graphically.
Content Coverage Could do (100%)
Differentiated Curriculum SPN-21 Year 8
y = mx , y = mx +c and ax +by = c
 Read graphs, e.g. finding the
values of y given the value of x
and vice versa.
 Show that the graphs of y = a , x
= b where a and b are integers,
are straight lines parallel to the
x-axis and y-axis respectively
 Solve simultaneous equations
graphically.
Should do (80%)
y = mx , y = mx +c and ax +by = c
.
 Read graphs, e.g. finding the
values of y given the value of x
and vice versa.
 Show that the graphs of y = a , x
= b where a and b are integers,
are straight lines parallel to the
x-axis and y-axis respectively
 Solve simultaneous equations
graphically.
Must do (60%)
Page 15 of 21
7. COORDINATE
GEOMETRY (4
weeks)
 Explain that the gradient gives
7.1 Gradient of a the idea of the ‘slope’ or
Straight Line ‘steepness’ of a plane by using
examples from everyday life.
 Introduce the gradient of a
straight line as a measure of its
inclination expressed as a ratio
of vertical change to horizontal
change.
 Identify lines with positive and
negative gradients.
 Define the gradient of a line
segment in the Cartesian plane
y 2 − y1 y1 − y 2
as m = or
x 2 − x1 x1 − x 2
drawing a right angled triangle
with two given points (x1, y1)
and (x2 , y2) as extremities of its
hypotenuse.
 Calculate the gradient of a
given line segment on a
Cartesian plane.
Content Coverage Could do (100%)
7.2 Drawing/Sketchin
 Draw a line segment through a
Differentiated Curriculum SPN-21 Year 8
 Explain that the gradient gives  Explain that the gradient gives
the idea of the ‘slope’ or the idea of the ‘slope’ or
‘steepness’ of a plane by using ‘steepness’ of a plane by using
examples from everyday life. examples from everyday life.
 Identify lines with positive and  Identify lines with positive and
negative gradients. negative gradients.
 Define the gradient of a line  Show that the gradient of a
segment in the Cartesian plane given line may be obtained by
y 2 − y1 y1 − y 2 calculating the vertical rise over
as m = or by the horizontal run.
x 2 − x1 x1 − x 2
drawing a right angled triangle
with two given points (x1, y1)
and (x2 , y2) as extremities of its
by hypotenuse.
 Calculate the gradient of a
given line segment on a
Cartesian plane.
Should do (80%) Must do (60%)
- -
Page 16 of 21
 g Straight Lines specified point, given its
gradient.
 Draw a line segment through a
specified point on the y-axis,
given its gradient and introduce
the term ‘y-intercept’ as the y-
value of the point where a line
intersects the y-axis.
 Draw a line that passes through
two specified points.
7.3 Equation of a  Review graphs of straight lines
Straight with equation y=mx,
Line in the Form y = mx + c and ax + by = d
y = mx + c (topic 6.3 in year 8).
 Deduce that the numerical
values of m and –a/b as in ax +
by = d are equal to the
gradients of the lines
(calculated by definition, using
any two points on these lines).
 Guide students to conclude that
a line of equation y=mx + c
always intersects the y-axis at
the point (0, c).
 Apply the above conclusions to
find the gradient and the y-
intercept of a line, given its
equation in the form y=mx + c.
 Write the equation of a line in
the form y=mx + c, given its
gradient and the y-intercept,
including the case where c = 0
(at the origin).
 Find the equation of a line of
known gradient that passes
through a specified point.
Differentiated Curriculum SPN-21 Year 8
 Review graphs of straight lines
with equation y=mx,
y = mx + c and ax + by = d
(topic 6.3 in year 8).
 Deduce that the numerical
values of m and –a/b as in ax +
by = d are equal to the
gradients of the lines
(calculated by definition, using
any two points on these lines).
 Guide students to conclude that
a line of equation y=mx + c
always intersects the y-axis at
the point (0, c).
 Apply the above conclusions to
find the gradient and the y-
intercept of a line, given its
equation in the form y=mx + c.
 Write the equation of a line in
the form y=mx + c, given its
gradient and the y-intercept,
including the case where c = 0
(at the origin).
 Find the equation of a line of
known gradient that passes
through a specified point.
 Review graphs of straight lines
with equation y=mx,
y = mx + c and ax + by = d
(topic 6.3 in year 8).
 Explore that the numerical
values of m and –a/b as in ax +
by = d are equal to the
gradients of the lines
(calculated by definition, using
any two points on these lines).
 Guide students to conclude that
a line of equation y=mx + c
always intersects the y-axis at
the point (0, c).
 Apply the above conclusions to
find the gradient and the y-
intercept of a line, given its
equation in the form y=mx + c.
 Write the equation of a line in
the form y=mx + c, given its
gradient and the y-intercept,
including the case where c = 0
(at the origin).
 Find the equation of a line of
known gradient that passes
through a specified point.
Page 17 of 21
Content Coverage Could do (100%)
7.4 Special Lines:  Demonstrate the idea of
Horizontal, gradient, emphasising that the
Vertical and gradient of a horizontal line is 0.
Parallel Lines  Use the definition to show that
the gradient of a horizontal line
defined by two points must be
0, and its equation is of the
form y = constant.
 Interpret the meaning of zero
gradient as horizontal or flat.
 Demonstrate that a vertical line
has undefined gradient, and its
equation is of the form x=
constant.
 Interpret the meaning of
undefined gradient as vertical.
 Show on a Cartesian plane that
parallel lines have equal
gradients and vice versa.
 Find the equation of a line
passing through a given point
such that it is parallel to another
line of known gradient.
7.5 Length of a Line  Use the formula for the length
Segment and the of a line segment, defined by
Coordinates of two points (x1, y1) and (x2, y2)
the Midpoint of a as
Line Segment
d= ( x 2 − x1 ) 2 + ( y 2 − y1 ) 2
Differentiated Curriculum SPN-21 Year 8
Should do (80%)
 Demonstrate the idea of
gradient, emphasising that the
gradient of a horizontal line is 0.
 Use the definition to show that
the gradient of a horizontal line
defined by two points must be
0, and its equation is of the
form y = constant.
 Interpret the meaning of zero
gradient as horizontal or flat.
 Demonstrate that a vertical line
has undefined gradient, and its
equation is of the form x=
constant.
 Interpret the meaning of
undefined gradient as vertical.
 Show on a Cartesian plane that
parallel lines have equal
gradients and vice versa.
 Find the equation of a line
passing through a given point
such that it is parallel to another
line of known gradient.
 Use the formula for the length
of a line segment, defined by
two points (x1, y1) and (x2, y2)
as
. d= ( x 2 − x1 ) 2 + ( y 2 − y1 ) 2
Must do (60%)
 Demonstrate the idea of
gradient, emphasising that the
gradient of a horizontal line is 0.
 Use the definition to show that
the gradient of a horizontal line
defined by two points must be
0, and its equation is of the form
y = constant.
 Interpret the meaning of zero
gradient as horizontal or flat.
 Demonstrate that a vertical line
has undefined gradient, and its
equation is of the form x=
constant.
 Interpret the meaning of
undefined gradient as vertical.
 Show on a Cartesian plane that
parallel lines have equal
gradients and vice versa.
-
.
Page 18 of 21
  Provide practice using the
formula and solve related
problems.
 Use the formula for calculating
the coordinates of mid-points of
line segments, given the two
extremities i.e.
 x1 + x 2 y1 + y 2   x1 + x 2 y1 + y 2
 ,  .
 2 2 
 Apply the formula to solve
related problems.
Content Coverage Could do (100%)
8. SURFACE AREA
AND
VOLUME OF
PRISMS (2 weeks)
 Recognise and identify common
8.1 Solids: Cubes, solids (cuboid, cube, cylinder,
Cuboids, Cylinders sphere, cone and pyramid) from
and other Prisms concrete examples and
diagrams.
[Note that sphere, cone and
pyramid will be covered in later
year]
 Name parts of a solid: edge,
vertex, face, cross-section and
curved surface.
 Recognise and sketch nets of
solids.
 Define a prism as a solid with a
uniform cross-section.
 Identify the shape of the cross
section of a prism (i.e. cube,
cuboid, cylinder, triangular
prism, trapezoidal prism etc).
Differentiated Curriculum SPN-21 Year 8
 Provide practice using the
formula and solve related
problems.
 Use the formula for calculating
the coordinates of mid-points of
line segments, given the two
extremities i.e.

 ,  .
 2 2 
 Apply the formula to solve
related problems.
Should do (80%)
 Recognise and identify common
solids (cuboid, cube, cylinder,
sphere, cone and pyramid) from
concrete examples and
diagrams.
[Note that sphere, cone and
pyramid will be covered in later
year]
 Name parts of a solid: edge,
vertex, face, cross-section and
curved surface.
 Recognise and sketch nets of
solids.
 Define a prism as a solid with a
uniform cross-section.
 Identify the shape of the cross
section of a prism (i.e. cube,
cuboid, cylinder, triangular
prism, trapezoidal prism etc).
Must do (60%)
 Recognise and identify common
solids (cuboid, cube, cylinder,
sphere, cone and pyramid) from
concrete examples and
diagrams.
[Note that sphere, cone and
pyramid will be covered in later
year]
 Name parts of a solid: edge,
vertex, face, cross-section and
curved surface.
 Recognise and sketch nets of
cuboid, cylinder and prism.
 Define a prism as a solid with a
uniform cross-section.
 Identify the shape of the cross
section of a prism (i.e. cube,
cuboid, cylinder, triangular
prism, trapezoidal prism etc).
Page 19 of 21
 8.2 Surface Area of  Find the total surface area of a
Prisms prism by adding up areas of all
faces.
 Identify the curved surface and
two circular ends of a cylinder.
 Derive the formula for the
curved surface area of a
cylinder, i.e. 2πrh by a
practical activity.
 Derive the formula for the total
surface area of a cylinder and
apply the formula to calculate
surface area of given cylinders
(Note that there are three
situations: solid or closed
cylinder, open cylinder and
circular tube).
 Perform calculations on surface
area of the given solids
including conversion of units
between cm2 and m2.
 Find the total surface area of a  Find the total surface area of a
prism by adding up areas of all prism by adding up areas of all
faces. faces.
 Identify the curved surface and  Identify the curved surface and
two circular ends of a cylinder. two circular ends of a cylinder.
 Derive the formula for the  Perform calculations on surface
curved surface area of a area of cuboid and cylinder
cylinder, i.e. 2πrh by a
practical activity.
 Derive the formula for the total
surface area of a cylinder and
apply the formula to calculate
surface area of given cylinders
(Note that there are three
situations: solid or closed
cylinder, open cylinder and
circular tube).
 Perform calculations on surface
area of the given solids
including conversion of units
between cm2 and m2.

Content Coverage Could do (100%) Should do (80%) Must do (60%)

8.3 Volume of Prisms  Discuss the relationship
and Cylinders between length x breadth x
height and area of uniform
cross-section (i.e. the base) x
height, for a cuboid and a cube.
 Apply the formula for volume of
prism i.e. area of cross-section
× height, in problems involving
various common prisms.
 Similarly, derive the formula for
 Apply the formula for volume of
cylinder and prism i.e. area of
cross-section × height.
 Apply the formula in problem
involving open cylinder,
closed/solid cylinder and
circular tube.
 Apply the formula for volume of
cylinder and prism i.e. area of
cross-section × height.
 Apply the formula in problem
involving open cylinder,
closed/solid cylinder and circular
tube.

Differentiated Curriculum SPN-21 Year 8 Page 20 of 21

 volume of a cylinder, i.e. V=
πr 2 h .
 Apply the formula in problems
involving open cylinder,
closed/solid cylinder and
circular tube.
 Solve problems on volume
including conversion of units
(Eg. cm3 to m3, ml to litre and
vice versa)

Differentiated Curriculum SPN-21 Year 8 Page 21 of 21