Association of Tertiary Level Institutions of

Belize

Mathematics
Syllabus
Effective for examinations from 2012

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Rationale
Tertiary institutions serve a varied student population: experience, age, educational background. Experience
indicates that not all students possess the necessary knowledge, skills and attitudes to succeed in the first
Mathematics course required by institutions. The main purpose of the ATLIB Mathematics Examination is to
provide institutions with information to determine whether a student has the capacity to succeed in their first
Math course or whether a remedial or other Math course is required. It is not the purpose of this examination to
determine what all students know but rather to assist institutions in the placement of students in the appropriate
entry-level Math courses.

Description
This exam consists of fifty (50) multiple choice items distributed over three Mathematics content areas and two
cognitive levels of difficulty. Each item on the exam is worth one (1) mark and examinees will have a
maximum of ninety (90) minutes to complete the exam. The following table of specifications indicates the
number of items assessing each of the three content areas and the two levels of difficulty.

Knowledge & Simple Comprehension & Totals

Computation Reasoning

Pure Mathematics 18 12 30

Statistics & Probability 5 3 8

Geometry, Trigonometry &

7 5 12
Measurement

Totals 30 20 50

Dimension
Each item is classified according to the cognitive level of difficulty required as described here.

1. Knowledge & Simple Computation:

These items are characterized by the use of rote memory or simple computations. They may require the recall of
rules, definitions, facts, procedures, or formulas. These items may also require basic arithmetic computations,
simple computations involving measurements, general constructions or drawings.

2. Comprehension & Reasoning:

These items may require algorithmic thinking, the application of theorems and formulas, translation from one
mathematical mode to another, and the application of algorithms to familiar or new problem situations, a
combination of two or more computations or procedures, applying an algorithm in a reverse order, justification
of results/statements, or making inferences or generalizations from given data.

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Organization
The exam comprises three sections/content areas.

1. Pure Mathematics: This section includes items from the following sub-topics.
 Sets
 Relations, Functions and Graphs
 Computation
 Number Theory
 Consumer Arithmetic
 Algebra
2. Statistics & Probability: This section includes items from the following sub-topics.
 Statistics
 Probability
3. Geometry, Trigonometry & Measurement: This section includes items from the following sub-topics.
 Geometry and Trigonometry
 Measurement

Knowledge & Simple Comprehension &

Totals
Computation Reasoning
Pure Mathematics:
Sets 2 1 3
Relations, Functions and Graphs 2 2 4
Computation 3 2 5
Number Theory 2 2 4
Consumer Arithmetic 3 2 5
Algebra 6 3 9
18 12 30
Statistics & Probability:
Statistics 3 2 5
Probability 2 1 3
5 3 8
Geometry, Trigonometry &
Measurement:
Geometry and Trigonometry 4 3 7
Measurement 3 2 5
7 5 12
Totals: 30 20 50

Content
The ATLIB MAT 10 EXAM is based entirely on the CORE OBJECTIVES of the CXC CSEC MATHEMATICS syllabus (effective
for examination from May/June 2010) with the exception of the objectives mentioned in the section VECTORS AND MATRICES.
No optional objectives will be tested.

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Use of Electronic Calculators
Candidates are expected to have a silent electronic non-programmable calculator and are encouraged to use such a
calculator.

 Calculators with graphical display, data bank, dictionary or language translation are NOT allowed.
 No help or advice is permitted on the use or repair of calculators during the examination
 Sharing calculators is not permitted in the examination room.

Use of cell phones

Cellular phones are not allowed in the examination room

Formulae provided in the examination

 Volume of a prism V = Ah, where A is the area of a cross-section and h is the perpendicular length

 Volume of a cylinder 2
V =π r h where r is the radius of the base and h is the perpendicular height

 Volume of a right 1
V = Ah where A is the area of the base and h is the perpendicular height
pyramid 3

 Circumference of a
C=2 πr where r is the radius of the circle
circle

 Area of a circle 2
A=π r where r is the radius of the circle
1
 Area of a trapezium A= ( a+b ) h where a and b are the lengths of the parallel sides and h is the
2
perpendicular distance between the parallel sides
 Roots of a quadratic
If a x 2 +bx +c=0 then x=
−b ± √ b2−4 ac
equation 2a
Opposite Side ;
 Trigonometric ratios sin θ=
Hypotenuse

Adjacent Side Opposite Side

cos θ= ; tan θ=
Hypotenuse Adjacent Side
1
 Area of a triangle A= bh where b is the length of the base and h is the perpendicular height
2
a b c
 Sine rule = =
sin A sin B sin C
2 2 2
 Cosine rule a =b +c −2 bc cos A
2 2 2
b =a +c −2 ac cos B
2 2 2
c =a + b −2 ab cos C

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ATLIB MAT 10 Syllabus Page # 5 of 13
 SAMPLE ANSWER SHEET WITH INSTRUCTIONS

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 ATLIB EXAMINATION
Mathematics (MAT 10) syllabus
Effective 2012
 SECTION 1 - COMPUTATION
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
1. perform computation using any Addition, multiplication, subtraction and division of
of the four basic operations whole numbers, fractions and decimals.
with real numbers;
2. convert among fractions, Conversion of fractions to decimals and percentages,
percentages and decimals; conversion of decimal to fractions and percentages,
conversion of percentages to decimals and fractions.
3. convert from one set of units to Conversion using conversion scales, converting within
another; the metric scales, 12-hour and 24-hour clock, currency
conversion.
4. express a value to a given 1, 2 or 3 significant figures.
number of: 1, 2 or 3 decimal places.
(a) significant figures;
(b) decimal places;
5. write any rational number in Scientific notation.
standard form;
6. calculate any fraction or Calculating fractions and percentages of a whole.
percentage of a given quantity;
7. express one quantity as a Comparing two quantities using fractions and
fraction or percentage of percentages.
another;
8. compare two quantities using Ratio and proportion.
ratios;
9. divide a quantity in a given Ratio and proportion.
ratio;
(a) fractions;
(b) decimals;
(c) percentages;
(d) ratio, rates and
proportions;
(e) arithmetic mean.
 SECTION 2 - NUMBER THEORY
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
1. distinguish among sets of Set of numbers:
numbers; natural numbers {1, 2, 3, ...}, whole numbers
{0, 1, 2, 3, ...}, integers {...-2, -1, 0, 1, 2, ...}, rational
p
numbers ( q :p
and q are integers, q  0), irrational
numbers (numbers that cannot be expressed as

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 terminating or recurring decimals, for example, numbers
such as  and 2), the real numbers (the union of
rational and irrational numbers); sequences of numbers
that have a recognizable pattern; factors and multiples;
square numbers; even numbers; odd numbers; prime
numbers; composite numbers.
2. order a set of real numbers;
3. generate a term of a sequence Sequences of numbers that have a recognizable pattern.
given a rule;
4. derive an appropriate rule Sequences of numbers that have a recognizable pattern.
given the terms of a sequence;
5. identify a given set of numbers Inclusion relations, for example, N  W  Z  Q  R.
as a subset of another set;
6. list the set of factors or a set of
multiples of a given positive
integer;
7. compute the H.C.F. or L.C.M.
of two or more positive
integers;
8. state the value of a digit in a Place value and face value of numbers 2, 3, 4, 5, 6, 7, 8,
numeral in base n, where 9 and 10 in base.
n≤10;
9. use properties of numbers and Additive and multipicative identities and inverses,
operations in computational concept of closure, properties of operations such as
tasks; commutativity, distributivity and associativity, order of
operations in problems with mixed operations.
10. solve problems involving
concepts in number theory.
 SECTION 3 - CONSUMER ARITHMETIC
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
1. calculate discount, sales tax,
profit or loss;
2. express a profit, loss, discount,
markup and purchase tax, as a
percentage of some value;
3. solve problems involving
marked price (or selling price),
cost price, percentage profit,
loss or discount;
4. solve problems involving
payments by installments as in
the case of hire purchase and
mortgages;
5. solve problems involving Principal, time, rate, amount.
simple interest,
6. solve problems involving Principal, time, rate, amount (not more than 3 periods).
compound interest,
appreciation, and depreciation;
7. solve problems involving Include exchange rate.
measures and money;
8. solve problems involving:

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 (f) rates and taxes;
(g) utilities;
(h) invoices and shopping
bills;
(i) salaries and wages;
(j) insurance and investments.
 SECTION 4 - SETS
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
1. explain concepts relating to Examples and non-examples of sets, description of sets
sets; using words, membership of a set, cardinality of a set,
finite and infinite sets, universal set, empty set,
complement of a set, subsets.
2. represent a set in various Listing elements, for example, the set of natural
forms; numbers 1,2 and 3.
Set builder notation, for example, {x: 0‹x‹4 where x ∈
N}.
Symbolic representation, for example, A={1,2,3}.
3. describe relationships among Universal, complement, subsets, equal and equivalent
sets using set notation and sets, intersection, disjoint sets and union of sets.
symbols;
4. list subsets of a given set; Number of subsets of a set with n elements.
5. determine elements in Intersection and union of not more than three sets.
intersections, unions and
Apply the result n( A∪B)=n( A )+n( B)−n( A∩B ) .
complements of sets;
6. construct Venn diagrams to Not more than 3 sets.
represent relationships among
sets;
7. solve problems involving the
use of Venn diagrams;
8. solve problems in Number
Theory, Algebra and Geometry
using concepts in Set Theory.
 SECTION 5 - MEASUREMENT
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
1. calculate the perimeter of a Measures of length, perimeters of polygons and circles.
polygon, a circle, and a
combination of polygons and
circles;
2. calculate the length of an arc
of a circle;
3. calculate the area of polygons, Rectangle, square, parallelogram, trapezium, rhombus
a circle and any combination and circle.
of these;
4. calculate the area of a sector of
a circle;
5. estimate the area of irregularly
shaped plane figures;
6. calculate the surface area of Prism, cylinder, cone, sphere, cube and cuboid.
solids;

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 7. calculate the volume of solids; Prism, cylinder, pyramid, cone, sphere, cube and cuboid.
8. convert units of length, area,
capacity, time and speed;
9. use the appropriate SI unit of
measure for area, volume,
mass, temperature and time
(24-hour clock) and other
derived quantities;
10. solve problems involving time,
distance and speed;
11. estimate the margin of error for Sources of error.
a given measurement; Maximum and minimum measurements.
12. use maps and scale drawings to
determine distances and areas;
13. solve problems involving
measurement.
 SECTION 6 – STATISTICS & PROBABILITY
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
1. differentiate between types of Discrete and continuous variables.
data; Ungrouped and grouped data.
2. construct a frequency table for Ungrouped and grouped data.
a given set of data;
3. determine class features for a Class interval, class boundaries, class limits, class
given set of data; midpoint, class width.
4. construct statistical diagrams; Pie charts, bar charts, line graphs, histograms and
frequency polygons.
5. interpret statistical diagrams; Pie charts, bar charts, line graphs, histograms and
frequency polygons.
6. determine measures of central Mean, median and mode.
tendency for raw, ungrouped
and grouped data;
7. determine when it is most Mean, median and mode as measures of central
appropriate to use the mean, tendency.
median and mode as the
average for a set of data;
8. determine the measures of Range, interquartile range and semi-interquartile range.
dispersion (spread) for raw,
ungrouped and grouped data;
9. construct a cumulative
frequency table for ungrouped
and grouped data;
10. draw cumulative frequency Appropriate scales for axes.
curve (Ogive); Class boundaries as domain.
11. use statistical diagrams; Mean, mode, median, quartiles range, interquartile
range,
semi-interquartile range.
12. determine the proportion or
percentage of the sample
above or below a given value
from raw data, table or
cumulative frequency curve;

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 13. identify the sample space for Set of all possible outcomes.
sample experiment;
14. determine experimental and
theoretical probabilities of
events;
15. make inference(s) from Raw data, tables, diagrams.
statistics.
 SECTION 7 - ALGEBRA
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
1. use symbols to represent Symbolic representation.
numbers, operations, variables
and relations;
2. translate statements expressed
algebraically into verbal
phrases;
3. perform arithmetic operations
involving directed numbers;
4. perform the four basic
operations with algebraic
expressions;
5. substitute numbers for
algebraic symbols in simple
algebraic expressions;
6. perform binary operations
(other than the four basic
ones);
7. apply the distributive law to For example, x ( a+b )=xa+ xb and
factorize or expand algebraic ( a+ b ) ( x+ y )=( a+ b ) x+ ( a+b ) y=ax+ bx+ ay +by .
expressions;
8. simplify algebraic fractions;
9. use the laws of indices to
manipulate expressions with
integral indices;
10. solve linear equations in one
unknown;
11. solve simultaneous linear
equations, in two unknowns,
algebraically;
12. solve a simple linear inequality
in one unknown;
13. change the subject of Including those involving roots and powers.
formulae;
14. factorize algebraic 2
a −b ; a ±2 ab +b
2 2 2
expressions;
ax +bx +ay + by
2
a x +bx +c where a , b , and c are integers and a ≠ 0
15. solve quadratic equations;
16. solve word problems; Linear equation, Linear inequalities, two simultaneous
linear equations, quadratic equations.
17. prove two algebraic
expressions to be identical;

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 18. represent direct and indirect
variation symbolically;
19. solve problems involving
direct variation and inverse
variation.
 SECTION 8 - RELATIONS, FUNCTIONS AND GRAPHS
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
1. explain concepts associated Concept of a relation, types of relation, examples and
with relations; non-examples of relations, domain, range, image, co-
domain.
2. represent a relation in various Set of ordered pairs, arrow diagrams, graphically,
ways; algebraically.
3. state the characteristics that Concept of a function, examples and non-examples of
define a function; functions.
4. use functional notation; For example f : x  x2; or f(x) = x2 as well as y = f(x) for
given domains.
5. distinguish between a relation Ordered pairs, arrow diagram, graphically (vertical line
and a function; test).
6. draw and interpret graphs of Concept of linear function, types of linear function
linear functions; (y = c; x = k; y = mx + c; where m, c and k are real
numbers).
7. determine the intercepts of the x-intercepts and y-intercepts, graphically and
graph of linear functions; algebraically.
8. determine the gradient of a Concept of slope.
straight line;
9. determine the equation of a The graph of the line.
straight line; The co-ordinates of two points on the line.
The gradient and one point on the line.
The gradient on the line and its relationship to another
line.
10. solve problems involving the
gradient of parallel and
perpendicular lines;
11. determine from co-ordinates The concept of magnitude or length, concept of
on a line segment: midpoint.
(a) the length;
(b) the co-ordinates of the
midpoint;
12. solve graphically a system of
two linear equations in two
variables;
13. represent the solution of linear
inequalities in one variable
using:
(a) set notation;
(b) the number line;
(c) graph;
14. draw a graph to represent a
linear inequality in two
variables;
15. derive composite functions; Composite function, for example, fg, f2 given f and g.

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 Non-commutativity of composite functions (fg≠gf).
16. state the relationship between a The concept of the inverse of a function.
function and its inverse;
17. derive the inverse of a f-1, (fg)-1
function;
18. evaluate f(a), f-1(a), fg(a), Wherea ∈ ℜ .
(fg)-1(a);
19. use the relationship The concept of the inverse of a function, determining the
(fg)-1= g-1 f-1; inverse of a given function.
20. draw and interpret graphs of a Concepts of gradient of a curve at a point, tangent,
quadratic function to turning point. Roots of the equation.
determine:
(a) the elements of the
domain that have a
given image;
(b) the image of a given
element in the domain;
(c) the maximum or
minimum value of the
function;
(d) the equation of the
axis of symmetry;
(e) the interval of the
domain for which the
elements of the range
may be greater than or
less than a given point;
(f) an estimate of the
value of the gradient at
a given point;
(g) intercepts of the
function;
 SECTION 9 - GEOMETRY AND TRIGONOMETRY
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
1. explain concepts relating to Point, line, parallel lines, intersecting lines and
geometry; perpendicular lines, line segment, ray, curve, plane,
angle (acute, reflex, right angle, straight angle), face,
edge, vertex.
2. draw and measure angles and
line segments accurately using
appropriate geometrical
instruments;
3. construct lines, angles, and Parallel and perpendicular lines.
polygons using appropriate Triangles, quadrilaterals, regular and irregular polygons.
geometrical instruments; Angles to be constructed include 30, 45, 60, 90, 120.
4. identify the type(s) of Line(s) of symmetry, rotational symmetry, order of
symmetry possessed by a rotational symmetry.
given plane figure;
5. solve geometric problems Vertically opposite angles, alternate angles, adjacent
using properties of: angles, corresponding angles, co-interior angles, angles
(a) lines, angles, and at a point, complementary angles, supplementary angles.

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 polygons; Parallel lines and transversals. Equilateral, right, and
(b) circles; isosceles triangles.
Square, rectangle, rhombus, kite, parallelogram,
trapezium.

(c) congruent triangles;

(d) similar figures;
(e) faces, edges and vertices
of solids; Prisms, pyramids, cylinders, cones, sphere.
(f) classes of solids;
6. represent translations in the
plane using vectors; ( x
Column matrix notation y .
)
7. determine and represent the A translation in the plane; a reflection in a line in that
location of : plane; a rotation about a point (the centre of rotation) in
(a) the image of an object ; that plane; an enlargement or reduction in that plane.
(b) an object given the image
under a
transformation;
8. identify the relationship Similar; Congruent.
between an object and its
image in the plane after a
geometric transformation;
9. describe a transformation A translation in the plane; a reflection in a line in that
given an object and its image; plane; a rotation about a point (the centre of rotation)
through an angle in the plane; an enlargement or
reduction in that plane about a center.
10. locate the image of a set of Combination of any two of enlargement/reduction,
points under a combination of translation, rotation, reflection, glide reflection.
transformations;
11. state the relations between an
object and its image as the
result of a combination of two
transformations;
12. use Pythagoras’ theorem to
solve problems;
13. determine the trigonometric
ratios of acute angles in a
right- angled triangle;
14. use trigonometric ratios in the Practical geometry and scale drawing, bearing.
solution of right angled-
triangles;
15. use trigonometric ratios to Heights and distances; angles of elevation and
solve problems based on depression.
measures in the physical
world;
16. use the sine and cosine rules in
the solution of problems
involving triangles;
17. represent the relative position
of two points given the bearing
of one point with respect to the

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 other;
18. determine the bearing of one
point relative to another point
given the position of the
points.
19. solve problems involving
bearings;
20. solve geometric problems The angle which an arc of a circle subtends at the centre
using properties of circles and of a circle is twice the angle it subtends at any point on
circle theorems. the remaining part of the circumference.

The angle in a semicircle is a right angle.

Angles in the same segment of a circle and subtended by

the same arc are equal.

The opposite angles of a cyclic quadrilateral are

supplementary.

The exterior angle of a cyclic quadrilateral is equal to

the interior opposite angle.

A tangent of a circle is perpendicular to the radius of

that circle at the point of contact.

The lengths of two tangents from an external point to the

points of contact on the circle are equal.

The angle between a tangent to a circle and a chord

through the point of contact is equal to the angle in the
alternate segment.

The line joining the centre of a circle to the midpoint of

a chord is perpendicular to the chord.

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