Page 6 - ICSE Math 8

Syllabus

Number System
Key Concepts Learning Outcomes Suggested Transactional Processes
Rational Numbers Students will be able to: • Revising previous concepts learnt by
• Properties of rational numbers. • describe properties of rational numbers children.
(including identities). Using general and express them in general form; • Building on children’s previous
form of expression to describe • consolidate operations on rational learning
properties numbers; • Involving children in writing
• Representation of rational numbers • represent rational numbers on the general form of rational numbers and
on the number line number line; associating it with the rules of algebra.
• Between any two rational numbers • understand that between any two The operations on algebraic expressions
there lies another rational number rational numbers there lies another will help in describing properties of
• Word problem rational number rational numbers.
Exponents and Powers • generalise and verify properties of • Encouraging children to use the
• Laws of exponents with integral rational numbers. (including identities); rules for comparison of integers and
powers • use general form of expression to fractions to develop their own rules for
• Square and Square roots using factor describe properties of operations comparison of rational numbers.
method and division method for on rational numbers like closer, • Encouraging children to reach the
numbers containing (a) no more than commutative, associative, existence of conclusion that half of the sum of two
total 4 digits and (b) no more than 2 identity and existence of inverse; rational numbers lies between them
decimal places • write repeated multiplication and and thus a rational number can be
• Cubes and cubes roots (only factor division using integers as exponents; obtained between any two rational
method for numbers containing at • describe and verify laws of exponents numbers. Providing hints to children
most 3 digits) with integral powers; while reaching the conclusion that
Playing with Numbers • find squares, square roots, cubes, cube the process of finding a rational
• Writing and understanding a 2-digit roots of number; number between any two numbers
and 3-digit number in generalized • find square and square roots; never stops and thus there lies infinite
form (100a + 10b + c, where a, b, c • find cubes and cubes roots; many rational numbers between any
can be only digit 0-9) and engaging • estimate square roots and cube roots. two rational numbers
with various puzzles • write and understand a 2- and 3-digit • Facilitating children to observe
• Children to solve and create problems numbers in generalized form patterns in square numbers and to
and puzzles. • deduce the divisibility test rules of 2, 3, form their rules for perfect square
• Deducing the divisibility test rules 5, 9, 10 for a two or three-digit number numbers and square roots.
of 2, 3, 5, 9, 10 for a 2- or 3-digit expressed in the general form; • Facilitating children to observe
number expressed in the general • find union and intersection of sets; patterns in perfect cube numbers and
form. • define disjoint sets; form rule for cube root numbers.
Sets • find complement of a set. • Utilizing children’s understanding
• Union and intersection of sets about algebra to introduce the
• Disjoint set generalized form of 2- and 3-digit
• Complement of a set numbers and to prove divisibility test
of numbers.
Ratio and Proportion
Key Concepts Learning Outcomes Suggested Transactional Processes
• Slightly advanced problems involving Students will be able to: • Arriving at the formula for
applications on percentages, profit • solve slightly advanced problems compound interest through patterns
and loss, overhead expenses, involving application on percentages, and using it for simple problems.
Discount, tax. profit and loss, overhead expenses,
• Difference between simple and discount and tax;
compound interest (compounded • explore the difference between simple
yearly up to 3 years or half-yearly up and compound interest (compounded
to 3 steps only yearly up to 3 years or half-yearly up
to 3 steps only),