Curriculum Framework for

Mathematics
Egyptian International Certificate of Education
Level 1
2014
This curriculum framework has been developed by Cambridge Assessment for the Nile
Egyptian Schools project. Cambridge Assessment gratefully acknowledges the contribution of
NES's Egyptian expert consultants to the document.
 -3-

Curriculum Framework for Mathematics

Egyptian International Certificate of Education
Level 1

Contents Page

1 Introduction 4
2 The educational values of mathematics 5
3 Progression in mathematics 7
4 The aims of the mathematics curriculum 8
5 Pedagogic approach 9
6 Thinking and learning opportunities 10
7 Developing communication skills and competence 13
8 Developing ICT skills 15
9 Personal, social and cultural understanding 17
10 Classroom/learning environment for mathematics 18
11 Programmes of study and learning outcomes 20
12 Approaches to assessment in mathematics 42
13 Appendix 1: Glossary 43
 -4-

Curriculum Framework for mathematics

LEVEL 1

1 Introduction
The mission of the Nile Egyptian Schools (NES) is to provide quality education that is locally
and internationally recognised and accredited. The educational vision is to establish schools
that are committed to excellence and to providing every learner with a quality education in
partnership with parents and the community. The schools aim to be recognised for
excellence in teaching and learning. This will be characterised by quality facilities, strong,
effective leadership, outstanding teachers and excellent community support. NES Learners
are prepared for academic success and encouraged to be responsible and productive
citizens.

The NES project is currently focused on five schools taking learners from age 4 to age 18.
Learners are selected for an educational experience that draws upon the best of
contemporary educational practice as represented in the international work of Cambridge
Assessment. The curriculum has been developed with the mission and vision of the Nile
Egyptian Schools and with the Egyptian context and Egyptian curriculum standards firmly in
view. The objective of the project is the creation of a new curriculum for Egypt that prepares
learners for the demands of twenty-first century higher education and for future employment,
not only in Egypt, but also internationally. The curriculum is bilingual, with teaching and
learning in Arabic and in English.

The curriculum is a series of Curriculum Frameworks based on the Curriculum Design

Overview, and implemented in the NES schools through Teaching Guides. Each subject in
the NES curriculum has a Curriculum Framework, covering the age-range for which the
subject is developed. There is a Teaching Guide for each subject at each school grade (or
school year-group) in which the subject is taught. These documents have been developed
for the NES schools by Cambridge Assessment using the Egyptian (NAQAAE) standards as
a starting-point and as a reference, in conjunction with Egyptian educators selected by NES.

NES teachers will develop teaching unit plans that interpret the Curriculum Frameworks in
light of the needs, interests and stage of development of their classes, groups of learners
and individual learners in the Nile Egyptian Schools.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 -5-

2 The educational values of mathematics

The curriculum aims to:

 incorporate national and international content standards

 provide a well-structured and progressive experience of learning

 support an appropriate, productive and positive learning experience for learners

 develop learners’ competence in both Arabic and English by adopting contemporary

methods of teaching and learning

 enable learners to become increasingly confident users of information and

communication technology by integrating its use in methods of teaching and learning

 encourage learners to recognise their abilities and strengths, achieve desired learning
outcomes, and succeed in their aims and purposes

 enable learners to become independent thinkers and lifelong learners

 promote the values necessary for learners to become responsible citizens (i.e.
democracy, equity, cooperation, tolerance and respect)

 enable learners to develop a strong sense of their own cultural identity

 establish a valid and reliable system of accountability through the system of

assessments

 establish knowledge that is able to be applied to a wide variety of other subjects.

Life and work with mathematics

Learners should be given opportunities to develop their awareness of how their studies
contribute to their readiness for adult responsibilities and a working life.

Mathematics introduces learners to a body of knowledge, a bank of skills and strategies and
a way of thinking that will enable them to play an active role in modern society. These skills
and strategies are essential in both personal and professional life, and are also a crucial part
of a wider educational programme.

Mathematics provides many of the tools required to identify, analyse and solve problems as
they arise in everyday life, in educational endeavour and in professional practice. Learning
mathematics enables learners to make sense of numbers, patterns, shapes and data. In an

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 -6-

increasingly mathematical world, this is a crucial component of their development as

successful learners.

Learners studying mathematics are encouraged to identify and explore patterns, to calculate
or measure, to reason logically, to sort and categorise data, and to present findings in
appropriate and conventional ways. They try out and discover different methods or
algorithms, suggest alternative routes to solutions and develop their own preferred and
efficient ways of finding an answer in a calculation or solving a problem in mathematics. In
addition, there should be an expectation that creativity in mathematical thinking is nurtured
and supported. Mathematical imagination is an important aspect of intellectual capacity, and
its development is fostered through the use of exploratory rather than authoritarian methods
of teaching.

Modern societies require and depend upon citizens who are competent communicators
across a range of disciplines and situations. Mathematics provides a powerful way of
communicating, one which is particularly important in an increasingly technological and
digital world. Understanding how to express solutions and ideas using mathematical
symbols, diagrams and spoken or written language, is an essential component of modern
life.

Learners should be aware of how mathematics has developed over time, within their own
national context and elsewhere, how it contributes to a global culture and economy, and how
it enables critical enquiry and the modelling and solution of problems.

Mathematical curiosity fosters intellectual creativity and development. In a modern society,

the learning of mathematics forms the foundation for a successful economy and a culture of
improvement and progression.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 -7-

3 Progression in mathematics
Mathematics provides a suitable foundation for the study of mathematics or related courses
in higher education. Equally it is suitable for learners intending to pursue careers or further
study in IT, engineering, accountancy, statistics, any of the sciences and social sciences,
law or as part of a course of general education.

Depending on local university entrance requirements, this qualification may permit or assist
progression directly to university courses in mathematics or some other subjects. Teachers
and learners should take into account that, in some countries, universities advise that some
combinations of subjects with similar content should be avoided where possible although this
is unlikely to be the case in terms of mathematics. Learners are advised to contact
universities in advance of making decisions about subject combinations that include two or
more of these subjects.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 -8-

4 The aims of the mathematics curriculum

Mathematics provides very specific ways of how to reason, communicate and express
oneself. Thinking mathematically enables learners to express curiosity and to develop their
creativity and imaginations. Active and purposeful thinking allows rational enquiry and critical
exploration of problems and issues. Therefore the main aim of the curriculum in mathematics
should be to foster creative mathematical thinking.

Specifically it should enable learners to:

 become confident and enthusiastic mathematical practitioners, able to use appropriate

mathematical techniques without hesitation, uncertainty or fear

 participate in a broad and historically based mathematical community of learners from

all cultures

 develop a thorough understanding of mathematical symbols, algorithms and

processes; also a ‘feel’ for number, a numerical fluency and a competence in other
areas of mathematics such as algebra, geometry and trigonometry

 communicate using mathematical language both orally and in writing, using

information technology as appropriate; understand the significance of mathematical
information and results

 recognise that different people find different aspects of mathematics easy or

problematic at different stages, and that there are always a variety of possible
strategies available to solve a problem or complete a calculation.

 apply mathematics in everyday life, in the context of other subjects in education, and
in professional, domestic or employment situations

 reason logically, develop critical thinking skills and discuss information, issues and
ideas in a rational and educated manner

 participate confidently in appropriate assessments and succeed in demonstrating

mathematical attainment at appropriate levels at each stage of education and beyond.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 -9-

5 Pedagogic approach
The main aims of the mathematics curriculum are to foster critical and creative mathematical
thinking and to enable the development of mathematical understandings, competencies and
techniques. Therefore a teaching style which encourages exploration, reasoning and choice
of strategy is required.

Specifically it should be a pedagogy which:

 uses multiple approaches, including demonstration, modelling, discussion and joint

activity as well as presentation and practice, to enable learners to make sense of what
they learn and to take ownership of their own mathematical knowledge

 recognises a range of types of learner – kinaesthetic, aural and visual, and of types of
learning – cognitive and affective, and utilises a variety of teaching strategies to cater
for all learners

 encourages and enables exploration and investigation, allowing learners to discover

and discuss mathematical theorems and patterns for themselves

 facilitates group work where learners engage in peer mentoring and in group
discussions, articulating mathematical ideas and concepts

 provides appropriate levels of practice, suitably differentiated and tailored to meet the
needs of all learners at their different levels and stages of mathematical competence

 uses appropriate technology, such as interactive whiteboards, scientific calculators,

computer data-bases, graphical software and spread sheets, wherever possible

 draws upon both formative and summative assessments; identifying each learner’s
mode and level of operation and devising the means of progressing them further.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 10 -

6 Thinking and learning opportunities

In order to develop creative mathematical thinking, skills, understandings and competence,
learners require opportunities to:

 discuss and explore different mathematical statements, patterns and ideas within the
normal teaching programme

 choose their own strategy to solve a problem, select an appropriate method for a
particular calculation, derive the requisite process or procedure appropriate to a
particular context and explain their reasoning to others

 check their learning using a variety of mathematical games. There are many such
games which are to be found on the internet and cover a wide variety of topics

 study and identify mathematics arising in a wide range of situations and not simply in
textbooks. Mathematical problems occur in many contexts, including other subject
areas, domestic situations, the workplace and sporting or leisure activities. Learners will
need to exit the classroom on occasion both actually and virtually using the internet, to
encounter and utilise mathematics in a range of environments

 make excursions and take part in out-of-school pursuits that enable them to use
mathematical techniques in planning and participating in extra-curricular and non-
classroom focused activity

 listen to or view presentations and lectures by mathematical practitioners or those in

other fields who have a particular expertise in an area of mathematics or mathematical
history. These presentations can be via the internet or a computer- based technology
but should also include face-to-face contact with presenters and lecturers

 be made aware of the history of mathematics, its cultural and historical roots. Learners
need to understand the contributions made by many nations and cultures to the
mathematics of today, particularly those of the Arabs and the Hindus, as well as the
Greeks.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 11 -

Cross-curricular links

The core content of this curriculum is a set of learning outcomes that describe what a
successful learner should know, should understand and should be able to do. These
learning outcomes are organised by subject, and the assessment materials available to
support this curriculum will test the degree to which a student has achieved these outcomes.

However, the curriculum aims to develop more than just subject mastery by fostering skills
that have value across the curriculum and in the world outside and beyond the school.

The ‘NES Learner’ is an adaptable, skilled individual with the tools, knowledge and
enthusiasm to succeed in their chosen pursuit. The following section describes how the
study of mathematics can contribute to the development of the NES Learner.

However, the curriculum aims to develop more than just subject mastery by fostering skills
that have value across the curriculum, and in the world outside and beyond the school.

Learners should be able to apply mathematics competently and confidently across the
school curriculum and in everyday situations.

The ability to manipulate numbers correctly and appropriately in a wide range of situations is
an important skill for learners to acquire. Learners need to be comfortable with numbers and
be able to use their mathematical skills to cope with the practical mathematical demands of
the school curriculum.

This includes the ability to:

 interpret and present mathematical data in graphical, chart or tabular form

 make reasonable estimates

 calculate with precision

 make accurate measurements

 represent and model situations using mathematics

 understand and manipulate shapes

 understand when results are precise and when they must be interpreted wit
uncertainty

Learners should enhance their mathematical understanding through making supported and
unsupported links to other areas of learning and to wider issues of interest and importance.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 12 -

Specifically it should enable learners to:

 appreciate the power of mathematics when collecting and making sense of experimental
data in scientific and technological understanding

 explore the geometry of art based on patterns in art and design

 create timelines, using plans and maps and using data to analyse a real problem in the
community in historical, geographical and social understanding

 experience mathematics as a creative activity and be introduced to its role in the world
around them

 develop their mathematical understanding through focused, practical, problem-solving

activities in mathematical, cross-curricular and real world contexts

 have opportunities to meet people who use mathematics in their work.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 13 -

7 Developing communication skills and competence

Throughout the curriculum, learners are required to use and develop their communication
skills. For success, in school and beyond, learners must be able to find, analyse and
communicate information and ideas. They must learn to locate and select information
efficiently via listening, reading and viewing. They must be able to create meaning by
analysing what they have heard or seen and respond critically to the material.

Equally, learners must be able to convey information and ideas through speaking, writing
and other forms of presentation, including digital solutions. They must be able to adapt their
communication to suit the audience and purpose for which it is intended. They should be
encouraged to learn to talk clearly and confidently about their thoughts, opinions and ideas,
listening carefully to others so that they can refine their thinking and arguments and express
themselves effectively.

Subject teachers have an important role in the development of learners’ language skills. In
order to support the learning of content subject matter, teachers also support the learning of
subject-specific academic language. Each subject has its own academic language which is a
key tool used for learning subject content and for improving the capacity to think about
subject concepts.

Teachers who maintain a consistent dual focus on learning subject content and academic
language help learners to do the same and better manage the learning of both. They need to
draw learners’ attention to academic language and help learners to measure their progress
in learning language. In addition, rich language scaffolding, which includes useful phrases
for dialogue/writing, fosters rich learner use/output of content and language.

In order to support the learning of academic language, teachers will incorporate the following
objectives into lesson plans:

 making visible and drawing learners’ attention to academic language (e.g. vocabulary
including terminology and sets of phrases required to achieve the subject learning
objectives)

 providing learners with the classroom language needed for working with subject content
concepts (e.g. phrases required for doing group work, posing inquiry questions,
analysing a situation and conducting discussions/debates)

 pre-teaching and above all pre-using in a meaningful context vocabulary including

terminology and sets of phrases required to master the use of content concepts

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 14 -

 having learners use all four language skills in a variety of combinations (e.g. reading-
listening, reading-writing, reading-speaking, listening-writing, etc.) for a variety of
meaningful purposes

 having learners engage in exploratory dialogue (e.g. avoiding answers to questions that
simply demonstrate knowledge and instead using knowledge for sustained discussion,
providing rich language support so learners can sustain dialogue)

 teaching learning skills specific to language (e.g. selective listening, asking for
clarification, developing metalinguistic and metacognitive awareness ( knowing about
when and how to use particular skills for learning and problem solving), paraphrasing,
dictionary skills)

 encouraging critical thinking about language (e.g. comparing languages, prompting

learners to use language more precisely, assessing progress in learning language)

 setting a language objective at the start of a lesson and discussing progress made in
achieving it at the end of a lesson

 encourage learners to think of mathematics as a language in its own right; a language

which can be understood by mathematicians of any nationality, irrespective of their
mother tongue.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 15 -

8 Developing ICT skills

Learners develop their Information and Communication Technology (ICT) skills across the
curriculum by finding, creating and manipulating information, collaborating and
communicating information and ideas, evaluating and then refining their work, and by using
a wide range of equipment and applications.

The essential ICT skills for learning and life are the abilities to use technology to:

 find and select information from digital and online sources, making judgements about
accuracy and reliability

 create, manipulate and process information, using technology to capture and organise
data in order to: investigate patterns and trends; explore options using models and
simulations; combine still and moving images, sounds and text to create multimedia
products

 collaborate, communicate and share information using electronic and digital methods
to work with, and present to, people and audiences within and beyond the school

 then, after evaluation, to refine and improve their work, making full use of the nature
and pliability of digital information to explore options and improve outcomes

All of these skills will develop in combination and lead to:

 understanding – using modelling, visualisation and real-life experiences to develop

deeper knowledge and appreciation of subject concepts and complex ideas

In mathematics, learners use a variety of ICT resources to find, select, organise and interpret
information, including real-life data, to explore relationships and patterns in mathematics, to
make and test hypotheses and predictions, to create and transform shapes, and to present
their findings using text, tables and graphs.

It is important to ensure that learners become so familiar with digital technologies that they
are not seen as optional tools. Digital technologies allow new approaches to explaining and
presenting mathematics, as well as assisting in connecting representations and thus
deepening understanding.

Modern mathematical technologies (hand-held devices or computer software) support

numerical, statistical, graphical, symbolic, geometric and text functions that are part of the

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 16 -

available systems. These should be used separately or in combination. A learner can readily
explore various aspects of the behaviour of a function or relation numerically, graphically,
geometrically and algebraically. Using such technologies permits greater attention to
meaning, transfer, connections and applications. Digital technologies enhance the potential
for teachers to make mathematics more interesting to more learners, including the use of
realistic data and examples.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 17 -

9 Personal, social and cultural understanding

 Personal skills. Learners will be encouraged to recognise how and when they learn
best so that they can take responsibility for their own learning and show initiative,
perseverance and a commitment to self-improvement. They should be self-assessing,
monitoring past performance and experience to identify strengths and weaknesses,
exploring ways in which to improve and setting realistic targets for themselves. As they
make progress in their learning, learners will be encouraged to be organised and
autonomous, allowing them to work independently but still to be aware of when they
should seek guidance from their teachers.

 Ethical values. The curriculum will encourage ethical values in keeping with those of
Egyptian society and of the communities from which the learners have come. It will
promote personal moral development and a sense of responsibility, which will include
responsibility for their health and emotional well-being as well as developing a broader
understanding of the meaning of global citizenship and issues relating to sustainable
development.

 Social skills. Success in work and life outside school depends on the ability to work
well with others and effective collaboration depends on learners possessing appropriate
social skills. Learners will learn to anticipate and respect others’ feelings, attitudes and
ideas. They will learn to adapt their behaviour to suit different situations and listen and
respond to a range of people, while still having the confidence to express their own point
of view and negotiate when necessary.

 Cultural understanding. Where appropriate, learners should be given opportunities to

explore the cultural, economic, environmental, historical and linguistic characteristics of
Egypt and the Arab world, as part of the world as a whole.

Mathematics is intrinsic to many real-life problems. The study of mathematics helps learners
to analyse and interpret information presented to them on environmental and other twenty-
first century issues, and to develop an informed and challenging attitude to real-life
information, questioning its validity and recognising its implications for their world.

Mathematics offers learners the opportunity to learn and apply mathematics in the context of
data from their own local community, from the local and national environment, and from
current issues related to their country of residence.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 18 -

10 Classroom/learning environment for mathematics

The arrangement of desks and working space, the attractiveness and appeal of display
boards, the storage of materials and supplies all help to create a caring, learner-centred
environment.

It may sometimes be appropriate for learners to work quietly by themselves in the

classroom, either at their own desk or group table. Individual work allows students to work at
their own level and possibly on a topic of interest to themselves. This type of work requires
learners to make decisions about their own time management. Individual tasks may also be
set as homework.

Group work is most effective for tasks in which there is a variety of roles for learners to take
on, or where discussion of ideas or issues is likely to lead to a better outcome than individual
work.

In group work, learners learn social skills and develop interactive language, they also learn
about co-operating and decision-making. In this context, a noisy classroom environment
may be a sign of productive learning. Teachers can work with each group, assisting them
according to their particular needs. If learners are to work in small groups, they should be
organised around tables or clusters of desks. For frequent whole-group discussions,
teachers could use a circle or U-shaped desk configuration.

There are circumstances when a teacher-led approach will also be effective, such as in the
introduction of new concepts or information. For example, the teacher introduces the topic
and gives the learners clear instructions on what they will have to do at each stage.
Wherever possible, this should be followed up by practice activities and student interaction.
In this instance, the arrangement of the desks and/or working space should allow for both
individual and group work.

Peer mentoring and marking are also approaches that can be adopted. Peer mentoring
allows learners to explain aspects of mathematics to other learners, thus enhancing the
learner’s communication skills and allowing them to appreciate the processes that lead to
clear understanding and solution of a problem. Peer marking of work gives an insight into
marking processes and also encourages an appreciation of the need to set work out clearly
and in a methodical fashion.

Quick and easy formative assessment can be done using mini whiteboards, upon which
learners can write answers to simple questions, on work previously covered, posed by the

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 19 -

teacher (e.g. Factorise x 2  5 x  6 ). Such use means that all the learners are involved in
the assessment process and those learners that are having difficulties can be identified more
readily.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 20 -

11 Programmes of study and learning outcomes

Introduction to EICE Level 1, Level 2 and Level 3 courses

During Grades 10, 11 and 12 NES learners will study towards a range of courses to either,
Level 1 (L1), Level 2 (L2) or Level 3 (L3) of the Egyptian International Certificate of Education
(EICE) which is assessed by Cambridge International Examinations. The courses that are
compulsory in their programme of study are:

Compulsory Compulsory Compulsory

(no external assessment) (EICE Level 1) (EICE Level 2)

Arts ICT Arabic

Music Mathematics English

PE

Learners can also take optional courses including:

Optional Optional Optional

(EICE Level 1) (EICE Level 2) (EICE Level 3)

Biology Biology Biology

Chemistry Chemistry Mathematics

Physics Physics

History & Geography Economics

Sociology & Psychology Mathematics

Business Studies

Global Perspectives

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 21 -

Learners will also take a compulsory course in French which is not assessed by Cambridge
International Examinations. Note that the compulsory courses in Arts, Music and PE are not
assessed by Cambridge International Examinations.

This curriculum is designed on the assumption that candidates have about 360 guided learning
hours per subject over the duration of the course at EICE L3, 180 hours for L2 and about 130
guided learning hours per subject over the duration of an EICE L1 course. (‘Guided learning
hours’ include direct teaching and any other supervised or directed study time. They do not
include private study by the learner). However, these figures are for guidance only, and the
number of hours required may vary according to local curricular practice and the learners’ prior
experience of the subject.

Knowledge, understanding and skills in mathematics

The following list shows the knowledge, understanding and skills needed by learners, broken
down into the main strands of learning.

1. Number

2. Algebra

3. Geometry, Trigonometry and Measurement

4. Using and Organising Data

5. Problem Solving

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 22 -

Student learning outcomes

Description of EICE L1 mathematics.

In the tables on the following pages:

 Learners should know about… – describes the framework of skills, knowledge and
comprehension that learners should cover.

 Examples of learning – lists examples of optional content that the framework might
include.

 Learners should be able to… – introduces learning outcomes which demonstrate the
skills, knowledge and comprehension within each sub-strand, allowing teachers to plan and
assess, sharing with learners the next steps they should take.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 23 -

Mathematics EICE Level 1

Number

Number sets Learners should know about…

and set
• Venn diagrams
notation
• Union and intersection of two sets and the symbols used to represent them

• Notation for natural numbers ℕ, integers ℤ, rational numbers ℚ and real

numbers ℝ
• Symbols associated with set theory:  is ‘the universal set’;  is ‘the null
set’;  is ‘is a member of’;  is ‘is not a member of’;  is ‘for every’; use
brace notation to denote a set, e.g. A = {a, b, c, …}
• Representing the complement of sets and the associated notation

Examples of learning

• Shading areas on a Venn diagram from given conditions involving the use
of  and  together with , A (for example),  and 
• Describing shaded areas on a Venn diagram using the appropriate set
language

Learners should be able to…

• Recognise the notation for natural numbers ℕ,, integers ℤ,, rational
numbers ℚ and real numbers ℝ
• Understand and use the symbols associated with set theory
• Use set language and notation to describe sets and represent
relationships between them, e.g.
A = {x : x is a natural number}
B = {(x, y): y = mx + c}
C = {x : a ≤ x ≤ b}
• Represent the complement of set A as A and know that A and A partition
the universal set 

Integers, Learners should know about…

powers and
• The Ancient Egyptian hieroglyphic system of numeration
roots, rational
• The use of Egyptian methods for dealing with fractions

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 24 -

and irrational • Absolute values

numbers • Surds
• Indices: fractional indices and the laws of indices

• Prime factors
• Standard form
• Recurring decimals
• Graphical representation of direct and inverse proportion
• Using a strategy to solve problems involving any of the above

Examples of learning

• Use and interpret fractional indices, e.g. solve 32x = 2; use the notation
1
nm  m n
• Use surds and  as terms in exact calculations, without a calculator; use
the laws of indices to rationalise a denominator such as 1  3
3 3

• Solve problems involving the digits of decimal numbers, e.g. The digit sum
of a two-digit number is 12. When the digits are reversed, the resulting
number is 18 more than the original number. What is the number?

Learners should be able to…

Recognise the relationship between the square root of a number and the
absolute value of the square root
• Find the number of factors of a positive integer from its prime factor
decomposition
• Know the definition of perfect number and Mersenne prime, and give
examples
• Use and interpret fractional indices
• Understand and use an iterative method of calculating increasingly
accurate approximations of the square root of a number, named after
Heron of Alexandria
• Calculate problems using irrational numbers, without a calculator
• Use the laws of indices to rationalise a denominator
• Convert between ordinary and standard form representations of numbers

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 25 -

• Use standard form to make sensible estimates for calculations involving

multiplication and/or division of very large or very small numbers
• Solve problems involving the digits of decimal numbers
• Justify why decimals recur or terminate by considering factors of the
denominator
• Know and use an algorithm for representing a fraction as an Egyptian
fraction (a sum of unit fractions)
• Recognise graphs which show direct and inverse proportion

Calculations Learners should know about…

• Mental arithmetic
• Number methods used in Ancient Egypt (not assessed)
• Reverse percentages
• Using standard form
• Direct and inverse proportion
• Using a calculator effectively
• Developing and using a strategy to solve problems involving any of the
above

Examples of learning

• Use fractions or percentages to solve problems involving e.g. compound

interest, growth and decay, reverse percentages
• Use the laws of indices to rationalise a denominator
• Give exact answers to problems e.g. the volume of a closed cyclinder of
3
base radius 5cm and height 12cm is 300

Learners should be able to…

• Calculate with numbers in standard form

• Use fractions or percentages to solve problems involving repeated
proportional changes, or the calculation of the original quantity given the
proportional change
• Calculate an unknown quantity from quantities that:
– vary in direct proportion
– vary in inverse proportion (including inverse squares)
using algebraic methods where appropriate

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 26 -

• Construct and use equations to solve proportion problems

• Use a calculator to calculate with numbers in standard form
• Use a calculator to explore exponential growth and decay, using a
multiplier and the power key
• Solve everyday life and mathematical problems involving:
– numbers represented in standard form
– rational and irrational numbers, including surds
• Use mental, written or calculator methods as appropriate and when
checking answers

Algebra

Expressions, Learners should know about…

equations and
• Expressions, identities, equations and formulae
formulae
• Approximate solutions of equations
• Changing the subject of a formula
• Simplifying algebraic fractions and algebraic expressions
• Factorisation
• Completing the square
• Solving quadratic equations and inequalities
• Simultaneous equations

Examples of learning

A
• Rearrange A  πr 2 to obtain r 
π
4 3 3V
V πr to obtain r  3
3 4π
S  2πr 2
S  2πr  2πrl to obtain l 
2

2πr

• Simplify algebraic fractions, e.g.

3 5ab a 5b 2 x x4 2x 3( x  5) 3a 9a 1 2
 , ,  ,  ,  , 
4a 3 a 3b3 3 2 3 2 4 10 ( x  2) ( x  3)

x 2  2x
• Factorise and simplify expressions such as
x  5x  6
2

stating values of x for which cancellation is not possible

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 27 -

• Solve quadratic equations involving algebraic fractions,

x 1 2 4 1 4
e.g.  2  2,  
x x x  2 x  1 x2  1

• Find approximate solution of equations when there is no simple analytic

method of solving them, using:

– ICT and graphical methods , e.g. 2x – 1 = x – 3

– systematic trial and improvement, e.g. x3 + x = 15

• Derive algebraic proofs using short chains of deductive reasoning, e.g.

prove that the sum of three consecutive even numbers is a multiple of 6

Learners should be able to…

• Simplify algebraic fractions

• Expand the product of two linear expressions of the form (ax ± b)(cx ± d)
• Multiply out and simplify two polynomials, e.g. (3x + 4)(5x2 – 2x + 3)

• Factorise where possible expressions of the form

ax + bx + kay + kby
a2x2 – b2y2
x2 + 2ax + a2
ax2 + bx + c, where a ≥ 1
• Change the subject of a simple formula, including cased with a power in
the subject
• Factorise and simplify expressions, stating values of x for which
cancellation is not possible
• Complete the square of quadratic expressions to find the maximum and
minimum values of the expressions
• Solve quadratic equations by factorisation, completing the square and by
using the quadratic formula, including equations in which the coefficient of
the quadratic term is greater than 1
• Solve quadratic equations involving algebraic fractions,
• Solve quadratic equations approximately from the graph of the quadratic
function, on paper and using ICT

• Find the approximate solutions of equations when there is no simple

analytic method of solving them, using ICT and graphical methods, and
systematic trial and improvement

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 28 -

• Solve exactly by elimination of one unknown, two simultaneous equations

in two unknowns, where one is linear in each unknown and the other is of
the form y = ax2 + bx + c or of the form x2 + y2 = r2
• Find approximate solutions from the point of intersection of their graphs,
on paper and using ICT
• Consider cases that have no solution
• Solve equations and inequalities involving the absolute value function
• Solve linear inequalities in two variables, on paper and using ICT;
represent inequalities graphically and use this representation in the
solution of simple linear programming problems, using the conventions of
broken lines for strict inequalities and shading unwanted regions

• Solve everyday life and mathematical problems by constructing and

solving linear and/or quadratic equations and inequalities, interpreting
solutions in the context of the problem
• Derive algebraic proofs using short chains of deductive reasoning

Sequences, Learners should know about…

functions and
• Quadratic sequences
graphs
• Properties of functions
• Transformations
• Basic kinematics
• Use of ICT as a tool to investigate the properties of functions

Examples of learning

• Sketch quadratic graphs; construct tables of values and draw accurate

graphs of simple quadratic and cubic functions, e.g. y = x2, y = 2x2 + 9,
y = x3
• Use function notation, e.g. f(x) = 3x – 5, f : x → 3x – 5
• Use a calculator or a spreadsheet to investigate linear or quadratic
sequences
• Use graphics calculators or computer software to display and investigate properties
of functions of graphs

Learners should be able to…

• Find the next term and the nth term of quadratic sequences and explore
their properties

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 29 -

• Investigate situations that give rise to quadratic sequences

• Consolidate properties of functions and find approximate solutions to

equations using ICT (e.g. a graphics calculator or graph plotter) to:
– produce tables of values
– sketch the graphs of functions
– find maxima or minima
– find zeros (intercepts on the axes)
– find the points of intersection of a straight line graph with the graph of
another function
• Use ICT to explore simple properties of quadratic and cubic functions;
recognise their characteristic shapes
• Sketch quadratic graphs; construct tables of values and draw accurate
graphs of simple quadratic and cubic functions
• Plot, on paper and using ICT, and recognise the characteristic shapes of
graphs of:
– reciprocal functions (e.g. y = 1/x, x ≠ 0)
– exponential functions (y = kx for integer values of x and simple positive
values of k)
– trigonometric functions
• Estimate values at specific points, including maxima and minima
• Estimate gradients of curves by drawing tangents
• Solve associated equations approximately using graphical methods
• Plot, on paper and using ICT, the graphs of simple loci, including the circle
x2 + y2 = r2
• Use function notation to describe simple functions, and the notation f–1(x)
to describe their inverses
• Form composite functions as defined by gf(x) = g(f(x))
• Apply to the graph y = f(x) the transformations y = f(x) + a , y = f(ax), y
= f(x+a) and y = af(x) for linear, quadratic, sine and cosine functions
• Apply the idea of rate of change to easy kinematics involving distance-time
and speed- time graphs, acceleration and deceleration
• Apply knowledge of mathematical functions to problems involving:
– optimisation, using numerical, algebraic and graphical techniques,
including maxima and minima
– repeated proportional change, e.g. compound interest
– using ICT to fit a curve to data from a real context such as a science

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 30 -

experiment
• Calculate the distance travelled as the area under a linear speed-time
graph

Geometry, Trigonometry and Measurement

Properties of Learners should know about…

shapes,
• Euler’s formula
geometrical
• The angle properties of special quadrilaterals
reasoning and
• Similar triangles
proof
• Congruency
• The geometry of a circle involving tangents, chords and the circle
theorems

Examples of learning

• Apply Euler’s formula to a series of problems

• Use geometrical understanding in a range of proofs and problem solving
exercises.
• Use ICT to display and transform 2D and 3D shapes
• Use dynamic geometry software (DGS) to investigate geometrical
properties

Learners should be able to…

• Explore the number of faces, edges and surfaces in polyhedra and derive
the relationship between them (vertices – edges + faces = 2 or V – E + F =
2; known as Euler’s formula)
• Understand the conditions for congruent triangles: triangles given SSS,
SAS, ASA or RHS are unique, but triangles given SSA or AAA are not
• Use SSS, SAS, ASA and RHS conditions to prove the congruence of
Triangles
• Know that the tangent at any point on a circle is perpendicular to the radius
at that point
• Use circle theorems to solve geometrical problems

• Use conditions for congruence to prove that:

– tangents from an external point are equal in length

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 31 -

– the perpendicular from the centre to a chord bisects the chord

– equal chords are equidistant from the centre

• Prove that:
– the angle subtended by an arc at the centre of a circle is twice the angle
subtended at any point on the circumference
– angles in the same segment are equal
– angles in opposite segments (or opposite angles of a cyclic quadrilateral)
sum to 180°
– the angle between a tangent and chord is equal to the angle in the
alternate segment
• Use the relationships between corresponding lengths and areas of similar
triangles to solve proportion problems
• Calculate the angle between two straight lines giving their gradients

Coordinates Learners should know about…

• Pythagoras’ theorem
• Cartesian coordinates in 2 and 3 dimensions
• Coordinates and bearings

Examples of learning

• Use of graph plotting software to aid clear representation of Cartesian

coordinates in 3 dimensions
• Plot positions of points relative to each other using 3 figure bearings

Learners should be able to…

• Understand and use Cartesian coordinates in three dimensions in simple

cases
• Calculate, using coordinates in two dimensions, the gradient of a straight
line from the coordinates of two points on it
• Understand and use 3 figure bearings in simple cases

Symmetry and Learners should know about…

transformations
• Symmetry
• Reflections and rotations
• Translations
• Enlargements

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 32 -

• Transformations and their inverses

• Use of vectors to describe and combine transformations
• Relationships involving length, surface area and volume when dealing with
enlargements

Examples of learning

• Use of ICT to demonstrate transformations of shapes

• Relate the understanding of the change in lengths, surface areas and
volumes in solids to practical contexts, e.g. in biology
• Draw and analyse patterns involving transformations, e.g. Islamic patterns,
border strip patterns

Learners should be able to…

• Recognise planes of symmetry in cuboids, other right prisms and right

pyramids; recognise symmetry properties of right cylinders and cones, and
spheres
• Enlarge simple two-dimensional shapes using a negative scale factor,
either an integer or a fraction
• Transform plane shapes using combinations of reflections, rotations,
translations, enlargements, or stretches, and their inverses
• Draw and analyse patterns involving transformations
• Use coordinates and vectors or matrices to describe translations,
reflections and rotations and their inverses
• Explain and calculate lengths, surface areas and volumes in solids after or
before enlargement and relate this understanding to practical contexts

Vectors and Learners should know about…

Matrices
• The properties of vectors including that a vector has magnitude and
direction
• The commutative and associative properties of vector addition
• Matrices and basic calculations using 2x2 matrices

Examples of learning

• Using a selection of matrices of different dimensions, learners should be

able to determine which matrices may be added, subtracted and/or
multiplied together

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 33 -

Learners should be able to…

 p
• Represent vectors using vector notation: AB , a or  q 
 
• Use position vectors

• Recognise equal vectors and parallel vectors

• Calculate the magnitude of a vector and the resultant of two vectors
• Add vectors using the triangle and parallelogram laws of vector addition,
and know and use a – b = a + (–b)
• Simplify vector expressions including those involving scalar multiples
• Use vectors to solve simple geometrical problems in two dimensions,
including recognising when three points lie on a straight line
• Display information in the form of a matrix of any order
• Calculate the sum and product (where appropriate) of two matrices
• Understand and use the zero and identity matrices
• Calculate the product of a matrix and a scalar quantity
• Use the determinant and converse A-1 of a non-singular matrix A to solve a
system of linear equations

Construction Learners should know about…

and Loci
• Three dimensional shapes on isometric paper
• Nets of solids
• Accurate constructions from given data using straight edges, rulers and
compasses
• Use of congruence in verification
• Loci

Examples of learning

• Learners investigate the work of Euclid and his connections with ancient
Alexandria as a project or to produce a presentation

Learners should be able to…

• Use ruler, protractor and set square as necessary to construct geometrical

figures from given data
• Use congruence conditions to verify the standard straight edge and
compasses constructions:
– the midpoint and perpendicular bisector of a line segment

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 34 -

– the bisector of an angle

– the perpendicular from a point to a line and the perpendicular from a point
on a line

• Draw the locus of a point which moves in the plane so that it is:
– at a given distance from a fixed point
– at a given distance from a fixed straight line
– equidistant from two fixed points
– equidistant from two fixed intersecting straight lines
and draw other loci based on these
• Find points or regions which satisfy two of the above conditions, including
overlapping regions
• Deduce the equation of a circle by applying Pythagoras’ theorem to the
locus of a point

Measurement Learners should know about…

and
• Conversion between larger and smaller metric units
mensuration
• Accuracy, lower bounds and upper bounds
• Conversion between larger and smaller units of capacity and volume
• Non metric measures still in common usage such as the mile, gallon or
acre
• Volumes and surface areas of common 3-dimensional shapes
• Dimensions
• Formulae for the circumference and area of a circle; the volume and
surface area of a right prism, cylinder, sphere, pyramid and cone
• Compound measures

Examples of learning

• Learn how common measures such as the mile, gallon or acre are used in
countries that have not adopted the metric system, e.g. the USA; know that
1 mile ≈ 1.6 km, that 1 gallon ≈ 4.5 litres and that 1 acre ≈ 1 feddan
• Speed is displacement per unit time and density is mass per unit volume

Learners should be able to…

• Convert between larger and smaller units of capacity or volume; know and
use the relationship 1 cm3 = 1 ml
• Explain that measurements given to the nearest whole unit may be

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 35 -

inaccurate by up to one half of the unit in either direction

• Give appropriate upper and lower bounds for measurements given to a
specified accuracy

• Use formulae for the circumference and area of a circle ; the volume and
surface area of a right prism, cylinder, sphere, pyramid and cone
• Solve everyday life and mathematical problems involving different shapes,
including giving answers in terms of π
• Solve problems involving surface areas and volumes of prisms, pyramids,
cylinders, cones and spheres
• Solve problems involving more complex shapes, including segments of
circles; calculate lengths, surface area and volumes in shapes made from
cubes and cuboids
• Consider the dimensions of a formula and begin to recognise the
difference between formulae for perimeter, area and volume
• Deduce the units used by considering the basic dimensions of the
measures involved

Pythagoras’ Learners should know about…

theorem and
• Pythagoras’ theorem and its use
trigonometry
• The sine and cosine rule
• Sine, cosine and tangent ratios
• Using trigonometry to calculate missing sides or angles in right angled
triangles
• Graphs of simple trigonometric functions
• Solving simple trigonometric equations
• The sine rule for the area of a triangle
• Heron’s formula

Examples of learning

• Learners investigate the work of Pythagoras, Bhaskara and Garfield as a

project or to produce a presentation

Learners should be able to…

• Understand (but not reproduce) a proof of Pythagoras’ theorem, including

proofs such as Bhaskara’s and Garfield’s, and a proof based on the
similarity of right-angled triangles

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 36 -

• Apply Pythagoras’ theorem and trigonometry to solve geometric or

trigonometric problems in simple and more complex three dimensions,
including finding the angle between a straight line and a plane

• Draw, sketch, describe and use the graphs of y = sin x, y = cos x, y = tan x
for angles of any size, measured in degrees
• Solve simple trigonometric equations

• Derive the formula

1
2
ab sin C to calculate the area of a triangle and use it
to solve problems
• Know and use the formula of Heron of Alexandria, A  s( s  a )( s  b)( s  c ) ,
where s is the semi-perimeter, to calculate the area of a triangle
• Solve triangle problems in two dimensions including those involving angles
of elevation and depression, using the sine and cosine rules for any
triangle

Using and organising data

Planning Learners should know about…

and
• Statistical methods and sampling
collecting
• Designing a questionnaire
data
• The use of statistical methods to solve problems
• Collecting data

Examples of learning

• Learners undertake a statistical investigation and produce a project, report or

presentation which makes use of the learning objectives for this sub strand
• Use a spreadsheet with a chart wizard to display, convert between and compare
graphs, charts and tables

Learners should be able to…

• Design and use a questionnaire avoiding bias, with response boxes that cover
all possible answers
• Suggest how to explore a problem using statistical methods, identify the data
needed, the method of collection and representative sample sizes
• Identify possible sources of bias and plan to minimise it
• Collect data from primary and secondary sources, including the Internet and a

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 37 -

simple database
• Record discrete data, including grouped data, in two way tables and grouped
continuous data with equal class intervals in frequency tables

Processing Learners should know about…

and
• Average measures and measures of spread
presenting
• Estimating and interpreting measures of spread
data, using
• Stem and leaf diagrams
ICT as
• Scatter diagrams, histograms and frequency polygons
appropriate
• Lines of best fit
• Use of calculators and spread sheets in statistical calculations

Examples of learning

• Learners undertake a statistical investigation and produce a project, report or

presentation which makes use of the learning objectives for this sub strand
• Use a spreadsheet or a suitable calculator to calculate statistics

Learners should be able to…

• Estimate and interpret the median, percentiles, quartiles and interquartile

range from a cumulative frequency graph
• Use relevant statistical functions on a calculator or spread sheet, e.g. calculate
the mean, median and quartiles for discrete data and the mean for grouped
data
• Construct, on paper and using ICT, then interpret:
– scatter diagrams and lines of best fit by eye, using the mean point
– lines of best fit and use to find ‘missing’ values when appropriate
– cumulative frequency tables and graphs
– box plots and histograms for grouped continuous data with equal and
unequal class intervals (areas proportional to frequencies and vertical axis
labelled 'frequency density')
– frequency polygons

Interpreting Learners should know about…

and
• Comparing distributions using shape, measures of average and spread
discussing
• Interpreting statistical results and anomalies
results
• Statistical data in the media

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 38 -

Examples of learning

• Learners undertake a statistical investigation and produce a project, report or

presentation which makes use of the learning objectives in this sub strand

Learners should be able to…

• Compare distributions using their shapes and measures of average and range,
including back-to-back stem-and-leaf diagrams and median and quartiles
• Use frequency polygons to compare sets of data
• Compare measures of spread between a pair of box plots/cumulative
frequency graphs
• Draw a conclusion about the relationship between quantities from a scatter
diagram
• Understand what is meant by positive, negative and zero correlation
• Use lines of best fit to predict ‘missing’ values.
• Relate summary data and findings to the problem
• Look for patterns and exceptions, and try to explain anomalies such as an
isolated point or outlier on a scatter graph
• Criticise misleading graphs
• Analyse and evaluate statistical data in the media

Probability Learners should know about…

• Two-way tables
• Sample space diagrams
• Mutually exclusive events
• Conditional probability
• Tree diagrams
• Relative frequency
• Set operations and their use in solving probability problems

Examples of learning

• Use ICT to demonstrate and produce simulations

Learners should be able to…

• Design two-way tables for discrete and grouped data and use them to
estimate probabilities

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 39 -

• Find and record all outcomes for two successive events in a sample space
diagram and use them to calculate probabilities
• Identify different mutually exclusive outcomes and know and use the fact that
the sum of their probabilities is 1

• Understand conditional probabilities, and selection with and without

replacement
• Use tree diagrams to represent outcomes of two or more events and to
calculate probabilities of combinations of events, including successive
selection with or without replacement
• Compare relative frequencies from samples of different sizes, including
simulation using ICT to generate larger samples
• Understand that increasing sample size generally leads to better estimates of
probability and population characteristics
• Use set operations to solve simple probability problems

Problem solving

The problem solving strand should not be taught separately but should be developed through a
varied range of problems, puzzles and investigations as part of the teaching of the outcomes
above. Problem solving is broken down into two sub-strands. The first sub-strand, ‘using
techniques and skills’ describe the same outcomes as in Grade 9 but should be based on the
content described above in order to ensure progression.

1 Problem solving: using techniques and skills

Based on the content for the relevant grade, students should:

• analyse problems, select suitable strategies and apply appropriate combinations of
techniques and tools, including ICT, to obtain solutions
• calculate accurately choosing suitable methods; use a calculator and also carry out some
straightforward calculations without a calculator
• interpret, transform and make appropriate use of mathematical statements expressed in
words or symbols
• understand systems of measurement in everyday use and use them to solve problems
• recognise and use spatial relationships in two and three dimensions, particularly in solving
problems
• use mathematical and other instruments to measure and draw to a suitable degree of
accuracy
• estimate and approximate, working to degrees of accuracy appropriate to the context

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 40 -

• recall, apply and interpret mathematical knowledge in the context of everyday situations
• Use the internet to investigate real-world applications of mathematics, including recreational
mathematics
• Use the internet to investigate the historical of mathematics, including the solutions of relevant
famous problems, and the contributions made to the subject by mathematicians from many
different countries
• Use the internet to investigate careers in mathematics

2 Problem solving: using strategies

Problem Learners should know about…

solving
• Organising data and planning strategies to enable problem solving
using
• Mathematical modelling
strategies
• Recognising patterns
• Producing valid arguments and conclusions through reasoning
• Assumptions
• Producing strategies
• Refinement and review of original mathematical models
• Effective presentation of results

Learners should be able to…

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 41 -

• Identify, organise, represent and interpret information accurately in written,

tabular, graphical and diagrammatic forms; convert between equivalent
numerical forms
• Make logical deductions from given mathematical data
• Model contexts or problems through precise and consistent use of symbols
and representations, and sustain this throughout the work
• Look for patterns and structures in situations and examine, extend and justify
generalisations
• Consider and support assumptions by rigorous argument and follow through a
sustained chain of reasoning, including proof
• Recognise the effect that varying the assumptions may have on the solution to
a problem
• Look for equivalence to different problems with similar structures and consider
the strategies used
• Review and refine findings and approaches; present convincing conclusions or
findings effectively to different audiences; set them out in a logical and clear
form using appropriate symbols and terminology

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 42 -

12 Approaches to assessment in mathematics

12.1 General Description

The Egyptian International Certificate of Education (EICE) is a suite of formal, high-stakes

summative assessments. These examinations are designed to be taken at the end of
Grades 10, 11 and 12 and comprise Level 1, Level 2 and Level 3. (For more information on
NES courses available to Level 1, Level 2 and/or Level 3, refer to the beginning of section 11
in this curriculum framework.) The EICE examinations are rigorously and securely
administered to international standards.

The Mathematics EICE assessment will confirm the level of knowledge, skills and
understanding that a learner has acquired through studying this curriculum.

12.2 Assessment overview

EICE examinations for Mathematics will be available at Level 1, Level 2 and Level 3 and will
be suitable to be sat by learners at Grade 10, Grade 11 and Grade 12.

EICE Level 1 Mathematics will assess content from the Curriculum Framework for Level 1
Mathematics.

Learners will be assessed by two written papers. Both papers are compulsory.

Paper 1 80 marks 1 hour 30 minutes

Short answer questions

Calculator not permitted

40 % of total marks

Paper 2 120 marks 2 hours 30 minutes

Structured questions
Calculator permitted

60 % of total marks

Learners who are entered for Level 1 Mathematics would normally have completed the
Grade 9 EIPC course in Mathematics.

The language of assessment will be English.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 43 -

13 Appendix 1: Glossary

The educational concepts and terms in the glossary are included to support teachers when
implementing this framework. The glossary contains all words that either have multiple
meanings or those that might be unfamiliar to teachers.

Word/Phrase Meaning

abstract conceptual A mental representation or model of an idea or thought that cannot be

models materially represented.
achievement An indication about an individual’s learning over a given period.
assessment for This evaluates learners’ achievements and any difficulties at the beginning
learning (AfL) of and during a course of study, so that teachers and learners can plan
appropriate action.
assessment of This evaluates, summarises and records overall achievement at the end of
learning a period of study, for progression to the next course or for certification.
assimilation The incorporation of new experiences into existing mental models.
attainment An indication of the state of an individual's learning at a particular point in
time.
autonomous learners Learners with greater freedom and responsibility for their own learning,
including choice of objectives and approaches to study.
bilingual Developing competency in Arabic and English through teaching and
learning.
classroom A judgement made about one person’s learning by another. This can be a
assessment judgement about achievement or attainment.
collaborative Research carried out as part of a team where individuals take responsibility
research for particular parts of the research project.
computer aided The use of computers to teach and record responses from learners.
learning (CAL)
conceptual A learner’s representation of connected knowledge in which the links,
knowledge relationships and understanding of the network is as important as the
pieces of information. It is knowledge that relies on abstraction, assimilation
and understanding, leading to wisdom in the use of knowledge.
conclusion A reasoned judgment usually made at the end of an investigation often
relating to a prediction or hypothesis.
cross-curricular Teacher planning which aims to develop skills that have value across the
curriculum and in the world outside school.
cross-curricular link Topics that can also be covered in combination with other subjects.
differentiation The practice of making lessons different to accommodate the different
learners in a single classroom. For example, changing instruction according
to learners' needs, abilities, interests and to cater for their different
educational level.
evaluate Determining the extent of success, often judged against criteria.
extension A planned lesson activity offering additional challenge in terms of level of
thinking required.
formative An assessment is formative when the feedback from learning activities is
assessment used to adapt teaching to meet the learner's needs.
Formative assessment is a self-reflective process that promotes learner
attainment and helps learners take control of their own learning.
future learning Topics that can follow on from the learning in this unit.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 44 -

Information and The practical use of computers, telephones and other devices to develop,
communication store, alter and distribute data and information.
technology (ICT)
inclusion A system of teaching that helps learners make the most progress in
learning that is possible by ensuring that all learners are fully included in
education.
interactive A large computer display with touch screen capabilities.
whiteboards (IWB)
investigate Employ scientific skills to examine or enquire systematically.
learning outcome Learning outcomes are the knowledge, skills, understanding and
(LO) dispositions appropriate to the subject that the learner acquires through the
course of study.
Learning outcomes deliver the Aims of the curriculum.
Assessments are based on learning outcomes.
Learning outcomes are equivalent to learning indicators used by NAQAAE.
learning strategies Activities that help people use their own learning style to best approach new
learning.
lesson objective Specific, realistic and achievable aims for what learners should know,
understand or be able to do after a 50-minute lesson.
levels of cognitive CALP refers to formal academic learning. This includes listening, speaking,
academic language reading, and writing about subject area content. This level of language
proficiency (CALP) learning is essential for learners to succeed in school.
model A representation of a system, process or object, e.g. a scale model of a
house; a model of electricity is that it is, in some ways, like water travelling
along pipes.
online Attached to a network.
open and closed An open question has more than one possible answer. A closed question
questions has a single correct answer. Both open and closed questions can be solved
using more than one method.
open ended Activities where the outcome, or what children will achieve, will be varied.
These activities let children show the teacher what knowledge, skills and
understanding they have. Open-ended tasks are often framed with
language such as ‘how?’, ‘why?’, ‘can you tell me?’, ‘in what ways?’.
pedagogy The process of teaching or the style of teaching developed from educational
strategies or principles.
prediction A statement made about what the individual thinks is likely to happen based
on previous experience and/or a hypothesis.
previous learning What learners will need to have covered in previous lessons. the learning in
the past that a teacher uses to inform plans for future teaching.
problem solving Learners are asked to look at different options problem usually in
meaningful, real life contexts, e.g. 'suggest ways in which a school could
recycle and reuse materials'.
procedural The knowledge of rules, procedures, symbolic representations and formal
(imperative) language which enables learners to complete a task, investigation or
knowledge process.
progress Advancement, development or improvement judged against learning
outcomes over time.
record (verb) Note an observation or measure.
resources Supplies, equipment and materials needed to deliver a programme of study.
scaffold To provide support during learners' construction of meaning, typically
through the use of guidance, questioning or modelling.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

 - 45 -

summative Evaluation of learning at the end of a particular lesson, unit of work or

assessment sequence of lessons with the aim of identifying and summarising what has
been learnt.
teaching sequence A plan for a group of lessons that form part of a unit. There is less detail
than in an individual lesson plan but more detail than in the outline medium
term plan.
test A set of tasks, often questions, which can be used to assess learners.
unit A group of lessons related to the same topic or area of learning. A unit
addresses a group of learning outcomes, which may fall into the same
strand or more than one strand.
virtual learning Software system designed to support teaching and learning in an
environment (VLE) educational setting.

Nile Egyptian Schools | Mathematics | EICE L1 © Cambridge International Examinations 2014

© Cambridge International Examinations 2014