GENERAL CERTIFICATE OF EDUCATION

ADVANCED LEVEL
(Grade 12 and 13)

MATHEMATICS
SYLLABUS
(Effective from 2017)

Department of Mathematics
Faculty of Science and Technology
National Institute of Education
Maharagama
SRI LANKA
Mathematics
Grade 12 and 13 - syllabus

National Institute of Education

First print 2017

ISBN :

Department of Mathematics
Faculty of Science and Technology
National Institute of Education
www.nie.lk

Printed by :
 Contents

1.0 Inroduction ............................. i

2.0 Common National Goals ............................. iii

3.0 Basic Competencies ............................. iv

4.0 Aims of the syllabus ............................. vi

5.0 Relationship between the common national goals

and the objectives of the syllabus. ............................. vii

6.0 Proposed term wise breakdown of the syllabus ............................. 1

7.0 Syllabus ............................. 4

8.0 Learning - Teaching strategies ............................. 38

9.0 School policies and programme ............................. 39

10.0 Assesment and evaluation ............................. 41

Appendix
Mathematical symbols and notations ............................. 42

i
1.0 Introduction

The aim of education is to turn out creative children who would suit the modern world. To achieve this, the school curriculum should be revised according to
the needs of the time.

Thus, it had been decided to introduce a competency based syllabus in 2009. The earlier revision of the G.C.E. (Advanced Level) Combined Mathematics
syllabus was conducted in 1998. One of the main reason for the need to revise the earlier syllabus had been that in the Learning - Teaching- Assessment
process, competencies and competency levels had not been introduced adequately. It has been planned to change the existing syllabus that had been
designed on a content based approach to a competency based curriculum in 2009. In 2007, the new curriculum revision which started at Grades 6 and 10 had
introduced a competency based syllabi to Mathematics. This was continued at Grades 7 and 11 in 2008 and it continued to Grades 8 and 12 in 2009.
Therefore, a need was arisen to provide a competency based syllabus for Combined Mathematics at G.C.E.(Advanced Level) syllabus the year 2009.

After implementing the Mathematics syllabus in 2009 it was revisited in the year 2012. In the following years teachers view’s and experts opinion about the
syllabus, was obtained and formed a subject comittee for the revision of the Mathematics syllabus by acommodating above opinions the committee made the
necessary changes and revised the syllabus to implement in the year 2017.

The student who has learnt Mathematics at Grades 6-11 under the new curriculum reforms through a competency based approach, enters grade 12 to learn
Mathematics at Grades 12 and 13 should be provided with abilities, skills and practical experiences for his future needs. and these have been identified and
the new syllabus has been formulated accordingly. It is expected that all these competencies would be achieved by pupils who complete learning this subject
at the end of Grade 13.

Pupils should achieve the competencies through competency levels and these are mentioned under each learning outcomes

It also specifies the content that is needed for the pupils to achieve these competency levels. The number of periods that are needed to implement the

ii
process of Learning-Teaching and Assessment also mentioned in the syllabus.

Other than the facts mentioned regarding the introduction of the new curriculum, what had already been presented regarding the introduction of Combined
Mathematics Syllabus earlier which are mentioned below too are valid.
• To decrease the gap between G.C.E. (Ordinary Level) Mathematics and G.C.E. (Advanced Level) Combined Mathematics.
• To provide a knowledge in Mathematics to follow Technological and other course at Tertiary level.
• To provide Mathematics knowledge for commercial and other middle level employment.
• To provide guidance to achieve various competencies on par with their mental activities and to show how they could be developed throughout
life.

iii
 2.0 Common National Goals

The national system of education should assist individuals and groups to achieve major national goals that are relevant to the individual and society. Over
the years major education reports and documents in Sri Lanka have set goals that sought to meet individual and national needs. In the light of the
weaknesses manifest in contemporary educational structures and processes, the National Education Commission has identified the following set of goals
to be achieved through education within the conceptual framework of sustainable human development.

I. Nation building and the establishment of a Sri Lankan identity through the promotion of national cohesion, national integrity, national unity,
harmony and peace, and recognizing cultural diversity in Sri Lanka’s plural society within a concept of respect for human dignity.

II. Recognizing and conserving the best elements of the nation’s heritage while responding to the challenges of a changing world.

III. Creating and supporting an environment imbued with the norms of social justice and a democratic way of life that promotes respect for human
rights, awareness of duties and obligations, and a deep and abiding concern for one another.

IV. Promoting the mental and physical well-being of individuals and a sustainable life style based on respect for human values.

V. Developing creativity, initiative, critical thinking, responsibility, accountability and other positive elements of a well-integrated and balance personality.

VI. Human resource development by educating for productive work that enhances the quality of life of the individual and the nation and contributes to
the economic development of Sri Lanka.

VII. Preparing individuals to adapt to and manage change, and to develop capacity to cope with complex and unforeseen situations in a rapidly changing
world.

VIII. Fostering attitudes and skills that will contribute to securing an honourable place in the international community, based on justice, equality and
mutual respect.

iv
 3.0 Basic Competencies
The following Basic Competencies developed through education will contribute to achieving the above National Goals.
(i) Competencies in Communication
Competencies in Communication are based on four subjects: Literacy, Numeracy, Graphics and IT proficiency.
Literacy : Listen attentively, speck clearly, read for meaning, write accurately and lucidly and communicate ideas effectively.
Numeracy : Use numbers for things, space and time, count, calculate and measure systematically.
Graphics : Make sense of line and form, express and record details, instructions and ideas with line form and color.
IT proficiency : Computeracy and the use of information and communication technologies (ICT) in learning, in the work environment and in
personal life.

(ii) Competencies relating to Personality Development

- General skills such as creativity, divergent thinking, initiative, decision making, problem solving, critical and analytical thinking, team work,
inter-personal relations, discovering and exploring;
- Values such as integrity, tolerance and respect for human dignity;
- Emotional intelligence.

(iii) Competencies relating to the Environment

These competencies relate to the environment : social, biological and physical.
Social Environment : Awareness of the national heritage, sensitivity and skills linked to being members of a plural society, concern for
distributive justice, social relationships, personal conduct, general and legal conventions, rights, responsibilities,
duties and obligations.
Biological Environment : Awareness, sensitivity and skills linked to the living world, people and the ecosystem, the trees, forests, seas,
water, air and life-plant, animal and human life.
Physical Environment : Awareness, sensitivity and skills linked to space, energy, fuels, matter, materials and their links with human living,
food, clothing, shelter, health, comfort, respiration, sleep, relaxation, rest, wastes and excretion.
Included here are skills in using tools and technologies for learning, working and living.

v
(iv) Competencies relating to Preparation for the World of Work.
Employment related skills to maximize their potential and to enhance their capacity
to contribute to economic development,
to discover their vocational interests ad aptitudes,
to choose a job that suits their abilities, and
to engage in a rewarding and sustainable livelihood.

(v) Competencies relating to Religion and Ethics

Assimilating and internalizing values, so that individuals may function in a manner consistent with the ethical, moral and religious modes of conduct
in everyday living, selecting that which is most appropriate.

(vi) Competencies in Play and the Use of Leisure

Pleasure, joy, emotions and such human experiences as expressed through aesthetics, literature, play, sports and athletics, leisure pursuits and
other creative modes of living.

(vii) Competencies relating to ‘ learning to learn’

Empowering individuals to learn independently and to be sensitive and successful in responding to and managing change through a transformative
process, in a rapidly changing, complex and interdependent world.

vi
 4.0 Aims of the Syllabus

(i) To provide basic skills of mathematics to continue higher studies in mathematics.

(ii) To provide the students experience on strategies of solving mathematical problems.
(iii) To improve the students knowledge of logical thinking in mathematics.
(iv) To motivate the students to learn mathematics.

This syllabus was prepared to achieve the above objectives through learning mathematics. It is expected not only to improve the knowledge of math-
ematics but also to improve the skill of applying the knowledge of mathematics in their day to day life and character development through this new
syllabus.

When we implement this competency Based Syllabus in the learning - teaching process.
• Meaningful Discovery situations provided would lead to learning that would be more student centred.
• It will provide competencies according to the level of the students.
• Teacher's targets will be more specific.
• Teacher can provide necessary feed back as he/she is able to identify the student's levels of achieving each competency level.
• Teacher can play a transformation role by being away from other traditional teaching methods.

When this syllabus is implemented in the classroom the teacher should be able to create new teaching techniques by relating to various situations under
given topics according to the current needs.

For the teachers it would be easy to assess and evaluate the achievement levels of students as it will facilitate to do activities on each competency level
in the learning- teaching process.

In this syllabus, the sections given below are helpful in the teaching - learning process of Combined Mathematics.

vii
5.0 Relationship between the Common National Goals and the Competencies of the Syllabus.

Competencies of the Syllabus - Mathematics I Common National Goals

i ii iii iv v vi vii

1. Analyses the Real Number system       

2. Manipulates Algebra of Sets       

3. Manipulates Mathematical Logic       

4. Manipulates the methods of proofs to prove the mathematical results       

5. Analyses functions of a real variable       

6. Analyses polynomials       

7. Investigates rational functions, exponenttial functions and logarithmic functions       

8. Manupulates inequalities.       

9. Explores the binomial expansion for positive integral indices.       

10. Finds the sum of the finite series       

11. Ditermines the limit of the function       

12. Investigates straight lines in terms of cartesian co-ordinates       

13. Uses the derivatives of a function to solve problems.       

14. Finds indefinite and definite integrals of functions      


viii
 Competencies of the Syllabus - Mathematics II Common National Goals
i ii iii iv v vi vii
1. Interprets the basics of statistics       

2. Presents data and information systematically       

3. Interprets the behaviour of a frequency distribution       

4. Analyses random phenomena mathematically       

5. Determines the optimum solution of a linear programming problem       

6. Uses Permutation and combination to solve mathematical problems       

7. Analyses projects by using networks       

8. Manipulates determinants as a mathematical model of solving problems       

9. Manipulates Matrix Algebra       

ix
 6.0 Proposed Term Wise Breakdown of the Syllabus
Grade - 12
Competency Level Content Number of Periods
Term I
Mathematics -I
1.1, 1.2,1.3  Real number system 14
2.1,2.2  Algebra of sets 12
3.1  Mathematical logic 10
5.1, 5.2  One variable functions 20
6.1, 6.2, 6.3, 6.4  Polynomials 38
Mathematics -II
1.1, 1.2  Basics of Statistics 06
2.1, 2.2,2.3,2.4  Data,data representation 10
Term II
Mathematics -I
12.1, 12.2, 12.3, 12.4,12.5  Straight lines 30
7.1, 7.2  Rational functions and logarithm 30
4.1  Methods of proofs 12
Mathematics -II
3.1,3.2  Measures of central tendency 24

Term III
Mathematics -I
8.1, 8.2, 8.3  Inequalities 24
11.1  Limits 08
Mathematics -II
3.3, 3.4,3.5, 3.6, 3.7  Frequency distribution 23
4.1, 4.2  Random experiments and probability 18
6.1, 6.2  Permutation and combination 24
1
 Grade - 13
Competency Level Content No. of Periods
Term I
Mathematics -I
13.1, 13.2, 13.3, 13.4,13.5,13.6, 13.7  Derivatives 40
Mathematics -II
4.3, 4.4,4.5, 4.6, 4.7,4.8.4.9  Probability 60

Term II
Mathematics -I
14.1, 14.2, 14.3, 14.4, 14.5,14.6, 14.7  Integration 40
Mathematics -II
4.10  Discreate probality distribution 20
5.1, 5.2  Linear programing 25
8.1,8.2  Deterninants 10
9.1, 9.2  Matrices 20

Mathematics -I Term III

9.1, 9.2  Binomial expansion 16
10.1, 10.2, 10.3  Series 26
Mathematics -II
4.11  Continuous probablity distribution 15
7.1,7.2  Networks 25

2
 Subject Number of Periods Total
Grade 12
First Term
Mathematics - I 94
Mathematics - II 16 110
Second Term
Mathematics - I 72
Mathematics - II 24 96
Third Term
Mathematics - I 32
Mathematics - II 65 97
Grade 13
First Term
Mathematics - I 40
Mathematics - II 60 100
Second Term
Mathematics - I 40
Mathematics - II 75 115
Third Term
Mathematics - I 42
Mathematics - II 40 82

3
 7.0 Syllabus
Mathematics - I
No. of
Competency Competency Level Contents Learning outcomes
Periods
1. Analyses the 1.1 Classifies the Real  Review of the real number system.  Writes correct notations for sets of 04
Real Number number system.  Notations for sets of numbers. numbers.
system.  Geometrical representation of a real  Represents real numbers
number. geometrically.

1.2 Uses surds and decimals  Decimal representation of a real  Classifies decimal numbers. 04
to represents real number.  Classifies real numbers.
numbers.  Finite decimals.  Rationalises the denominator of
 Infinite decimals. expressions with surds.
 Recurring decimals.  Uses arithmetical operation on surds.
 Surds and expressions involving
surds.

1.3 Uses Exponents  Positive integral Exponents (indices).  Defines indicies. 06

(indices) and logariths  Negative integral and zero exponents.  Classifies positive integral exponents,
to communicate real  Ratictional exponents. negative integral exponets, zero
numbers.  Laws of indices. exponents and fractinal exponents.
 Laws of logarithms  States laws of indices.
 States laws of logarithms
 Applies laws of indicies and
logarithms solves problems.

4
 No. of
Competency Competency Level Contents Learning outcomes
Periods
2. Manipulates 2.1 Applies basic cocepts of  Language of sets and elements of a  Explains set notations. 06
Algebra of Sets. sets to solve problems. set.  Explains and writes the notations of
 Universal set, null set, finite set and universal set and null set.
infinite set and cardinality of a set.  Explains finite sets and infinite sets.
 Subsets, proper subsets,equality  Defines cardinality of a finite set and
of two sets, and Power set. writes its notation.
 Defines subsets, proper subsets.
equality of two sets and power set.

2.2 Uses Venn diagrams and  Set operations.  States the set operations and illustrates 06
algebra of sets to solve  Intersection and union. with venn diagrams
problems.  Complement, relative complement.  Identify set identities
 Set identities.  Solves problems involving set
 Cardinality formula identities
 n( A  B)  n( A)  n(B)  n( A  B)  Uses the cardiolity formula for two set
 Extension to three events and extend it to three sets.
3. Manipulates 3.1 Identify statements.  Statements.  Identifies statements. 10
Mathematical  Logical connectives and compound  Identifies the different types of
Logic. statements. statements.
 Conditional statements.  Writes the definition of all types of
 Compound statements. statements.

5
 No. of
Competency Competency Level Contents Learning outcomes
Periods

 Construction of the truth table.  Defines conditional statements.

 Logical equivalence.  Defines compound statements.
 Predicates.  Constructs truth tables.
 Quantifiers.  States the definitions of logical
equivalence
 Introduces predicates
 Defines quantifiers.

4. Manipulates the 4.1 Proves Mathematical  Methods of proof.  States methods of proofs. 12
methods of results by using direct  Direct proof.  Describes direct proof, proof by
proofs to prove proof, proof by  Proof by contradiction. contradiction proof of contraposition
the mathematical contradiction, proof by  Proof by contraposition and proof by mathematical induction.
results. contraposition and proof  Proof by Mathematical induction.  Solves problems using different
by mathematical induction. methods of proofs.

5. Analyses func- 5.1 Investigates functions.  Introduces functions  Explains the defmition of a function 10
tions of a real  Domain, range.  Explains domain and range of a
variable.  Graph of a function, vertical line test function.
for a function.  Sketches graphs.
 Elementry functions  Explain graph of a function

6
 No. of
Competency Competency Level Contents Learning outcomes
Periods

f  x   ax  b,  Describes vertical line test for a

function.
f  x   x , f  x   x2
 Recognizes special functions.
1  Sketches graphs of special functions.
f  x  , (x  0)
x  Sketches graphs of functions using
f  x   x , ( x  0) translations (shifting).
1
f  x  , (x  0)
x2
 Graphing functions using translations.
(shifting)

5.2 Investigates operations  Basic operation +, -,  , and   Performs basic operations on 10

on functions.  Composite functions. functions.
 Inverse functions.  Defines composite functions.
 Definition of inverse function.  Introduces the notations for
 Finding the inverse of a composite functions.
function.  Defines inverse function.
 Finds the inverse of a function.

7
 No. of
Competency Competency Level Contents Learning outcomes
Periods

6. Analyses 6.1 Investigates  Polynomials in one variable.  Defines polynomial functions of a 15

polynomials. polynomials.  Degree, leading term and leading single variable.
coefficient.  Defines the terms degree, leading
 Equality of two polynomials. term and leading coefficient.
 States the condition for two
polynomials to be equal.

6.2 Uses mathematical  Mathematical operations involving  Manipulates the basic mathmatical 10
operation involving polynomials. operations on polynomilas.
polynomials.  Addition, subtraction.  Divides a polynomial by another
 Multiplication. polynomial.
 Division, long division.  States synthetic division.
 Synthetic division by a linear  States the remainder theorem.
expression.  Proves the remainder theorem.
 Remainder theorem.  States the factor theorem.
 Factor theorem.  Expresses converse of the factor
theorem.
 Solves the problems using remainder
theorem and factor theoram.
 Solves polynomial equations.
(up to 4th degree)
 Defines zeros of a polynomial.

8
 No. of
Competency Competency Level Contents Learning outcomes
Periods

6.3 Investigates quadratic  Quadratic functions.  Introduces linear functions. 10

functions and their  Completing the square.  Explains quadratic functions.
properties.  Discriminant.  Explains the properties of a quadratic
 Least value and greatest value. function.
 Sketching the graph.  Sketches the graph of a quadratic
 Applications of quadraric functions function.
 Describes different types of graph of
quardratic functions
 Solves problems involding quadratic
functions.

6.4 Investigates quadratic  Quadratic equation.  Explains the roots as  and  of a 15

equations.  Solution by completion of quadratic equation ax 2  bx  c  0
square.  Finds the roots of a quadratic
 Graphical solution. equation.
 Use of quadratic formula.  Describes the nature of the roots of a
 Discriminant (  ) quadratic equation.
 Analysis of roots.  Expreses the sum and products of
 Real and distinct. the roots of quadratic equations in
 Real and coincident. terms of its coefficients.
 Not real.  Constructs quadratic equations.

9
 No. of
Competency Competency Level Contents Learning outcomes
Periods

 Solution of simultaneouss equations, where roots are symmetric functions

of one equation is linear in two of  and  .
variables and the other equation is  Solves problems involving quadratic
quadratic in one or both variables. equations.

7. Investigates 7.1 Resolution of a rational  Rational functions.  Defines rational functions. 15

rational function into partial  Proper rational functions.  Defines proper rational functions and
functions, fractions.  Improper rational functions. inproper rational functions.
exponential  Partial fractions.  Finds patial fractions of proper
functions and  Partial fractions of proper rational functions.
lorarithms rational functions.  Finds partial fractions of improper
functions.  Partial fractions of improper rational functions.
rational functions. (not more than 4 unknowns are expected)

7.2 Analyses the  Exponential function and its  States the properties of exponential 15
Exponential and properties. functions.
Logarithmic functions.  Graphs of growth and decay of  Sketches graph of exponential
propulation. functions.
x
 Definition of e  States the properties of e and draws
 Properties of e x its graph.
 Graph of e x

10
 No. of
Competency Competency Level Contents Learning outcomes
Periods

 Logarithmic function and its  States the properties of lnx

properties.  Writes change of base of a
 Properties of lnx logarithmic function.
 Change of base.  Draws the graph of lnx
 Graph of lnx  Compares the relations between lnx
 Examples on compound Interest, and e x
Population growth , radiation and  Solves problems involving compound
pH values etc. Interest, population growth using
proper equation.

8.1 Solves problems  Inequalities.  Solves linear and quadratic 10

involving linear and • Linear inequalities. inequalities.
quadratic • Quadratic inequalities.  Solves Simultaneous linear
8. Manupulates inequalities.  Simultaneous linear inequalities. inequalities.
inequalities.
8.2 Solves quadratic  Quadratic inequalities using graphs.  Solves quadratic inequalities using 06
inqualites using graphs.
graphical method.

11
 No. of
Competency Competency Level Contents Learning outcomes
Periods

8.3 Solves inequalities f ( x)  Solves in inequalities involving 08

 Inequalities involving g ( x ) where
involving rational f (x )
f(x) and g(x) are polynomials of x g (x )
, where f(x), g(x) are
functions.
(degree  2 ) polynomials of x (degree  2 )
(Graphical methods are not expected)

9. Explores the 9.1 Describes the basic  Expansion of  a  b  expressing

n n
 Defines Cr 08
binomial properties of the n
the coefficients in the form nCr .  Expands  a  b  using binomial
expansion for binomial expansion.
n
positive ( a  b) n   n Cr a n  r b r
theorem.

integral
r 0 • Writes the general term in the
 Applications of the binomial expansion of (a  b)n .
indices. theorem.  Solves problems involving binomial
expansions

9.2 Applies binomial  Expansion of 1  x 

n
 Expands (1  x) n using binomial 08
theorem. theorem.
 Writes the general term in the
 Application of the expansion of
expansion of (1  x) n .
n
1  x  .  Solves problems involding binomial
expansion.

12
 No. of
Competency Competency Level Contents Learning outcomes
Periods

10. Finds the 10.1 Describes finite series  Series.  Finds the general terms of arithmetic 08
sum of the and their properties.  General term, Summation. and geometric series.
finite series.  Finds the sums of arithmetic and
geometric series.

10.2 Solves problems  Introduces “Sigma” notation.  Writes the series in  notation and 08
n n
involving arithmetic and find the sum.
   kU r   k  Ur
geometric series. r 1 r 1  Describes arithmetic and geometric
n n n series using sigma notation.
  U r  Vr    U r   Vr
r 1 r 1 r 1
 Solve problems involving arithmetic
and geometric series.
n n n
2 3  Proves and uses the formulae by 10
10.3 Finds sums of   r,  r ,  r
r 1 r 1 r 1
and their
principal of Mathematical Induction
elementary series.
applications. for values
n n n
 Difference Method of method r,  r , r3 .
2

 Convergence of infinite series r 1 r 1 r 1

 Applies the above formulae t o find

the summation of series.
 Lines the method of difference to find
sum of a series
 Determines convergent / divergent of
 Intuitive idea of a limit. infinite series

13
 No. of
Competency Competency Level Contents Learning outcomes
Periods

11. Ditermines 11.1 Interpretes the limit  States the intutive idea of a limit and 08
 Theorems on limits.
the limit of of a function. theorem on limits.
the function.  xn  an 
 Proof of lim 
n 1
  na .  xn  an  n 1
xa
 xa   Proves lim    na
xa
 xa 
where n is a rational number..
 Applies the above theorem.

 Rectangular Cartesian co-ordinates.

• Co-ordinate axes, origin of  Plots points on a Cartesian plane. 01
12. Investigates 12.1 Describes the
straight lines rectangular Cartesion co-ordinates, Quadrants,
in terms of coordinate systems. abcissa, ordinate.
cartesian
co-ordinates.  Distance between two points.
12.2 Finds the distance  Co-ordinates of the point dividing  Writes the formulae for the distance in 06
between two points the straight line segment joining two between two points in a Cartesian
and the area of a points in a given ratio. plane.
triangle.  Area of a triangle with given  Finds the co-ordinaties of a point
vertices. which divides the line joining two given
 Straight line. points at a given ratio.
 Finds the area of a triangle when the
vertices are given.

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12.3 Describes the equation • Inclination and gradient of a  Finds the gradiant of a straight line. 06
of a straight line. straight line (for straight lines not
parallel to the x axis).  Finds x-intercept and y-intercept of a
• x-intercept, y-intercept of a straight line.
straight line.

 Different forms of the equation of a

12.4 Interprets the equation straight line.  Obtains equation of straight lines in 12
of a straight line. • Point - gradient form point - gradient form.
y  y1  m  x  x1  .  Obtains equation of straight lines in
gradient intercept form .
• Gradient-Intercept form  Obtains equation of straight lines in
y  mx  c . two point form.
 Obtains equation of straight lines in
• Two point form
intercept form.
y2  y1
y  y1   x  x1   Obtains equation of straight lines in
x2  x1
General form. ax  bx  c  0
x y  Iterprets the general forms when
• Intercept form  1
a b  i  a  0 ,  ii  b  0 ,  iii  c  0
 Obtains equation of straight lines
according to the data given

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• General form ax  by  c  0 .

• Interpretation of the general form

when  i  a  0 ,  ii  b  0 ,

 iii  c  0 .

 Point of intersection of two straight

lines.
12.5 Derives the equation of  Interpretation of the equation  Finds the coordinate of the point of 05
a straight line passing U  V  0 , where U  0 and intersection of two non parallel lines.
through the point of V  0 are the equations of two  Interprets and uses the equation
intersection of two intersecting straight lines. U  V  0 .
given straight lines.
 Definition of the derivative of f (x )
at a point x0 as
13. Uses the 13.1 Interprets the deriva-  Defines the derivative at a point. 04
f ( x0  h )  f ( x0 )
derivatives of tive of a function. lim .
h 0 h
a function to  Obtains the slope of a tangent line
solve  Limiting position of the line joining at a point on a curve.
problems. two points on a curve as the tangent

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to the curve.  Describes rate of change as a

• Slope of the tangent line. derivative.
 Rate of change as a derivative.  Applies rate of change.

 Derivatives of the functions

xn , ex , ln x . Obtains the following formulae

13.2 Finds the derivatives 06
of polynomials, d n
( x )  nx n 1 ,
 e
d ex x
dx dx
exponential and
logarithmic functions. d 1
and (ln x )  .
dx x
 Rules for finding the derivatives of a
sum, product and quotient of two func-
13.3 Uses the formulae for tions and their applications.  Derives formulae for sum, product and 05
the derivative of the quotient of two functions and
sum, product and the applies to differentiate functions.
quotient of two function.  Chain rule for composition of  Uses above rules to solves problems.
functions.
13.4 Uses the chain Rule to  Applies chain rule to find the 06
find the derivative.  Increasing functions, Decreasing derivative of composite functions.
functions.
 Stationary points of functions.

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13.5 Determines the  Local maximum and local minimum.  Describes increasing and decreasing 04
behaviour of a function by using differentiation.
function using  Finds stationary points.
derivatives.  Sketching simple curves using  Finds local maximum and local
derivatives. (horizontal and vertical minimum points.
asymptotes)
13.6 Sketches simple curves  Describes vertical and horizontal 07
using derivatives. asymtotes.
Applications of related rates.  Sketches simple curves using

derivative. (including vertical and hori-
zontal asymptotes)

13.7 Uses derivatives to 08

 Solves problems involving related
solve problems  Antiderivatives and indefinite
rates.
involving related rates. Integrals
 Properties of intergrals.
14. Finds 14.1 Identifies Integration as 04
•   f ( x)  g ( x)dx   f ( x)dx   g ( x)dx .  Finds intergrals using results of
indefinite the reverse process of
•  f ( x)dx    f ( x)dx . derivative.
and definite differentiation.
integrals of (anti-derivative of
 Integrals of standard functions  Uses the theorems on integration.
functions. function)
xn , ex

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14.2 Identifies integrals of  Standard results in intergtation  Finds integrals problems using 06
standard functions n 1 standard results.
n
/
 f  x  
and results of  f
   x   f  x  dx  c
n 1
intergtation.  Uses the formula to find integral.
f '( x)
 dx  ln f ( x)  c .
f ( x)
 Uses partial fractions to find integral.

 Definite integrals.
b

14.3 Determines definite •  f ( x)dx

a
notation.  States the fundermental theorem of 06
integrals using the calculus.
fundermental theorem of  Finds the values of definite integrals.
calculus.  Uses the properties of definite
 Integration of rational functions
integrals
using partial fractions.
14.4 Uses different methods  Solves problems using partial 04
for integration. fractions.
 Integration by parts

 Uses of integrations.
14.5 Integration using the  Uses integration by parts to find inte- 04
• Area under a curve.
method of integration grals.
by parts.

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14.6 Determines the area of • Area between two curves.  Uses definite integral to find area 08
a region bounded by undera curve.
curves using integra-  Uses definite integral to find area
tion.  Numerical integration . between two curves.
• Trapezoidal rule.
14.7 Uses method of • Simpson’s rule.  Describes Trapezoidal rule. 08
approximation to  Describes Simpson’s rule.
solve problems.  Solves problems using.
• Trapezoidal rule.
• Simpson’s rule.

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 Mathematics - II
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1. Interprets the 1.1 Investigates the nature  Introduction to statistics.  Explains statistics and its nature. 03
basics of sta- of statistics.  Nature of statistics.  Explains probability and probability
tistics. • Descriptive statistics. distribution theory.
• Inferential statistics.  Distinguish between descriptive
 Connection between inferential. statistics and inferential statistics.
Statistics and probability  Identifies the role of probability in
 Application of Statistics. inferential statistics.
 Identifies some application of
statistics.

1.2 Manipulates data to  Data and Information.  Explains data and information. 03
obtain information.  Experiments and Data.  Explains controlled experiments
 Controlled Experiments censuses censuses and surveys.
and surveys.  Explains the types of data.
 Types of Data.
• Qualitative and quantitative.
• Norminal and ordinal.
• Discrete data.
• Continuous data.

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2. Presents 2.1 Classifies data.  Techniques of classifies data.  Classifies data. 02

data and • Classification of data as a process  States aims and basic of classification
information of arranging objects. of data.
systematically. • Aims of classification.
• Basis of classification.

2.2 Tabulates data.  Techniques of tabulation.  Prepares ungrouped frequency 02

• Construction of frequency table. distribution.
• Ungrouped frequency  Prepares grouped frequency
distribution. distribution.
• Grouped frequency distribution.  Constructs two way tables.
• Construction of two way tables.  Explains importance of tabulation.
 Importance of tabulation.

2.3 Represents data and  Techniques of data representation.  Identifies the significant of using 03
information using • Importance of charts. charts.
charts. • Limitations and rules.  Uses different types of charts to
• Geometrical forms. represent data.
• Bar charts.  Uses maps to represent data.
• Types of bar charts.
• Pie charts.
• Maps.

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2.4 Represents data and  Graphical techniqes (lines and curve  Describes line graphs. 03
information graphically. forms).  Draws histogram.
• Line graphs.  Draws frequency polygon.
• Line graphs for more than one  Draws frequency curves.
variable.  Smooth frequency curves.
• Histogram.  Draws cumulative frequency curves.
• Frequency polygon.  Solves problems by extracting
• Smooth frequency curves. information from graphs.
• Ogives or cumulative frequency
curves.

3. Interprets the 3.1 Analyses mean as a  Mean for classified and unclassified  Finds mean for classified data. 10
behaviour of a measure of central data.  Finds mean for unclassified data.
frequency tendency. • weighted mean.  Finds weighted mean for unclassified
distribution. • geometric mean. data.
 Finds geometric mean for
unclassified data.

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3.2 Interprets the  Measures of relative positions of  Finds median of frequency distribution. 14
frequency distribution a frequency distribution.  Finds quartiles of frequency
in terms of values of • Median. distribution.
relative positions. • quartiles.  Finds deciles of frequency distribution.
• deciles.  Finds percentiles of frequency
• Percentiles. distribution.

3.3 Analyses mode as a  Mode of a frequency distribution.  Finds the mode of a frequency 04
measure of central distribution.
tendency.  Solves problems involving mode.

3.4 Uses suitable measures  Relative importance of measures of  States the relative importance of 04
of central tendency to central tendency. measures of central tendency.
reach decisions on  Selects a suitable measure of central
frequency distributions. tendency for given situations.

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3.5 Describes distributions  Measures of dispersion.  Describes the measures of dispersions 10

using measures of • Range. and their importances.
dispersion. • Inter quartile range.  Uses suitable measure of dispersion
• semi interquartile range (Quartile to make decision on frequency
deviation). distribution.
• Mean deviation.  Describes pool mean and pool
• Variance. variance.
• Standard deviation.  Calculates pool mean and pool
 Importance of measures of dispersion. variance.
 Pool mean and pool variance.  Uses coding to calculate variance.
 Uses coding.  Solves problems involving liner
transformation.

3.6 Interprets coefficient  Coefficient of variation (Pierson).  Explains coefficient of variation.

of variation as a  Solves problems involving coefficient 03
measures of dispersion. of variation.

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3.7 Decides on the shape  Measures of skewess.  Defines the measure of skewness. 02
of a distribution using • Karl Pearson’s measures of  States relationship between mean,
measures of skewness. skewness. median and mode.
mean - mode  Finds measures of skewness.
• sk1 
Standard deviation .  Describes the shape of distribution
using measures of skewness.
3  mean  median 
• sk 2  .
Standard deviation

4. Analyses random 4.1 Determines the  Experiments and events.  Explains deterministic experiments. 08
phenomena • Types of experiments.
events of a random  Explains non-deterministic
mathematically. • Deterministic experiments.
experiment. experiments.
• Non-deterministic or Explains random experiments.

expandom of experiments. Defines sample space and sample

• Possible outcomes of an
points.
experiment.
 Defines events.
• Sample space of an
 Explains types of events.
experiment.
 Classifies events.
 Events.
 Defines union and intersection of two
• Types of events.
• Simple event, composite events.
events, null event,  Explains mutually exclusive events
complementary events. and exhaustive events

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• Union of two events,  Explains equally probable events

intersection of two events  Explains event space
• Mutually exclusive events  Solves problems involving above
• Exhaustive events concepts.
• Equally probable events
• Event space

4.2 Interprets probability.  Probability  States classical definition of 10

• Classical definition of probability and its limitation.
probability  States the frequency approximation
• Frequency approximation of to probability.
probability  States the axiomatic definition to
• Axiomatic definition of probbility
probability  Proves the theorems in probability
 Laws of Probability using axiomatic definition.
• P(A)  P(A  B)  P(A  B )  Solves problems using axiomatic
• P(A  B)  P(A)+P(B)  P(A  B) definition and laws of probability.

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4.3 Decides the possibility • Definition.  Defines conditional probability. 08

of an event in terms of • Conditional Probability  States and proves the theorems on
conditional Probability. outcomes. conditional probability.
 Chain rule.  Solves problems involving
• Chain rule for two events. conditional probability.
• Extension of the chain rule for  Uses chain rule for more than two
more than two events. events.

4.4 Interprets the  Independence of two events.  Defines independence of two events. 04
independence of  Pairwise independence.  Defines pairwise independentce.
two random events.  Mutually independentce.  Defines mutually independent
ofevents.
 Uses independence of events to
solve problems.

4.5 Uses Baye’s Theorem  Partition of a sample space.  Defines partition of a sample space 08
as a deduction of the  Total probability Theorem .  States total probability theorem
Total Probability  Baye’s Theorem.  Proves total probability theorem
Theorem.  States and proves Baye’s theorem
 Solves problems involing Baye’s
theorem

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4.6 Interprets random  Random variable.  Defines random variable. 02

variables.  Possible values of a random  Describes possible values of a
variable. random variable.
 Discrete and continuous random  Defines discrete random variables.
variables.  Defines continuous random variables.

4.7 Analyses the  Probability distribution of a discrete  Describes probability distribution of 12

properties of a random variable. a descriete random variable.
probability distribution  Probability distribution of a  Describes probability distribution of
of a continuous and continuous random variable. a continuous random variable.
a dicrete random  Probability mass function of a discrete  Describes probability mass function
variable. random variable. of a descrite random variable.
 Probability density function of a  Describes probability density function
continuous random variable. of a continuous random variable.

4.8 Interprets the  Mathematical expectation of a  Defines mathematical expectation of 12

mathematical random variable. a discrete random variable.
expectation and • Mean.  Defines mathematical expectation of
variance of a  Variance of a random variable a continuous random variable.
random variable.  Defines variance of a discreate
random variable.
 Defines variance of a continuous
random variable.

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4.9 Determines the  Cumulative distribution function  Defines Cumulative distribution 14

cumulative distribution (c.d.f) of a random variable. function of discretes random variable
function of a random  Defines cumulative distribution
variable. function of a continuous random
variable.
 Finds c. d. f. for a given probability
mass function.
 Finds c. d. f. for a given probability
denscity function.
 Plots c. d. f. for discrete random
variable.
 Plots c. d. f. for continuous random
variable.

4.10 Constructs models  Discrete probability distributions.  Describes Bernoullis distribution. 20

for special discrete • Bernoullis distribution.  Describes discrete uniform
probability distributions, • Discrete uniform distribution. distribution.
calculates probability • Binomial distribution.  Describes binomial distribution.
and interpret it. • Poisson distribution.  Describes Poissons distribution.
 Solves problems involving above
distributions.

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4.11 Claculates probability  Continuous probability distribution.  Describes uniform distributions.

using theoritical models • Uniform distribution.  Describes normal distributions.
and interprets the • Exponential distributions.  Describes standard normal
density functions of • Normal and standard normal distributions.
special continuous distribution  Solves problems involving above 15
distribution. distributions.

5. Determines the 5.1 Constructs a linear  Construction of a linear programming  Constructs Linear Programming
optimum solu- Programming model. model. Models.
tion • Decision variable.  States decision variables.
of a linear • Objective function.  Constructs objective functions.
programming • Notation in standard form.  Defines constraints. 10
problem. • Constraints.  States conditions.
• Non-negative conditions.
5.2 Determines the  Linear programming graphical  Identifies the feasible region.
solution of a linear solution.  Finds the solutions of maximising
model and minimising model.
programming problem • Feasible region.
 Obtains feasible sulutions single
graphically. • Solution of a maximising model. solutions, and multiple solutions in
• Solution of a minimising model. problems.
 Solves problelms involving linear
programing

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 Problems with.  Obtains infeasible solutions, single

• infeasible solutions. solutions, and multiple solutions in
• Single solution. problems. 15
• Multiple solutions problems.  Solves problems involving linear
programming.

6. Uses 6.1 Uses Permutations as a  Fundamental principle of counting.  Explains the fundamental principle’s of
counting.
Permutation technique of solving • Classification by examples.
 Defines the factorial.
and mathematical problems.  Factorial notation.  States the recursive relation for factorial.
n
combination  The number of permutations of n  Defines Pr and obtains the formulae
n
to solve distinct objects taken r ( n) at a for Pr . 10
 Finds the permutation of r objects
Mathematical time. taken from n objects all differents.
n
problems.  Symbol Pr .  Finds the permutation of r objects
 The number of permutations of aken from n objects not all differenct
r objects taken from n objects not  Solves problems involving permutations.
all distinct.

6.2 Uses combinations as a  Concept of combination.  Defines combination.

technique of solving  The number of combination of n  Explains the difference between
Mathematical problems. distinct object, taken r at a time. permutations and combinations.

32
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 symbol and formula for nCr  Defines nCr

 Finds a formula for nCr
n n!
C r   Applies the formulae to related
r !  n  r !
problems.
n
 Properties of Cr  States the properties of nCr . 14
 Finds numbers of combinations. of r
n
• Co  nCn  1 and objects taken from n objects all
n different.
• Cr  n C n  r
 Finds number of combinations of r
• n 1
Cr  nCr 1  nCr objects taken trom n objects not all
diffrent
 Solves problems involving
combinations

7. Analyses 7.1 Describes net works.  Networks.  Defines networks

projects by  Components of networks.  Identifiese Components of networks.
using • Network.  Explains use of network techniques.
networks. • Arc.  States advantages and limitations of
• Node. network techniques. 10
 Applications of network techniques. nt
ifies matrices
7.2 Solves problems by  Project planning.  Represents projects by networks.
using network. • Represents as networks.  Explains critical path, minimum
• Critical path. starting time, minimum finishing time,

33
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Competency Competency Level Contents Learning outcomes
Periods

• Minimum starting time. maximum starting time, maximum 15

• Minimum finishing time. finishing time.
• Maximum starting time.  Finds critical path, minimum
• Maximum finishing time. starting time, minimum finishing time,
 Minimal spanning tree problem. maximum starting time, maximum
 Maximum flow problem. finishing time.
 Explains minimal spanning tree.
 Explains maximum flow.
 Solves problems involving minimal
spanning tree.
 Solves problems involving maximum
flow.

8. Manipulates 8.1 Interprets the  Introduction of determinants.  Defines determinant . 04

Determinants as a properties of  Properties.  Finds value of a determinant.
mathematical determinants of order • Interchange of two rows or two  States properties of determinant.
model of solving two and three. columns changes the sign of the  Solves problems involving
problems. determinant. determinant and its properties.ifies
• If two rows or two columns of a
determinant are identical the
determinant becomes zero.

34
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Periods

• If k is common factor of all the matrices

elements in a row or a column,
then k is a common factor of
the determinant.

9. Manipulates 9.1 Describes Matrix  Defines matrices.

 Definition and notation of matrices 08
Matrix Algebra. Algebra.  Identify row, column and order of
 Elements rows, cloumns, size of a
a matrix.
matrix, row matrix and column
 Identify row matrix , column matrix.
matrix.
 Describes compartible for addition
 Matrix addition.
of two matrices.
• Compartible for addition.
 States closure property.
• Closure property.
 Uses commutative law and
• Commutative law and
associative laws for addition.
associative laws for addition.
 Multiplies matrices by a scalar.
 Scalar multiplication.
 Uses distributive law for addition
 Distributive law for addition over
over scalar multiplication.
scalar multiplication.
 Solves problems involving matrices,
addition.

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9.2 Investigates the  Matrix multiplication.  Defines compartibility for 12

properties of square • Compatibility of matrices for multiplication of two matrices.
matrices. multiplication.  Defines multiplication of two matrices.
• Multiplication is not  Verifies that AB  BA for some
commutative. matrices.
 Square Matrices.
• Identify matrix.  Verifies square matrices.
• Diagonal matrix.  Defines identify matrix.
 Algebra of square matrices.  Defines diagonal matrix.
• assiciativeness of matrices  Explain the associativeness of
multiplication. (AB)C  A(BC) matrices
• distributiveness for addition  Explain the distributiveness for
over matrices multiplication addition over matrices multiplication.
A(B+C)  AB AC  Verifies the IA = A = AT for all
(B+C)A  BA  CA matrices. (where A and I are same
• IA = A = AI where I is a Identity order)
matrix with order of A  Defines Zero matrix “0”
• Zero metrix.  Show the condition A = 0 or B = 0,
 Invers of a metrix (Oney for 2 x 2) is not nessasary for AB = 0.
 Finds the inverse of a matria.

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• Transforce  States what is the Transforce of a

• (A+B)T  A T  BT Matrix.
T T  Verifies the properties related to martix
•  (A)  A
transformation.
• (kA)T  k AT where k is a  Solves problems involving matrix
scalar multiplication.
• (AB)T  BT AT

37
 8.0 Learning Teaching Stratergies

To facilitate the students to achieve the anticipated outcome of this course, a variety of teaching stategies must be employed. If students are to improve

their mathematical communication, for example, they must have the opportunity to discuss interpretations, solution, explanations etc. with other students

as well as their teacher. They should be encouraged to communicate not only in writing but orally, and to use diagrams as well as numerial, symbolic and

word statements in their explanations.

Students learn in a multitude of ways. Students can be mainly visual, auditory or kinesthetic learners, or employ a variety of senses when learning. The

range of learning styles in influenced by many factors, each of which needs to be considered in determining the most appropriate teaching strategies.

Research suggests that the cltural and social background has a significant impact on the way students learn mathematics. These differences need to be

recognised and a variety of teaching strategies to be employed so that all students have equal access to the development of mathematical knowledge and

skills.

Learning can occur within a large group where the class is taught as a whole and also within a small group where students interact with other members

of the group, or at an individual level where a student interacts with the teacher or another student, or works independently. All arrangements have their

place in the mathematics classroom.

38
 9.0 School Policy and Programmes

To make learning of Mathematics meaningful and relevant to the students classroom work ought not to be based purely on the development of

knowledge and skills but also should encompass areas like communication, connection, reasoning and problem solving. The latter four aims, ensure the

enhancement of the thinking and behavioural process of childern.

For this purpose apart from normal classroom teaching the following co-curricular activities will provide the opportunity for participation of every child

in the learning process.

• Student’s study circles

• Mathematical Societies

• Mathematical camps

• Contests (national and international)

• Use of the library

• The classroom wall Bulletin

• Mathematical laboratory

• Activity room

• Collectin historical data regarding mathematics

• Use of multimedia

• Projects
39
It is the responsibility of the mathematics teacher to organise the above activities according to the facilities available. When organising these activities the

teacher and the students can obtain the assistance of relevant outside persons and institution.

In order to organise such activites on a regular basis it is essential that each school develops a policy of its own in respect of Mathematics. This would

form a part of the overall school policy to be developed by each school. In developin the policy, in respect of Mathematics, the school should take

cognisance of the physical environment of the school and neighbourhood, the needs and concerns of the students and the community associated with the

school and the services of resource personnel and institutions to which the school has access.

The school should develop its annual programmes, consisting of a variety of activities for achieving policy goals. In determining the activities to be

undertaken during a particular year, the school will need to identify priorities and consider feasibility in relation to time and resource constraints. However,

the school could organise a range of activities adequate to cater to the development of the variety of interests and aptitudis of different students.

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 10.0 Assesment and Evaluation

It is intended to implement this syllabus in schools with the School Based Assessment (SBA) process. Teachers will prepare creative teaching - learning

instruments on the basis of school terms.

The First Examination under this syllabus will be held in 2019.

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 MATHEMATICAL SYMBOLS AND NOTATIONS

1. Set Notations
 an element  the set of real numbers

 not an element  the set of complex numbers

{ x1 , x 2 ...} the set with elements x1 , x 2 ...  a subset

 a proper subset
 x / ... or  x :... the set of all x such that...
 not subset
n(A) the number of elements in set A
 not a proper subset
 empty set
 union
 universal set  intersection

A/ the complement of the set A [ a, b] the colsed interval { x  R : a  x  b}

 the set of natural numbers, {1, 2, 3,...} ( a, b] the interval {x  R : a  x  b}

 the set of integers 0, ±1, ±2, ±3, ... [ a, b) the interval {x  R : a  x  b}

 the set of positive integers {1, 2, 3, . . . } ( a, b) the open interval {x  R : a  x  b}

 the set of rational numbers

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2. Miscellaneous Symbols 3. Operations

 equal ab a plus b

a b a minus b
 not equal
a  b, a  b a multipllied by b
 identical or congruent
a
 approximately equal a  b, a divided by b
b
 proportional
a :b the ratio between a and b
 less than n

a i a 1  a 2  ...  a n
 less than or equal i 1

 greater than a the positive square root of the real number a

 greater than a the modulus of the real number a

 infinity n! n factorial for n    0

 if
n n!
Pr  0r n n    , r     {0}
 if and only if ( iff ) (n  r )!

n n!
Cr  ,0  r  n n    , r     {0}
r !(n  r )!

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4. Functions

f (x ) the functin f of x
f :A B f is a function under which each element of set A has an Image in set B
f :x y the function f maps the element x to the elementy

f 1 the inverse the function f

g  f
z
the composite function of f and g which is defined by g  f  x 

lim f ( x ) the limit of f  x  as x tends to a

xa

x an increment of x

dy
the derivative of y with respect to x
dx

dny th
then n derivative of y with respect to x
dx n

f (1)  x  , f (2)  x  , ..., f  n   x  the first, second ,..., nth derivatives of f  x  with respect to x

 ydx indefinite integral of y with respect to x

b
 ydx definite integral of y w.r.t x in the interval a  x  b
a

x , 
x, ... the first, second,... derivative of x with respect to time

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5. Exponential and Logarithmic Functions 7. Probability and Statistics
A, B, C ect.. events
ex exponential function of x
AB union of the events A and B
log a x logarithm to the base a of x
AB intersection of the events A and B

ln x natural logarithm of x P(A) probability of the event A

A/ complement of the event A

lg x logarithm of x to base 10
P (A  B) probability of the event A given the event B
X, Y, R, ... random variables
x, y, r, ... ect. values of the random variables X, Y, R etc.
6. Matrices
x 1 , x2 , ... observations
M a matrix M
f1, f2, ... frequencies with which the observations

MT the transpose of the matrix M x1 , x2 , ... occur

n

M -1 the inverse of the matrix M U A i  A1  A 2  ...  A n union of sets

i1

n
det M the determinant of the matrix M  A i  A1  A 2  ...  A n intersection of sets
i1

x Mean
2 Variance
 / S / SD Standard deviation

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8. Probability and Statistics
A, B, C etc .. events

AB union of the events A and B

AB intersection of the events A and B

P(A) probability of the event A

A/ complement of the event A

P (A  B) probability of the event A given that event B is happened

X, Y, R, ... random variables

x, y, r, ... ect. values of the random variables X, Y, R etc.

x 1 , x2 , ... observations

f1, f2, ... frequencies with which the observations x1 , x2 , ... occur
n
U A i  A1  A 2  ...  A n union of sets
i1

n
 Ai  A1  A 2  ...  A n intersection of sets
i1

x arithmetric mean

2 variance
 / S / SD standard deviation

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