Mathematics

Syllabus
Grades 6, 7 & 8

Standards Based

Papua New Guinea

‘FREE ISSUE Department of Education
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 Mathematics
Syllabus
Grades 6, 7 & 8

Standards Based

Papua New Guinea

Department of Education
Grades 6, 7 & 8

Issued free to schools by the Department of Education

Published in 2018 by the Department of Education, Papua New Guinea.

© Copyright 2018, Department of Education, Papua New Guinea.

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system or transmitted by any form or by any means electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of the publisher.

Graphic Design Layout by David Kuki Gerega

ISBN 978-9980-905-51-2

Acknowledgements

The Grades 6, 7 and 8 Mathematics Syllabus was developed by the Curriculum

Development Division of the Department of Education. The syllabus was
coordinated by James Namari with assistance from the Subject Curriculum Group
(SCG) members and the writing team.

Special acknowledgement to Professor Masami ISODA from the University of

Tsukuba, Japan for his technical expert advice on the development of this
syllabus Curriculum Panel (CP), Syllabus Advisory Committee (SAC) and Basic

Education Board of Studies (BEBoS) committee members are also

acknowledged for their recommendation and endorsement of this syllabus.

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 Mathematics Syllabus

Contents
Acronyms........................................................................................................... iv

Secretary’s message.......................................................................................... v

Introduction........................................................................................................ 1

Aims and Goals.................................................................................................. 2

Overarching Curriculum Principles.................................................................... 3

Standards Based Curriculum Principles............................................................ 8

Rationale, Aim, Goal and the Guiding Principles of Mathematics..................... 9

Content Overview............................................................................................. 11

Grade 6 Strands and Units................................................................................14

Grade 7 Strands and Units............................................................................... 21

Grade 8 Strands and Units............................................................................... 27

Assessment, Monitoring, and Reporting.......................................................... 32

Glossary............................................................................................................ 35

References........................................................................................................ 37

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Grades 6, 7 & 8

Acronyms
AAL Assessment As Learning
AFL Assessment For Learning
AOL Assessment Of Learning
BEBos Basic Educations Board of Studies
CDD Curriculum Development Division
CP Curriculum Panel
DMR Data and Mathematical Relations
GMT Geometry, Measurement and Transformation
F Functions
GF Geometrical Figures
IHD Integral Human Development
MUD Making Use of Data
NA Number and Algebra
NDoE National Department of Education
NO Numbers and Operation
NOC Number, Operation and Computation
OBC Outcomes Based Curriculum
OBE Outcomes Based Education
PAA Patterns and Algebra
QM Quantities and Measurement
SAC Syllabus Advisory Committee
SAP Statistics and Probability
SBC Standards Based Curriculum
SBE Standards Based Education
SCG Subject Curriculum Group
STEAM Science, Technology, Arts and Mathematics

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 Mathematics Syllabus

Secretary’s Message
The development of Grades 6, 7 and 8 Mathematics Syllabus is a direct response
to the Governments directive through the Outcomes-Based Education (OBE) exit
report, (Czuba 2013) to phase out Outcomes Based Curriculum and realign the
curriculum using the Standards Based approach.

The realignment of mathematics curriculum from Outcome Based Curriculum

(OBC) to Standards Based Curriculum (SBC) is aimed at improving the organisation
of content and context of what the students will be studying at that level. It is
envisaged that by the end of grade 8, the students will acquire the necessary
basic mathematics knowledge, skills, attitude and values to help prepare them to
progress to the next level of learning while at the same time aiming to strive and
compete against 21st century competencies and demands locally and globally.

It is therefore important for Mathematics Teachers to be creative, innovative and

motivated when teaching mathematics. The realigned mathematics curriculum is
focused to develop student’s numeracy skills, utilizing the mathematical processes
that will inspire the mind to think logically, abstractly, critically and creatively whilst
nurturing the love for and of mathematics to support every learner to reach their
full potential. Mathematics literacy is critically important for Papua New Guinea to
participate productively in an increasingly competitive knowledge and technological
based society.

Teachers are encouraged to use the syllabus in conjunction with teacher guides
and other relevant resources to generate creative teaching and learning activities
to deliver the mathematics content.

I commend and approve this Standards Based Mathematics Syllabus for grades 6,
7 and 8 to be used in all Schools throughout Papua New Guinea.

......................................
DR. UKE W. KOMBRA, PhD
Secretary for Education

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Grades 6, 7 & 8

Introduction
The introduction of Standards Based Education in Papua New Guinea is an important
Government directive to raise performance competencies in all aspects of education;
curriculum development, teacher training, student and teacher performance, monitoring,
school management and leadership. The designing of courses in the curriculum have been
done to raise standards in teaching and learning at all levels of schooling through
reviewing, aligning, realigning and repositioning of the existing content in order to cater for
the shift in the pedagogy.

The Mathematics curriculum is focused on helping students to acquire basic Mathematical

understanding, knowledge, processes and manipulative skills in order for the learners to
progressively improve their arithmetic skills over time thus improving the level of numeracy
in Papua New Guinea.

The grades 6, 7 and 8 Mathematics Syllabus makes explicit the mential knowledge, skills,
attitudes and values that all students are expected to progressively learn and master
before leaving each grade. These are described in the Content Standards and benchmarks.
They provide a reference point that will enable students to meet the expectation of the
PNG national curriculum.

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 Mathematics Syllabus

Aims and Goals

Ultimate Aim
Integral human development is the ultimate aim of education in Papua New Guinea.

• integral in the sense that all aspects of a person are important;

• human in the sense that social relationships are basic; and
• development in the sense that every individual has the potential to grow in the
knowledge, wisdom, understanding, skill and goodness.

Goals
1) Every person will be dynamically involved in the process of freeing himself or
herself from every form of domination and oppression so that each individual
will have the opportunity to develop as an integrated person in relationship with
others. This means that the national curriculum must integrate and maximise
socialisation, participation, liberation and equality;

2) Awareness of human potential and the willingness to develop this potential so

that each individual can solve his or her own problems, contribute to the
common good of society and maintain, promote and improve learning and
living; and

3) Awareness of the goodness and the dignity of every person. It calls for the
promotion of self and mutual respect, a sense of self-worth and self-discipline
and a sense of responsibility for one self and others.

The process of integral human development calls for a national curriculum, which helps
individuals to:

• identify their basic human needs;

• analyse situations in terms of these needs;
• see these needs in the contexts of spiritual and social values of the community; and
take responsible action in co-operation with others.

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Grades 6, 7 & 8

Overarching Curriculum Principles

Curriculum principles identify, describe and focus attention on the important concerns
that must be addressed when developing the curriculum at all levels of schooling. They
are based on significant cultural, social and educational values and beliefs.

Relevance
The national curriculum should be relevant to the social, spiritual and resource
development needs of a community. This can be achieved by integrating teaching and
learning situations that reflect the knowledge, skills, attitudes and spiritual values
needed for integral human development. A relevant national curriculum will prepare
students for productive community living; integrate academic and practical education;
and will provide ways to paid and unpaid employment.

Most people in Papua New Guinea work in the informal economy. Students who leave
at the end of grade 8, 10 or 12 will need to find work in the informal economy. These
students, however, will not only need to be skilled to work in the informal economy, but
they will also need to be prepared to work in the formal economy and undertake formal
education if there are opportunities. All students will need applied and academic skills
and knowledge. All students will need to know how to adapt new technologies and
knowledge appropriately to their environment.

The national curriculum will enable teachers to support students learning by

encouraging teaching in real-life contexts. This means relating the skills and knowledge
of subjects to real life situations. For example, mathematics can be used to study how
to run a business, or appropriate technology can be applied to improve water supplies.
People from the community could also be brought into the classroom to help teach a
topic and support students undertaking useful projects in the community.

Multiculturalism
Papua New Guinea is blessed and fortunate to have so many languages and cultures.
The diversity of our cultures is the source of our knowledge, skills, attitudes and values.
As a multicultural society, we must protect, promote and respect our many cultures and
languages. There are many people from our own ethnic groupings and from other
countries with their own cultures, living and working together in Papua New Guinea.
This is the most multicultural country in the world. Therefore, we must ensure that we
promote and share our cultures with the rest of the world.

Ethics, Morals, and Values

Papua New Guinea is striving to create a society in line with democratic liberal traditions.
The citizens of Papua New Guinea should recognise appropriate social relationships
based on sound human and religious ethics, morals and values. These are required for
interaction with families, villages, and other economic groups and people from other
provinces and nations. The process of socialisation requires a belief in the ethics, morals
and values of the Melanesian extended family, dialogue with and respect for others
and a willingness to conserve and promote those aspects of our traditions, which are
consistent with integral human development. Socialisation also requires an awareness of
the interdependence of individuals, societies and nations in the modern world. It requires
involvement with family, school, church, community and the world beyond.

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 Mathematics Syllabus

The Right to Healthy Living

The health status of Papua New Guinea is very low. All citizens have a right to a healthy
life such as clean water, a nutritious diet, improved sanitation, appropriate and better
local health services. Students need to learn attitudes, skills and knowledge that will help
them become productive, healthy and contented citizens of Papua New Guinea. They
need to be given a set of skills that will enable them to improve their own and their
community’s health in order to improve the health status of Papua New Guinea. The
national curriculum will ensure that students have the opportunity to learn about healthy
living.

Nation Building and National Unity

Our nation is young and there is still a great deal of nation building to be done. Students
need to be given the skills to undertake this task and participate in nationally organised
events. The national curriculum should enable them to understand how Papua New
Guinean societies work and how they can be a useful part of these societies. Students
should learn that they have a place in Papua New Guinea and that Papua New Guinea has
a place in the world as a whole. They will be able to help Papua New Guinea develop a
national identity as one nation if they learn to:

• work together with tolerance;

• respect one another, their traditional ways and resolve problems peacefully;
• respect and act in the spirit of the National Constitution;
• recognise their capabilities and develop their own talents;
• participate in the development of the national community; and
• protect and safeguard the national wealth and resources and consider how they will
contribute to national revenues.

Education for Sustainable Development

PNG National curriculum focuses on Education for Sustainable Development (ESD) as an

integral part of learning in the 21st century, ensuring learners are equipped to participate
in and contribute to their own society and the wider world. Education for Sustainable
Development (ESD) is much more than teaching content related knowledge and skills;
it is also about teaching new ways of thinking about and perceiving the realities of our
world and the possibilities for change. It is an approach to teaching and learning based
on the ideals and principles that support sustainability of human rights, sustainable
livelihoods, peace, environmental protection, health, biological and landscape diversity,
climate change, gender equality, and protection of indigenous cultures.

Education for Sustainable Development (ESD) prepares students to be actively involved

in creating a sustainable future by engaging them in solutions-based design and action
that integrate knowledge across different disciplines and that considers diverse social,
economic, and cultural perspectives. These skills and approaches also position students
to perform more successfully across the school curriculum and prepare them for careers,
higher education, and citizenship.

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Grades 6, 7 & 8

Gender Equity and Social Inclusion

Gender is what it means to be a woman or a man. Gender refers to those behaviours
and attitudes that are culturally accepted as ways of being a woman (femininity) and of
being a man (masculinity). Addressing gender issues goes well beyond ensuring that
females have the same opportunities as males to receive an education. A person’s
experiences determine the way he or she understand and make sense of the world.
Gender is also culturally determined. In Papua New Guinea, there is a need for
sensitivity to local cultural practices and values, with respect to traditional roles for
males and females. The National Curriculum will provide students with subjects,
resources, activities and experiences that value the needs of girls and boys.
Females are generally a disadvantaged group in Papua New Guinea. Papua New Guinea
does not have in place a good record about gender equity for females. Violence against
women is widely acknowledged as a serious problem. A number of health and other
indicators of human development show that females have a lower quality of life than
males. Females have lower literacy rates and lower income levels than males. Males
hold nearly all positions of leadership, authority and decision making. For example,
in 2001 there were only two women in the National Parliament. Men hold most senior
positions in government departments and the community. It is a similar situation in the
Department of Education, provincial education divisions and schools. The National
Curriculum will provide students with opportunities to consider these problems and
ways of addressing gender issues.

Inclusive Curriculum

The national curriculum is inclusive and designed to meet the needs of all students
irrespective of their abilities, gender, geographic locations, cultural and language
backgrounds, or their socioeconomic backgrounds. The national curriculum must
be implemented by teachers in ways that are inclusive of all students at all levels of
schooling. Much more can be achieved if parents, community leaders, churches, and
schools co-operate and communicate with each other.

Students learn in different ways. It is best to use a variety of methods to teach them.
No one method is best. It is true that students are very different and even the same
students learn best from different methods at different times. By using a range of teaching
methods, it is more likely that the needs of all students will be met. In order to be
inclusive of all students, teachers need to cater for a range of physical, social, cultural,
emotional and intellectual needs of their students. This can be achieved through using
appropriately and carefully planned learning activities, a range of teaching methods and
strategies and thoughtful use of a teacher’s language of communication.

In addition teachers will need to ensure that all girls and boys have the same opportunity
to participate. Teaching practices, including classroom organisation and management,
should ensure that girls and boys are able to participate fully in all learning activities.
Participation allows individuals to be motivated to achieve the goal of socialisation
fully where they are encouraged to develop a sense of obligation for the opportunity to
contribute. Through participation, individual creativity can be recognised and
encouraged as contributing to social and national development, without losing sight of
the principle of communal sharing. Participation is the key to social interaction and can
lead to social mobility. It can also help to conserve and generate knowledge and cultural
values for future generations.

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 Mathematics Syllabus

Student-Centred Learning
Student-centred learning recognises the fact that no two classes are alike and no two
children are the same with respect to their needs. A teacher who uses a student-centred
approach will endeavour to create a classroom environment that will motivate students to
discover new skills and knowledge. In such an environment, the teacher might focus on
teaching students how to learn and help them discover relevant information. It is essential
to teach students how to learn while at the same time teaching them important content. A
student-centred classroom will usually involve students working together in small groups
using activity centres set up in the classroom while the teacher works more closely with
one or two students.
The national curriculum describes the learning outcomes for all subjects. A student-cen-
tred approach allows teachers to be more flexible in determining the most effective ways
to help all students achieve these learning outcomes.

Lifelong Learning
School is an important part of a student’s education but learning continues throughout
life. The initial experience that students have with the school curriculum is critical in
encouraging them to continue learning throughout their lives. Going to school should
be an enjoyable and satisfying experience for the students and should prepare them for
life after school. Students will discover and learn many things when they go to school.
They will also learn many things outside of school and continue to learn after they leave
school. The national curriculum should build on what students already know. Teachers
should make use of this knowledge and skills. When students are learning new,
unfamiliar things, teachers should relate the new things to what students already
understand. This important learning will continue throughout life as students willingly
take responsibility for their own learning. Increasingly, students who leave school will
look for opportunities to continue their education and to return to school or some other
educational or training institutions in order to improve their qualifications.

Language Development Across the Curriculum

The national curriculum will provide opportunities for language development across the
curriculum. Language development across the curriculum should be encouraged
because all subject areas provide meaningful contexts for real purpose learning.
Specific subjects have different language requirements such as, the vocabulary and
language features of science and the written and oral genres to narrate, explain,
persuade, report, and discuss the particular content of various subjects. The conventions
and differences must be explicitly taught in relevant contexts across the curriculum.

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Grades 6, 7 & 8

Statement of Children rights

A child is any human being below the age of eighteen years, according to the United
Nations Convention on the Rights of the Child. Therefore, special protection and care
should be afforded in setting out the civil, political, economic, social and cultural rights of
every child, regardless of their race, religion or abilities. In teaching and learning to fulfil
the education of the child as his/her right and holistically.

The four core principles of the UN Convention on the Rights of the Child should be an
impending role of an educator and parent or guardian;

That a child/student is;

• Not discriminated regardless of their race, religion or abilities

 • Getting the best of learning out of commitment and devotion by the educator,
parent or guardian according to his/her best interest.
• Having his/her right to life, survival and development holistically met.
• Gaining respect for his/her views in all aspects of oral or written literature.

When the child is given every opportunity to learn and progress, the child will develop
visions and aims to achieve his/her goals of careers, higher education and citizenship in
any context of lifelong learning.

Therefore teachers and educators are encouraged to plan and program content taking
special care and consideration the articles 26 to 30 as stipulated in the Convention on
Child Rights.

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 Mathematics Syllabus

Standards Based Curriculum Principles

The principles of the Standards Based Curriculum (SBC) include the following:
• Setting of high academic standards and a careful and continuous assessment and
reporting of students’ performance against these standards, will motivate students to
perform at a much higher level.

• S tandards allow every student, every parent, and every teacher to share in
common expectations of what students should know, understand, and be
able to do.
• Students will learn more when more is expected of them in school and at home.
• The setting of clear, measurable, and attainable standards is the key to
attaining high academic standards and hence the attainment of the desired quality of
education.
• All children are capable of learning and achieving high academic standards,
regardless of their backgrounds.
• Students can learn in their own ways and at their own pace.

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Grades 6, 7 & 8

Rationale, Aim, and Goals and Guiding Principle of Mathematics

Papua New Guinea (PNG) like any other country in the world is also making concerted
efforts to boost student achievement in literacy, numeracy and Life skills. Mathematics is
regarded as an important course aimed at improving mathematics education that
underpins many aspects of everyday life such as making sense of natural patterns,
information in various forms to make informed decisions. The impact and influence of
current development and technological trend is significant as Mathematics, Information,
Technology, Engineering, and Science have become driving forces for growing job
markets and sustainable development agendas for nations.

The realigned Mathematics curriculum is focused on mathematics skills and fundamental

mathematical processes (reasoning, communicating, connecting, and representing),
utilizing the problem solving based approaches. This will inspire the students mind to
become mathematically literate as they progress from one level of learning to another.

The most important goal is for students to enjoy and value mathematics as important in
the current development and technological trends and help explore the natural world and
human interactions while at the same time nurture them to grow and become a
meaningful members of the society as stipulated under the National Education Act
promoting Integral Human Development.

Ultimate Aim of Mathematics

The overall aim of mathematics is to nurture individuals to be mathematically literate
in order to identify and understand mathematical related phenomena and concerns
and be able to generate mathematical thinking, competence and confidence in the
application of mathematics, and appreciation of the subject.

Goal of Mathematics
The overarching goal of the mathematics curriculum is to ensure that all students will
achieve a level of mastery of mathematical proficiencies and knowledge that will serve
them well in life, and nurture the passion for living that emphasizes scholastic ability, a
rich heart and mind and the harmony of healthy body as envisioned in vision 2050.

Guiding Principles of Mathematics

Mathematics curriculum principles below identify, describe and focus attention on the
important concerns that must be addressed when developing and implementing the
Mathematics Curriculum.

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 Mathematics Syllabus

A Coherent and Focused Curriculum

In a coherent curriculum, mathematical ideas are linked to and build upon one another so
that students’ understanding and knowledge are deepened and their ability to apply
mathematics expand. An effective mathematics curriculum focuses on important
mathematics that will prepare students to continue study and solve problems in a variety
of school, home, and work settings. A well-articulated curriculum challenges students to
learn increasingly more sophisticated mathematical ideas as they continue their studies.

Gender Equity and Social Inclusion

All children, regardless of their gender, ability, and other backgrounds, are expected to
achieve high academic standards in mathematics. High expectations and strong
support for especially female students and children living with disabilities will enable
all children to be actively involved in the learning of mathematics. All students come to
school with expectations to learn mathematics that meets their individual interest and
needs. Mathematics standards provide a wide range of opportunities for students to
acquire and apply mathematical knowledge, processes, concepts, ideas, skills, values,
attitudes in real life. Every student regardless of race, colour, gender and ability should
have the benefit of quality instructional materials, good libraries, and adequate
technology.

Evidence - Based Teaching and Learning

Assessment should support the learning of important mathematics knowledge, processes,
skills, values, and attitudes, and focused on assessing and reporting children’s progress
towards meeting the expected mathematics benchmarks and contentstandards. Assess-
ment, monitoring, and reporting are integral parts of mathematics planning and instruction,
they contribute significantly to students’ mathematics learning when effectively carried
out. Assessment should inform and guide teachers as they make instructional decisions.
The tasks teacher’s select for assessment convey a message to the students about what
kind of mathematical knowledge, skills, values, attitudes and performance are valued.
Feedback from assessment tasks helps students’ in setting goals, assuming responsibility
for their own learning, and becoming more independent learners.

Teaching and Learning Mathematics using Technology

Technology is essential in the teaching and learning of mathematics. It influences the way
mathematics is taught and contributes to enhancing students’ learning of mathematics.
Technology can enhance the teaching and learning of mathematics if used appropriately.
The use of technological tools such as measuring instruments, base ten blocks, fraction
chart and pieces, calculators, and computers can help students learn and master
essential mathematical concepts, ideas, and processes. These tools can contribute to a
rich learning environment for developing and applying mathematical concepts.

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Grades 6, 7 & 8

Content Overview
The content overview is the description of what students will learn in each grade
prescribed in the syllabus content.

The grades 6, 7 and 8 syllabi are organised by strands. Strands are broad frameworks
that define and describe the subject matter to be taught and learned. They incorporate
cross-curriculum learning as well. Each strand has a rationale that justifies its inclusion
in the mathematics curriculum.

Each strand embeds a particular aspect of Mathematics and articulates the subject
matter to be learned. Strands are broken down into teachable units to allow content
standards and benchmarks to be effectively taught and learned. Units are aligned and
connected to each other and to the strand.

The mathematics strands for Grade 6 are as follows:

(1) Number and Operation (NO),

(2) Quantities and Measurement (QM),
(3) Geometrical Figures (GF) and,
(4) Data and Mathematical Relations (DMR).

Strands for Grades 7 and 8 are as follows:

(1) Number, Operation and Computation (NOC),

(2) Geometry, Measurement and Transformation(GMT),
(3) Patterns and Algebra (PAA) and,
(4) Statistics and Probability (SAP).

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 Mathematics Syllabus

Table of Strands and Units

The strands and units of content standards explain the progression from Grade 6 to
Grade 8, linking to high school mathematics content. The order and linkage of units
signifies what the students will achieve from one grade to next.

Grade Strands Units

Relationship Between Fractions, Decimals,
and Percentages
Number and Operation
Multiplication and Division of Fractions

Calculation of Fraction and Decimal Numbers

Calculating Area of Various Shapes
Speed
Grade 6 Quantities and Measurement
System of Matric Units
Volume of Prisms and Cylinders
Geometric Figures Symmetry
Reduce and Enlarge Figures
Ratio
Proportional Relationship
Data and Mathematical Relations Mathematical Letter and Expression
How to Explore Data
Order and Combination
Numbers, Operation and Computation Positive and Negative Numbers

Geometrical, Measurement and Plane Figures

Grade 7 Transformation
Spatial Figures
Algebraic Expression
Patterns and Algebra
Linear Equation with One Unknown
Proportional Function
Distribution of Data and Representative
Statistics and Probability Values
Reduce and Enlarge Figures
Number, Operation and Computation Operation of Algebraic Expressions Reduce
and Enlarge Figures
Geometry, Measurement, and Properties of Parallel Lines and Angles
Transformation
Grade 8 Congruent Triangles

Patterns and Algebra Simultaneous Linear Equations

Linear Functions
Statistics and Probability Probability

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Grades 6, 7 & 8

Content Standards, Benchmarks and Evidence Outcomes

Content standards, benchmarks, and evidence outcomes are all curriculum standards.
However, they have specific curriculum purposes. Despite this, these curriculum
standards are interconnected and enable the intended learning outcomes to be attained.

Content Standards
Content Standards are broadly stated expectations of what students should know,
understand, and be able to do in particular subjects, grade level, or school level.
For example, Pupils will be able to interact and convey simple messages using
comprehensive language.

Benchmarks
Benchmarks are specifications of content standards or more detailed descriptions of a
specific level of performance expected of students at particular ages, grades, or levels
of development. For example, grade 6 students will meet the above standard when they
ask and answer questions about routine matters using comprehensive language.

Benchmarks focus on the essential knowledge, skills, values and attitudes that all
students are expected to learn, master and demonstrate competency using various
representations in real life situations.

Evidence Outcomes
Evidence outcomes are indicators that show students’ progress towards meeting an
expectation at the mastery level. They measure students’ mastery and application of
knowledge, skills, values, and attitudes at grade and cluster levels.

Content Standards and Benchmarks Coding

The following is the coding system used to code the content standards and benchmarks
to not only make it easier to interpret and understand the relationship between these two
standards but also to help with lesson planning, and assessment and reporting of
students’ performance in relation to a content standard.

Grade: Grade is indicated by the first number (for example, 6)

Strand: Strand is indicated by the second number (for example, 6.1).
Content Standard: Content Standard is indicated by the third number (for example, 6.1.1)
Benchmark: Benchmark is indicated by the fourth number (for example, 6.1.1.1)

Thus, the code will read as 6.1.1.1.

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 Mathematics Syllabus

Grade 6 Strands and Units

Strand 1: Number and Operation
Rationale

In grade 6 the strand “Numbers and Operations,” multiplication and division of

fractions are taught. By the end of learning the four arithmetic operations of decimal
numbers and fractions, teaching should be done in the way that solidifies students’
calculation skills with these types of numbers and enhances their ability to apply these
skills.

The knowledge, skills, values, and attitudes learned at the junior primary school level
are expanded and reinforced in senior primary school. Grade 6 students are expected to
master the Number and Operation knowledge, skills, values, and attitudes described in
the content standards and grade-level benchmarks.

Evidence Outcomes

At the end of grade 6, all students can:

• solve problems involving fraction, decimal and percentages accurately

• calculate decimal numbers and fractions using the four arithmetic operations
confidently
• multiply and divide fractions with multipliers and divisors as fractions confidently.

Unit 1: Relationship among Fractions, Decimals and Percentages

Content Standard Benchmarks

6.1.1. Students will be able to explain the 6.1.1.1. Describe the relationship between fractions,
relationship between fractions, decimals, and decimals and percentages.
percentages, and convert and appreciate their
6.1.1.2. Convert between fractions, decimals, and
usage in daily life
percentages.
6.1.1.3. Use percentage, decimal notation, fraction or ratio
interchangeably to suit given mathematical prob-
lems.

Unit 2 : Multiplication and Division of Fractions

Content Standard Benchmarks

6.1.2. Students will be able to extend the 6.1.2.1. Distinguish the fractional situation for multiplication
multiplication and division to fractions with and division in the expression.
multipliers and divisors as fraction and do
6.1.2.2. Calculate fraction x fraction.
multiplication and division, and appreciate the
simplicity of rules. 6.1.2.3. Calculate fraction ÷ fraction and find the inverse
number.
6.1.2.4. Examine commutative, associative and distributive
properties and division with fractions.

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Grades 6, 7 & 8

Unit 3 : Calculation of Fraction and Decimal Number

Content Standard Benchmarks
6.1.3. Students will be able to demonstrate the 6.1.3.1. Calculate decimal numbers using the four arithmetic
proficiency in calculation of four arithmetic operations.
operations with fractions and decimals, and be
6.1.3.2. Calculate fractions using the four arithmetic
confident in using them.
operations.
6.1.3.3. Use the four arithmetic operations to solve
mathematical problems with fractions and decimals.

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 Mathematics Syllabus

Strand 2 : Quantities and Measurement

Rationale

In Quantities and Measurement, students are taught how to approximate shapes and
areas, how to determine the area of a circle and how to determine the volume of prisms
and cylinders and ways of determining speed and the system of the metric units.

Grade 6 students are expected to master the Quantities and Measurement knowledge,
skills,values and attitudes described in the content standards and grade-level
benchmarks.

Evidence Outcomes

 students are expected to learn and master the following essential quantities and
All
measurement knowledge, skills, values and attitudes at the end of grade 6.

At the end of grade 6, all students can:

• calculate areas of various shapes confidently using the other perimeters and
formulas.
• calculate speed, time and distance from given mathematical problems and
graphs correctly.
• measure various quantities of measurements using the metric units, and
appreciate their usefulness in daily life.
• calculate the volume of prisms and cylinders accurately using other perimeters and
formulae.

Unit 1 : Calculating Area of Various Shapes

Content Standard Benchmarks
6.2.1. Students will be able to explore the area of 6.2.1.1. Use familiar area formula of figures to estimate and
various shapes such as a circle and measure their measure area of various shapes.
area, and attain expected level of proficiency and
6.2.1.2. Identify ways to determine the formula of area of
appreciation power of the formula.
circles.
6.2.1.3. the usefulness formula of circle and sector to cal-
culate.

Unit 2 : Speed
Content Standard Benchmarks
6.2.2. Students will be able to comprehend speed 6.2.2.1. Determine ways using the formula to express speed
as a ratio of time and distance, and use its in relation to distance and time.
situation to calculate and appreciate their
6.2.2.2. Represent the relationship between time and
relationship.
distance and explain the features.

16
Grades 6, 7 & 8

Unit 3 : System of Metric Units

Content Standard Benchmarks
6.2.3. Students will be able to explain the metric 6.2.3.1. Determine units of quantities used in everyday life
unit system and measure various quantities of and ways to represent them.
measurements using it, and appreciate its
6.2.3.2. Identify how systems of metric units relate to
usefulness in real life.
measurements.
6.2.3.3. Use metric units effectively in measuring quantities.

Unit 4 : Volume of Prisms and Cylinders

Content Standard Benchmarks
6.2.4. Students will be able to investigate the 6.2.4.1. Identify the base area of prisms and cylinders using
process of calculating the volume of prisms and perimeters measurements.
cylinders using other perimeters, and find the
volume and have confidence using the formula. 6.2.4.2. Use volume formulae to calculate the base area and
height of prisms and cylinders.

17
 Mathematics Syllabus

Strand 3 : Geometrical Figures

Rationale

The strand focuses on the concept formation of geometrical figures and the understanding
of their properties in relation to the concepts and properties of basic geometrical figures,
the mastering of the ability to draw and construct geometrical figures accurately and to
extend the ability of using knowledge and skills related to geometrical figures. In
“Geometrical Figures,” students are taught about reduced and enlarged figures and
symmetric figures.

The knowledge, skills, values and attitudes learned at the junior primary school level are
expanded and reinforced in senior primary school. Senior primary school students are
expected to master the following knowledge, skills, values and attitudes to prepare them
for next grade.

Evidence Outcomes

At the end of Grade 6, all students will master the following knowledge, skills, values and
attitudes to prepare them for the next grade:

• identify line and point geometrical properties correctly

• construct enlarged and reduced drawings using the geometrical properties.

Unit 1 : Symmetry
Content Standard Benchmarks
6.3.1. Students will be able to examine 6.3.1.1. Explain the properties of symmetrical figures.
symmetrical figures, and find out about their
6.3.1.2. With an awareness of their properties, identify line
properties, and enjoy constructing symmetrical
symmetrical figures and point symmetry.
figures.

Unit 2 : Reduce and Enlarge Figures

Content Standard Benchmarks
6.3.2. Students will be able to expand the plane 6.3.2.1. Identify the properties of enlargement and reduction
figures by enlargement and reduction, and explore of figures.
the properties for expansion.
6.3.2.2. Explain how to draw enlarged and reduced figures
using their properties.

18
Grades 6, 7 & 8

Strand 4 : Data and Mathematical Relations

Rationale
The main content of “Data and Mathematical Relations” include some ideas of functions
such as change and correspondences, representation by algebraic expressions, and
tables and graphs and involves ways of thinking and methods that can be commonly used
in handling quantities and geometrical figures. Students are taught about ratios, direct and
inverse proportional relationships, and algebraic expressions with letters. In data handling,
mean, frequency distribution, and analysis of all possible outcomes for actual events are
taught in this grade.

Grade 6 students are expected to master the following data and mathematical relations,
knowledge, skills, values and attitudes to prepare them for next grade.

Evidence Outcomes
At the end of grade 6, all students can:

• recognise and solve problems involving simple ratios confidently.

• investigate proportional relationship between two numbers or quantities as they vary
simultaneously and solve problems using proportional relationship
approaches with skills of analysis.
• u
 se mathematical letters to solve problem expression and be able to interpret the
letter representation confidently.
• analyse and represent data statistically and appreciate its usefulness in daily life
• investigate possible outcomes and be able to sort and organize in order using
tables and graphs and interpret with confidently.
Unit 1 : Ratio
Content Standard Benchmarks
6.4.1. Students will be able to define ratio, and use 6.4.1.1. Explain ratio and show how to represent it in
it in various situations, and appreciate its various situations.
usefulness in daily life.
6.4.1.2. Examine various situations in which ratio is used in
daily life.

Unit 2 : Proportional Relationship

Content Standard Benchmarks

6.4.2. Students will be able to appraise the 6.4.2.1. Explain proportion and identify using tables, graphs
proportional relationship between two numbers and expression.
or quantities in various simultaneous expression
approaches, and appreciate their usefulness in 6.4.2.2. Apply proportional relationships in daily life.
daily life.
6.4.2.3. Use proportional properties to explain inverse
proportion.

Unit 3 : Mathematical Letter and Expression

Content Standard Benchmarks
6.4.3. Students will be able to use mathematical 6.4.3.1. Represent relationships in expressions by using
letter in expressions to represent place values and mathematical letter.
interpret them.
6.4.3.2. Find the answer for the mathematical letter by using
inverse operation.

19
 Mathematics Syllabus

Unit 4 : How to Explore Data

Content Standard Benchmarks
6.4.4. Students will be able to examine data and 6.4.4.1. Find the average data of various situations.
analyse and represent it statistically, and
6.4.4.2. Draw and represent data in tables and graphs, and
appreciate its usefulness in daily life.
interpret them meaningfully.

Unit 5 : Order and Combination

Content Standard Benchmarks
6.4.5. Students will be able to critique possible 6.4.5.1. Evaluate possible outcomes of events.
outcomes from appropriate viewpoints, and be
6.4.5.2. Organise and order systematically actual events
able to figure out, sort and organize viewpoints
and represent them using diagrams and tables.
systematically with confidence.

20
Grades 6, 7 & 8

Grade 7 Strands and Units

Strand 1 : Number, Operation and Computation

Rationale

The unit on Numbers is the basis of all mathematics. Number is used for order and size
in calculations. We calculate by adding, subtracting, multiplying and dividing numbers,
either mentally, written or by using technology. We also build patterns using numbers in
written or symbolic forms to represent mathematical ideas. We need numbers to count,
compare, and measure. In everyday life, we use numbers for almost everything. Our
age, weight and height, time, money, and work are measured using numbers. Numbers
have meaning and are represented in many different forms. This strand covers whole
numbers, decimal, fractions, percentages, integers, scientific notation, exponential
numbers and logarithmic numbers under the Real Numbers System. Complex numbers
are introduced in the latter part to prepare students especially for higher education.

The mathematics concepts, ideas, processes and reasoning skills studied at the
elementary and junior primary school levels are reinforced at the senior primary school
level but at an increased level of complexity and abstraction. Students at this level are
expected to represent, compare, order and use numbers in a variety of forms, including
integer, fraction, decimal, percentage and exponents, in mathematical problem-solving
situations.

Evidence Outcomes

At the end of grade 7, all students can:

• recognise the usefulness of positive and negative numbers in real life.

• understand the necessity and meaning of positive and negative numbers.
• perform the four operations using positive and negative numbers
confidently.

Unit 1 : Positive and Negative Numbers

Content Standard Benchmarks
7.1.1. Students will be able to make sense of 7.1.1.1. Reflect on the significance of positive and negative
positive and negative numbers, and perform the numbers in various situations.
four operations, by utilising positive and negative
7.1.1.2. Explain the process of operations on
numbers confidently.
positive and negative numbers using absolute values.
7.1.1.3. Use various representations and models to
calculate negative and positive numbers.

21
 Mathematics Syllabus

Strand 2 : Geometrical, Measurement and Transformation

Rationale

Topics of geometry, measurement, and transformation remain important components

of the mathematics curriculum at all levels. This body of knowledge helps in making
informed decisions on some necessities in life. We think geometrically when we choose
shapes and solids, we want precision so we take measurements seriously, and we like
to be creative so we transform what is common to something new. When questioned we
justify our choices, for clarity we explain the processes required to arrive at solutions.
These knowledge, skills, and techniques are integrated in the teaching of these topics.

In the PNG context, building a house is almost every family’s dream. Shape,
measurement and transformation come at a cost. A sound mathematical knowledge will
ensure satisfaction at an acceptable cost.

Grade 7 students are expected to master the following Geometry, Measurement and
Transformation knowledge, skills, values and attitudes to prepare them for next grade.

Evidence Outcomes

At the end of grade 7, all students can:

• recognise the basic methods of constructing plane figures such as a bisector of an

angle, the perpendicular bisector of a line segment and perpendicular lines, and verify
them using their properties carefully.
• describe symmetry, reflections and translations with appropriate notation
reasonably.
• identify and measure various spatial figures in relation to plane figures confidently.
• describe the characteristics of various solids confidently.
• e
 xplain the positional relationship between planes and lines by observing the faces
and edges of solids with reason.
• find volume and surface area of various solids through calculation accurately.

22
Grades 6, 7 & 8

Unit 1 : Plane Figures

Content Standard Benchmarks
7.2.1. Students will be able to investigate plane 7.2.1.1. Identify the basic methods for constructing figures
figures by constructing them with the application like the bisector of an angle, the perpendicular
of the properties of plane figures and appreciate bisector of a line segment and perpendicular lines,
representing them logically. and make use of them in concrete situations.
7.2.1.2. Explain parallel translation, symmetric and
rotational transformation and discuss their
relationships.

Unit 2 : Spatial Figures

Content Standard Benchmarks
7.2.2. Students will be able to probe spatial 7.2.2.1. Explain the positional relationship between lines
figures in relation to plane figures and and planes in space.
measure various figures.
7.2.2.2. Construct spatial figures by moving or projecting
lines and plane figures, and nets.

7.2.2.3. Find the length and area of a sector, surface

area, and volume of cylinders, pyramids and
spheres.

23
 Mathematics Syllabus

Strand 3 : Patterns and Algebra

Rationale

Algebra is the language of generalization. If something is done once you probably don’t
need algebra. But if the process is to be done repeatedly, algebra provides a very simple
language for describing what is being done. Algebra is the language through which we
describe patterns. Many areas of mathematics integrate algebra specifically for problem
solving.

When we add, subtract, multiply and divide we follow patterns. Algebra develops
patterns into equations and formulas that come handy in life. You may want to buy a
piece of land and want to know the formula for area, or sew clothes and want to know
the amount of material needed or perimeter for amount of fencing you might need, etc.
Income tax, discounts, sales tax and virtually every money matter involve applying some
formula.

Grade 7 students are expected to master the following patterns and algebra knowledge,
skills, values, and attitudes to prepare them for next grade.

Evidence Outcomes

At the end of Grade 7, all students can:

• recognise algebraic expressions and represent the relationships and rules of

expression, and calculate confidently.

• solve linear equations with one unknown using and confidently verify their solutions.

• explain the changes and correspondence of the relationships of proportion

confidently.
• express propositional relationships and inversely proportional relationship using
tables, expressions and graphs carefully.
• express the position of points on a plane figure confidently.
• use propositional relationships and inversely proportional relationship to solve real
life problems confidently.
• expressing proportional relationship , and inversely proportional relationship
a
y = on a graph.
x

24
Grades 6, 7 & 8

Unit 1 : Algebraic Expression

Content Standard Benchmarks
7.3.1. Students will be able to interpret the 7.3. 1. 1. Explain the significance of using letters and
algebraic expressions and represent the represent the relationships and rules of
relationships and rules of expression and expression.
calculate confidently. 7.3. 1. 2. Express algebraic expressions of multiplication
and division.
7.3. 1.3. Simplify addition and subtraction of letters in linear
expressions.
7.3.1.4. Use equality and inequality to represent situations.

Unit 2 : Linear Equation with One Unknown

Content Standard Benchmarks
7.3. 2. Students will be able to examine 7.3.2.1. Explain the significance of linear equations.
equations, and be able to solve linear equations 7.3.2.2. Solve linear equations based on the properties of
with one unknown and enjoy problem solving. equalities.
7.3.2.3. Explain equal ratios with proportional expressions
and solve.

Unit 3 : Proportional Function

Content Standard Benchmarks
7.3. 3. Students will be able to investigate the 7.3.3.1 Explain functional relationships in one to one
changes and correspondence of functional correspondence.
relationships of proportion, and represent the 7.3.3.2 Extend proportion to positive and negative numbers
functions confidently. in a situation with domain, range and variables.
7.3.3.3 Use proportion and inverse proportion to explain
phenomena.
7.3.3.4 Represent proportion and inverse proportion into
tables, algebraic expressions, graphs and to
examine their characteristics.
7.3.3.5 Explain coordinates and represent quantitative
relationships in graphs.

25
 Mathematics Syllabus

Strand 4: Statistics and Probabilities

Rationale

In the study of social science, students might encounter data. In a science laboratory
experience, students might collect data. In a mathematics classroom, students would be
expected to know how to calculate the mean of a set of numbers. Statistics has become
more important, its connections with everyday literacy, science, health, and the social
sciences suggest statistics must be taught across the curriculum as topic in
mathematics. Moves are underway to introduce probability into elementary and
secondary curricula for a variety of reasons. It is required for reading newspapers, being
an informed citizen, it helps one to understand and evaluate information in the world
around us, and it is a prerequisite knowledge for other fields of study. In the current
curriculum design, students may encounter probability topics, by themselves or in
connection with descriptive statistics, as early as elementary level, or as late as upper
secondary school.

Grade 7 students are expected to master the following statistics and probabilities
knowledge, skills, values and attitudes to prepare them for next grade.

Evidence Outcomes

At the end of Grade 7, all students can:

• c
 ollect and organise data according to a specific purpose and use data to identify
trends and characteristics.
• recognise values that express dispersion and central tendency.
• express data collected through measurement and other means.

Unit 1 : Distribution of Data and Representative Values

Content Standard Benchmarks

7.4.1. Student will be able to comprehend how 7.4.1.1. Explain the significance of histogram and
to collect data according to purpose, and explain representative values for analysing data.
the tendencies in data with confidence.
7.4.1.2. Show the tendency of data by representing it using
histogram and frequency tables.
7.4.1.3. Express dispersion and representative values, and
approximate values through calculations.

26
Grades 6, 7 & 8

Grade 8 Strands and Units

Strand 1. Number, Operation and Computation

Rationale

Algebra is the language of generalization. If something is done once you probably

don’t need algebra. But if the process is to be done repeatedly, algebra provides a very
simple language for describing what is being done. Algebra is the language through
which we describe patterns. Many areas of mathematics integrate algebra specifically
for problem solving.

When we add, subtract, multiply, and divide we follow patterns. Algebra develops
patterns into equations and formulas that come handy in life. You may want to buy a
piece of land and want to know the formula for area, or sew clothes and want to know
the amount of material needed or perimeter for amount of fencing you might need,
etc. Income tax, discounts, sales tax and virtually every money matter involve applying
some formula.

Grade 8 students are expected to master the following Number,Operation and

Computation knowledge, skills, values and attitudes to prepare them for next grade.

Evidence Outcomes

At the end of Grade 8, all students can:

• add and subtract expressions with two letters.
• identify different ways to calculate linear expressions.
• multiply and divide algebraic expression.

Unit 1: Operation of Algebraic Expressions

Content Standard Benchmarks

8.1.1. Students will be able to use the algebraic 8.1.1.1. Simplify addition and subtraction with polynomials,
expression with more than one variable for multiplication, and division with monomials.
representing various situations and operations to 8.1.1.2. Explain number and quantity relationships using
find the answer, and interpret with confidence. algebraic expressions.
8.1.1.3. Rearrange algebraic expressions according to like
and unlike terms, and operate to find the answer.
8.1.1.4. Utilize algebraic expressions to explain problem
situations.

27
 Mathematics Syllabus

Strand 2: Geometry, Measurement and Transformation

Rationale

Topics of geometry, measurement, and transformation remain important components

of the mathematics curriculum at all levels. This body of knowledge helps in making
informed decisions on some necessities in life. We think geometrically when we choose
shapes and solids, we want precision so we take measurements seriously, and we like
to be creative so we transform what is common to something new. When questioned we
justify our choices, for clarity we explain the processes required to arrive at solutions.
These knowledge, skills, and techniques are integrated in the teaching of these topics.
In the PNG context, building a house is almost every family’s dream. Shape,
measurement, and transformation come at a cost. A sound mathematical knowledge will
ensure satisfaction at an acceptable cost.

The knowledge, skills, values, and attitudes learned at the junior primary school level are
expanded and reinforced in senior primary school. Senior primary school students are
expected to master the following knowledge, skills, values, and attitudes to prepare them
for next grade.

Evidence Outcomes

At the end of Grade 8, all students can:

• recognise the angles that are formed by intersection lines.
• describe the properties of angles in triangles and other polygons.
• describe the properties of angles in triangles and other polygons.
• apply logical reasoning including the use of congruence and similarity and the
numerical properties of plane figures.
• formulate proofs to congruent triangles and angle properties.

Unit 1: Properties of Parallel Lines and Angles

Content Standard Benchmarks
8.2.1. Students will be able to investigate the 8.2.1.1. Explain the properties of parallel lines and
properties of parallel lines and angles and find angles.
angles using properties, and appreciate the
8.2.1.2. Use the properties of parallel lines and angles to
properties for verifying the reasoning.
explain the angles produced.
8.2.1.3. Identify and examine the angles of polygons based
on the properties of parallel lines and angles of
triangle.

Unit 2 : Congruent Triangles

Content Standard Benchmarks
8.2.2. Students will be able to investigate 8.2.2.1. Use the properties of congruent triangles to explain
congruent triangles using conditions of the congruence.
properties of congruent figures and to proof with
8.2.2.2. Identify and explain the significance of proof.
confidence.
8.2.2.3. Show how to proof using the conditions for
congruence.

28
Grades 6, 7 & 8

Strand 3. Patterns and Algebra

Rationale

Algebra is the language of generalization. If something is done once you probably don’t
need algebra. But if the process is to be done repeatedly, algebra provides a very simple
language for describing what is being done. Algebra is the language through which we
describe patterns. Many areas of mathematics integrate algebra specifically for problem
solving.

When we add, subtract, multiply, and divide we follow patterns. Algebra develops
patterns into equations and formulas that come handy in life. You may want to buy a
piece of land and want to know the formula for area, or sew clothes and want to know
the amount of material needed or perimeter for amount of fencing you might need, etc.
Income tax, discounts, sales tax, and virtually every money matter involve applying some
formula.

Grade 8 students are expected to master the following Patterns and Algebra knowledge,
skills, values, and attitudes to prepare them for next grade.

Evidence Outcomes

At the end of Grade 8, all students can:

• use algebraic expressions to solve problems.
• recognize equations with two unknowns and find their solutions.
• solve simultaneous equations with confidence.
• use simultaneous equations to solve real life problems.
• recognise linear functions using algebraic expressions, tables, and graphs with
appreciation.
• use the graph to find the expression of linear functions.
• graph solution to understand the relationship between the intersection of two lines
and solutions to simultaneous equations.
• apply linear functions to solve real life problems.

Unit 1 : Simultaneous Linear Equations

Content Standard Benchmarks
8.3.1 Students will be able to grasp 8.3.1.1 Explain the significance of linear equations with two
simultaneous linear equations with two variables variables and their solutions.
and solve simultaneous equations with
8.3.1.2 Solve simultaneous linear equations and use in
confidence.
various situations.
8.3.1.3 Set simultaneous linear equations and solve.

29
 Mathematics Syllabus

Unit 2 : Linear Functions

Content Standard Benchmarks

8.3.2. Students will be able to investigate the 8.3.2.1. Identify the linear functions in concrete
changes and correspondence of two quantities, phenomena and express the rate of change for two
examine linear functions using algebraic corresponding values.
expressions, tables, and graphs with
8.3.2.2. Express the rate of change for two corresponding
appreciation.
values on algebraic expressions, tables, and graphs.
8.3.2.3. Represent linear equations with two unknowns as
algebraic expression functions.
8.3.2.4. Represent simultaneous equations on the graphs and
explain the meaning of the solution.

30
Grades 6, 7 & 8

Strand 4. Statistics and Probabilities

Rationale

In the study of social science, students might encounter data. In a science laboratory
experience, students might collect data. In a mathematics classroom, students would be
expected to know how to calculate the mean of a set of numbers. Statistics has become
more important, its connections with everyday literacy, science, health, and the social
sciences suggest statistics must be taught across the curriculum as topic in
mathematics. Moves are underway to introduce probability into elementary and
secondary curricula for a variety of reasons. It is required for reading newspapers,
being an informed citizen, it helps one to understand and evaluate information in the
world around us, and it is a prerequisite knowledge for other fields of study. In the current
curriculum design, students may encounter probability topics, by themselves or in
connection with descriptive statistics, as early as elementary level, or as late as upper
secondary school.

The knowledge, skills, values and attitudes learned at the junior primary school level are
expanded and reinforced in senior primary school. Senior primary school students are
expected to master the following knowledge, skills, values and attitudes to prepare them
for next grade.

Evidence Outcomes

At the end of Grade 7, all students can:

• use fractions and percentage to express the likely hood of an event.
• identify various ways an event to occur in order to find the probability.
• find the probabilities of various events.

Unit 1 : Probability

Content Standard Benchmarks

8.4.1. Students will be able to comprehend the 8.4.1.1. Explain the probabilities of uncertainty
probabilities of uncertain phenomena and find the phenomena with law of large number and
probability of uncertainty events. probability, equally likely.
8.4.1.2. Identify the probability of uncertain event of
simple cases by considering all cases, equally likely.
8.4.1.3. Explain uncertain phenomena by using
diagrams, which represent all equally likely cases.

31
 Mathematics Syllabus

Assessment, Monitoring and Reporting

The relationship between the assessment standards, the content standards, and the
teaching standards assessment is an integral part of good instruction. The most
effective teaching aligns the content standards with teaching and learning instruction
and assessment.

What is Assessment?
The term “assessment” is generally used to refer to all activities teachers use to help
students learn and to monitor and measure students’ progress. Assessment is an
on-going process of identifying, gathering and interpreting information about student’s
progress towards achievement of the content standards described in the subject
syllabuses.

What is Standards Based Assessment?

In a standards based curriculum, assessment is a tool for unpacking performance
standard for formative assessment and measuring content standard on summative
assessment. It is viewed not only as a final product (summative), but more importantly as
a continual process (formative) that provides pupil performance data to teachers and
students regarding their progress towards achieving the intended standards.
Assessment refers to all activities undertaken by teachers and by students in assessing
themselves, which provide information to be used as feedback to modify the teaching and
learning activities in which they are engaged.

Purpose of Assessment
The primary purpose of assessment is to improve students’ learning and teachers’
teaching as both respond to fulfilling the following:

• inform and improve students’ progress and achievements in learning.

• provide valuable information that enable teachers, schools and Department of
Education to make decisions about how to improve the quality of teaching and
learning in the education system.
• inform teachers of the progress of students learning in order to adjust teaching and
planning to improve student learning.
• inform parents and guardians, about their children’s progress and achievements.
• s chools and systems, about teaching strategies, resource allocations and
curriculum; and other educational institutions, employers and the community, about
the achievements of students in general or of particular students.

Whatever its purpose, assessment is seen as an integral part of the learning and
teaching program rather than a separate process.

32
Grades 6, 7 & 8

Types of Assessment
Papua New Guinea Standards based curriculum has adopted the following types of
assessments to monitor and assess the achievement of content standards.

• Assessment As learning
• Assessment For learning
• Assessment Of learning

Assessment For Learning

Assessment For learning, also known as classroom assessment, is different. It is an

ongoing process that arises out of the interaction between teaching and learning. It
is not used to evaluate learning but to help learners learn better. It does so by helping
both students and teachers to see the learning goals and criteria, where each learner
is in relation to the goals, where they need to go next and ways to get there.
Assessment For learning is also known as Formative Assessment.

Assessment Of Learning

Assessment of learning is the use of a task or an activity to measure, record and report
on a student’s level of achievement in regards to specific learning expectations.
Assessment of learning is also known as Summative Assessment.

Assessment As Learning

Assessment as learning is the use of a task or an activity to allow students the

opportunity to use assessment to further their own learning. Self and peer
assessments allow students to reflect on their own learning and identify areas of
strength and weakness. These tasks offer students the chance to set their own
personal goals and advocate for their own learning. Assessment As learning is also
known as Formative Assessment.

Diagnostic Assessment
Apart from these three main types of assessments teachers are expected to do the
diagnostic test/assessment to identify strengths and weaknesses in students. This can
be done before any teaching and learning of a new content and for new entry levels for
students.

Reporting
Reporting is communicating clearly to students, parents, guardians, teachers and
others, the information gained from assessing students’ learning. Students’ reports
should be based on assessment information collected from ongoing assessments.
Schools will decide on how reports will be presented to best suit the needs of their
communities. Methods will include interviews and written reports. Written reports
should include:

• a written record of content standards achieved by students since the previous

report,
• a written record of the content standards the student is now working towards.
• information about students’ attitudes, values and other additional information that
is specific to individual students.

33
 Mathematics Syllabus

Monitoring and Evaluation

All stakeholders have a role to play in using assessment information to make
judgments about student’s achievements. Analysis of assessment data must be used
to inform decision makers about:

• the effectiveness of teaching, learning and assessment programs

• suitability of available resources
• the degree of community participation in schools
• trend in students’ achievement at local and national levels
• the contribution of the education systems to the future development of the nation

Evaluation is part of the process of continuously raising standards of student

achievement in PNG. Assessment information used for evaluation purposes should be
used in ethical and constructive ways.

Monitoring

The teachers are encouraged to practice general supervision over the teaching and
learning content of Mathematics instructions in primary classes within the school.
Teachers also advise school officials, school boards, and other teachers in the
development and improvement of Mathematics programs, and identify strategies to
improve Mathematics education.

The assessment coordinators in the schools should develop and use the monitoring
tools to check on the progress of teaching and learning of Mathematics content.

Evaluation

Teachers will use assessment information to evaluate the effectiveness of their

teaching, learning to make improvements to their teaching practice in order to improve
student learning. Evaluation tools such as written records, questionnaires, logs and
diaries, submissions or records of meetings and discussion with general staff members,
teaching staff, parents and other community members.

34
Grades 6, 7 & 8

Glossary
Word Definition
Algebraic equation An equation containing algebraic expressions.
Algebraic expression A statement that expressed in letters of the alphabet.
Approximate value An approximate is not an exact value, but a substitution for it. Measured value is an
approximate value.
Benchmark A benchmark is a required standard or yardstick in which something is assessed or
measured against. In the national curriculum, it is set to evaluate and validate the
standard of curriculum as well as the effectiveness of teaching and learning.
Bisect To divide or cut something into exactly 2 equal parts.
Bisector A straight line which bisect or divides a given angle or line into two equal parts.
Congruent When two plane figures are congruent, they are identical in every respect. Their
corresponding sides and angles are equal.
Content Standard Content Standards are broad statements that describe the essential; knowledge,
skills, values, and attitudes that all students are expected to learn and master.
Deductive reasoning A method of reasoning logically.
Direct proportion When the relationship of two variables remains constant.
Distributive law Multiplication of numbers; all the terms of one factor are multiplied by all the terms of
other factor.
Enlarge figures When a figure is made larger by a certain ratio in proportion to the figure
Equation An equation is a sentence in which two phrases are connected by an equality sign (=).
Estimation Guessing, predicting or assuming an approximate value.
Expression An expression is a mathematical sentence or phrase with symbols for numbers and
letters, which is combined by the mathematical operations, or relational symbols.
Indirect proportion When one variable is multiplied by a number and the other variable is divided by the
same number.
Inductive reasoning Being able to reason things out based on particular given facts or examples.
Observed through inductive reasoning, one discovers general laws.
Inequality symbols Symbols used to compare numbers or quantities: are all inequality
symbols.
Intersection A common point at which two or more lines or curves pass through.
Line Symmetry A figure when it can be folded along a straight line and the two halves of the shapes
fit exactly on top of each other.
Linear function Equation of the straight line or equation of the first degree, when the highest power of
x is 1.
National Benchmarks National set of Standards to evaluate and validate the effectiveness of the curriculum
by which all students should achieve in a particular grade or grade level in order to
proceed to the next level of their education.
Negative number A number less than 0. The negative numbers lie to the left direction of zero on the
x- axis infinitively get lesser
Performance Performance standards make content standards operational. They transform inert
Standards (passive) statements of content into active expectations for performance.

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 Mathematics Syllabus

Point Symmetry A figure when it is rotated 180° with respect to a point and the shape exactly matches
the original.
Polynomial Is an expression which consists of a sum of monomials, , , etc.
Positive number A number greater than 0. The positive numbers lie to the right direction of zero on the
x - axis infinitively get larger.
Probability The change or likelihood of something happening. An event, which is sure to happen,
has a probability of 1, while an event, which cannot possibly happen, has a
probability of 0. Most probabilities values lie between 0 and 1.
Proportion A proportion expresses the number of times when quantity A is compared with
quantity B; where A and B are two similar types of quantity.
Pythagoras theorem A theory of Pythagoras which states that for any right angled triangle, the square on
the hypotenuse, c, is equal to the sum of the squares on the other sides, a and b.
Reduce figures When a figure is made smaller by a certain ratio in proportion to the original figure.
Simultaneous equation Two or more equations with variables to be solved together at the same time using
various approaches.
Speed A ratio of distance covered compared to the time it takes to cover that distance.
Transformation Mapping of a figure onto another shape or on itself.

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Grades 6, 7 & 8

References
CRICED, (2010) University of Tsukuba Elementary School Teaching Guide for the
Japanese Course of Study (grade 1-6). Tokyo: University of Tsukuba.

CRICED (2010) University of Tsukuba Junior High School Teaching Guide for the
Japanese Course of Study (grade 7-9). Tokyo. University of Tsukuba.

National Department of Education (2004) Mathematics Upper Primary Syllabus.

NDoE,Waigani

National Department of Education (2004) Mathematics Upper Primary Teacher Guide.

NDoE, Waigani

National Department of Education (2003) National Assessment and Reporting Policy.

NDoE, Waigani

Gakkoh tosh Co., Ltd, ____ Study With Your Friends, Mathematics for Elementary
School, 6th Vol.1 & 2. Tokyo: Kakkoh Co, Ltd.

NCTM (2000) Principles and Standards for School Mathematics.

Shinko Shuppansha KEIRINKAN Co., Ltd. (2013) Gateway to the future Math 1, 2 & 3
For Junior High School. Tokyo: Shinko Shuppansha KEIRINKAN Co., Ltd.

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Mathematics Syllabus

38
Grades 6, 7 & 8

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