MATHEMATICS – SCHEME OF WORK SPN-21 (INTERIM STAGE)

SHOULD DO YEAR 8

Content Coverage Scope and Development Suggested Activities Supplementary

Resources

11. STATISTICS
(Continuation from Year
7)  Introduce the term average as a Investigate the heights of
11.5 Averages: Mode, representative value of a set of data, by giving students in different
Median and Mean everyday examples: average shoe size, average categories (e.g. male and
weight, average height etc. female). Make comparisons
between the groups using
 Introduce the term mode and modal value of mean, median and mode.
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 there are no extreme observed values, and
in statistical work.
 Solve simple problems involving mode,
median and mean.
Give a set of data and lead
students to the discussion
on how to select the most
suitable average for the
given situation so that it
reflects a fair, realistic and
practical representative
value of the given data.

Should Do (Year 8) Page 1 of 19

Content Coverage Scope and Development Suggested Activities Supplementary
Resources

1. EVERYDAY
MATHEMATICS
(3 weeks)

1.1 Earning and  Explain the terms earning and spending with Use real-life examples to COUNTS 2
Spending examples. discuss expenditure TOPIC 1: Ratio,
 Use given data or data extracted from tables and especially at the start of a Proportion,
charts to solve problems on personal and school year. Percentages and
household finance. Application
(Pg 21 – 33)
1.2 Simple Interest  Explain the terms simple interest, rate per Compare interest rates
annum, principal and amount. from different banks. Exploring Maths 2B
Calculate the returns for (Pg 1– 44)
 Derive the formula I=PRT for finding simple
interest through examples and stress that the unit fixed deposits with different
of T is years. rates and different
durations.
 Solve problems on simple interest.

1.3 Profit and Loss  Explain the concepts of profit and loss, cost price Ask students to imagine
and selling price. that they are going to sell
 Relate percentage increase/decrease to things for a fund-raising
percentage profit/loss. project. Discuss concepts in
 Solve problems on finding the cost price or selling relation to this project.
price, profit and loss.

1.4 Discount  Explain the meaning of discount and percentage Discuss the concept of
discount in everyday life. discount using
 Solve problems on finding the sale price, rate of advertisements in the
discount or the original price. newspapers during the Mid-
Year Sale or Brunei Grand
Sale.

Should Do (Year 8) Page 2 of 19

2. ALGEBRA 2 (4
weeks)
 Use the area concepts to teach basic algebraic Get the more able students COUNTS 2
2.1 Expansion of expansions for a(b + c) and (a + b)(c + d). to recognise and apply the TOPIC 3: Algebraic
Brackets special products of Expansion and
and Simplification
 Generalise the process of expansion of a(b + c) factorisation (Pg 69 –
and (a + b)(c + d). (a + b) 2 = a 2 + 2ab + b 2
87)
 Extend the ideas to (ax + by)(cx + dy). (a − b) 2 = a 2 − 2ab + b 2 .
(Caution on common mistake like ax times cx =
acx). TOPIC 4: Algebraic
 Distinguish between a + b(c + d) and (a + b)(c + fractions, formulae
d). and
linear inequalities
(Pg 97 – 116)
2.2 Factorisation by  Explain the meaning of factorisation as the Revise the concept of
Taking reverse process of expansion. factors by using numbers COUNTS 3
Out the Highest e.g. 6 = 2 x 3. TOPIC 1: Algebraic
Common
 Show the method of factorisation by taking out fractions, formulae
the highest common factors and generalise the and
Factors (HCF)
steps: indices
(a) for numbers, find the HCF, (Pg 1 – 20)
(b) for each letter, the HCF is the one with the
lowest power.
Exploring Maths 2A
(Pg 25 – 75)
2.3 Factorisation by  Identify the characteristics of algebraic Explain that factorising
Grouping expressions that can be factorised by grouping. 3a + 3b – ca – c b Discovering
 Explain the method of this factorisation and work = 3(a +b) – c(a + b) Mathematics Bk 2A
out = (a +b)(3 – c) Chapter 2
examples, reminding students to be careful with can also be done by
change of signs when there is a minus sign in rearranging expression as
front of the brackets. 3a – ca + 3b – cb
= a(3 – c) + b(3 – c)
=(3 – c)(a + b)
to avoid mistakes made in
change of sign.

Should Do (Year 8) Page 3 of 19

2.4 Factorisation of a  Perform the expansion and use the result of Begin with numbers that
Difference of Two are perfect squares e.g.
( a + b)( a − b) = a − b to explain that the result
2 2
Squares (5 +4)( 5 −4) =52 −4 2 , etc,
of factorisation of a 2 − b 2 is ( a + b)( a −b) .
then proceed to algebraic
 Identify difference of two squares and use the expansion.
above rule to factorise them. Work out examples such as
 Discuss examples of a combination of 2.2 and 2.4. 5a 2 − 5 , and in particular,
stress that 1 is a perfect
square.

2.5 Formulae  Give some common formulae and explain the Start with solving an
meaning of the subject of the formula. equation such as 6x + 3 =
 Teach the techniques of changing the subject of a 15, then ask the students
formula for common situations where the subject how they would find an
(a) is in brackets, expression for x when 6x +
(b) is in a fraction, 3 = y. Move on to asking
(c) is in a square root or cube root, the students for simple
(d) is raised to a power, formulae they know, such
(e) appears in two terms. as A=lb and ask them to
transform it to make
another variable the
subject.
1 3
Note that V = πr can be
3 COUNTS 2
TOPIC 3: Algebraic
written as V =
πr 3 , etc.
expansion and
3 factorisation (Pg 89 –
93)
2.6 Solving Linear  Use the techniques in expansion of brackets to Caution students on
Equations solve linear equations with brackets. common mistakes e.g. 2x – COUNTS 2
(With Brackets) 3(x + 1) = 2x – 3x + 3. TOPIC 6:

Should Do (Year 8) Page 4 of 19

 Simultaneous equation
2.7 Solving  Explain the techniques of using the Elimination Begin with real-life (Pg 171 – 182)
Simultaneous method to solve simultaneous equations: examples like ‘Three apples
Equations a) make the numerical coefficients of the unknown and two oranges cost
to be $2.20. One apple and one
eliminated the same using the LCM, orange cost $0.90. What is
b) discuss the correct operation to be used to the cost of an apple and an
combine the equations, and then find the orange?’ The students may
unknowns. solve this problem by
doubling the second set of
 Explain the techniques of using the Substitution information and subtracting
method to solve the equations (for easy situations
from the first. Explain the
only. e.g. where one of the equations is given as y
information algebraically
= 2x).
and show how to set out
 Explain how to solve word problems by identifying the solution.
key words and translating the information given
into mathematical statements followed by solving Show other examples of
the equations obtained. pairs of simultaneous
equations.

3. INDICES AND
STANDARD FORM
(4 weeks)

3.1 Index Notation  Introduce the index notation for repeated Review use of index COUNTS 2
multiplication of a number, e.g. 2× 2× 2 = 23, notation in work on prime TOPIC 2: Indices
5 factorisation learnt in Year (Pg 40 – 62)
10× 10× 10× 10× 10 = 10 . 1.
 Introduce the terms index (indices) and base in Exploring Maths 3A
the above examples. (Pg 1 – 22)
 Expand expressions of the form an , where a ≠ 0 Discovering
and n is a positive integer.
Mathematics Bk 3A
e.g. 34 = 3× 3× 3× 3. Chapter 1

Should Do (Year 8) Page 5 of 19

3.2 Rules of Indices  Provide examples to help students discover the Guide students to discover
Rule on addition of indices, i.e. am × an = am+n . the Rules of addition of
indices by deduction from
 Provide examples to help students discover the examples like
Rule on subtraction of indices i.e. am ÷ an = am−n . 43 × 42
 Discuss the above rules algebraically, = (4 × 4 × 4) ×(4× 4)
e.g. a2 × a7 = a9 , a5 ÷ a2 = a3. = 4× 4 × 4 × 4 × 4
 Simplify numerical and algebraic expressions = 45.
using the above rules and stress that the bases (Find the relationship
must be the same in order to use these rules. between the indices 3, 2
Caution students that 23 ×32 ≠ 65 . and 5).
 Apply Rules of indices and remind students that
answers are not to be left in index notation if the Extend the idea to the Rule
given task is to evaluate an expression. on subtraction of indices by
deduction from examples
like
47 ÷ 42
47
=
42
4× 4 × 4× 4 × 4 × 4× 4
=
4× 4
= 45.
(Find the relationship
between the indices 7, 2
and 5).

Should Do (Year 8) Page 6 of 19

3.3 Zero and Negative  Establish the concepts of zero and negative Use numerical examples to
Indices indices: derive zero index and
−n 1 negative index
a0 = 1 and a = n where a ≠ 0 . e.g.
a
(i) 54 ÷ 54 = 54−4 = 50,
54
and 54 ÷ 54 = = 1.
54
Therefore, 50 = 1.

4 −7
(ii) 5 4 ÷ 5 7 = 5 = 5 −3 ,
5 × 5 ×5 × 5
and 5 4 ÷ 5 7 =
5 ×5 × 5 × 5 ×5 × 5 ×5
1
= 3 .
5
1
Therefore , 5 −3 = 3 .
5

3.4 More Rules of  Use numerical examples, and then algebraic Use numerical examples to
Indices and examples, to help students discover the rule for derive the Rule on
Fractional Indices multiplication of indices i.e. multiplication of indices,
(a )
m n
= a mn .
e.g.
(5 )
2 3
= 5 2 ×5 2 ×5 2 = 5 6.
(Find the relationship
 Discuss the rules of indices when multiplying and between the indices 2, 3
dividing terms with the same index, i.e. and 6).
a m × b m = ( ab ) m ,
Use numerical examples to
m
am a derive the Rule on indices
=  . when multiplying terms
bm b
with the same index, e.g.
32 ×4 2 = 3×3×4 ×4
= ( 3 × 4) × ( 3 × 4)
= ( 3 × 4) 2 .

Similarly, derive the rule

Should Do (Year 8) Page 7 of 19
 when dividing two terms
with the same index.

Discuss examples on these

rules especially in cases
like:
3
12 3  12 
3
=   = 63 = 216 .
2 2 
1 1 1 1
2 2 × 502 = (2 × 50) 2 = 1002 = 10
 Review squares, square roots, cubes and cube
roots in numerical and algebraic examples.
Introduce the notation of fractional indices, i.e.
1
and
am =ma 1
Consider .
m 
m
 92
( )
m 1

an =
1
am n
n
= am or a n =a

n 

= ( a)
n m
for 1 1 1
  9 2 = (3 ×3) 2 =
3 
2 2 = 31 = 3

any positive number of a and positive integers m  
and n. Since we know that 9 =3 ,
1
therefore 9 2 = 9 .
 Give extensive practices on combination of the 1
above rules. (an index of means the
2
same as ‘square root’ of the
base).

Explain that it is easier to

evaluate
2
8 3 = ( 3 8) 2 = 22 = 4
2
than 8 = ( 3 82 ) = 3 64 = 4 .
3

Show that this type of

problem can also be solved
by expressing 8 as a power
of 2 first, then use the

Should Do (Year 8) Page 8 of 19

 multiplication rule i.e.
2 2
8 3 = (23 ) 3 = 22 = 4.

3.5 Solving Simple  Solve simple exponential equations by

Exponential expressing both sides in terms of the same base
Equations and then equating the indices, i.e,
a m = a n ⇒ m = n [ Caution : a ≠−1, 0, 1 ]

 Solve simple exponential

equations by expressing both sides in terms of the
same index and then equating the bases, i.e,
a m = bm ⇒ a = b

3.6 Powers of ten,  Review writing numbers in powers of 10. Show that very large and
Standard Form and Examples : 10000= 104 and very small numbers are
Simplification in 1 1 cumbersome to write
Standard Form 0.0001= = = 10−4 especially when doing
10000 104
−4
multiplications. Ask
0.0003= 3× 10 , etc. students to multiply
 Introduce the standard form A ×10n, where mentally, say 2 000 000 ×
1≤ A < 10 and n is an integer. 3 6 000 000 and write the
 Stress that the value of A must lie between 1 and result as an ordinary
10 and that number 72 000 000 000
4 128 000 000 = 4 128 × 106 is not yet in 000. Do the same
standard form but has to be written as 4.128 × calculation on the calculator
to compare the result. Use
109.
this opportunity to
 Give simple practices in converting ordinary
introduce and describe the
numbers into standard form and vice versa.
correct notation.
 Show students how to use the Rules of indices to
simplify and evaluate numerical expressions
Should Do (Year 8) Page 9 of 19
 involving multiplication and division of terms Suggest that students
expressed in standard form. check answers by writing as
 Show students how to convert terms to the same ordinary numbers when in
power of 10 using the Rules of indices to simplify doubt.
and evaluate numerical expressions involving
addition and subtraction of terms expressed in
standard form.
 Solve related word problems.

4. PYTHAGORAS’
THEOREM (1 week)

4.1 Use of  Identify the right angle and the hypotenuse of Show Pythagoras’ Theorem COUNTS 3
Pythagoras’ right-angled triangles in different orientation. by an activity e.g. using a TOPIC 2: Pythagoras’
Theorem triangle of side 3, 4 and 5 Theorem and
 State the Pythagoras’ Theorem and use it to find cm, construct the squares Trigonometry
the unknown side of a right-angled triangle when on each side and deduce (Pg 32 – 42)
the other two sides are given the relationship between
the areas of these squares. Exploring Maths 3A
(Pg 25 – 47)

Discovering
Mathematics Bk 2B
Chapter 7

www.kyes-
world.com/pythagor.ht
m

www.blarg.net/~math/
second.html

www.themathpage.co
m/aTrig/pythagorean-
Should Do (Year 8) Page 10 of 19
 theorem.htm

Revise Pythagoras’
Theorem at
http://www.bbc.co.uk/s
chool/gcsebitesize/mat
hs/shapeih/index.shtm
l

Should Do (Year 8) Page 11 of 19

5.

INTRODUCTION TO Ask students to draw

TRIGONOMETRY several right-angled COUNTS 3
(2 weeks)  Name the hypotenuse (H), opposite (O) and triangles with an angle 30o TOPIC 2:
adjacent (A) and adjacent sides of 2 cm, Pythagoras’
5.1 The sides with respect to an angle 4 cm and 5 cm. Measure Theorem and
Right-angled the opposite sides as Trigonometry
Triangle and The  State the sine, cosine and tangent ratios (Use accurately as possible and (Pg 43 – 62)
Trigonometric sOH , cAH, tOA as a way to remember the compare the results of the
Ratios definitions of the three ratios) opposite side Exploring Maths 3A
. This (Pg 51 – 90)
adjacent side
 From right-angled triangles with 2 sides and an demonstrates that the
tangent ratio of a particular Discovering
angle marked,
Mathematics Bk 3B
write the correct relationship between them angle remains constant
irrespective of size of the Chapter 7
 Find the unknown sides using sin, cos or tan triangle. Explain that when
the adjacent side is 1 cm, For worksheets on
and unknown angles using sin -1, cos -1 or tan -1 trigonometry follow
the opposite side is tan 30o.
Check that this value is the links at
www.projects.ex.ac.uk
consistent with the
calculator. /trol/trol/

The above activity can be

adapted to show properties
of the sine and cosine
ratios.

Show as a calculator
activity that, as ∠ A
increases from 0o to 90o,
the value of:
- tan ∠ A increases from 0
to infinity;
- sin ∠ A increases from 0 to
1;
- cos ∠ A decreases from 1
to 0.

Caution students on the

Should Do (Year 8) Page 12 of 19

 way to

write answers, i.e.

3
tan A = ,
4
then A = 36.9o (correct
to 1 decimal place),
3
not tan A =
4
= 36.9

Should Do (Year 8) Page 13 of 19

6. RECTANGULAR
COORDINATES
AND GRAPHS (3
weeks)
 Draw a rectangular coordinate plane on graph Make sure that students are COUNTS 2
6.1 Graph of a Set of paper and explain the meanings of: x-axis, y- competent in marking the TOPIC 5: Rectangular
Ordered Pairs, axis, origin, x-coordinate, y-coordinate and axes correctly in a uniform coordinates in two
Scales. quadrants of the Cartesian coordinate plane. manner according to a dimensions and
given scale especially such graphs
 Read and locate points in the coordinate as 2 cm to represent 1 unit, (Pg 129 – 147,
plane: a general point (x, y), a point on the x-
2 cm to represent 5 units, Pg 150 – 157)
axis (x, 0), and a point on the y-axis (0, y).
etc. Give sufficient practice
 Plot given points in the coordinate plane. in reading and stating COUNTS 3
 Stress on the importance of labelling the axes values to the correct TOPIC 3: Straight line
and origin on each graph. accuracy. graphs and their
 Stress on the importance of interpreting equations
correctly the scales for the axes. (Pg 91 – 94)
Exploring Maths 2A
6.2 Linear Relationships  Draw direct proportion graphs based on given Show a conversion graph (Pg 125 – 154)
Between Two data. between Brunei $ and Discovering
Variables (Linear  Interpret and answer questions on direct Malaysian Ringgit. Use it to Mathematics Bk 1B
Functions) proportion graphs. convert one currency to Chapter 12
 Use examples of conversion graphs and another.
simple travel graphs with constant speed. http://www.com/school
/subject3/lessons.S3U
1L2Gl.html

6.3 Graphs of Linear  Revise examples of linear equations in one As a whole class activity, COUNTS 3
Equations in Two variable. solve problems like, ‘I think TOPIC 3:
Variables Including  Introduce linear equations in two variables, x and of a number, multiply by 2, Straight line
Lines Parallel to the y, e.g. add 3 and write down the graphs and their
x or the y-axis y = 2x, y =2x +3, 3x +2y = 5 etc. answer’. Construct tables of equations
the input numbers and the (Pg 75 – 81, Pg 85 –
 Explain the steps needed to construct graphs of answers. Plot the graph of 90)
linear equations, i.e. by finding sets of values of x ‘answer’ against ‘input
and y, plotting the points and drawing a straight number’. Investigate the TOPIC 4:
line through all the points. properties of the resulting Graphical solution
 Let students draw linear graphs of the form: lines and use the lines to (Pg 105 – 113)
y = mx , y = mx +c and ax +by = c . predict the answer from
 Read graphs, e.g. finding the values of y given the other input numbers and Exploring Maths 2A
Should Do (Year 8) Page 14 of 19
 value of x and vice versa. vice versa. (Pg 157 – 186)
 Show that the graphs of y = a , x = b where a and
b are integers, are straight lines parallel to the x- Discovering
axis and y-axis respectively Mathematics Book 1B
Chapter 12
 Solve simultaneous equations graphically.

7. COORDINATE Demonstrate the idea of

GEOMETRY (4 slope and the definition of
weeks) gradient through a practical
 Explain that the gradient gives the idea of the activity as follows: 1. COUNTS 2
7.1 The Gradient of ‘slope’ or ‘steepness’ of a plane by using Support and elevate one TOPIC 5:
a Straight Line examples from everyday life. end of a plank Rectangular
(approximately 50cm long) coordinates in
 Identify lines with positive and negative with books or other means. two dimensions
gradients. Measure and record the and graphs
vertical displacement (h) (Pg 148 – 149)
and the horizontal distance
 Define the gradient of a line segment in the (b). COUNTS 3
y 2 − y1 y1 − y 2 TOPIC 3:
Cartesian plane as m = or by
x 2 − x1 x1 − x 2 Straight line
plank graphs and their
drawing a right angled triangle with two given
equations
points (x1, y1) and (x2 , y2) as extremities of its h (Pg 68 – 74, Pg
hypotenuse.
82 – 84, Pg 95 – 99)
 Calculate the gradient of a given line segment on b Exploring Maths 3B
a Cartesian plane. (Pg103 – 142)
H
B Discovering Maths Bk
h/b 3B Chapter 9
2. Tabulate and compute
the ratio h/b

3. Lead students to
Should Do (Year 8) Page 15 of 19
 interpret the h/b ratios and
conclude that the greater
the ratio, the steeper the
slope is. Then introduce
the definition of gradient to
denote the steepness of the
slope.

7.2 Equation of a  Review graphs of straight lines with equation Get students to draw
Straight y=mx, graphs of
Line in the Form y = mx + c and ax + by = d (topic 6.3 in year (i) y = x, y = 2x, y = 3x, ..
y = mx + c 8). (ii)y = x, y = x + 1, y = x +
3, ..
 Deduce that the numerical values of m and –a/b
(iii)y = x, y = - x, y = -2x, ..,
as in ax + by = d are equal to the
Discuss their properties and
gradients of the lines (calculated by definition,
lead to work on gradient of
using any two points on these lines).
a straight line.
 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.

7.3 Special Lines:  Demonstrate the idea of gradient, emphasising Give students a practical

Should Do (Year 8) Page 16 of 19

 Horizontal, that the gradient of a horizontal line is 0. activity of finding the
Vertical and  Use the definition to show that the gradient of a gradient of a few horizontal
Parallel Lines horizontal line defined by two points must be 0, and vertical lines and
and its equation is of the form y = constant. discuss the results.
 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.

7.4 Length of a Line  Use the formula for the length of a line segment, Review Pythagoras’
Segment and the defined by two points (x1, y1) and (x2, y2) as Theorem, then mark two
Coordinates of given points on a Cartesian
the Midpoint of a d= ( x 2 − x1 ) 2 + ( y 2 − y1 ) 2 . plane and construct a right-
Line Segment angled triangle with the
 Provide practice using the formula and solve
given line segment as the
related problems.
hypotenuse and derive the
 Use the formula for calculating the coordinates of distance formula.
mid-points of line segments, given the two
 x1 + x 2 y1 + y 2  Draw a line segment defined
extremities i.e.  ,  . by two specified points.
 2 2  Identify and write down
 Apply the formula to solve related problems. coordinates of the mid-point
of the line segment. Repeat
this activity several times
and derive the midpoint
formula.

8. SURFACE AREA
AND
VOLUME OF
PRISMS (2 weeks) COUNTS 1
 Recognise and identify common solids (cuboid, TOPIC 12:
Should Do (Year 8) Page 17 of 19
 8.1 Solids: Cubes, cube, cylinder, sphere, cone and pyramid) from Mensuration of solid
Cuboids, Cylinders concrete examples and diagrams. figures (Pg 301 – 317)
and other Prisms [Note that sphere, cone and pyramid will be Construct nets of simple
covered in later year] solids on thin card and Exploring Maths 1B
 Name parts of a solid: edge, vertex, face, cross- make up the corresponding (Pg 119 – 141)
section and curved surface. 3-D shapes.
 Recognise and sketch nets of solids. Discovering
 Define a prism as a solid with a uniform cross- Mathematics Bk 1B
section. Chapter 15
 Identify the shape of the cross section of a prism
(i.e. cube, cuboid, cylinder, triangular prism, http://www.hopepaul.c
trapezoidal prism etc). om/kids/solidgeo/intro/
intro.htm

8.2 Surface Area of A useful method to find the http://www.outfo.org/

 Find the total surface area of a prism by adding
Prisms total surface area of any mathematics/geometr
up areas of all faces.
solid is to identify the shape y/objects/3d/polyhedra
 Identify the curved surface and two circular ends
of each face and find its /cuboid/
of a cylinder.
area. Do this systematically
 Derive the formula for the curved surface area of
: Front, Back, Top, Bottom,
a cylinder, i.e. 2πrh by a practical activity.
Left and Right. The total
 Derive the formula for the total surface area of a surface area is the sum of
cylinder and apply the formula to calculate the areas of all faces.
surface area of given cylinders (Note that there
are three situations: solid or closed cylinder, Use nets of cuboids to
open cylinder and circular tube). investigate their surface
 Perform calculations on surface area of the given areas.
solids including conversion of units between cm2
Make a model of a cuboid Calculating volumes
and m2.
measuring 2 cm x 3 cm x 4 and surface areas
cm by http://www.bbc.co.uk/s
(a) combining the faces of chool/gcsebitesize/mat
the solid, hs/shapeih/index.shtm
(b) folding the layout of the l
solid.

Use the labels on the food

tins to illustrate
circumference and surface
area, hence derive the
formula of the curved
Should Do (Year 8) Page 18 of 19
 surface area of a cylinder.

8.3 Volume of Prisms  Apply the formula for volume of cylinder and Use real cubes and cuboids
prism i.e. area of cross-section × height. to calculate surface area
and volume for examples,
 Apply the formula in problem involving open boxes, steps, classrooms
cylinder, closed/solid cylinder and circular tube. and corridors.

Show that an A4 sheet of

paper can be rolled into
cylinders in two ways. Ask
which gives the bigger
volume? If the area of
paper remains constant but
the length and width can
vary, investigate what
width and length gives the
maximum volume of a
cylinder.

Should Do (Year 8) Page 19 of 19