ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

MATHEMATICS
SECONDARY SCHOOL LEVEL
FORMS 1-4
2015-2022

TEACHER’S GUIDE

Curriculum Development Unit © All Rights Reserved

P.O.BOX MP133 Copyright 2015
Mount Pleasant
Harare
 Mathematics Teachers’ Guide 2015-2022 Forms 1-4

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their
valued contribution in the production of this teacher’s guide:

zz Curriculum Development and Technical Services (CDTS) Staff

zz The National Mathematics panel
zz United Nations Children’s Fund (UNICEF) for funding

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CONTENTS PAGE

Acknowledgements...........................................................................................................2

Organisation of the guide..................................................................................................4

Critical Documents............................................................................................................4

UNIT 1: Curriculum framework for Zimbabwe Primary and Secondary Education............5

UNIT 2: Syllabus Interpretation.........................................................................................6

UNIT 3: Scheme of work...................................................................................................8

UNIT 4: Lesson Plans......................................................................................................10

UNIT 5: Record Keeping..................................................................................................14

PART B: Curriculum Delivery...........................................................................................15

UNIT 6: Scope of the guide.............................................................................................19

Annexure.........................................................................................................................21

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1.0 ORGANISATION OF THE GUIDE

In developing the Mathematics Teachers’ Guide, attention was paid to the need to further the
teachers’ understanding and interpretation of the national syllabus. This teachers’ guide was cre-
ated to guide you the teacher as you embark on teaching of Mathematics from form 1-4 in the
new curriculum. The teachers’ guide provides progression from one level to another and also to
link the developmental stages of learners and their learning abilities to relevant competencies and
methodologies. This Teachers’ Guide will be divided into two sections;

Part A: critical documents

Part B: curriculum delivery.

2.0 PART A: CRITICAL DOCUMENTS

Introduction

The critical documents assist you the teacher in delivering Mathematics effectively and guide
learners in handling this new learning area.

You should have access the following Critical Documents:

zz Curriculum Framework
zz National Syllabus
zz School syllabus
zz Schemes of Work/Scheme Cum Plan
zz Lesson Plan
zz Records

Rationale

It is imperative that learners acquire necessary mathematical knowledge, skills and develop a
positive attitude. This will enable learners to be creative thinkers, problem solvers and communi-
cators with values of unhu/vumunhu/Ubuntu such as discipline, integrity and honesty. The knowl-
edge of mathematics enables learners to develop mathematical skills such as accuracy, research,
logical and analytical competencies essential for sustainable development in life. The importance
of mathematics can be under pinned in inclusivity and human dignity and is a universal language
that cuts across all boundaries and unifies diverse cultures. Mathematics plays a pivotal role in
careers such as enterprise, education, medicine, agriculture, meteorology and engineering.
This teachers’ guide promotes innovativeness confidence and self-actualisation. It is designed to
cover Mathematics at Ordinary Level. The guide assists you as a teacher in planning your work.

Objective

This Guide was developed for the teacher to understand the importance and use of the critical
documents in the new curriculum delivery.

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UNIT 1

CURRICULUM FOR PRIMARY AND SECONDARY EDUCATION 2015-2022

Introduction

This is a policy document that outlines underpinning principles, national philosophy, learning are-
as, the description and expectations of MOPSE at policy level. It prescribes what the government
expects you to deliver as you go about your duties. The document outlines the issue of skill-based
approaches in every learning area. The document also clearly explains the aspiration of the Min-
istry of Primary and Secondary Education, which is to enable all learners to develop their capac-
ities as successful learners confident individual, responsible citizen and effective contributors to
Zimbabwe.

Objectives

zz interpret the national syllabuses and translate them into meaningful and functional school
syllabuses, schemes
of work and record books
zz prepare relevant daily teaching notes
zz appreciate and understand the need to keep and maintain useful, comprehensive and up to
date class records
zz make and use relevant teaching and learning materials in the delivery of your lessons
zz acquire and use effective teaching techniques suitable for the subject and level of learners
zz acquire and demonstrate skills of setting reliable and valid test/ examination questions
zz cope with specific problem areas in language teaching
zz design appropriate strategies for problem solving
zz manage your class effectively
zz be resourceful
zz guide learners to study effectively on their own
zz objectively evaluate your own teaching and the learners’ progress

Key Elements

zz Background
zz Principles and Values Guiding the Curriculum
zz Goals of the Curriculum
zz Learning Areas
zz Teaching and learning Methods
zz Assessment and Learning
zz Strategies for effective implementation
zz The Future

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UNIT 2

SYLLABUS INTERPRETATION

Introduction

Syllabus interpretation is the process of making sense of the syllabus. Interpretation is about find-
ing meaning. It is the process of unpacking the syllabus, analysing it and synthesising it.

Objectives

The following are objectives for syllabus interpretation

zz To help the teacher to share the same meaning with the developer.
zz To put the teachers’ at the same level.
zz To assist the teacher to implement the new curriculum
zz To achieve the assessment objectives.
zz To assist the teacher in scheming and planning.

Types of Syllabuses

There are two types of syllabuses namely

zz National Syllabus
zz School syllabus

National Syllabus

It is a policy document that outlines and specifies the learning area philosophy, aims and objec-
tives, Learning/teaching concepts and content, suggested methodology and assessment criteria
at every grade level. As a teacher you should always have it and use it to guide you in your day to
day teaching and learning activities.

It is a major curriculum document which prescribes what government would like to see taught in
all schools as spelt out in the curriculum framework and outlines the experiences that learners
should undergo in a particular course of study: infant, junior, secondary.

Elements

The national syllabus consists of:

zz Preamble
zz Presentations of syllabus
zz Aims
zz Objectives
zz Topics
zz Methodology
zz Time Allocation
zz Scope and sequence
zz Competency Matrix
zz Assessment
zz Appendix

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Content

zz Real Numbers
zz Sets
zz Financial Mathematics
zz Measures and Mensuration
zz Graph
zz Variation
zz Algebra
zz Geometry
zz Statistics
zz Trigonometry
zz Vectors
zz Matrices
zz Transformation
zz Probability

2.2 School Syllabus

It is a breakdown of the national syllabus which is drafted at school level with experts from the
learning area by reorganising content taking into account local factors.

Factors Influencing drafting:

In coming up with the school syllabus the following should be taken into consideration
zz Level of learner performance (Knowledge they already have)
zz Availability of resources
zz Time allocation in the official syllabus
zz Attitudes and values of some topics by learners and teachers
zz Education technology

Elements

The School syllabus consists of:

zz Preamble
zz Presentations of syllabus
zz Aims
zz Objectives
zz Topics
zz Methodology
zz Time Allocation
zz Scope and sequence
zz Competence Matrix
zz Content Matrix
zz Assessment
zz Appendix

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UNIT 3

Scheme of work

This is a document that you as a teacher should draw from the national and school syllabus. You
should outline the Week ending/cycle ending, Topic/Content, Objectives, Competencies/Skills/
Knowledge, Sources of Material/Media, Suggested Resources, Methods or Activities and Evalua-
tion. It’s a weekly breakdown of activities which should enable you to organise teaching activities
from the topics which are set in the syllabus. You as a teacher should draw your scheme of work
/Scheme-cum plan two weeks ahead of lesson delivery date. (USE OF ICT IN DRAWING THE
DOCUMENTS IS ENCOURAGED).

A well-prepared Scheme of work does the following:

zz Give an overview of the total course content
zz Provide for a sequential listing of learning tasks
zz Show a relationship between content and resource materials
zz Provide a basis for long range planning and evaluation of the learning area

COMPONENTS

The components of a scheme of work include the following aspects:

zz Level of learners Form 3

zz Learning Area : Mathematics
zz Aims (Extract from the national syllabus)
zz Week ending: dd/mm/year
zz Topic/Content: Content from simple to complex
zz Objectives: Should be SMART (Specific ,Measurable, Accurate, Result Oriented and Time
framed
zz Competencies/skills/Knowledge: Any skill that the learner has to achieve
zz Source of material /media: eg Reference of national syllabus ,textbooks
zz Suggested Resources: eg ICT tools
zz Methods/Activities:
zz Evaluations

EXAMPLE
FORM 3 SCHEMES OF WORK
Learning area: Mathematics
Aims: By the end of the term learners should be able to:

zz develop an understanding of mathematical concepts and processes in a way that

encourages confidence, enjoyment and interest
zz further acquire appropriate mathematical skills and knowledge
zz develop the ability to think clearly, work carefully and communicate mathematical ideas
successfully
zz apply mathematics in other learning areas and in life
zz develop an appreciation of the role of mathematics in personal, community and national
development
zz engage, persevere, collaborate and show intellectual honesty in performing tasks in
mathematics, in the spirit of Unhu/ Ubuntu/Vumunhu
zz use I.C.T tools to solve mathematical problems

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WEEK ENDING TOPIC/CONTENT OBJECTIVES COMPETENCIES/ SOM/ SUGGETSED METHODS/ EVALUATION
SKILLS/ MEDIA RESOURCES ACTIVITIES
KNOWLEDGE

16-02-16 Equations Learners should be -- Critical thinking -Mathematics • ICT tools, -Solving simul- Should show
-Simultaneous able to: -problem solving Form 1-4 • Relevant taneous linear strength and
linear equations zz solve simultane- - Collaboration National sylla- texts equations using weaknesses of
-Quadratic equa- ous linear equations bus • Braille mate- the elimination, methodology,
tions using elimination, Page 54-55 rial and equip- substitution and and whether
substitution and the -relevant text ment the graphical objectives
graphical technique - Talking • Talking method were achieved.
zz solve quadratic books/software books Map the way
equations using fac- -Solving quadratic forward.
torisation and graphi- equations using This forms the
cal method factorisation and basis for
zz solve simultane- the graphical remedial work
ous linear inequalities methods
in one variable
Mathematics Teachers’ Guide 2015-2022 Forms 1-4

Inequalities zz represent solution -Solving simul-

-Simultaneous set on line graph taneous linear
inequalities zz solve simultane- inequalities in one
ous variable
-Graphs of ine- zz linear inequalities
qualities zz graphically -Representing
solution set on a
line graph

-Representing
linear inequalities
in two variables
on the Cartesian
plane by shading
the unwanted
regions

-Representing the
solution set of si-
multaneous linear
inequalities in a
Cartesian plane
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UNIT 4

Lesson Plan

This is a detailed daily plan of what you intend to deliver during the lesson. This is to be used in
the event of you having drawn a scheme of work rather than a scheme- cum plan.

DETAILED LESSON PLAN

CLASS: Form 3

LERANING AREA: Mathematics

DATE: 16 Feb 2016

TIME: 1030hrs – 1110hrs

NUMBERT OF LEARNERS:35

TOPIC: Inequalities

Content

zz Simultaneous inequalities
zz Graphs of inequalities

S.O.M /MEDIA

- Mathematics Form 1-4 National syllabus Page 55 ,relevant text,Talking books/software

ASSUMED KNOWLEDGE:

Learners are able to solve linear equations and linear inequalities, be familiar with inequality
signs as well as number line and Cartesian plane

LESSON OBJECTIVES

During the lesson learners will:

zz solve simultaneous linear inequalities in one variable
zz represent solution set on line graph solve simultaneous linear inequalities graphically

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STAGE CONTENT ORGANISATION COACHING POINTS

-Teacher introduces the -individual
Introduction lesson by asking ques-
(5 min) tions on the assumed
knowledge
-Learners answer ques-
tions, give examples as
well as asking questions
if they have

-Illustration on the white- -in pairs learners solve si- -learners to recall that divid-
board by the teacher multaneous linear inequali- ing or multiplying both sides
-Class discussion ties of an inequality by a nega-
Lesson -Solving simultaneous -group discussion on rep- tive number reverses the
development linear inequalities in one resenting inequalities on a sign
(30min) variable be learners number line
-Learners to discuss and
represent inequalities on - group present their discus-
a number line sions whilst the whole class
assist them

Conclusion
-concepts learnt -feedback by learners and
(5min)
teacher

LESSON EVALUATION:

Strength: .........................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
.......................................................................

Weaknesses: ..................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
..............................................................................
Way forward: ..................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
..............................................................................

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 NB .The combination of a scheme of work and a lesson plan gives a scheme-cum plan

Week ending Topic/content Objectives Competencies/ Methods and Suggested Evaluation

Learners should be Skills/ Activities Resources/Media/
able to: Knowledge References

12/02/16 Simultaneous -critical thinking -Solving -national syllabus page Should show
linear -solving simultaneous 54 strength and
equations -Solve linear equations problems linear equations -School syllabus weaknesses of methodology,
-Substitution using elimination, -problem solving using guided -relevant textbooks and whether
method substitution methods discovery -ICT tools objectives
-Elimination -class discussion -Braille material were achieved.
method -Talking books Map the way
forward.
This forms the
basis for
remedial work

Simultaneous -critical thinking -Exposition -national syllabus page Should show

linear -solving -Demonstrations 54 strength and
equations -Solve simultaneous problems and illustrations -School syllabus weaknesses of methodology,
-Graphical linear equations using -problem solving by learners -relevant textbooks and whether
method the graphical method -individual work -ICT tools objectives
-Braille material were achieved.
-Talking books Map the way
forward.
This forms the
basis for
remedial work

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Quadratic -learners discuss -national syllabus page Should show
equations ( in small books 54 strength and
double lesson ) -Group -School syllabus weaknesses of methodology,
-Factorisation -solve quadratic -critical thinking presentations -relevant textbooks and whether
method equations using -solving -problem solving -ICT tools objectives
-Graphical factorisation and problems individually -Braille material were achieved.
method graphical method -problem solving -demonstrations -Talking books Map the way
and illustrations forward.
This forms the
basis for
remedial work

Inequalities -Solve simultaneous -critical thinking -Exposition -national syllabus page Should show
-Simultaneous linear inequalities in -solving -problem solving 55 strength and weaknesses of
linear one variable and problems in pairs -School syllabus methodology,
inequalities in represent the solution -problem solving -Demonstrations -relevant textbooks and whether objectives
one variable set on the number line. and illustrations -ICT tools were achieved.
-Feedback of -Braille material Map the way
Mathematics Teachers’ Guide 2015-2022 Forms 1-4

group work -Talking books forward.

This forms the basis for
remedial work

Inequalities -represent linear -critical thinking -Demonstrations -national syllabus page Should show
-Simultaneous inequalities in two -solving and illustrations 55 strength and weaknesses of
linear variables on the problems -Problem solving -School syllabus methodology,
inequalities in Cartesian plane by -problem solving in pairs -relevant textbooks and whether objectives
two variables shading the unwanted -interactive e- -ICT tools were achieved.
region learning -Braille material Map the way
-solve and represent -Talking books forward.
simultaneous linear This forms the basis for
inequalities on the remedial work
Cartesian plane

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UNIT 5

RECORD - KEEPING

Records are critical documents about the teaching – learning process, which you must keep as
a teacher
They include:

- Syllabuses (National and School)

- Staff (for HOD’s) and pupil details
- Continuous assessment and examination mark lists
- Stock control registers
- Attendance register

TYPES OF RECORDS

- Official syllabuses
- School syllabuses
- Attendance Register
- Records of staff details
- Records of learner details
- Supervision records
- Files, circulars, handouts, past exam papers
- Minutes of meetings
- Inventory of resource materials
- Stock control registers
- Learner Profiles

CONCLUSION

Critical Documents are a must that you as a teacher must have for effective teaching and learning
to take place .You need to be familiar with the requirements of the New Curriculum by reading the
Curriculum Framework for Primary and Secondary Education and not by just having it. As a teach-
er you need to scheme, plan and prepare for your lessons well in advance to show preparedness
and commitment to work.

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PART B CURRICULUM DELIVERY

Introduction

This section comprises of the objectives, content, methodology, teaching-learning materials, class
management, evaluation and assessment. These assists you as a teacher in lesson delivery.

OBJECTIVES (EXAMPLES)

By the end of this unit, you should be able to:

- select appropriate teaching methods for your lessons
- design meaningful and effective instructional material
- use a variety of learner-centred approaches
- plan and organise educational tours
- help pupils carry-out projects or experiments
- make good quality aids from available resources

(Types: charts, chalkboard, whiteboard, computers slides, films, videos, flannel graph, textbooks )

CONTENT

The following is the content you should cover:

zz Real Numbers
zz Sets
zz Financial Mathematics
zz Measures and Mensuration
zz Graphs
zz Variation
zz Algebra
zz Geometry
zz Statistics
zz Trigonometry
zz Vectors
zz Matrices
zz Transformation
zz Probability

METHODOLOGY

As a teacher it is important for you to use problem solving and learner–centred approaches. You
are the facilitator and the learner is the doer. You should select appropriate teaching methods for
your lessons. They should be varied and motivating. You should select one or several methods
depending on:

zz The subject matter

zz Instructional objectives
zz The learner
zz Your personality
zz Learners level of development (cognitive, affective and psychomotor))
zz Content to be covered
zz The time
zz Learning material
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zz The environment
zz Competencies to be developed

Teaching methods can be grouped under three main categories:

a) Cognitive development methods

These are mainly:

zz Discussion Method
zz Socratic (Question and answer)
zz Team Teaching Method
zz Self-activity/independent learning
zz Educational tours Method
zz Group work
zz Problem solving

b) Affective development methods

zz Modelling Method
zz Simulation Method
zz Observation
zz Exposition
zz Lecture

c) Psychomotor development methods

zz Inquiry
zz Interactive e-learning
zz Guided Discovery
zz Demonstration and illustration Method
zz Experimentation Method
zz Programmed Learning Method
zz Assignment Method
zz Research
zz Project Method
zz Microteaching Method

CROSS CUTTING ISSUES

zz Life skills
zz Enterprise skills
zz Financial literacy
zz ICT
zz HIV and AIDS
zz Environmental issues
zz Disaster Risk management
zz Collaboration

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TEACHING - LEARNING MATERIALS

These are materials which help the learner to learn effectively, faster, capture learners’ interest
and create virtual reality.

EXAMPLES

zz ICT tools
zz Geo-Board
zz Environment
zz Relevant texts
zz Braille materials and equipment
zz Talking books
zz Charts
zz Whiteboard or Chalkboard
zz Videos

ASSESSMENT AND EVALUATION

Is the measure of success or failure in the teaching-learning process and provides feedback on
the acquisition of knowledge and skills by learners as well as attitude.

EXAMPLES

Tests and exercises

Assignments
Examinations
Projects
Presentations

CLASS MANAGEMENT

This is a process of planning, organising, leading, controlling classroom activities and maintaining
discipline to facilitate an effective learning environment hence motivating learners.

Organisational skills for effective learning

This covers classroom organization from:

zz Physical environment

- Classroom to be clean, tidy and airy

- Safety considerations when arranging furniture
- Teaching aids to be visible to learners.

zz Emotional environment

- You need to be pleasant, firm but friendly.

- set the right tone
- tell learners what you expect from them.

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zz Grouping
- You may group your learners according to needs, abilities, and be gender sensitive.
- Encourage them to share ideas in groups.

zz Class control and discipline

- be prepared for the lesson

- Be familiar with the schools policy on discipline.
- Be firm but fair
- Acknowledge good behaviour
- Punishments must be corrective and to the benefit of the child.
- create an atmosphere of trust and honesty

zz Motivation

- Make your learners feel important through recognizing and rewarding achievements
- encouraging those who are lagging behind to continue working hard.
- Knowing learners by their names creates good rapport.
- Be a role model to your learners
.
zz Supervision

- Always check learners’ work in order to guide and correct them.

- Give immediate feedback in order to motivate learners.

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UNIT 6

SCOPE OF THE GUIDE

TOPICS

The following topics are to be covered from form 1-4

zz Real Numbers
zz Sets
zz Financial Mathematics
zz Measures and Mensuration
zz Graphs
zz Variation
zz Algebra
zz Geometry
zz Statistics
zz Trigonometry
zz Vectors
zz Matrices
zz Transformation
zz Probability

TOPIC (breakdown)

GEOMETRY

zz Points, lines and angles

zz Bearings
zz Polygons and circles
zz Similarity and congruency
zz Constructions and loci
zz Symmetry

CONTENT ACTIVITIES METHODOLOGY MATERIALS EVALUATIONS

Geometry
zz Constructing zz Discussion zz ICT tools Should show strength
zz Triangles triangles and zz Problem solving zz Maths set and weaknesses of
zz Quadrilaterals quadrilaterals zz Experimentation zz Environment methodology, and
zz Solving zz Demonstration zz Relevant texts whether objectives were
problems using and illustration zz Braille material achieved.
construction of tri- zz Interactive and equipment Map the way forward.
angles and quadri- e-learning zz Talking books
laterals zz Talking soft-
zz Problem solving ware

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TEACHABLE UNIT: CONSTRUCTION AND LOCI (hints)

NB . break down all the topics using the format above

FORM 1 FORM 2 FORM 3 FORM 4

Real numbers Real numbers Real numbers

Sets Sets Sets
Financial mathematics Financial mathematics Financial mathematics Financial
mathematics
Measures and Measures and Mensuration Mensuration
mensuration mensuration
Graphs Graphs Graphs Graphs
Variation Variation Variation
Algebra Algebra Algebra Algebra
Geometry Geometry Geometry Geometry
Statistics Statistics Statistics Statistics
Trigonometry trigonometry
Vectors Vectors Vectors
Matrices Matrices
Transformations Transformations Transformations Transformations
Probability Probability Probability

CONCLUSION

This part on curriculum delivery assists you the teacher on expectations during lesson delivery
eg classroom management and breaking down of topics. The guide might not have exhausted
everything that is essential for curriculum delivery hence you are allowed to exploit more.

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ANNEXTURE 1: SCOPE AND SEQUENCE

TOPICS FOR EACH LEVEL

SCOPE AND SEQUENCE

7.1 Real numbers

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Number Concepts and  Number types  Factors and  Order of operations
Operations  Factors and multiples  Irrational numbers
multiples  Squares and square  Number patterns
 Directed numbers roots
 Fractions and  Cubes and cube
percentages roots
Mathematics Teachers’ Guide 2015-2022 Forms 1-4

 Order of operations
Approximations and  Round off numbers  Significant figures  Significant figures
estimations  Decimal places  Estimations  Estimations
 Limits of accuracy

Ratios, rates and  Ratios  Ratios  Ratios

proportions  Proportions  Rates
 Proportions
Ordinary and standard  Large and small  Numbers in  Operations in
form numbers standard form standard form
Number bases  Number bases in  Converting numbers  Operations in
everyday life from one base to number bases
 Place values another
Scales and simple map  Scale measurement  Scale drawing  Scales
problems  Length factor
 Area factor

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 7.2 Sets
TOPIC FORM 1 FORM 2 FORM 3 FORM 4

 Sets  Sets and Set  Types of sets  Set Builder Notation

notation  Venn diagram with  Venn diagrams with
 Types of sets two subsets three subsets

7.3 Financial Mathematics

TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Consumer arithmetic  Household bills  Corporate bills  Bank statements  Foreign exchange
 Profit and loss  Profit and loss  Compound interest  Sales and income
 Discount  Simple interest  Commission tax rates (Pay as
 Household budgets  Hire purchase  Hire purchase you earn (PAYE))
 Small scale  Value added tax
enterprise budgets (VAT)
 Customs and Excise
Duty

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7.4 Measures and Mensuration
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Measures Units of : Units of:
- Time - Area
- Mass - Volume
- Length - Capacity
- Temperature - Density
- Capacity
Mensuration  Perimeter of plane shapes  Perimeter of plane  Perimeter of  Area and volumes
 Area of plane shapes shapes combined shapes of solid shapes
 Area of plane shapes  Area of combined  Surface area
 Volume of cuboids shapes  Density
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 Volume of
cylinders

7.5 Graphs
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Functional Graphs  Cartesian plane  Cartesian plane  Functional Notation  Cubic graphs
 Scale  Table of values  Linear graphs  Inverse graphs
 Co-ordinates  Linear graphs  Quadratic graphs
 Scale
Travel Graphs  Distance time  Distance time  Distance time  Displacement time
graphs graphs graphs graphs
 Speed-time graphs  Velocity-time graphs

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 7.6 Variation
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Variation  Direct variation  Direct variation  Joint variation
 Inverse variation  Partial variation

7.7 Algebra
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Algebraic Manipulation  Basic arithmetic  Substitution of  Algebraic fractions  Algebraic fractions
processes in letter values  Highest Common  Quadratic
symbols  Algebraic Factor (HCF) and expressions
 Substitution of expressions Lowest Common  Factorisation
values  Algebraic fractions Multiple (LCM) of  Completing the
 Algebraic  Quadratic algebraic square
expressions expressions expressions
 Factorisation  Quadratic
expressions
 Factorisation
Equations  Linear equations  Equations with  Simultaneous  Completing the
brackets equations square
 Equations with  Quadratic equations  Quadratic formulae
fractions  Change of subject in
 Change of subject of formulae
formulae Substitution of
 Simultaneous linear values
equations

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 Quadratic equations
Inequalities  Linear inequalities  Linear inequalities  Simultaneous  Linear programming
 Number line inequalities
 Cartesian plane  Graphs of
inequalities

Indices and Logarithms  Index form  Laws of indices  Indices

 Highest Common  Logarithms
Factor (HCM) and  Theory of
Lowest Common logarithms
Multiple (LCM) in  Equations
index form involving indices
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 Squares and square and logarithms

roots
 Cubes and cube
roots

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 7. 8 Geometry
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Points, lines and angles  Points  Angles  Angles of elevation
 Lines  Parallel and and depression
 Angles Transversal lines
Bearing  Cardinal points  Three figure
 Three figure bearing bearing
 Compass bearing  Compass bearing
Polygons  Polygons  Properties of polygons  Properties of  Circle theorems
(triangles and polygons
quadrilaterals)  Angles and
properties of
polygons
 Numbers of sides of
polygons
Similarity and  Similar and congruent  Areas of similar
Congruency figures figures
 Cases of congruency  Volume and mass of
similar solids
Constructions and Loci  Construction of  Construction of angles  Construction of  Construction of
lines and angles  Bisecting lines and triangles and diagram to a scale
angles quadrilaterals  Loci
Symmetry  Line symmetry in two  Rotational symmetry
dimensions in two dimensions

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7.9 Statistics
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Data Collection,  Data collection  Data collection  Collection and  Frequency table
Classification and  Data classification  Classification of classification of  Frequency
Representation ungrouped data grouped data polygon
 Frequency table  Cumulative
 Pie chart frequency table
 Histogram  Cumulative
 Frequency polygon frequency curve

Measures of Central  Mean  Mean, median and  Median from
Tendency  Mode mode of grouped cumulative
 Median data frequency curve
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 Assumed mean  Assumed mean

Measures of Dispersion  Quartiles

 Inter quartile range

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 7.10 Trigonometry
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Pythagoras Theorem  Pythagoras theorem
 Pythagorian tripple
Trigonometrical Ratios  Trigonometrical  Cosine rule
ratios of acute  Sine rule
angles:  Area of a triangle
- sine
- cosine
- tangent
 Trigonometrical
ratios of obtuse
angles:
- sine
- cosine
- tangent

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7.11 Vectors
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Definition and Notation  Definition of vector
 Vector notation
Types of Vectors  Translation vectors  Translation
 Negative vectors  Negative
 Equal vectors  Equal
 Parallel vectors  Parallel
 Position
Operations  Addition of vectors  Addition of vectors  Vector properties of
 Subtraction of  Subtraction of plane shapes
vectors vectors
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 scalar multiplication
 Magnitude
 Combined vector
operations

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 7.12 Matrices
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Order  Order of matrices
 Types of matrices
Operations  Addition and
Subtraction of
matrices

 Scalar multiplication
of matrices
 Multiplication of
matrices
Determinants  Determinants of
Matrices

 Singular and non-

singular matrices
Inverse Matrix  Inverse of matrix
 Simultaneous linear
equations in 2
variables

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7.13 Transformation
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Translation  Translation of plane  Translation vector  translation vector to
figures to move a point move a plane figure
on Cartesian plane
Reflection  Reflection of plane  Reflection of plane  Reflection of plane
figures figures on a figures in any line
Cartesian plane in and use of matrices
the x-axis, y-axis,
lines of the form y=a
and x=b
Rotation  Rotation of plane  Rotation of plane
figures in a figures by drawing
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Cartesian plane by and use of matrices

drawing
Enlargement  Enlargement about  Enlargement using
the origin using a matrices and about
rational scale by any point using a
drawing rational scale
Stretch  One-way and two-
way stretch using
matrices and
geometrical methods
Shear  Shear using matrices
and geometrical
methods

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 7. 14 Probability
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Probability  Definition of  Experimental  Combined events
probability terms probability  Application of
 Experimental  Theoretical probability
probability probability
 Single events

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