MATHEMATICS N4 SYLLABUS

COORDINATOR: ENGINEERING STUDIES NATIONAL CERTIFICATE

CODE NUMBER
1603164

DATE OF IMPLEMENTATION DATE OF FIRST. EXAMINATION

January 2021
 MATHEMATICS N4 Syllabus

Contents
1. SUBJECT AIMS FOR MATHEMATICS N4 ........................................................................................... 3
GENERAL SUBJECT AIMS ...................................................................................................................... 3
SPECIFIC SUBJECT AIMS ................................................................................................................... 3
2. ADMISSION REQUIREMENT ............................................................................................................. 4
3. DURATION OF COURSE .................................................................................................................... 4
4. EVALUATION.................................................................................................................................... 4
5. EXAMINATION ................................................................................................................................. 5
6. GENERAL INFORMATION ................................................................................................................. 5
7. SUBJECT MATTER............................................................................................................................. 6
8. DETAILED SYLLABUS......................................................................................................................... 7
8.1 MODULE 1: DETERMINANTS ......................................................................................................... 7
LEARNING OUTCOMES..................................................................................................................... 7
CONTENT ......................................................................................................................................... 7
8.2 MODULE 2: COMPLEX NUMBERS ........................................................................................... 10
LEARNING OUTCOMES................................................................................................................... 10
LEARNING CONTENT ...................................................................................................................... 10
8.3 MODULE 3: TRIGONOMETRY........................................................................................................ 13
LEARNING OUTCOMES................................................................................................................... 13
LEARNING CONTENT ...................................................................................................................... 15
8.4 MODULE 4: SKETCH GRAPHS........................................................................................................ 16
LEARNING OUTCOMES................................................................................................................... 16
LEARNING CONTENT ...................................................................................................................... 17
8.5 MODULE 5: DIFFERENTIAL CALCULUS........................................................................................... 18
LEARNING OUTCOMES................................................................................................................... 18
LEARNING CONTENT ...................................................................................................................... 20
8.6 MODULE 6: INTEGRATION............................................................................................................ 21
LEARNING OUTCOMES................................................................................................................... 21
LEARNING CONTENT ...................................................................................................................... 22
 MATHEMATICS N4 Syllabus
1. SUBJECT AIMS FOR MATHEMATICS N4
1.1 GENERAL SUBJECT AIMS
Mathematics N4 aims to provide learners with the skills to identify, and calculate
mathematical problems in N4 and the content form part of engineering calculation
problems from industry.

Furthermore, Mathematics N4 will equip students with relevant knowledge to enable

them to integrate meaningfully into their trade subjects and also form the foundation
for the N5 – 6 syllabuses to finally achieve a National diploma.

Upon completion of this subject, the student should be able to apply

1.1.1 the necessary knowledge of Mathematics to various engineering fields in their
respective working environments;
1.1.2 higher cognitive skills pertaining to application, analysis, synthesis and evaluation,
logical and critical thought processes;
1.1.3 their understanding in the interpretation of real world problems;
1.1.4 and promote Mathematics as a tool to be used to trouble shoot in different fields of
study.
1.1.5 certain theorems that are not examinable to be calculated.

1.2 SPECIFIC SUBJECT AIMS

1.2.1 The specific aims of Mathematics N4 is to conclude pre- calculus and introduce
differential and integral calculus thereby serving as a prerequisite for Mathematics
N5 and Mathematics N6.
1.2.2 Mathematics N4 strives to assist students to obtain trade-specific calculation
knowledge.
1.2.3 Other specific aims of Mathematics N4 also include:
1.2.3 Promote correct mathematical terminology;
1.2.4 Promote and focus on word problems and the problem solving thereof, in order to
prepare the students for their relevant careers
1.2.5 Use technology in Mathematics and apply Mathematics to further technology

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 MATHEMATICS N4 Syllabus
2. ADMISSION REQUIREMENT
For admission to N4 Mathematics, a student must have passed
a. grade 12 Pure Mathematics
b. NCV level 4 Mathematics
c. N3 Mathematics.

3. DURATION OF COURSE
The duration of the subject is one trimester on full time, part time or distance learning mode.

4. EVALUATION
Candidates must be evaluated continually as follows:

4.1 ICASS Trimester Mark

4.1.1 Assessment marks are valid for a period of one year and are referred to as
ICASS Trimester marks.

4.1.2 A minimum of 40% is required for a student to qualify for entry to the final
examination.

4.1.3 Two formal class tests for full time and part time students (or Two assignments
for distance learning students only)
4.2 Calculation of trimester mark will be as follows:

4.2.1 Weight of test or assignment 1 = 30% of the syllabus

4.2.2 Weight of test or assignment 2 = 70% of the syllabus

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 MATHEMATICS N4 Syllabus
5. EXAMINATION
5.1 A final examination will be conducted in April, August and November of each year.
The pass requirement is 40%.
5.2 The final examination shall consist of 100 % of the syllabus
5.3 The duration of the final examination shall be 3 hours
5.4 The final examination will be a closed book examination
5.5 Minimum pass percentage shall be 40%
5.6 Assessments shall be based on the cognitive domain of Bloom’s Taxonomy, that is
remember, understand, apply, analyse, evaluate, and create
The division of these aspects are as follows;

Remember Understand Apply Analyse Evaluate Create

20 20 20 10 20 10

6. GENERAL INFORMATION
6.1 Problems should be based on real world scenarios allowing students to relate theory
to practice.
6.2 Emphasis of correct mathematical terminology should be encouraged and promoted
at all times.
6.3 A systematical approach to problem solving should be adhered to.
6.4 Students should be encouraged to understand rather than memorise the basic
formulae applicable to N4 Mathematics.
6.5 Calculators may be used to do mathematical calculations.
6.6 Answers to all calculations must be approximated correctly to three decimal places,
unless otherwise stated. Unless otherwise stated, approximations may not be done
during calculations. The final answer must be approximated to the stipulated degree
of accuracy.
6.7 The weight value of a module gives an indication of the time to be spent on teaching
the module as well as the relative percentage of the total marks allocated to the
module in the final exam examination (1 mark = 1.8 minutes).
6.8 LEARNING CONTENT are given at the end of each module. These guidelines provide
relevant Examples, appropriate procedures and other pertinent information and may
not be deviated from.
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 MATHEMATICS N4 Syllabus

7. SUBJECT MATTER
Mathematics N4 strives to assist students to obtain trade-specific calculation knowledge.
Students should be able to acquire in-depth knowledge of the following content:

MODULE WEIGHT VALUE

1. Determinants (8)

2. Complex numbers (12)

3. Trigonometry (20)

4. Functions and Graphs (10)

5. Differential Calculus (25)

6. Integral Calculus (25)

[100]

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 MATHEMATICS N4 Syllabus
8. DETAILED SYLLABUS

8.1 MODULE 1: DETERMINANTS

LEARNING OUTCOMES

On completion of this module, the student should be able to:

8.1.1 Convert equations with either two or three variables into a determinant.
8.1.2 Calculate second and third order determinants using row elimination, followed by
application of Cramer's rule.
8.1.3 State and calculate the minor of a third order determinant.
8.1.4 Determine the co-factor of the minor.

CONTENT

SECOND ORDER
a b a b
The determinant of a second order determinant D = =
is D = ad − bc
c d c d
Example
6 − 3 
Evaluate D if D =  .
 2 3
6 − 3 
D=  = 6 3 − 2 −3= 24
 ( ) ( )
 2 3

THIRD ORDER
a b c
The determinant of a third order determinant D = d e f is
gh i

a b c
D = d e f = a ( ei − fh ) − b ( di − fg ) + c ( dh − eg )
gh i

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 MATHEMATICS N4 Syllabus

x1 b c
Dx = x2 e f = x1 ( ei − fh ) − b ( x2i − fx3 ) + c ( x2 h − ex3 )
x3 h i
Kramer’s rule:
Dx
x=
D
Minor:

a b c 
 
If D is a determinant D = d e f then the minor of any element in D is obtained by
 
 g h i 

eliminating the row and column in which that element appears.

Example

Cofactor:
The cofactor of an element is the minor multiplied by 1 or -1. The cofactor is determined
where the element appears in the following table of signs.

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 MATHEMATICS N4 Syllabus

Example
Since 3 has minor 8, with the corresponding sign which is negative, the cofactor of 3 is -8.

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 MATHEMATICS N4 Syllabus

8.2 MODULE 2: COMPLEX NUMBERS

LEARNING OUTCOMES
On completion of this module, the student should be able to:

8.2.1 Define an imaginary number.

8.2.2 Identify real and imaginary parts of a complex number rectangular form.

8.2.3 Simplify complex powers

8.2.4 Add, subtract, and multiply complex numbers in rectangular form

8.2.5 Define and determine the conjugate of a complex number.

8.2.6 Divide complex numbers in rectangular form using the conjugate.

8.2.7 Define the modulus and argument of the complex number and plot them on an
Argand diagram

8.2.8 Convert a complex number from rectangular to polar form and vice versa, using a
pocket calculator or any analytical method.

8.2.9 Multiply and divide complex numbers in polar form

8.2.10 State and apply De Moivre’s theorem to products, quotients and powers of complex
numbers.

8.2.11 Solve complex equations in rectangular or polar form

LEARNING CONTENT
We define a number i= −1 (NOTE also j= −1 ) as purely imaginary
A complex number is an expression of the form a + bi , where a and b are real numbers and

i 2 = −1. The real part of this complex number is a and the imaginary part is b. Two complex
numbers are equal if and only if their real parts are equal and their imaginary parts are equal.
Note that both the real and imaginary parts of a complex number are real numbers.

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 MATHEMATICS N4 Syllabus

Example

Each complex power can be resolved into one of the following solutions 1; − 1; i; − i and the
higher complex powers are derived from these.
Example
i=i
i 2 = −1
i 3 = −i
i4 = 1
Example
Addition and Subtraction: ( a + bi ) ± ( x + yi ) =( a ± x ) ± ( b + y ) i

Multiplication: ( a + bi ) ( x + yi ) = ( ax − by ) + ( ay + bx ) i
Example

If z= x + yi then z has a conjugate z which we define as z= x − yi . In particular

z⋅z = ( x + yi ) ⋅ ( x − yi ) = x 2 + y 2 which is instrumental for division.

Example

a + bi ( ax − by ) + ( ay + bx ) i
Division: =
x + yi x2 + y 2
Example

z as z r ( cos θ + i sin θ ) where r is called

If z= x + yi then we define the polar form of =

the modulus and θ is called the argument. Furthermore,

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 MATHEMATICS N4 Syllabus
=z r ( cos θ + i sin θ )
= rcisθ
=rθ

 y
r is obtained by using the identity:=r x 2 + y 2 and similarly for θ , θ = arctan   An
 x
argand diagram is obtained by using normal Cartesian coordinates. On this plot, the line
has to be shown with its coordinates, modulus, and argument. The plot is limited to at most

two sketches consisting of a function z and its conjugate z The above strategy may be
calculated using a scientific calculator to determine the modulus and arguments for more
difficult functions.

Example
For polar form calculations we obtain the following: let

Multiplication: ( a + bi ) ( x + yi ) =( r1 θ1 ) ⋅ ( r2 θ 2 ) =r1 ⋅ r2 θ1 + θ 2
a + bi r1 θ1 r
Division: = = 1 θ1 − θ 2
x + yi r2 θ 2 r2
( )
where, z1 = a + bi = r1 θ1 and z2 = x + yi =r2 θ 2

( x + yi ) =( r θ ) =r n n θ
n n
Application of De Moivre’s theorem: z n =

Students will be required to solve complex equations by using the quadratic equation and
this solution will have a real and imaginary part.

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 MATHEMATICS N4 Syllabus

8.3 MODULE 3: TRIGONOMETRY

LEARNING OUTCOMES
On completion of this module, the student should be able use their previous knowledge of
trigonometry and apply it to

8.3.1 Calculate Special Triangles pertaining to the four quadrants.

the concept of negative and positive angles to all the calculations relevant to this
syllabus.

8.3.2 the notion of compound angles such as sin ( a ± b ) cos (a ± b), and tan (a ± b).

The complementary angles specifically to trigonometric identities

Factorisation of different types of trigonometric equations including using

identities

8.3.3 The derivation of the following identities:

Compound angles sin ( A=

± B ) sin A cos B ± cos A sin B;
cos ( A ± B ) =
cos A cos B  sin A sin B;
tan A + tan B
tan ( A ± B ) =
1 − tan A tan B
Double angles sin 2a = 2sin a cos a;
cos 2 a − sin 2 a

=
cos 2a 2 cos 2 a − 1
1 − 2sin 2 a

2 tan a
tan 2a =
1 − tan 2 a

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 MATHEMATICS N4 Syllabus
Half angles 1 1
sin= a (1 − cos a ) ;
2 2
1 1
cos= a (1 − cos a )
2 2
1
tan a =
(1 − cos a )
2 (1 − cos a )

sin 2 a =
1
(1 − cos 2a )
2

cos 2 a =
1
(1 + cos 2a )
2

8.3.4 derive the co-ratios sin (90° ± θ ) ; cos (90° ± θ ) and tan (90° ± θ )

8.3.5 the square, invert and quotient identities, and furthermore solve trigonometric
equations, simplify trigonometric expressions and prove trigonometric identities.

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 MATHEMATICS N4 Syllabus

LEARNING CONTENT
Example

1
If sin A = , where A∈ [ −360°;360°] then A = 30° or 150° or - 210° or - 330°
2

Example
Determine tan (−75°) without the use of a calculator

3 1
If sin A = − , and cos B = where A and B are complementary angles.
5 2
Determine: without the use of a calculator
tan ( A ± B)
cos ( A ± B)
sin ( A ± B)
Example
Solve for x on some interval
sin 2 x − cos x = 0,5
sin ( x + 30
=° ) cos ( x + 82° )

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 MATHEMATICS N4 Syllabus

8.4 MODULE 4: SKETCH GRAPHS

LEARNING OUTCOMES
8.4.1 distinguish between a dependent and an independent variable

8.4.1.1 define a domain and range

8.4.1.2 state the difference and distinguish between functions and relations

8.4.1.3 identify the relevant functions that relate to their graphs

8.4.1.4 points of symmetry with reference to an axis or the lines y = ± x

8.4.1.5 inverse functions and relations

8.4.2 Draw neat sketch graphs of the following functions/relations. Only critical
values need to be indicated. No table of values or point for point plotting is
required. Critical values may, where possible, be calculated with the aid of
differentiation, after the module on differentiation has been completed.

8.4.2.1 ax + by + c = 0

8.4.2.2 x2 + y2 = r 2; y = ± r 2 − x2 ; x = ± r 2 − y2

8.4.2.3 xy = c

x2 y2
8.4.2.4 ± =1
a2 b2

8.4.2.5 y = k a n x , y = k e n x , y = k log a (n x) and y = k log e (n x)

y = k a n x , with a > 1 and a and n positive integers

y = k a n x with 0 < a < 1 rational and n a positive integer
y = k log e (n x) with n a positive integer
y = k log a (n x) with a > 1 and a and n positive integers
y = k log a (n x) with 0 < a < 1 rational and n a positive integer
8.4.2.6 y = a sin (bx + c) + d ;

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 MATHEMATICS N4 Syllabus
y = a cos (bx + c) + d ; and
y = a tan (bx + c) + d , for − π ≤ x ≤ π
8.4.2.7 y = cosec x
y = sec x
y = cot x for − π ≤ x ≤ π
8.4.2.8 y = a x + bx + c
2

8.4.2.9 y = a x 3 + bx 2 + c x + d where a, b , c and d are integers

LEARNING CONTENT
Example
Sketch the graph of y = 3 ⋅ 2 x

Is this a function or relation?

State the domain and range of y ?

determine the equation of the inverse of y in the form f −1 ( x ) = ...

Sketch y and f −1 ( x ) are the same system of axis indicating all relevant points of intersections.

Is y continuous at y = 0 ?

About which line is y asymmetric

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 MATHEMATICS N4 Syllabus

8.5 MODULE 5: DIFFERENTIAL CALCULUS

LEARNING OUTCOMES
On completion of this module, the student should be able to:

8.5.1 Calculate limits that are indeterminate:

0 ∞
and
0 ∞

by making use of algebraic expressions and quotients. (The theorem of L'Hôspital may not
be applied).

8.5.2 use the binomial theorem in general terms.

8.5.3 Apply the binomial theorem with rational indices to expand a simple binomial to four terms.

8.5.4 Define differentiation as a rate of change and derive the expression

f ( x + ∆ x) − f ( x) f ( x + h) − f ( x )
lim or lim
∆ x →0 ∆x h →0 h

from first principles with the aid of a sketch as an introduction to differentiation. f (x) may

only be in one of the following forms: f ( x) = a x n + b with a x n + b x n −1 + c x n − 2 +  and

n a positive integer. A student may ONLY be examined for n A STRICTLY POSITIVE
NATURAL NUMBER LESS THAN 4.

8.5.5 Determine dy dx of the following standard forms:

y=k

y = k xn

y = k ax

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 MATHEMATICS N4 Syllabus
y = ke x

y = k ln x

y = k log a x

y = k sin x

y = k cos x

y = k tan x

y = k cot x
y = k sec x
y = k cosec x
8.5.6 Apply the chain rule to determine the first derivatives of
k a nx ; ke nx ; k log a n x; k log e n x; k sin (bx); k cos (bx); k tan (bx); k sec (bx); and k cosec (bx).
8.5.7 Apply the product and quotient rules for differentiation of differentiate simple products and
quotients. Combinations of chain, product and quotient rules may not be asked.
8.5.8 Determine the second derivatives of trigonometric functions, algebraic terms and
polynomials to determine maximum and minimum turning points and points of inflection for
the functions in this syllabus.
8.5.9 Sketch graphs indicating maximum and minimum values derived in 8.5.8

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 MATHEMATICS N4 Syllabus

LEARNING CONTENT
Example
Complete definitions of factorial notation must be given as well as the binomial pattern
discovered experimentally by multiplication.

(a + x )n ; n = 1; 2; 3; 4; 5;  etc

Example

Expand and simplify ( 2 x − 3 y ) up to four terms.

6

6 ⋅ 5 ( 2 x ) ( −3 y ) 6 ⋅ 5 ⋅ 4 ( 2 x ) ( −3 y )
4 2 3 3

(2x − 3y ) = (2x) + 6 ( 2 x ) ( −3 y ) +
6 6 5
+ + ...
2! 3!
=
64 x 6 − 576 x5 y + 2160 x 4 y 2 − 4320 x3 y 3 + ...

Example

Differentiate 3x 3 from first principles

Example:

Differentiation techniques:

Chain rule: sin 2x

Product rule y = x ln x ;

ex
Quotient rule y=
ln x

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 MATHEMATICS N4 Syllabus

8.6 MODULE 6: INTEGRATION

LEARNING OUTCOMES
8.6.1 Understand the concept of integration as a summation function (definite integral) and
as a process of anti-differentiation (indefinite integral).
8.6.2 Apply standard forms of integrals as a process of anti- differentiation
8.6.3 Integrate functions given on the formula sheet
8.6.3.1 k x n , n real with n ≠ − 1
k
8.6.3.2 ; k a n x ; k e n x ; with a ≥ 0, k , n ∈ ℜ
x
8.6.3.3 k sin (bx) and k cos (bx) with b and k ∈ ℜ
8.6.4 Integrate polynomials consisting of terms of the above forms
8.6.5 Apply integration to determine the magnitude of an area included by a curve and the
X-axis, or by a curve, the X-axis and the ordinates x = a and x = b , where a and

b are integers. The graphs are limited to those given in Module 4 and those functions
that can be integrated with N4 knowledge of integration.
8.6.6 Using the definite integral with two limits to calculate the area bounded by the graph,
the x – axis and values given to define the area. Areas include areas above the x –
axis, areas below the x – axis and joined areas above and below the x axis.

b b d
=A ∫ y dx
a
=
or Atotal ∫ ydx + ∫ ydx
a c

8.6.7 Calculate intersection points of two curves, and sketch the two graphs on the same
system of axis indicating the area bounded by the two intersection points calculated
and show the representative strip used to calculate the area.

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 MATHEMATICS N4 Syllabus

LEARNING CONTENT
The function and representative strip shall be limited to y = f ( x ) and will be along the direction

of ∆x only. x = f ( y ) and ∆y is not applicable nor examinable in this syllabus.

Examples
Integrate the following

 cos3 x − 1 2 x 7x 
∫  cos2 x + e + ln e + sin 2 x + π + 5  dx
3x x

Examples
A neat rough sketch of the relevant curve must be drawn and the area to be found clearly
indicated. The representative strip dx, and the limits of the area must be indicated.

Case1: Area bounded on an interval

b
For a single curve bounded on an interval, the area must be represented as A = ydx ∫
a

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 MATHEMATICS N4 Syllabus
Case 2: Area bounded between two curves

b
=
The area bounded by the intersection of two curves are given as A ∫( y
a
T − yB ) dx The total

area must then be written down in the form of the correct definite integral.

Case 3: The area may as a whole be above the X-axis or below the X-axis or partly above
and partly below the X-axis

b c d
In this case the total net Area is given as A = ∫ f ( x ) dx − ∫ f ( x ) dx + ∫ f ( x ) dx
a b c

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