Basic 8 · Mathematics · Term Project

Term Project in Mathematics

In this topic you will apply the term's learning through a mathematical project using problem solving, reasoning, measurement, number and data skills.

By the end of these notes you should be able to:

Plan a mathematical project on a real-life question
Collect and analyse data using number skills
Present and evaluate your findings

What you already know

All topics covered in Mathematics this term

Copy everything that has a blue line on its left into your notebook. The other parts are for reading.

Lesson 1

Strand: Number
Sub-strand: Term Project

Introduction

Mathematics is most exciting when it answers real questions. In this project, you will use numbers to investigate something in your school or community.

1. Project Ideas

Project options

Option	Question	Skills
school budget	How much does a class spend on stationery in a term?	large numbers, decimals
water use	How much water does the school use each week?	measurement, multiplication
shopping	Where can a family buy foodstuffs most cheaply?	unit rates, percentages
survey	What sports and subjects do learners prefer?	sets, Venn diagrams
growth	How fast could savings grow?	powers, percentages

2. Planning Steps

Choose a question that interests your group.
Decide what data you need and how to collect it.
Plan who will do each task.
Prepare a table to record your data.
Set dates for each stage.

Students carrying out a survey with a clipboard

Figure 1: Class survey Write your project question and data plan.

3. Collecting Data

Be careful and honest. If you measure, measure twice. If you ask people questions, ask politely and record answers exactly. Record the date and source of all your information. Avoid changing numbers to get the answer you expected.

4. Estimating First

Before you collect data, make an estimate of the answer. For example, "I think our class spends about GH₵3,000 on stationery in a term." Comparing your estimate with the real result shows how good your sense of number is.

5. Choosing a Good Question

A good project question can be answered with numbers you are able to collect. "Is our school nice?" is hard to measure, but "How many litres of water does our school use in a week?" gives a clear result.

New words

data: Facts and numbers collected for study.
question: What the project tries to find out.
table: Rows and columns for recording information.
survey: Collecting information from people.

Summary

Choose a real question and plan how to collect data.
Use tables and record honestly.
Estimate before you collect data.

Class activity: Project Planning

Choose a project question.
Plan your data collection.
Prepare a recording table.

You need: Bottle tops, Number cards, Graph paper

Exercises

Answer in your exercise book first, then check your answers.

1. Facts and numbers collected for study are…
- A. data
- B. indices
- C. sets
- D. brackets
Show answer
Answer: dataInformation.
2. Which skill suits comparing shop prices?
- A. unit rates
- B. square roots
- C. standard form
- D. indices
Show answer
Answer: unit ratesPer unit.
3. Data should be recorded honestly.
- A. True
- B. False
Show answer
Answer: TrueAccuracy.
4. Rows and columns for recording information form a ______.
Show answer
Answer: tableRecord.
5. List three steps in planning a project.
Show answer
Answer: Choose a question, decide the data, prepare a table (or assign tasks, set dates).Any three.
6. Why should you estimate before collecting data?
Show answer
Answer: It shows your expectations and helps you judge whether results are reasonable.Number sense.

Lesson 2

Strand: Number
Sub-strand: Term Project

Introduction

Numbers on their own say little. Analysing them shows the patterns and answers your question.

1. Organising Data

Organise data

A group recorded stationery spending for 5 learners: GH₵120, GH₵95, GH₵150, GH₵80 and GH₵105. Find the total and the average. Estimate for a class of 40.

Total: 120 + 95 + 150 + 80 + 105 = 550.
Average: 550 ÷ 5 = 110.
Class estimate: 110 × 40 = 4,400.

Answer: Total GH₵550, average GH₵110 and about GH₵4,400 for the class

2. Using Your Number Skills

Skills for analysis

Skill	Use
adding and multiplying	finding totals
dividing	finding averages and unit rates
percentages	showing parts of the whole
rounding	reporting results sensibly
sets	showing overlaps in survey results
standard form	writing very large or small values

A hand-drawn bar chart on chart paper

Figure 2: Bar chart Draw a bar chart of your project data.

3. Showing Results

Tables, bar charts and Venn diagrams make results clear. Give each chart a title, label the axes and use a sensible scale. Choose the display that suits your data. Bar charts compare amounts, and Venn diagrams show overlapping groups.

4. Drawing Conclusions

Ask what the numbers show. Did the results match your estimate? What might explain any surprises? State your conclusion in a clear sentence: "Our class spends about GH₵4,400 on stationery in a term, which is more than we expected." Say whether the results can be trusted, for example whether five learners are enough to represent a whole class.

New words

average: The total divided by the number of items.
bar chart: A chart using bars to compare amounts.
conclusion: What the results show.
sample: A small group representing a larger one.

Summary

Organise data, then find totals, averages and percentages.
Use tables and charts with clear labels.
Draw conclusions and judge how reliable they are.

Class activity: Data Analysis

Calculate totals and averages from your project data.
Draw a table or chart of your results.
Write a conclusion.

You need: Bottle tops, Number cards, Graph paper

Exercises

Answer in your exercise book first, then check your answers.

1. The average of 4, 6 and 8 is…
- A. 6
- B. 18
- C. 4
- D. 8
Show answer
Answer: 618 ÷ 3.
2. 20 of 80 learners is…
- A. 25%
- B. 20%
- C. 40%
- D. 50%
Show answer
Answer: 25%20/80.
3. A chart should have a title.
- A. True
- B. False
Show answer
Answer: TrueLabels.
4. A small group representing a larger one is a ______.
Show answer
Answer: samplePart.
5. Find the average of 12, 15, 18 and 15.
Show answer
Answer: 1560 ÷ 4.
6. Why might five learners not represent a whole class?
Show answer
Answer: They may not be typical, so a bigger sample gives more reliable results.Sampling.

Lesson 3

Strand: Number
Sub-strand: Term Project

Introduction

Explaining your mathematics to others is a skill of its own. It shows that you really understand what you did.

1. Presenting Your Project

State your question and why it matters.
Explain how you collected your data.
Show your table or chart.
Explain your calculations.
State your conclusion and any recommendation.
Answer questions from the class.

2. Evaluation Criteria

Evaluation checklist

Criterion	Question
question	Was it clear and worth investigating?
data	Was it collected carefully and recorded honestly?
calculations	Are the calculations correct, with working shown?
presentation	Are tables and charts clear and labelled?
conclusion	Does it answer the question?
teamwork	Did all members contribute?

Students presenting a chart to their class

Figure 3: Presenting results Evaluate a classmate's project using two criteria.

3. Making Recommendations

Good projects lead to action. If your water survey shows a leaking tap wastes hundreds of litres a week, recommend repairing it and calculate the saving. If your shopping survey shows that one market is cheaper, tell your family. Mathematics becomes powerful when it improves real decisions.

4. Reflecting and Moving On

Write what you enjoyed, what was difficult and what you would do differently. During the holidays, keep using mathematics: help with shopping, save money and estimate distances on journeys. Regular practice will prepare you for next term.

5. Sharing the Work Fairly

Everyone in the group should be able to explain part of the project. One member can present the question, another the data and another the conclusion. This shows that the whole group understands the mathematics.

New words

recommendation: A suggestion for action.
evaluate: To judge the quality of work.
reflect: To think carefully about an experience.
teamwork: Working together.

Summary

Present your question, data, calculations and conclusion.
Evaluate projects on question, data, calculations, presentation and teamwork.
Use results to make recommendations for real decisions.

Class activity: Project Fair

Present your project to the class.
Evaluate two other projects.
Write one recommendation for your school or community.

You need: Bottle tops, Number cards, Graph paper

Exercises

Answer in your exercise book first, then check your answers.

1. A suggestion for action is a…
- A. recommendation
- B. sample
- C. bar chart
- D. data
Show answer
Answer: recommendationAction.
2. Which criterion checks correct working?
- A. calculations
- B. question
- C. teamwork
- D. title
Show answer
Answer: calculationsMaths.
3. Mathematics can improve real decisions.
- A. True
- B. False
Show answer
Answer: TrueUse.
4. Working together is ______.
Show answer
Answer: teamworkTogether.
5. State four things to include in a presentation.
Show answer
Answer: Question, data collection, table or chart, conclusion.Any four.
6. Give one recommendation from a water survey and how to justify it.
Show answer
Answer: Repair leaking taps; the data shows how many litres and cedis would be saved.Evidence-based.

Homework

Write a reflection of about 100 words on your project.