THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

MATHEMATICS SYLLABUS FOR ORDINARY SECONDARY

EDUCATION FORM I - IV
2023
© Tanzania Institute of Education 2023
Published 2023

ISBN: 978-9987-09-828-6

Tanzania Institute of Education

Mikocheni Area
132 Ali Hassan Mwinyi Road
P. O. Box 35094
14112 Dar es Salaam

Mobile numbers: +255 735 041 168 / 735 041 170

E-mail: [email protected]
Website: www.tie.go.tz

This document should be cited as: Ministry of Education, Science and Technology (2023). Mathematics Syllabus for Ordinary
Secondary Education Form I – IV. Tanzania Institute of Education.

All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or by any
means whether electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Tanzania
Institute of Education.

ii
 Table of Contents
List of Tables..................................................................................................................................................................................... iv
Abbreviations and Acronyms............................................................................................................................................................. v
Acknowledgements........................................................................................................................................................................... vi
1.0 Introduction............................................................................................................................................................................. 1
2.0 Main Objectives of Education in Tanzania............................................................................................................................. 1
3.0 Objectives of Ordinary Secondary Education-General Education.......................................................................................... 2
4.0 General Competences for Ordinary Secondary Education-General Education...................................................................... 3
5.0 Main and Specific Competences............................................................................................................................................. 3
6.0 Roles of Teachers, Students, and Parents in Teaching and Learning...................................................................................... 4
6.1 The teacher ..................................................................................................................................................................... 4
6.2 The student ..................................................................................................................................................................... 5
6.3 The parent ....................................................................................................................................................................... 5
7.0 Teaching and Learning Methods............................................................................................................................................. 6
8.0 Learning and Teaching Resources........................................................................................................................................... 6
9.0 Assessment.............................................................................................................................................................................. 6
10.0 Number of Periods.................................................................................................................................................................. 7
11.0 Teaching and Learning Contents ............................................................................................................................................ 7
Form I...................................................................................................................................................................................... 8
Form II................................................................................................................................................................................... 19
Form III................................................................................................................................................................................. 29
Form IV................................................................................................................................................................................. 36
Bibliography.................................................................................................................................................................................... 42

iii
 List of Tables

Table 1: Main and Specific Competences for Form I-IV....................................................................................................................3

Table 2: Contribution of Continuous Assessment and National Examination in the final score........................................................7

Table 3: Detailed Contents for Form I................................................................................................................................................8

Table 4: Detailed Contents for Form II.............................................................................................................................................18

Table 5: Detailed Contents for Form III...........................................................................................................................................28

Table 6: Detailed Contents for Form IV...........................................................................................................................................35

iv
 Abbreviations and Acronyms

ICT Information and Communication Technology

TIE Tanzania Institute of Education
TSL Tanzanian Sign Language

v
 Acknowledgements

The writing of the Mathematics Syllabus for Ordinary Secondary Education Form I–IV involved various experts from Government
and non-government institutions. Therefore, the Tanzania Institute of Education (TIE) would like to thank all the experts who
participated in writing of this syllabus, namely lecturers, tutors, school quality assurance officers, teachers and curriculum developers
from TIE. The Institute is also grateful to the National Technical Committee that was formed by the Minister for Education, Science
and Technology for coordinating the curriculum review process for pre-primary, primary, secondary, and teacher education. The
Committee discharged its responsibilities professionally by ensuring that the contents of this syllabus are in line with the main
objective of the 2023 curricular review, which is to ensure that the graduates acquire skills, knowledge and attitudes that will enable
them to create self-employment, employ others, be employed and able to sustain themselves.

Finally, TIE thanks the Ministry of Education, Science and Technology in a special way for facilitating the preparation and
distribution of this syllabus.

Dr Aneth A. Komba
Director General
Tanzania Institute of Education

vi
1.0 Introduction
Mathematics for Ordinary Secondary Education is a compulsory subject for Form I-IV students in the General Education. Studying
Mathematics provides students with a comprehensive understanding of operations, algorithms and applications of numbers in
communicating ideas. It also plays an important role in equipping students with knowledge and skills to think logically, critically,
analytically and appreciate the value of Mathematics in solving real-world challenges. Moreover, it allows students to develop
skills that can be applied in various fields, promoting self-reliance in project planning, budget management, and effective debating
for socio-economic development.

This syllabus is designed to guide the teaching and learning of mathematics at Ordinary Secondary Education, Form I-IV, in
the United Republic of Tanzania. The syllabus interprets the competences indicated in the 2023 Ordinary Secondary Education
Curriculum. It also provides teaching and learning opportunities that guide teachers to apply different methods and strategies to
promote students’ mathematical literacy and develop 21st century skills which include creativity, communication, collaboration,
critical thinking and problem solving.

2.0 Main Objectives of Education in Tanzania

The main objectives of providing education in Tanzania are to enable every Tanzanian to:
(a) Develop and improve his or her personality so that he or she values himself or herself and develops self-confidence;
(b) Respect the culture, traditions and customs of Tanzania; cultural differences; dignity; human rights; attitudes and inclusive
actions;
(c) Apply science and technology, creativity, critical thinking, innovation, cooperation, communication and positive attitudes for
his or her development and the sustainable development of the nation and the world at large;
(d) Understand and protect national values, including dignity, patriotism, integrity, unity, transparency, honesty, accountability
and the national language;
(e) Develop life and work-related skills to increase efficiency in everyday life;
(f) Develop a habit of loving and valuing work to increase productivity and efficiency in production and service provision;

1
(g) Identify and consider cross-cutting issues, including the health and well-being of the society, gender equality, as well as the
management and sustainable conservation of the environment; and
(h) Develop national and international cooperation, peace and justice in accordance with the Constitution of the United Republic
of Tanzania and international conventions

3.0 Objectives of Ordinary Secondary Education-General Education

The objectives of Ordinary Secondary Education-General Education are to:
(a) Strengthen, expand and develop a deeper understanding of the knowledge, skills, and attitude developed at primary education;
(b) Safeguard customs and traditions, national unity, national values, democracy, respect for human and civic rights, duties and
responsibilities embedded with those rights;
(c) Build self-confidence and the ability to learn in various fields, including science and technology, and to gain theoretical and
practical knowledge;
(d) Improve communication using the Tanzania Sign Language, Tactile Language, Kiswahili and English. The student should be
encouraged to learn at least one additional foreign language, depending on the school context;
(e) Increase accountability in cross-cutting social issues, including health, security, gender equality, and sustainable environmental
conservation;
(f) Build competence and various skills which will enable the student to employ himself or herself, to be employed and to live
comfortably by exploiting well his or her environment; and
(g) Develop the readiness to continue with advanced secondary and tertiary education.

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4.0 General Competences for Ordinary Secondary Education-General Education
The general competences that will be developed by a student are to:
(a) Use the knowledge and skills acquired in the Primary Education stage to strengthen and expand academic understanding;
(b) Value citizenship and national customs;
(c) Demonstrate confidence in learning various professions including science and technology, theoretical and practical knowledge;
(d) Use language skills including Tanzanian Sign Language (TSL), Kiswahili language, English Language, and at least one other
foreign language to communicate;
(e) Use knowledge of cross-cutting issues to manage the environment around them; and
(f) Use knowledge and skills to enable a student to be s elf-employed, employable, and manage life and conserve the environment.

5.0 Main and Specific Competences

The main and specific competences to be developed are presented in Table 1.
Table 1: Main and Specific Competences for Form I-IV
No Main competences Specific competences
1.0 Demonstrate mastery of 1.1 Use numerical skills in different contexts
mathematical language 1.2 Use ratios and proportions in daily life
1.3 Use rates and variations in different contexts

2.0 Demonstrate mastery of basic 2.1 Use geometry, approximations, relations, and functions in various contexts
concepts in geometry and algebra 2.2 Use algebra and matrices in problem solving
2.3 Use sets, sequences and series in problem solving

3
3.0 Demonstrate mastery of basic 3.1 Use basic coordinate geometry, trigonometry, and vectors skills in daily life
concepts in coordinate geometry, 3.2 Use probability in problem solving
trigonometry, circles, vectors,
probability and statistics 3.3 Use statistics in problem solving

6.0 Roles of Teachers, Students, and Parents in Teaching and Learning Process
The syllabus for Mathematics recognises that a good relationship between teachers, students, and parents/guardians is fundamental
to ensure successful learning. This section outlines the roles of each participant in facilitating effective teaching and learning of
Mathematics for Ordinary Secondary Education.

6.1 The teacher

The teacher is expected to:
(a) H  elp the student to learn and acquire the intended competencies in Mathematics;
(b)  Use teaching and learning approaches that will allow students with different needs and abilities to:
(i) develop the competencies needed in the 21st century;
(ii) activelly participate in the teaching and learning process;
(c)  Use student centred instructional strategies that make the student a centre of learning which allow them to think, reflect and
search for information from various sources;
(d) Create a friendly teaching and learning environment;
(e) Prepare and improvise teaching and learning resources;

4
(f) Conduct formative assessment regularly by using tools and methods which assess theory and practice;
(g) Treat all the students equally irrespective of their differences;
(h) Protect the student while at school;
(i) Keep track of the student’s daily progress;
(j)  Identify the individual student’s needs and provide the right intervention;
(k)  Involve parents/guardians and the society at large in the student’s learning process; and
(l)  Integrate cross-cutting issues and ICT in the teaching and learning process;

6.2 The student

The student is expected to:
(a) Develop the intended competences by participating actively in various learning activities inside and outside the classroom; and
(b) Participate in the search for knowledge from various sources, including textbooks, reference books and other publications in
online libraries.

6.3 The parent

The parent/guardian is expected to:
(a) Monitor the child’s academic progress in school;
(b) Where possible, provide the child with the needed academic support;
(c) Provide the child with a safe and friendly home environment which is conducive for their learning;
(d) Keep track of the child’s progress in behaviour;
(e) Ensure that the child is safe while at home;
(f)  Give the child all necessary materials required in the learning process; and
(g)  Instill in the child a sense of commitment and positive value towards education and work.

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7.0 Teaching and Learning Methods
The teaching and learning methods are instrumental in developing student’s competences. This syllabus suggests teaching and
learning methods for each activity which includes but not limited to discussions, presentations, field visits, practical work, research,
scientific experiments, and project works. However, a teacher is advised to plan and use other appropriate methods based on the
environment or context. All the teaching and learning methods should be integrated with the everyday lives of students.

8.0 Learning and Teaching Resources

The process of teaching and learning requires different resources. In that regard, both the teacher and students should work together
to collect or improvise alternative resources available in the school and home environment when needed. The teacher and student
are expected to constantly seek for information from various sources to effectively facilitate teaching and learning process. The list
of approved textbooks and reference books shall be provided by TIE.

9.0 Assessment
Assessment is important in teaching and learning of Mathematics subject. It is divided into formative and summative assessments.
Formative assessment informs both the teacher and students on the progress of teaching and learning, and in making decisions
on improving the teaching and learning process. Teachers are, therefore, expected to apply a wide range of formative assessment
methods which include but not limited to discussions, presentations, oral questions, experiments, observations, practical and
projects.

Summative assessment, on the other hand, will focus on determining student’s achievement of learning. Teachers are expected to
use a variety of summative assessments including mid-term tests, terminal, mock examinations and projects. The scores obtained
from these assessments will be used as Continuous Assessment (CA). Therefore, the continuous assessments shall contribute 30%
and the National Form IV Examination shall be 70% of the student’s final achievement, as indicated in Table 2.

6
Table 2: Contribution of Continuous Assessment and National Examination in the final score
Assessment Measures Weight (%)
Standard VI National Assessment 5.0
Form II National Assessment 6.0
Form III Annual Examination 5.0
Project 7.0
Form IV Mock Examination 7.0
Form IV National Examination 70
Total 100

10.0 Number of Periods

The Mathematics Syllabus for Ordinary Secondary Education Form I-IV provides estimates of the time that will be spent in
teaching and learning, in consideration of the complexity of the specific competences and the learning activities. Five periods of 40
minutes each have been allocated for this subject per week.

11.0 Teaching and Learning Contents

The content of this syllabus is presented in matrix form with seven columns which include main competences, specific competences,
learning activities, suggested methods, assessment criteria, suggested resources, and number of periods as presented in Tables 3 - 6.

7
 Form I
Table 3: Detailed Contents for Form I
Number
Main Specific Learning Suggested teaching and Assessment Suggested of
competences competences activities learning methods criteria resources periods
1.0 D
 emonstrate 1.1 Use (a) Explain Group discussion: The basic Charts of 30
mastery of numerical the basic Guide students to discuss concept of relationships
mathematical skills in concepts of meaning of mathematics and mathematics between
language different Mathematics branches of mathematics are clearly mathematics
contexts (Meaning of explained and other
mathematics, Brainstorming: fields, real
branches of Guide students to brainstorm on life objects,
mathematics, importance of mathematics in Math Games
relationship daily life and Apps,
between Educational
mathematics channels
Jigsaw:
and other
subjects, Guide students to explain the
importance of relationship of mathematics
mathematics) with other disciplines

8
 Number
Main Specific Learning Suggested teaching and Assessment Suggested of
competences competences activities learning methods criteria resources periods
(b) Explain the Observation: Provide students Rational, Calculator,
concept of with visual aids like bars/strips irrational, and Charts
rational, or circles and guide them to cut real numbers of real
irrational, and the aids in small equal parts. are well numbers,
real numbers Relate their responses to the explained ruler, tape
meaning of fractions measure,
graph
Problem solving: Organise papers,
students in manageable groups number line
and assign each group word chart
problems that require students
to apply their knowledge
of fractions, decimals and
percentages to real word
scenarios. Guide them to present
the results and relate their
findings with rational numbers

Exploration: Guide students to

relate real numbers to real-life
situations, for example, money
and measurement

9
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
(b) C
 onvert Problem solving: Provide Repeating/ Calculator,
repeating/ students with examples of recurring Charts
recurring decimals and guide them to decimals of real
decimals identify repeating/recurring are numbers,
into decimals, and convert repeating/ correctly ruler, tape
fractions recurring decimals into fractions converted measure,
and vice and vice versa and share with into graph
versa the rest of the class through fractions papers
presentations
(c) R
 epresent Group discussion: Rational
rational Organise students in manageable numbers
numbers on groups to draw number lines. are well
a number Guide them to discuss steps of represented
line representing rational numbers on the
on a number line and share their number line
results with the rest of the class
through presentations
Problem solving: Guide
students to suggest real-life
problems involving rational
numbers. Ask them to locate
points on the number line and
perform calculations based on
the given scenario

10
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
(d) E
 xplain the Intuitive approach: Guide Absolute
concept of students visual aids such values and
inequalities as number line charts and inequalities
and absolute graphing tools to explore the in real
values of real basic concepts of inequalities numbers
numbers and absolute values of real are properly
numbers. determined

(e) D
 escribe the Brainstorming: Guide the Importance
importance students to describe the of numbers
of numbers importance of numbers and are well
in real-life apply numbers in real-life described
situations situations
1.2 Use (a) Explain the Group discussion: Organise Ratios and Money, 36
ratios and concept of students in manageable proportions charts of
proportions ratios and groups to discuss and come are clearly real-life
in daily life proportions up with real-life scenarios explained scenarios,
involving the concept of ratios interest
and proportions. Share with calculators,
the rest of the class through and games
presentations real objects,
Jigsaw: Guide students to and bank
explore how other subjects statements
relate to concept of ratios and
proportions

11
 Suggested teaching Number
Main Specific Learning Assessment Suggested
and of
competences competences activities criteria resources
learning methods periods
(b) S
 olve ratio and Think-ink-pair- Problems on Calculator,
proportion share: Guide ratios and Charts of real
problems students to solve proportions arenumbers,
ratio and proportion correctly solved
ruler, tape
problems and share measure,
the results with graph papers,
classmates number line
chart
2.0 Demonstrate 2.1 Use geometry, (a) Explain the Brainstorming: In Approximations Charts of a 34
mastery approximations, concept of manageable groups are clearly number line,
of basic relations and approximations guide Students to explained estimation
concepts in functions in (rounding off, explore the concept jars,
geometry various contexts significant of approximations estimation
and algebra figures, and and share their games and
decimal places) applications
findings with other
groups.
Think-ink-pair-
share: Guide
students to pair up to
discuss their ideas,
thereafter, some of
the pairs share their
ideas with the whole
class

12
 Suggested teaching Number
Main Specific Learning Assessment Suggested
and of
competences competences activities criteria resources
learning methods periods
(b) Round off Group discussion: In Numbers are
numbers and manageable groups, rounded off
estimate values guide students to and values of
of expressions round off numbers expressions
and estimate values of are correctly
expressions and share estimated
their findings

(c) A
 pproximate Jigsaw: Guide Numbers are
numbers to students to use real- approximated
the required life examples to to required
significant approximate numbers significant
figures and to the required figures and
decimal places significant figures and decimal places
decimal places correctly
Problem solving:
Assess the accuracy
of answers provided
by students when
approximating
numbers and provide
them with feedback

13
 Number
Main Specific Learning Suggested teaching and Assessment Suggested of
competences competences activities learning methods criteria resources periods
(d) U
 se approximations Jigsaw: Organise Approximations
in computations and students in manageable are correctly
measurements groups to discover the applied in
of quantities in use of approximations computations
various contexts in computations and and
measurements of measurements.
quantities in various
contexts

2.2 U
 se (a) E
 xplore the basic Group discussion: The basic tenets Beam 45
algebra tenets of algebra Organize students in of algebra balance,
and (algebraic manageable groups, are correctly mathematical
matrices expressions and guide them to discuss explored software such
equations, linear algebraic expressions as MATLAB,
in
simultaneous and equations and
problem
equations of Visual representations: GeoGebra,
solving real objects,
two unknowns, Provide learners with
inequalities in one visual aids such as Algebra
unknown) diagrams, charts, and animations
graphs to illustrate
the graphs of linear
equations

14
 Number
Main Specific Learning Suggested teaching and Assessment Suggested of
competences competences activities learning methods criteria resources periods
(b) U  se algebraic Problem solving: Algebraic Beam
expressions to Incorporate word problems expressions balance,
model situations that require students to are applied mathematical
(word problems translate verbal descriptions to model software such
into algebraic into algebraic expressions situations as MATLAB,
expressions and and equations. Guide them correctly and
equations) to identify key words that GeoGebra,
indicate mathematical real objects,
operations Algebra
animations
(c) S
 olve Think-ink-pair-share: Simultaneous
simultaneous Guide students in pair linear
equations using to solve simultaneous equations
substitution equations using substitution are solved
and elimination and elimination methods correctly
methods Thereafter, allow some
of the pairs to share their
results with the whole class

15
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
(d) Solve Group discussion: In Inequalities Number
inequalities manageable groups, are solved line chart,
in one guide the students to properly graphing
unknown solve inequalities in one calculator,
unknown and present real objects
results for common
understanding
3.0 D
 emonstrate 3.1 Use basic (a) Explore Collaborative learning: Basic Mathematical 30
mastery of coordinate the basic Guide students to use tenets of software such
basic concepts geometry, tenets of visual aids, such as coordinate as MATLAB,
in coordinate trigonometry coordinate graphs and coordinate geometry and
geometry, and vectors geometry planes to establish the are GeoGebra,
trigonometry, skills in daily (gradient and relationship between explored Maple,
circles, vectors, life equations coordinates and Mathematica,
probability and of a straight geometrical shapes graph papers
statistics line, graphs
of linear
equations)
(b) Find the Problem solving: In Gradient
gradient/ manageable groups, of line
slope of a guide the students to is found
line determine the slope of properly
a given line

16
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
(c) D
 etermine Visual representation: Equation of
the equation Utilize visual aids like straight line
of a straight diagrams and charts to is determined
illustrate the concept of a and its graph
line and
straight line visually. Provide is properly
draw its
examples of different types drawn
graph
of straight lines and their
corresponding equations and
draw their graphs
(d) S
 olve linear Visual representation: Simultaneous
simultaneous Guide students to use visual equations
equations aids such as a coordinate are correctly
graphically plane, graph paper, or solved
interactive whiteboard to graphically
plot points, draw lines, and
interpret the graph
Group discussion: In
manageable groups, guide the
students to solve
linear simultaneous
equations graphically

17
 Main Specific Learning Suggested teaching and Assessment Suggested Number
of
competences competences activities learning methods criteria resources periods
(e) U
 se Use of technology: Guide Simultaneous
mathematical students to use mathematical equations
software software such as Excel, are solved
to solve GeoGebra, Mathematica, and drawn
and draw MATLAB to solve and draw correctly
graphs of graphs of simultaneous
simultaneous equations.
equations Problem solving: In
manageable groups, provide
students with plenty
examples and exercise to
solve and draw graphs of
simultaneous equations
using mathematical software

18
 Form II

Table 4: Detailed Contents for Form II

Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
1.0 D
 emonstrate 1.1 U
 se (a) D
 escribe the Exploration: Concepts Mathematical 11
mastery of rates and concepts of Organise students in of rates and sets, marker
mathematical variations rates and manageable groups and variations pens,
language in variations guide them to explore are well calculators,
different real-life problems related described charts of real
contexts to the concepts of rates life scenarios,
and variations graph papers,
rates and
variation
animations
(b) S
 olve Group discussion: Problems
problems In manageable groups, on rates and
on rates and guide students to solve variations
variations problems involving rates are correctly
and variations solved

19
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and criteria resources of
learning methods periods
2.0 D
 emonstrate 2.1 Use geometry, (a) Describe the Exploration: Concepts of Mathematical 42
mastery approximations, concepts of Guide the students to geometry sets, marker
of basic relations and geometry explore shapes and are well pens, calculators,
concepts in functions in (similarities identify congruent and described graph papers,
geometry various contexts and similar figures through geometrical
and algebra congruence) direct comparison figures animations,
congruence
Group discussion and similarities
In manageable groups, simulations
guide students to
discuss the concepts
of similarities and
congruences through
hands-on activities
that involve physical
manipulatives, such
as pattern blocks,
tangrams or geoboards
(b) Recognize Visual representation: Properties
properties Guide students to of similar
of similar use pictures, charts, triangles
diagrams, and models
triangles are clearly
to recognize properties
of similar triangles recognized

20
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
Jigsaw: Guide students to
constructs and manipulate
similar and congruent
triangles and associate them
to real-life applications
Exploration: Guide students
to connect similar triangles to
real world applications

(c) E
 xplain Group discussion: Guide Postulates,
postulates, students to discuss postulates, proofs, and
proofs, and proofs, and theorems of theorems of
theorems of congruent triangles congruent
congruent triangles
triangles are clearly
explained

21
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
2.2 U
 se (a) E
 xplore the Jigsaw: Organise students Basic Mathematical 68
algebra basic tenets in manageable groups to tenets of sets, marker
and of algebra discuss the concepts of algebra algebra are pens, calculators,
matrices (binary (binary operations, quadratic explored Mathematical
in operations, expressions and equations, correctly software such
problem quadratic radicals, exponents, and as GeoGebra,
solving expressions logarithms) MATLAB, Maple,
and Mathematica,
Graphical methods: Organize
equations, graphing
students in manageable groups
radicals, calculators
and guide them to use graphs to
exponents,
solve quadratic equations
and
logarithms) Use of technology: Guide
students to use technology such
as Excel, GeoGebra, Microsoft
Mathematics, and MATLAB to
solve quadratic equations
Problems solving: In
manageable groups, guide
students to apply binary
operations to simplify quadratic
expressions

22
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
(b) S
 olve quadratic Group discussion: Guide Quadratic
equations by students through solving equations
using different quadratic equations by are solved
methods using factorisation, correctly
( factorisation, completing the square,
Completing and quadratic formula
the square,
and quadratic
formula)
(c) I dentify and Group discussion: In Laws of Exponent games
use laws of manageable groups, exponents and applications,
exponents guide students to identify are clearly exponent puzzles,
and discuss multiplication
involving identified exponent rule
law, division law, power
positive, and used posters, visual
law, and zero index
negative, correctly aids, exponent
and zero Problem solving: animations
exponents Guide students to
(multiplication discuss and use laws
law, division of exponents involving
law, power positive, negative,
and zero exponents
law, and zero
to simplify and solve
index) exponential equations

23
 Main Number
Specific Learning Suggested teaching and Assessment Suggested of
competences competences activities learning methods criteria resources periods
(d) W
 rite Group discussion: In Numbers Calculators, number
numbers manageable groups, are correctly charts, exponent games
in standard guide students to written in and applications,
exponent puzzles,
form discuss and write standard form
exponent rule posters,
numbers in standard visual aids, exponent
form animations
(e) U
 se laws of Interactive discussion: Laws of
logarithms Guide students to logarithms are
to solve discuss and use laws used to solve
problems of logarithms to solve problems
problems involving correctly
logarithms

(f) P
 erform Problem solving: Operations on
operations on Guide students to radicals and
radicals and discuss and perform denominators
rationalize operations on radicals are clearly
the and rationalize the performed
denominators denominators

24
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
2.3 U
 se sets, (a) Explore the Exploration: Organise Basic tenets Real objects, 24
sequences basic tenets of students in manageable of sets are set simulations,
and series sets groups to explore the clearly charts of
(types of concepts of sets, subsets, different sets,
in problem explored
sets, subsets, operations of sets, and playing cards,
solving operation with Venn diagram of two sets coloured chalks
sets, and Venn Jigsaw: Organise students
diagrams of in manageable groups to
two sets) illustrate concepts of sets,
subsets, operations of
sets, and Venn diagrams
of two sets using real-life
examples
(b) D  istinguish Group discussion: Different
among Organise students in types of sets
different types manageable groups to are clearly
of sets discuss the different types distinguished
(universal set,
of sets
equal sets,
empty/null
set, finite and
infinite sets,
equivalent
sets, and
disjoint sets)

25
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
(c) C ompare Group discussion: Organise Sets are Real objects,
sets students in manageable clearly set simulations,
(subsets and groups to compare subsets compared charts of
universal and universal sets different sets,
sets) playing cards,
coloured chalks
(d) P
 erform Group discussion: Organise Operations
operations students in manageable with sets are
with sets groups to perform operations correctly
(union, with sets performed
intersection,
and
complement
of a set)

(e) R
 epresent Visual representation: Sets in a Venn
two sets Guide students to use charts diagram are
in a Venn and tables to represent two correctly
diagram sets in a Venn diagram represented

26
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
(f) Find the Group discussion: Number of
number of Organise students in elements
elements in a manageable groups to in a set are
set discuss and determine the correctly
number of elements in a found
set

3.0 D
 emonstrate 3.1 Use basic (a) Explore the Exploration: The basic Geometry 30
mastery coordinate basic tenets of Organise students in tenets of animations,
of basic geometry, trigonometry manageable groups to trigonometry Mathematical
concepts in trigonometry (trigonometric explore the concepts are clearly software such
coordinate and vectors ratios, angles of trigonometric ratios, explored as GeoGebra,
geometry, skills in of elevation angles of elevation and MATLAB,
trigonometry, daily life and depression using real-life Maple,
circles, depression) examples Mathematica,
vectors, graph paper,
probability, mathematical
and statistics set

27
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and criteria resources of
learning methods periods
(b) Determine Group discussion: Trigonometric
trigonometric In manageable ratios of
ratios of groups, guide angles and
angles and students to discuss special angles
special and determine are clearly
angles trigonometric ratios determined
of angles and special
angles

(c) Calculate Jigsaw: Organise Angles of

angles of students in elevation and
elevation and manageable groups depression
depression to discuss and are calculated
calculate angles correctly
of elevation and
depression

28
 Form III
Table 5: Detailed Contents for Form III
Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
1.0 D
 emonstrate 1.1 Use geometry, (a) Describe the Collaborative learning: Concepts Function 58
mastery of approximations, concepts Organise students in of relations animation,
basic concepts relations and of relations manageable groups to and graph boards
in geometry functions in and discuss the concepts functions and papers,
and algebra various contexts functions of relations, functions, are clearly calculators,
(linear and types of relations and described charts of real
life scenarios
quadratic) functions, and link
Mathematical
(types of between relations and
software
relations, functions
such as
domain and
Exploration: Organise Mathematica,
range of
students in manageable GeoGebra
relations,
groups to explore the
graphs of
concept of relations
relations
of family members
and
and price of different
functions,
commodities in different
inverse of
businesses
relations,
and
functions)

29
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
Visual representation:
Guide students to use graphs,
charts, and tables to discuss
mappings of two sets
Project: In small groups,
guide students to visit nearby
shops and relate prices of
different commodities with
the concept of domain and
range of functions
(b) F
 ind the Jigsaw: Organise students in Domain
domain and manageable groups and guide and range
range of them to determine domain of relations
relations and range from graphs, charts, and
and and tables of relations and functions
functions functions are clearly
described

30
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
(c) F
 ind the Problem solving: Equip students The inverse
inverses with appropriate materials on of relations
of relations and functions. Guide and functions
relations them to discuss the provided are correctly
and questions on inverses of relations found
functions and functions and present their
findings

(d) D
 raw Visual representation: In The graphs
graphs of manageable groups guide of relations
relations students to use visual aid to draw and functions
and graphs of relations and functions are correctly
functions Use of technology: Guide drawn
students to use technology such
as graphing calculators, and
software such as MATLAB to
draw graphs of relations and
functions

31
 Main Specific Learning Suggested teaching and Assessment Suggested Number of
competences competences activities learning methods criteria resources periods
1.2 U
 se Explore the Jigsaw: Organise students in The concepts Function 78
algebra basic tenets manageable groups to discuss the of linear animation,
and of algebra concepts of linear programming, programming graph boards
matrices (linear constraints, objective functions, are clearly and papers,
in programming: and optimal solutions of linear explored calculators,
problem constraints, programming using real-life charts of real
solving objective examples life scenarios
functions, Mathematical
and optimal Graphical methods: In software
solution) manageable groups, guide such as
students to use graphs to Mathematica,
determine optimal solutions of GeoGebra
linear programming problems
with two variables
Use of technology: Guide
students to use technology
such as Excel and MATLAB to
determine the optimal solutions
of linear programming problems
with two variables
Problems solving: In
manageable groups, guide
students to find optimal solutions
of linear programming problems

32
 Main Specific Learning Suggested teaching and Assessment Suggested Number of
competences competences activities learning methods criteria resources periods
1.3 U
 se sets, (a) E
 xplore Exploration: The Pattern 58
sequences the basic Guide students to explore the concepts of puzzles,
and tenets of concepts of sequences and series sequences pattern
series in sequences and series blocks,
problem and series Visual representation: are clearly visual aids,
solving (Arithmetic Guide students to use visual explored sequence
progression aids such as charts, diagrams, and series
AP, graphs, and real objects to discuss games and
Geometric the concepts of Arithmetic applications,
progression Progression (AP) and Geometric calculators,
GP) Progression (GP)

(b) F
 ind the Exploration: The
general Organise students in manageable formulae
term for groups to discover and derive the for the sum
AP and nth terms of AP and GP of APs and
GP and GPs are
use them Group discussion: correctly
to derive In manageable groups, guide derived
formulae students to determine the nth terms
for the of APs and GPs
sums of
APs and
GPs

33
 Main Specific Learning Suggested teaching and Assessment Suggested Number of
competences competences activities learning methods criteria resources periods
(c) C
 alculate Exploration: The
arithmetic Organise students in arithmetic
mean, manageable groups to explore mean,
geometric the concepts of arithmetic geometric
mean, and mean, geometric mean, and mean, and
compound compound interest compound
interest Think-ink-pair-share: interest are
correctly
In manageable groups,
found
instruct students to discuss
and apply the concepts of
arithmetic mean, geometric
mean, and compound interest
in their real-life situation
Interactive discussion:
Guide students to apply the
concept of compound interest
in real-life situations, such
as calculating the total cost
of loan or the return on an
investment over time

34
 Main Specific Learning Suggested teaching and Assessment Suggested Number of
competences competences activities learning methods criteria resources periods
2.0 D
 emonstrate 2.1 Use Explore the Think- ink-pair-share: The Charts 39
mastery basic basic tenets of Organise students in concept of circle
of basic skills of a circle (angle manageable groups to of circle theorems,
concepts in circles in properties, discuss the concepts of angle is clearly circle
coordinate daily life theorems, properties of a circle, tangent, explored theorems
geometry, tangents, chords theorems, chords, and radians animations,
trigonometry, and radians) circle
circles, Scenario: Provide a scenario simulations,
vectors, that shows the application mathematical
probability of circles. Allow learners to sets, visual
and statistics discuss, make follow up and aids,
provide feedback
Mathematical
Visual representation: Guide software such
students to use visual aids as GeoGebra,
such as diagrams, pictures,
and animations to understand
the concepts of angle
properties of a circle, tangent,
theorems, chords, and radians

35
 Form IV
Table 6: Detailed Contents for Form IV
Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
1.0 D
 emonstrate 1.1 Use (a) E
 xplore the basic Demonstration: The basic Visual aids, 40
mastery algebra tenets of matrices Demonstrate the concept tenets of Coloured
of basic and ( 2×2 matrices: of matrices using algebra are blocks, matrix
concepts in matrices operations, real-life examples explored calculators,
geometry in determinant, Visual representation: clearly charts of real
and algebra problem inverse, and Guide students to use life scenarios,
solving transformations) graphs, charts, and tables graphing
to explain the concept of calculators
matrices
(b) A
 pply matrices Questions and answers: Matrices
to solve Organise students in are clearly
simultaneous manageable groups to applied
equations of determine the solution of to solve
two unknowns simultaneous equations simultaneous
(matrix inversion of two unknowns using equations
method and matrix inversion method of two
Cramer’s rule) and Cramer’s rule unknowns

36
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
Use of technology: Guide
students to use technology
such as graphing calculators,
and software such as Excel,
Microsoft Mathematics, and
MATLAB to determine the
solutions of simultaneous
equations with two unknowns
using matrix inversion method
and Cramer’s rule
Problem solving: In
manageable groups, provide
students with examples to
practice basic operations
on matrices, determinants,
inverses, and transformations on
matrices

37
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
2.0 D
 emonstrate 2.1 Use basic (a) Explore the Demonstration: The basic Graph papers, 88
mastery of coordinate basic tenets Demonstrate the tenets of mathematical
basic concepts geometry, of coordinate concepts of midpoint of coordinate sets, graph
a line segment, distance boards/papers,
in coordinate trigonometry, geometry geometry
between two points on a geometry
geometry, and vectors (midpoint of a line, parallel lines, and are well animation,
trigonometry, skills in daily line segment, perpendicular lines using explored Mathematical
circles, life distance real-life problems software such
vectors, between Problem solving: Organise as GeoGebra,
probability, two points students in manageable Mathematica,
and statistics on a line, groups to use real world MATLAB,
parallel, and examples to find the Maple
perpendicular midpoint of a line segment,
lines) distance between two
points on a line, parallel,
and perpendicular lines
Visual representation:
Guide students to use
graphs, charts, and real
objects to explain the
concepts of midpoint of
a line segment, distance
between two points on a
line, parallel lines, and
perpendicular lines

38
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
(b) A
 pply sine Exploration: Guide students to The sine and
and cosine explore the application of sine and cosine rules
rules to find cosine rules in finding distances or are clearly
angles of elevation
distances applied
Use of technology: Guide students
or angles of to find
to use technology such as graphing
elevation calculators, and software such as Excel distances
and MATLAB to apply sine and cosine and angles
rules to find distances or angles of of elevation
elevation
Problem solving: In manageable
groups, provide students with
questions to practice on how to apply
the sine and cosine rules to determine
the distance or angles of elevation
(c) D
 erive Group discussion: Organise students The
and use in manageable groups to derive and use compound
compound compound angles to solve problems angles are
angles Use of technology: Guide students clearly
to use technology such as graphing
to solve derived and
calculators and compound angles to
problems solve problems used to solve
Jigsaw: In manageable groups, problems
provide students with assignment to
solve problems

39
 Main Number
Specific Learning Suggested teaching and Assessment Suggested of
competences competences activities learning methods criteria resources periods
(d) E xplore the Exploration: Encourage students
basic tenets individually or in groups to explore
of vectors the basic tenets of vectors through
(displacement visual representations, problem
and position solving and its applications in real
vectors, life
magnitude
and direction,
sum and
differences,
multiplication
of vectors by
a scalar)
2.2 Use Explore the Visual representation: Use The basic Probability 22
probability basic tenets of interactive tools to demonstrate tenets of games,
in problem probability of two concept of probability of an event probability probability
solving events are well simulations,
Group discussion: Guide students
(probability of an explored charts of
event, mutually in manageable groups to discuss real life
exclusive events, and determine probability of an situations,
dependent event, dependent event, combined probability
events, combined events using tree diagram, tables games,
events using tree and formulae probability
diagrams, tables trees and
and formulae) diagram

40
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
2.3 U
 se Explore the basic Demonstration: Using The basic Statistical 25
statistics tenets of statistics real-life examples, guide tenets of calculators,
in problem (frequency the students to describe and statistics statistical
solving distribution, demonstrate the concepts of are charts and
measures of frequency distribution and explored graphs, graph
central tendency, measure of central tendency clearly paper, real-life
Group discussion: Guide case studies
histogram,
students in manageable charts, data
frequency polygon,
groups to discuss and visualisation
and cumulative
determine the measures tools
frequency curve
‘ogive’) of central tendency, draw calculators,
histogram, frequency polygon mathematical
and cumulative frequency sets, chalks,
curve (ogive) graph boards/
papers,
Exploration: Guide students
and other
in groups to explore the basic relevant
tenets of statistics through resources
the use of technology, visual
aids such as charts of data and
graphs of real life scenarios

41
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Education.
Curriculum Planning and Development Division. (2019). Mathematics Syllabuses Secondary One to Four Express Course
Normal (Academic) Course.
Mauritius Institute of Education. (2017). Nine-Year Continuous Basic Education Syllabus Grades 7, 8 and 9. Mauritius Institute
of Education
MOE & UCLES. (2020). Singapore–Cambridge General Certificate of Education Ordinary Level (2022), Mathematics (Syllabus
4048). MOE & UCLES
Rwanda Education Board. (2015). Mathematics Syllabus for Ordinary Level S1-S3. Ministry of Education.
Tanzania Institute of Education. (2005). Basic Mathematics Syllabus for Ordinary Secondary Education Form 1-IV. Ministry of
Education and Vocational Training.
Tanzania Institute of Education. (2021). Basic Mathematics for Secondary Schools Student’s Book Form One. Tanzania Institute
of Education.
Tanzania Institute of Education. (2021). Basic Mathematics for Secondary Schools Student’s Book Form Two. Tanzania Institute
of Education.
Tanzania Institute of Education. (2021). Basic Mathematics for Secondary Schools Student’s Book Form Three. Tanzania Institute
of Education.
Tanzania Institute of Education. (2021). Basic Mathematics for Secondary Schools Student’s Book Form Four. Tanzania Institute
of Education.
University of Cambridge Local Examination Syndicate. (2019). Cambridge O Level Mathematics (Syllabus D) 4024, Cambridge
assessment international education. University of Cambridge.

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