REPUBLIC OF RWANDA

MINISTRY OF EDUCATION

MATHEMATICS SYLLABUS FOR ORDINARY LEVEL S1-S3

Kigali, 2015
 RWANDA EDUCATION BOARD
P.O Box 3817 KIGALI
Telephone : (+250) 255121482
E-mail: [email protected]
Website: www.reb.rw

MATHEMATICS SYLLABUS FOR

ORDINARY LEVEL S1-S3

Kigali, 2015

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 © 2015 Rwanda Education Board
All rights reserved
This syllabus is the property of Rwanda Education Board, Credit must be provided to the author and source of the document
when the content is quoted.

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FOREWORD
The Rwanda Education Board is honored to avail Syllabuses which serve as official documents and guide tocompetence-
based teaching and learning in order to ensure consistency and coherence in the delivery of quality education across all
levels of general education in Rwandan schools.
The Rwandan education philosophy is to ensure that young people at every level of education achieve their full potential in
terms of relevant knowledge, skills and appropriate attitudes that prepare them to be well integrated in society and exploit
employment opportunities.
In line with efforts to improve the quality of education, the government of Rwanda emphasizes the importance of aligning the
syllabus, teaching and learning and assessment approaches in order to ensure that the system is producing the kind of
citizens the country needs. Many factors influence what children are taught, how well they learn and the competencies they
acquire, among them the relevance of the syllabus, the quality of teachers’ pedagogical approaches, the assessment strategies
and the instructional materials available. The ambition to develop a knowledge-based society and the growth of regional and
global competition in the jobs market has necessitated the shift to acompetence-based syllabus. With the help of the teachers,
whose role is central to the success of the syllabus, learners will gain appropriate skills and be able to apply what they have
learned in real life situations. Hence they will make a difference not only to their own lives but also to the success of the
nation.
I wish to sincerely extend my appreciation to the people who contributed towards the development of this document,
particularly REB and its staff who organized the whole process from its inception. Special appreciation goes to the
development partners who supported the exercise throughout. Any comment of contribution would be welcome for the
improvement of this syllabus.

Mr. GASANA Janvier,

Director General REB.
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ACKNOWLEDGEMENT

I wish to sincerely extend my special appreciation to the people who played a major role in development of this syllabus. It
would not have been successful without the participation of different education stakeholders and financial support from
different donors that I would like to express my deep gratitude.

My thanks first goes to the Rwanda Education leadership who supervised the curriculum review process and Rwanda
Education Board staff who were involved in the conception and syllabus writing. I wish to extend my appreciation to
teachers from pre-primary to university level whose efforts during conception were much valuable.

I owe gratitude to different education partners such as UNICEF, UNFPA, DFID and Access to Finance Rwanda for their
financial and technical support. We also value the contribution of other education partner organisations such as CNLG, AEGIS
trust, Itorero ry’Igihugu, Gender Monitoring Office, National Unit and Reconciliation Commission, RBS, REMA, Handicap
International, Wellspring Foundation, Right To Play, MEDISAR, EDC/L3, EDC/Akazi Kanoze, Save the Children, Faith Based
Organisations, WDA, MINECOFIN and Local and International consultants. Their respective initiative, co- operation and
support were basically responsible for the successful production of this syllabus by Curriculum and Pedagogical Material
Production Department (CPMD).

Dr. Joyce Musabe,

Head of Curriculum and Pedagogical Material Production Department,

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LIST OF PARTICIPANTS WHO WERE INVOLVED IN THE ELABORATION OF THE SYLLABUS

Rwanda Education Board Staff

1. Dr. MUSABE Joyce, Head of Department ,Curriculum and Pedagogical Material Department (CPMD)
2. Mr. RUTAKAMIZE Joseph, Director of Science and Art Unit,
3. Mr. KAYINAMURA Aloys , Mathematics Curriculum Specialist : Team leader,
4. Madame NYIRANDAGIJIMANA Anathalie: Specialist in charge of Pedagogic Norms.
Teachers and Lecturers

1. HABINEZA NSHUTI Jean Clément, Mathematics teachers at Ecole Secondaire de Nyanza

2. NKUNDINEZA Felix, Mathematics teachers at G.S. KIMIRONKO I
3. NSHIMIRYAYO Anastase, Mathematics teachers at NYAGATARE Secondary School
4. NYIRABAGABE Agnès, Mathematics teachers at Lycée Notre Dame de Citeaux
5. UNENCAN MUNGUMIYO Dieudonné, Mathematics teachers at Lycée de Kigali
Other resource persons

Mr Murekeraho Joseph, National consultant

Quality assurer /editors

Dr Alphonse Uworwabayeho (PhD), University of Rwanda (UR), College of Education.

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Table of Contents
FOREWORD ................................................................................................................................................................................................................ 3

ACKNOWLEDGEMENT .............................................................................................................................................................................................. 4

LIST OF PARTICIPANTS WHO WERE INVOLVED IN THE ELABORATION OF THE SYLLABUS....................................................................................... 5

1. INTRODUCTION ................................................................................................................................................................................................. 8

1.1. BACKGROUND TO CURRICULUM REVIEW ................................................................................................................................................. 8

1.2. RATIONALE OF TEACHING AND LEARNING MATHEMATICS ............................................................................................................... 8

1.2.1. MATHEMATICS AND SOCIETY.......................................................................................................................................................... 8

1.2.2. MATHEMATICS AND LEARNERS ...................................................................................................................................................... 9

1.2.3. COMPETENCES .................................................................................................................................................................................. 9

2. PEDAGOGICAL APPROACH ............................................................................................................................................................................. 12

2.1. ROLE OF THE LEARNER .......................................................................................................................................................................... 12

2.2. ROLE OF THE TEACHER .......................................................................................................................................................................... 13

2.3. SPECIAL NEEDS EDUCATION AND INCLUSIVE APPROACH ................................................................................................................ 14

3. ASSESSMENT APPROACH ............................................................................................................................................................................... 14

3.1. TYPES OF ASSESSMENTS ........................................................................................................................................................................ 15

3.1.1. FORMATIVE ASSESSMENT: ............................................................................................................................................................ 15

3.1.2. SUMMATIVE ASSESSMENTS: .......................................................................................................................................................... 15

3.2. RECORD KEEPING ................................................................................................................................................................................... 16

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 3.3. ITEM WRITING IN SUMMATIVE ASSESSMENT ..................................................................................................................................... 16

3.4. STRUCTURE AND FORMAT OF THE EXAMINATION ............................................................................................................................ 17

3.5. REPORTING TO PARENTS....................................................................................................................................................................... 18

4. RESOURCES ...................................................................................................................................................................................................... 18

4.1. MATERIALS NEEDED FOR IMPLEMENTATION .................................................................................................................................... 18

4.2. HUMAN RESOURCE ................................................................................................................................................................................. 18

5. SYLLABUS UNITS ............................................................................................................................................................................................. 19

5.1. PRESENTATION OF THE STRUCTURE OF THE SYLLABUS UNITS ...................................................................................................... 19

5.2. MATHEMATICS PROGRAM FOR SECONDARY ONE .............................................................................................................................. 20

5.2.1. KEY COMPETENCIES AT THE END OF SECONDARY ONE ............................................................................................................ 21

5.2.2. MATHEMATICS UNITS FOR SECONDARY ONE ............................................................................................................................ 22

5.3. MATHEMATICS PROGRAM FOR SECONDARY TWO ............................................................................................................................. 31

5.3.1. KEY COMPETENCIES AT THE END OF SECONDARY TWO ........................................................................................................... 31

5.3.2. MATHEMATICS UNITS FOR SECONDARY TWO ........................................................................................................................... 32

5.4. MATHEMATICS PROGRAM FOR SECONDARY THREE.......................................................................................................................... 43

5.4.1. KEY COMPETENCIES AT THE END OF SECONDARY THREE....................................................................................................... 43

5.4.2. MATHEMATICS UNITS FOR SECONDARY THREE ......................................................................................................................... 44

6. REFERENCES .................................................................................................................................................................................................... 57

7. APPENDIX: SUBJECTS AND WEEKLY TIME ALLOCATION FOR O’ LEVEL (S1-S3)..................................................................................... 59

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1. INTRODUCTION
1.1. BACKGROUND TO CURRICULUM REVIEW

The motive of reviewing the Mathematics syllabus of ordinary level was to ensure that the syllabus is responsive to the needs
of the learner and to shift from objective and knowledge-based learning tocompetence-based learning. Emphasis in the
review is put more on skills and competencies and the coherence within the existing content by benchmarking with syllabi
elsewhere with best practices.
The new Mathematics syllabus guides the interaction between the teacher and the learners in the learning processes and
highlights the competencies a learner should acquire during and at the end of each learning unit.
Learners will have the opportunity to apply Mathematics in different contexts, and discover its important in daily life.
Teachers help the learners appreciate the relevance and benefits for studying this subject.
The new Mathematics syllabus is prepared for all learners in ordinary level and it has to be taught in six periods per week.

1.2. RATIONALE OF TEACHING AND LEARNING MATHEMATICS

1.2.1. MATHEMATICS AND SOCIETY

Mathematics plays an important role in society through abstraction and logic, counting, calculation, measurement, systematic
study of shapes and motion. It is also used in natural sciences, engineering, medicine, finance and social sciences. The applied
mathematics like statistics and probability play an important role in game theory, in the national census process, in scientific
research,etc. In addition, some cross-cutting issues such as financial awareness are incorporated into some of the
Mathematics units to improve social and economic welfare of Rwandan society.

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Mathematics is key to the Rwandan education ambition of developing a knowledge-based and technology-led economy
since it provide to learners all required knowledge and skills to be used in different learning areas. Therefore, Mathematics
is an important subject as it supports other subjects.This new curriculum will address gaps in the current Rwanda Education
system which lacks of appropriate skills and attitudes provided by the current education system.

1.2.2. MATHEMATICS AND LEARNERS

Learners need enough basic mathematical competencies to be effective members of the Rwandan society, including the
ability to estimate, measure, calculate, interpret statistics, assess probabilities, and read the commonly used mathematical
representations and graphs. For example, reading or listening to the news requires some of these competencies, and
citizenship requires being able to interpret critically the information one receives.

Therefore, Mathematics equips learners with knowledge, skills and attitudes necessary to enable them to succeed in an era of
rapid technological growth and socio-economic development. Mastery of basic Mathematical ideas and operations makes
learners being confident in problem-solving. It enables the learners to be systematic, creative and self confident in using
mathematical language and techniques to reason; think critically; develop imagination, initiative and flexibility of mind.

Mathematics has a high profile at all levels of study where learning needs to include practical problem-solving activities with
opportunities for learners to plan their own investigations and develop their confidence towards Mathematics.

1.2.3. COMPETENCES
Competence is defined as the ability ability to perform a particular task successfully, resulting from having gained an
appropriate combination of knowledge, skills and attitudes

The Mathematics syllabus gives the opportunity to learners to develop different competencies, including the generic
competencies .

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Basic competencies are addressed in the stated broad subject competences and in objectives highlighted year on year basis
and in each of units of learning. The generic competencies, basic competences that must be emphasized and reflected in the
learning process are briefly described below and teachers will ensure that learners are exposed to tasks that help the
learners acquire the skills.

GENERIC COMPETENCIES AND VALUES

Critical and problem solving skills: Learners use different techniques to solve mathematical problems related to real life
situations.They are engaged in mathematical thinking, they construct, symbolize, apply and generalize mathematical ideas.

The acquisition of such skills will help learners to think imaginatively and broadly to evaluate and find solutions to problems
encountered in all situations.
Creativity and innovation :The acquisition of such skills will help learners to take initiatives and use imagination beyond
knowledge provided to generate new ideas and construct new concepts. Learners improve these skills through Mathematics
contest, Mathematics competitions,etc.

Research: This will help learners to find answers to questions basing on existing information and concepts and to explain
phenomena basing on findings from gathered information.

Communication in official languages: Learners communicate effectively their findings through explanations, construction
of arguments and drawing relevant conclusions.

Teachers, irrespective of not being teachers of language, will ensure the proper use of the language of instruction by learners
which will help them to communicate clearly and confidently and convey ideas effectively through speaking and writing and
using the correct language structure and relevant vocabulary.
Cooperation, inter personal management and life skills: Learners are engaged in cooperative learning groups to promote
higher achievement than do competitive and individual work.

This will help them to cooperate with others as a team in whatever task assigned and to practice positive ethical moral values
and respect for the rights, feelings and views of others. Perform practical activities related to environmental conservation

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and protection. Advocating for personal, family and community health, hygiene and nutrition and Responding creatively to
the variety of challenges encountered in life.
Lifelong learning:The acquisition of such skills will help learners to update knowledge and skills with minimum external
support and to cope with evolution of knowledge advances for personal fulfillment in areas that need improvement and
development

BROAD MATHEMATICS COMPETENCIES

During and at the end of learning process, the learner can:

1. Use correctly specific symbolism of the fundamental concepts in Mathematics;

2. Develop clear, logical, creative and coherent thinking;
3. Apply acquired knowledge in Mathematics in solving problems encountered in everyday life;
4. Use the acquired concepts for easy adaptation in the study of other subjects ;
5. Deduce correctly a given situation from a picture and/or a well drawn out basic mathematical concepts and use them
correctly in daily life situations;
6. Read and interpret a graph;
7. Use acquired mathematical skills to develop work spirit, team work, self-confidence and time management without
supervision;
8. Use ICT tools to explore Mathematics (examples: calculators, computers, mathematical software,…).

MATHEMATICS AND DEVELOPING COMPETENCES

The national policy documents based on national aspirations identify some ‘basic Competencies’ alongside the ‘Generic Competencies’’
that will develop higher order thinking skills and help student learn subject content and promote application of acquired knowledge and
skills. Through observations, constructions, hand-on, using symbols, applying and generalizing mathematical ideas, and
presentation of information during the learning process, the learner will not only develop deductive and inductive skills but also acquire
cooperation and communication, critical thinking and problem solving skills. This will be realized when learners make presentations

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leading to inferences and conclusions at the end of learning unit. This will be achieved through learner group work and cooperative
learning which in turn will promote interpersonal relations and teamwork.

The acquired knowledge in learning Mathematics should develop a responsible citizen who adapts to scientific reasoning and attitudes
and develops confidence in reasoning independently. The learner should show concern of individual attitudes, environmental protection
and comply with the scientific method of reasoning. The scientific method should be applied with the necessary rigor, intellectual
honesty to promote critical thinking while systematically pursuing the line of thought.

2. PEDAGOGICAL APPROACH
The change to acompetence-based curriculum is about transforming learning, ensuring that learning is deep, enjoyable and
habit-forming.

2.1. ROLE OF THE LEARNER

In thecompetence-based syllabus, the learner is the principal actor of his / her education. He/she is not an empty bottle to
fill. Taking into account the initial capacities and abilities of the learner, the syllabus lists under each unit, the activities which
are engaging learners to participate in the learning process .
The teaching- learning processes will be tailored towards creating a learner friendly environment basing on the capabilities,
needs, experience and interests. Therefore, the following are some of the roles or the expectations from the learners:

- Learners construct the knowledge either individually or in groups in an active way. From the learning theory, learners
move in their understanding from concrete through pictorial to abstract. Therefore, the opportunities should be given
to learners to manipulate concrete objects and to use models.
- Learners are encouraged to use hand-held calculator. This stimulates mathematics as it is really used, both on job and
in scientific applications. Frequent use of calculators can enhance learners’ understanding and mastering of
arithmetic.
- Learners work on one competency at a time in form of concrete units with specific learning objectives broken down
into knowledge, skills and attitude.
- Learners will be encouraged to do research and present their findings through group work activities.
- A learner is cooperative: learners work in heterogeneous groups to increase tolerance and understanding.
- Learners are responsible for their own participation and ensure the effectivness of their work.
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 - Help is sought from within the group and the teacher is asked for help only when the whole group agrees to ask a
question
- The learners who learn at a faster pace do not do the task alone and then the others merely sign off on it.
- Teacher ensure the effective contribution of each learner, through clear explanation and argumentation to improve
the English literacy and to develop sense of responsibility and to increase the self-confidence, the public speech
ability, etc.

2.2. ROLE OF THE TEACHER

In thecompetence-based syllabus, the teacher is a facilitator, organiser, advisor, a conflict solver, ...
The specific duties of the teacher in acompetence-based approach are the following:
- He / she is a facilitator, his/her role is to provide opportunities for learners to meet problems that interest and
challenge them and that, with appropriate effort, they can solve. This requires an elaborated preparation to plan the
activities, the place they will be carried, the required assistance.
- He/she is an organizer: his / her role is to organize the learners in the classroom or outside and engage them
through participatory and interactive methods through the learning processes as individuals, in pairs or in groups. To
ensure that the learning is personalized, active and participative , co-operative the teacher must identify the needs of
the learners, the nature of the learning to be done, and the means to shape learning experiences accordingly
- He/she is an advisor: he/she provides counseling and guidance for learners in need. He/she comforts and encourages
learners by valuing their contributions in the class activities.
- He/she is a conflict-solver: most of the activitiescompetence-based are performed in groups. The members of a group
may have problems such as attribution of tasks; they should find useful and constructive the intervention of the
teacher as a unifying element.

- He/she is ethical and preaches by examples, by being impartial, by being a role-model, by caring for individual needs,
especially for slow learners and learners with physical impairments, through a special assistance by providing
remedial activities or reinforncement activities. One should notice that this list is not exhaustive.

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2.3. SPECIAL NEEDS EDUCATION AND INCLUSIVE APPROACH

All Rwandans have the right to access education regardless of their different needs. The underpinnings of this provision
would naturally hold that all citizens benefit from the same menu of educational programs. The possibility of this
assumption is the focus of special needs education. The critical issue is that we have persons/ learners who are totally
different in their ways of living and learning as opposed to the majority. The difference can either be emotional, physical,
sensory and intellectual learning challenged traditionally known as mental retardation.

These learners equally have the right to benefit from the free and compulsory basic education in the nearby
ordinary/mainstream schools. Therefore, the schools’ role is to enrol them and also set strategies to provide relevant
education to them. The teacher therefore is requested to consider each learner’s needs during teaching and learning
process. Assessment strategies and conditions should also be standardised to the needs of these learners. Detailed
guidance for each category of learners with special education needs is provided for in the guidance for teachers.

3. ASSESSMENT APPROACH
Assessment is the process of evaluating the teaching and learning processes through collecting and interpreting evidence of
individual learner’s progress in learning and to make a judgment about a learner’s achievements measured against defined
standards. Assessment is an integral part of the teaching learning processes. In the new competence-based curriculum
assessment must also be competence-based, whereby a learner is given a complex situation related to his/her everyday life
and asked to try to overcome the situation by applying what he/she learned.

Assessment will be organized at the following levels: School-based assessment, District examinations, National assessment
(LARS) and National examinations.

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3.1. TYPES OF ASSESSMENTS

3.1.1. FORMATIVE ASSESSMENT:

Formative assessment helps to check the efficiency of the process of learning. It is done within the teaching/learning process.
Continuous assessment involves formal and informal methods used by schools to check whether learning is taking place.
When a teacher is planning his/her lesson, he/she should establish criteria for performance and behavior changes at the
beginning of a unit. Then at the end of every unit, the teacher should ensure that all the learners have mastered the stated
key unit competencies basing on the criteria stated, before going to the next unit. The teacher will assess how well each
learner masters both the subject and the generic competencies described in the syllabus and from this, the teacher will gain a
picture of the all-round progress of the learner. The teacher will use one or a combination of the following: (a) observation
(b) pen and paper (c) oral questioning.

3.1.2. SUMMATIVE ASSESSMENTS:

When assessment is used to record a judgment of a competence or performance of the learner, it serves a summative
purpose. Summative assessment gives a picture of a learner’s competence or progress at any specific moment. The main
purpose of summative assessment is to evaluate whether learning objectives have been achieved and to use the results for
the ranking or grading of learners, for deciding on progression, for selection into the next level of education and for
certification. This assessment should have an integrative aspect whereby a student must be able to show mastery of all
competencies.

It can be internal school based assessment or external assessment in the form of national examinations. School based
summative assessment should take place once at the end of each term and once at the end of the year. School summative
assessment average scores for each subject will be weighted and included in the final national examinations grade. School
based assessment average grade will contribute a certain percentage as teachers gain more experience and confidence in

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assessment techniques and in the third year of the implementation of the new curriculum it will initialy contribute 10% of
the final grade, but will be progressively increased. Districts will be supported to continue their initiative to organize a
common test per class for all the schools to evaluate the performance and the achievement level of learners in individual
schools. External summative assessment will be done at the end of P6, S3 and S6.

3.2. RECORD KEEPING

This is gathering facts and evidence from assessment instruments and using them to judge the student’s performance by
assigning an indicator against the set criteria or standard. Whatever assessment procedures used shall generate data in the
form of scores which will be carefully be recorded and stored in a portfolio because they will contribute for remedial actions,
for alternative instructional strategy and feed back to the learner and to the parents to check the learning progress and to
advice accordingly or to the final assessment of the students.

This portfolio is a folder (or binder or even a digital collection) containing the student’s work as well as the student’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work produced (such as papers and
assignments), but also it is a record of the activities undertaken over time as part of student learning. Besides, it will serve as
a verification tool for each learner that he/she attended the whole learning before he/she undergoes the summative
assessment for the subject.

3.3. ITEM WRITING IN SUMMATIVE ASSESSMENT

Before developing a question paper, a plan or specification of what is to be tested or examined must be elaborated to show
the units or topics to be tested on, the number of questions in each level of Bloom’s taxonomy and the marks allocation for
each question. In a competency based curriculum, questions from higher levels of Bloom’s taxonomy should be given more
weight than those from knowledge and comprehension level.

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Before developing a question paper, the item writer must ensure that the test or examination questions are tailored towards
competency based assessment by doing the following:

 Identify topic areas to be tested on from the subject syllabus.

 Outline subject-matter content to be considered as the basis for the test.
 Identify learning outcomes to be measured by the test.
 Prepare a table of specifications.
 Ensure that the verbs used in the formulation of questions do not require memorization or recall answers only but
testing broad competencies as stated in the syllabus.

3.4. STRUCTURE AND FORMAT OF THE EXAMINATION

There will be one paper in Mathematics at the end of Primary 6. The paper will be composed by two sections, where the first
section will be composed with short answer items or items with short calculations which include the questions testing for
knowledge and understanding, investigation of patterns, quick calculations and applications of Mathematics in real life
situations. The second section will be composed with long answer items or answers with simple demonstrations,
constructions , calculations, simple analysis , interpretation and explanations. The items for the second section will
emphasize on the mastering of Mathematics facts, the understanding of Mathematics concepts and its applications in real life
situations. In this section, the assessment will find out not only what skills and facts have been mastered, but also how well
learners understand the process of solving a mathematical problem and whether they can link the application of what they
have learned to the context or to the real life situation. The Time required for the paper is three hours (3hrs).

The following topic areas have to be assessed: algebra; metric measurements (money & its application); proportional
reasoning; geometry; statistics and probability. Topic areas with more weight will have more emphasis in the second section
where learners should have the right to choose to answer 3 items out of 5.

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3.5. REPORTING TO PARENTS
The wider range of learning in the new curriculum means that it is necessary to think again about how to share learners’
progress with parents. A single mark is not sufficient to convey the different expectations of learning which are in the
learning objectives. The most helpful reporting is to share what students are doing well and where they need to improve.

4. RESOURCES
4.1. MATERIALS NEEDED FOR IMPLEMENTATION

The following list shows the main materials/equipments needed in the learning and teaching process:
 Materials to encourage group work activities and presentations: Computers (Desk tops&lab tops) and projectors;
Manila papers and markers
 Materials for drawing & measuring geometrical figures/shapes and graphs: Geometric instruments, ICT tools such as
geogebra, Microsoft student ENCARTA, ...
 Materials for enhancing research skills: Textbooks and internet (the list of the textbooks to consult is given in the
reference at the end of the syllabus and those books can be found in printed or digital copies).
 Materials to encourage the development of Mathematical models: scientific calculators, Math type, Matlab, etc
The technology used in teaching and learning of Mathematics has to be regarded as tools to enhance the teaching and
learning process and not to replace teachers.

4.2. HUMAN RESOURCE

The effective implementation of this curriculum needs a joint collaboration of educators at all levels. Given the material
requirements, teachers are expected to accomplish their noble role as stated above. On the other hand school head teachers
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and directors of studies are required to make a follow-up and assess the teaching and learning of this subject due to their
profiles in the schools. These combined efforts will ensure bright future careers and lives for learners as well as the
contemporary development of the country.

In a special way, the teacher of Mathematics at ordinary level should have a firm understanding of mathematical concepts at
the leavel he / she teaches. He/she should be qualified in Mathematics and have a firm ethical conduct. The teacher should
possess the qualities of a good facilitator, organizer, problem solver, listener and adviser. He/she is required to have basic
skills and competency of guidance and counseling because students may come to him or her for advice.

Skills required for the Teacher of Religious Education

The teacher of Mathematics should have the following skills, values and qualities:

- Engage learners in variety of learning activities

- Use multiple teaching and assessment methods
- Adjust instruction to the level of the learners
- Have creativity and innovation the teaching and learning process
- Be a good communicator and organizer
- Be a guide/ facilitator and a counsellor
- Manifest passion and impartial love for children in the teaching and learning process
- Make useful link of Mathematics with other Subjects and real life situations
- Have a good master of the Mathematics Content
- Have good classroom management skills

5. SYLLABUS UNITS
5.1. PRESENTATION OF THE STRUCTURE OF THE SYLLABUS UNITS

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Mathematics subject is taught and learnt in lower secondary education as a core subject, i.e. in S1, S2 and S3 respectively. At
every grade, the syllabus is structured in Topic Areas, sub-topic Areas where applicable and then further broken down into
Units to promote the uniformity, effectivness and efficiency of teaching and learning Mathematics. The units have the
following elements:

1. Unit is aligned with the Number of Lessons.

2. Each Unit has a Key Unit Competency whose achievement is pursued by all teaching and learning activities
undertaken by both the teacher and the learners.
3. Each Unit Key Competency is broken into three types of Learning Objectives as follows:
a. Type I: Learning Objectives relating to Knowledge and Understanding (Type I Learning Objectives are also
known as Lower Order Thinking Skills or LOTS)
b. –Type II and Type III: These Learning Objectives relate to acquisition of skills, Attitudes and Values (Type II
and Type III Learning Objectives are also known as Higher Order Thinking Skills or HOTS) – These Learning
Objectives are actually considered to be the ones targeted by the present reviewed curriculum.
4. Each Unit has a Content which indicates the scope of coverage of what to be tought and learnt in line with stated
learning objectives
5. Each Unit suggests a non exhaustive list of Learning Activities that are expected to engage learners in an interactive
learning process as much as possible (learner-centered and participatory approach).
6. Finally, each Unit is linked to Other Subjects, its Assessment Criteria and the Materials (or Resources) that are
expected to be used in teaching and learning process.
The Mathematics syllabus for ordinary level has got 6 Topic Areas: Algebra, Measures, Proportional reasoning,
Geometry, Statistics and Probability. As for units, they are 9 in S1, 11in S2 and 13 in S3

5.2. MATHEMATICS PROGRAM FOR SECONDARY ONE

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5.2.1. KEY COMPETENCIES AT THE END OF SECONDARY ONE
After completion of secondary one, the mathematics syllabus will help learner to:

1. Use correctly simple language structure, vocabulary and suitable symbolism for Ordinary Level Mathematics;
2. Carry out correctly numerical calculations;
3. Solve simple equations of an unknown in , , ID and ;
4. Use methodical and coherent reasoning in solving mathematical problems;
5. Solve problems related to percentage, unitary method, movement, interest, division, surface area and volume of
figures;
6. Draw correctly figures by using geometrical instruments and describe them using appropriate terms;
7. Locate area position from numerical data;
8. Make simple chart, graph or diagram from series of a statistical data.
9. Interpret simple diagrams and statistics, recognising ways in which representations can be misleading.
10. Determine the probability of an event happening under equally likely assumption.

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 5.2.2. MATHEMATICS UNITS FOR SECONDARY ONE
Topic Area:ALGEBRA

S1 Mathematics Unit 1: SETS No. of lessons:30

Key Unit Competency: To be able to use sets, Venn diagrams and relations to represent situations and solve problems.
Learning Objectives Content Learning Activities
Knowledge and Skills Attitudes and
understanding values
- Define and give examples - Use sets to group Appreciate - Set Concept: definition of set, - The class act out various Venn diagrams with rules
of sets and classify how sets, notation,examples (subsets of for sets (e.g. students are numbered and sort
- Indicate what a specified according to given Venn natural numbers like even themselves according to different rules like even
region in a Venn diagram conditions diagrams numbers,odd numbers,prime numbers,odd numbers,prime numbers,etc)
represents, using - Use Venn diagrams and relations numbers, etc), cardinal number, - Represent practical experiences in Venn diagrams
connecting words (and, to represent can be used Venn diagrams, complement, and using the notation and symbols of sets, including,
or, not) or set notation information. to represent intersection, union, set union ( ), intersection ( ), subset (  ),
- Show how sets are used in - Find intersection, situations difference, symmetric difference complement, difference, symmetrical difference (  )
representation of a given union, complement, mathematica - Relations:mappings, ordered - In pairs, create sets of ordered pairs using the
information difference and lly pair,Cartesian product, domain Cartesian product
- Observe a contextual symmetrical and range,graphof a - In pairs explore relations between sets (objects,
problem that involves difference on sets relation,equivalence shapes, and numbers) define domain and range,
sets, record the solution, - Represent relations relation(reflexive,symmetric, create mappings.
using set notation and between sets as and transitive),particular - Individually, for given relation between sets of
give explanations mappings and relations(function, mapping, numbers, illistrate it using a cartesian plane and
- Demonstrate algebraic graphs injection/ one to one, show its elements in terms of couples / ordered
and graphical reasoning - Use sets and surjection/ onto, bijections/ one pairs.
through the study of relations to solve to one and onto) - In group, investigate when inverse relations are
relations problems - Inverse relation,composite possible and identify the criteria.
- Identify different types of relations - In pairs, verify if a given relation is an equivalence
relations between sets relation or a composite one.
Links to other subjects: Any subject where classification is important e.g. biology, geography, physics, financial education,...
Assessment criteria: Use sets, Venn diagrams and relations to represent situations and solve problems.
Materials: cards for acting out scenarios …
Page 22 of 60
Topic Area: ALGEBRA

S1 Mathematics Unit 2: SETS OF NUMBERS No. of lessons: 36

Key Unit Competency: Use operations to explore properties of sets of numbers and their relationships
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

- Identify sets of numbers - Curry out mathematical - Appreciate that - Vocabularies and notation  In groups, add, subtract, multiply and
(natural, integer, rational operations on sets of rational numbers can for different sets of numbers divide pairs of natural numbers – for
and real) and know the numbers be represented exactly - Set of numbers and its which operation(s) is the answer
relationships between - Work systematically to as a fraction or a subsets : natural numbers, always/sometimes/never a natural
them determine the operation decimal which may integers, rational numbers, number?
- Illustrate different set of properties of sets of terminate or recur. Irrational numbers and real - Repeat for integers
numbers on a number line numbers - Appreciate that the numbers - Repeat for rational numbers
- Show that irrational - Determine the number line is - Four operations and - Repeat for real numbers
numbers cannot be hierarchy of sets of incomplete without the Properties on sets of  Individually, construct a Venn diagram
expressed exactly as a numbers and explain its irrationals which numbers to illustrate the relationship between
decimal relationship with cannot be written - The relationship between two or more sets of numbers.
operations exactly as a decimal sets of numbers  In pairs, investigate the decimal
- Convert between representation of rational numbers
decimal and fraction and determine why the decimal is
representations of terminating or recurring
rational numbers
Links to other subjects: It is linked with biology, English,computerscience,geography,chemistry,physics.economics,finance,accounting, construction, etc.

Assessment criteria: Use operationsto explore properties of sets of numbers and their relationships.

Materials: Text books, manila paper, calculators,.

Page 23 of 60
 Topic Area:ALGEBRA

S1 Mathematics Unit 3: Linear Functions, Equations and Inequalities No. of lessons:36

Key Unit Competency:Represent and interpret graphs of linear functions and apply them in real life situations. Solve linear equations and inequalities,
appreciate the importance of checking their solution, and represent the solution
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and

understanding values

- Define a linear - Plot linear functions on the Appreciate the  Linear functions: - In groups,systematically
function and Cartesian plane importance of - Definition, notation and examples: investigate different values of m
recognize its graph - Interpret the graph of a linear checking the and c in (best done
- Illustrate that the function linking the parameters of - Cartesian plane and coordinates using graph plotting software)
solution when
linear function the function with the features of - Graph of linear function and its to develop intuitive
iswritten in the form the graph, including intercepts solving an equation
features (intercepts, steepness) understanding. Generalize how
, c is the y- and steepness or inequality and
 Equations and inequalities with one to find intercepts and determine
intercept, m is a - Solve linear equations represent on a unknown: steepness. Plot some examples
measure of steepness representing the solution graph (equation - Solve linear equations with one by hand to illustrate findings
and the solution of the graphically only) and number unknown and represent the - In pairs, solve linear equations
equation - Solve linear inequalities in one line solution graphically and relate the solution to a
is the x-intercept unknown representing the - Solve linear inequalities in one graph
- Explain what is meant solution on a number line unknown and represent the - In pairs, solve linear inequalities
by the solution of a - Check solutions to equations and solution on a number line and record solutions on a
linear equation and inequalities by substituting into - Model and solveproblems using number line
inequality one side of the original equation linear functions, equations and - In groups,research contexts
- Use linear functions, equations inequalities where linear functions,
and inequalities to model equations and inequalities are
situations and solve problems relevant – present to class
Links to other subjects: Linear functions, equations and inequalities arise in science and economics

Assessment criteria: Can represent and interpret graphs of linear functionsand apply them in real life situations. Solve linear equations and inequalities,

Page 24 of 60
appreciate the importance of checking their solution, and represent the solution

Materials:Digital technology including graph plotting software

Topic Area: METRIC MEASUREMENTS (MONEY)

S1 Mathematics Unit 4: PERCENTAGE, DISCOUNT, PROFIT AND LOSS No. of lessons:12

Key unit competency: To solve problems that involve calculating percentage, discount, profit and loss and other financial calculations.
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

Explain how to calculate - Use percentages to - Appreciate the role - Percentages - In groups research, discuss the use of
discount, commission, calculate discount, money plays in our life - Discount percentages in business, household
profit and loss, simple commission, profit, loss, - Be honest in managing - Commission and personal finance – prepare a
interest, taxes and using money - Profit and loss poster
interest, tax
- Solve problems involving - Appreciate that saving - Loans and savings - In groups,determine the best value for
- Discount and investing money can (simple interest only) money with different discount
- Commission increase its value - Tax and insurance arrangements
- Profit and loss - Appreciate the - In pairs, solve problems involving
- Loans and savings importance of paying simple interest, discount, profit and
- Tax and insurance taxes loss
Links to other subjects: Personal finance calculations inEconomics, Entrepreneurship, Finance, Accounting, Business Administration and other related fields.
Assessment criteria:Able to solve problems that involve calculating percentage, discount, profit and loss and other financial calculations
Materials: coins, bills, receipt papers, Electronic materials, ATM cards.

Page 25 of 60
Topic Area: PROPORTIONAL REASONING

S1 Mathematics Unit 5: RATIO AND PROPORTIONS No. of lessons:12

Key Unit Competency:To be able to solve problems involving ratio and proportion

Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

- Express ratios in their - Compare quantities using Appreciate the - Ratio, proportion and - In groups, solve problems involving direct
simplest form proportions importance of sharing and inverse proportion, ratios and sharing
- Share quantities in a given multiplication when - Applying ratio and adjust recipe amounts for different numbers
- Identify a direct and proportion or ratio proportion in of people
working with ratio
indirect proportion. - Apply ratio and unequal practical and - In pairs, match different representations of
- Differentiate direct sharing to solve given and proportion everyday contexts ratios and proportions including simplest
from indirect problems - Direct and indirect form
proportion - Solve real life problems proportional - In groups, interprete and explain the ratio and
involving direct and indirect relationships in proportion in maps and scale
proportion using tables and practical contexts drawings/models
graphs - In pairs, solve problems in practical contexts
- Interpret ratio and involving direct and indirect proportion using
proportions in practical tables of values and graphs
contexts.

Links to other subjects: Any subject where proportional reasoning is required e.g. biology, physics, computer science, chemistry, economics, personal
finance etc.

Assessment criteria: can solve problems involving ratio and proportion in a variety of contexts

Materials: calculators and electronic materials

Page 26 of 60
Topic Area:GEOMETRY

S1 MATHEMATICS Unit 6: POINTS, LINES AND ANGLES No. of lessons:36

Key Unit Competency:To be able to construct mathematical arguments using the angle properties of parallel lines

Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values
understanding

- Recognize the - Use knowledge of - Appreciate the need - Segments, rays, lines - Practical – fold a paper triangle to bring all angles
position of an angle angle properties of to give reasons when and acute, right, together at a point - in groups discuss why this works
at a point sum to parallel lines and developing solutions obtuse and reflex
360o; angles at a shapes to to missing angle angles
point on straight line construct problems - Parallel and
sum to 1800 arguments when - Value a variety of transversal lines and
- Distinguish and finding missing different approaches their properties.
recognize vertically angles in to reach the same - Constructing
opposite, geometric conclusion mathematical - Inpairs,draw two parallel lines and a transversal, identify
corresponding, diagrams arguments using all angles that are equal (measure to check) – identify
alternate and - Construct and angle properties of vertically opposite, corresponding, alternate and
supplementary calculate angles parallel lines and supplementary angles and write their own glossary
angles shapes - In groups, solve missing angle problems, giving reasons
for each step in the process

Links to other subjects: Physics, construction, engineering, geography, fine arts, scientific drawing.

Assessment criteria:construct mathematical arguments using the angle properties of parallel lines

Materials:Manila papers,geometrical instruments, Electronic materials.

Page 27 of 60
 Topic Area: GEOMETRY

Mathematics S1 Unit 7: SOLIDS No. of lessons: 24

Key unitcompetency:To be able to select and use formulae to find the surface area and volume of solids.

Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and
understanding values
- Explain the - Derive the surface - Appreciate the - Components of - In small groups, count the number of faces (f), number of vertices(v)
surface area of a area for prism and difference solids: faces, and number of edges(e) for a variety of solid figureswith polygonal
solid as the area cylinder between vertices and faces and look for relationships (e.g. Euler’s rule(f+v=e+2)
of the net - Calculate the surface surface area edges - In groups, investigate the relationship between the surface area of
- Illustrate the area and volume of and volume and - Surface area and cuboids, prisms, pyramids, cylinders and their nets. Generalize.
volume as the common geometrical recognize volume of a prism, - Practically in pairs(or teacher demonstration) measure the diameter
space occupied by solids, using formulas solids in the pyramid, cylinder, of an orange then peel carefully and arrange the peel into circles with
a solid where necessary environment cone and sphere the same diameter as the orange. How many circles does the peel fill?
- Distinguish - Distinguish between - Formulae for (Roughlyfour). Relate to formula
between surface surface area and surface area and - In groups, select appropriate methods and units when solving
area and volume volume and select volume problems concerning the volume and surface area of solids e.g. design
and know the appropriate formulae solids with a volume of 1000cm3, minimizing their surface area; what is
correct units and units to use in the greatest volume cylinder that can be made from a sheet of A4 paper
various contexts
Links to other subjects: Where volume and area calculations may be needed e.g. physics, construction, engineering, geography, fine arts, scientific
drawing etc.

Assessment criteria:Able to select and use formulae to find the surface area and volume of solids

Materials: solid figures for practical work, paper, scissors, glue, calculators, oranges

Page 28 of 60
 Topic Area: STATISTICS AND PROBABILITY

SENIOR1 MATHEMATICS Unit8: STATISTICS (ungrouped data ) No. of lessons:24

Key Unit Competency: To be able to Collect, to represent, and to interpret quantitative discrete data appropriate to a question or problem.
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and

understanding values

- Define - Apply data - Help in decision - Definition of data. - In groups, collect data for a given situation such as heights,
quantitative data collection to carry making and - Types of data (qualitative, weight, colors, blood group, ages, marks etc
and qualitative out a certain draw conclusion quantitative, discret and Discuss whether it is quantitative or qualitative data,
data research. - Self confidence continuous data continuous or discrete data. Hence make a frequency
- Differentiate - Represent statistical and - Collecting data distribution table for each case
discrete and information using determination - Frequency distribution
- In groups, observe and collect data for a given situation such
continuous data frequency - Develop - Measures of central
as height, weight, ages, marks etc. then determine, mode,
- Present data on a distribution table, competitiveness tendency: mode, Mean,
mean and median.
frequency bar chart, - Appreciate the median, quartiles (1st , 2nd,
- In groups, draw a bar chart, a histogram, frequency polygons
distribution Histogram, Polygon, importance of 3rd quartiles, inter-
and a pie chart corresponding to the data collected and
- Define mode and Pie chart or order in daily quartile range)
compare results
median of given pictogram. activities. - Data display: Bar chart,
- In pairs, calculate the quartiles, the inter-quartile range and
statistical data - Determine the - Develop Histogram, Frequency
represent them graphically
- Recognize mode, mean and research and Polygon, Pie chart,
- Individually, in the given bar chart, histogram, polygon, pie
formulae used to median of statistical creativity. Pictogram
chart identify mode, draw frequency table and hence find
calculate the data - Respect each - Reading statistical graphs
mean and median. work in group
mean and median - Interpret correctly other. - Converting statistical
- Given a graph, indicate/estmate where the mode, Mean,
- Read diagram of the graphs involving graphs into frequency
median can be found.
statistical data. statistical data tables
Links to other subjects: Any subject where data collection, data representation, and data interpretation are important e.g. biology,geography, physics,
computer science, finance, economics,engineering, etc.

Assessment criteria:Consistently make appropriate data collection and data representation to solve a problem, and thendraw conclusions consistent with
findings.

Materials:Text books, papers, geometrical instruments, Electronic materials

Page 29 of 60
Topic Area: STATISTICS AND PROBABILITY
Mathematics S1 Unit 9: PROBABLITY No. of lessons:6
Key Unit Competency:To be able to determine the probability of an event happening using equally likely events or experiment.

Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding
- Define event and explain why - Calculate the - Appreciate that the - Definition of event In groups:Think and debate chance situations
the probabilities can only be probability of an chance of an event and outcome such as playing cards, tossing a coin, rolling dice –
between 0 (impossible) and event where happening is given - Examples of random what are the chances of getting a particular
1 (certain). there are equally by its probability events outcome? Introduce probability scale.
- Explain that probabilities can likely outcomes which is number - Probability of equally
be calculated using equally e.g. heads or tails between 0 likely outcomes - Consider playing football, basketball ball, volley
likely outcomes (e.g. tossing on a coin, a score (impossible) and 1 through experiments ball, hand ball or any other game.Discuss the
a coin or dice, drawing a card on a dice (certain) like tossing a coin or chance ofwin, lose or draw.Use results to estimate
from a pack) or estimated - Estimate - Distinguish when an dice, etc probabilities.
using experimental data (e.g. probabilities experiment is - Estimation of - Investigate the relationship between
weather, sport, arriving late using data necessary to find a probabilities where experimental and calculated probability by
to school) probability and that experimental data is tossing a dice or coin many times and estimating
- Demonstrate that the more more data improves required the probability of a particular outcome – plot a
data is collected; the better is the estimate graph to show the experimental probability and
the estimate of the note how that tends to the calculated probability
probability.
Links to other subjects: Any subject where probability is important e.g.economics, finance, physics chemistry,biology.
Assessment criteria:Use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations.
Materials:Dice, coins, playing cards,graph paper

Page 30 of 60
5.3. MATHEMATICS PROGRAM FOR SECONDARY TWO
5.3.1. KEY COMPETENCIES AT THE END OF SECONDARY TWO
After completion of secondary two, the mathematics syllabus will help learner to:

1. Use correctly the simple language structures, vocabulary and the symbols found in the second year mathematics
program;
2. Carry out efficiently numerical and literal calculations;
3. Solve the equations and inequalities of the first degree in ℝ
4. Recognize and justify congruent shapes.
5. Calculate the component of a vector.
6. Identify the image of a figure under a transformation and use the properties of transformations to solve
related problems.
7. Use methodical and coherent reasoning in solving mathematical problems;
8. Collect quantintative data appropriate to the problem or investigation, taking into account possible bias and extend the
knowledge to grouped data.

Page 31 of 60
 5.3.2. MATHEMATICS UNITS FOR SECONDARY TWO
Topic Area: ALGEBRA

S2 MATHEMATICS Unit 1: INDICES AND SURDS No. Of lessons: 18

Key unit competency: To be able to Calculate with indices and surds, use place value to represent very small and very large numbers.
Learning Objectives
Content Learning Activities
Knowledge and Skills Attitudes and
understanding values
-Recognize laws of - Perform operations on - Appreciate the  Indices/powers or exponents. - In pairs, learners think themselves two
indices indices and surds. importance of o Definition numbers or more having different powers
-Represent very - Solve simple equations indices and o Properties indices. but the same base, multiply and divide
small number or involving indices and surds in solving o Applications of indices: them.Then draw conclusion.
large number in surds. mathematical - Simple equations involving indices. - In groups, express the given larger numbers
standard form - Use standard form to problems. - Standard form or smaller numbers in standard form.
-Define and give represent a number. - Show concern of  Surds/ radicals - Solve given equations involving indices
examples of - Apply properties of self-confidence, o Definition and examples - Individually, simplify surds by rationalizing
surds indices to simplify determination, o Properties of surds the denominators
-Identify mathematical expressions and group work o Simplification of surds - In groups, express each of the given surd as
properties of - Apply Properties of surds spirit. o Operations on surds the square root of a single number
surds to simplify radicals. o Rationalisation of denominator. - In groups, discuss and reduce surds to the
-Recognize the - Compute rationalisation  Square roots calculation methods: simplest possible surd form
conjugates of of denominator on surds. o By factorization - find the square roots of given numbers by
surds. o By general method. using Square roots methodsand calculators
o Estimation method

Links to other subjects: Physics, Chemistry, Biology, Computer science, Economics, Finance, etc.
Assessment criteria: Use rules of indices and surds to simplify mathematical situation involving indices and surds
Materials: Calculator.

Page 32 of 60
 Topic Area: ALGEBRA

S2 MATHEMATICS Unit 2: POLYNOMIALS No. of lessons: 30

Key Unit Competency: To be able to perform operations, factorise polynomials and solve related problems
Learning Objectives

Knowledge and Skills Attitudes and values Content Learning Activities

understanding

- Define polynomial - Perform operation of - Appreciate the role of numerical - Definition and classification of In groups:
- Classify polynomials by polynomials values of polynomials. polynomials including homogenious
degree and number of terms. - Expand algebraic and algebraic identities in polynomials (monomials,binomials, and - Classify
- Recognize operation expression by removing simplifying mathematical trinomials, polynomial of four terms) polynomials
properties on polynomials bracket and collecting expressions. - Operations on polynomials. according :
- Give common factor of like terms - Numerical values of polynomials. to their degree or
algebraic expression - Apply operation - Develop critical thinking and - Algebraic identities to the number of
properties to carry out reasoning - Factorization of polynomials by : terms.
given operation of - Ability to classify and able to o Common factors
polynomials. follow order to perform a given o Grouping terms - Discuss and
- Factorize a given task. o Algebraic identities perform
algebraic expression o Zeros (roots) of polynomials operations on
using appropriate o Factorization of quadratic polynomials
methods. expressions(Sum and Product) - Expand and
- Expand algebraic factorize given
identities mathematical
expressions
Links to other subjects: Any subject where polynomials are important like in Physics, Chemistry, etc.

Assessment criteria: Perform operations, factorise polynomials and solve related problems.

Materials: Text book, Papers, calculators

Page 33 of 60
Topic Area: ALGEBRA

S2 MATHEMATICS Unit 3: SIMULTANEOUS LINEAR EQUATIONS , INEQUALITIES No. of lessons: 30

Key unit Competency: To be able to solve problems related to simultaneous linear equations, inequalities and represent thesolution graphically.
Learning Objectives

Knowledge and Skills Attitudes and values Content Learning Activities

understanding

- Define simultaneous - Solve - Appreciate the - Definition and examples of simultaneous linear equations - In pairs, show whether a
linear equations and simultaneous importance of solving in two variables and inequalities in one variable. given system of 2 linear
give examples. linear equations problems related to - Types of simultaneous linear equations (independent equations is independent,
- Show whether a in two variables simultaneous linear simultaneous linear equations, dependent simultaneous dependent, or inconsistent
given simultaneous - Model and solve equations, inequalities. linear equations, and inconsistent/incompatible - In group, discuss different
linear equtions is mathematical - Be accurate in solving simultaneous linear equations) methods for solving
independent,depen word problems system of linear - Solving simultaneous linear equations in two unknowns simultaneous linear
dent or inconsistent using equations, inequalities. using algebraic methods:Substitution method, equations and use one of
- Recognize the forms simultaneous - Developing self Comparison method, Elimination method, and them(on your choice) to
of compound equations confidence in solving Cramer’s rule. solve a given simultaneous
inequalities with - Solve compound system of linear - Inequalities of the types: , , linear equations.
one unknown and inequalities in equations/ inequalities , , - Individually, solve problems
give examples one variable. in one variable. involving simultaneous
, equations.
- Compound inequalities or systerm of two inequalities in - In pairs, solve given
simultaneous inequalities in
one unknown.
two unknowns and given
compound inequalities.
Links to other subjects: Any subject where simultaneous linear equations and inequalities are needed.

Assessment criteria: Solve problems related simultaneous linear equations, inequalities and represent the solution graphically.

Materials: Calculators, text book, papers.

Page 34 of 60
Topic Area: ALGEBRA (PROPORTIONS REASONING)

S2 MATHEMATICS Unit 4: MULTIPLIER FOR PROPORTIONAL CHANGE No. of lessons: 12

Key Unit Competency: To be able to use a multiplier for proportional change
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

- Recognize the - Solve problems in real life - Be honest in sharing - Increasing quantities by - In group, solve problems involving multiplier
properties of involving multiplier proportion with other. n% for proportional change
proportions change - Develop critical - Decreasing quantities by - Individually , solve problems involving
- Express ratio in their - Apply multipliers for thinking in terms n% Decreased by n% and
simplest form proportional change to solve proportion multiplier - Calculation of Increased by n%
- Share quantities in a given problem for proportional change proportional change
given proportion or - Use multiplier for proportional using multiplier
ratio. change to find the new
quantities
- Use “Decreased by n%”
and “Increased n%”

Links to other subjects: Economics, Entrepreneurship, Finance, Accounting, Business Administration and other related fields.

Assessment criteria: Explain the importance of money in connection to real life.

Materials: Text books, coins, bills, geometrical instruments, receipt papers, Electronic materials, ATM cards.

Page 35 of 60
 Topic Area: GEOMETRY

S2 MATHEMATICS Unit 5: THALES THEOREM No. of lessons:12

Key Unit Competency: Use Thales’ theorem to solve problems related to similar shapes, and determines their lengths and areas.
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

- Identify and name triangles - Associate extended - Develop participation, self- - Midpoint theorem - In groups, solve problems
or trapezium from parallel proportions in the confidence, determination, and - Thales’ theorem and its involving midpoint theorem for a
and transversals triangles team spirit. converse given situation.
intersecting lines - Apply Thales’ theorem - Appreciate the importance of - Application of Thales‘ - In group, discuss and solve
- State Thales’ theorem and and its corollaries to solving daily activities involving theorem in calculating mathematical problems involving
its corollaries solve problems on midpoint theorem, lengths of proportions the applications of
proportions of triangles, Thales’ theorem and its converse segments (in triangles, Thares’theorem.
trapezium and application of Thales‘theorem. trapezium)
- Discuss the converse of
Thales’ theorem

Links to other subjects: Technical drawing, Scientific drawing, Light Physics etc.
Assessment criteria: Use Thales’ theorem to Solve problems related to similar shapes, and determines their lengths and areas.
Materials: Geometrical instruments.

Page 36 of 60
 Topic Area: GEOMETRY

S2 MATHEMATICS Unit 6: PYTHAGORAS’ THEOREM No. of lessons: 12

Key units Competency: To be able tosolve problems of lengths in right angled triangles by using Pythagoras’ theorem.
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

- State Pythagoras’ - Use Pythagoras’ - Appreciate the role of - Pythagoras’ theorem - In groups, find the squares of given sides of a triangle,
theorem theorem to find Pythagoras’ theorem - Demonstration of Pythagoras’ verify relationship between the sum of the squares of
- Identify the lengths of sides of in solving daily life theorem shorter sides and the square of the longer side.
hypotenuse in three right angled triangle activities. - Applications of Pythagoras’ Hence, discuss whether a triangle is right-angled given
sides of a right angled - Apply Pythagoras’ - Develop confidence theorem in the calculation of the length of sides and give the properties.
triangle theorem to solve and accuracy in any side of right angled
- List properties of a problems in range of constructing shapes. triangle , word problems - Individually, using Pythagoras’ theorem, find the
right angled triangle contexts - Develop team work length of the hypotenuse, if the other sides of the right
- Demonstrate spirit and respect angle are given.
Pythagoras’ theorem analytically the views - In groups, learners can practically, demonstrate
practically of others. Pythagoras’ theorem by :
 Measuring the areas of squares on sides of the
right angled triangles
 Exploring phythagorean dissections by cutting
and reassembling parts
Links to other subjects: Technical drawing, Scientific drawing, Optics,etc.

Assessment criteria: Solve problems of lengths in right angled triangles by using Pythagoras’ theorem.

Materials: Geometrical instruments, Calculators

Page 37 of 60
Topic Area: GEOMETRY

S2 MATHEMATICS Unit 7: VECTORS No. of lessons: 18

Key unit competency: To be able to solve problems using operation on vectors.
Learning Objectives
Learning Activities
Knowledge and Skills Attitudes and values Content
understanding

- Define a vector - Use vector notations - Appreciate the importance of - Concept of a vector : - In groups, graphically add and
- Represent a vector in a correctly and perform vectors in motion. definition and properties subtract given consecutive or any
Cartesian plane operations on vectors - Show self-confidence; and, of a vector, notation vectors using parallelogram rule.
- Differentiate between vector determination while solving - Vectors in a Cartesian - Graphically multiply a given vector
quantities and scalar - Find the components of problems on vectors. plane by a scalar individually or in
quantities. a vector in the Cartesian - Components of a vector in groups.
- Show whether vectors are plane the Cartesian plane - In groups, perform multiplication
equal. - Find the magnitude of a - Equality of vectors of vectors by a scalar, addition or
vector - Operations on vectors : subtraction of vectors given their
o Addition components.
o Subtraction - Individually, calculate the
o Multiplication by a magnitude of vectors given their
scalar components
- Magnitude of a vector as
its length.
Links to other subjects: Physics (forces) ,...

Assessment criteria: Solve problems using operation on vectors.

Materials: Geometrical instruments and calculators

Page 38 of 60
Topic Area: GEOMETRY

S2 MATHEMATICS Unit 8: PARALLEL AND ORTHOGONAL PROJECTIONS No. of lessons: 12

Key unit Competency: To be able to transform shapes under orthogonal or parallel projections
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

- Identify an image of a figure - Construct an image of - Show the importance of parallel - Definition of : o In groups, observe drawings of
under Parallel projection an object or geometric and orthogonal projection in o Parallel projection different objects and their images
- Identify an image of a figure shape under : various situations. o Orthogonal projection involving parallel or orthogonal
under orthogonal projection o Parallel projection - Develop critical thinking and - Properties of: projection. Discuss and deduce
o Orthogonal reasoning while transforming o Orthogonal projection properties and type of projection
projection. shapes under parallel or o parallel projections used.
orthogonal projection. - Image of geometric shape
- Be accurate in construction of under:
figures and their images under o Parallel projection
parallel or orthogonal o Orthogonal projection
projection
- Develop confidence in solving
problems related to
transformation of shapes under
parallel or orthogonal
projection.
Links to other subjects: Technical drawing, scientific drawing,...

Assessment criteria: make image of figures using parallel projections

Materials: Geometrical instruments, calculators.

Page 39 of 60
 Topic Area: GEOMETRY

S2 MATHEMATICS Unit 9: ISOMETRIES No. of lessons: 30

Key Unit Competency: To be able to transform shapes using congruence (central symmetry, reflection, translation and rotation).
Learning Objectives Content Learning Activities
Knowledge and Skills Attitudes and values
understanding

- Identify an image of - Construct the image of a - Appreciate that - Definition of: - In groups, construct the image of a given object
a figure under: point, a segment, a translation, rotation and o Central symmetry under central symmetry , then compare the
o Central geometric shape, under: reflection play important o Reflection image to the initial, and then discuss and
symmetry o Central symmetry role in various situations. o Translation deduce the applied properties.
o Reflection o Reflection - Develop team work spirit o Rotation - Repeat the above activity for reflection ,
o Translation o Translation - Develop confidence in - Construction of an image of an translation or rotation
o Rotation o Rotation construction of the image object / geometric shape under : - In pairs, given an object and its image find: the
- Find the coordinates of of a point, a segment, a o Central symmetry center of symmetry, line of symmetry or the
image of an object geometric shape under o Reflection translation vector, the center of rotation and
under: any isometry o Translation angle of rotation.
o Central symmetry - Develop accuracy in o Rotation - Individually, construct the images of a given
o Reflection constructing shapes - Properties and effects of:Central object under successive transformations .
o Translation under isometries symmetry
o Rotation Reflection
o Translation
o Rotation
- Composite transformations up
to three isometries
Links to other subjects: Physics, ICT, Engineering, technical drawing, scientific drawing,…
Assessment criteria: Transform shapes using congruence (central symmetry, reflection, translation and rotation).
Materials: Geometrical instruments, calculators.

Page 40 of 60
 Topic Area: STATISTICS AND PROBABILITY

S2 MATHEMATICS Unit10: STATISTICS (grouped data ) No. of lessons: 30

Key Unit Competency: To be able to collect, represent and interpret grouped data.
Learning Objectives Content Learning Activities
Knowledge and Skills Attitudes and values
understanding
- Define grouped data - Apply data collection - Appreciate how - Definition and examples of grouped data In groups:
and represent to carry out a certain data collection, data - Grouping data into classes
grouped data on a research. representation and - Frequency distribution table for grouped - Collect data for a given situation such as
frequency - Represent grouped data interpretation data. height, weight, ages, or marks in any
distribution statistical information can be used for - Cummulative frequency distribution table. subject, group them in a given interval,
- Identify mode, using: histogram, solving real life - Measures of Central tendency for grouped and then represent them in a frequency
middle class, modal polygon, frequency situations. data: distribution table.
class and median of distribution table and - Appreciate the o Mean, Median , Mode, and range for - Collect data for a given situation such as
given grouped pie chart. importance of data grouped data their height, weight, ages, marks in any
statistical data - Calculate the mode, in culture of - Graphical representation of grouped data: subject then group them into classes in
- Read diagram of mean and median of investigation o polygon given interval, determine the middle class,
grouped statistical statistical data and decision making. o Histogram modal class, class mean and median class.
data - Interpret correctly - Team work spirit o Superposed polygon Then draw histogram, frequency polygons
the graph of grouped and respect the - and a superimposed frequency polygon
statistical data views of others. and interpret the result then infer
- Develop accuracy in conclusion.
reading graphs - Converting statisticalgraphs into
frequency tables and finding measures of
central tendency using graphs
Links to other subjects: History, Biology, Geography, Physics, Computer Science, Finance, Etc
Assessment criteria: Collect, represent and Interpret grouped data.
Materials: Calculators, graph papers.

Page 41 of 60
 pic Area: STATISTICS AND PROBABILITY

S2 MATHEMATICS Unit11: TREE AND VENN DIAGRAMS AND SAMPLE SPACE No. of lessons: 12
Key unit Competency: To be able to determine probabilities and assess likelihood by using tree diagrams
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

- Define mutually - Construct and - Appreciate the - Tree diagram. In groups:

exclusive and Interpret correctly importance of - Total number of - For a given task, construct a tree diagram corresponding to that
independent events the tree diagram probability to find outcomes situation and determine the number of branches. Hence
- Count the number of - Use tree and Venn chance for an event to - Determining calculate required probability
branches and total diagrams to happen. probability using: - Analyze a given situation, present it using Venn diagram and
number of outcomes determine - Show curiosity to o Venn diagram then find probability. e.g. in the venn diagram E= {pupils in class
on a tree diagram probability. predict what will o Tree diagram of 15}, G={girls}, S={Swimmers} , F={Pupils who are christians}.
happen in future. - Mutually exclusive A pupil is chosen at random . find the
- Promote team work and independent probability that the pupil :
spirit and self- events. a) Can swim
confidence. b) Is a girl swimmer
c) Is a boy swimmer who is christian
Two pupils are chosen at random . find
the probability that :
d) both are boys
e) neither can swim
f) both are girls swimmers who are chritians
- For given tasks on events , suggest whether events aremutually
exclusive or independent or neither.
Links to other subjects: Financial education, Physics, Chemistry, Biology, Physical Education and Sport, Etc.

Assessment criteria: Determine probabilities and assess likelihood by using tree diagrams

Materials: Dice, Coins, Playing Cards, Calculators, Balls,

Page 42 of 60
5.4. MATHEMATICS PROGRAM FOR SECONDARY THREE
5.4.1. KEY COMPETENCIES AT THE END OF SECONDARY THREE
1. Carry out efficiently numerical and literal calculations;
2. Solve problems that involve sets of numbers using Venn diagram;
3. Represent graphically a function of the first degree, a function of the second degree point by point;
4. Solve equations, inequalities and the systems of the first degree in two unknowns;
5. Apply compound interest in daily life situations;
6. Calculate the side lenghts, angles in a right triangles and areas of geometric shapes.
7. Represent and interpret graphs to linear and quadratic functions
8. Construct mathematical arguments using circle theorems
9. Construct the image of a geometric figure under composite transformations.
10. Collect bivariate data to investigate possible relationships through observations.

Page 43 of 60
 5.4.2. MATHEMATICS UNITS FOR SECONDARY THREE

Topic Area: ALGEBRA

S3 MATHEMATICS. Unit 1: PROBLEMS ON SETS No. of lessons: 6

Key Unit Competency: To be able to solve problems involving sets.
Learning Objectives

Knowledge and Skills Attitudes and values Content Learning Activities

understanding

- Express a mathematical - Use Venn diagram to - Develop clear, logical and - Matheatical Problems involving In groups
problem on set using a represent a coherent thinking in solving real sets:
venn diagram mathematical life problems involving sets. o Analysis and - Observe information
- Represent a mathematical problem on sets - Appreciate the importance of interpretation of a given in the Venn
problem on venn diagram - Interpret , model , and representing , and solving a problem using set diagram and solve
solve a mathematical mathematical problem on sets language (intersection, related questions
problem on sets using venn diagram union,...) - Discuss on a given
o Representation of a situation involving set
problem using venn theory, represent it
diagram , using Venn diagram,
o Modeling and Solving a form an equation and
problem solve related questions
Links to other subjects: Any subject where classification is important e.g. biology, geography, physics, financial education, ....

Assessment criteria: Solve problems involving sets.

Materials: Calculators.

Page 44 of 60
 Topic Area: ALGEBRA

S3 MATHEMATICS Unit 2: NUMBER BASES No. of lessons: 12

Key Unit Competency: To be able to represent numbers in different number bases and solve related problems.
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

- List the digits used in a - Carry out addition - Develop clear, logical and - Definition and - In group: Convert a given number from
given base and subtraction coherent thinking while examples of different base ten to any other base and vice versa.
- Convert number from multiplication and solving problems on sets number bases. Convert numbers from any base diffrent
base ten to any other division on numbers - Appreciate the importance - Converting a number from ten to another.
base and vice versa. bases of bases in various from base ten to any - Discuss and carry out operations on
contexts. other base like base 2, number bases
- Solve equations 3, or 5 and vice versa - In groups, solve equations involving bases
involving bases. - Converting a number
from one base to
another (e.g. base 2 to
base 3, etc).
- Addition and
substraction on
number bases
- Multiplication and
division on number
bases
- Solving equations
involving number bases
Links to other subjects: ICT, etc

Assessment criteria: Represent numbers in different number bases and solve related problems.

Materials: Calculators.

Page 45 of 60
 Topic Area: ALGEBRA

S3 MATHEMATICS Unit 3: Algebraic fractions No. of lessons:24

Key Unit Competency: To be able to perform operations on rational expressions and use them in different situations.
Learning Objectives Content Learning Activities

Knowledge and understanding Skills Attitudes and values

- Define an algebraic fraction - Perform operations - Develop clear, logical and - Definition and examples of In groups,
- State the restriction on the on algebraic fractions coherent thinking while an algebraic fraction - State the restrictions on
variable in algebraic fraction - Solve rational working on algebraic fractions - Restrictions on the variable the variable given
- Recognize the rules applied for equations with linear - Show concern of patience, or conditions of existence of algebraic fractions
addition, subtraction, denominators mutual respect, tolerance, team an algebraic fraction. - Carry out different
multiplication or division and - Simplify algebraic sprit and curiosity in group - Simplification of algebraic operations for given
simplification of algebraic fractions activities while solving and fractions algebraic fractions and
fractions. discussing about mathematical - Addition or substraction of simplify. Then present
situations involving algebraic algebraic fractions with and explain the findings
fractions. linear denominators
- Multiplication or division Individually, Solve given
and simplification of two rational equations.
algebraic fractions
- Solution of rational
equations with linear
denominators
.
Links to other subjects: Physics (Distance problems, Motion problems…), work problems…

Assessment criteria: Perform operations on rational expressions and use them in different situations

Materials: Calculators.

Page 46 of 60
Topic Area: ALGEBRA

S3 MATHEMATICS Unit 4: Simultaneous Linear Equations and inequalities No. of lessons : 18

Key Unit Competency: To be able to solve word problems involving simultaneous linear equations.
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

- Define simultaneous - Solve graphically - Appreciate how simultaneous linear - Graphical solution of In group:
linear inequalities in simultaneous equations in two unknowns is important simultaneous linear equations in
two unknowns linear equations to represent and solve mathematical two unknowns - Solve given simultaneous
- Give examples of / inequalities in word problems - Solving word problems linear equations /
simultaneous linear two unknowns - Develop clear, logical and coherent involving simultaneous linear inequalities in two
inequalities in two - Interpret thinking while solving simultaneous equations in two unknowns ( unknowns graphically.
unknowns graphical linear equations /inequalities in two graphically or algebraically) - Solve word problems
- Show solution set of solution of unknowns - Definition and examples of involving simultaneous
simultaneous linear simultaneous - Show concern of patience, mutual simultaneous linear inequalities linear equations.
equations /inequalities linear equations respect, tolerance, team sprit and in two unknowns. - Obseve a given graphical
in two unknowns given /inequalities in curiosity in group activities while solving - Solving simultaneous linear representation of
their graphs two unknowns and discussing about mathematical inequalities in two unknowns simultaneous linear
- Solve word situations involving simultaneous linear equations/ inequalities in
problems leading equations / inequalities in two unknowns two unknowns and
to simultaneous deduce or show the
linear equations solution set
Links to other subjects: Physics, Financial education …

Assessment criteria: Solve word problems involving simultaneous linear equations.

Materials: Geometrical instruments, Calculators.

Page 47 of 60
 Topic Area: ALGEBRA

S3 MATHEMATICS Unit 5: QUADRATIC EQUATIONS No. of lessons: 24

Key unit competency: To be able to solve quadratic equations.
Learning Objectives Content Learning Activities
Knowledge and Skills Attitudes and values
understanding

- Define quadratic - Solve quadratic - Develop clear, logical and coherent - Definition and example of In groups:
equations equations thinking in solving quadratic quadratic equation
- State methods - Model and solve equations - Solving quadratic equations - Discuss and use factorization or any
used to solve a problems involving - Appreciate the importance of by: othor method to solve given
quadratic quadratic equations. quadratic equations in solving word o Factorization quadratic equations
equation. - Solve equations problems involving quadratic o graph
reducible to equations. o Completing squares. - Model given mathematic problems
quadratic . o Quadratic formula using quadratic equations and solve
- Promote team work spirit when o Synthetic division them.
working in group while solving - Problems involving quadratic - Solve given equations reducible to
quadratic equations equations. quadratic by using:
- Show concern of patience, mutual - Solution of equations o Factorization
respect, tolerance and curiosity reducible to quadratic by: o Synthetic division (Horner’s
when discussing and solving o Factorization method)
problems involving quadratic o Horner’s method
equations in groups
Links to other subjects: Physics, Financial education …
Assessment criteria: Solve word problems involving quadratic equations.
Materials: Geometrical instruments, Calculators.

Page 48 of 60
Topic Area: ALGEBRA

S3 MATHEMATICS Unit 6: LINEAR AND QUADRATIC FUNCTIONS No. of lessons: 24

Key Unit Competency: To be able to solve problems involving linear or quadratics functions and interpret the graphs of quadratic functions.
Learning Objectives Content Learning Activities
Knowledge and Skills Attitudes and values
understanding
- Define a Cartesian - Determine: - Develop clear, logical and - Linear functions: - In group, determine the equation of
equation of a o Cartesian equation of coherent thinking in working o Slopes straight line passes through:
straight line. straight line out on linear and quadratic o Cartesian
- Define quadratic o Coordinates of vertex functions equation o a point and given its slope
function o The equation of axis of - Appreciate the importance of o Conditions for o two points
- List the symmetry linear and quadratic lines to be o a point and parallel to a given line
characteristics of - Determine the intercepts of functions in learning other parallel or
o a point and perpendicular to a
linear or quadratic a quadratic function. subjects. perpendicular
function. - Sketch and draw graphs - Show concern on patience, line given line
- Diffentiate linear from a given function mutual respect, tolerance, - Quadratic functions - Individually, given a quadratic
from quadratic - Use linear or quadratic team work spirit, and o Table of values function, say whether its graph is
function function to solve problems curiosity in solving and o Vertex of concave up or down and determine
in various situations and discussions about problems parabola the intercepts, the vertex, then make a
interpret the results. involving linear and o Axis of symmetry table of values hence sketch the
quadratic functions o Intercepts parabola.
o Graph in
Cartesian plane
Links to other subjects: Physics (linear motion), …
Assessment criteria: Solve problems involving linear or quadratics functions and interpret the graphs of quadratic functions.
Materials: Geometrical instruments, Calculators.

Page 49 of 60
Topic Area: ALGEBRA (MONEY )

S3 MATHEMATICS Unit 7: Compound interest , reverse percentage and compound proportional No. of lessons: 20
change
Key unit Competency: To be able to solve problems involving compound interest, reverse percentage and proportional change using multipliers
Learning Objectives

Knowledge and Skills Attitudes and values Content Learning Activities

understanding

- Define compound - Solve problems involving - Appreciate the role of compound - Reverse percentages In group:
interest, reverse reverse percentages and interest in banking, in financial - Compound interest - Solve given problems
percentage , compound compound interest activities and its applications in involving reverse
proportional change and - Apply compound interest in - Appreciate that in case of contextual situations ( percentages and compound
continued proportional solving mathematical compound interest , saving and e.g. in banking, in interest
- Find a reverse problems involving savings investing money can increase its financial activities...) - Compare the overall values
percentages in a given or calculations in any other value. of given different goods,
mathematical problem financial activity. - Show concern of paying taxes and - Compound hence draw conclusion.
- Determine a compound - Apply reverse percentage being honest in daily activities proportional change or - In group, solve problems
interest in a given and compound proportional involving money. Continued proportions involving compound
mathematical problem change in solving real life - Develop logical and critical thinking proportional change or
- Simplify ratio in their mathematical problems while solving problems involving continued proportions
simplest form compound interest, reverse change,
and continued proportional change

Links to other subjects: The unit is linked with Economics, Entrepreneurship, Financial education and other related fields.
Assessment criteria: Use mathematical concepts and skills to solve problems involving compound interest, reverse percentage and proportional change
Materials: Text books, coins, bills, geometrical instruments, receipt papers, Electronic materials, ATM cards, Calculators.

Page 50 of 60
Topic Area: GEOMETRY

S3 MATHEMATICS Unit 8: RIGHT ANGLED TRIANGLES No. of lessons: 18

Key Unit Competency: to be able to find side lengths and angles in right angled triangles using trigonometric ratios
Learning Objectives

Knowledge and Skills Attitudes and values Content Learning Activities

understanding

- Give and define - Use Pythagoras’ - Appreciate the - Median through the vertex of the - In group, find the missing sides of a triangle
the elements of theorem to find importance of right right angle in each case draw the clear diagram before
a right angled relationship angled triangles in - Height through the vertex of a starting to calculate
triangle between the various situations. right-angled triangle and the sides - In pairs, given two sides of right angled
- Show elements of a right - Promote team work of the right angle triangle but not hypotenuse. Find the
relationship angled triangle. spirit. - Height through the vertex of a length of hypotenuse and then calculate the
between the - Solve problems about - Show concern on right-angled triangle and the length of height and the median
right angled triangle patience, mutual lengths of the segments on the corresponding to that hypotenuse
elements of a
using the properties respect, tolerance and hypotenuse - In groups, given lengths of segments
right angled - Determination of the sides of defined by the height on hypotenuse, find
triangle. of elements of a right curiosity in the solving
right angled triangle given their length of sides of that triangle, the height
angled triangle and and discussion about orthogonal projection on the and the median
Pythagoras theorem. problems involving hypotenuse. - Individual, given acute angle and length of
right angled triangles - Trigonometric ratios in a right one side; use sine, cosine and tangent to
angled triangle: Sine, cosine and find the length of other sides.
tangent
Links to other subjects: Technical drawing, scientific drawing…
Assessment criteria: Construct mathematical arguments about right angled triangle to solve related problems.
Materials: Calculators, geometrical instruments.

Page 51 of 60
 Topic Area: GEOMETRY Sub-topic Area: SHAPE AND ANGLES

S3 MATHEMATICS Unit 9: CIRCLE THEOREMS No. of lessons: 18

Key Unit Competency: To be able to construct mathematical arguments about circle and use circle theorems and disk to solve related problems.
Learning Objectives Content Learning Activities
Knowledge and Skills Attitudes and values
understanding
- Recognise and - Find the length of - Develop clear, logical - Elements of a circle and disk: center, radius,  In group, discuss about and
identify the elements of a circle and coherent thinking diameter, circumference, area, chord, tangent, solve problems involving two
elements of a - Calculate the area - Appreciate the secant, sector. concentric circles, such as areas,
circle of disk and its importance of circle - Circle theorems:
lengths, ratios ...
- Identify angle sector. theorems in dividing - First circle theorem: angles at the centre and at
properties in a - Use the angle into sectors the circumference.  In pairs, for given circles
circle. properties of lines - Promote team work - Second circle theorem: angle in a semicircle. involving arcs, find minor arc
in circles to solve spirit when working - Third circle theorem: angles in the same length, major arc length, minor
problems in group. segment. sector area and major sector
- Use tangent - Show concern on - Fourth circle theorem: angles in a cyclic area.
properties to solve patience, mutual quadrilateral.
 In group, discuss about the
circle problems respect, tolerance and - Fifth circle theorem: length of tangents.
curiosity in the solving - Sixth circle theorem: angle between circle properties of points in a cyclic
and discussion about tangent and radius. quadrilateral.
problems involving - Seventh circle theorem: alternate segment  In group, discuss about the
circle theorems and theorem. properties of chord through
disk - Eighth circle theorem: perpendicular from the given situation involving circle
centre bisects the chord
theorem.

Links to other subjects: Technical drawing, scientific drawing…

Assessment criteria: Construct mathematical arguments about circle and use circle theorems and disk to solve related problems.

Materials: Calculators, geometrical instruments.

Page 52 of 60
Topic Area: GEOMETRY

S3 MATHEMATICS Unit 10: COLLINEAR POINTS AND ORTHOGONAL VECTORS No. of lessons: 6
Key Unit Competency: to be able to apply properties of collinearity and orthogonality to solve problems involving vectors.
Learning Objectives

Knowledge and Skills Attitudes and values Content Learning Activities

understanding

State the conditions - Use definition and - Appreciate the use of properties of - Conditions for: In group,
and properties of properties to show collinearity and orthogonality to solve o Points to be collinear
collinearity and whether: problems about vectors in two o Vectors to be orthogonal -Discuss whether three
orthogonality o Three given points dimensions. - Problems about points and points are collinear in the
are collinear or not. - Show concern on patience, mutual vectors in two dimensions given situations
o Two vectors are respect, tolerance and curiosity in the - Discuss whether vectors
orthogonal or not. solving and discussion about are parallel ororthogonal.
problems involving vectors in two
dimensions
Links to other subjects: Technical drawing, scientific drawing, Physics (forces, motion, …), Chemistry, …

Assessment criteria: Solve problems involving points and vectors in two dimensions

Materials: Calculators, geometrical instruments.

Page 53 of 60
 Topic Area: GEOMETRY

S3 MATHEMATICS Unit 11: ENLARGEMENT AND SIMILARITY IN 2D No. of lessons: 22

Key Unit Competency: To be able to solve shape problems about enlargement and similarities in 2D
Learning Objectives
Knowledge and Skills Attitudes and values Content Learning Activities
understanding
- Define enlargement - Determine the linear scale - Appreciate the - Definition of enlargement. - In group, construct the images of given
- Define similarity factor of an enlargement importance of - Definition similarity. shapes under given instructions related
- Identify similar - Find centre of an enlargement and - Examples of similar shapes ( similar to enlargement and compare the images
shapes enlargement similarities to triangles, similar cylinder,etc) to the initials. Discuss about the
- List properties of - Construct an image of an transform shapes - Properties of enlargement and properties of enlargement and
enlargement and object under unlargement - Develop patience, similarities. similarities used to transform those
similarities. - Use properties of mutual respect, - Determining linear scale factor of shapes to their images.
enlargement and tolerance and enlargiment - In pairs, construct an image of a given
similarities to transform a team work spirit - Determining centre of enlargement. object under composite and inverse
given shape. in solving and - Finding lengths of sides of similar enlargement.
- Find lengths of sides, area, discussing shapes using Thales theorem - Individually, show similar shapes in
and volume of similar problems - Areas of similar shapes given different varieties of shapes and
shapes. involving - Volumes of similar objects. find the linear scale factor and center of
- Construct an image of an enlargement and - Composite and inverse enlargement for each case.
object under composite similarities enlargements - In groups, find the area and volume of
and inverse enlargement. given similar shapes and solids.
Links to other subjects: Physics, engineering, construction, technical drawing, scientific drawing, etc
Assessment criteria: Solve shape problems about enlargement and similarities in two dimension
Materials: Geometrical instruments.

Page 54 of 60
Topic Area: GEOMETRY
S3 MATHEMATICS Unit 12: Inverse And Composite Transformations in 2D No. of lessons: 12
Key Unit Competency: to be able to solve shape problems involving inverse and composite transformations.
Learning Objectives
Content Learning Activities
Knowledge and Skills Attitudes and values
understanding
- State and explain - Construct an image of an - Appreciate the importance - Composite - Individually, construct an image of a given
properties of object under composite of inverse and composite transformations: object under inverse and composite
composite and and inverse transformations to o Composite transformations in 2D
inverse transformation in 2D transform shapes translations in 2D - In groups; observe, discuss and show
transformations in - Solve problems involving - Show concern on patience, o Composite images of objects from given different
2D inverse and composite mutual respect, tolerance reflections in 2D transformed shapes in 2D and give the
- Identify type of transformations in 2D and curiosity in the solving o Composite properties of inverse and composite
transformation used and discussion about rotations in 2D transformations used to transform those
in given drawings in problems involving o Mixed shapes.
2D inverse and composite transformations - In pairs, construct image of objects under
- Show an image of an transformations.to in 2D mixed transformations
object from different transform - Inverse
transformed shapes transformations in 2D
in 2D
Links to other subjects: Physics, engineering, construction, technical drawing, scientific drawing.
Assessment criteria: Solve problems involving inverse and composite transformations of shapes in 2D
Materials: Geometrical instruments, etc

Page 55 of 60
 Topic Area: STATISTICS AND PROBABILITY

S3 MATHEMATICS Unit 13: STATISTICS (BIVARIATE DATA) No. of lessons:12

Key unit Competency: To be able to Collect, represent and interpret bivariate data.
Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and values

understanding

- Define bivariate data - Draw scatter diagram for - Develop clear, logical and coherent - Definition and examples of - In groups, Collect bivariate data
- Make a frequency bivarite data and thinking while drawing bivariate data and organize them in frequency
distribution table of indicate the type of conclusion related to bivariate - Frequency distribution table distribution table and plot them
collected bivariate correlation. data or scatter diagram . of bivariate data
on a scatter diagram.
data - Analyze a scatter - Appreciate the use of scatter - Scatter diagram.
- Interpret scatter diagram and infer diagram to represent information. - Types of correlation: - In pairs, observe given
diagram conclusion. - Show concern of patience, mutual o Positive correlation
information on the graphs
- Identify type of respect, tolerance, and curiosity in o Negative correlation
correlation on a the bivariate data collection, (scatter diagrams), mention the
scatter diagram representation and interpretation. type of correlation, analyze,
interpret them and infer
conclusion.

Links to other subjects: All subjects

Assessment criteria: Solve problems involving Collection, representation and interpretation of bivariate data
Materials: Calculators, geometrical instruments.

Page 56 of 60
6. REFERENCES
1. Alundria, I. & al (2009). Secondary Mathematics (student’s book2). MK publishersLtd.
2. Atkinson, C. & Mungumiyo, U. (2010). New general Mathematics: teacher’s guide. Pearson education ltd.
3. Ayres ,F. &al (1992). Mathématiques de base. McGraw-Hill Inc, Paris.
4. Backhouse, J.K. & Al (1985). Pure Mathematics 1(Fourth edition). Longman.
5. Ball, B. & Ball, D. (2011). Rich task Maths2 engaging mathematics for all learners. Association of Teachers of
Mathematics: England
6. Ball, D. (2003). Forty harder problems for classroom. Association of Teachers of Mathematics: England
7. Crawshaw, J. & Chambers, J. (2002). Advanced Level Statistics.Nelson Thornes Ltd.
8. Curriculum Planning and Development Division (2006). Secondary Mathematics Syllabuses. Ministry of
Education: Singapore
9. Hatch, G. (2004). What kind of Game is Algebra. Association of Teachers of Mathematics: England
10. Kamba, G. (2010). Secondary mathematics (student’s book3). MK publishersLtd.
11. Kasirye, S. & al (2009). Secondary Mathematics (student’s book1). MK publishersLtd.
12. Laufer, B. H. (1984). Discrete Mathematics and Applied Modern Algebra.PWS publishers.
13. Les Frères de l’Instruction Chrétienne (1961). Géométrie plane. La Prairie, P.Q, Ottawa.
14. Lyonga, E K. (2004). Mathematics for Rwanda: student book. Macmillan.
15. Macrae, M. & al (2010). New General Mathematics: student book1. Pearson education ltd.
16. Macrae, M. & al (2010). New General Mathematics: student book2. Pearson education ltd.
17. Macrae, M. & al (2010). New General Mathematics: student book3. Pearson education ltd.
18. Ministry of Education (2007). The New Zealand Curriculum. New Zealand
19. National curriculum Development Center (2006). Mathematics curriculum for ordinary Level.
Ministry of Education : Rwanda
20. National Curriculum Development Centre (2008). Mathematics Syllabus: Uganda Certificate of Education. Ministry
of Education and Sports: Uganda.
21. National Curriculum Development Centre (2013). Mathematics Learning Area Syllabus. Cambridge Education.
Uganda
22. Nichols & al (1992). Holt pre-algebra. Holt, Rinehart and Winston Inc.
23. Okot-Uma, R. & al (1997). Secondary school Mathematics: student book1. Macmillan: Uganda.
24. Okot-Uma, R. & al (1997). Secondary school Mathematics: student book2. Macmillan: Uganda.
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25. Okot-Uma, R. & al (1997). Secondary school Mathematics: student book3. Macmillan: Uganda.
26. Rayner, D. (2011). Extended Mathematics for Cambridge IGCSE. Oxford University Press.
27. Singh, M. (2002). Pioneer Mathematics. Dhanpat RAI&CO.(PVT).
28. University of Cambridge (2013). Cambrige IGCSE, International Mathematics. UCLES:UK

Page 58 of 60
7. APPENDIX: SUBJECTS AND WEEKLY TIME ALLOCATION FOR O’ LEVEL (S1-S3)
When learners go to secondary school, they study twelve ‘core’ subjects and an ‘elective’ subject, selected by the school. In
addition, there are three compulsory ‘co-curricular’ activities.

Core subjects Weight Number of Periods

(%)
(1 period = 40 min.)

S1 S2 S3

1. English 11 5 5 5

2. Kinyarwanda 7 3 3 3

3. Mathematics 13 6 6 6

4. Physics 9 4 4 4

5. Chemistry 9 4 4 4

6. Biology and Health Sciences 9 4 4 4

7. ICT 4 2 2 2

8. History and Citizenship 7 3 3 3

9. Geography and Environment 7 3 3 3

10. Entrepreneurship 4 2 2 2

11. French 4 2 2 2

12. Kiswahili 4 2 2 2

13. Literature in English 2 1 1 1

Page 59 of 60
 Sub Total 41 periods 41 periods 41 periods

II. Elective subjects: Schools can choose 1 subject

Religion and Ethics 4 2 2 2

Music, Dance and Drama 4 2 2 2

Fine arts and Crafts 4 2 2 2

Home Sciences 4 2 2 2

Farming (Agriculture and Animal

4 2 2 2
husbandry)

III. Co-curricular activities (Compulsory)

Physical Education and Sports 2 1 1 1

Library and Clubs 2 1 1 1

Total number of periods per week 100 45 45 45

Total number of contact hours per week 30 30 30

Total number of hours per year

1170 1170 1170
(39 weeks)

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