Mathematics CCP Curriculum b7 b10 Draft Zero

GHANA EDUCATION SERVICE
(MINISTRY OF EDUCATION)
REPUBLIC OF GHANA
MATHEMATICS
COMMON CORE PROGRAMME CURRICULUM
(BASIC 7 - 10)
FEBRUARY 2020
Mathematics Curriculum for B7- B10
Enquiries and comments on this Curriculum should be addressed to:

The Executive Secretary
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
Email: info@nacca.gov.gh
Website: www.nacca.gov.gh
INTRODUCTION
In the first four years of high school education, learners are expected to take a Common Core Programme (CCP) that emphasizes a set of
high, internationally-benchmarked career and tertiary education ready standards. Learners need to acquire these for post-secondary education,
the workplace or both. The standards articulate what learners are expected to know, understand and be able to do by focusing on their social,
emotional, cognitive and physical development. The (CCP) runs from Basic 7 through Basic 10.
The common core attributes of the learner, which describe the essential outcomes in the three domains of learning (i.e. cognitive,
psychomotor and affective), are at the centre of the CCP (see Figure 1). Inspired by the values which are important to the Ghanaian society,
the CCP provides an education of the heart, mind and hands in relation to on the learner’s lifetime values, well-being, physical development,
metacognition and problem-solving. Ultimately, this will produce character-minded learners who can play active roles in dealing with the
increasing challenges facing Ghana and the global society.
The features that shape the common core programme are shown in Figure 1. These are
• learning and teaching approaches – the core competencies, 4Rs and pedagogical
approaches
• learning context – engagement service and project
• learning areas – mathematics, science, computing, language and literacy, career
technology, social studies, physical and health education, creative arts and design and
religious and moral education.
These are elaborated subsequently:
Learning and teaching approaches

• The core competences: Describe the relevant global skills for learning that the CCP helps
learners to develop in addition to the 4Rs. The global skills for learning allow learners to
become critical thinkers, problem-solvers, creators, innovators, good communicators,
collaborators, digitally literate, culturally and globally sensitive citizens who are life-long
learners that have keen interest in their personal development.
• Pedagogical approaches: The CCP emphasises creative and inclusive pedagogies that are
anchored on authentic and enquiry-based learning, collaborative and cooperative
learning, differentiated learning, and holistic learning as well as cross disciplinary learning.
• The 4Rs across the Curriculum: The 4Rs refer to Reading, wRiting, aRithmetic and
cReativity, which all learners must become fluent in.
© NaCCA, Ministry of Education 2020 1

Learning context
The CCP places emphasis on engagement of learners in the classroom activities, projects (in and outside the classrooms). These projects can
involve individual or group tasks which all learners are required to complete by the end of Basic 10. The CCP project provides learners with
contexts to demonstrate creativity and inventiveness in various areas of human endeavor. Community service offers opportunity for learners
to nurture, love and care for their community and solve problems in the community.
Learning Areas
The CCP comprises the following subjects:
1. Languages (English, Ghanaian Languages, French, Arabic)
2. Mathematics
3. Science
4. Creative Arts and Design
5. Career Technology
6. Social Studies
7. Computing
8. Religious and Moral Education (RME)
9. Physical and Health Education
This document sets out the standards for learning mathematics in the Common Core Programme (CCP). The standards in the document are
posited in the expectation that CCP (B7 – B10) will offer quality education for all types of learners. The design of this curriculum is based on
the features of the CCP as shown in Figure 1. It emphasizes a set of high internationally-benchmarked career and tertiary education ready
standards. Learners need to acquire these competencies in mathematics for post-secondary education, the workplace training or both. The
curriculum has been designed to be user friendly because it provides a detailed preamble that covers the rationale, philosophy, aims, profile of
expected learning behaviours (i.e. knowledge, skills, attitudes and values), pedagogical approaches, core competencies and the 4Rs, assessment
practices and instructional expectations.

RATIONALE
Mathematics forms an integral part of our everyday lives and it is a universal truth that development is hinged on mathematics. Mathematics is
the backbone of social, economic, political, and physical development of a country. It is a never-ending creative process, which serves to
promote discovery and understanding. It consists of a body of knowledge which attempts to explain and interpret phenomena and
experiences. Mathematics has changed our lives and it is vital to Ghana’s future development.
To provide quality mathematics education, teachers must facilitate learning in the mathematics classroom. This will provide the foundations for
discovering and understanding the world around us and lay the grounds for mathematics and mathematics related studies at higher levels of
education. Learners should be encouraged to understand how mathematics can be used to explain what is occurring, predict how things will
behave and analyse causes and origin of things in our environment. The mathematics curriculum has considered the desired outcomes of
education for learners at the basic level. Mathematics is also concerned with the development of attitudes and therefore it is important for all
citizens to be mathematically and technologically literate for sustainable development. Mathematics therefore ought to be taught using hands-
on and minds-on approaches which learners will find as fun and adopt mathematics as a culture.
PHILOSOPHY
Teaching Philosophy
Ghana believes that an effective mathematics education needed for sustainable development should be inquiry-based. Thus, mathematics
education must provide learners with opportunities to expand, change, enhance and modify the ways in which they view the world. It should
be pivoted on learner-centred mathematics teaching and learning approaches that engage learners physically and cognitively in the knowledge-
acquiring process in a rich and rigorous inquiry-driven environment.
Learning Philosophy
Mathematics Learning is an active contextualized process of constructing knowledge based on learners’ experiences rather than acquiring it.
Learners are information constructors who operate as researchers. Teachers serve as facilitators by providing the enabling environment that
promotes the construction of learners’ own knowledge, based on their previous experiences. This makes learning more relevant to the learner
and leads to the development of critical thinkers and problem solvers.
AIMS
General Aim
The curriculum is aimed at developing individuals to become mathematically literate, good problem solvers, have the ability to think creatively
and have both the confidence and competence to participate fully in Ghanaian society as responsible local and global citizens.

Subject Aims
The mathematics curriculum is designed to help learners to:
1. recognize that mathematics permeates the world around us
2. appreciate the usefulness, power and beauty of mathematics
3. enjoy mathematics and develop patience and persistence when solving problems
4. understand and be able to use the language, symbols and notation of mathematics
5. develop mathematical curiosity and use inductive and deductive reasoning when solving problems
6. become confident in using mathematics to analyse and solve problems both in school and in real-life situations
7. develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
8. develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others
PROFILE OF EXPECTED LEARNING BEHAVIOURS

A central aspect of this curriculum is the profile of learning behaviour dimensions that should be the basis for instruction and assessment.
A learner may acquire knowledge through some learning experience. They may also show understanding of concepts by comparing,
summarising, re-writing in their own words and constructing meaning from instruction.
Profile of learning behaviour dimensions

The learner may also learn to apply the knowledge acquired in some new context. At a higher level of learning behaviour, the pupil may be
required to analyse an issue or problem. At a much higher level, the pupil may be required to synthesize knowledge by integrating a number
of ideas to formulate a plan, solve a problem, pose a problem or compose a story problem. Further, the learner may be required to evaluate,
estimate and interpret a concept. At the last level, which is the highest, learners may be required to create, invent, compose, construct and
design. These six learning behaviours(“knowing”, “understanding”, “analysis”, “synthesis”, “evaluation” and “creation”) described are referred
to as dimensions of learning. “Knowing” is a dimension, “applying knowledge” is also a dimension. More than one dimension forms a profile of
learning behaviour dimensions.
In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do (e.g. “describe the
numbers 1-5 in multiple ways, using objects …” etc. The learner being able to “describe” the activity after obtaining several experiences in it
means that he/she has acquired “knowledge”. Being able to explain, summarise, and give examples, etc., means that the learner has understood
the concepts taught.

Similarly, being able to develop, defend, etc., means that the pupil can “apply” the knowledge acquired in some new context. You will note
that each of the indicators in the curriculum contains an “action verb” that describes the behaviour the learners are expected to be able to
demonstrate after a period of teaching and learning. “Knowing”, “applying knowledge” etc., are dimensions that should be the prime focus of
teaching and learning in schools. Teaching in most cases has tended to stress on knowledge acquisition to the detriment of other higher level
behaviours such as applying knowledge.
Each action verb in any indicator indicates the underlying expected learning outcome or standard. It is therefore necessary for teachers to
carefully read and comprehend 1 the standards they plan developing in their learners each week and identify the group of indicators the
learners have to demonstrate for achieving these standards. Teachers must ensure the group of indicators selected for the week reflect the
whole range of the profile of learning behaviour dimensions, that is, from the low level (knowing”, “understanding, etc.) to the high level (solve
or pose a problem, create a pattern, etc.) competences. The focus is to move learning from the didactic acquisition of “knowledge, where
there is facts memorisation, heavy reliance on formulae, remembering facts without critiquing them or relating them to real world - surface
learning - to a new position called deep learning. Learners are expected to deepen their learning by knowledge application to develop critical
thinking skills, explain reasoning, and to generate creative ideas to solve real life problems in their school lives and later in their adult lives.
This is the position where learning becomes beneficial to the learner.
Weighting of profile of learning behaviour dimensions
As already stated, it is important to consider the underlying behaviours for teaching, learning and assessment. In primary school mathematics,
the three profile of learning behaviour dimensions that have been specified for teaching, learning and assessment are:
• Knowledge and Understanding 30%

• Application of Knowledge 40%
• Attitudes, Values and Process Skills 30%
Each of the learning behaviour dimensions has been given a percentage weight that should be considered in teaching, learning and assessment.
The weights indicated on the right of the dimensions show the relative emphasis that the teacher should give in the teaching, learning and
assessment processes.
1
This can only happen if teachers learn to work together, in school-based in-service education (INSET), as colleagues within and across disciplines and grade levels to develop communities of
STEM learners. STEM Education is an approach to teaching and learning that integrates the content and skills of the STEM disciplines (i.e. Science, Technology, Engineering and Mathematics)
and other disciplines to answer complex questions, investigate global issues, solve real-world problems and challenges, and in the process, address the development of a set of personal attributes
and transversal competencies needed for success in the 21st century. As well as working scientifically, STEM involves students working mathematically, working digitally (or technologically),
and working like an engineer.

Emphasising the three domains of learning (cognitive, affective and psychomotor) in your teaching will ensure that mathematics will not only be
taught and studied at the cognitive level but will also lead learners to the acquisition of positive attitudes and skills that will enable them to deal
effectively with life in general.
The explanation of the key words involved in each profile of learning behaviour dimensions are as follows:
Knowledge and Understanding (KU)
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the
ability to remember or recall material already learnt and this constitutes the lowest level of learning.
Understanding: The ability to explain, outline, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict
consequences based upon a trend. Understanding is generally the ability to grasp the meaning of some material or concept that may be verbal,
pictorial, or symbolic.
Applying Knowledge (AK)

This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods, principles,
theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover etc.
Applying knowledge as used in this curriculum has a number of learning behaviour levels. These include analysis, synthesis, evaluation and
creation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The dimension
“Applying Knowledge”, is a summary dimension for all four learning sub-levels. Details of each of the four sub-levels are as follows:
Analysing: The ability to break down material into its component parts; to differentiate, compare, distinguish, outline, separate, identify
significant points etc., ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts etc.
Synthesising: The ability to put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise,
organise, create, generate new ideas and solutions etc.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment, compare, contrast, criticise, justify,
argue, support, discuss, prove, conclude, prioritise, theorise, make recommendations etc. Evaluation refers to the ability to judge the worth or
value of some material, based on some criteria.
Creating: The ability to use information or materials or combine ideas or elements to create, form, produce, manufacture, invent, discover,
design, or construct, formulate other (new) products.

From the foregoing, creation is the highest form of thinking and learning skill and is therefore a very critical behaviour. This unfortunately is
the area where most learners perform poorly. It is therefore necessary for you to help your learners to develop a high level of thinking right
from the Primary level. To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal
problems, learners should be exposed to situations that challenge them to raise questions and attempt to solve problems.
ATTITUDES, VALUES AND PROCESS SKILLS
At the heart of curriculum is the belief in nurturing honest, creative and responsible citizens having the requisite skills for national
development. Learners therefore need to acquire positive attitudes, values and psychosocial skills that will enable them participate actively in
lessons and take a stand on issues affecting them and others. The Mathematics curriculum thus focuses on the development of attitudes, values
and skills.
Values: As such, every part of this curriculum, including the related pedagogy is consistent with the following set of values:
Respect: This includes respect for the nation of Ghana, it’s institutions and laws, and the culture and respect among its citizens and friends of
Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to
respect the views of all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social
cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of
resources based on the unique needs of learners and schools. Learners are from diverse backgrounds, which require the provision of equal
opportunities to all, and that all strive to care for each other both personally and professionally.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and
persist in doing their best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and
critical thinking and the use of contemporary technology. Ghana will instill the value of excellent service above self.
Teamwork/Collaboration: Schools are to be dedicated to a constructive and team-oriented working and learning environment. This also
means that learners should live peacefully with all persons with an attitude of tolerance and collaboration.

Truth and Integrity: The curriculum aims to develop learners into individuals who: will consistently tell the truth irrespective of the
consequences, be morally upright with the attitude of doing the right thing even when no one is watching, be true to themselves and lawful
beliefs, and be willing to live the values of honesty and compassion. Equally important, the ethos of the work place, including integrity and grit,
must underpin the learning processes to allow learners to see and apply academic skills and competencies in the world of work.
ASSESSMENT IN THE CCP

Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their
learning. Assessment may be formative, summative, diagnostic, or evaluative depending on its purpose. It is integral to the teaching-learning
process, promotes student learning and improves instruction. In CCP, it is suggested that assessment involves assessment for learning,
assessment of learning and assessment as learning, which are described in the subsequent paragraphs.
Assessment for Learning (AfL)

Assessment for Learning (AfL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the
learner is in their learning, where they need to be (the desired goal), and how best to get them there. AfL is one of the most suitable methods
for improving learning and raising standards (Black and Wiliam, 1998) 2. Assessment for Learning also refers to all their activities undertaken by
teachers and/or by their learners, which provide information to be used as feedback to modify the teaching and learning activities in which they
are engaged. AfL can be achieved through processes such as sharing criteria with learners, effective questioning, and feedback.
AfL, therefore, provides timely feedback to ensure individual learners are assisted during the teaching and learning process using various
strategies and questioning to measure the learning that has actually taken place. It is a continuous process that happens at all stages of the
instructional process to monitor the progress of a learner and to offer feedback or change teaching strategies to achieve [performance
standards of a lesson.
2
Paul Black & Dylan Wiliam (1998) Assessment and Classroom Learning, Assessment in Education: Principles, Policy & Practice, 5:1, 7-
74, DOI: 10.1080/0969595980050102

Assessment of Learning (AoL)
Assessment of learning provides a picture of the achieved standards of the teacher and performance of students at the terminal stage of the
learning process. This information provides data for accountability and educational decisions such as grading, selection and placement,
promotion and certification. Through AoL, stakeholders such as parents and guardians are informed about the extent students have attained
expected learning outcomes at the end of their grade or program.
Assessment as Learning (AaL)
Assessment as Learning develops and supports students’ sense of ownership and efficacy about their learning through reflective practices. This
form of self-assessment helps in building the competencies of learners to achieve deeper understanding of what their own learning and what
they are taught.
What do we assess?
Emphasis in assessment in the CCP is on the Common Core Learner Attributes, which are
essential outcomes in the three domains of learning (i.e. cognitive, psychomotor and
affective).
Knowledge and skills with emphasis on the 4Rs in the learning areas
Core competencies with emphasis on attitudes and values developed through the
learning and its context as well as the pedagogical approaches.
The Process is illustrated diagrammatically in Figure 2.
How do we monitor progress?
School Based Assessments (SBA) covers all forms/modes of assessment including AfL, AaL
and AoL (see Table 1), that can be undertaken by any school-level actor (learner, teacher,
head teacher) to monitor the learner’s achievement over a period of time. Data collection
and keeping records of the data are central to the conduct of SBA.

Table 1 Modes of Assessment
Assessment for Learning Assessment of Learning Assessment as Learning

Class exercises Class Assessment Task (CAT) Portfolio
Quizzes End of term Journal entries
Class tests (written, oral, aural and/or practical) End of year Project work
Class Assessment Task (CAT) Checklist
Questionnaire
The following are samples of relevant records that can be kept on the student’s learning.
• Student’s Progress Record (Cumulative Record)

• Student’s Report Card
• School Based Assessment Termly Recording Register
Details of guidelines on SBA can be found in the National Pre-tertiary Learning Assessment Framework (NPLAF) document (Ministry of Education,
2020a) 3 and the School-Based Assessment Guidelines (Ministry of Education, 2020b) 4.
Reporting School-Based Assessment (SBA) in the CCP

The CCP uses a criterion-referenced model of presenting and reporting school-based assessment data. School-based assessment throughout
the four-year duration of CCP, is done against criteria linked to performance standards and not against the work of other learners. The CCP
provides levels of proficiency to be attained and descriptors for all grade levels of the programme (see Table 2). These levels and descriptors
cannot be changed by individual schools and are, therefore, common to all learners as well as learning areas nationwide. For each assessment
criterion or (benchmark for the level of proficiency), a number of descriptors are defined as shown in Table 2.
3
Ministry of Education (2020a). National Pre-tertiary Learning Assessment Framework (NPLAF). Accra: Ministry of Education.
4
Ministry of Education (2020b). School-Based Assessment Guidelines. Accra: Ministry of Education.

Table 2 Benchmarks, levels of proficiency and the grade level descriptors
Level of Benchmark Grade Level Descriptor

Proficiency
1: Highly proficient 80% + Learner shows high level of proficiency in knowledge, skills and values and can
(HP) transfer them automatically and flexibly through authentic performance tasks.
2: Proficient (P) 68-79% Learner demonstrates sufficient level of proficient knowledge, skills and core
understanding; can transfer them independently through authentic performance
tasks
3: Approaching 54-67% Learner is approaching proficiency in terms of knowledge, skills and values with
Proficiency (AP) little guidance and can transfer understanding through authentic performance
tasks
4: Developing (D) 40-53% Learner demonstrates developing level of knowledge, skills and values but
needs help throughout the performance of authentic tasks
5: Emerging (E) 39% and Learner is emerging with minimal understanding in terms of knowledge,
below skills, and values but needs a lot of help.
The grading system presented, shows the letter grade system and equivalent grade boundaries. In assigning grades to pupils’ test results,
or any form of evaluation, the above grade boundaries and the descriptors may be applied. The descriptors (Highly Proficient [HP],
Proficient [P], Approaching Proficiency [AP], Developing [D], Emerging [E]), indicate the meaning of each grade.
In addition to the school-based assessment (SBA), a national standards assessment test is conducted in Basic 8 to provide national level
indicators on learners’ achievement.

CREATIVE PEDAGOGICAL APPROACHES
The CCP emphasizes creative and inclusive pedagogies that are anchored on authentic and enquiry-based learning, collaborative and
cooperative learning, differentiated learning, holistic learning, cross disciplinary learning (i.e. the 4Rs across the Curriculum) as well as
developing the core competencies. This section describes some of the creative pedagogical approaches required for the CCP.
The creative pedagogical approaches include the approaches, methods and strategies for ensuring that every learner benefit from appropriate
and relevant teaching and learning episodes which are timely assessed and feedback provided to the learner and other stakeholders such as
parents and education authorities. It includes the type and use of appropriate and relevant teaching and learning resources to ensure that all
learners make the expected level of learning outcomes. The curriculum emphasises:
• the creation of learning-centred classrooms through the use of creative approaches to teaching and learning as strategies to ensuring
learner empowerment and independent learning.
• the positioning of inclusion and equity at the centre of quality teaching and learning.
• the use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind
• the use of Information Communications Technology (ICT) as a pedagogical tool.
• the identification of subject specific instructional expectations needed for making learning in the subject relevant to learners
• the integration of assessment for learning, as learning and of learning into the teaching and learning process and as an accountability
strategy
• use questioning techniques that promote deepen learning
Learning-Centred Pedagogy
The learner is at the centre of learning. At the heart of the curriculum is learning progression and improvement of learning outcomes for
Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase,
learners would be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications that a
learner is not sufficiently ready for the next phase, a compensatory provision through differentiation should be provided to ensure that such a
learner is ready to progress with his/her cohort. At the high school, the progression phases are: B7 - B9, and B10 – B12.
The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on”
activities that bring home to the learner what they are learning in school and what they know from outside of school. The learning centred
classroom is a place for the learners to discuss ideas and through the inspiration of the teacher actively engage in looking for answers through
working in groups to solve problems. This also includes researching for information and analysing and evaluating the information obtained. The
aim of the learning-centred classroom approach is to develop learner autonomy so that learners can take ownership of their learning. It
provides the opportunity for deep and profound learning to take place.

The teacher should create a learning atmosphere that ensures:
• Learners feel safe and accepted.
• Learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a
variety of ways.
• The teacher assumes the position of a facilitator or coach who helps learners to identify a problem suitable for investigation via project
work.
• Problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
• Subject matter around the problem, not the discipline
• Learners responsibly define their learning experience and draw up a plan to solve the problem in question.
• Learners collaborate whilst learning.
• Demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in
a learning-centred classroom.
Inclusion
Inclusion entails access and learning for all learners especially those disadvantaged. All learners are entitled to a broad and balanced curriculum
in every school in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access to
quality education is being met. The curriculum suggests a variety of approaches that address learners’ diversity and their special needs in the
learning process. These approaches when used in lessons, will contribute to the full development of the learning potential of every learner.
Learners have individual needs and different learning styles, learning experiences and different levels of motivation for learning. Planning,
delivery and reflection on daily learning episodes should take these differences into consideration.
The curriculum therefore promotes:
• learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
• learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities
and solving the practical problems of everyday life); and
• the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance
in the process and also enabling them to assess their own learning outcomes.
Differentiation
This curriculum is to be delivered through the use of creative approaches. Differentiation and Scaffolding are pedagogical approaches to be
used within the context of the creative approaches.

Differentiation is a process by which differences between learners (learning styles, interest and readiness to learn etc.) are accommodated so
that all learners in a group have best possible chance of learning. Differentiation could be by task, support and outcome. Differentiation as a
way of ensuring each learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through:
• Task
• One-on-one support
• Outcome
Differentiation by task involves teachers setting different tasks for learners of different ability e.g. in sketching the plan and shape of their
classroom some leaners could be made to sketch with free hand while others would be made to trace the outline of the plan of the classroom.
Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected standards
or at risk of not reaching the expected level of learning outcome. This support may include a referral to a Guidance and Counselling Officer
for academic support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are allowed
more time to complete a given task.
Scaffolding
Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger
understanding and ultimately greater independence in the learning process.
It involves breaking up the learning episode, experience or concepts into smaller parts and then providing learners with the support they need
to learn each part. The process may require a teacher assigning an excerpt of a longer text to learners to read, engage them to discuss the
excerpt to improve comprehension of its rationale, then guiding them through the key words/vocabulary to ensure learners have developed a
thorough understanding of the text before engaging them to read the full text. Common scaffolding strategies available to the teacher include:
• giving learners a simplified version of a lesson, assignment, or reading, and then gradually increasing the complexity, difficulty, or
sophistication over time.
• describing or illustrating a concept, problem, or process in multiple ways to ensure understanding.
• giving learners an exemplar or model of an assignment, they will be asked to complete.
• giving learners a vocabulary lesson before they read a difficult text.
• clearly describing the purpose of a learning activity, the directions learners need to follow, and the learning goals they are expected to
achieve.
• explicitly describing how the new lesson builds on the knowledge and skills learners were taught in a previous lesson.

Information Communications Technology
ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected
outcomes that this curriculum aims to achieve through ICT use for teaching and learning are:
• Improved teaching and learning processes.
• Improved consistency and quality of teaching and learning.
• Increased opportunities for more learner-centred pedagogical approaches
• Improved inclusive education practices by addressing inequalities in gender, language, ability.
• Improved collaboration, creativity, higher order thinking skills.
• Enhanced flexibility and differentiated approach of delivery.
The use of ICT as a teaching and learning tool is to provide learners an access to large quantities of information online. It also provides the
framework for analysing data to investigate patterns and relationships in a geographical context. Once learners have made their findings, ICT
can then help them organize, edit and present information in many different ways.
Learners need to be exposed to the various ICT tools around them including calculators, radios, cameras, phones, television sets and
computer and related software like Microsoft Office packages – Word, PowerPoint and Excel as teaching and learning tools. The exposure
that learners are given at the Primary School level to use ICT in exploring learning will build their confidence and will increase their level of
motivation to apply ICT use in later years, both within and outside of education. ICT use for teaching and learning is expected to enhance the
quality and learners’ level of competence in the 4Rs.
CORE COMPETENCES
The competences for mathematics describe a body of skills that educators in mathematics at all levels should seek to develop in their learners.
They are ways in which practitioners and learners in the mathematics discipline engage with the subject matter as they learn the subject
throughout the various phases in their education. The competences presented here describe a connected body of core skills that are acquired
throughout the processes (explore, explain, extend/elaborate, and evaluate) of teaching and learning.
Critical Thinking and Problem Solving (CP)

Developing learners’ cognitive and reasoning abilities to enable them analyse issues and situations leading to the resolution of problems. This
skill enables learners to draw on and demonstrate what they have learned and from their own experiences analyse situations and choose the
most appropriate out of a number of possible solutions. It requires that learners embrace the problem at hand, persevere and take
responsibility for their own learning. In studying mathematics, assessing evidence and interpreting these sources are particularly important in
developing critical thinking and problem-solving skills.

Creativity and Innovation (CI)
This competence promotes in learners, entrepreneurial skills through their ability to think of new ways of solving problems and developing
technologies for addressing problems at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners who possess this
competency are able to think independently and creatively as well.
Communication and Collaboration (CC)

This competence promotes in learners, skills in making use of language, symbols and texts to exchange information about themselves and their
life experiences. Learners actively participate in sharing their ideas, engage in dialogue with others by listening to and learning from others in
ways that respect and value the multiple perspectives of all persons involved.
Cultural Identity and Global Citizenship (CG)

Developing learners who put country and service foremost through an understanding of what it means to be active citizens by inculcating in
them a strong sense of social and economic awareness. Learners make use of the knowledge, skills, attitudes acquired to contribute effectively
towards the socio-economic development of the country and on the global stage. They build skills to critically analyse cultural and global
trends, identify and contribute to the global community.
Personal Development and Leadership (PL)

Improving self-awareness, self-knowledge, skills, building and renewing self-esteem; identifying and developing talents, fulfilling dreams and
aspirations, learning from the mistakes and failures of the past and developing other people or meeting other people’s needs. It involves
recognising the importance of values such as honesty and empathy; seeking the well-being of others; distinguishing between right and wrong;
fostering perseverance, resilience and self-confidence; exploring leadership, self-regulation and responsibility and developing a love for lifelong
learning.
Digital Literacy (DL)

Developing learners to discover, acquire and communicate through ICT to support their learning and to make use of digital media responsibly.

INSTRUCTIONAL EXPECTATIONS
The following are the major are roles the teacher is expected to undertake in the implementation of the curriculum.
1. Guide and facilitate learning by generating discourse among learners and challenging them to accept and share responsibility for their own
learning, based on their unique individual differences.
2. Select mathematics content, adapt and plan lessons to meet the interests, knowledge, understanding, abilities, and experiences of learners.
(It should be noted that in standards-based curriculum, lessons are not expected to be limited to only specific objective(s) but should
broadly cover the processes of learning for the learners to cumulatively engage in activities/experiences to demonstrate what they know
and can do (i.e. the indicators) as well as develop such core competences).
3. Work together as colleagues within and across disciplines and grade levels to develop communities of STEM 5 learners who exhibit the
STEM skills including mathematical inquiry, attitudes and social values conducive to mathematics learning.
4. Use multiple methods and systematically gather data about learner understanding and ability to guide mathematics teaching and learning,
with arrangements to provide feedback to both learners and parents.
5. Design and manage learning environments that provide learners with the time, space, and resources needed for learning mathematic.
6. Aid learners to make sense of problems and persevere in solving them, including using higher order reasoning and problem-solving skills.
7. Get learners to think critically about tasks and their solutions by asking questions and challenging each other’s views until a consensus is
reached.
8. Encourage learners to present their own ideas in ways that make sense to others and critique each other’s reasoning.
9. Enable learners to work together to represent real-life situations mathematics in multiple ways (e.g. oral, text, pictures, diagrams,
equations, etc.).
10. Support learners to use appropriate technologies to solve problems embedded in their culture and the larger society.
11. Provide opportunities for learners to realize that it is necessary to be precise when sharing mathematical ideas. Also, allow them to
support each other to improve on their precision.
5
STEM Education is an approach to teaching and learning that integrates the content and skills of the STEM disciplines (i.e. Science, Technology, Engineering and Mathematics) and other
disciplines to answer complex questions, investigate global issues, solve real-world problems and challenges, and in the process, address the development of a set of personal attributes and
transversal competencies needed for success in the 21st century. As well as working scientifically, STEM involves students working mathematically, working digitally (or technologically), and
working like an engineer.

12. Guide learners to look for and express patterns or regularity in repeated reasoning.
The remaining part of the document presents the details of the standards and indicators for each grade level.
ORGANIZATION AND STRUCTURE OF THE CURRICULUM

The curriculum is organised under key headings and annotations.
Strands are the broad areas/sections of the mathematics content to be studied.
Sub-strands are the topics within each strand under which the content is organised.
Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicator is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators
represent the minimum expected standard in a year.
Exemplar – support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and learning
activities could take to support the facilitators/teachers in the delivery of the curriculum.
A unique annotation is used to label the class, strands, sub-strands, content standards, learning indicators and exemplars in the curriculum for
the purpose of easy referencing. The annotation is defined in Figure 1:
MATHEMATICS Content Standards
Basic B7. 1. 2. 1.1 Learning Indicator number
Strand number Sub-strand number
Figure 1: Curriculum Reference Numbers

The Standards in mathematics are organized under the following four strands:
1. Number
2. Algebra
3. Geometry and Measurement
4. Data.

Table 1 shows Strands, sub-strands, Scope and Sequence of the B7 – B10
Table 1 Strands, sub-strands, Scope and Sequence of the B7 – B10

EXPECTED CONTENT STANDARDS
S/N STRAND SUB-STRAND B7 B8 B9 B10
1. Number Number and Numeration Systems 3 3 3 3
2. Number Operations 3 3 3 3
3. Fractions, Decimals and Percentages 1 1 1 1
4. Ratios and Proportion 1 1 1 1
5. Algebra Pattern and Relationships 1 1 1 1
6. Algebraic Expressions 1 1 1 1
7. Variables and Equations 2 2 2 2
8. Geometry and Shapes and Space
1 1 1 1
Measurement
9. Measurement and Construction 2 2 2 2
10. Position and Transformation 1 1 1 1
11. Handling Data Data 2 2 2 2
12. Chance or Probability 1 1 1 1
13. Total 20 20 20 20

BASIC 7

Strand 1: NUMBER
SUB-STRAND 1: Number and Numeration Systems
S/N CONTENT STANDARD INDICATORS AND EXEMPLIFICATIONS COMPETENCIES
B7.1.1.1 Demonstrate B7.1.1.1.1 Model number quantities more than 1,000,000,000 using graph Show a strong sense of
understanding and the use sheets, isometric papers and multi-base blocks belongingness to one’s culture
of place value for
Ability to combine
expressing quantities E.g.1. Model number quantities up to 1,000,000,000 (one billion) using graph sheets or
Information and ideas from
recorded as base ten multi-base materials. For instance, with multi-base blocks one cube = 100,000, one
several sources to reach a
numerals as well as rod = ten of the cubes (1,000,000) and a flat =10,000,000, and a block =100,000,000
conclusion
rounding these to given as shown below.
decimal places and
significant figures.
i. Determine how many blocks will make a billion.
E.g.2. Use multiples of 10s, 50s, 100s and 200s to represent numbers in multiples of ways
(make sure each figure is used)
i. 5,560 = 20×200 + 10×100 +11×50 + 1×10; or
= 15×200 + 20×100 +10×50 + 6×10; etc

E.g.3. Use token (or paper made currency notes) such as GH¢20, GH¢50, GH¢100 and
GH¢200 to work out how many of each denomination would be required to model
given amount up to one billion.
i. Workout how many GH¢200 will make GH¢185, 000,000,
GH¢1,890,750,000, etc
ii. Determine combinations of GH¢50, GH¢100 or GH¢200 notes that make
GH¢1,000,000 (make sure each denomination is used);
B7.1.1.2 Compare and order whole numbers more Identify and analyse
than1,000,000,000andrepresentthecomparison using ">, <, or=" different points of views of
speakers
1. E.g.1.Skipcountforwardsandbackwardsin 25s, 50s and 250s beginning from 1000.
Ability to combine
2. E.g.2. Learners identify numbers which are for instance, 500,000 more than or less than a several sources to reach a
given 8-digit or 9-digit number. conclusion
Example, 1,296,300,000 is 500,000 more than 1,295,800,000 and 1,295,300,000 is
500,000 less than 1,295,800,000
E.g.3. Use phrases such as “is equal to”, “is greater than” and “is less than' as well as their
symbols such as “>”, “<” and “=” to compare any two numbers.
Example: 1,300,850,700 = 1,300,850,700
5,223,487,637 >5,113,487,637 etc
E.g.4. Identify, read and write numbers in given positions in a number chart.
187,500 687,500 1,187,500 1,687,500

2,187,500 2,687,500 3,187,500 3,687,500
4,187,500 4,687,500 5,187,500 5,687,500
For example, which number is on the right of 3,187,500? Write the number in
words.

3. B7.1.1.1.3 Round (off, up, down) whole numbers more than 1,000,000,000 to Ability to monitor team
the nearest hundred-thousand, ten-thousands, thousands, hundreds members to ascertain
and tens progress
Reflect on work and
4. E.g. 1. Round off whole numbers up to over 1,000,000,000 to the nearest hundred-
explore thinking behind
thousands, ten-thousands, thousands, hundreds, etc.
thoughts and processes
Example, 1,879,653 is 1,900,000 to the nearest hundred thousand and 1,880,000 to
the nearest ten thousand
E.g. 2. Explain the differences between the” round up” and “round down” concepts.
When rounding up, we consider the larger number, while when rounding down, we
consider the smaller of the two. The table below may bring out the meaning of the
concept.
2,846,655 Round up Round down Round off

To the nearest thousand 2,847,000 2,846,000 2,847,000
To the nearest ten thousand 2,850,000 2,840,000 2,850,000
To the nearest hundred thousand 2,900,000 2,800,000 2,800,000
E.g.3. Express whole numbers of significant figures

(i) 857386321
-five significant figures
-four significant figures
-three significant figures etc.

B7.1.1.1.4 Rounddecimals to the nearest tenth, hundredth, thousandths, etc.
5. Ability to ascertain when
E.g.1 Round (off, up and down) decimals to the nearest tenths, hundredths, information is needed and
6. thousandths……. be able to identify, locate,
i. Round 486.3685 as indicated in the table below evaluate and effectively use
Number Round to the Round to the Round to the them to solve a problem
7.
nearest tenths nearest nearest
hundredths thousandths
486.3685 486.4 486.37 486.369
0.0605368 0.1 0.06 0.061
78.4604783 Round up Round off Round down

nearest tenths 78.5 78.5 78.4
8. nearest 78.47 78.46 78.46
hundredths
nearest 78.460 78.460 78.460
thousandths
9. B7.1.1.1.5 Express decimal numerals to given significant and decimal places Exhibit strong memory,
intuitive thinking; and
E.g.1 Explain when zero (0) is significant in a decimal numeral
respond appropriately
10. i. 0.360 (3sf)
ii. 7.021 (4sf) Preparedness to make
E.g.2. Round the following numbers to better decision with
0.00234567 and 84.40995000 information at hand
i. 3sf
ii. 4sf
iii. 6sf
E.g.3. Express decimal numbers to a given number of decimal places
11.
(i) 745.9674 correct to
-three decimal places
-two decimal places
-one decimal place
ii. Musa measured the lengthof his teacher’s table and corrected his measurement to 2
12.
decimal places as 0.76m. State the possible actual readings Musa might have obtained.
iii. Investigate similar problems on significant figures.

Strand 1: NUMBER
SUB-STRAND 2: Number Operations
13. B7.1.2.1 Apply mental B7.1.2.1.1 Multiply and divide given numbers by multiples of 10 including Exhibit strong memory,
mathematics strategies and decimals and benchmark fractions intuitive thinking; and
number properties used to respond appropriately
14. solve problems E.g.1. Recall multiplication facts up to 144 and related division facts.
Ability to merge simple/
complex ideas to create
15. E.g.2. Recall decimal names of given benchmark fractions converted to decimals or novel situation or thing
percentages (and vice versa)
16. E.g. 3. Find the product of a given decimal number when it is multiplied by 10, 100,
1 1 1
1000, , , , etc.
10 100 1000
i. 105.25 × 1000
1
ii. 105.25 ×
100
17. B7.1.2.1.2 Apply mental mathematics strategies and number properties

used to do calculation
18. E.g. 1. Apply the halving and doubling technique to determine the product of two given
numbers.
i. 28 x 5, think 14 x 10=140
ii. 125 x 4, think (125 x 2) x 2 = 250 x 2 = 500
19. E.g. 2. Apply the distributive property to determine a given product of two numbers
i. 7 x 15, think 7 × (10 + 5) = 70 + 35 = 105
ii. 18 × 6, think (20 − 2) × 6 = 20 × 6 − 6 × 2 = 120 −12 = 108

20. B7.1.2.1.2 Apply mental mathematics strategies to solve word problems. Exhibit strong memory,
21. E.g. 1. Play mental mathematics games: - should engage learners to use mental strategies respond appropriately
to do;
Ability to merge simple/
i. addition through words like - plus, add, calculate the sum, increase a complex ideas to create
number by, and find the total; novel situation or thing
ii. subtraction from words like - minus, from a number take, minus, find the Ability to try alternatives
difference, and what must be added to make; and fresh approaches
iii. multiplication through words like - times, multiply, find the product, square,
and what must be divided by … to give …;
iv. division through words like - divide, share, how many times does it go into?
and what must be multiplied by … to give …
22. E.g.2. Play mental mathematics games:

Find the cost of three 5 kg bags of rice at ¢2 per kg.
i. What is the cost of 1 dozen of eggs at 80 pesewas each?
ii. 8 x 99.
iii. 28 x 25.
iv. How many 21cm pieces can I cut off a string one metre long?
v. What fraction of a litre is 250ml?
vi. The area of a square board is 81 cm2. What is its perimeter?
vii. Two angles of a triangle add up to 98o. What is the size of the third angle?
viii. How many minutes from 10.15 a.m. to noon?
ix. 60 pesewas as a decimal of ¢2.40?

23. B.7.1.2.2 Demonstrate B7.1.2.2.1 Add and subtract up to four-digit numbers. Ability to combine
an understanding of Information and ideas
addition, subtraction, E.g.1. Use partitioning (or expanded form) and place value system to add and subtract whole from several sources to
multiplication and and decimal numbers reach a conclusion
division of (i) whole
i) Add 785 and 9,342 Demonstrate a thorough
numbers, and (ii)
785 = 700+80+5 understanding of a
decimal numbers, to
+ 9,342 = 9000+300+40+2 generalised concept and
solve problems.
10,127 = 9000+1000+120+7 facts specific to task or
situation
ii) Add 327.6 and 54.13

6 0
300 + 20 + 7 + + -
327.60 = 10 100
---
1 3
+ 54.13 = 50 + 4 + +
10 100
7 3
381.73 = 300+ 70+ 11+ +
10 100
iii) Subtract 7.85 from 93.6

6 0
90 + 3+ + -
93.60 = 10 100
---
8 5
− 7.85 = 7+ +
10 100
75
85.75 = 80 + 5 + ----
100

24. B71.2.2.2 Multiply or divide multi-digit numbers by 1- and 2- digit numbers Demonstrate a thorough
understanding of a
E.g.1 Use partitioning/expanded form to multiply and divide efficiently generalised concept and
facts specific to task or
situation
i) Multiply 584 by 8
584 = (500+ 80+4)
× 8 = x8
4,000+640+32
4,672 = 4,672
E.g.2. Multiply whole numbers using the vertical place value method or lattice method:
i. Place value method

345x27 = 345
x 27
2,415
+ 6,900
9,315
Lattice method:
Draw a 2 by 3 lattice for solving 345 × 27.
E.g.3 Use the distributive property to multiply 325x 15

=325 x (10 + 5) = 325 x 10 +325 x 5
=3,250 + 1,625
=4,875

25. E.g.4 Investigate and determine basic division facts including divisibility test Can effectively evaluate
the success of solutions
(i) determine how a given number is divisible by 2,3, 4, 5, 6, 7 8, 9,10, etc
they have used to attempt
For example, a number is divisible by 3 if the sum of its digits is divisible by 3. to solve a complex
problem
So, 72 is divisible by 3 because 7+2 = 9. Hence since 9 is divisible by 3, then 72 is
divisible by 3.
Also, to find out if a number is divisible by 7, take the last digit in the number then
double it and subtract from the rest of the number. If the answer is 0 or a multiple
of 7, then the number is divisible by 7.
So, 595 is divisible by 7 because 5 x 2 =10. 59 – 10 = 49. Therefore, 595 is divisible
by 7. Create simple logic trees
to think through problems
26. B7.1.2.2.3. Create and solve story problems involving decimals on the four basic Can effectively evaluate
operations. the success of solutions
they have used to attempt
27. E.g. 1. Solve word problems to solve a complex
(i) A group of two hundred and fifteen men and seven hundred and eighty-four problem
women went to watch a musical concert. An amount of GH¢25 was collected
at the gate from each person. How much money was collected all together?
(ii) Mrs Adamu bought 13.6kg of meat. Mrs Anderson bought 2.4kg of meat less
than Mrs Adamu. How many kilograms of meat did they buy all together?
(iii) Ebo weighs 28.6kg. His father weighs four times as heavy. What is the total
weight of Ebo and his father?
(iv) Mrs Armah bought 45.75 metres of linen for her five children. If they share the
material equally, how many metres of linen did each receive?

28.
29. E.g.2 Solve word problems on data presented in a table

(i) In preparation towards an open day anniversary, a school’s Management Committee
approved the following budget on some projects.
Activity Cost (GH¢)

Painting school building 4,580
Mending cracks on the basketball pitch 3,050
Restock the library with new books 2,690
Buying of choir robes 5,340
Buying prizes for awards 4,270
(a) How much was approved for painting the school building and buying choir
robes?
(b) How much more was to be spent on mending the cracks on the basketball
pitch than restocking the library with new books?
(c) How much was spent on buying prizes for awards if twice the amount
approved was spent on this activity?

1. B7.1.2.3 Demonstrate B7.1.2.3.1 Illustrate with examples the meaning of repeated factors using Exhibit strong memory,
understanding and the counting objects such asbottle tops or bundle sticks. intuitive thinking; and
use of powers of natural respond appropriately
2. numbers in solving E.g.1: Model repeated factors using counters or bottle tops. E.g. 3×3×3, is repeated
problems. factors, and each factor is 3.
Ability to serve group
members effectively
3. E.g.2 Explain what is meant by a power of a number.
E.g. 2×2×2×22 = 25=32 Ability to visualise

alternatives, seeing
4. E.g.3 Explain the features of power 23 possibilities, problems and
challenges
The 2 in 23 is the base, while the 3 in 23 is the exponent or index
5. B7.1.2.3.2 Express a given number as a product of a given number or numbers,

as well as, inthe form of a power or two such numbers as product of powers
6. E.g. 1) 32 = 2×2×2×2×2 . = 25
2) 81 = 3×3×3×3 = 34
3) 49 = 7×7 = 72
4) 16 × 27 = 2×2×2×2 × 3×3×3 = 24 × 33

7. B7.1.2.3.3 Show that the value of any natural number with zero as its exponent
or index is 1 and use it to solve problems.
E.g.1Verify why the value of any natural number with exponent zero is 1.
Verification:. Look and think about
𝑥𝑥 𝑥𝑥 0 0 things differently and from
= 1, but from indices, = 𝑥𝑥 , hence 𝑥𝑥 = 1 for any natural number
𝑥𝑥 𝑥𝑥 different perspective
4
Thus: if we have , the result is 1. This can also be done using powers of numbers.
4
4
That is, = 22 ÷ 22 = 22−2 = 20 = 1. Therefore, any natural number with an
4
exponent of 0 is 1.
27
Also, if we have , the result is 1. This can also be done using powers of numbers.
27
27
That is, = 33 ÷ 33 = 33−3 = 30 = 1. Therefore, any natural number with an
27
exponent of 0 is 1.
8. B7.1.2.3.4 Find the value of a number written in index form. Interpret and apply
learning in new context
9. E.g.1) 53 = 5×5×5 = 25 × 5 = 125
2) 34 = 3×3×3×3 = 9 × 9 = 81
3) 63 =
6×6×6 = 36 × 6 = 216
𝟏𝟏 𝟏𝟏 𝟏𝟏
4) = =
𝟐𝟐𝟓𝟓 𝟐𝟐×𝟐𝟐×𝟐𝟐×𝟐𝟐×𝟐𝟐 𝟑𝟑𝟑𝟑

10. B7.1.2.3.5 Apply the concept of powers of numbers (product of prime) to find
HCF.
11. E.g.1 Expand a given number using product of prime

12. E.g.2 Find the HCF using prime factorisation

So the highest common factor for 36 and 72 = 36
So the highest common factor for 45, 60 and 72 = 3

STRAND 1: Number
SUB-STRAND 3: Fractions, Decimals and Percentages
1. B7.1.3.1 Simplify, B7.1.3.1.1 Determine and recall the percentages and decimals of given Demonstrate a thorough
compare and order a benchmark fractions (i.e. tenths, fifths, fourths, thirds and halves) and understanding of a generalised
mixture of positive use these to compare quantities. concept and facts specific to
fractions (i.e. common, task or situation
2. E.g. 1. Review the concept of fraction
percent and decimal) by
i. Shade given fraction of squares in given shapes: i.e. shade
3. changing all to equivalent 5
(i) fractions (ii) decimals, of the rectangle
6
or (iii) percentages 2
ii. Write down 3 fractions equivalent to
3
6 6 3
iii. Express the fraction in its simplest form: =
10 10 5
12
iv. Convert to mixed numbers:
5
5
v. Convert to improper fractions: 2
9
4. E.g. 2. Work out common, anddecimal fractions and percent equivalences of given
benchmark fractions to complete a table.
1 1 1 2
Common A B C
10 4 3 3
Percent 10% 20% D E 50% F G
Decimal 0.1 H I J K 0.4 L

5.

6.
E.g. 3. Identifying fractions which are (i) closer to half; (ii) closer to one; and (iii) closer to
zero in games with fraction cards and fraction wheel.
Spin the fraction wheel and pick the right fraction to win a fraction card.
7. E.g. 4. Simplify, compare and order common fractions. Can effectively evaluate the
success of solutions they have
i. Determine the fraction which is the simplest form of a given set of fractions.
used to attempt to solve a
Example, What is the simplest form of the fraction represented by the
complex problem
diagram below?
4 4 7 1 1
, , , and .
10 12 8 3 4
3 2
ii. Which symbol (<, = or >) makes the sentence “ … ” true?
5 3
7 8
iii. Find which fraction is greater: and .
12 10

8. B7.1.3.1.2 Compare and order fractions (i.e. common, percent and decimal Ability to work with all group
fractions up to thousandths) limit to the benchmark fractions. members to complete a task
successfully
9. E.g. 1. Arrange in descending order, the following fractions , and .
5 3 7
6 4 8 Ability to combine Information
and ideas from several sources
10. E.g. 2. Find which decimal fractions is greater: 0.99 is greater than 0.977. to reach a conclusion
11. E.g. 3. Order the decimal numbers 0.098, 0.985 and0.123 from least to greatest.
12. E.g. 4. Compare and order common and decimal fractions and percent, and express them
in one form (i.e. either common, decimal or percent). For instance, to order
3
0.832, and 38% from least to largest; we have
8
832
0.832 = = 83.2%,
1000
3 375
→ = = 37.5%,
8 1000
38
38% = = 0.38%,
100
3
Hence the order from least to the largest is , 38% and 0.832.
8
13. B7.1.3.2 Demonstrate an B7.1.3.2.1 Explain the process of addition and subtraction of two or three unlike Understand and use
understanding of the and mixed fractions interpersonal skills
process of addition
Ability to combine Information
14. and/or subtraction of 2 2
E.g. 1. To add mixed fractions, i.e. 2 and 1 , we first add the whole numbers and then
5 3 and ideas from several sources
fractions and apply this in
add the fractions; i.e. 2 + 1 + +
2 2
=3+
6
+
10
=3
6+10
=3
16
=4
1 to reach a conclusion
solving problems 5 3 15 15 15 15 15
4 2
15. E.g. 2. To subtract mixed fractions, i.e. 2 -1 , we first subtract the whole numbers and
5 3
4 2 12 −10 2
then subtract the fractions; i.e. (2 – 1) + − =1 =1
5 3 15 15
Alternatively, we may change the mixed fractions to improper fractions first.

16. B7.1.3.2.2 Solve problems involving addition or subtraction of fractions. Ability to ascertain when
information is needed and be
E.g. 1. Solve word problems involving addition or subtraction of fractions.
able to identify, locate,
i.
1 1
3 feet are cut off a board that is 12 feet long. How long is the remaining evaluate and effectively use
3 4 them to solve a problem
part of the board?
ii. The Musa family decided to hike to a waterfall, approximately 8⅝ kilometres

away. After an hour the lake was still 5⅓ kilometres away. How far did the
group hike so far?
iii. If you add 2 fractions and the sum is greater than ½, what can you say about
the fractions.
17. B7.1.3.3 Demonstrate an B7.1.3.3.1 Explain the process of multiplying a fraction (i.e. common, percent Demonstrate a thorough
understanding of the and decimal fractions up to thousandths) by a whole number and by a understanding of a generalised
process of multiplying fraction concept and facts specific to
and dividing positive task or situation
18. fractions and apply this in E.g. 1. To multiply a whole number by a fraction, the multiplication is read as ‘times’. For
solving problems 2 2 2 2
instance, 3 × 2 means 3 times 2 or 3 groups of 2 ; i.e. 3 × (2 + ) or 3 × . The
8
3 3 3 3 3 Implement strategies with
product can be obtained by (i) changing all into common fraction; (ii) multiplying
accuracy
all numerators and denominators; (iii) simplifying the results.
2 3
Find 1. 15 × 2. 12 × .
3 8
19. E.g. 2. To multiply a fraction by a whole number, the multiplication is read as ‘of’. for
2 2 2 5 2 ×5 10 1
instance, × 5 means of 5 or i.e. × = = = 3 . The product can be
3 3 3 1 3 ×1 3 3
obtained by (i) changing all into common fraction; (ii) multiplying all numerators
and denominators; (iii) simplifying the results. [Note: (ii) and (iii) can be alternated]
2 3
Find (i) × 240 (ii). × 480
3 8

20. E.g. 3. Calculate the following (when necessary, round your answer to the nearest tenth): Demonstrate a thorough
a. 28% of 40 b. 234% of 8 c. 3½ % of 50 d. 0.2% of 15000 e. 8.25% of 62 understanding of a generalised
concept and facts specific to
E.g. 4. To multiply a fraction by a fraction, the multiplication is read as ‘of’. For instance,
2 1 2 1 2 1 2 ×1 2 1 task or situation
× means of or i.e. × = = = . The product can be obtained by (i)
3 2 3 2 3 2 3 ×2 6 3
changing all into common fraction; (ii) multiplying all numerators and
denominators; (iii) simplifying the results. [Note: (ii) and (iii) can be alternated] Implement strategies with
2 3 3 5 accuracy
Find (i) × (ii) ×
3 5 8 6
21. B7.1.3.3.2 Find a fraction of given quantity (i.e. money or given quantity of
objects)
22. E.g. 1. To multiply a given quantity by afraction is just like multiplying by a whole number,
2 2
so the multiplication is read as ‘of’.For instance, ×GH¢60 means of GH¢60, i.e.
3 3
2 60 2 ×60
× = =GH¢40.
3 1 3 ×1
2
23. E.g. 2. There are 132 pupils in a class. If of the pupils are girls, how many boys are in
3
the class?
24. E.g. 3. The graph shows the ages of pupils in a Primary 5

class.
(i) Approximately, what fraction of the pupils are
10 years old?
(ii) How many pupils are 11 years old if there are
32 pupils in the class?

25. B7.1.3.3.3 Explain the process of dividing a fraction (i.e. common, percent and Can effectively evaluate the
decimal fractions up to thousandths) by a 1-digit whole number and by success of solutions they have
a fraction used to attempt to solve a
complex problem
26. E.g. 1. To divide a whole number by a fraction, the division means ‘how many times the
Ability to explain plans for
fraction goes into the whole number’ or the product of the fraction and which
1 1 attaining goalso
number makes 3? For instance, 3 ÷ means how many s can be obtained in 3, or 3
4 4
1
= × .
4
The quotient can be obtained by multiplying both dividend by divisor the reciprocal
1 4
of the divisor. For 3 ÷ , the reciprocal of the divisor is ,
4 1
1 4 1 4 1 1
hence 3 ÷ →(3 × ) ÷ ( × ) = 12, and for ÷ 3, the reciprocal of the divisor is ,
4 1 4 1 4 3
1 1 1 1 1
hence ÷ 3→( × ) ÷ (3 × ) =
4 3 4 3 12
2
Divide: 1. 5 ÷1
3
5 1
2. ÷
8 2
27. B7.1.3.3.4 Determine the result of dividing a quantity (i.e. money or objects) or Ability to combine Information
a fraction by a fraction and ideas from several sources
to reach a conclusion
28. E.g. 1. A set of stacked plates for serving snacks at a party weighs 10 kg. If each plate in the
1
stack weighs kg, how many plates are in the stack?
4
To divide by a fraction, multiply both dividend by divisor the reciprocal of the

divisor, hence
1 4 1 4
10 ÷ →(10 × ) ÷ ( × ) = 40
4 1 4 1
4 4
(10× ) ÷ (1) = (10 × ) = 40
1 1

29.
30. E.g. 2.
1
A class was given 9 litres of fruit juice to share equally. If there are 36 pupils in
2
the class, how many millilitres of fruit juice will each student get?
E.g. 3. The graph shows the ages of pupils in a Primary 5 class. How many pupils are in the
class if there are twelve 10-year-old pupils in the class?

STRAND 1: Number
SUB-STRAND 4: Number: Ratios and Proportion
1. B7.1.4.1 Demonstrate an B7.1.4.1.1 Find ratio and use ratio language to describe relationship between Ability to combine Information
understanding of the two quantities. and ideas from several sources
concept of ratios and its to reach a conclusion
2. relationship to fractions E.g. 1Determine ratio of given quantities.
and use it to solve
i. There are 60 boys and 120 girls in a school. So the ratio of boys to girls in the
problems that involve 60 1 Can vary the level of detail and
rates, ratios, and school is = = 1:2) the language use when
120 2
proportional reasoning presenting to make it
appropriate to the audience
3. E.g.2 Express two quantities as ratio.
i. The ratio of wings to beaks in the bird house at the Kumasi Zoo is 2:1, because for
every 2 wings there is 1 beak.
4. E.g.3 Describe quantities with ratio language

i. The ratio of Musa to Alhasan’s age is 1:2. If Alhasan is 50 years old and his son,
Musa is 25 years old, we can say that
• Alhasan is twice as old as his son.
• Musa is half the age of his father.
𝒂𝒂
5. B7.1.4.1.2 Use the concept of a unit rate associated with a ratio a:b with b ≠ 0, Demonstrate a thorough
𝒃𝒃
and use rate language in the context of a ratio relationship. understanding of a generalised
6. 𝒂𝒂 task or situation
E.g.1 Write given ratios as unit rate .
𝒃𝒃
3
i. This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is cups of flour
4
for each cup of sugar.
8
ii. Aisha polishes 8 square yards of floor tiles every 7 minutes, so there are square
7
yards per minute.

7. E.g.2 Work out rates and use them in solving problems.

i. If 2 litres of coke cost GH¢18, find the cost of (a) 1. 5 litres (b) 3 litres (c) 7 litres
E.g.3 Use tables/diagrams to explain the concept of rate that compares two different
quantities measured in different units
i. The table shows the weight and cost of meat at Salaga Market. If 3kg of meat costs
GH¢ 60,use the information to complete the table.
Meat (kg) 2 3 5 12
Cost (GH¢) 60
8. B7.1.4.1.3 Make tables of equivalent ratios (written as common fractions) Ability to effectively define
relating quantities that are proportional. goals towards solving a
problem
9. E.g.1 Kafui, Adoley and Jantuah shared an amount of money in the ratio of their ages.
Kafui is 36 years old, Adoley is 48years and Jantuah is 24years old.If Jantuah received Ability to combine Information
GH¢24000, how much money did they share? and ideas from several sources
Solution
Names Equivalent Ratios
Kafui 36 18 9 3
Adoley 48 24 12 4
Jantuah 24 12 6 2
Hint: any of these ratios can be used for the calculation.

2 → 24000
9 →𝑥𝑥
9 × 24000 = 2𝑥𝑥
9 × 12000 = 𝑥𝑥
𝑥𝑥 = 108,000,
Hence, the amount of money shared = ¢108,000

10. B7.1.4.1.4 Use the proportional reasoning to find missing values in the tables, Ability to combine Information
and plot pairs of values on the coordinate plane. and ideas from several sources
11. E.g. 2 Find the missing value marked x in a table of equivalent ratios
3 10
6 x
9 30
y 40
𝑥𝑥 10 10 60
= 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑡𝑡ℎ𝑒𝑒 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 𝑜𝑜𝑜𝑜 𝑥𝑥 = ×6= = 20
6 3 3 3
12. B7.1.4.1.5Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity Ability to combine Information
means
𝟑𝟑𝟑𝟑
times the quantity); and ideas from several sources
𝟏𝟏𝟏𝟏𝟏𝟏 to reach a conclusion
13. i. A salesman gets paid 35% commissions. How much commission does he make on Preparedness to recognise and
sales of GH¢700? explain results after
implementation of plans
ii. Yaw bought a shirt that was on sale for GH¢75 after a 10% discount. What was
the original price?
iii. A cell phone case which regularly sells for GH¢450 is on sale for 40% off. How
much would you pay for the phone?
iv. A woman put GH¢520 into a savings account for one year. The rate of interest
on the account was 6%. How much was the interest for the year?

STRAND 2: Algebra
SUB-STRAND 1: Patterns and Relations
1. B7.2.1.1 Derive the rule B7.2.1.1.1 Extend a given relation presented with and without symbolic Exhibit strong memory,
for a set of points of a materials and explain how each element differs from the preceding one. intuitive thinking; and respond
relation, draw a table of appropriately
2. values to graph the E.g.1 Extend a given symbolic relation
relation in a number plane
and make predictions Ability to look at alternatives
about subsequent in creating new things
elements of the relation.
Ability to visualise alternatives,

seeing possibilities, problems
and challenges
i. Study the pattern made with match sticks below and draw the fifth pattern.
ii. How does each pattern differ from the pattern that comes before it?
iii. Copy and complete the table for the number of sticks in each pattern.
Pattern No. 1 2 3 4 5 6 7
Number of sticks 8 15
E.g.2 Study the pattern of numbers below and complete table.
Domain 1 2 3 4 5 6 7
Co-domain 4 7 10 16
3. i. What are the missing numbers in the co-domain?

4. E.g.3Extend a given number relation
i. If the next number in the domain

is 9, what will be the
corresponding number in the co-
domain?
5. B7.2.1.1.2 Describe the rule for a given relation using mathematical language Imagining and seeing things in a
such as one more, one less, one more than twice, etc. different way
6. E.g.1 Describe given relations

7. E.g.2 Describe rule for a relation using mathematics language Exhibit strong memory,
intuitive thinking; and respond
This table shows the pattern of cost of packed breakfast for workers on a field trip. appropriately
Number of workers 1 2 3 4 5 6 ?
Cost of breakfast 3 6 9 12 15 18 120
(i) Explain the pattern of how the cost of breakfast changes as more workers go
on the trip(describe the rule);
(ii) Use the pattern to determine how many workers went on the trip if the cost
of breakfasts is GH¢120.
8. E.g.3 State the rules in words to represent a given relation.

Term/Input (x) 1 2 3 4 5 x Rule for n in words
Result/Output A 5 10 15 20 x→5 times x
Result/Output B 0 4 8 12 x→4 times one less x
Result/Output C 4 7 10 13 x→1 more than thricex
Result/Output D 2 6 8 10 x→ twice 1more than x
Result/Output E 5 11 17 x→

9. B7.2.1.1.3 Identify the relation or rule in a pattern/mapping presented Ability to reflect on

numerically or symbolically and predict subsequent elements approaches to creative task
and evaluate the effectiveness
10. E.g.1 Determine the rule for a given symbolic pattern of tools used
11. E.g.2 Determine the rule for a given numerical pattern Ability to reflect on
approaches to creative task
12. and evaluate the effectiveness
of tools used
Demonstrate a thorough
understanding of a generalised
task or situation
ii. Find the rule and determine the
i. Find the rule
value of n

13. E.g.3Determine an element when given the rule Recognise and generalise
information and experience ;
i. The result of x in the mapping 𝑥𝑥 → 2𝑥𝑥 + 3 𝑖𝑖𝑖𝑖 3. Find the value of x.
14. search for trends and patterns
ii. The result of x in the mapping 𝑥𝑥 → −2𝑥𝑥 + 5 is 45. Find the value of x.
15.
iii. Copy the table and use the rule to find the missing values of n.
16. B7.2.1.1.4 Locate points on the number plane, draw table of values of a given Analyse and make distinct
relation, draw graphs for given relations and use it to solve problems. judgment about viewpoints
expressed in an argument
17. E.g.1 Make a table of values for a given rule
I. Draw a table for the mapping defined by the rule on the domain
{-2, -1, 0, 1, 2, 3}
Rule: 𝒙𝒙 → 𝟐𝟐𝟐𝟐 + 𝟏𝟏
x -2 -1 0 1 2 3
y -3 5
18. ii. Draw a table for the mapping defined by the rule on the domain
{-2, -1, 0, 1, 2, 3}
Rule: 𝒙𝒙 → 𝒙𝒙𝟐𝟐 + 𝟐𝟐
x -2 -1 0 1 2 3
y 6 3

19. E.g.2Locate points on the number plane – (1, 2) and (-3, 2) Analyse and make distinct
judgment about viewpoints
20. E.g.3 Draw graphs for given relations Analyse and make distinct
Plot the table of values on a number expressed in an argument
plane.
x y
0 5
1 3
2 1
3 -1
4 -3

21. E.g.4 Use knowledge of identifying and plotting points in a number planeto solve problems. Analyse and make distinct
The number plane shows the location of animals.
Use the plane to answer the questions that follow.

i. If Faako walks 7 units west and 8 units south, which animal does he see?
ii. Which animal is closest to Faako?
iii. Which animal is located at the point (2, 7)?
What is point at which the giraffe’sis located

STRAND 2: Algebra
SUB-STRAND 2: Algebraic Expressions
1. B7.2.2.1 B7.2.2.1.1 Create simple algebraic expressions using simple logic to translate a Create simple logic trees to
set of instructions into an algebraic expression. think through problems
Simplify algebraic
expressions involving the
2. E.g.1 Form algebraic expressions for given mathematical statements
four basic operations and
Ability to effectively define
substituting values to If x represents an unknown number, then
goals towards solving a
evaluate algebraic i. 10 more than a number x→ 𝑥𝑥 + 10
problem
expressions. ii. 5 less than a certain number x → 𝑥𝑥 − 5
iii. 3 times a number x → 3𝑥𝑥
1 𝑥𝑥
iv. Half of a certain number x → 𝑥𝑥 𝑜𝑜𝑜𝑜
2 2
v. 2 more than 5 times a certain number x → 5𝑥𝑥 + 2
vi. When 8 times a certain number x is subtracted from 5 and the result
is multiplied by 2→ 2(5 − 8𝑥𝑥)
3. E.g.2 Form algebraic expressions from real life situations.

i. Afrako is 3 years older than Maako. If Maako is now 𝑥𝑥 years old, what is
Afrako’s age?
ii. Agbolosu and Tetteh were given GH¢400.00 to share. Tetteh had
GH¢35.00 more than Agbolosu. If Agbolosu’s share is 𝑥𝑥, write an
expression for Tetteh’s share.
iii. Find the profit a woman makes if she buys a basket of oranges for ¢x and
sells it for ¢y?
iv. Find the area of a rectangle which is t metres long and q metres wide?
v. Find the perimeter of a rectangle which is x metres long and y metres
wide?

4. B7.2.2.1.2 Perform addition and subtraction of algebraic expressions with Ability to combine Information
rational coefficients. and ideas from several sources
5. E.g.1 Add algebraic expressions
i. Write each of these expressions in its simplest form.
1. 𝑥𝑥 + 𝑥𝑥 attaining goals
2. 𝑦𝑦 + 𝑦𝑦 + 𝑦𝑦 + 𝑦𝑦
3. 𝑠𝑠 + 𝑠𝑠 + 𝑠𝑠 + 𝑡𝑡 + 𝑡𝑡 + 𝑘𝑘 + 𝑘𝑘 + 𝑘𝑘
ii. Simplify the following expressions.
1. 4𝑥𝑥 + 3𝑥𝑥 + 𝑥𝑥
2. 5𝑥𝑥 + 4𝑥𝑥 + 2𝑥𝑥 + 3𝑥𝑥
3. 3𝑎𝑎𝑎𝑎𝑎𝑎 + 4𝑎𝑎𝑎𝑎𝑎𝑎 + 2𝑎𝑎𝑎𝑎𝑎𝑎
iii. Write an expression for the perimeter of the following shapes
6. E.g.2 Subtract algebraic expressions

i. Write each of these expressions in its simplest form.
1. 5𝑥𝑥 − 2𝑥𝑥
2. 3𝑥𝑥 − 4𝑥𝑥 − 2𝑥𝑥
3. 7𝑥𝑥 − 4𝑥𝑥 − 𝑥𝑥

E.g.3 Adding and subtracting algebraic expressions
7.
i. Simplify the following expressions:
1. 5𝑥𝑥 + 4 − 9𝑦𝑦 + 3𝑥𝑥 + 2𝑦𝑦 − 7
2. 2𝑝𝑝 − 3𝑞𝑞 + 3𝑝𝑝 + 5𝑞𝑞
3. 4𝑥𝑥 + 7 − 2𝑥𝑥 − 4
4. 7𝑥𝑥𝑥𝑥 + 5𝑥𝑥 − 4𝑥𝑥 + 2𝑥𝑥𝑥𝑥 − 3
ii. Write an expression for the perimeter of the shaded region
8.
9. Can effectively evaluate the

10. used to attempt to solve a
B7.2.2.1.3 Perform multiplication and division of algebraic expressions with complex problem
rational coefficients.
E.g.1 Solve multiplication of algebraic expressions
i. Simplify the following expressions
1. 4𝑝𝑝 × 8𝑝𝑝2
2. 5𝑥𝑥𝑦𝑦 2 × 4𝑥𝑥 4 𝑦𝑦 3
3. −2𝑎𝑎 × 4𝑐𝑐 × 5𝑏𝑏
4. −3𝑥𝑥𝑥𝑥 × 5𝑦𝑦
ii. Write an expression for the area of the following shapes

11. E.g.1 Solve division of algebraic expressions Ability to combine Information

Simplify the following expression
12𝑥𝑥 3 𝑦𝑦 2
1.
16𝑥𝑥𝑦𝑦 4
−30𝑎𝑎𝑎𝑎𝑎𝑎
2.
6𝑎𝑎𝑏𝑏 3 𝑐𝑐 −2
18𝑥𝑥 5 𝑦𝑦 2
3.
24𝑥𝑥 7 𝑦𝑦 2
12. B7.2.2.1.4 Substitute values to evaluate algebraic expressions.

E.g.1 Simplify the following expressions and substitute the values to evaluate them, if
𝑥𝑥 = 2, 𝑦𝑦 = 4, 𝑝𝑝 = 3 𝑎𝑎𝑎𝑎𝑎𝑎 𝑧𝑧 = −1,.
1. 3𝑥𝑥𝑥𝑥 × 5𝑦𝑦
2. 7𝑥𝑥𝑥𝑥 + 5𝑥𝑥 − 4𝑥𝑥 + 2𝑥𝑥𝑥𝑥 − 3
3. 4𝑝𝑝 × 8𝑧𝑧 2
4. 5𝑥𝑥 + 4 − 9𝑦𝑦 + 3𝑥𝑥 + 2𝑦𝑦 − 7
E.g.2 Simplify the following expressions and substitute the values to evaluate them, if
𝑥𝑥 = 2, 𝑦𝑦 = 4, 𝑎𝑎 = 3, 𝑏𝑏 = 2, 𝑧𝑧 = 1 𝑎𝑎𝑎𝑎𝑎𝑎 𝑐𝑐 = −1,
12𝑥𝑥 3 𝑦𝑦 2
i.
13. 16𝑥𝑥𝑦𝑦 4 Ability to combine Information
ii.
−30𝑎𝑎𝑎𝑎𝑎𝑎 and ideas from several sources
14. 6𝑎𝑎𝑏𝑏 3 𝑐𝑐 2 to reach a conclusion
18𝑥𝑥 5 𝑦𝑦 2
iii.
24𝑥𝑥 3 𝑦𝑦 2
8xyz
iv.
16xy
5ab 2
v.
ab
21x 7
vi.
3x 4

15. i. 𝐼𝐼𝐼𝐼𝐼𝐼 = 5, 𝑎𝑎 = 8, 𝑏𝑏 = 3, h = 6,find the perimeter and area of the following

ii. shapes.
16. B7.2.1.1.5 Use properties of the four operations to simplify algebraic Ability to combine Information
expressions with rational coefficients. and ideas from several sources
17. E.g.1 Simplify algebraic expressions involving the four operations.
18. 6𝑥𝑥 2 𝑦𝑦 3 iv. (15𝑝𝑝3 𝑞𝑞 2 × 12𝑥𝑥 5 𝑦𝑦 3 ) ÷

i. 3𝑥𝑥𝑥𝑥 × 2 +
2𝑦𝑦 2 (36𝑝𝑝𝑝𝑝 × 45𝑥𝑥𝑥𝑥)
7𝑥𝑥+4𝑥𝑥−2𝑥𝑥
ii. 7𝑥𝑥 2 +2𝑥𝑥 2
3𝑥𝑥 v.
3𝑥𝑥 2
iii. 3x 2 y + 2xy 2 − 4x 2 y − 6xy 2
vi. 7𝑎𝑎 − 7𝑎𝑎3 + 14𝑎𝑎4

STRAND 2: Algebra
SUB-STRAND 3:– Equations and Inequalities
B7.2.3.1 Ability to effectively define
1. B7.2.3.1.1 Translate word problems to linear equations in one variable and vice
Demonstrate an versa
problem
understanding of linear E.g.1: Translate word problems to linear equations
2. equations of the form x + a
= b (where a and b are i. The sum of the ages of two friends is 25, and the elder one is 4 times older
integers) by modelling than the younger one. Write this as a mathematical sentence? Ability to combine Information
problems as a linear and ideas from several sources
equation and solving the i.e. let the age of the younger one be x ∴ age of elder one = 4x to reach a conclusion
problems concretely,
pictorially, and symbolically. 4x + x = 25
ii. Adaako and Afrakoma shared 40 oranges. Afrakoma had 6 more than Adaako. Implement strategies with
Write a mathematical sentence for this word problem. accuracy
i.e. let x represent Adaako’s share. ∴ Afrakoma’s share is 𝑥𝑥 + 6 and the two’s
share put together gives 40.
∴ 𝑥𝑥 + (6 + 𝑥𝑥) = 40
E.g. 2 Write word problems for given linear equations

3.
i. x + x = 15
i.e. the sum of two equal numbers is 15
ii. 2𝑥𝑥 − 4 = 12
i.e. when 4 is taken away from 2times a certain number, the result is 12.
2
iii. 𝑥𝑥 = 4
3
𝑖𝑖. 𝑒𝑒. two-thirds of a certain number is 4.

Demonstrate a thorough
4. B7.2.3.1.2 Model and solve linear equations using concrete materials (e.g.,
understanding of a generalised
counters and integer tiles) and describe the process orally and symbolically.
E.g. 1 Model linear equations and solve task or situation
i. Write an equation for each balancing problem and solve
Solution: Can effectively evaluate the

𝟒𝟒𝟒𝟒 + 𝟖𝟖 = 𝟑𝟑𝟑𝟑 + 𝟓𝟓 used to attempt to solve a
complex problem
−𝟑𝟑𝟑𝟑 − 𝟑𝟑𝟑𝟑
𝒕𝒕 + 𝟖𝟖 = 𝟓𝟓
𝒕𝒕 = −𝟑𝟑
ii. Write an equation for each balancing problem and solve

5.
Solution:
3𝑦𝑦 + 2 = 2𝑦𝑦 + 4
−2𝑦𝑦 − 2𝑦𝑦
𝑦𝑦 + 2 = 4
𝑦𝑦 = 2

E.g.2Solve linear equations using diagrams
6.
i. 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑓𝑓𝑓𝑓𝑓𝑓 𝑥𝑥 in 6𝑥𝑥 + 2 = 26
𝑖𝑖. 𝑒𝑒. 6𝑥𝑥 + 2 = 26
−2 −2
6𝑥𝑥 = 24
6𝑥𝑥 24
=
6 6
𝑥𝑥 = 4
ii. Model the linear equation on the balance

7.
𝟐𝟐𝟐𝟐 + 𝟒𝟒 = 𝟑𝟑𝟑𝟑

B7.2.3.1.3 Model linear equations, then write mathematical expression and Demonstrate a thorough
8.
describe the process of solving the equation. understanding of a generalised
E.g.1 task or situation
E.g.2
9. Can effectively evaluate the
used to attempt to solve a
complex problem

B7.2.3.1.4 Solve linear equations in one variable
10.
Using the idea of balance solve simple Solve the following simple linear equations
11. Ability to combine Information
linear equations.
E.g. to reach a conclusion
i. 4𝑥𝑥 + 1 = 3𝑥𝑥 + 7
3x + 5 = 20
ii. 7𝑤𝑤 + 3 = 2𝑤𝑤 + 18
3x + 5 ± 5 = 20 ± 5
iii. 5𝑟𝑟 − 3 = 𝑟𝑟 − 1
3x =15
iv. 20 − 3𝑘𝑘 = 𝑘𝑘 + 12
x=5
6𝑧𝑧 + 4 = 28

STRAND 3: Geometry and Measurement
SUB-STRAND 1:– Shape and Space
12. B7.3.1.1 B7.3.1.1.1 Measure and classify angles according to their measured sizes – right, Exhibit strong memory,
acute, obtuse and reflex. intuitive thinking; and respond
Demonstrate
appropriately
understanding of angles
13. E.g. 1 Sort angles into those which are right, acute, obtuse or reflex angles from
including adjacent,
photocopied worksheets with several angles to measure. (Note: angles are not
vertically opposite,
drawn to scale)
complementary,
supplementary and use
them to solve problems
E.g. 2 Use a protractor to draw angles such as 30o, 45o, 60o, 75o, 90o, 120o, 150o, 270o,
300o etc.

14. B7.3.1.1.2 Apply the fact that (i) complementary angles are two angles that Ability to merge simple/
have a sum of 90°, and (ii)supplementary angles are two angles that complex ideas to create novel
have a sum of 180° to solve problems. situation or thing
Exhibit strong memory,

appropriately
15. E.g.1 Determine the missing angle marked x. E.g.2 Determine the missing angle marked x.

16. B7.3.1.1.3 Use adjacent, supplementary and vertically opposite angles to solve Exhibit strong memory,
problems intuitive thinking; and respond
appropriately
17. E.g. 1 Determine the angle(s) marked with letters in the adjacent and/or supplementary
angles below.
E.g. 2 Identify each pair of angles as adjacent, vertically opposite, complementary or

supplementary.

18. E.g. 2 Use the figure at the right to identify and label the following angles Ability to try alternatives and
fresh approaches
i. two acute vertical angles.
ii. two obtuse vertical angles.
Ability to try alternatives and
iii. a pair of adjacent angles
fresh approaches
iv. a pair of complementary
angles.
v. an angle supplementary to
∠FGE
19. E.g. 3 Use adjacent, vertically opposite, complementary or supplementary to solve

problems. Determine the angle(s)
marked with letters.

1. B7.3.1.2 Demonstrate how B7.3.1.2.1 Construct a line segment perpendicular to another line segment. Implement strategies with
to construct a perpendicular accuracy
2. to a line from a given point, E.g.1: Use a pair of compasses and a ruler to construct a copy of a given line segment. Line
bisect a line, bisect angles, segment RS is a copy of PQ.
and construct angles of the Preparedness to recognise and
following sizes: 30˚, 45˚, 60˚, explain results after
75˚ and 90˚ implementation of plans
3. E.g.2: Use a pair of compasses and ruler to construct a perpendicularat a point on a line
segment; and drop a perpendicular from a given point outside a line segment
(i) a perpendicularat a point on a line segment (ii) a perpendicular from a given
4.
point outside a line segment

STRAND 3: Geometry and Measurement
SUB-STRAND 1:– Shape & Space
B7.3.1.2.2: Construct the perpendicular bisector of a line segment Ability to combine

Information and ideas
E.g.1: Use a pair of compasses and a ruler to construct a perpendicular bisector of a given
from several sources to
line segment. (The line segment 𝐶𝐶𝐶𝐶 is a perpendicular bisector of 𝐴𝐴𝐴𝐴)
reach a conclusion
E.g. 2:: Draw and bisect the following lines

��⃗= 8cm
(i) AB
(ii) ��⃗
AB=5.5cm

B7.3.1.2.3: Copy an and bisect angles Implement strategies

with accuracy
E.g.1: Use a pair of compasses and a ruler to copy a given angle 𝐴𝐴, (i.e. draw a line and
locate point B; copy the arc 𝑆𝑆𝑆𝑆 and transfer using B as the centre to obtain
𝑉𝑉𝑉𝑉;join 𝐵𝐵 𝑎𝑎𝑎𝑎𝑎𝑎 𝑊𝑊 to obtain the copied angle.

E.g.2 Perform geometric construction to bisect a given angle(∠𝐵𝐵𝐵𝐵𝐵𝐵) to obtain the two equal Implement strategies
∠𝐵𝐵𝐵𝐵𝐵𝐵 and 𝐶𝐶𝐶𝐶𝐶𝐶 with accuracy
(i) Sketch any acute angle and label it 𝐴𝐴𝐴𝐴𝐴𝐴;

(ii) Copy the angle, measure and record its value
(iii) Sketch any angle and ask a colleague to copy the angle;
E.g. 3 Which of the angles has correct angle bisector Implement strategies
with accuracy

7.3.1.2.4: Construct angles of 90 and 45 Implement strategies

with accuracy
E.g.1: Use a pair of compasses and a ruler toconstruct an angle of 90˚ (raise perpendicular at
a point) on a given line segment and verify using the protractor. (The line segment
𝑃𝑃𝑃𝑃 is perpendicular to 𝑃𝑃𝑃𝑃 therefore ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 90˚)
Ability to combine
reach a conclusion
E.g.2: Construct an angle of 45˚ by bisecting an angle of 90˚ (i.e. bisect ∠𝐵𝐵𝐵𝐵𝐵𝐵 = 90˚ to
obtain ∠𝐵𝐵𝐵𝐵𝐵𝐵 = 45˚: line ⃒𝐴𝐴𝐴𝐴⃒ is the angle bisector of the right angle)
(i) Construct ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 45˚ such that ⃒𝐴𝐴𝐴𝐴𝐴 = 5𝑐𝑐𝑐𝑐 and ⃒𝐵𝐵𝐵𝐵𝐵 = 6𝑐𝑐𝑐𝑐: bisect
∠𝐴𝐴𝐴𝐴𝐴𝐴 = 45˚
(ii) Construct ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 90˚ and bisect it.

7.3.1.2.5: Construct angles of 60˚ and 30˚

Implement strategies
E.g.1: Use a pair of compasses and a ruler to
with accuracy
a) Construct an angle of 60˚ at a point on a given line segment ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 60˚) and verify with
the protractor
Ability to combine
reach a conclusion
with accuracy
E.g.2 Construct an angle of 30˚ by bisecting an angle whose measure is 60˚(i.e. bisect
∠𝐴𝐴𝐴𝐴𝐴𝐴 = 60˚ to obtain ∠𝐴𝐴𝐴𝐴𝐴𝐴 = ∠𝐶𝐶𝐶𝐶𝐶𝐶 = 30˚: line ⃒𝑂𝑂𝑂𝑂⃒ is the angle bisector)

7.3.1.2.6: Construct angles whose measures are15˚ and 75˚, respectively.
E.g.1: Construct an angle of 15˚ by bisecting

an angle of30˚ (i.e. bisect ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 60˚ to
obtain ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 30˚ and then bisect
∠𝐴𝐴𝐴𝐴𝐴𝐴 = 30˚ to obtain ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 15˚)
E.g..2 Construct the following:

1
(i) ∠𝑃𝑃𝑃𝑃𝑃𝑃 = 7 ˚
2
(ii) ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 60˚

(iii) ∠𝐾𝐾𝐾𝐾𝐾𝐾 = 30˚
∠𝑅𝑅𝑅𝑅𝑅𝑅 = 15˚

E.g.3: Use a pair of compasses and a ruler to construct an angle of 75˚ at a point on a given Preparedness to
line segment [i.e. construct a right angle ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 90˚); bisect the arc 𝑀𝑀𝑀𝑀 and join 𝑂𝑂 recognise and explain
through 𝑃𝑃to obtain ∠𝐴𝐴𝐴𝐴𝐴𝐴 75˚] results after
Speak clearly and explain
ideas. Share a narrative
or extended answer while
speaking to a group
E.g.4: Construct and bisect ∠𝑃𝑃𝑃𝑃𝑃𝑃 = 75˚

B7.3.1.2.7: Describe examples of perpendicular line segments, perpendicular
bisectors and angle bisectors in the environment
E.g.1: Identify angle bisectors and perpendicular bisectors in structures and artefacts such as
buildings, water tanks, boxes. etc in the environment
E.g.2 Estimate the measure of the size of angles in artefacts, tools, and structures

STRAND: Geometry and Measurement
SUB-STRAND: Measurement
1. B.7.3.2.1 B.7.3.2.1.1 Calculate the perimeter of given shapes whose dimensions are in two Ability to combine
units (i.e. cm and mm, m and cm, or km and m) Information and ideas from
Demonstrate the ability to
find the perimeter of plane
2. E.g. 1. Calculate the perimeter of a shape with conclusion
shapes including circles
dimensions given in km and m by converting to
using the concept of pi (π)
the smaller unit and adding the distance around
to find the circumference
the shapes. Demonstrate behaviour and
of a circle.
skills of working towards
group goals
3. E.g. 2 Calculate the perimeter of a shape with

dimensions given in cm and mm by
converting to decimal fractions in the
larger unit (i.e. 7cm 5mm = 7.5cm).
4. E.g. 3 Calculate the perimeter of a shape with dimensions given in m and cm by converting
to decimal fractions in the larger unit (i.e. 1m 75cm = 1.75m).

5. B7.3.2.1.2 Use the relationships between the diameter and circumference to Ability to effectively define
deduce the formula for finding the circumference of a circle and use it to goals towards solving a
solve problems. problem
E.g.1: Identify name the parts of a circle –
radius, diameter, circumference,
arc, sector, etc. Identify important and
appropriate alternatives

6. E.g.2: Measure the radius, diameter and circumference of circular objects like base or cross Identify important and
section of cylindrical objects like cans, tyres, bowls, etc., roundabouts, etc. and appropriate alternatives
describe the measuring tools used.


7. E.g.3: Explain the relationship between the diameter and circumference of a circle by:
i. Recording the measured diameter and circumference of various circles;
ii. Completing the table for the measured values; and
iii. Observing the results of c ÷ d.
Circle Circumference(c) Diameter(d) c ÷ d
Tin A 13 4 13 ÷ 4 =
Tin B 38 12 38 ÷ 12 =
iv. Conclude that the result of c ÷ d or the ratio of the circumference of a circle to
22
its diameter is named π (and pronounced pi). The ratio itself is approximately
7
or 3.141592+. [Read more on the internet about the pi – who discovered it, and its
value]
8. E.g.4: Use the relationship between the diameter and circumference of a circle (i.e. π =
𝐶𝐶
=
𝐷𝐷
𝐶𝐶
) to solve problems.
2𝑟𝑟
i. The radius of a circle is 140 cm. What is the (a) diameter (b) circumference?
22
[Take π = ]
7
ii. Find the circumference of the circles below whose radii are given and round to
the nearest tenth [take π = 3.142]:

9. B7.3.2.1.3 Draw in a square grid rectangles and triangles Ability to select the most
with given dimensions. effective creative tools for
E.g. 1. (i) Draw a rectangle whose area is twice as large as the one working and preparedness to
drawn on the grid. give explanations
(ii) Draw a rectangle which is twice as wide as and one and a
10. half times as long as the one in the grid. Exhibit strong memory,
11. E.g. 2. (i) Draw in the dot square grid another triangle whose area is 3 square units. respond appropriately
E.g. 3. (i) What is the area of the triangle in the square grid?
12.
(ii) How many different triangles which have the same area as the Ability to select the most
one in the grid can you draw? effective creative tools for
working and preparedness to
give explanations
13. B.7.3.2.2 Derive the B7.3.2.2.1 Use the relationships between a triangle and a rectangle (or Understand roles during
formula for determining parallelogram) to deduce the formula for determining the area of a group activities
the area of a triangle and triangle.
14. use it to solve problems
E.g.1: Determine the number of unit squares enclosed by the triangles below.
Ability to combine
i. What is the perpendicular height of each triangle?
ii. What is the area of each of the triangles?
iii. How does the perpendicular heights of each triangle help you in calculating its several sources to reach a
area? conclusion

attaining goals

15. E.g.2: Spot the RECTANGLE enclosing the triangles to find the unit squares in each triangle.
Notice the base and height of the triangle.
Create simple logic trees to

think through problems
𝟏𝟏 𝟏𝟏
Area of a triangle = (Areaof the rectangle = base × perpendicular height
𝟐𝟐 𝟐𝟐
16. E.g.3: Spot the Parallelogram from which the triangle was formed.
𝟏𝟏 𝟏𝟏
Area of the triangle = (Area of the parallelogram)= (base of parallelogram) ×
𝟐𝟐 𝟐𝟐
𝟏𝟏
height = b × h
𝟐𝟐

17. B7.3.2.2.2 Determine the area of a triangle. Ability to effectively define

18. E.g. 1. Calculate the area of the triangles. problem
19.

B7.3.3.2 B7.3.3.2.1
Demonstrate understanding of Describe the bearing of a point from another point
bearings, vector and its
components using real life cases

.Recognise true bearings as the angle measured in the clockwise direction from the North Can effectively evaluate the
E.g.3 Express the following vectors graphically( i ) ��⃗
𝑃𝑃𝑃𝑃=�−3 � ��⃗ =�2� and measure
(ii) 𝐵𝐵𝐵𝐵 success of solutions they have
4 3
each angle. used to attempt to solve a
��⃗ =(3km,060) ��⃗=(5km,120) and measure complex problem
E.g.4 Draw the following vectors (i)𝐴𝐴𝐴𝐴 (ii) 𝑄𝑄𝑄𝑄
Implement strategies with
each angle..
accuracy
B7.3.3.2.2 Ability to select alternative(s)

that adequately meet selected
Explain how to find the back bearing when the direction of travel has a bearing which is
criteria
less than 180˚ and/ or greater than 180˚
E...g 1

E.g2 The bearing of P from Q is 060˚.What is the bearing of Q from P

E.g.3 The bearing of P from Q is 145˚.What is the bearing of Q from P
B7.3.3.2.3 Distinguish between scalar and vector quantities
E.g.1 Read on scalar quantity and vector quantity on the internet.

E.g.2 Group these examples under scalar quantity and vector quantity ,weight, force,
velocity time, speed ,distance, mass ,volume ,energy, work momentum etc…
Eg.3 Identify a vector as a movement (distance) along a given bearing
E.g.4Draw a vector given its length and bearing E.g. ��⃗
𝑇𝑇𝑇𝑇 =. (6km,245˚).
E.g.5 Identify the distance along a vector as its magnitudeand the 3 – digit clockwise
angle from the north as its bearing
E.g.6 Identify a zero vector as a point where no magnitude and direction.
B7.3.3.2.4 Represent vector in the column (component) form �𝑦𝑦𝑥𝑥 � and determine its
magnitude and direction.
E.g.1Write each of the following as column vectors using graph. (i) ⃗𝐴𝐴𝐴𝐴
=(5km,030˚), Ability to combine Information
𝐶𝐶𝐶𝐶
⃗=(25km,150˚) and ideas from several sources
E.g.2 Use any other method apart from graph to write the following as column vectors
𝑋𝑋𝑋𝑋
(i) ⃗= 𝑆𝑆𝑆𝑆
( 10km, 270˚) (ii) ⃗= (70km, 090˚) and find it magnitude and direction. Ability to work with all group
members to complete a task
successfully
B7.3.3.2.5
Convert vectors in the column (component) form �𝑥𝑥
�𝑦𝑦 to the Magnitude–Bearing form (𝑘𝑘
, 𝜃𝜃
)
and vice versa

E.g.1 Use the Pythagorean theorem to find the length or the magnitude of a vector.
Eg.2
Find the magnitude and the direction of the following vectors
12 15
𝐴𝐴𝐴𝐴
(i)⃗=� 15
� 𝑃𝑃𝑃𝑃
(ii)⃗=� 9
�

B7.3.3.3.1 Determine shapes in real life that have reflectional (or fold)
20. B7.3.3.3 Create simple logic trees to
symmetries. think through problems
Perform a single
transformation (i.e. E.g. 1: Identify examples of designs (or objects) in everyday life that have reflectional (or
21. reflection and
Identify important and
translation) on a 2D
appropriate alternatives
shape using graph
paper (including
technology) and
Preparedness to recognise and
describe the properties
explain results after
of the image under the
transformation (i.e.
congruence, similarity, Imagining and seeing things in a
etc.) different way
Recognise and generalise

information and experience ;
search for trends and patterns
fold) symmetries (e.g. adinkra symbols).
E.g. 2: How many different ways can one more square be

22.
shaded in this shape so that it can have a line of
symmetry?

23. B7.3.3.3.2 Plot points and shapes (i.e. plane figures) on a coordinate plane and
draw their images under reflection in given lines
1. E.g. 1: Plot points and shapes (i.e. plane Reflect on work and explore
figures) with given coordinates in the thinking behind thoughts and
number plane. processes
i. Plot the points A (3, 1), B (3, 3), C Ability to ascertain when
(4, 3), D (4, 2), E (5, 2), F (5, 3), H information is needed and be
(6, 3), and I (6, 1). able to identify, locate, evaluate
and effectively use them to
solve a problem
2. E.g. 2: Identify points with given

coordinates and lines (i.e.
constant lines parallel to the x-
axis or y-axis) in the number
plane.
Draw and label the axes of the
coordinate plane and label the
lines such as Line 1 is y-axis or
x=0; Line 2 is x-axis or y=0; Line
3 is y=x; Line 5 is 𝑦𝑦
= −1, etc.

E.g. 3: Plot given points (or shape) the number plane and draw its images under
reflection in (i) the x-axis, (ii) y-axis and (iii) y=x
i. Draw point (a) A2 (-1, 1) as the image of point A (1, 1) under a reflection in
the y axis (or line x=0) (b) Draw point P (1, -1) as the image of point A (1,
1) under a reflection in the x axis (or line y=0) and (c) Draw point A2 (-1,
1) as the image of point P (1, -1) under a reflection in the line y=x.
ii. Draw triangle A’B’C’ as the image of triangle ABC under the reflection x=0,
y=0, y=x and any other line.
3. Ability to ascertain when

iii. Compare the images
E.g. 4: Derive the coordinate rules able to identify, locate, evaluate
and effectively use them to
i. If (a, b) is reflected on the x-axis, its image is the point (a, -b)
solve a problem
ii. If (a, b) is reflected on the y-axis, its image is the point (-a, b)
iii. If (a, b) is reflected on the line y = x, its image is the point (b, a)
Preparedness to make better
iv. If (a, b) is reflected on the line y = -x, its image is the point (-b, -a) decision with information at
hand
NB: Reflection can occur over a line and/ or in a point

4. B7.3.3.3.3Plot points and shapes (i.e. plane figures) on a coordinate plane and Preparedness to make
draw their images under translation by a given vector better decision with
information at hand
E.g. 1: As people go down a slide, they undergo a
translation Preparedness to make better
decision with information at
E.g. 2: Plot point(s) and shapes (i.e. plane figures) in
hand
coordinate plane using a translating vector
and describe the changes in the vertices as
well as the direction of the movement
appropriately
i. Draw a shape and its image under a translation by a given vector.
ii. Describe a single movement or transformation that takes the shape PART to
the image P’A’R’T

5. B7.3.3.3.4 Verify the concept of congruent and similar shapes in coordinate Ability to select the most
plane using properties of both the object(s) and image(s); and in real effective creative tools for
6. life situations (carpet working and preparedness to
designs, fabric pattern) give explanations
E.g. 1: Verify which shapes are similar
and which are congruent.
7.
E.g. 2. Which of the following shapes are
congruent?
8.

STRAND: Data
SUB-STRAND: Data and Probability
1. B7.4.1.1 Select, justify, and B7.4.1.1.1- Select and justify a method to collect data (quantitative and Ability to work with all
use appropriate methods qualitative) to answer a given question. group members to complete
to collect data a task successfully
2. (quantitative and E.g. 1. In small groups, learners discuss and write down how they would make decisions in the
Ability to ascertain when
qualitative), display and following situations, what facts they would take into account and how they would collect
analyze the data these ‘facts.
able to identify, locate,
(grouped/ungrouped)
(a) The type of drinks to buy for a class party. evaluate and effectively use
presented in frequency
them to solve a problem
tables, line graphs, pie (b) The make of football boots to buy for the school team
graphs, bar graphs or Ability to combine
pictographs and use these (c) Do people who eat more fufu develop pot belly?
to solve and/or pose (d) The number of desks in each classroom several sources to reach a
problems conclusion
(e) The amount of money B6 students spend on bus fare to school every month.
Identify important and
(g) Buy a mobile phone from an online shop appropriate alternatives
3. E.g. 2. Lead a discussion on the methods of data collection below and ask them to identify
which method they will use to gather the facts for each situation (i.e. in E.g. 1. above)
 questionnaires,
 interview,
 observation,
 experiments,
 survey
 databases,
 electronic media or internet

4. B7.4.1.1.2- Design and administer a questionnaire for collecting data to answer a Demonstrate behaviour and
given question(s) and record the results. skills of working towards
group goals
5. E.g. 1. Do a survey (within a small group of learners) by producing a question form (such as
the one below) and collecting real information. Effectively perform multiple
roles within the group
Class Survey Question Form
1) Hello, What’s your name? _________________ Ability to combine

2) How old are you? _________________ Information and ideas from
3) What’s your favourite school subject? _________________ several sources to reach a
4) What’s your worst subject? _________________ conclusion
5) What’s the most important school subject? _________________
6) What is your favourite hobby _________________
7) What’s your favourite day of the week? ________________ Identify important and
8) How much do you spend on bus fare to school every day? _____ appropriate alternatives
6. E.g. 2. Use a table (like the one below) to organize the data obtained with the question form
(or questionnaire).
Favourite Worst Important Favourite Favourite Daily bus

Name Age subject subject subject hobby week day fare (cedis)

7. B7.4.1.1.3- Organise and present data from a survey into a table and/or chart, and
analyse it to solve and/or pose problems.
8. E.g. 1. Use tallies to organize into frequency table marks obtained in a mathematics test by Demonstrate a thorough
students understanding of a
10 7 4 5 6 8 7 6 7 5 3 4 6 in a class. generalised concept and
5 4 5 4 6 5 6 7 6 3 4 5 8 situation
6 7 5 9 4 6 6 1 7 7 9 5 1
5 2 7 10 8 6 7 4 1 6 6 Implement strategies with
accuracy
Complete the frequency table below for the data recorded in the mathematics test.
Demonstrate sense of
feeling or belongingness to a
Marks Tally Frequency
group
1 /// 3
2 / 1
3
4
Total
Draw bar graph to illustrate the data in the frequency table. Preparedness to make better
Write your conclusion about the students’ achievement in the test and/or pose decision with information at
questions on the graph. hand

9. E.g. 2 Use tallies to organize into a frequency table the data below which was obtained by a Implement strategies with
group oflearners for the number of people living in households around their houses. accuracy
3 4 2 4 3 2 2 5 4 3 2 6 3 5
4 1 2 6 3 5 5 2 4 1 5 4 2
4 3 4 2 4 4 6 2 4 3 4 2 4
i. Complete the frequency table below for the data recorded from the survey of
people living in households around their houses.
No./ Tally Frequency Angle of sector
Household
1 // 2 2
× 360 = 18°
40
2 //// //// 10
3 //// // 7
4 //// //// /// 13
5 //// 5
6 /// 3
ii. Draw a pie chart to illustrate the data in the frequency table (i.e. in E.g. 1 above).
iii. Write your conclusion about the number of people living in the households
and/or pose questions in the pie chart.

10. E.g. 3. Draw a graph or chart for data organized in a frequency table and use it to answer Evaluate the quality and
and/or pose questions. For instance, validity of information
i. The table below shows how a Fakor spends his day. Complete the blanks in the
table with information on how you spend your day. Then draw a double bar
graph to compare how you spend your day with Fakor.
Activity School Sleeping Homework Eating Other

No. of hours 8 8 3 1 4
No. of hours
11.
ii. The table below shows the amount of rainfall recorded in millimetres per month Interpret and apply learning
in the two towns in Ghana. Draw a double bar chart to represent the data, write in new context
your conclusion and/or pose questions based on the chart.
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Kumasi 5 10 15 20 50 45 55 35 40 50 35 10
Oda 3 10 13 25 40 50 60 50 40 45 35 8

12. B7.4.1.2 Determine the B7.4.1.2.1 Calculate the mean for a given ungrouped data and use it to solve
measures of central problems
tendency (mean, median,
13. mode) for a given E.g. 1 Find the mean for a data set by dividing the sum of all the items in the data set by the Implement strategies with
ungrouped data and use it by the number of items. accuracy
to solve problems 8+9+7+6+8+10
i. The mean for the data set {8, 9, 7, 6, 8,10} is =8
6
ii. Find the mean for the data set below which is the marks obtained out of a total
of 5 in a
3 4 2 4 3 2 2 5 4 3 mathematics
4 1 2 6 3 5 5 2 4 1 class test.
E.g. 2 Find the mean for a data set (in a frequency table) by dividing the sum of all the items
in the data set by the by the number of items.
i. Find the mean for the marks obtained out of a total of 5 in a mathematics class
test presented in the frequency table:
14.
Score 1 2 3 4 5
Frequency 2 6 4 5 3
ii. Find the mean of the ages of children at a party presented in the frequency table:
Ages (x): 1 3 5 6 7 8 9 10
Frequency (f): 2 5 6 10 8 5 3 1

15. E.g. 3 Solve problems involving calculating the mean or average. Ability to effectively define
i. A shop keeper sold the following loaves of bread over the last 6 days: 25, 48,
16. problem
25, 33, 57, 50. What was the average number of loaves sold each day?
ii. Sena has had the following scores in five of the common core subjects this term:
75, 87, 90, 88, 79. If she wishes to have an average score of 85, what must she Ability to explain plans for
score on the sixth test? i.e. Set up the problem like this: (75 + 87 + 90 + 88 + 79 + attaining goals
) ÷ 6 = 85
iii.
17. B7.4.1.2.2 Calculate the median for a given ungrouped data and use it to solve Ability to effectively define
problems goals towards solving a
problem
18. E.g. 1 Find the median for a data set by arranging the items in the set in an array and
identifying the middle item.
Ability to combine
i. Find the median of 19, 29, 36, 15, and 20. (i.e. the middle item in the array 15,
19, 20, 29, 36 is 20). NB. since there are 5 values (odd number), 20 is the median
(middle number)
conclusion
i. Find the median for the data set 8, 9, 7, 6, 8, and 10. (i.e. the middle item in the
array 6, 7, 8, 8, 9, and 10 is 8). NB.since there are 6 values (even number), we must
average those two middle numbers to get the median value

19. E.g. 2 Find the median for a data set (in a frequency table). Implement strategies with
accuracy
iii. Find the median mark obtained in a mathematics class test presented in the
frequency table:
Score 1 2 3 4 5
Frequency 2 6 4 5 3
NB.Since there are 20 values, the 10th and 11th scores are the middle numbers and
they are both 3, so the median value is 3.
iv. Find the median ages of children at a party presented in the frequency table:
Ages (x): 1 3 5 6 7 8 9
Frequency (f): 2 5 6 10 8 5 3
NB.since there are 39 values, the 20thage is 6, so the median value is 6.
20. B7.4.2.1 Identify the sample B7.4.2.1.1Demonstrate understanding of likelihood of a single outcome occurring Implement strategies with
space for a probability by providing examples of events that are impossible, possible, or certain accuracy
experiment involving single from personal contexts.
Ability to combine
events and express the
E.g. 1. Describe each outcome using words like: impossible, possible, or certain. Information and ideas from
21. probabilities of given events
1. The dog will fly tomorrow (impossible) several sources to reach a
as fractions, decimals,
2. Someone in the class would be a teacher in the future (possible) conclusion
percentages and/or ratios to
3. Ghana will still be an African Country tomorrow (certain)
solve problems Demonstrate sense of feeling
or belongingness to a group
E.g. 2. Ask learners to work in groups to discuss the outcome of the following events using
words like: impossible, possible, or certain
A. A coin lands Heads side up
Analyse and make distinct
B. The day after Monday will be Tuesday
C. A new born baby will be a girl
D. It will rain in Winneba in the first week of January

22. B7.4.2.1.2Classify the likelihood of a single outcome occurring in a Implement strategies with
probability experiment as impossible, possible, or certain accuracy
Can see the importance of
including all team members in
E.g. 1 Ask learners to work in groups to discuss the following outcomes of
discussions and actively
throwing a die using words like: impossible, possible, or certain
encourage contributions
A. Obtaining the number 1
from their peers in their
B. Obtaining the number 7
team I
C. Obtaining the number 4
D.
E.g. 2 Ask learners to work in groups to discuss the following Identify words or sentences
outcomes of throwing two dice using words like: impossible, in context or appropriately
possible, or certain
A. Obtaining a total of 12
B. Obtaining a total of 2
C. Obtaining a total of 13

23. B7.4.2.1.3Calculate the probability of the event and express the probability as Implement strategies with
fractions, decimals, percentages and/or ratios. accuracy
24. E.g. 1 Use the worksheet to calculate the probabilities
Name: Score:
Probability with a single die
The probability of rolling: Fractions Decimal Percentage Ratios

s s
1. factors of 60 1
1
2. a multiple of 3
3
1
3. factors of 2
3
4. divisors of 12 0.83
2
5. a 3 or greater
3
6. factors of 8 1:2
2
7. factors of 6
3
5
8. divisors of 30
6
9. a 3 or smaller. 50

BASIC 8

Strand 1: NUMBER
Demonstrate behaviour and
B.8.1.1.1 8.1.1.1.1.1 Apply the understanding pf place value to read and write in
skills of working towards
number quantities up to over 1,000,000,000
Demonstrate understanding and group goals
the use of place value for expressing
E.g.1. Read and write numbers in words and vice versa
quantities in standard form and
rounding numbers and decimals to (i) 2408321: Two million, four hundred and eight thousand, three hundred
significant figures and a given and twenty-one
number of decimal places
(ii) the numeral part of the serial number on a currency note TD1567451, i.e.,
1567451: One million, five hundred and sixty-seven thousand, four hundred and
fifty-one
8.1.1.1.2. Skip count forward and backwards in 10,000s, 100,000s,

Ability to select
500,000s, etc
alternative(s) that
adequately meet selected
E.g.1 Count forward in 500000s up to the fifth number criteria
(i) 200,000, 700,000, ...
E.g 2. Count backwards in 100,500s up to the fifth number

(I) 1,800,000, 1699500, 1599000, ...
Ability to manage time
8.1.1.1.3. Compare and order whole numbers using “>, <, and =”
effectively
E.g. 1 Identify numbers which are 100,000, 1500,000, etc more or less than given 8
to 9-digit number.

1. 8.1.1.1.4 Express integers of any size into standard form Ability to identify important
and appropriate criteria to
E.g.1 Write integers a power of 10 evaluate each alternatives
(i) 1 = 100
10 = 101
100 =102
1000 = 103
E.g. 2. Write multiples of 10 in standard form

(I) 10 = 1 x 10
100 = 1x 101
1000 = 1x 103 etc.
E.g.3. Write integers in standard form

(i) 26 = 2.6 x 10
(ii) 375 = 3.75 x 102
(iii) 8,765,049 = 8.765049 x 106

2. 8.1.1.1.5 Express integers in a given number of significant and decimal Demonstrate a thorough
places understanding of a
generalised concept and
E.g.1. Express any given integer to a given number of significant figures facts specific to task or
situation
(i) express 56734 correct to two significant figures as 57000
E.g 2. Express 975.8674, correct to

(i) two decimal places Ability to reflect on
(ii) three decimal places approaches to creative task
and evaluate the
8.1.1.1.6 Create and solve word or real life problems on place values effectiveness of tools used
E.g. 1 Solve word or story problems

(i) Adom earns Gh¢2500 a month after tax and his elder brother Arko earns three
times as much. How much is their total income after five years if there are no
increases in their earnings?

Strand 1: NUMBER
1. B8.1.1.2 B8.1.1.2.1.Use the concept of sets to identify perfect squares and determine Demonstrate a
the square roots. Use the knowledge on sets and sets of factors of numbers to thorough
Apply the concepts and vocabulary
solve problems understanding of a
of sets on sets of factors of numbers
generalised concept
to identify perfect squares,
E.g. 1. Identify perfect squares or perfect numbers and facts specific to
determine their square root and
task or situation
solve real life problems involving (i) List sets of multiples of numbers and identify a set of perfect numbers among them
union and intersection of two sets
5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, …
2, 4, 6, 9, 12, 16, 18, …
Ability to select
4, 8, 12, 16, 20, 24, … alternative(s) that
Perfect squares adequately meet
selected criteria
4, 9, 16, 25, 36, …...
E.g. 2. Use the knowledge on odd numbers to determine the square root of perfect
numbers
(i) Determine the square root of 49
Think subtract the consecutive odd numbers starting from 1 from 49 until the remainder
is zero. Then count how many odd numbers subtracted as the square root of the number.

2. B8.1.1.2.2. Use the knowledge on sets and sets of factors of numbers to solve
real life problems involving union and intersection
E.g. 1. Identify the set of factors of given numbers

(i) list the factors of 42 and 36 and determine their common factors:
42: 1,2,3,6,7,14,21 and 42
36: 1,2,3,4,6,9,12,18 and 36
The common factors: 1,2,3, and 6.
E.g. 2. Solve story and real-life problems involving union and intersection of sets
(i) There are 80 farmers in a certain village who grow maize and rice or both. Out of the
80 farmers, 50 grow maize and 60 grow rice.
(a) represent the information on a Venn diagrams
(b) if X of them grow both crops, write an equation in X and solve

Strand 1: NUMBER
3. B8.1.2.1 Apply mental B8.1.2.1.1 Multiply and divide by multiples of 10 including decimals and the Demonstrate a
mathematics strategies and benchmark fractions thorough
4. number properties used to solve understanding of a
E.g.1. Recall multiplication facts up to 144 and related division facts.
problems generalised concept
E.g.2. Recall decimal names of the benchmark fractions converted to decimals or and facts specific to
percentages (and vice versa) task or situation
E.g. 3. Determine a product when a decimal number is a multiple of 10, 100, 1000,
1 1 1
, , , etc.
10 100 1000
5. B8.1.2.1.2 Apply mental mathematics strategies and number properties to do

calculation
6.
E.g. 1. Apply halving and doubling to determine a the product given product of two given
numbers.
7.
B8.1.2.1.3 Apply mental mathematics strategies to solve word problems.
E.g. 1. Play mental maths word games: - should engage learners to use mental strategies
8. to do
E.g.2. Play mental maths word games: - should provide opportunities for learners to use
mental strategies, short methods and sundry tables to develop fluency in solving
9. problems

Strand 1: NUMBER
30. B8.1.2.2 B8.1.2.2.1 Add and subtract up to four-digit numbers.

Apply the understanding E.g.1. Use partitioning (or expanded form) and place value system to add and subtract whole and
of the addition, decimal numbers
subtraction,
multiplication and i) Add 896854 and 76329
division of (i) whole 896854 = 800,000+90000+6000+800+50+4
numbers within 10,000, +76329 = 70000+6000+300+20+9
and (ii) decimals up to 973183 = 900000+70000+3000+100+80+3
1/1000, to solve problems
and round answers to
given decimal places. ii) Add 3627.6 and 854.13 Iii) Subtract 37.85 from 193.6
3000+600 + 20 + 7 6
100 + 90 + 3+ +
60 10
3627.60 + 193.60
0
= 100
+ 854.13 + 800+50 +4 = 100
− 37.85 - (30 + 7+
1 3
+ + ---- 85
10 100 )
3000+800 +600+ 20+ 50 100
60 1 3
100 + 90 +
+ 7+ 4 + + + ---- = 60 85
100 10 100 3+ −30-7−
100 100
3000+1400+ 70+
= 7 3
100+ 90 – 30 + 3−7
11+ + = 60 85
10 100 + −
100 100
3000+(1000+400)+ 70+
70 3
100+ 60 −7 +3+
(10+1)+ + = 60 85
100 100 −
73 100 100
4481.73 4000+400+80+1+ 100 + 53 + 2 +
100
= 160 85
−
100 100
75
155.75 = 155 +
100

31. B8.1.2.2.2 Multiply or divide multi-digit numbers by 1- and 2- digit numbers Implement strategies
with accuracy
E.g.1 Use the area model (Expand and Box method) to multiply and divide efficiently
526 × 54 =
∴ 𝟓𝟓𝟓𝟓𝟓𝟓 × 𝟓𝟓𝟓𝟓 = 𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 + 𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 + 𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 + 𝟑𝟑𝟑𝟑𝟑𝟑 + 𝟖𝟖𝟖𝟖 + 𝟐𝟐𝟐𝟐
= 𝟐𝟐𝟐𝟐, 𝟒𝟒𝟒𝟒𝟒𝟒
E.g.2. Multiply whole numbers using the vertical place value method: (i.e. 657 × 27 =)
657
x 27
2,415
+ 6,900
9,315

E.g.3 Multiply whole numbers using the lattice method
32.
That is to solve 382 × 856:
Draw Make a 3 by 3 lattice and set up the solution as follows:
382 × 856 = 326,99
33.
E.g.3 Use the distributive property to multiply 325x 15
=325 x (10 + 5) = 325 x 10 +325 x 5
=3,250 + 1,625
=4,875
34. E.g.4 Investigate and determine basic division facts including divisibility test
(i) Determine how a given number is divisible by 3,4,5, 6, 7, 8,9,10, etc.

35. B8.1.2.2.3. Create and solve story problems involving decimals on the four basic Exhibit strong
operations. memory, intuitive
thinking; and respond
E.g. 1. Solve word problems
appropriately
36. (v) A group of two four hundred and twelve women and eight hundred and forty-four
men went to watch a football match. An amount of GH¢40 was collected at the gate
from each person. How much money was collected all together? Explain ideas in a clear
order with relevant
(vi) Mr Alidu bought 33.2kg of meat. Mrs Ansu bought 3.8kg of meat less than Mr Alidu.
detail, using
How many kilograms of meat did they buy all together?
conjunctions to
(vii) Eno weighs 38.1kg. Her mother weighs 3 times as heavy. What is the total weight of structure and speech.
Eno and her mother?
(viii) Mrs Yaboi bought 25.25 metres of cloth for her five children. If they share the material
equally, how many metres of cloth did each receive?

37. E.g.2 Solve word problems on data presented in a table

(i) In preparation towards a speech day celebration, a school’s Management Committee
approved the following budget on some projects.
Activity Cost (GH¢)

Painting school building 2,940
Mending cracks on the netball pitch 4,250
Restock the computer laboratory with 9,990
new computers
Buying of a new cadet uniforms 8,740
Buying prizes for awards 5,270
(a) How much was approved for painting the school building and buying of cadet
uniforms?
(b) How much less was to be spent on mending the cracks on the netball pitch than
restocking the computer lab with new computers?
(c) How much was spent on buying prizes for awards if twice the amount approved was
spent on this activity?

B8 Strand 1
Sub-Strand 2: Number Operations
S/N CONTENT STANDARDS INDICATORS AND EXEMPLARS COMPETENCIES
B8.1.2.3 B8.1.2.3.1 Identify and explain the laws of indices Ability to combine
Demonstrate understanding E.g.1 State the Laws of Indices
from several sources
and the use the laws of indices
For real numbers m, n and valid bases a, b, the following basic laws hold to reach a conclusion
in solving problems (including
real life problems) involving I. Law1: 𝑎𝑎𝑚𝑚 × 𝑎𝑎𝑛𝑛 = 𝑎𝑎 (𝑚𝑚 +𝑛𝑛)
powers of natural numbers
𝑎𝑎 𝑚𝑚
II. Law 2: = 𝑎𝑎 (𝑚𝑚 −𝑛𝑛)
𝑎𝑎 𝑛𝑛
Demonstrate a
For applying the above Law, if we choose both m = 1 and n = 1, then we get: thorough
𝑎𝑎1 understanding of a
= 𝑎𝑎(1−1) = 𝑎𝑎0 = 1 generalised concept
𝑎𝑎1
and facts specific to
i. Law 3: (𝑎𝑎𝑚𝑚 )n = 𝑎𝑎𝑚𝑚 ×𝑛𝑛 = 𝑎𝑎𝑚𝑚𝑚𝑚 task or situation
ii.
iii. Law 4: (𝑎𝑎𝑎𝑎)𝑛𝑛 = 𝑎𝑎𝑛𝑛 𝑏𝑏 𝑛𝑛
B8.1.2.3.2 Apply the laws of indices to simplify and evaluate numbers involving powers
of numbers. (PEDMAS)
E.g.1 Use the laws of indices to solve problems involving powers of number. Demonstrate a
5 2 thorough
i) Simplify 2 × 16
understanding of a
ii) Simplify
27 generalised concept
32 and facts specific to
iii) Simplify the expression 𝑦𝑦 = 𝑥𝑥 𝑎𝑎−𝑏𝑏 × 𝑥𝑥 𝑏𝑏−𝑐𝑐 × 𝑥𝑥 𝑐𝑐−𝑎𝑎 × 𝑥𝑥 −𝑎𝑎−𝑏𝑏 task or situation
3
16
iv) Simplify and evaluate ( )−4
81
v) Evaluate (52 )3

B8.1.2.3.3 Solve exponential equations Develop and defend a

logical plausible
E.g. Solve these equations
resolution to a
i. 25 = 52𝑥𝑥 confusion, uncertainty
or contradiction
ii. 2𝑥𝑥+2 = 16 surrounding an event
25
iii. = 22𝑥𝑥
23
1
iv. = 3𝑥𝑥
27
B8.1.2.3.4 Solve real life problems involving powers of natural numbers. Exhibit strong memory,
E.g.1: Solve real-life problems on populations. respond appropriately
While studying her family’s history. Saratu discovers records of ancestors 12 generations Explain ideas in a clear
back. She wonders how many ancestors she has had in the past 12 generations. She order with relevant
starts to make a diagram to help her figure this out. The diagram soon becomes very detail, using
complex. conjunctions to
structure and speech.
Saratu
st
1 Generation
nd
2 Generation
rd
3 Generation
i. Make a table and a graph showing the number of ancestors in each of the 12 generations.
ii. Write an equation for the number of ancestors in a given generation n.

STRAND 1: Number
SUB-STRAND 3: Fractions, Decimals and Percentages
1. B8.1.3.1 Apply the B8.1.3.1.1 Review fractions and solve problems involving basic operations on Create simple logic
understanding of operation on fractions trees to think through
fractions to solve problems problems
involving fractions of given E.g. 1. Review concept of fraction
quantities and round the results
2. to given decimal and significant
places
3. Can effectively evaluate
they have used to
i. Shade given fraction of squares in a shape or find the fraction shaded in the attempt to solve a
3
shape: i.e. shade of the rectangle
54
2
ii. Write down 3 fractions equivalent to
3
6 6
iii. Cancel Express the fraction down toin its simplest form:
10 10
12 12
iv. Convert Express as a to mixed numbers:
5 5
5 5
v. Convert Express 2 t as an o improper fractions: 2
9 9
4. E.g. 2. Review the basic operations on fractions
5. i. Adding & Subtracting Fractions. Work out answers to the following:

3 7 4 1
a) + b) −
4 8 5 6
ii. Multiplying & Dividing Fractions. Work out answers to the following:
2 3 5 1
a) × b) ÷2
3 4 8 2

6. B8.1.3.1.2 Add and/or subtract, multiply and/or divide given fractions, by using Can effectively evaluate
the principle of the order of operations including the use of the (the the success of solutions
rule of BODMAS or PEMDAS) rule, and apply the understanding to they have used to
solve problems attempt to solve a
complex problem
7. E.g. 1. Use the order of operations (BODMAS or PEDMAS) to simplify whole number
expressions with more than two operations. PEDMAS is Parenthesis, Exponents,
Multiply/Divide (going from left to right), 4: Add/Subtract (going from left to right).
i. 21 ÷ 3 + (3 × 9) × 9 + 5
ii. 18 ÷ 6 × (4 - 3) + 6
iii. 34 ÷ 9 + 40 – 23 × 32 ÷ 9
expressions with more than two operations.
3 5 4 1
a) + × −
4 8 5 6
3 3 4 1
b) ÷ +( − )
4 8 5 2
3 5 4 1
c) ( + ) × −
4 8 11 2
9. B8.1.3.1.3. Review word problems involving basic operations on fractions and

related concepts
10. E.g. 1. Solve fraction word problems involving fractions. Develop and defend a
logical plausible
i. Determine the (i) perimeter and (ii) area. of A a rectangle whose sides
1 3 resolution to a
measureis1 cm by 3 cm. Calculate its (i) perimeter and (ii) area. confusion, uncertainty
3 4
or contradiction
surrounding an event

11. ii. Faako answers 42 out of 60 questions correctly. What percent of her
answers are correct?
2 1
iii. In a school of the students eat from the school feeding programme, bring
3 4
their packed lunch, and the rest go home to eat. What fraction of the
students go home for lunch?
iv. Esi and Fusena made orange drink by mixing orange squash and water.
2 1
Esi’sdrink was made of orange squash and Fusena’s was made up of
7 4
orange squash. Whose drink tastes stronger of orange?

B8 Strand 1
Sub-Strand 4: Number: Ratios and Proportion
B8.1.4.1 B8.1.4.1.1 Use ratio reasoning to convert measurement units; manipulate and
transform units appropriately when multiplying or dividing
Demonstrate an understanding of
quantities.
ratio, rate and proportions and use
it these to solve real-world
E.g.1 Convert (cm to m; km to m; ml to cm; etc.) one unit of measure to another using Demonstrate a
mathematical problems
ratio reasoning. thorough understanding
of a generalised concept
• 1m = 100cm is a conversion factor, and we can write from it the ratios and facts specific to task
1 𝑚𝑚 100 𝑐𝑐𝑐𝑐
1𝑚𝑚/100𝑐𝑐𝑐𝑐and 100𝑐𝑐𝑐𝑐/1𝑚𝑚, with each being equivalent to or situation
100 𝑐𝑐𝑐𝑐 1 𝑚𝑚
which both equal 1. Then, to convert a measurement in metres into
centimetres, we can multiply it by the ratio 1m/100cm.
E.g.2 Manipulate and use units appropriately to solve problems

• Agbo walks 4km to school every day. He uses 60minutes. Rukiya uses
45minutes to cover 4200m. Which of the two pupils is faster?
B8.1.4.1.2 Solve unit rate problems including those involving unit pricing and Demonstrate a
constant speed; and speed translation. thorough understanding
of a generalised concept
and facts specific to task
or situation
E.g.1 If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be
mowed in 35 hours? At what rate were lawns being mowed?

• E.g.2 Salamatu is a drummer for a band. She burns 756 calories while drumming for 3
hours. She burns the same number of calories each hour. How many calories does
Salamatu burn per hour?
Solution
• How many calories does Salamatu burn per hour?
• The ratio of calories burned to hours drumming is 756:3.
• Let's find an equivalent ratio that shows how many calories are burned in1hour
• A ratio where one of the terms is 1 is called a unit rate. We can divide the number of
hours by 3 to get to 1 hour.
7563
÷3÷ 3
?1
756 ÷ 3 = 252
Calories burned hours
7563
÷3÷ 3
2521
Salamatu burns 252 calories per hour of drumming.

B8.1.4.1.3 Apply the knowledge of speed to draw and interpret travel graphs or Implement strategies
distance-time graphs. with accuracy
E.g.1 Draw a graph for a passage on a distance time graph. Can effectively evaluate
Notes: put a passage for the graph A trader travels in a car from Buduata to Adawso. The distance between the
they have used to
two towns is 20miles. After 6036minutes, the trader makes a stop at Assin which
attempt to solve a
is 8miles from Buduata. 30 36 minutes later, he continues his journey to Adawso
complex problem
in 24 minutes. After resting for 6 12 minutes, he makes a return journey to
Buduata in 48 minutes.


E.g.2 Interpret a given travel graph

B8.1.4.1.4 Recognize and represent proportional relationships between quantities Ability to monitor team
by deciding whether two quantities are in a proportional relationship. members to ascertain
progress
(e.g. by testing for equivalent ratios in a table or graphing on a
coordinate plane and observing whether the graph is a straight line
through the origin).
E.g.1 Use given tables to check proportional E.g.2 Use graphs to check proportional a Ability to try alternatives
relationship non-proportional relationship and fresh approaches
The graph shows a non-proportional

relationship because the straight line does not
go through the origin.

B8.1.4.1.5 Identify the constant of proportionality (unit rate) in tables, graphs, Implement strategies with
equations, diagrams, and verbal descriptions of proportional accuracy
relationships.
E.g.1
9 27
E.g.2 An ant travels inches in 45 seconds and inches in 2 minutes and 15 seconds. What is
8 8
the constant of proportionality?
E.g.3


B8 Strand 2
Sub-strand 1 Patterns and Relations
B8.2.1.1 Demonstrate the B8.2.1.1.2 1 Calculate the gradient of a line and use it to write equation of a line of Generate hypothesis to
ability to draw table of values the form y = mx + c. help answer complex
for a linear relation, graph problems
the relation in a number E.g.1 Explain the concept of gradient using real life examples and to discover the practical
plane, determine the gradient meaning of gradient
of the line and use it to write
equation of a line of the form
y = mx + c.
The gradient is the measure of how steep slopped the hill the the rider is climbing is.
The gradient is the slope (or steepness) of the roofing of the building.
E.g.2 Determine the formula for calculating the gradient of a line
The formula for calculating the gradient of a straight line

is given as:
∆𝑦𝑦 𝑦𝑦2 −𝑦𝑦1

=
∆𝑥𝑥 𝑥𝑥 2 −𝑥𝑥 1

Can effectively evaluate
E.g.3 Determine the gradient when given two coordinates
Find the gradient of a line which passes through the point; they have used to attempt
to solve a complex
i. A(1,1) and B(7,2)
problem
ii. P(-2,4) and Q(3,5)
iii. C(3,-2) and D(-3,4)
E.g.4 Determine the gradient of a straight line when given the its equation given of a straight
line
Find the gradient from the equation of the straight line below
i. 𝑦𝑦 = 5𝑥𝑥 + 13
ii. 2𝑥𝑥 − 8𝑦𝑦 + 3 = 0
iii. 𝑦𝑦 = −3𝑥𝑥 + 12
E.g.5 Determine the gradient from a graph.
Determine the gradient of the line

in the graph.
From the graph, the coordinates are

A (-8,-2), B (2,3).
−2−3 −5 1
𝑚𝑚 = = =
−8−2 −10 2
1
The gradient of the line is
2

E.g.6 Determine the slope-intercept form of the equation of a straight line

Hint: the equation of a straight line in slope-intercept form is 𝒚𝒚 = 𝒎𝒎𝒎𝒎 + 𝒄𝒄
i. Find the equation of a line with slope 2 and y-intercept -3. Hence find the value
of y when x is 4.
7
ii. Find the equation of a line in slope-intercept form having y-intercept and slope
2
5
− .
2
1
iii. Find the equation of a line with slop and y-intercept 4.
2
E.g.7 Determine the point-slope form of the equation of a straight line

Hint: the point-slope form of the equation of a straight line is 𝑦𝑦 − 𝑦𝑦1 = 𝑚𝑚(𝑥𝑥 − 𝑥𝑥1 )
2
i. Find the equation of a line with slop that passes through the point (3, -1).
3
ii. Find the equation of a line that passes through the point (3, -7) and has the slop
5
𝑚𝑚 = .
4
iii. Find the equation of a line which passes through the points (5, 4) and (-10,-2).
iv. Write the equation 5𝑥𝑥 + 4𝑦𝑦 − 3 = 0 in the form form𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐. Hence state
the gradient and the intercept.

B8.2.1.1.3 2 Use graph of a linear relation to determine subsequent missing

elements in the ordered pairs of the relation.
E.g.1 Use information from a graph to find missing elements
The graph represent the relation 𝑦𝑦 =

20𝑥𝑥, where y is the cost (in Ghana cedis) of the
weight (in kilograms) of meat sold in a market.
Use the graph to find

i. the cost of 3.5kg of meat
ii. the weight of meat that can be
bought with GH¢80.
iii. Using the relation from the graph,
how many kilograms of meat can
be bought at a cost of GH¢240.

E.g.2 Use information from a graph to

find missing elements
The diameter of a Wawa tree is currently 10 inches
when it is measured at chest height. After 50 years,
the diameter is expected to increase by an average
2
growth rate of inch per year. The equation
5
2
𝑦𝑦 = � � 𝑥𝑥 + 10 gives you y, the diameter of the tree
5
in inches, after 𝑥𝑥 years.
i. Use the graph to complete the table below.
X (years) 0 10 20 30 50
Y(diameter in inches)
ii. What will be the diameter of the tree in 100

years?
B8.2.1.1.4 3 Use graphs of linear relations to solve real life problems.

Preparedness to recognise
and explain results after
E.g.1 Draw graphs for real life problems
Ability to monitor team

i. Every morning, you go for a walk. The distance you walk can be modeled modelled by members to ascertain
1
the equation 𝑑𝑑 = ℎ,where d is the distance walked in kilometers and h is the number progress
3
of hours you’ve walked. Make a table for the relation and draw a graph with the values
to see how far you’ve walked after 6hours.

Copy and complete the table for the

relation
Distance 1 2 3 4 5
Time
Hint: the graph should look like the one

shown.
E.g.2
Nhyira paints portraits of people for a living. The graph below shows how much she charges
based on how long it takes her to paint the portrait. Use the graph to answer the questions
that follow.
i. How much does she charge for a

portrait that takes 3 hours to paint?
ii. Is she charges GH¢175, how many
hours did she use to paint the
portrait?
iii. How many hours will she require to
paint a portrait that cost Gh¢300?

B8 Strand 2
Sub-strand 2 Algebraic Expressions
B8.2.2.1 B8.2.12.1.1Use the distributive property to remove brackets and solve Ability to identify important
multiplication of binomial expression. and appropriate criteria to
Solve problems involving
evaluate each alternative.
algebraic expressions E.g.1Remove Expand the brackets in these expressions
(including multiplication of
binomial expressions)
factorize given expressions
and substitute values to • 6(𝑥𝑥
+ 3) • ) − 3(2 + 2𝑥𝑥
2(6 − 5𝑥𝑥 ) − 4(3𝑥𝑥
− 1)
evaluate algebraic
expressions. • (3𝑥𝑥
−5𝑥𝑥 + 4) • ) − (6 − 𝑑𝑑
8 − (4 − 𝑑𝑑 )
• 3(𝑥𝑥
+ 4) − 2(𝑥𝑥
− 5) • (𝑒𝑒
+ 𝑓𝑓
− 𝑔𝑔
) − (𝑒𝑒
− 𝑓𝑓
+ 𝑔𝑔
)
E.g.2 Multiply binomial expressions

Simplify
i. (𝑎𝑎
+ 2)(𝑎𝑎
+ 3) iv. + 3)2
(2𝑥𝑥
ii. (2𝑥𝑥 )(2𝑥𝑥
+ 𝑦𝑦 )
− 𝑦𝑦 v. (𝑥𝑥 )2
− 2𝑥𝑥
iii. (3𝑥𝑥 ) 𝑏𝑏𝑏𝑏
𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚
− 2𝑦𝑦(3𝑥𝑥
+ 2𝑦𝑦
) vi. + 2)2
(𝑎𝑎 Can effectively evaluate the
success of solutions they
B8.2.12.1.2 Perform addition, subtraction, multiplication and division of algebraic have used to attempt to
expressions including fractions. solve a complex problem
E.g.1 Solve problems based on multiplication and division of algebraic fractions

Simplify:
E.g.2 Solve problems based on addition and subtraction of algebraic fractions
Simplify the following:
−𝒃𝒃 3𝒂𝒂
𝒂𝒂
i. +
3 2
2𝒙𝒙
−1 𝒙𝒙
+3
iv. −
3 2
2𝒂𝒂 𝒂𝒂
−𝒃𝒃
ii. −
3 2
3𝒂𝒂
+5𝒃𝒃 𝒂𝒂
+𝒃𝒃
v. +
4 8
5 3
iii. −
6𝒓𝒓 4𝒓𝒓
2𝒙𝒙 2𝒙𝒙
−3𝒚𝒚 𝒙𝒙
+𝒚𝒚
vi. + −
6 3 2
B8.2.12.1.3 Substitute values to evaluate algebraic expressions including fractions

and use it these to solve problems.
𝑓𝑓 𝑥𝑥
𝑖𝑖 = 2, 𝑦𝑦
= −2, 𝑧𝑧
= 3, 𝑐𝑐
= 1 𝑎𝑎𝑎𝑎𝑎𝑎
𝑑𝑑
= −1, Simplify, then substitute in the value to evaluate the
following expressions Demonstrate sense of
3 2 3𝑎𝑎𝑎𝑎 10𝑑𝑑 feeling or belongingness to
i.
𝑥𝑥
+1
−
𝑥𝑥
𝑖𝑖𝑖𝑖
.
−1 152𝑐𝑐
2
𝑑𝑑
× 2
9𝑎𝑎 a group
1 2 2 +2𝑥𝑥𝑥𝑥15𝑧𝑧
6𝑥𝑥 2
ii. + 𝑣𝑣
. ×
𝑥𝑥
−1 𝑥𝑥
+1 5𝑧𝑧 3𝑥𝑥
+𝑦𝑦 Ability to identify important
and appropriate criteria to
12𝑥𝑥𝑥𝑥14𝑥𝑥 evaluate each alternatives
iii. × + 72𝑧𝑧− 4𝑑𝑑
. 5𝑥𝑥
𝑣𝑣𝑣𝑣 + 32𝑦𝑦
7 20

B8.2.12.1.4 Factorize given expressions involving the four operations and use it Ability to merge simple/
the experiences gained to solve problems. complex ideas to create
novel situation or thing
E.g.1 Factorize the following expressions
i. Common factors ii. Method of grouping
• 3𝑎𝑎𝑎𝑎
+ 6𝑎𝑎𝑎𝑎 • 2𝑎𝑎𝑎𝑎
+ 𝑎𝑎𝑎𝑎
− 𝑏𝑏𝑏𝑏
− 2𝑏𝑏𝑏𝑏
• 54 − 81𝑥𝑥
• − 252𝑥𝑥
100𝑥𝑥 • 𝑎𝑎𝑎𝑎 + 2𝑦𝑦
− 𝑏𝑏𝑏𝑏
− 𝑎𝑎𝑎𝑎
• 32𝑥𝑥+ 2𝑥𝑥𝑥𝑥
− 12𝑥𝑥𝑥𝑥
− 8𝑦𝑦𝑦𝑦

B8 Strand 3
Sub-strand 2 Equations and Inequalities
B8.2.3.1 B8.2.3.1.1 Translate word problems to linear inequalities in one variable and Ability to visualise
Demonstrate an vice versa alternatives, seeing
understanding of linear E.g.1 Make mathematical sentences involving linear inequalities from word problems possibilities, problems
inequalities of the form x + a ≥ and challenges.
b (where a and b are integers) i. Think of a whole number less than 17 Ability to combine
by modelling problems as a i.e. x < 17 Information and ideas
linear inequalities and solving from several sources to
the problems concretely, ii. Eight less than the product of -3 and a number is greater than -26. Write and reach a conclusion.
pictorially, and symbolically. solve an inequality to represent this relationship.
iii. Analyse and make distinct
. −3𝑥𝑥
. 𝐞𝐞
𝐢𝐢 − 8 > −26 judgment about
viewpoints expressed in
iv. Kwaakye’s March profit of GH¢ 32 was at least GH¢ 12 less than his an argument
February profit. What was his February profit?
v.
I.e.March profit was at least GH¢12 less than February’s profit.
GH¢23≥ -12 +p
B8.2.3.1.2 Solve simple linear inequalities

E.g.1 Use the idea of balancing to solve simple linear inequalities
i. 𝟐𝟐𝟐𝟐
− 𝟏𝟏𝟏𝟏
> 29 v. 𝒙𝒙
− 𝟒𝟒
>1
ii. 𝟒𝟒𝟒𝟒
− 𝟗𝟗
> −5 vi. 𝟏𝟏𝟏𝟏
− 𝒙𝒙
< 12
iii. 𝟏𝟏𝟏𝟏
< 8 − 2𝒙𝒙 vii. 𝒙𝒙
− 𝟑𝟑
≥ 𝟐𝟐
iv. 𝟑𝟑𝟑𝟑
≤ 𝟖𝟖
+ 𝒙𝒙 viii. 𝟐𝟐𝟐𝟐
− 𝟓𝟓
≤ 𝟑𝟑𝟑𝟑
− 𝒙𝒙

B8.2.3.1.3 Determine solution sets of simple linear inequalities in given

domains
E.g.1 Find solution sets for the following linear inequalities Analyse and make distinct
judgment about
i. if x < 4 for whole numbers, then the domain is whole numbers and the viewpoints expressed in
an argument
solution set
= {0, 1, 2, 3}
ii. 2𝑥𝑥
> 24
iii. 𝑥𝑥
+ 4 ≤ 3𝑥𝑥
− 16
iv. 9 − 5𝑥𝑥
<6

Strand 3: Geometry and Measurement
Sub-strand 1: Lines and Shapes
1. B8.3.1.1 Demonstrate B8.3.1.1 Ability to reflect on

understanding and use of the approaches to creative
Demonstrate understanding and use of the relationship between parallel lines
relationship between parallel task and evaluate the
and alternate and corresponding angles and use the sum of angles in a triangle
lines and alternate and effectiveness of tools used
to deduce the angle sum in any polygon
corresponding angles and use
the sum of angles in a triangle B8.3.1.1.1 Draw and determine the values of alternate and corresponding
to deduce the angle sum in angles
any polygon
Ability to select the most
effective creative tools for
E.g.1. Draw the diagram and calculate the values of angles marked 1, 3,4,5,6,7,8
working and preparedness
to give explanations
Imagining and seeing

things in a different way
E.g. 2 Calculate the value of angles a, b, c, and d

2. B8.3.1.1.2 Determine the values of sum ofgiven angles in a triangle using

knowledge of the sum of interior angles in a triangle and other properties
E.g. 1 Calculate the values of y and the angles in the triangle
E.g. 2 Deduce the formula for sum of interior angles in a polygon determine the value of
an angle in a regular hexagon.
E.g. 3 Use the formula for finding the sum of interior angles in a polygon (n-2)180 to
determine the value of x in the hexagon.


B8.3.1.2 Demonstrate the B8.3.1.2.1 Construct and bisect angles of 120˚, 105˚, 135˚ and 150˚ Ability to reflect on
ability to perform geometric approaches to creative
E.g.1: Use a pair of compasses and a ruler to perform geometric construction of an angle
constructions of the angles task and evaluate the
(∠𝐶𝐶𝐶𝐶𝐶𝐶) =120˚ (draw a semi-circle over the point B to meet ⃒BC⃒ in Q and using the
(75˚, 105˚, 60˚, 135˚ and 150˚), effectiveness of tools used
same radius and Q as centre to make the arcs R and P respectively) and confirm the value
and construct triangles and
using protractor
find locus of points under
given conditions
E.g.2: Use a pair of compasses and a ruler to perform geometric construction of an angle Reflect on work and
of (∠SQC) 150˚ and measure with a explore thinking behind
protractor to confirm thoughts and processes

(∠𝐴𝐴𝐴𝐴𝐴𝐴
135˚ and measure with a protractor to confirm
of 105˚ and measure with a protractor to verify

B8.3.1.2.2: Construct scalene triangles, isosceles triangles, equilateral Ability to reflect on

triangles, obtuse-angled triangle, acute-angled triangles in different approaches to creative
orientations under given conditions. task and evaluate the
effectiveness of tools
E.g.1: Use a pair of compasses and a ruler to construct an equilateral triangle when a side used.
is given and justify why it is an equilateral triangle (i.e. draw the line 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠
𝑉𝑉𝑉𝑉
= 6.2𝑐𝑐𝑐𝑐
and use this
radius at V and J respectively to strike arcs to intersect in N. Verify the measure of the
size of the angle with a protractor)
Reflect on work and
thoughts and processes.

E.g.2 : Use a pair of compasses and a ruler to construct an equilateral triangle by using
point A as a centre and constructing an arc to meet ⃗𝐴𝐴𝐴𝐴
in B, and then using the same radius
to describe an arc (construct 60 degrees) at point C and joining ⃒AC⃒A to C and B to C.
E.g.3: Use a pair of compasses and a ruler to perform geometric construction of an

isosceles right-angled triangle when the base line is given


isosceles an isosceles triangle when all the sides are given


isosceles triangle when the base angles and base side are known
E.g.5: Use a pair of compasses and a ruler to construct acute-angled triangles, obtuse-
angled triangles and right-angled triangles when a side and two angles are given

E.g.6: Use a pair of compasses

and a ruler to construct
triangles when all the sides
are given

E.g.7: Use a pair of compasses and a ruler to construct triangles when two sides and one
angle are given

B8.3.1.2.3: Construct loci under given conditions including: Ability to reflect on

approaches to creative
(i) the locus of sets of points from a fixed point
task and evaluate the
(ii) the locus of points equidistance equidistant from two fixed points; effectiveness of tools
used.
(iii) the locus of points equidistance equidistant from two intersecting
straight lines, and
(iv) the locus of points equidistance equidistant from two parallel lines
E.g.1: Describe the locus of a circle by racing the path of a point P which moves in such a
way that its distance from a fixed point, say O is always the same construct circles
Reflect on work and
thoughts and processes.

E.g.2: Perform geometric construction to locate the centerentre of a circle by locating the
intersection of the perpendicular bisectors of any two chords on the circle

E.g.3: Draw circles of given radius at the points as centre and colour

E.g.4: Construct a regular hexagon within a circle given the length of a side

E.g.5 Use intersecting circles to construct a regular hexagon and measure it sides

E.g.6: Construct a perpendicular bisector (mediator) as a locus and explain why the
perpendicular bisector is a locus


E.g. 7 Construct an angle bisector as a locus of points equidistant from two lines that
meet and explain why the angle bisector is a locus

E.g.8: Construct parallel lines as a locus (i.e. tracing the path of a point say P which moves
in such a way that its distance from line BC is always the same).
E.g.9: perform Perform geometric constructions to proveof that two given lines are
parallel

Strand 3 Geometry and Measurement
Sub-strand 2: Measurement
B.8.3.2.1 B8.3.2.1.2 1 Use the relationship between the diameter and circumference of Create simple logic trees
a circle to deduce the formula finding the area and use this to solve to think through problems
Apply the Pythagoras
problems
theorem, the primary
trigonometric ratios and the
formulas for determining the
area of circle to solve real
problemsB.8.3.2.1
Apply the Pythagoras
Eg 1: Divide the circle into sectors (minimum of 16) then cut the sectors and arrange to Demonstrate a thorough
theorem and the formulas for
form a rectangle deduce the Area of the circle. understanding of a
determining the area of a
generalised concept and
triangle and circle to solve Thus length of
real problems rectangle = 𝜋𝜋𝜋𝜋
width
situation
= 𝑟𝑟
2
𝐴𝐴
= 𝜋𝜋𝜋𝜋
× 𝑟𝑟
= 𝜋𝜋𝜋𝜋
E.g. 2 Solve problems on area of a circle Provide new insight into

controversial situation or
(i) Find the area of a circle whose radius is 14cm (Take π = 22/7)
task
(ii) Find the area of a semi-circle whose radius is 7cm (Take π = 22/7)
(iii) Two circles with common centre, the small circle has radius 7cm, the big circle also
has radius 14cm .with big circle shaded. .Find the shaded area. (Take π = 22/7).

B8.3.2.1.2 Establish the relationship between the hypotenuse ‘c’ and the two
other sides ‘a’ and ‘b’ of a right-angled triangle (i.e. a2 + b2 = c2) and use
it to solve problems
E.g.1Construct squares on the three sides of a

Ability to combine
right-angled triangle in a square grid and Information and ideas
compare the area of the square on the from several sources to
hypotenuse to the squares on the other reach a conclusion
two sides to state the relationship
between the hypotenuse ‘c’ and the two
other sides ‘a’ and ‘b’ of a right-angled
triangle i.e. a2 + b2 = c2
E.g. 2 Using a pair of compasses and ruler, construct squares on the three sides of a
Analyse and make distinct
right-angled triangle and measure the area of the judgment about
square on the hypotenuse and compare to the viewpoints expressed in
squares on the other two sides to state the an argument
relationship between the hypotenuse ‘c’ and the
two other sides ‘a’ and ‘b’ of a right-angled
triangle i.e. a2 + b2 = c2.

E.g. 3 Solve problems involving Pythagoras theorem.
i. Determine the missing side marked h in the figure.

ii. Find the height AB.
iii. If the legs of a right triangle are of the same length,

what is the length of the hypotenuse?
B8.3.2.1.3 Use the Pythagorean theorem to solve problems on right-angled

Develop and defend a
triangle logical plausible resolution
to a confusion,
E.g.1 An isosceles triangle has equal sides,6cm long and a base of 4cm long. Find the uncertainty or
altitude of the triangle. contradiction surrounding
an event
E.g.2 Find the length of each of the diagrams indicated below,

(i) the length x
(ii) the length CB
(iii) the longer length

B8.3.2.1.3 5 Use Pythagoras theorem to calculate area of a triangle in real life Ability to select
problems alternative(s) that
adequately meet selected
E.g.1 .
criteria
A boat travels 2m South and then 9m east. (i) How far is the boat from its starting point.
Ability to mentor peers
E.g.2
Yeboah hangs a picture frame of width 15cm on the wall. The distance from the nail to the
edge of the picture frame is 10cm
(i) Find the length of the wire used to hang the picture frame. (ii) Find the area of the triangle.
E.g.3 A ladder leans against a vertical wall of height 13m. If the foot of the ladder is 6m away
from the wall, calculate the length of the ladder.
E.g4 The length of a side of an equilateral triangle is 12cm .Find
(1) the height of the triangle
(11) the area of the triangle
(111) the perimeter of the triangle

B8.3.2.1.6 Establish the relationship between the basic trigonometric ratios and Preparedness to recognise
solve problems involving right-angled triangles and explain results after
E.g.1 Identify and recognize the three primary trigonometric ratios
i. Establish the sine, cosine and tangent of an angle in a right-angled triangle
accuracy
ii. Find 𝑠𝑠𝑠𝑠𝑠𝑠

, 𝑐𝑐𝑐𝑐𝑐𝑐
𝑋𝑋𝑋𝑋and 𝑡𝑡𝑡𝑡𝑡𝑡
𝑋𝑋
in the diagram Ability to keep group
working on relevant
activities
iii. Write two trig ratios of the angle marked 𝜃𝜃

in the diagram

E.g. 2 Explain the angles of elevation and

depression in real life
E.g.3 Use trig ratios and the Pythagoras theorem to solve problems involving angles of elevation
and depression
i. A hunter sees a fire at an angle of depression 30˚. The height of the hunter is 1.8m.
What is the distance between the fire and the hunter? Round off your answer to 2
significant figures

B8.3.3.2 Demonstrate B8.3.3.2. Add, subtract and find the scalar multiplication of vectors in the Generate hypothesis to help
understanding of addition component form answer complex problems
and subtraction of vectors
E.g1 Add vectors using the graphical method
and their application in
solving basic problems E.g.2 Add and Ssubtracte vectors in their corresponding components.
a c
   
=   and BC = d 
If AB b
then AC = AB + BC
a c a +c
     
=   +
b d  = b + d 
a c
   
If AB =   and BC = d 
b
then AC = AB - BC
a c
   
𝑎𝑎
− 𝑐𝑐
=   -   = �𝑏𝑏
b d
− �𝑑𝑑
E.g3 Multiply a vector by a scalar k�𝑥𝑥
�=k�
𝑦𝑦
𝑘𝑘𝑘𝑘
�𝑘𝑘𝑘𝑘
E.g.4 If p=�−1
2
� , q=�43� , and r=�−2
3
�, find (i) 3q-2p (ii) r-3p (ii) q-p+2r

B8.3.3.2.2 Demonstrate understanding of vector equality Generate hypothesis to help

answer complex problems
E.g.1 Investigate the properties of equal vectors
E.g.2 If a=�35� ,b=�72� and c=�−3

−4
|, if p=a+ ½(b-c)
�, Caculate |𝑝𝑝
E.g.3 If M = N ,find x and y given that M=�𝑥𝑥

−2
−𝑦𝑦
𝑥𝑥
1
� and N=�2𝑥𝑥
−1
�

1. B8.3.3.15 B8.3.3.15.1 Understand rotation and can identify real-life situations involving rotation. Demonstrate a
thorough
Perform a single
understanding of a
2. transformation (i.e. E.g. 1. Know Identify examples of rotation situations in everyday life and the nature of movements – generalised concept
rotation) on a 2D shape clockwise and anti-clockwise. and facts specific to
using graph paper including
task or situation
technology and describe the
i. State the object points and its corresponding image
properties of the image
under the transformation points under a given rotation
(i.e. congruence, similarity,
etc.) ii. Draw points of shapes under a clockwise or anti-
clockwise rotation through a given angle about the
origin (90º, 180º, 270º)
3. B8.3.3.15.2 Draw rotation image in coordinate plane and determine angle of rotation. Identification of

requirements of a
4. E.g. 1. Rotate a shape through a given center centre of rotation and angle of rotation using rotation
given situation and
rules.
justification of more
than one creative
iii. State the object points and its corresponding image points under a given rotation
tool that will be
suitable.
iv. Draw points of shapes under a clockwise or anti-clockwise rotation through a given
angle about the origin (90º, 180º, 270º) Ability to visualise
alternatives, seeing
possibilities,
E.g. 2. Determine the angle of rotation using the points of an object, its their images and center problems and
centre of rotation (NB: use protractor to measure). challenges.
Ability to try
alternatives and
fresh approaches
5. B8.3.3.15.3 Investigate the concept of congruent and similar shapes Ability to ascertain
when information is
E.g. 1. Using multiple and varied examples of rotation on coordinate plane to verify congruent and
needed and be able
similar shapes using their properties.
to identify, locate,
evaluate and
effectively use them
to solve a problem

Strand 4: Data
Sub-strand 1: Data Handling
1. B8.4.1.1 B8.4.1.1.1 – Identify types of given data. including numerical, categorical, Ability to ascertain when
ungrouped and grouped data information is needed and
Select, justify, and use
be able to identify, locate,
appropriate methods to
E.g. 1 Learners discuss, in small groups, an information collected in the process of evaluate and effectively use
collect data (quantitative and
investigation which may be numeric. them to solve a problem
qualitative), use the data
(grouped/ungrouped) to i. Numeric (and discrete): the number of Nissan cars sold by Japan Motors, Ghana in
construct and interpret a year; the number of children in a family; the number of learners in B8 class
frequency tables, bar charts,
pie charts, and pictograms to ii. Numeric (and continuous): weight of babies in a creche (e.g. 4.5kg) which contains
solve and/or pose problems. fractional value

2. E.g. 2 Learners, in small groups, discuss an information collected in the process of

investigation which may be non-numeric
i. Non-nNnumeric (cannot be quantified): sex (male or female); income group, movie
type, age group, marital status, boxers’ weight class, etc.
ii. Lead leaners to sort out the examples of the non-numeric in (i) that have values
that can be put on ordinal scale (boxers’ weight class; age group)
iii. Lead leaners to sort out the examples of the non-numeric in (i) that can be put
into categories (Categorical data): sex (male or female); marital status; income
group, etc.
3. E.g. 3 Can effectively evaluate the

success of solutions they
i. The scores for 11 learners in a class test are 25, 30, 35, 40, 45, 26, 29, 50, 45, 37
have used to attempt to
and 47. (these individual scores are not grouped in any way)
solve a complex problem
ii. Learners find out those in the group 25 to 35 (i.e. 5) and those in the group 36
to 50 (i.e. 6).data now grouped
4. B8.4.1.1.2 - Select and justify a method to collect data (quantitative and
qualitative) to answer a given question.
5. E.g. 1- To study how eating cream crackers influence/affect one’s output of work Create simple logic trees to
(productivity), let learners identify which method they will use to gather the facts think through problems
for each of the following situations. (i.e. refer to methods stated in E.g. 2 of
Demonstrate behaviour
B7.4.1.1.1)
and skills of working
i. Will eating twice a person's normal number of cream crackers increase their towards group goals

his/her productivity? Understand and use
interpersonal skills
ii. Are people who eat more cream crackers more productive?
iii. Does a group of students study better when cream crackers are present or
absent?
6. E.g. 2 -Learners should select the study they wish to undertake and design an appropriate Understand roles during
form to be used in collecting the data. group activities
7. B8.4.1.1.3 - Organize data (grouped/ungrouped), present it in frequency tables, Ability to ascertain when
line graphs, pie graphs, bar graphs and/or pictographs (representations information is needed and
include info graphics, waffle diagrams, box and whisker plots and stem be able to identify, locate,
and leaf plots) and analyse it to solve and/or pose problems. evaluate and effectively use
them to solve a problem

8. E.g. 1 -The following set of raw data shows the lengths, in millimetres, measured to the Can effectively evaluate the
nearest mm, of 340 leaves taken from plants of a certain species. success of solutions they
have used to attempt to
solve a complex problem
Make Copy and complete the table of frequency distribution, using the table distribution
table below, using the data set above..
Lengths (mm) Tally Frequency Create simple logic trees to

think through problems
25 – 29
30 – 34 Demonstrate behaviour
and skills of working
35 - 39 towards group goals
40 – 44
Understand and use
45 – 49 interpersonal skills
50 – 54
55 - 59

9. E.g. -2 A cleaner of a small office spent GH₵120 the salary on food; GH₵80 on rent; Understand roles during
GH₵40 on clothing; GH₵110 on transport and saved GH₵50. Organize the data group activities
and draw (i) a bar chart and (b) a pie chart to represent the data.
10. E.g. -3 – The waffle chart (i.e. a 10 X 10 cell grid in which each cell represents percentage
point summing up to total 100%.) shows that the average score obtained by B7
learners in a mathematics test conducted, is 10%.
i. Read and record the average scores obtained by B8, B9 and B10.
ii. In a mathematics quiz Cordei scored 75%, Kofi scored 80%, Maama scored 35%,
Kpakpo scored 70% and Adjoa scored 50%.
Draw a waffle chart to represent the data.

11. E.g. 4 – Learners make a stem and leaf plot (a stem-and-leaf display or stem-and-leaf plot is
a method for presenting quantitative data in a graphical format to assist in
visualizing the shape of a distribution and giving a great idea about the distribution
of the data.)
i. The data below are scores for 14 B8 learners in
a test marked out of a maximum of 100.
Learners should make a stem and leaf plot to
represent the data
(
Learners should note that though there are no
scores 30s and 40s, 0s should not be put against
stem 3 and stem 4.those spaces must left blank.
However, 0 should be put against 8 for 80)
ii. From the plot, what can we say about the
performance of the 14 B8 learners?
Where:
2 3 means 23
7 112 means 71, 71,72

12. E.g. 5 – The stem and leaf plot shows the scores obtained by
learners in a test. Use it to answer the following
questions:
i. What are the scores? Write themn in ascending
order.
ii. What is the mode of the scores?
iii. What is the median of the scores?
Interpret correctly and

13. B8.4.1.2 Demonstrate an B8.4.1.2.1 -Calculate the mean, median and mode for a given set of ungrouped
respond to non- verbal
understanding of measures of data, and explain why these values may be the same or different.
central tendency (mean, communication such as
median, mode) and range for E.g. 1 The bar graph on the right shows the sales of a small business from Monday to facial expressions, cues and
grouped data and explain Friday. Calculate the mean, median and mode for amounts collected during the gestures
when it’s most appropriate to period and explain your findings (i.e. why the values are the same)
Provide feedback in areas
use the mean, median, or
mode. of ideas, organisation, voice,
Chart Title word choice and sentence
fluency in communication
400
Sales Collected (GH₵)
300 Mon
Tue Ability to identify important
200 and appropriate criteria to
Wed evaluate each alternative.
100
Thu
0 Fri
1

14. E. g. 2 The table below shows the area of the sitting room floors of each of 7 Real Estates
houses (A, B C, …) in Kwashi Kumaman
Houses A B C D E F G
Area (m2) 22 24 26 30 48 30 30
i. In small groups, let learners work out the mean, median, mode.
ii. Draw a bar chart to represent the data collected, and
iii. Explain why the values are the same.
15. E.g. 3. The table below shows the occurrence of the data values from 1 to 7 and
represented by the corresponding bar graph.
Data Value Frequency 15
FREQUENCY
1 1 10
2 11
5
3 5
4 4 0
1 2 3 4 5 6 7
5 2
6 1 DATA VALUE
7 1
i. Calculate the mean, median, mode

ii. Locate them on the corresponding graph, and
iii. Explain why the values are different.

16. B8.4.1.2.2-Justify a context in which the mean, median or mode is the most
respond to non- verbal
appropriate measure of central tendency to use when reporting findings.
communication such as
17. E.g. Kojo’s says his taxi makes a number of journeys trips each day as shown in the table facial expressions, cues and
below. gestures
Provide feedback in areas

Monday Tuesday Wednesday Thursday Friday Saturday Sunday
of ideas, organisation, voice,
word choice and sentence
8 6 10 10 9 10 3
fluency in communication
i. Ability to identify important
ii. and appropriate criteria to
evaluate each alternative.
iii. In small groups, let learners calculate the mean, median and mode
for Kojo’s week
ii. Which measure of central tendency best represents or describes the number of
journeys trips that Kojo makes each day
iii. Learners must justify their decisions.
Strand 4: Data

Sub-strand 1: Probability
18. B8.4.2.1 B8.4.2.1.1.-Perform a probability experiment involving two independent events Preparedness to
such as drawing coloured bottle tops from a bag with replacement and list the recognise and explain
Identify the sample space for a
elements of the sample space results after
probability experiment
implementation of plans.
involving two independent
19. E.g. 1 -In an experiment, Emmanuel was asked to pick one bottle top from a bag, three
events and express the
times, which contains 3 red, 2 green and 1 pink bottle tops.
probabilities of given events as
fractions, decimals, i. List the elements of the sample space of the events.
accuracy.
percentages and/or ratios to
solve problems. ii. The sample space of the event of picking a red bottle top, R, with replacement is
………….
iii. The probability of picking a red bottle top is ………….
Can see the importance
20. E.g. 2 -Consider the following two events: (a) throwing of a fair six-sided die and (b) tossing of including all team
a fair coin members in discussions
and actively encourage
i. What is the sample space for (a) and for (b)? contributions from their
ii. Does the occurrence of event (a) affect the occurrence of event (b)? peers in their team.
iii. What is the probability of an even number showing up in (a)? What is the
probability of a head showing up in (b)?
iv. What is the relationship between the two events?
21. E.g. 3 -Ampofo and Serwa are two learners from a school. Ampofo walks to school daily and
Serwa travels to school on a bus daily.
i. Does the event of event involving Ampofo affect that of Serwa?
ii. Can the two events occur together?

22. B8.4.2.1.2. Express the probabilities of the events as fractions, decimals, Develop and defend a
percentages and/or ratios. e.g.by using a tree diagram, table or other graphic logical plausible
organizer resolution to a confusion,
uncertainty or
23. E.g. 1- The arrow on the spinner if spun twice and the number of contradiction
wins recorded. surrounding an event
i. Identify the sample space
ii. Calculate the probability of a win P(W) and the
probability of a lose, P(L)
iii. Copy and complete the probability tree diagram that
Actively assist group
seeks to represent below of the events, i.e. the 1st
identify changes or
and 2nd spins
modifications necessary
iv. Express the probabilities stated on the branches in in the group activities and
decimals, percentages and ratios work towards carrying
out those changes
24. E.g. 2-A box contains 3 blue pens and 4 pink pens. A pen is taken from the box, its colour
noted, and then replaced. Another pen is taken and its colour noted.
i. What is the sample space of the 1st and 2nd trials?
ii. Draw probability tree diagram.

25. E.g. 2 -A die is thrown at most three times. If 6 is scored the game stops. Develop and exhibit a
sense of cultural identity.
Identify and explain a

confusion, uncertainty, or
a contradiction
i. Copy and complete the probability tree diagram
ii. Explain why some of the branches of the tree diagram have disappeared.

BASIC 9

Strand 1: Number
Sub-strand 1: Number and Numeration System
1. 9.1.1.1.1 Apply the 9.1.1.1.1 Express integers to given number of significant and decimal places
understanding of place value in
Provide feedback in
solving real life problems E.g.1. Express integers to a number of significant figures
areas of ideas,
involving integers of any size,
(i) 857,386,321 organisation, voice,
rounding this to given decimal
word choice and
places and significant figures -five significant figures sentence fluency in
-four significant figures communication
-three significant figures
etc Think beyond their
task and actively
E.g.2. Express decimal numbers to a given number of decimal places support other team
members to complete
(i) 98745.9674 correct to their task.
-two decimal places Division of task into
-one decimal place solvable units and
assign group members
9.1.1.1.2. Use knowledge and understanding of place value to solve real life problems to task units
E.g.1. Create and solve a real-life problem or a story problem and write the answer in
standard form Ability to select the
most effective creative
tools for working and
(I) I am a 6-digit number. My first digit is 5 more than the last digit, but 2 less than my preparedness to give
second digit. My second digit is the third multiple of 3, while my fourth digit is the explanations
second multiple of 3. My third digit is the quotient when the fourth digit is divided by my
last digit. However, my fourth and fifth digits are consecutive numbers. What number
am I?

2. Think second digit: 3x3=9

fourth digit: 2x3=6
first digit: 9-2=7
last digit: 7-5=2
fifth digit: 6-1=5
third digit: 6 
So the number is 793652 = 7.93652 x 105
E.g.2 Create similar real story problems and solve
3. B9.1.1.2 B9.1.1.2.1 Solve problems on relationship between members of the rational number Knowledge and
system using knowledge and understanding of the concept of union and intersection of recognition of ethical
Demonstrate an understanding
two sets use of information
of the relationship between
members of the rational number
E.g. 1 Use sets diagrams to show the relationship among the Real numbers namely
system and solve real life
Recognise and
problems involving union and -(R) Irrational numbers
generalise information
intersection of three sets
and experience ;
-Irrational numbers (QI ) search for trends and
-Rational numbers (Q) patterns
- Integers (Z)
-Whole numbers (W)
-Natural or Counting numbers (N)

E.g. 2 Write the factors of 12 and 15 and represent them on a Venn diagram.
4. Interpret correctly and
12={1, 2, 3, 4, 6, 12} respond to non- verbal
communication such as
15={1, 3, 5, 15} facial expressions, cues
and gestures
5. B9.1.1.2.2 Apply the concept of sets of sets to solve problems on relationship between
members of rational number system and solve real life problems involving union and
intersection of two sets
6. E.g.1 Create and solve real life problems to show union and intersection of two sets.
i. There are 80 farmers in a certain village who grow either maize or beans. Fifty of them
grow beans while sixty grow maize. If each farmer grows at least one of the two crops,
represent the information on a Venn diagram and hence find the number of farmers who
grow;
a. both crops.
b. only one crop.

Strand 1: Number
Sub-strand 12: Number and Numeration System Operations
7. B.9.1.2.1 Apply mental B9.1.2.1.1 Multiply and divide given numbers by multiples of 10 including Identify words or
mathematics and properties to decimals and benchmark fractions sentences in context
determine answers for addition or appropriately
and subtraction of basic facts. E.g.1. Recall multiplication facts up to 144 and related division facts.
E.g.2. Recall decimal names of given benchmark fractions converted to decimals or Analyse and make
percentages (and vice versa) distinct judgment
about viewpoints
E.g. 3. Find the product of a given decimal number when it is multiplied by 10, 100, expressed in an
1 1 1 argument
1000, , , , etc.
10 100 1000
B.9.1.2.1.2 Demonstrate the ability to determine commutative properties of

8. B9.1.1.2 Identify underlying
addition and multiplication. themes, implications
Demonstrate an understanding E.g1. Recognize that for any two numbers a and b; and issues when
of the relationship between
i. a + b = b + a listening
system and solve real life i.e. 25 + 32 = 32 + 25 = 57 Identify and prove
problems involving union and ii. a × b = b × a misconceptions about
intersection of three sets i.e. 17 × 8 = 8 × 17 = 136 a generalised concept
or fact specific to a
B9.1.2.1.3 Use the associative property of addition and multiplication. task or situation
E.g1. Recognize that for any three numbers a, b and c;
9.
i. a + (b + c) = (a + b) + c
or a + (b + c) = (a + c) + b
i.e. 15 + (6 + 9) = (15 + 6) + 9 = 30
ii. (a × b) × c = a × (b × c)
i.e. (12 × 5) × 4 = 12 × (5 × 4) = 240

10. B9.1.1.4 Use the distributive property in solving problems.

E.g1. Recognize that for any three numbers a, b and c;
i. a × (b + c) = (a × b) + (a × c)
i.e. 5 × (10 + 7) = (5 × 10) + (5 × 7) = 85
ii. a × (b - c) = (a × b) - (a × c)
i.e. 5 × (10 - 7) = (5 × 10) - (5 × 7) = 15
B9.1.2.2
11. B9.1.2.2.1 Solve operations involving addition, subtraction, multiplication Evaluate the quality
Apply the understanding of the and division using word problems.9.1.1.1.1 Express integers to given and validity of
addition, subtraction, number of significant and decimal places information
multiplication and division of E.g. Create and solve story problems involving a combination of two or more of the
decimal numbers to solve
basic operations Look and think about
problems and round answers to
given decimal places and (×, ÷, ─,+). things differently and
significant figures9.1.1.1.1 Apply i) A trader sells oranges from two baskets, A and B. Basket A contained 85 oranges from different
the understanding of place value and she sold 48. She sold 59 oranges from basket B and was left with the same number perspective
in solving real life problems of oranges as in basket A. How many oranges were originally in basket B.E.g.1. Express
involving integers of any size, integers to a number of significant figures
rounding this to given decimal Demonstrate sense of
(i) 857,386,321
places and significant figures feeling or
-five significant figures
belongingness to a
-four significant figures
group
-three significant figures
etc
E.g.2. Express decimal numbers to a given number of decimal places
(i) 98745.9674 correct to
-two decimal places
-one decimal place

12.
9.1.1.1.2. Use knowledge and understanding of place value to solve real life
problemE.g.1. Create and solve a real-life problem or a story problem and write the
answer in standard form
(I) I am a 6-digit number. My first digit is 5 more than the last digit, but 2 less than my
second digit. My second digit is the third multiple of 3, while my fourth digit is the
second multiple of 3. My third digit is the quotient when the fourth digit is divided by
my last digit. However, my fourth and fifth digits are consecutive numbers. What
number am I?
Think second digit: 3x3=9
fourth digit: 2x3=6
first digit: 9-2=7
last digit: 7-5=2
fifth digit: 6-1=5
third digit: 6 
So the number is 793652 = 7.93E.g.2 Create similar real story problems and solve

B9.1.2.2.2 Solve word problems involving the four basic operations and
13. B9.1.1.2 Use digital tools to
round the answers to the nearest two decimal figures or to some significant create novel things
Demonstrate an understanding figures.B9.1.1.2.1 Solve problems on relationship between members of the
of the relationship between rational number system using knowledge and understanding of the concept
of union and intersection of two sets Identification of
system and solve real life
ii) The price of a jacket is three times that of a shirt. The price of a jacket is requirements of a
problems involving union and
GH₵560.65. Mr Mensa bought two of the jackets and four shirts for his twin sons. given situation and
intersection of three sets
Calculate the total amount Mr Mensa paid for the items, correct your answer to: than one creative tool
𝛼𝛼
) two decimal places that will be suitable
𝛽𝛽)three significant figures
E.g. 1 Use sets diagrams to show the relationship among the Real numbers namely
-Irrational numbers
-Rational numbers (Q)
- Integers
-Whole numbers (W)
-Natural or Counting numbers (N)
14. B9.1.1.2.2 Apply the concept of sets to solve problems on relationship between
members of rational number system and solve real life problems involving union and
intersection of two sets

Strand 1,

B9.1.2.3 B9.1.2.3.1identify simple and compound surds Recognise and
Demonstrate understanding of surds E.g.1 Simple surds E.g.2 Compound surds generalise information
as real numbers, the process of and experience ;
adding and subtracting of surds as 7√3, 2√5 (√3 + √7 − √5) search for trends and
√2,
well as determining (using a patterns
calculator) the approximate square
B9.1.2.3.2 Explain the identities/rules of surds
root of a number that is not a perfect Identification of
square. Rule 1 Rule 4 requirements of a
√𝑎𝑎 × 𝑏𝑏 = √𝑎𝑎 × √𝑏𝑏 𝑎𝑎√𝑐𝑐 ± 𝑏𝑏√𝑐𝑐 = (𝑎𝑎 ± 𝑏𝑏)√𝑐𝑐 given situation and
Rule 2 Rule 5 than one creative tool
𝑎𝑎 √𝑎𝑎 𝑐𝑐 𝑐𝑐 𝑎𝑎 − 𝑏𝑏√𝑛𝑛 that will be suitable
√ = = ×
𝑏𝑏 √𝑏𝑏 𝑎𝑎 + 𝑏𝑏√𝑛𝑛 𝑎𝑎 + 𝑏𝑏√𝑛𝑛 𝑎𝑎 − 𝑏𝑏√𝑛𝑛
Rule 3 Rule 6
𝑏𝑏 𝑏𝑏 √𝑎𝑎 𝑏𝑏√𝑎𝑎 𝑐𝑐 𝑐𝑐 𝑎𝑎 + 𝑏𝑏√𝑛𝑛
= × = = ×
√𝑎𝑎 √𝑎𝑎 √𝑎𝑎 𝑎𝑎 𝑎𝑎 − 𝑏𝑏√𝑛𝑛 𝑎𝑎 − 𝑏𝑏√𝑛𝑛 𝑎𝑎 + 𝑏𝑏√𝑛𝑛
B9.1.2.3.3 Simplify given surds Interpret correctly

E.g. Simplify: and respond to non-
verbal communication
i. √27 such as facial
expressions, cues and
i. √72 gestures
√8
ii. Generate hypothesis
16
to help answer
√12
complex problems
iii.
121
iv. (√2)2

B9.1.2.3.4 Approximate the square roots of non-perfect squares with Demonstrate sense
calculators/tables. of feeling or
E.g. Square roots of non-perfect squares belongingness to a
i. √2 group
ii. √5
Develop and exhibit
iii. √12
ability to defend one's
iv. √30 cultural beliefs,
practices and norms

Strand 1,
1. B9.1.3.1 Apply the B9.1.3.1.1 Review fractions and solve problems involving basic operations on Understand and use
understanding of operations fractions interpersonal skills
on fractions to solve
2. problems involving fractions E.g. 1. Review concept of fraction
of given quantities and round Generate hypothesis
3. the results to given decimal to help answer
and significant places complex problems
i. Shade given the fraction of squares in the rectangle that is equal to the shaded portion of
Build a concept and
the circle.
2
understanding of one's
ii. Write down 3 fractions equivalent to self (strength and
5
iii. Cancel Express the fraction
15
down to in its simplest form:
15 weaknesses, goals and
10 10 aspiration, reaction and
12 12
iv. Convert Express to as a mixed numbers: adjustment to novel
5 5
5 5 situation)
v. Convert Express 2 to as an improper fractions: 2
9 9
4. E.g. 2. Review the basic operations on fractions
5. i. Adding &and Subtracting Fractions. Work out answers to the following:

3 7 1 4 5
a) + b) 1 + −
4 8 2 5 6
ii. Multiplying &and Dividing Fractions. Work out answers to the following:
2 3 3 5 1 2
a) × − b) ÷2 +
3 4 8 8 2 3

1. B9.1.3.1.2 Add and/or subtract, multiply and/or divide given fractions, using the
principle of order of operations including the use of the (through BODMAS or
Ability to set and
2. PEMDAS) rule, and apply the understanding of these to solve problems
maintain personal
E.g. 1. Use the order of operations (BODMAS or PEDMAS) to simplify whole number standards and values
expressions with more than two operations. PEDMAS is Parenthesis, Exponents,
Multiply/Divide (going from left to right), and Add/Subtract (going from left to right).
i. 34 ÷ 32 + 40 – 23 × 32 ÷ 9
ii. 18 ÷ 6 × (4 - 3) + 6
iii. 18 ÷ 32 × (4 - 3) × 10
expressions with more than two operations.
2 3 5 1
a) × − ÷2
3 4 8 2
3 3 4 1
b) ÷ +( − )
4 8 5 2
3 5 4 1
c) ( + ) × −
4 8 11 2

4. B9.1.3.1.3. Review word problems involving basic operations on fractions

E.g. 1. Solve word problems based on fractions word problems.
5. Adjustment to the
i. A test is made up of 20 questions, how many questions must you answer correctly to demands of customs,
get a score of 80%? traditions, values and
attitudes of society
ii. What percent was a television set reduced if it was marked GH¢2250 and sold for
GH¢19502,025?
iii. In an election involving two contestants, one candidate claimed 52% of the votes, Identification of
while the other candidate claimed 2681 votes. If 5000 people voted, how do you requirements of a
know the election results are invalid? given situation and
1 3 justification of more
iv. A rectangle is 2 cm by 3 cm. Calculate its (i) perimeter and (ii) area. than one creative tool
3 4
that will be suitable
v. YaaEsi and Alamisi Fusena made orange drink by mixing orange squash and water. Esi
23 12
drink was made of orange squash and Fusena’s was made up of orange squash.
78 45
Whose drink tastes stronger of orange?

B9 Strand 1,

B9.1.4.1 B9.1.4.1.1 Represent proportional relationships by equations. Anticipate and
Apply the understanding of overcome
ratio, rate and proportions to difficulties relating
solve problems that involve E.g.1 If total cost (t) is proportional to the number of items (n) purchased at a constant price (p), initiatives
rates, ratios, and the relationship between the total cost and the number of items can be expressed as t = pn.
proportional reasoning and
use it to solve real-world B9.1.4.1.2 Use proportional relationships to solve multistep ratio and percent Demonstrate a
mathematical problems problems, examples: simple interest, tax, discount and commissions, NHIL, thorough
depreciation, insurance, etc. understanding of a
E.g.1 solve problems on simple interest generalised concept
and facts specific to
• A girl deposited Gh¢ 4500 at the bank at a rate of 3% per annum for three years. Find the task or situation
simple interest. What is the amount at the end of the fifth year?
E.g.2 solve problems on tax (VAT)
• The rate of VAT rate of a country Ghana is 1512.5%. A man bought an item at Gh¢
4500.00, VAT inclusive. Calculate:
a) The basic cost of the item.
b) The VAT paid by the man.
E.g.3 solve problems on discount

• If a car cost Gh¢ 80,500.00. What is its new value if there is a discount of 10%?
E.g.4 solve problems on commission

1
• A car agent’s commission on the sale of a car is 3 %. Calculate her commission on a house
2
car sold for Gh¢68,000.00.

E.g.5 solve problems on depreciation
The value of a mobile phone depreciates according to the following:
Year of manufacture Depreciation on the

original value
In the first year 5%Nil
In the second year 10%
In the third year 15%
In the fourth year 22%
The original value of the mobile phone is Gh¢ 1800.00. Find the value of the mobile phone at the end
of each of the first four years.
E.g.6 Solve problems involving NHIL
• The NHIL inclusive price of a television set is Gh¢ 1200.00. if the NHIL is charged at a rate
of 2.5%, find
a) The cost of the television set (NHIL exclusive)
b) The NHIL charged.
E.g.7 Solve problems based on insurance
• Kofi Mereku insured his house and paid a premium of Gh¢ 30,000.00. If the insurance
company fixed the rate at 5% of the value of the house computer, calculate the insured value
of the house.

B9.1.4.1.3 Recognize and Graph proportional relationships, interpreting the unit rate as Ability to find and
the slope of the graph and use these to solve problems. consume digital
content
E.g.1 In the figure above, the graph shows the cost of avocados.
Putting forward
constructive
comments, ideas,
explanations and
new ways of doing
things
The unit rate from the data is ¢1.50 per avocado, which is the same as the slope of the line
3
connecting the data points is .
2
From the graph, how much does eight avocados cost?
Also, using the graph how much does 15 avocados cost?

B9 Strand 2
B9.2.1.1 Demonstrate the B9.2.1.1.1 Draw Construct a table of values for two linear relations and graph the relation
ability to draw construct
tables of values for pairs of E.g.1Draw Construct a table of values for two linear E.g.2 Draw graph for two linear
linear relations, graph the relations and to draw the graphs of the relations relations
relations in a number
Copy and complete the table of values for the relations
plane and determine the 1 Understanding of
intersection of the lines to 𝑦𝑦1 = −𝑥𝑥 + 5 and 𝑦𝑦2 = 𝑥𝑥 − 3 for 𝑥𝑥 from -4 to 3.
2 influences of
solve simultaneous linear globalisation on
equation. 𝑥𝑥 -3 -2 -1 0 1 2 3
traditions, languages
𝑦𝑦1 = −𝑥𝑥 + 5 8 4 and cultures
1 -4 -1.5
𝑦𝑦2 = 𝑥𝑥 − 3
2
E.g.3Draw Construct a table of values for two linear E.g.4 Draw graph for two linear
relations relations
Copy and complete the table of values for the relations
with accuracy
𝑥𝑥 − 2𝑦𝑦 = −2 and 𝑥𝑥 − 2𝑦𝑦 = 2 for 𝑥𝑥 from -4 2 to 32.
𝑥𝑥 x -2 -1 0 1 2
𝑥𝑥 − 2𝑦𝑦 = −2 y= (𝑥𝑥 + 0 2
2)/2
𝑥𝑥 − 2𝑦𝑦 = 2 = (𝑥𝑥 - 0
1
− 2)/2 1
2

B9.2.1.1.3 Use graphs of two linear relations to determine subsequent missing elements in
ordered pairs of the relation.
E.g.1 Find the missing elements of ordered pairs on
graphs of two linear relations.
The graph is drawn from a two linear relations;
𝑦𝑦 = −𝑥𝑥 + 4
𝑦𝑦 = 𝑥𝑥 − 2
i. Determine the coordinates for the intersection of the

two lines.
ii. Determine the corresponding values for y for both
straight lines if x = -1.
iii. Use the graph to find the values for y for the two
relations.
𝑥𝑥 6-3 7-2 8-1 90 1 2
𝑦𝑦 = −𝑥𝑥 + 4
𝑦𝑦 = 𝑥𝑥 − 2

B9.2.1.1.3 Use graphs to solve equations involving two linear relations.
E.g.1 Solve two linear equations simultaneous using the

graph.
i. Solve the following equations simultaneously using a

graph.
𝑦𝑦 = −𝑥𝑥 + 7
𝑦𝑦 = 2𝑥𝑥 + 1
Hint. Draw the graphand find the coordinates for the

intersection of the two lines.
In the graph shown the values of (x, y) = (2, 5)
E.g.2 Solve two linear equations simultaneous using the

graph.
From the graph, determine the values of x and y that makes

the linear equations true.
𝑦𝑦 = 𝑥𝑥 + 4
𝑦𝑦 = 6 − 𝑥𝑥

B9 Strand 2

B9.2.2.1 B9.2.1.1.1 Perform change of subject of a given formula and use it to solve problems.
Demonstrate an understanding Identify and explain
of (i) change of subject (ii) E.g.1 Perform change of subject for given formulae a confusion,
substituting values to evaluate Make 𝑥𝑥 the subject of the following formulae uncertainty, or a
expressions, and (iii) factorize contradiction
expressions that have simple surrounding an
binomial as a factor. event
E.g.2 Use the concept of change of subject to solve problems involving formulae
i. The area of a rectangle is 24𝑐𝑐𝑚𝑚2 . If the length is 8cm, find the value of the width. Ability to visualise
ii. The formula for calculating the area of a circle is given as 𝜋𝜋𝑟𝑟 2 . If a circle has an area of alternatives, seeing
22
154𝑐𝑐𝑚𝑚2 , what is its radius [𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝜋𝜋 = ] possibilities,
7 problems and
iii. The triangle below has an area of 54𝑐𝑐𝑚𝑚2 . Find the value of the height of the triangle.
challenges
iv. The cylinder below has an area volume of 330𝑐𝑐𝑚𝑚3 . Find the value of the height of the
22
cylinder. [𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝜋𝜋 = ]
7

B9.2.1.1.2 Substitute values into given formulae to evaluate it and use it to solve
problems.
E.g.
i. Find the value of (𝒙𝒙 − 𝒃𝒃)𝟐𝟐 – 𝟑𝟑(𝒙𝒙 − 𝒃𝒃)𝒊𝒊𝒊𝒊𝒊𝒊 = 𝟐𝟐𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂 = −𝟓𝟓
ii. Make 𝒌𝒌the subject of the formula:

𝟏𝟏 𝒌𝒌𝟐𝟐 + 𝒂𝒂𝟐𝟐
= √( )
𝒏𝒏 𝒉𝒉𝒉𝒉
8
If 𝒏𝒏 = , 𝑎𝑎 = 3, ℎ = 2, 𝑔𝑔 = 32, 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓ℎ𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒.
5
3𝑏𝑏−2 2𝑑𝑑−1
iii. 𝑖𝑖𝑖𝑖 𝑎𝑎 = and 𝑏𝑏 = ; express d in terms of a. hence find the value of a, if 𝑑𝑑 =
2𝑏𝑏+3 𝑑𝑑−2
3 𝑎𝑎𝑎𝑎𝑎𝑎 𝑏𝑏 = 2
1
iv. The formula for finding the volume of the shape below is given as 𝜋𝜋𝑟𝑟 2 ℎ . Find the
3
22
volume 𝑖𝑖𝑖𝑖𝑖𝑖 = 7, ℎ = 21, 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 =
7

B9.2.1.1.3 Factorize expressions that have simple binomial.
E.g.
i. 3x + 4xy = x (3 +4y)
ii. 12ab ± 16b = 4b (3a ± 4)
iii. -13xy + 39x= -13x(y-3)
iv. 5y-2y2+3y=-3y+3y
v. 8y-2y2= 2y(4-y)
vi. -6x+12=-3(2x-4)
B9.2.1.1.4 Use the knowledge of simplifying and factorizing expressions to solve real
world problems.
E.g.1 You purchased 10 items from a shopping plaza, and now you need plastic bags to carry them
home. If each bag can hold only 3 items, how many plastic bags you will need to accommodate 10
items? Ability to look at
alternatives in
𝑥𝑥
Solution: We use simple algebraic formula to calculate the number of bags. creating new things
𝑦𝑦
x = Number of items purchased = 10
y = Capacity of 1 bag = 3
Preparedness to
Hence,
10 make better
= 3.333 decision with
3
bags = 4 bags information at hand
So, we need 4
shopping bags
to put 10 items.

E.g.2 You have to buy two dozen eggs priced at GH¢10, three breads (each bread is GH¢5), and five
bottles of juice (each bottle is GH¢8). How much money you will need to take to the grocery store? Provide feedback in
The prices are areas of ideas,
a = Price of two dozen eggs = GH¢10 organisation, voice,
b = Price of one bread = GH¢5 word choice and
c = Price of one bottle of juice = GH¢8 sentence fluency in
=> Money needed = a + 3b + 5c communication
=> Money needed = GH¢10 + 3(GH¢5) + 5(GH¢8) = GH¢10 + GH¢15 + GH¢40 = GH¢65
Identify and analyse
different points of
views of speaker
E.g.3 The area of a rectangle is 72 cm2. The width is twice its length. What is the length and width of
the rectangle? Generate
Let "x" be the length and "2x" be the width. hypothesis to help
Length × Width = Area answer complex
problems
𝑥𝑥 × (2𝑥𝑥) = 2𝑥𝑥 2 = Area
2𝑥𝑥 2 = Area
2𝑥𝑥 2 = 72
2𝑥𝑥 2 72
=
2 2
𝑥𝑥 2 = 36
𝑥𝑥 = 6
Length = 6cm
2x = 2 x 6 = 12
So, the width is 12 cm

B9 Strand 3
Sub-strand 2 Equations and Inequalities
B9.2.3.2 B9.2.3.2.1 Solve single variable linear inequalities with rational coefficients
Demonstrate understanding of Build a concept and
single variable linear i. 𝟐𝟐𝟐𝟐 + 𝟕𝟕 >
𝟓𝟓
v.
𝟏𝟏
> 𝑥𝑥 −
𝟒𝟒 understanding of
inequalities with rational 𝟐𝟐 𝟑𝟑 𝟓𝟓 one's self (strength
coefficients including: ii.
𝟒𝟒 𝟏𝟏
− 𝒙𝒙 >
𝟐𝟐
vi.
𝟏𝟏
(𝟐𝟐𝟐𝟐 + 𝟑𝟑) ≤ 𝒙𝒙 + 𝟏𝟏 and weaknesses,
• solving inequalities 𝟓𝟓 𝟓𝟓 𝟕𝟕 𝟐𝟐 goals and aspiration,
• verifying iii.
𝟑𝟑
𝒚𝒚 − <
𝟐𝟐 𝟒𝟒
vii. 𝒙𝒙 + ≥ −
𝟏𝟏 𝟑𝟑 reaction and
𝟐𝟐 𝟓𝟓 𝟓𝟓 𝟐𝟐 𝟐𝟐 adjustment to novel
• comparing
• graphing iv.
𝟏𝟏
(𝟓𝟓𝟓𝟓 − 𝟒𝟒) < 𝑥𝑥 +
𝟏𝟏𝟏𝟏
viii.
𝟐𝟐
− 𝒙𝒙 + 𝟑𝟑 ≥ 𝟎𝟎 situation)
𝟐𝟐 𝟐𝟐𝟐𝟐 𝟑𝟑
B9.2.3.2.2 Illustrate solution sets of linear inequalities on the number line

E.g.1 Illustrate and explain the inequality signs
Imagining and seeing

things in a different
way

E.g.2 Graph linear inequalities in one variable on a number line Evaluate the quality
and validity of
information
E.g.3 Solve and graph linear inequalities on a number line
i. −3𝑥𝑥 − 8 > −26 ii. 2𝑥𝑥 − 3 ≤ 19
2𝑥𝑥 ≤ 22
2𝑥𝑥 22
≤
2 2
𝑥𝑥 ≤ 11

E.g.4 Solve and graph linear inequalities on a cartesian plane
7𝑥𝑥 7𝑥𝑥
i. 2𝑥𝑥 ≥ 8 ii. 5𝑦𝑦 + 3 < 6 + 2𝑦𝑦 iii. < 7 → 3× <7×
2𝑥𝑥 8 3 3
5𝑦𝑦 − 2𝑦𝑦 < 6 − 3
≥ 3
2 2 3𝑦𝑦 < 3 7𝑥𝑥 21
𝑥𝑥 ≥ 4 ∴ 𝑦𝑦 < 1 <
7 7
𝑥𝑥 < 3
B9.2.3.2.3 Solve real-life problems involving linear equations and inequalities

E.g.1 Solve real-life problems involving linear equations. Identify and prove
misconceptions
i. A man has 260metres of fencing which he is going to put around a rectangular field about a generalised
which is 50metres wide. How long is the field? concept or fact
specific to a task or
Solution: Since we need to find the length of the field, let 𝑥𝑥 𝑚𝑚𝑚𝑚𝑚𝑚𝑟𝑟𝑟𝑟𝑟𝑟 be the length. situation
𝑥𝑥 + 50 + 𝑥𝑥 + 50 𝑜𝑜𝑜𝑜 2(𝑥𝑥 + 50)
But this expression is given as 260m

∴ 2(𝑥𝑥 + 50) = 260
𝑥𝑥 + 50 = 130
𝑥𝑥 = 80

ii. A man paid GH¢ 29 for 11 books. Some of the books were geography books, and the rest
were history books. If each geography book cost GH¢ 3 and each history book cost GH¢2, how
many geography books did he buy?
Solution:
i. Total cost of the books is GH¢29; total number of books is 11.
ii. 1 geography book costs GH¢3; 1 history book costs GH¢2,
Total cost of all the books is 3𝑥𝑥 + 2(11 − 𝑥𝑥) = 29

∴ 𝟑𝟑𝟑𝟑 + 𝟐𝟐(𝟏𝟏𝟏𝟏 − 𝒙𝒙) = 𝟐𝟐𝟐𝟐
𝟑𝟑𝟑𝟑 + 𝟐𝟐𝟐𝟐 − 𝟐𝟐𝟐𝟐 = 𝟐𝟐𝟐𝟐
𝒙𝒙 + 𝟐𝟐𝟐𝟐 = 𝟐𝟐𝟐𝟐
𝒙𝒙 = 𝟕𝟕
Hence the number of geography books bought is 7.
E.g.2 Solve real-life problems involving linear inequalities.
i. Two sides of a triangle have lengths 6 cm and 8 cm. what is the length of the third
side?
Note: the sum of the lengths of the two sides of a triangle is greater than the length of the third
side.
If the third side is 𝑥𝑥cm long then 6 + 8 > 𝑥𝑥

giving 𝑥𝑥 < 14. Also, 6 + 𝑥𝑥 < 8 𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔 >
2. Also, 8 + 𝑥𝑥 > 6 𝑤𝑤ℎ𝑖𝑖𝑖𝑖ℎ𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔𝑔 >
−2. Hence, 2 < 𝑥𝑥 < 14. that is, the third
side has length between 2cm and 14cm.
ii. A student scores 70 and 76
marks in two tests. How many
marks must she score in the
third test to be put in Grade
A if all students scoring an
average of 80 or higher in
three tests are put in grade A?

B9.3.1.1 B9.3.1.1.1
Apply the properties of angles at a Derive the formula for calculating the sum of angles in any polygon and use this to
point, angles on a straight line, calculate the value of missing angles in polygons
vertically opposite angles,
corresponding, angles to` solve E.g.1. E.g.1. identify and name the various polygons such as a triangle, quadrilaterals,
problems pentagons, and hexagons, etc
Provide feedback in
areas of ideas,
organisation, voice,
word choice and
sentence fluency in
communication

E.g.2. Derive Use the formula (n - 2)

× 180 ° and calculate the value of x
(interior and angles of a triangle)
v
× 180 ° and calculate the interior
angles of a quadrilateral

× 180 ° and calculate the interior
angles of polygons.a pentagons,
hexagons, etc.
(i) Example find the value of x and

the various angles in the
hexagon

B9.3.1.1.2 Identify similar and congruent triangles and use the knowledge to solve related
problems
E.g.1. Recognise similar triangles and solve for the values of the indicated angles in the
diagram below
E.g.2. Recognise congruent triangles and solve for the values of the indicated angles in the
diagram below
E.g. 3. Determine the value of x (using knowledge in similarity and congruency)

B9.3.1.2 B9.3.1.2.1 Draw inscribed and circumscribed circles for triangles under given
conditions
Construct inscribed and E.g.1: Use a pair of compasses and a ruler to construct a triangle (Say ∆ABC) under a given
circumscribed triangles and conditions and locate the incentre of the triangle (the incentre is the point of concurrency
parallelograms with given of the three angle bisectors of a triangle); measure the shortest distance from the incentre
dimensions to the line segments AB, AC and BC. What do you observe about the lengths? Actively promote
effective group
interaction and the
expression of ideas and
opinions in a way that is
sensitive to the feelings
and background of
others

E.g..2: Use a pair of compasses and a ruler to construct a triangle (Say ABC) under a given
conditions, bisect at least any two angles (BAC and BCA); locate the intersection of the two
angle bisectors (L) and draw a locus of points equidistant from the fixed point (L) to touch Ability to look at
the edges of the triangle
alternatives in creating
new things
Evaluate the quality and

validity of information
E.g.3: Construct of a triangle (Say 𝐴𝐴𝐴𝐴𝐴𝐴); bisect all three sides (i.e. line segments Desire to accept one's
𝐴𝐴𝐴𝐴, 𝐴𝐴𝐴𝐴 𝑎𝑎𝑎𝑎𝑎𝑎 𝐵𝐵𝐵𝐵); locate the intersection (circumcentre) of the three perpendicular bisectors true self and overcome
(𝑆𝑆); Measure the distance from the intersecting centre (S) to points A B and C, What do you weakness
observe about the lengths

E.g.4: Perform geometric construction of a triangle (Say 𝐴𝐴𝐴𝐴𝐴𝐴) under a given conditions, Ability to reflect on
bisect at least any two sides (𝐴𝐴𝐴𝐴 𝑎𝑎𝑎𝑎𝑎𝑎 𝐵𝐵𝐵𝐵); locate the intersection of the two perpendicular approaches to creative
bisectors (𝑂𝑂) and draw a locus of points equidistant from the fixed point (𝑂𝑂) to circumscribe
task and evaluate the
the triangle
effectiveness of tools
used
B9.3.1.2.2 Construct parallelograms (i.e. square, rectangle, rhombus) under Can vary the level of
given conditions detail and the language
E.g.1: Perform geometric construction of a square with a given side use when presenting to
make it appropriate to
the audience.

E.g.2: Construct a square ABCD with ��⃗

AB=6.5cm; Measure and record the diagonal meter of Can effectively evaluate
the square the success of solutions
E.g.3: Perform geometric construction of a square with a given diagonal they have used to
attempt to solve a
complex problem
E.g.4: Perform geometric construction of a rectangle with given side

E.g.5: Perform geometric construction of a rectangle with given side and diagonal Preparedness to
recognise and explain
results after
E.g.6: Perform geometric construction of a parallelogram rhombus with given sides and given Being open-minded,
angle(s) angle adapting and modifying
ideas to achieve
creative results

E.g.7: Perform geometric construction of regular compound plane shapes with given sides and Preparedness to make
angle better decision with
information at hand

1. B.9.3.2.1 B9.3.2.1.1 Identify cuboids and triangular prisms, draw their nets to construct the 3-D
shapes and use it to determine the surface area
Derive the formulas for
determining the surface E.g.1 Sort out shapes that are triangular prisms and cuboids.
area of prisms (i.e. cuboid
2.
and triangular prism) and
use to solve problems
E.g.2 Identify each of the nets below
A net of…………….. A net of……………..

3. E.g.3 Measure and find the area of each of the boxes sections in the net and adding all together
to give the surface area.
B9.3.2.1.2 Use the net of a cuboid to determine the its surface area
E.g.1 Find the surface area of each of the cuboids
4. B9.3.2.1.3 Use the net of a triangular prism to determine the its surface area
E.g.1
Find the surface area of each of the triagulartriangular prims.z

B9.3.3.2.3 Express points in the Cartesian plane as position vectors Ability to merge
simple/ complex ideas
s E.g.1 Identity the following using the diagram below to create novel
situation or thing
(i) the origin
(ii) the position vector
E.g.2 Draw and write the position vectors of the following with 0 as the origin (i) M(2,3)
(ii) N(-1,2)

B9.3.3.2 B9.3.3.2.1 Show an understanding of parallel vectors and perpendicular vectors Preparedness to make
better decision with
Solve more problems involving
E.g.1 Investigate conditions for parallel vectors and perpendicular vectors information at hand
bearings and
addition/subtraction of vectors E.g.2 Use the result from the investigation to solve the following questions
(i) Find the value (s) of x, if the vectors �3𝑥𝑥

2
� and �𝑥𝑥6 � are parallel.
(ii) Which of the vectors is perpendicular to �34�
(a) �−3
4
� (b) �−3
−4
� (c) �−4
3
� (d) �−4
−3
�
B9.3.3.2.2 Apply the triangular and parallelogram laws of addition to resolve Recognise and
vectors generalise information
and experience ; search
E.g.1 Deduce the triangle law of vector addition, for trends and patterns
��⃗ ��⃗ = 𝐴𝐴𝐴𝐴
𝐴𝐴𝐴𝐴 +𝐵𝐵𝐵𝐵 ��⃗ Where ABC are point in the 0xy plane
E.g.2 The vertices of a triangle are P(1,-3) Q(7,5) and R(-3,5)
��⃗ ��⃗
(i) Express 𝑃𝑃𝑃𝑃, 𝑄𝑄𝑄𝑄, and ��⃗
𝑃𝑃𝑃𝑃 as column vectors.
(ii) Show that triangle PQR is an isosceles.
��⃗.
(iii) Find the equation of the line𝑃𝑃𝑃𝑃
Eg3 Investigate the parallelogram law of vector addition.
Eg.4 P,Q,R,S is a parallelogram whose vertices are P (x ,y), Q (5,7), R(2,4) and S(1,3)
��⃗ and𝑆𝑆𝑆𝑆
(i) Find 𝑃𝑃𝑃𝑃, ��⃗ hence find the values of x and y.

Recognition of societal
B9.3.3.5 B9.3.3.5.1 Know examples of situations in everyday life that depict enlargement
situations in everyday life issues raised by digital
Demonstrate understanding of technologies
how to perform an E.g. 1. Know examples of situations that relate to enlargement situations in everyday life
enlargement on a geometrical and the nature of movements – vertical and horizontal.
shape given a scale factor and
describe the properties of the
image under the
transformation (i.e.
congruence, similarity, etc.)

1. B9.3.3.5.1 Understand enlargement and can identify real-life situations involving

enlargement
2. E.g. 1. Draw an enlargement of shapes using a given scale factor.

i. State the single transformation that maps triangle P onto Q
ii. State the single transformation that maps triangle P onto R
iii. Investigate the characteristics of enlargements under the following conditions of scale
factor:
• if the scale factor (K) is negative
• if the scale factor (K) is greater than 1 or less than –1
• if the scale factor (K) is between –1 and 1 (i.e., fraction)
E.g. 2. Using an object, and its image, can learners determine the scale factor?

B9.3.3.5.3 Investigate the concept of congruent and similar shapes

3. Putting forward
E.g. 1. Using multiple and varied examples of enlargement on coordinate plane verify congruent constructive
4. and similar shapes using their properties. comments, ideas,
explanations and
new ways of doing
B9.4.1.1Select, justify, and use B9.4.1.1.1 - Select and justify a method to collect data (quantitative and qualitative)
things
appropriate methods of to answer a given question.
5. collecting data E. g. 1 -In small groups, learners discuss and decide (i) from where/ whom they will collect the Explain ideas in a
(grouped/ungrouped), use the data for the studies presented below, (ii) on which data collection methods they will use and (iii) clear order with
6. data to construct and interpret justify their decisions. relevant detail, using
frequency tables and histogram Areas of study are described as follows:
conjunctions to
7. and use it to determine the a. Musa has started a book club for Ayisha and her friends. He wants Ayisha to find out structure and
mode and to solve and/or pose books that are most popular among her friends speech.
problems. b. Find the most common mode of travel by learners in Oyoko Junior and Senior High
Schools
8. B9.4.1.1.2. - Organize data (grouped/ungrouped) present it in frequency tables, line

graphs, pie graphs, bar graphs and/or pictographs (representations include
infographics, waffle diagrams, box and whisker plots and stem and leaf plots) and
analyze it to solve and/or pose problems.
E.g. 1 -Thirty bulbs were life-tested and their lifespan to the nearest hour are as follows

9. i. Present the raw data in a frequency table by completing the table below. Provide new insight
into controversial
Lifespan of Bulbs (hours) Tally Frequency situation or task
164 - 167
168 – 171
172 - 175
Ability to try
176 – 179
alternatives and
ii. What is the modal group? Justify your decision for that choice. fresh approaches
10.
i. Complete the stem and leaf plots below to display the

raw data.
Use the plot to solve the following problems.
a. Find the range of the lifespan of bulbs
b. What is the mode lifespan?
c. What is the median lifespan?
d. What other problems can you pose?
e.

E.g. 2 The pictograph below describes the number boys and girls in each class in Kojokrom
Junior High
School
i. What is the percentage of boys and of girls in the school?
ii. Use your answers in (i) to represent the data by copying completing the following
infographic

11. B9.4.1.1.3 Use histogram to determine the mode of the data to solve and/or pose
real life cases
12.
E.g. 1- The waiting times, x

minutes, for 60 patients at a
certain clinic are as follows
i. Construct a frequency table using class intervals 0 – 10.5; 10.5 – 20.5; 20.5 – 20.5 – 30.5,
and so on
ii. Construct a frequency table using class intervals 0 <×≤ 10; 10 <×≤ 20;
20 <×≤ 30, and so on.
ii. Draw a histogram and find the modal class.

13. B9.4.1.2 B9.4.1.2.1 - Select a method for collecting data (quantitative and qualitative), taking into Preparedness to make
14. consideration how bias - use of language, ethics, cost, time and timing, privacy or cultural better decision with
Select, justify, and use
sensitivity may influence the data – and collect data information at hand
appropriate methods of
collecting data E. g. 1 Suppose in a school survey form the following question was asked:
(quantitative and
qualitative), organize and
Overall, don’t you think the teaching of mathematics is very good?
analyzeanalyse the data The designer of the survey form has a bias for the methodology used in math lessons and the Look and think about
(grouped/ungrouped) to bias influences how the question was written. things differently and from
interpret the results using different perspective
the descriptive statistics The language used in writing the question may lead people to just answer yes or no.
(measures of central A better question would be:
tendency and range).
Overall, how will you rate the teaching of mathematics?
Very poor Poor Fair Good Very Good
15. E.g. 2 -Ama Mereku in B9 wants to write an article for their school magazine on sport-related
injuries
The responses for the survey question stated below was collected from only the schools’
football team.
How many sport-related injuries have you had during your years of playing football?
The influencing factors in this survey question are: time. and bias.
Football is a contact sport. The chances are that the answers from her targeted respondents will
be high in favour injuries and negatively affect the conclusion/report.
In order to report accurately on sport-related injuries Ama needs to ask more people (time
needed) who participate in variety of sports, including contact and non-contact sports
(e.g. athletics tennis, volley ball, and so on).

16. E.g. 3 -Learners in B9 are asked by their physical education teacher to complete a survey related
to “Overall Physical Health”. One question on the survey form is;
What is your current body weight?
Identify the influencing factor in the survey and provide a solution.

17. E.g. 4 - Suppose you tell your classmates that the response to the question:
What is your worst subject?
in the Class Survey Question Form is to help you plan remedial classes.
If you then use the information collected to write an article for the school magazine how
would your actions be described and how would that influence future surveys you conduct.
18. E.g. 5 -Suppose in a survey questionnaire you wanted to know the favourite method of cooking
pork meat and you asked:
Please tick the box against your favourite method of cooking meat
Boiling Grilling Frying

This question does not apply to everyone because some people do not eat pork (i.e. the
question is not culturally sensitive.)
A better question would be:
Please tick the box against your favourite method of cooking meat(Optional)

19. ORS
If you eat meat please name the favourite method you cook it.
20. B9.4.1.2.2 -- Organize and analyze analyse data and interpret the results using the Ability to ascertain when
descriptive statistics (i.e. minimum, maximum, measures of central tendency and information is needed and
21. range) to answer a given question. be able to identify, locate,
evaluate and effectively
Refer to E.g. 1 of B9.4.1.1.2 and find (minimum, maximum, measures of central tendency and
use them to solve a
range)
problem.
i. The minimum lifespan, to the nearest hour, of the bulbs tested.
ii. The maximum lifespan, to the nearest hour, of the bulbs tested.
iii. The range of the data collected from the life-testing.
Look and think about
iv. What is the mean lifespan of the bulbs?
things differently and from
v. What is the median of the lifespan of the bulbs? different perspective
vi. What is the mode of the lifespan of the bulbs?
vii. When placing an order for the bulbs tested to sell in your shop, which of them will you
consider buying?

22. B9.4.1.2.3- Demonstrate the effect on the mean, median, and mode when extreme Develop and defend a
data is included in a data set logical plausible resolution
23. to a confusion,
E.g. –Refer to E.g. 1 of B9.4.1.1.2.
uncertainty or
i. In small groups, find the mean of the data, if one of the bulbs is replaced with a new contradiction surrounding
bulb with lifespan of 300 hours, find the new mean of the bulbs and compare it to the an event
original mean
ii. In small groups, find the mean of the data, if the lifespan of one of the bulbs tested was respond to non- verbal
70 hours, and compare it to the original mean communication such as
facial expressions, cues
iii. Continue to replace the values of the lifespan in the data with extreme values (small and
large), calculate the mean, median, and mode and discuss the findings. and gestures
24. B9.4.2.1Identify the sample B9.4.2.1.1.- Perform a probability experiment involving two dependent events e.g. Demonstrate behaviour
space for a probability drawing coloured bottle tops from a bag without replacement and skills of working
25. experiment involving two towards group goals
E.g. 1 - In an experiment, Anita was asked to pick one bottle top, in three trials, from a bag
dependent events and
which contains 3 red, 2 green and 1 pink bottle tops without replacement.
express the probabilities of
given events as fractions, i. List the elements of the sample space of the events.
decimals, percentages ii. Does the occurrence of the one trial affect the occurrence of the other trials?
and/or ratios to solve
problems.

26. B9.4.2.1.2. Express the probabilities of the events as fractions, decimals,
percentages and/or ratios; e.g. using a tree diagram, table or another
Ability to combine
graphic organizer
27. E.g. 1 Draw a probability tree diagram for the experiment in B9.4.2.1.1, E.g. 1.
reach a conclusion
Express the probabilities of the events (on their respective branches) as decimals,
percentages and ratios.
28. E.g. 2 –
Division of task into
i. Consider the experiment of drawing two Aces (in two trials) in a standard deck of solvable units and assign
cards without replacement group members to task
units
ii. Calculate the probability of each trial and express the probabilities of the events as
decimals, percentages and ratios.
29. E.g. 3
i. Consider the experiment of drawing an Ace and a Jack (in two trials) in a standard
deck of cards without replacement
ii. Calculate the probability of each trial and express the probabilities of the events as
decimals, percentages and ratios

BASIC 10

Strand 1: Number
Sub-strand 1: Number and Numeration System
. 10.1.1.1. 10.1.1.1.1Solve problems involving integers of any size and write answers in Ability to keep group working on
Apply the understanding of standard form and rounding off in given number of decimal places and relevant a
place value and standard significant figures
form in solving real life
problems involving integers E.g.1. Apply the understanding of place value to other sets of integers
of any size, rounding this to (i) order these numbers in ascending and descending order:
decimal places and 804,356, 1478,942, 769,256, 306,984,721, 133,567,451, etc.
significant figures Identify words or sentences in
E.g. 2. Round numbers to given significant figures context or appropriately
(i) Express these numbers, correct to four, three, two significant figures. Explain ideas in a clear order with
number 4-sig. figures 3-sig. figures 2-sig. figures relevant detail, using conjunctions
187594 187600 188000 190000 to structure and speechactivities.
E.g.3 Approximate a decimal number to a given number of significant figures

Ability to keep group working on
E.g.34. Round decimal numbers to given of decimal places
relevant
Number Three decimal. Two decimal. One decimal.
places places place
436.8437 436.844 436.84 436.8
98.9654 98.965 98.97 99.0

2. 10.1.1.1.2. Solve story or real-life problems and express answers in standard Can effectively evaluate the success
form of solutions they have used to
3. attempt to solve a complex
E.g.1. Create and solve real-life or story problems
problem
(i) The length of a square field is 426m. Oko runs 8 times around the field. What is the
total distance covered by Oko? Express the answer in standard form.
(ii) A bus was hired from Monday to Wednesday. It traveled 1760.94kg on Monday and
traveled 204.2kg more on Tuesday than on Monday. It traveled 96.32kgs less on
Wednesday than on Tuesday. What was the total distance traveled by the bus on
Wednesday? Write the answer in standard form.
4. B10.1.1.2 B10.1.1.2.1Use Venn Diagrams to solve problems on relationship between sets of real Ability to keep group working on
Apply the understanding of number systems solve real life problems on relationship between sets of real number relevant
the concepts and system.
vocabulary of sets and the E.g.1: Identify the various sets or regions of the three intersecting sets
relationship between Ability to combine Information and
i. Draw three intersecting sets
members of the real ideas from several sources to reach
number system to solve and identify the various
a conclusion
real life problems involving regions or sets as-:
union and intersection • All three sets Ability to identify important and
three sets. • Exactly two sets appropriate criteria to evaluate
• Two sets each alternatives
• Only one set, etc.

5.
ii. Shade the regions labelled I, II, III, IV, V, VI and VII in terms of sets A, B and C.
For example,
E.g. 2. Create three-set real life or story problems on real number systems and solve.
Think: A group of 22 travellers were each asked to acquire a passport, health
certificate and foreign currency equivalent to $800. Only 7 of them obtained both
health certificate and currency. 6 had both the passport and health certificate and 6 had
both the passport and currency. Each of the travellers had at least one of the three
requirements.
a. Represent this data on a Venn diagram if x of them had all the three
requirements.
b. Write an equation in x and solve.
c. How many travellers obtained:
i. Exactly 2 of the requirements
At most 2 of the requirements. etc.

Strand 1: Number
Sub-strand 12: Number and Numeration System Operations
B10.1.2.1
15. B10.1.2.1.1Demonstrate the ability to determine commutative properties of addition Ability to keep group
Demonstrate an and multiplication.B9.1.2.1.1 Multiply and divide given numbers by multiples of 10 working on relevant
understanding of the number including decimals and benchmark fractions activities
properties to determine
E.g1. Recognize that for any two numbers a and b;
answers for addition,
i. a + b = b + a
subtraction, multiplication,
i.e. 56 + 45 = 45 + 56 = 101
and division basic
factsB.9.1.2.1 Apply Ability to combine
ii. a × b = b × a
mental mathematics and Information and ideas
properties to determine i.e. 11 × 13 = 13 × 11 = 143E.g.1. Recall multiplication facts up to 144 and from several sources
answers for addition and related division facts.E.g.2. Recall decimal names of given benchmark fractions converted to to reach a conclusion
subtraction of basic facts. decimals or percentages (and vice versa E.g. 3. Find the product of a given decimal number when
1 1 1
it is multiplied by 10, 100, 1000, , , , etc.
10 100 1000
B.9.1.2.1.2 Demonstrate the ability to determine commutative properties of addition

16. Ability to serve group
and multiplication. members effectively
E.g1. Recognize that for any two numbers a and b;
Demonstrate a
thorough understanding
i. a + b = b + a of a generalised
i.e. 25 + 32 = 32 + 25 = 57 concept and facts
specific to task or
ii. a × b = b × a situation
i.e. 17 × 8 = 8 × 17 = 136

17. Ability to combine
B9B10.1.2.1.3 2 Use the associative property of addition and multiplication.
18. E.g1. Recognize Recognise that for any three numbers a, b and c; from several sources to
i. a + (b + c) = (a + b) + c reach a conclusion
or a + (b + c) = (a + c) + b
i.e. 20 + (15 + 35) = (20 + 15) + 35 = 70
ii. (a × b) × c = a × (b × c)
i.e. (20 × 4) × 5 = 20 × (4 × 5) = 200
19. B9B10.1.1.4 3 Use the distributive property in solving problems.
20. E.g1. Recognize Recognise that for any three numbers a, b and c;
i. a × (b + c) = (a × b) + (a × c)
i.e. 20 × (8 + 12) = (20 × 8) + (20 × 12) = 400
ii. a × (b - c) = (a × b) - (a × c)
i.e. 2 × (35 - 11) = (2 × 35) - (2 × 11) = 48
21. B10.1.1.4 4Use the closure property in solving problems.
22. E.g.1 Recognise that a set is closed with respect to that operation if the operation can always be
completed with elements in the set.
23. B10.1.1.4 4Use the identity property in solving problems.
24. E.g.1 Recognize Recognise that for any given set of numbers 1 is the multiplicative identity and 0
is the additive identity.
i.e. 1 × b = b × 1 = b and 0 + a = a + 0 = a, are the multiplicative and additive identities
respectively.
25. B10.1.1.4 5Use the inverse property in solving problems.
E.g.1 Recognize Recognise that the additive inverse of 𝑝𝑝 𝑖𝑖𝑖𝑖 = −𝑝𝑝𝑝𝑝. 𝑒𝑒. 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑜𝑜𝑜𝑜 3 𝑖𝑖𝑖𝑖 =
−3
E.g. 2 Recognize Recognise that the multiplicative inverse of
1 1
𝑝𝑝 𝑖𝑖𝑖𝑖 = 𝑖𝑖. 𝑒𝑒 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑜𝑜𝑜𝑜 = 3 𝑖𝑖𝑖𝑖 =
𝑝𝑝 3

Strand 1: Number
Sub-strand 2: Number Operations
Ability to combine
26. B10.1.2.2.2 Solve word problems involving the four basic operations and
B10.1.2.2 Apply the Information and ideas
including problems that require rounding the answers to a given decimal or from several sources
understanding of the addition,
significant figures. to reach a conclusion
subtraction, multiplication and
division of decimal numbers to E.g.1 Word problems involving the four basic operations
Identification of
solve word problems and requirements of a
ii. There were 42 mangoes in each crate. 12 such crates of mangoes were delivered to a
round answers to given given situation and
factory. 4 mangoes were rotten and had to be thrown away. The remaining mangoes
decimal places or significant justification of more
were packed into boxes of 10 mangoes each. How many boxes of mangoes were there?
figures than one creative
iii. There were 9500 spectators at a football match. 6375 of them were men. Of the tool that will be
remaining spectators, there were 4 times as many children as women. How many suitable
children were there?
iv. Mikiru loves animals. She has three times as many goats as she has chickens. She has
four more ducks than chickens. Altogether, she has 49 animals (just goats, ducks and
27. chickens). How many more goats does she have than ducks?
v. At the school talent show, 1/3 of the students were boys, 3/6 were girls, and the rest
were adults. If there were 50 more girls than adults, how many people were there in
total?

E.g.2 Word problems involving rounding the answers to a given decimal or
significant figures. Information and ideas
i. At a musical show in Salaga Adaku and Aliu bought 3 times more popcorn than they from several sources
usually buy. A box of popcorn is GH₵2.65. If in their previous show they bought 3 to reach a conclusion
boxes of popcorns, how much did they for their popcorn at the Salaga show? Leave
29. your answer to the nearest whole number.
iii. At a senior high school in the Bono Region, a teacher assigned a task to her
students to calculate the density of some given items. Kwaakye had 12.134kg/m3,
Abebrese had 0.05632kg/m3 and Rakia had 1,132.125kg/m3. Correct each of their
results to:
b. 2dp
c. 1dp
d. 3sf
e. 4sf

B10 Strand 1,
B10.1.2.3 Demonstrate B10.1.2.3.1 Perform addition, subtraction and multiplication of surds Ability to combine
understanding of the process of E.g. 1 Use geo.dot activities on perimeter of shapes to develop the generate numbers in Information and ideas
multiplying and rationalizing surds the form of surds from several sources to
reach a conclusion
as well as determining (using a
The lengths of the line segments in the
calculator) the approximate
square root of a non-perfect diagram above are √2, �5,, √13,
square and use these in solving real √10and 2√2 for a, b, c, d, and e,
life problems. respectively
The perimeter of the shape is 2√2 +

√2 + 1 + √2 + 1 + 4 = 6 + 4√2

E.g.1 Perform addition of and subtraction of surds.
i. 5√6 + 4√6
ii. 9√3 − 4√3
iii. √12 + 7√3
iv. √7 − 7 − 2√7
v. √45 + √125 − √45
E.g.2 Perform multiplication of surds.

i. √3 × √5
ii. (√3)3
iii. (√3)2× (√5)3
iv. (√2)6
B10.1.2.3.2 Conjugate a given surd
E.g.
Surd Conjugate
Ability to combine
√𝒂𝒂 + √𝒃𝒃 √𝒂𝒂 − √𝒃𝒃 Information and ideas
𝒙𝒙𝒙𝒙√𝒛𝒛 − 𝒚𝒚𝒚𝒚√𝒙𝒙 𝒙𝒙𝒙𝒙√𝒛𝒛 + 𝒚𝒚𝒚𝒚√𝒙𝒙 reach a conclusion
1 1 1 1
𝒙𝒙 + √𝒚𝒚 𝒙𝒙 − √𝒚𝒚
2 2 2 2

B10.1.2.3.3 Rationalize a monomial denominator of a given surd
E.g. Rationalize a surd with a monomial denominator
1
i.
√5
5
i.
√7
7√3
ii.
2√11
B10.1.2.3.4 Rationalize a binomial denominator of a given surd Ability to combine Information
E.g. Rationalize a surd with a binomial denominator and ideas from several sources to
5 reach a conclusion
ii.
2−√3
1
iii.
�7+√5
2
iv. −
3√5+4
B10.1.2.3.5 Use the knowledge of surds to solve problems. Ability to combine Information
E.g.2 and ideas from several sources to
reach a conclusion
The trapezium below has an area of �√2 + √5�𝑐𝑐𝑐𝑐
(9 + 6√3)cm2.
What is the perpendicular height of the

trapezium?
�√18 − √5�𝑐𝑐𝑐𝑐

B10 Strand 1,
Sub-Strand 3: Fractions, decimals and percentages
Ability to combine
1. B10.1.3.1 Apply the B10.1.3.1.1 Add and/or subtract, multiply and/or divide given fractions, including
understanding of operations on the use of the BODMAS/PEDMAS rule, and apply the understanding to solve
2. fractions to solve problems problemsB10.1.3.1.1 Review fractions and solve problems involving basic
reach a conclusion
involving fractions of given operations on fractions
quantities and round the results Show a strong sense of
E.g.1 Solve the following addition and subtraction of fractions E.g. 1. Review concept of
to given decimal and significant belongingness to one’s
fraction
places culture
3.
Shade given sectors in a circle that is equal to the shaded portion of the rectangle.
2
Write down 3 fractions equivalent to
5
12
Cancel the fraction down to its simplest form:
30
17
Convert to mixed numbers:
6
5
Convert to improper fractions: 5
9

4. E.g. 2. Review the basic operations on fractionsE.g.2 Solve the following multiplication and
division of fractions
5. 12 34 5 1 20 1 3
1. × ÷ iii. (15 × ) ÷ (3 × 3 )
17 120 6 2 62 5 4
1.
1 1 2 1
7 14 3 1 × ÷ ×
ii. ( ÷ )×( ÷ ) iv. 3 5 3 4
1 1
9 21 5 4 ÷
4 2
B10.1.3.1.2 Add and/or subtract, multiply and/or divide given fractions, including
the use of the BODMAS rule, and apply the understanding to solve problems
E.g.3 Find the value of each expression (involving the four operations) in the lowest term.
2.
2 1 2 1
2 1 5 1 5 + × −1
i. + − ÷ iii. 7 14 3
3 1
4
3 5 8 4 ÷
8 16
1 8 3 1 2 1 20
ii. 7 ÷ + × iv. 3 ×1 ÷
9 9 5 4 5 2 15
3. B10.1.2.2.2 Express recurring decimals as common fractions. E.g. 1. Use the order
of operations (BODMAS or PEDMAS) to simplify whole number expressions with more than
two operations. PEDMAS is Parenthesis, Exponents, Multiply/Divide (going from left to right),
and Add/Subtract (going from left to right).
24 ÷ 22 + 30 – 32 × 22 ÷ 7
28 ÷ 4 × (5 - 2) + 5
250 ÷ 53 × (7 - 2) × 20

E.g.1 Recognize that a recurring decimal has a digit or a block of digits which keep repeating.
4.
i. 2.555… or 2. 5̇
ii. 0.323232… or 0. 3̇ 2̇
𝑎𝑎
E.g.2 Guide students to express recurring decimals as fractions of the form where b≠ 0
𝑏𝑏
7
iii. 0. 7̇ = 0.7777777 … =
9
3
iv. 0. 3̇ = 0.3333333 … =
9
63 21 7
ii. 0. 6̇ 3̇ = 0.63636363 … = =
99 33 11
201 67
iii. 0. 2̇ 0 1̇ = 0.201201201 … = =
999 333
Ability to combine
5. B10.1.2.2.3Apply knowledge of fractions and proportional relationships to solve
multistep percent problems, examples: simple interest, tax, discount and
commissions, NHIL, depreciation, insurance, etc.
reach a conclusion
B10.1.3.1.3. Review word problems involving basic operations on fractions
6. E.g. 1. Solve fraction word problems.

A box contains 20 bottles of water, how many bottles must you drink to get 80%?
What percent was a television set reduced if it was marked ¢2250 and sold for ¢1950?An item
which costs GH¢220 was sold for GH¢180 after a discount was allowed. Calculate the
discount.

7. In an election involving two contestants, one candidate claimed 852% of the votes, while
the other candidate claimed 2681 votes. If 12,5000 people voted, how do you know the
election results are invalid?
1 31
A rectangle is 23 cm by 32 cm. Calculate its (i) perimeter and (ii) area.
32 4
Esi and Fusena made orange drink by mixing orange squash and water. Esi drink was made
2 1
of orange squash and Fusena’s was made up of orange squash. Whose drink tastes
7 4
stronger of orange?

B10 Strand 1

B10.1.4.1 B10.1.4.1.1 Use ratio reasoning to convert foreign currencies into Ghana cedis Ability to combine
Apply the understanding of ratio, and vice versa to solve problems. Information and ideas
rate and proportions solve problems from several sources to
that involve rates, ratios, and E.g.1 At a forex bureau, the rate of cedi to dollar is GH¢ 5.60: $1. How much cedis will Keku reach a conclusion
proportional reasoning and use it to receive for $55?
solve real-world mathematical
problems E.g.2 A Daily Interbank Forex Rates in Ghana Ability to keep group
working on relevant
Currency Rate Cedi (GH¢) activities
US Dollar 1 5.70
Pound Sterling 1 7.62
Swiss Franc 1 5.80
Euro 1 6.37
Naira 1 0.016
CFA franc 1 0.0097
Juhanah is travelling to Lagos. How much cedis does he need to buy a plane ticket costing
₦50,800?
B10.1.4.1.2 Explain and use rates such as kmh–1, ms–1 and those used in utility bills
to solve problems.
Ability to combine
E.g.1 Calculate average speed Information and ideas
i. A boy cycles 6.5 kilometres to school in 30minutes. Find the average speed in reach a conclusion
metres per second.
ii. A woman covered a distance of 3kilometers in 20minutes 5minutes on her Ability to keep group
motorbike. Find her average speed in kilometres per hour. working on relevant
activities
iii. An airplane leaves Accra at 12:10 pm and reaches Lagos 464.22 km away at
1:25pm. Calculate, correct to the nearest whole number, the average speed of
the air plane in km/h.

E.g. 2 Calculate utility bills (water and light bills)
i. The monthly electricity charges in Ghana for a certain year were calculated as
follows:
First 100 units GH¢35.00
Remaining units 40p per unit
How much did Mrs Anku pay for using 600 units in a month?
ii. In a company, the metre reading for water at the end of February 2020, was
8,786,000 litres. The metre reading at the end of March 2020 was 9,101,000 litres.
The company was charged for the consumption at the following rates:
a) The first 10,000 litres at 10p per litre
b) The remaining litres at 15p per litre.
Calculate
1) consumption at the end of much
2) the total charge of the consumption
B10.1.4.1.3 Draw and interpret travel graphs or distance-time graphs. Ability to combine
E.g.1 Use the line graph to answer the following questions Information and ideas
reach a conclusion
Ability to keep group

working on relevant
activities

B10.1.4.1.4 Interpret scales used in drawing plans and maps, use them to calculate Ability to keep group
distances between two points and to solve problems. working on relevant
E.g.1interpret scales activities
The Ghana map show is drawn to scale of 1cm representing

80km. Hint: 80km = 8, 000, 000cm. Anticipate different
responses from the
We therefore express the scale of this map as 1:8,000,000. audience and plan for
them.
Ability to combine
E.g. 2Use proportions to find measurements on scale Information and ideas
drawings from several sources to
reach a conclusion
The scale drawing of the tree is 1:500. If the height of the tree
on paper is 20inches, what is the height of the tree in real life?
Show a strong sense of
belongingness to one’s
culture

E.g.3Set out a proportion to find actual

measurement (actual length)
The plan of the floor shows several rooms. The

length of the office space in the plan is 3inches.
What is the actual length in feet of the office
space?
E.g.4 Calculate actual distances between

two places.
The Ghana map shown is drawn to scale of 1cm
representing 40km. Hint: 40km = 4, 000,
000cm. We therefore express the scale of this
map as 1:4,000,000.
What is the actual distance (km) from Kumasi to

TameleTamale if the distance on the map is
8.2cm?

B10.1.4.1.5 Calculate and compare population growth rates and population densities. Analyse and make
E.g.1 Explain, with illustration, exponential and logistic population growth distinct judgment about
viewpoints expressed in
an argument
with accuracy
Ability to combine
reach a conclusion
E.g.2 calculate Calculate population growth rate.

The table shows the annual population growth rate for countries A, B and C.
Population increase in Population at the Annual Population growth

÷ start of the year ×100 = rate (%)
a year
Country Population at the Population at the Population Annual

start of the year end of the year increase during Population
the year growth rate (%)
A 28,000,000 28,530,000 530,000 1.9%
B 450,000,000 470,000,000 20,000,000 4.4
C 7,900,000 8,100,000 200,000 2.5

E.g. 3 calculate Calculate birth rates and death rates to find population growth rates
𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏 𝒐𝒐𝒐𝒐 𝒃𝒃𝒃𝒃𝒃𝒃𝒃𝒃𝒃𝒃𝒃𝒃

Birth rates (%) = × 100Population growth rate (%) = birth rates – death rates
𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑
𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏 𝒐𝒐𝒐𝒐 𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅

Death rates (%) = × 100
𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑
Country Births Deaths Population Annual

Birth Death
Population
rates (%) rates (%)
growth rate (%)
A 862,000 325,000 68,200,000 1.2% 0.5% 0.7%
B 490,000 185,000 32,000,000
C 315,300 199,000 8,150,000
E.g.4 Calculate population densities
𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏 𝒐𝒐𝒐𝒐 𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑

Population density =
𝒍𝒍𝒍𝒍𝒍𝒍𝒍𝒍 𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂−(𝒌𝒌𝒌𝒌2 )
Ghana has a land area of 238,535 km² and a population of 30,420,000. Calculate the population
density.

B10 Strand 2
B10.2.1.1 Demonstrate the B10.2.1.1.1 Draw Construct a table of values of a given quadratic relation and graph the Ability to combine
ability to draw construct a relation Information and
table of values for a linear E.g.1 Identify the properties of quadratic graphs (Parabolas) ideas from several
i. The graph of a quadratic Graph of a parabola showing where the x and y intercepts, sources to reach a
relation and a quadratic
vertex, and axis of symmetry are. conclusion
relation, graph the relations function is a U-shaped curve
in a number plane and called a parabola.
determine the intersections
ii. It has an extreme point, called
to solve simultaneous
equation involving one the vertex.
linear, and a quadratic, iii. If the parabola opens up, the
equation.
vertex represents the lowest
point on the graph, or the
minimum value of the
quadratic function.
iv. If the parabola opens down,
the vertex represents the
highest point on the graph, or
the maximum value. (In
either case, the vertex is a
turning point on the graph)
The y-intercept is the point at which the parabola crosses the y-
v. The graph is also symmetric
axis. The x-intercepts are the points at which the parabola
with a vertical line drawn crosses the x-axis. If they exist, the x-intercepts represent
through the vertex, called the zeros, or roots, of the quadratic function, the values of x at
which y=0.
the axis of symmetry.

E.g.2 Determine the vertex, axis of symmetry, zeros, and y-intercept of the parabola shown in figure. Anticipate different
responses from the
• Vertex is at (3,1) audience and plan
for them.
• The axis of symmetry is x=3x=3.
• It has no zeros.
• The y-intercept. (0,7)(0,7) so this

E.g.2 Make tables for given quadratic relations i. Make a table of values for the equation
i. Make a table of values for the equation 𝑦𝑦 = 𝑥𝑥 2 + 3𝑥𝑥 − 1
𝑦𝑦 = 2𝑥𝑥 2 − 3𝑥𝑥 + 1 x 𝑦𝑦 = 𝑥𝑥 2 + 3𝑥𝑥 − 1
𝑦𝑦 = 2𝑥𝑥 2 − 3𝑥𝑥 + 1
-3 -1
-2 -3
-1
x 𝑦𝑦 = 𝑥𝑥 2 + 3𝑥𝑥 − 1
-3 -1
-2 -3
-1

E.g.3 Determine the minimum and maximum values of a quadratic graph
E.g.4 Determine the intercept of a quadratic function
i. Find the intercept of the quadratic function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 − 2𝑥𝑥 − 8.
ii. Find the intercept of the quadratic function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 + 3𝑥𝑥 + 4.

E.g.5 Determine the domain and range of a quadratic function
i. Find the domain and range of the function and determine the interval on which the
function is increasing and decreasing. 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 − 3𝑥𝑥 − 4.
ii. Find the domain and range of 𝑓𝑓(𝑥𝑥) = −5𝑥𝑥 2 + 9𝑥𝑥 − 1.
E.g.6 Sketch/graph a quadratic

function
i. Sketch the quadratic function

𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 2 + 5𝑥𝑥 − 2
ii. Sketch the quadratic function

𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 2 + 4𝑥𝑥 − 4

B10.2.1.1.3 Use graphs to solve equations involving one linear and one quadratic relation. Ability to combine
E.g.1 Sketch the graph and determine the solution for a straight line and a quadratic graph Information and
i. Graph the solution for the straight line and the parabola intercept and state whether it has one ideas from several
or two solution(s). sources to reach a
• 𝑦𝑦 = −2𝑥𝑥 + 3 conclusion
• 𝑦𝑦 = 𝑥𝑥 2 − 6𝑥𝑥 + 3
There are two solutions because the

linear and the quadratic graph
intercepts at two points.
ii. Graph the solution for the

straight line and the parabola
intercept and state whether it
has one, two or no solution(s).
• 𝑦𝑦 = −2𝑥𝑥 − 6
• 𝑦𝑦 = 𝑥𝑥 2 − 6𝑥𝑥 + 3
There is no solution since the linear

and the quadratic graphs does not
intercept intersect.

B10 Strand 2
B10.2.2.1 B10.2.1.1.1Express simple statements involving algebraic expressions in mathematical Ability to combine
Solve problems involving symbols and use it to solve problems involving the four operations. Information and
algebraic expressions or E.g.1 Translate statements involving algebraic expressions in mathematical symbols. ideas from several
formulas (including i. Write an expression for "the sum of 6 and the product of 3 and d". sources to reach a
difference of two squares) conclusion
and substitute values to ii. Daniel makes 100 cedis each week. He worked for x weeks this summer.
evaluate expressions iii. Sebastian has 12 more trophies than Megan. Megan has t trophies.
Implement
iv. Write an expression for "8 less than the product of 7 and 𝑥𝑥". strategies with
v. The sum of -7 and the quantity of 8 times 𝑥𝑥 accuracy
E.g.2 Add and subtract algebraic expressions.
Simplify the following expressions
i. 4𝑥𝑥 + 2𝑦𝑦 + 3𝑥𝑥 + 5𝑦𝑦
ii. 4a + 5b - 3c
iii. 7x3 – 3x2y + xy2 + x2y – y3
iv. Subtract 3x + y – 3z from 9x – 5y + z.
v. Add: 5x² + 7y - 8, 4y + 7 - 2x² and 6 – 5y + 4x².
E.g.3 Multiply and divide algebraic expressions.
Simplify the following expressions

i. X3 (x 4 + 5a)
ii. 𝟓𝟓𝒛𝒛 × 𝟖𝟖𝒛𝒛𝟐𝟐
iii. 𝟒𝟒𝒙𝒙𝒚𝒚𝟑𝟑 × 𝟒𝟒𝒙𝒙𝟒𝟒 𝒚𝒚
iv. 𝟑𝟑𝟑𝟑𝒂𝒂𝟑𝟑 ÷ 𝟒𝟒𝒂𝒂𝟐𝟐
𝟑𝟑𝒂𝒂𝒂𝒂(𝟒𝟒𝒂𝒂𝟐𝟐 𝒃𝒃𝟓𝟓 )
v.
𝟖𝟖𝒂𝒂𝟐𝟐 𝒃𝒃𝟑𝟑
vi. 2𝑎𝑎[(𝑎𝑎 + 3𝑏𝑏) + 4(2𝑎𝑎 − 𝑏𝑏)

B10.2.1.1.2 Multiply two binomial expressions and simplify
E.g.1 Expand and simplify product of two binomial expressions.
i. (𝑎𝑎 + 2)(𝑎𝑎 + 3)
ii. (2𝑥𝑥 + 3)2
iii. (𝑥𝑥 − 3)(𝑥𝑥 + 2)
iv. (𝑎𝑎 − 𝑏𝑏)2
B10.2.1.1.3 Factorize algebraic expressions (including quadratic trinomials)
E.g.1 Factorize given algebraic expressions with variable index not exceeding 2.
Factorize completely
i. 𝑥𝑥 2 − 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 − 𝑎𝑎𝑎𝑎
ii. 3𝑎𝑎2 + 2𝑎𝑎𝑎𝑎 − 12𝑎𝑎𝑎𝑎 − 8𝑏𝑏𝑏𝑏
iii. 𝑦𝑦(5𝑥𝑥 − 2) − 𝑛𝑛(3𝑥𝑥 − 1)
iv. 𝑎𝑎𝑎𝑎 − 𝑏𝑏𝑏𝑏 − 𝑎𝑎𝑎𝑎 − 𝑦𝑦 2
Factorize completely
i. 𝑥𝑥 2 + 5𝑥𝑥 + 6
ii. 𝑥𝑥 2 + 𝑥𝑥 − 6
iii. 2𝑥𝑥 2 − 3𝑥𝑥 + 1
iv. 3𝑞𝑞 2 − 2𝑥𝑥 − 5

B10.2.1.1.4 Apply difference of two squares to solve problems
E.g.1 Develop the rule of difference of two squares
i.e. a2 – b2 = (a + b)(a – b)
E.g.2 Apply the idea of difference of two squares to evaluate algebraic expressions
i. 4𝑥𝑥 2 − 𝑦𝑦 2
ii. 36𝑘𝑘 2 − 49𝑡𝑡 2
iii. 27𝑥𝑥 2 − 12𝑦𝑦 2
iv. x² – y² = (x + y)(x – y),
i.e. 6.42 – 3.62 = (6.4 + 3.6)(6.4 − 3.6)
= 10 x 2.8 = 28.
5 3
v. (4 )2 − (3 )2
8 8
B10.2.1.1.5 Perform operations on simple algebraic fractions including monomial and
binomial denominators
E.g.1 Multiply and divide algebraic fractions

Simplify the following
16xy 12𝑥𝑥
i. ( × )
3 8
𝟒𝟒𝒂𝒂𝟐𝟐 +𝟖𝟖𝟖𝟖𝟖𝟖 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏+𝟏𝟏𝟏𝟏𝒃𝒃𝟐𝟐

ii. ÷
𝟑𝟑 𝟗𝟗
𝟔𝟔𝒙𝒙𝟐𝟐 +𝟐𝟐𝟐𝟐𝟐𝟐 𝟏𝟏𝟏𝟏𝒛𝒛𝟐𝟐

iii. ×
𝟓𝟓𝟓𝟓 𝟑𝟑𝟑𝟑+𝒚𝒚
E.g.2 Add and subtract algebraic fractions with monomial denominators.

2 1
i. +
5𝑥𝑥 2 2𝑥𝑥
𝟏𝟏 𝟑𝟑 𝟏𝟏
ii. + −
𝒂𝒂𝟐𝟐 𝒂𝒂 𝟑𝟑𝟑𝟑
2 5 3
iii. − +
3𝑏𝑏 2 3𝑏𝑏 2 4𝑏𝑏
3 5 2
iv. − +
4𝑡𝑡 2 6𝑡𝑡 2 3𝑡𝑡

E.g.3 Add and subtract algebraic fractions with binomial denominators.
2 3
i. +
𝑥𝑥+3 𝑥𝑥−3
5 6
ii. −
2𝑥𝑥+1 3𝑥𝑥−1
2𝑥𝑥 8𝑥𝑥−32
iii. +
𝑥𝑥+4 𝑥𝑥 2 −16
10𝑥𝑥 2 +𝑥𝑥𝑥𝑥 −24𝑦𝑦 2 𝑥𝑥 +2𝑦𝑦
iv. −
4𝑥𝑥 2 −9𝑦𝑦 2 2𝑥𝑥+3𝑦𝑦
B10.2.1.1.6 Determine the conditions under which algebraic fraction is zero or undefined.
E.g.1 Identify the condition under which an algebraic expression is zero.
4𝑦𝑦
i. is zero when 4𝑦𝑦 = 0 i.e. when 𝑦𝑦 = 0
7𝑑𝑑
E.g.2 Determine the condition under which an algebraic expression is undefined

Find the value(s) of 𝑥𝑥 which make the fractions undefined
1
i.
𝑥𝑥+3
𝑥𝑥 +2
ii.
(𝑥𝑥−2)(𝑥𝑥+1)
1
iii.
𝑥𝑥 2 +3𝑥𝑥+2

B10.2.1.1.6 Perform change of subjects and substitute values into formulae and use it to
solve problems
E.g.1 Change subjects in given formulae
i. make m the subject of the relation
𝑚𝑚𝑚𝑚 + 𝑛𝑛 = 𝑚𝑚𝑚𝑚 + 𝑞𝑞
ii. 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚ℎ𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒ℎ𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒
1
𝑙𝑙 = 2𝑟𝑟 + 𝜋𝜋𝜋𝜋
2
iii. 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚ℎ𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒ℎ𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 = 2𝜋𝜋√𝑙𝑙/𝑔𝑔
iv. 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑥𝑥 𝑡𝑡ℎ𝑒𝑒 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑜𝑜𝑜𝑜 𝑡𝑡ℎ𝑒𝑒 𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟
𝑎𝑎𝑥𝑥 3 − 𝑏𝑏
𝑦𝑦 =
3𝑐𝑐
1
v. 𝑦𝑦 = 𝑎𝑎(𝑐𝑐 + )3
𝑥𝑥
E.g.2 Substitute values into formulae and evaluate

i. Given that R = 3, d = 2, and L =12, find the value of K, if
𝑅𝑅𝑑𝑑 2
𝐾𝐾 =
𝐿𝐿

Strand 2: Algebra
Sub-strand 3: Equations and Inequalities
B10.2.3.2 B10.2.3.2.1 Solve linear equations and inequalities in one variable, including
Demonstrate understanding of equations with coefficients represented by letters Information and ideas
the multiplication and factoring from several sources
i. Linear equation of the form 𝑎𝑎𝑎𝑎 + 𝑏𝑏 = 𝑐𝑐, where 𝑎𝑎, 𝑏𝑏 and 𝑐𝑐 real numbers, and 𝑎𝑎 ≠ 0.
of polynomial expressions to reach a conclusion
(concretely, pictorially, and Eg1. Solve for the variable indicated
symbolically) including: (a). 2𝑥𝑥 + 3 = 17
• multiplying of monomials,
(b). 3(2𝑘𝑘 − 4) = 9 − 3(𝑘𝑘 + 1)
binomials, and trinomials
𝑎𝑎(𝑏𝑏−2)
• common factors Eg. 2 = 𝑥𝑥, solve for 𝑏𝑏
𝑐𝑐−3
• trinomial factoring
ii. Linear Inequality of the forms 𝑎𝑎𝑎𝑎 + 𝑏𝑏 < 𝑐𝑐, 𝑎𝑎𝑎𝑎 + 𝑏𝑏 ≤ 𝑐𝑐, 𝑎𝑎𝑎𝑎 + 𝑏𝑏 > 𝑐𝑐, 𝑎𝑎𝑎𝑎 + 𝑏𝑏 ≥ 𝑐𝑐
relating multiplication and
factoring of polynomials. Eg.1) Find the solution set:
(a) 5𝑥𝑥 + 3 < 17
(b) 3(2 − 𝑥𝑥) ≤ 5𝑥𝑥 − 2
𝑥𝑥+1 𝑥𝑥−3 1
(c) − <
3 2 6
Eg2. Solve 7𝑥𝑥 − 5 > 6𝑥𝑥 + 4 Graph the solution set on a number line
Eg3. Mumuni is delivering boxes of paper to each floor of Cedi House. Each box
weighs 34 kilograms and Mumuni weigh 80kg. If the maximum capacity of the
elevator is 1000kilograms, how many boxes can Mumuni safely take on each
elevator trip?
Let 𝑥𝑥 be the number of boxes Mumuni can carry on each trip.

Total weight of boxes plus Mumuni’s weight must be equal to or less than 1000
31.
80 + 32𝑥𝑥 ≤ 1000
32𝑥𝑥 ≤ 920
𝑥𝑥 ≤ 28.75
Since there cannot be fractional boxes, Mumuni cannot take more than 28 boxes
B10.2.3.2.2 Use the method of completing the square to transform any
quadratic equation in x into an equation of the form (x - p)2 = q that has the Information and ideas
same solutions. Derive the quadratic formula from this form. from several sources
𝑏𝑏 2 𝑏𝑏 2 to reach a conclusion
i. If 𝑥𝑥 2 + 𝑏𝑏𝑏𝑏 is a binomial, then 𝑥𝑥 2 + 𝑏𝑏𝑏𝑏 + � � = �𝑥𝑥 + �
2 2
Eg. Solve 𝑥𝑥 2 − 6𝑥𝑥 + 2 = 0 by completing the square
(𝑥𝑥 − 3)2 = 7
𝑥𝑥 = 3 − √7; 𝑥𝑥 = 3 + √7 Implement strategies
with accuracy
i. Given 𝑎𝑎𝑎𝑎 2 + 𝑏𝑏𝑏𝑏 + 𝑐𝑐 = 0, where 𝑎𝑎 > 0
Demonstrate
𝑎𝑎𝑎𝑎 2 + 𝑏𝑏𝑏𝑏 + 𝑐𝑐 = 0 behaviour and skills of
𝑏𝑏 𝑐𝑐 working towards
𝑥𝑥 2 + 𝑥𝑥 + = 0
𝑎𝑎 𝑎𝑎 group goals
2
𝑏𝑏 𝑐𝑐
𝑥𝑥 + 𝑥𝑥 = −
𝑎𝑎 𝑎𝑎
2
𝑏𝑏 𝑏𝑏 𝑐𝑐 𝑏𝑏 2
𝑥𝑥 2 + 𝑥𝑥 + 2 = − + 2
𝑎𝑎 4𝑎𝑎 𝑎𝑎 4𝑎𝑎
2
𝑏𝑏 𝑐𝑐 4𝑎𝑎 𝑏𝑏 2
�𝑥𝑥 + � = − � � + 2
2𝑎𝑎 𝑎𝑎 4𝑎𝑎 4𝑎𝑎
𝑏𝑏 2 −4𝑎𝑎𝑎𝑎 + 𝑏𝑏 2
�𝑥𝑥 + � =
2𝑎𝑎 4𝑎𝑎2

33. 𝑏𝑏 2 𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎
�𝑥𝑥 + � =
𝑏𝑏 𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎
�𝑥𝑥 + � = ±�
𝑏𝑏 √𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎
𝑥𝑥 + =±
2𝑎𝑎 2𝑎𝑎
2
−𝑏𝑏 √𝑏𝑏 − 4𝑎𝑎𝑎𝑎
𝑥𝑥 = ±
2𝑎𝑎 2𝑎𝑎
2
−𝑏𝑏 ± √𝑏𝑏 − 4𝑎𝑎𝑎𝑎
𝑥𝑥 =
2𝑎𝑎
−𝑏𝑏 + √𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎

𝑥𝑥 =
2𝑎𝑎
−𝑏𝑏 − √𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎

𝑥𝑥 =
2𝑎𝑎
B10.2.3.2.3 Recognize when the quadratic formula gives complex solutions

and write them as a ± bi for real numbers a and b.
The discriminant and the nature of a quadratic equation’s solution.

The solution of a quadratic equation of the form 𝑎𝑎𝑎𝑎 2 + 𝑏𝑏𝑏𝑏 + 𝑐𝑐 = 0, where 𝑎𝑎 > 0 is
given by
−𝑏𝑏 ± √𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎
𝑥𝑥 =
2𝑎𝑎
𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎 determines the nature of the solutions to the quadratic equations.
1. If 𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎 is negative, the solutions are not real numbers.
2. If 𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎 is positive perfect square, the solutions are rational numbers.
3. If 𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎 is a positive number that is not a perfect square, the solutions are
irrational numbers

B10.2.3.2.4 Solve a simple system consisting of a linear equation and a

quadratic equation in two variables algebraically and graphically. For Information and ideas
example, find the points of intersection between the line 𝒚𝒚 = 𝒎𝒎𝒎𝒎 + 𝒄𝒄 and the from several sources
curve to reach a conclusion
𝒚𝒚 = 𝒂𝒂𝒂𝒂𝟐𝟐 + 𝒃𝒃𝒃𝒃 + 𝒄𝒄
Eg. 1. Find the solution of the line 𝒚𝒚 = 𝟐𝟐𝟐𝟐 + 𝟏𝟏 and the curve 𝒚𝒚 = 𝒙𝒙𝟐𝟐 − 𝟐𝟐 on
the interval −𝟒𝟒 < 𝑥𝑥 < 4
with accuracy
Demonstrate
2𝑥𝑥 + 1 = 𝑥𝑥 2 − 2
behaviour and skills of
working towards
𝑥𝑥 2 − 2𝑥𝑥 − 3 = 0 group goals
(𝑥𝑥 2 − 3𝑥𝑥) + (𝑥𝑥 − 3) = 0
(𝑥𝑥 − 3)(𝑥𝑥 + 1) = 0
𝑥𝑥 = 3, −1
The line meets the curve at 𝑥𝑥 = 3, −1

B10.3.1.1 Apply the properties of B10.3.1.1.1 Use the knowledge and understanding of properties of angles to Demonstrate
angles and triangles to solve problems solve problems on similar angles behaviour and skills of
on the similar and special triangles working towards
group goals
E.g.1. Calculate the value of
x and y Ability to combine
E.g.2. Determine the value of x with accuracy
Note. |BC| and |EF| are parallel.
B10.3.1.1.2 Solve more problems on similar and special angles using the knowledge
and understanding of properties of angles
E.g. 1. Determine the values of angles v, w, x, y and z.

E.g. 2 Calculate the value of t (angle between ladder and the wall)

CONTENT STANDARDS INDICATORS AND EXEMPLARS COMPETENCIES
B10.3.1.2 B10.3.1.2.1 Draw Construct inscribed and circumscribed circles for Ability to combine
Construct inscribed and triangles under given conditions Information and ideas
circumscribed triangles and from several sources
E.g.1: Construct and inscribe ∆XYZ, such that ⃒𝑋𝑋𝑋𝑋⃒ = 6𝑐𝑐𝑐𝑐⃒𝑍𝑍𝑍𝑍⃒ = 10𝑐𝑐𝑐𝑐⃒𝑋𝑋𝑋𝑋⃒ = to reach a conclusion
quadrilaterals with given dimensions
8𝑐𝑐𝑐𝑐
E.g.2: Construct and circumscribe ∆XYZ, such that ⃒𝑋𝑋𝑋𝑋⃒ = 6𝑐𝑐𝑐𝑐⃒𝑍𝑍𝑍𝑍⃒ =

10𝑐𝑐𝑐𝑐⃒𝑋𝑋𝑋𝑋⃒ = 8𝑐𝑐𝑐𝑐 Implement strategies
with accuracy
E.g.3: Group - Project work
Use a pair of compasses and ruler to construct and circumscribe ∆ABC with line
segments 𝐴𝐴𝐴𝐴 = 5𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 = 6.5𝑐𝑐𝑐𝑐 and 𝐴𝐴𝐴𝐴 = 6𝑐𝑐𝑐𝑐.
(i) Measure < 𝐴𝐴𝐴𝐴𝐴𝐴 on the arc

(ii) Construct a perpendicular bisectors of the base < 𝐶𝐶𝐶𝐶𝐶𝐶 and < 𝐶𝐶𝐶𝐶𝐶𝐶 to
intersect at P.
(iii) How is the inscribed angle at P related to its intercepted arc? Understand and use
(iv) Repeat parts (i), (ii) and (iii) several times for different triangles of interpersonal skills
different sides. Record your results in the following table. Write a
conjecture about how an inscribed angle is related to its intercepted arc.

B10.3.1.2.2 Draw kites, isosceles quadrilaterals, scalene trapezoids and Ability to combine
right-trapezoids under given conditions Information and ideas
E.g.1: Perform geometric construction of a quadrilateral with given sides and to reach a conclusion
diagonal(s)
with accuracy

E.g.2: Perform geometric construction of a an isosceles quadrilateral
E.g.3 Use a pair of compasses and a ruler to construct a kite to with given
sides

E.g.4 Perform geometric construction of a kite with given opposite angles

E.g.35: Perform geometric construction of quadrilaterals under given conditions

1. B10.3.2.1 B10.3.2.1.1Identify (length ,width ,height) of cuboids and triangular prims and use it to Implement strategies
determine the volume with accuracy
Derive the formulas for
determining the volumes of
cuboid and triangular prisms
and use these to solve
problems
Ability to combine
2. from several sources to
reach a conclusion
E.g.1 Identify the length, the width and the height of the cuboids above.
3. E.g.2 Multiply the length, the width and the height for each of the volumes of the cuboids
above.
4. E.g.3 Calculate the volume of a cuboid whose length is 3cm ,width is 4cm and height is 5cm

5. B10..3.2.1.2
Identify triangles and, rectangles in the triangular prisms
6.
E.g.1 How many triangles and rectangles is / are in the triangular prisms
7. E.g.2 Find the cross sectional area of one of the

triangular bases and multiply it by the prism
length to obtain length of the prism ,and that is
the volume (V=Area of base times heightcross
sectional area × prism length)
E.g.3 Find the volume of the triangular

prisms.

8. B10.3.2.1.3 Ability to combine

Solve real life problems on cuboids and triangular prisms
9. from several sources to
E.g.1 The volume of water in a rectangular thank is 30cm3. The length of the tank is 5cm and reach a conclusion
its breadth is 2cm. Calculate the depth of water in the tank.
E.g.2 A rectangular box has length 20cm width 6cm and height 4cm .Find how many cubes of
size 2cm that will fit into the box.
with accuracy
Eg.3E.g.3 Find the volume of the diagram

B10.3.3.2 B10.3.3.2.1 Determine the bearing of objects in the various quadrants Implement
Solve distance and bearing problems and strategies with
problems involving application of vectors E.g.1 Investigate and identify Bearings and the two accuracy
kinds. Ability to combine
Information and
E.g.2 Describe each of the following bearings as ideas from several
directions (i) 065˚ (ii) 080˚ (iii) 135˚ sources to reach a
conclusion
Eg.3 Describe the position of A, C, and E as bearing
from 0 in the figure above.
E.g.4 Write the distance and the bearing of

A from B from the diagram
B10.3.3.2.2 Solve distance and bearing problems involving application of vectors Ability to combine
E.g.1 The point B is 4km due east of the point C. Information and
ideas from several
If A is 3km due south of C, find; (i) The bearing of B from A sources to reach a
conclusion
(ii) The distance of B from A.
Implement
E.g.2 A cyclist travels 5km south, then12 km east. Find the cyclist’s bearing from her starting strategies with
point to the nearest degree. accuracy
E.g.3The bearing of B from A is 035˚ and the bearing of C from B is 125˚. If ⌊𝐴𝐴𝐴𝐴⌋ = 50km and
⌊𝐵𝐵𝐵𝐵⌋=40km. Find the bearing and distance between A and C.position of the A from C.

1. B10.3.3.5 B10.3.3.5.1 Perform a combination of successive transformations and examine their Implement
properties (angles, lengths, shapes etc.) to determine congruent transformations and strategies with
Describe changes and
similar transformation accuracy
invariance achieved by
performing a combination E.g. 1. Draw sequence of transformation and examine relationships, changes and invariance
of successive
transformations Ability to combine
(reflection, translation, Information and
rotation) in 2D shape ideas from several
sources to reach a
conclusion
2. B10.3.3.5.2 Understand and describe transformation in real-life including transformation

used to create designs and patterns.
E.g. 1. Describe the world around us with transformation language

Describe the movement of the monkey using appropriate language for transformation such as
below:
The monkey started at the bottom of the tree, on the left, and then slid up the tree. The
monkey flipped from the left-side to the right-side of the tree. The monkey then turned up and
out onto the branch by rotating 90º clockwise.

10. B10.4.1.1 B10.4.1.1.1– Collect data from an observational study in which, for example, the Ability to combine
interest is the relationship between weight and height of learners. Illustrate the data Information and
Demonstrate an
using scatter graphs and find the relationship between the weight and height if any ideas from several
understanding of simple
sources to reach a
mathematical relationships
conclusion
between two variables
E.g. 1- An observational study data (i.e. data collected are not due to manipulation or interference)
(bivariate data) in Understand and use
is presented in the tables below.
observational and interpersonal skills
experimental contexts, i. Let learners identify which table does not show bivariate data?
illustrate using scatter
graphs and use them to A B C
solve and/or pose problems.
Litreers Kilometreers Height Weight Score Frequency
Driven (m) (kg)
10 2
68.2 482.8 0.96 22.67
90.9 643.7 1.22 31.75 20 6
113.7 804.7 1.52 40.82 35 4
50 3
ii. Identify the independent and dependent variables in the tables that show bivariate data
iii. What effect has the number of liters of fuel used on number of kilometers
driven? (learners should note the relationship between the two variables)
iv. Can any comparison be made between Score and Frequency in Table B? [note: in this case
though the frequencies are not the same, there is (i) one variable – univariate and (ii)no
relationship between Score and Frequency]

11.
E.g. 2 -The bivariate data presented in the table below shows the hours studied and the
percentage score(two variables -independent and dependent respectively) obtained in a
statistics course by 9 learners.
Learner Hours Studied Test Score

(h) (s)
Ama 3 90
Koblah 1 86
Akua 5 84
Yaw 4 92
Efua 3 91
Kwami 5 100
Akosoa 0 76
Fiifi 1 82
Adioa 2 85
i. In small groups, learners should place the information on a graph sheet (scatter plot) by
plotting each learner as an ordered pair with Hours Studied on the x-axis and Test Score on the
y-axis.
ii. Lead a discussion on the scatter plot to enable group find the relationship between Hours
Studied and Test Score, draw their conclusion and justify it
iii. Pose questions based on the analyses.

12. B10.4.1.1.2 - Collect data from an experimental study in which the interest is based on Understand and use
a treatment and non-treatment (control) groups. Illustrate the data using interpersonal skills
scatter graphs and find the relationship between the variables, if any
Ability to combine
Information and
13.
ideas from several
sources to reach a
conclusion
E.g. 1-A reading test is given to 9 learners in B3. They then participated in an extensive reading
program. After participating in the program (group manipulated), they were retested. The
data collected was organized and plotted as a scatterplot (the ordered pair of scores for each
learner) as follows:
In small groups, study the scatterplot, (using the skills for plotting and interpreting
points on a graph sheet), find the relationship between Pre-reading test scores and
Post -intervention Reading Test Scores, do a comparison, draw a conclusion
and justify the conclusion.

14.
E.g. 2 -The blood sugar level of 10 learners is tested before and after an exercise session. The
bivariate (two variables – independent and dependent) data collected are organized and
presented in the table below:
Age Sex Blood Sugar Level Blood Sugar Level
before the Exercise after the Exercise
(mmol/L) (mmol/L)
12 F 9.0 8.1
11 M 8.5 7.5
13 M 10 8.7
12 F 7.2 6.6
12 F 9.5 8.1
11 M 12.0 10.8
13 F 8.0 6.9
12 M 16.0 14.3
14 F 7.5 6.7
11 M 9.0 7.5
i. In small groups, do a scatterplot of the bivariate data (you may round off the Blood Sugar
Levels to the nearest whole numbers)
ii. What is the relationship between the Blood Sugar Level before and after the Exercise
sessions?
15. B10.4.1.2 B10.4.1.2.1 Design a questionnaire for the collection of data for a survey taking into Ability to combine
consideration contextual issues such as bias, use of language, ethics, cost, time and timing, privacy Information and
Demonstrate an
and cultural sensitivity ideas from several
understanding of the effect
sources to reach a
of contextual issues on the E.g. –
conclusion
collection of data as well as
i. In small groups, learners discuss and decide on a survey each group wants to undertake,
develop and implement a Understand and use
what facts/contextual issues to take into consideration in designing the survey
survey/research to draw interpersonal skills
questionnaire, choose a suitable data collection method that includes the social
conclusions on
considerations and how they would collect the data.
issues/problems of interest.

16. ii. The introduction of the survey questionnaire should make clear the purpose of the
survey, approximate time for completion of the questionnaire, assurance statement on
how data collected would be handled (e.g. … your answers will remain confidential and they
will be only used in finding …), and avoid all factors that would negatively influence
responses, and so on. (reference: B9.4.1.2.1)
iii. Develop the survey questionnaire
17. B10.4.1.2.2 -Conduct the survey and draw conclusions Ability to combine
Information and
ideas from several
18. E.g. - Complete the survey according to the design/plan, analyse the data, draw conclusions and sources to reach a
communicate findings to the class. conclusion
19. B10.4.2.1 B10.4.2.1.1.- Provide an example from print and electronic media, e.g., newspapers, television, the Ability to combine
Internet, where probability is used and explain how the given probability influences individual Information and
Demonstrate an ideas from several
decision (e.g. how we often cope with the uncertainties of life)
understanding of the role of sources to reach a
probability in society and E.g. 1 -In small groups, learners should list and present with explanation at plenary some decisions conclusion
solve/pose problems that point to uncertainties/certainties of everyday life
involving single, two-
(for example, going out with or without an umbrella, the safety of crossing a road, getting married, the
independent and two-
quantity of bread, koliko, akara a roadside seller prepares for sale for the day, chance of dying in an
dependent events. Understand and use
accident on a particular stretch of a road/highway, and so on)
interpersonal skills

20. E.g. 2 -Before planning for picnic, you check the weather forecast. And it says there is a 60% chance
(probability) that rain may occur.
In groups, lead learners in discussion to provide answers to the following questions:
i. What does this probability mean?
ii. How was the 60% determined?
iii. What are the things taken for granted in determining the probability (assumptions) and/or
anything that could change the forecast (limitations) if any?
iv. How will it influence your decision on the planned picnic?
21. E.g. 3- In groups, lead learners in discussion to provide answers to the following questions Interpret
and explain their answers, indicating the assumptions and limitations involved, if any? (refer to E.g. 2)
a. How may politics analysts predict a certain political party to come into power?
b. Flipping a coin is one of the most important events before the start of a footballtfootball
match. What is the chance or the probability of your team getting the desired outcome?
c. As an active smoker, the chances (probability) of getting lungs disease are higher in you.
Aware of this fact, which insurance scheme will you go for: health, vehicle or house
insurance?
22. E.g. 1 - There is a probability of getting a desired card when we randomly pick one out of 52 deck
of cards.
i. What is the probability of picking up an ace in a 52 deck of cards?
ii. What will be the odds of picking up any other card? Explain your answer.
iii. How will the probabilities in (i) and (ii) influence the picking of cards at the start of the
game.

23. B10.4.2.1.3.-Solve real life cases involving the probability of two-independent events
(Refer to the examples in B8.4.2.1.1 to set the processes of solving the following problems)
1. A dresser drawer contains pairs of socks with the following colours: blue, brown, red,
white and black. Each pair is folded together in a matching set. You reach into the drawer
and choose a pair of socks without looking. You replace this pair and then choose another
pair of socks. What is the probability that you will choose the red pair of socks both
times?
2. A coin is tossed and a single 6-sided die is rolled. Find the probability of landing on the
head side of the coin and rolling a 3 on the die
3. A card is chosen at random from a deck of 52 cards. It is then replaced and a second card
is chosen. What is the probability of choosing a jack and then an eight?
4. A nationwide survey showed that 65% of all children dislike eating vegetables. If 4 children
are chosen at random, what is the probability that all 4 dislike eating vegetables? (Round
your answer to the nearest percent)
(note that the choice of any child does not affect the other three children)
5. B10.4.2.1.4.-Solve real life cases involving the probability of two – events (independent and
dependent combined)
1. A card is chosen at random from a standard deck of 52 playing cards. Without replacing it,
a second card is chosen. What is the probability that the first card chosen is a queen and
the second card chosen is a jack?
2. Mr. Mills needs two students to help him with a science demonstration for his class of 15
girls and 13 boys. He randomly chooses one student who comes to the front of the room.
He then chooses a second student from those still seated. (learner should note that the
sample space of the dependent event will change) What is the probability that both students
chosen are girls?
3. In a shipment of 20 computers, 3 are defective. Three computers are randomly selected
and tested. What is the probability that all three are defective if the first and second ones
are not replaced after being tested?

Appendix A
UNPACKING THE CORE COMPETENCES OF THE STANDARDS-BASE CURRICULUM
COMMUNICATION AND COLLABORATION

SUBSKILLS (B7- 10)
Listening Presenting Team Work
Identify words or sentences in context or Speak clearly and explain ideas. Share a narrative Demonstrate behaviour and skills of working
appropriately or extended answer while speaking to a group towards group goals
Interpret correctly and respond to non- Explain ideas in a clear order with relevant Understand and use interpersonal skills
verbal communication such as facial detail, using conjunctions to structure and
expressions, cues and gestures speech.
Provide feedback in areas of ideas, Apply appropriate diction and structure Understand roles during group activities
organisation, voice, word choice and sentences correctly for narrative, persuasive,
sentence fluency in communication imaginative and expository purposes
Identify underlying themes, implications Anticipate different responses from the audience Ability to keep group working on relevant
and issues when listening and plan for them. activities
Identify and analyse different points of Can vary the level of detail and the language use Can see the importance of including all team
views of speaker when presenting to make it appropriate to the members in discussions and actively encourage
audience. contributions from their peers in their team
Ability to work with all group members to
complete a task successfully
Effectively perform multiple roles within the
group
Demonstrate an awareness of the wider team
dynamics and work against negative conflict in
the team

CRITICAL THINKING AND PROBLEM SOLVING
SUBSKILLS (B7- 10)
Critical Thinking Problem Solving
Ability to combine Information and ideas from several sources to Ability to effectively define goals towards solving a problem
reach a conclusion
Analyse and make distinct judgment about viewpoints expressed Ability to explain plans for attaining goals
in an argument
Create simple logic trees to think through problems Identify important and appropriate alternatives
Generate hypothesis to help answer complex problems Ability to identify important and appropriate criteria to evaluate each
alternatives
Can effectively evaluate the success of solutions they have used Ability to select alternative(s) that adequately meet selected criteria
to attempt to solve a complex problem
Demonstrate a thorough understanding of a generalised concept Preparedness to recognise and explain results after implementation of
and facts specific to task or situation plans
Provide new insight into controversial situation or task Implement strategies with accuracy
Identify and prove misconceptions about a generalised concept
or fact specific to a task or situation
Identify and explain a confusion, uncertainty, or a contradiction
Develop and defend a logical plausible resolution to a confusion,
uncertainty or contradiction surrounding an event

PERSONAL DEVELOMENT AND LEADERSHIP
SUBSKILLS (B7- 10)
Personal Development Leadership
Build a concept and understanding of one's self (strength and Ability to serve group members effectively
weaknesses, goals and aspiration, reaction and adjustment to novel
situation)
Demonstrate sense of feeling or belongingness to a group Division of task into solvable units and assign group members to task
units
Recognise one's emotional state and preparedness to apply Ability to manage time effectively
emotional intelligence
Ability to understand one's personality trait Ability to manage and resolve conflict
Desire to accept one's true self and overcome weakness Ability to monitor team members to ascertain progress
Ability to set and maintain personal standards and values Ability to mentor peers
Actively promote effective group interaction and the expression of
ideas and opinions in a way that is sensitive to the feelings and
background of others
Actively assist group identify changes or modifications necessary in the
group activities and work towards carrying out those changes

CULTURAL IDENTITY AND GLOBAL CITIZENSHIP
SUBSKILLS (B7- 10)
Cultural Identity Global Citizenship
Show a strong sense of belongingness to one’s culture Understanding of influences of globalisation on traditions, languages
and cultures
Develop and exhibit ability to defend one's cultural beliefs, practices Recognise resistance to global practices that are inimical to our
and norms culture
Develop and express respect, recognition and appreciation of Know the global discourse about the roles of males and females
others' culture
Develop and exhibit a sense of cultural identity Exhibit a sense of nationality and global identity
Adjustment to the demands of customs, traditions, values and
attitudes of society
CREATIVTY AND INNOVATION

SUBSKILLS (B7- 10)
Knowledge, Understanding, Skills and Strategies Reflection and Evaluation
Ability to look at alternatives in creating new things Exhibit strong memory, intuitive thinking; and respond appropriately
Ability to merge simple/ complex ideas to create novel situation or Ability to reflect on approaches to creative task and evaluate the
thing effectiveness of tools used
Identification of requirements of a given situation and justification of Ability to select the most effective creative tools for working and
more than one creative tool that will be suitable preparedness to give explanations
Ability to visualise alternatives, seeing possibilities, problems and Imagining and seeing things in a different way
challenges
Ability to try alternatives and fresh approaches Anticipate and overcome difficulties relating initiatives
Understand and use analogies and metaphor Being open-minded, adapting and modifying ideas to achieve creative
results
Putting forward constructive comments, ideas, explanations and Look and think about things differently and from different perspective
new ways of doing things Recognise and generalise information and experience ; search for
trends and patterns
Interpret and apply learning in new context
Reflect on work and explore thinking behind thoughts and processes

DIGITAL LITERACY
SUBSKILLS (B7- 10)
Photo-Visual and Information Literacy Socio-Emotional and Reproduction
Ability to ascertain when information is needed and be able to Understand sociological and emotional aspects of work in cyberspace
identify, locate, evaluate and effectively use them to solve a problem
Ability to recognise and avoid traps in cyberspace Use digital tools to create novel things
Ability to find and consume digital content Adhere to behavioural protocols that prevail in cyberspace
Ability to construct knowledge from a non-linear hyper textual Recognition of societal issues raised by digital technologies
navigation
Evaluate the quality and validity of information Knowledge and recognition of ethical use of information
Preparedness to make better decision with information at hand
Please note these inclusivity issues:

The core competencies outlined in this document must be assessed with consideration of people with special needs (physical disabilities, learning disabilities etc.).
Consider the use of realia for those with visual disabilities and visual learners.
A system of creating alternatives for task must also be adopted.

Mathematics CCP Curriculum b7 b10 Draft Zero

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Mathematics CCP Curriculum b7 b10 Draft Zero

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Enquiries and comments on this Curriculum should be addressed to:

Learning and teaching approaches

© NaCCA, Ministry of Education 2020 1

© NaCCA, Ministry of Education 2020 2

© NaCCA, Ministry of Education 2020 3

PROFILE OF EXPECTED LEARNING BEHAVIOURS

Profile of learning behaviour dimensions

© NaCCA, Ministry of Education 2020 4

• Knowledge and Understanding 30%

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Applying Knowledge (AK)

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ASSESSMENT IN THE CCP

Assessment for Learning (AfL)

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Assessment as Learning (AaL)

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Assessment for Learning Assessment of Learning Assessment as Learning

• Student’s Progress Record (Cumulative Record)

Reporting School-Based Assessment (SBA) in the CCP

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Level of Benchmark Grade Level Descriptor

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Critical Thinking and Problem Solving (CP)

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Communication and Collaboration (CC)

Cultural Identity and Global Citizenship (CG)

Personal Development and Leadership (PL)

Digital Literacy (DL)

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ORGANIZATION AND STRUCTURE OF THE CURRICULUM

MATHEMATICS Content Standards

Basic B7. 1. 2. 1.1 Learning Indicator number

Strand number Sub-strand number

Figure 1: Curriculum Reference Numbers

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Table 1 Strands, sub-strands, Scope and Sequence of the B7 – B10

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i. Determine how many blocks will make a billion.

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187,500 687,500 1,187,500 1,687,500

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2,846,655 Round up Round down Round off

E.g.3. Express whole numbers of significant figures

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78.4604783 Round up Round off Round down

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17. B7.1.2.1.2 Apply mental mathematics strategies and number properties

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22. E.g.2. Play mental mathematics games:

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ii) Add 327.6 and 54.13

iii) Subtract 7.85 from 93.6

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i. Place value method

E.g.3 Use the distributive property to multiply 325x 15

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29. E.g.2 Solve word problems on data presented in a table

Activity Cost (GH¢)

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E.g. 2×2×2×22 = 25=32 Ability to visualise

The 2 in 23 is the base, while the 3 in 23 is the exponent or index

5. B7.1.2.3.2 Express a given number as a product of a given number or numbers,

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11. E.g.1 Expand a given number using product of prime

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