MINISTRY OF PRIMARY AND SECONDARY EDUCATION

PURE MATHEMATICS SYLLABUS

FORMS 5 – 6

2024 – 2030

Curriculum Development Unit

© All Rights Reserved
P. O. Box MP 133
2024
Mount Pleasant

HARARE
Acknowledgements

The Ministry of Primary and Secondary Education wishes to acknowledge the

following for their valued contribution in the development of this syllabus:

• Pure Mathematics learning area panel

• Ministry of Higher and Tertiary Education, Innovation, Science and

Technology Development (MoHTEISTD)

• Zimbabwe School Examinations Council (ZIMSEC)

• United Nations Children’s Fund (UNICEF)

• United Nations Educational Scientific Cultural Organisation (UNESCO)

Pure Mathematics Syllabus Form 5– 6 2024 1

TABLE OF CONTENTS
Contents
Page

Table of Contents
Acknowledgements.................................................................................................................... 1
TABLE OF CONTENTS ............................................................................................................ 2
1.0 PREAMBLE ..................................................................................................................... 3
1.1 INTRODUCTION............................................................................................................. 3
1.2 RATIONALE..................................................................................................................... 3
1.3 SUMMARY OF CONTENT ............................................................................................ 4
1.4 ASSUMPTIONS .............................................................................................................. 4
1.5 CROSS CUTTING THEMES ........................................................................................ 4
2.0 PRESENTATION OF SYLLABUS ................................................................................ 4
3.0 AIMS ................................................................................................................................. 4
4.0 SYLLABUS OBJECTIVES............................................................................................. 5
5.0 METHODOLOGY AND TIME ALLOCATION ............................................................. 5
5.1 METHODOLOGY ............................................................................................................ 5
5.2 TIME ALLOCATION ....................................................................................................... 6
6.0 TOPICS ............................................................................................................................ 6
7.0 SCOPE AND SEQUENCE ............................................................................................ 1
8.0 COMPETENCY MATRIX: FORM 5 SYLLABUS ........................................................ 6
8.0 COMPETENCY MATRIX: FORM 6 SYLLABUS ...................................................... 18
9.0 ASSESSMENT ................................................................................................................ 1
9.1 Assessment Objectives .............................................................................................. 1
9.2 Assessment Model ....................................................................................................... 2
9.3 Scheme of Assessment .............................................................................................. 3
9.4 Specification Grid ......................................................................................................... 5

Pure Mathematics Syllabus Form 5– 6 2024 2

 1.0 PREAMBLE

1.1 INTRODUCTION
In developing the Heritage-based Pure Mathematics syllabus form 5 to 6, attention was
made to the need to provide continuity of Pure Mathematical concepts and lay
foundations for further studies. It is meant for learners who have the ability and interest
in studying Pure Mathematics. The two-year learning phase will provide learners with
opportunities to apply pure mathematical concepts, principles and skills in other learning
areas.
The intention is to provide wider opportunities for learners who wish to acquire
competences in scientifically and technologically based areas required for the national
human capital development needs and enterprising activities in the 21st century. In
learning Pure Mathematics, learners should be helped to acquire a variety of skills,
knowledge and processes, and develop positive attitude towards the learning area.
These will enhance the ability to investigate and interpret numerical and spatial
relationships as well as patterns that exist in mathematics and in the world in general.
The syllabus also caters for learners with diverse needs to experience Pure
Mathematics as relevant and worthwhile. It also desires to produce a learner with the
ability to communicate mathematical ideas and information effectively.

1.2 RATIONALE
Pure Mathematics is the science of abstract concepts in the context of number, time,
and space. It uses logic and reasoning to construct new mathematical structures by
building on existing ones, and to discover new patterns within, and relationships among
mathematical structures. Pure Mathematics is underpinned in abstraction and proof.
Typically, the Pure Mathematician finds joy and fulfillment in the intrinsic value of her/his
constructions and discoveries, with little or no regard to their applications in life.
However, examples abound of instances where Pure Mathematics discoveries initially
born and existing only in the abstract, have eventually been found to have important
applications in life. These life examples are in the areas of Science, Technology and
Engineering, as well as finance, banking and commerce, among others. Given the Pure
Mathematician’s interest and ability in abstraction and pattern discovery, such a
professional is increasingly in demand in such activities as meteorology, investment
forecasting, and risk analysis. The teaching and learning Pure Mathematics should not
be construed as a luxury, but a 21st Century necessity.

The teaching and learning process in Pure Mathematics at the Form 5 and 6 levels is
also expected to help learners to develop their confidence and sense of self fulfillment,
collegiality and intellectual honesty, hence contributing to their growth in the acquisition
of values.

Pure Mathematics Syllabus Form 5– 6 2024 3

 1.3 SUMMARY OF CONTENT
The syllabus will cover the theoretical and practical aspects of Pure Mathematics. The
learning area will cover: algebra, geometry and calculus.

1.4 ASSUMPTIONS
The syllabus assumes that the learner has:
1.4.1 passed at least one of the following at form 4: Mathematics, Pure
Mathematics and Additional Mathematics
1.4.2 interest in studying pure mathematics form 5 and 6
1.4.3 ability to operate some ICT tools

1.5 CROSS CUTTING THEMES

The following are some of the cross-cutting themes in the teaching and learning of
Pure Mathematics:
1.5.1 Disaster Risk Management
1.5.2 Climate Change
1.5.3 Environmental Management
1.5.4 Business Enterprise skills
1.5.5 Health and life skills

2.0 PRESENTATION OF SYLLABUS

The Pure Mathematics syllabus is a single document covering Forms 5 and 6. It
contains the preamble, aims, syllabus objectives, syllabus topics, scope and
sequence, competency matrix and assessment.

3.0 AIMS
This syllabus aims to enable learners to:
3.1 develop the abilities to reason logically, to communicate mathematically, and
to learn co-operatively and independently
3.2 acquire enterprising skills through modelling, research and project-based
learning
3.3 develop an appreciation of the applicability, creativity and power of pure
mathematics in solving a broad range of problems
3.4 understand the nature of Pure Mathematics and its relationship to other
branches of mathematics and STEM in general.
3.5 appreciate the use of I.C.T tools in solving pure mathematical problems
3.6 engage, persevere, collaborate and show intellectual honesty in performing
tasks in pure mathematics, in the spirit of values

Pure Mathematics Syllabus Form 5– 6 2024 4

4.0 SYLLABUS OBJECTIVES

Learners should be able to:

4.1 make effective use of a variety of mathematical skills (including graphing,
proving, modelling, finding pattern and problem
solving) in the learning and application of pure mathematics.
4.2 communicate pure mathematical ideas and information, clearly and effectively
4.3 produce imaginative and creative work arising from pure mathematical ideas
4.4 choose appropriate strategies to construct arguments and proofs in both concrete
and abstract settings
4.5 construct and use appropriate mathematical models in solving problems in life
4.6 demonstrate perseverance, diligence, cooperation and intellectual honesty.
4.7 use I.C.T tools to solve pure mathematical problems
4.8 conduct research projects including those related to enterprise

5.0 METHODOLOGY AND TIME ALLOCATION

5.1 METHODOLOGY

A constructivist-based teaching and learning approach is recommended for the Form 5

and 6 Pure Mathematics Syllabus. The theoretical basis for this approach is that: in a
conducive environment with appropriate stimuli, learners’ capacity to build on their
pre-requisite knowledge and create new mathematical knowledge is enhanced. A
conducive environment in this context is one that encourages: creativity and
originality; a free exchange of ideas and information; inclusivity and respect for each
other’s’ views, regardless of personal circumstances (in terms of, for example: gender,
appearance, disability and religious beliefs); collaboration and cooperation; intellectual
honesty; diligence and persistence; and Unhu/ Ubuntu /Vumunhu. This is particularly
important in a learning area like mathematics, given the negative attitudes associated
with its teaching and learning.
Providing appropriate stimuli has to do with posing relevant challenges that excite
learners, and help to make learning Pure Mathematics an enjoyable, fulfilling
experience. Such challenges could be posed in the form of problems that encourage
learners to create new (to them) mathematical knowledge/ideas in line with the teacher
expectations and even beyond. New knowledge acquired in such a manner tends to be
deep rooted and meaningful to learners, hence enhancing their ability to apply it within
the learning area and in life. Definitely spoon feeding is not and cannot be an appropriate
stimulus, as it does not help learners to develop critical thinking, creativity, and the ability
to think outside the box, which are critical for self-reliance, national sustainable
development and global competitiveness. Learners need to be active participants and
decision makers in the pure mathematics teaching and learning process, with the
teacher playing an enabling/facilitator role.
Pre-requisite knowledge and skills refers to what the learners should already know
and can do, which can form a strong basis on which to construct the expected new

Pure Mathematics Syllabus Form 5– 6 2024 5

knowledge. The Pure Mathematics teacher needs to carefully analyse the new
concepts/principles she/he intends to introduce, identify the relevant pre-requisite
knowledge, assess to identify any gaps, and take appropriate steps to fill such gaps.
The following, is a list of teaching and learning approaches that are consistent with,
and supportive of the above approach:
5.1.1 Guided discovery
5.1.2 Group work
5.1.3 Interactive e-learning
5.1.4 Problem solving
5.1.5 Discussion
5.1.6 Modelling

5.2 TIME ALLOCATION

6 periods of 60 minutes each per week should be allocated.

6.0 TOPICS

The following topics will be covered from Form 5 to 6

6.1 Algebra
6.2 Geometry and vectors
6.3 Series and Sequences
6.4 Trigonometry
6.5 Calculus
6.6 Numerical methods
6.7 Complex numbers

Pure Mathematics Syllabus Form 5– 6 2024 6

 7.0 SCOPE AND SEQUENCE
TOPIC 1: ALGEBRA
TOPIC FORM 5 FORM 6
Indices and proportionality • Rational indices
• General laws of indices
• Direct, inverse, joint and partial variations

Polynomials • Polynomial operations

• Quadratic operations
• Factor and remainder theorems
Identities, Equations and • Identities
Inequalities • Equations
• Partial fractions
• Inequalities
Functions • Logarithmic functions
• Exponential functions
• Rational functions
• Modulus functions
Relations • Relation
• Domain, co-domain, and range
• Functions
• Types of function (injective, bijective,
surjective)
• Inverse
• Composite function
Matrices • Basic operation (up to 3 x 3)

Pure Mathematics Syllabus Form 5– 6 2024 1

 • Determinant and inverse
• Systems of linear equations
• Transformations
Mathematical Induction • Proof by Induction
Groups • Binary operations
• Basic properties of a group

TOPIC 2: GEOMETRY AND VECTORS

TOPIC FORM 5 FORM 6

• Graphs and Coordinate • Curve sketching

geometry • Coordinate geometry
• Parametric equations
• Vectors (up to three • Vector notation • Vector equation of a straight line
dimensions) • Vector operations • Equation of a plane
• Types of vectors • Cross product
• Magnitude of a vector
• Dot (scalar)product
• Area of plane shapes

Pure Mathematics Syllabus Form 5– 6 2024 2

TOPIC 3: SERIES AND SEQUENCES
TOPIC FORM 5 FORM 6
Sequence • Sequences
• Arithmetic and Geometric progressions
Series • , n! and (𝑛𝑟) notation • Standard results
• Arithmetic and Geometric progressions • Method of differences
• Binomial expansion • Maclaurin’s series
• Taylor’s series

TOPIC 4: TRIGONOMETRY
TOPIC FORM 5 FORM 6
Plane Trigonometry • Radians and degrees
• Arc length
• Sector area
• Segments
Trigonometrical Functions • Graphs of Trigonometrical functions
• Trigonometrical equations
• Trigonometrical identities (excluding half
angle identities)

Pure Mathematics Syllabus Form 5– 6 2024 3

TOPIC 5: CALCULUS
TOPIC FORM 5 FORM 6
Differentiation • First principles differentiation
• Polynomials, rational functions, natural
logarithms, exponentials, trigonometrical
functions
• Sums, differences, products, quotients
and composites
• Implicit and parametric
• Gradient, tangents,
normals, rates of change and stationary
points
Integration • Indefinite Integral of Polynomials,
Rational functions, exponentials (eax+b),
Trigonometrical functions with standard
integrals and those that can be reduced
to standard integral
• Integration by recognition, by parts and
by substitution
• Definite Integral
• Application of integration to areas and
volumes
1st Order Differential • Rates of change
equations • Separation of Variables
• Solution by Integration

Pure Mathematics Syllabus Form 5– 6 2024 4

TOPIC 6: NUMERICAL METHODS
TOPIC FORM 5 FORM 6
Numerical Methods • Errors
• Iterative methods
• Newton – Raphson method
• Trapezium rule

TOPIC 7: COMPLEX NUMBERS

TOPIC FORM 5 FORM 6
Complex Numbers • Parts of a complex number • Equations (up to order 5)
• Conjugate, modulus and argument • Polar form
• Operations (r (cos+i sin ) = rei)
• Argand diagram • Loci
• deMoivre’s Theorem
• nth roots of unit

Pure Mathematics Syllabus Form 5– 6 2024 5

FORM FIVE (5)
8.0 COMPETENCY MATRIX: FORM 5 SYLLABUS

TOPIC 1: ALGEBRA
SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able ACTIVITIES RESOURCES
(knowledge, skills, values
to: and attitudes)

Indices and • state the laws of indices • Rational indices • Applying laws of indices to • ICT Tools
proportionality • use laws of indices to • General laws of indices solve problems (including life • Relevant
solve problems • Direct, inverse, partial problems) texts
• solve problems involving and joint variation • Modelling situations involving
direct, inverse, partial variation and solving related
and joint variation problems
Polynomials • carry out polynomial • Polynomial operations • Performing operations with • ICT Tools
operations of addition, • Quadratic operations polynomials including division • Relevant
subtraction, • Factor and remainder • Completing the square and texts
multiplication and theorems solving the related problems
division • Deriving factor and remainder
• complete the square of a theorems
quadratic polynomial • Applying the factor and
• use the remainder and remainder theorems in solving
factor theorems problems

Pure Mathematics Syllabus Form 5– 6 2024 6

Identities, • distinguish between • Identities • Discussing the difference • ICT Tools
Equations and equation and identities • Equations between identities and • Relevant
Inequalities • solve simultaneous • Partial fractions equations texts
equations • Inequalities • Finding unknown coefficients in
• decompose rational polynomials using identities
polynomials into partial • Solving simultaneous equations
fractions (at least one is linear and at
• use the discriminant to most one quadratic)
determine the number • Expressing rational polynomials
real roots of a quadratic in partial fractions (including
equation improper fractions)
• solve polynomial • Determining the number of real
equations using the roots of a quadratic equation
factor theorem using the discriminant
• solve problems using • Solving problems using the
factor and remainder discriminant
theorem • Stating and using factor and
• solve inequalities remainder theorem to solve
equation
• Solving problems involving
inequalities (including rational
inequalities)
• Modelling situations involving
equations and inequalities and
solving related problems
Functions • define the function as a • Logarithmic functions • Discussing the function as a • ICT Tools
mapping • Exponential functions mapping • Relevant
• sketch simple graphs of • Rational functions • Sketching graphs of functions texts
functions for a given • Modulus functions
domain

Pure Mathematics Syllabus Form 5– 6 2024 7

 • explain exponential • Discussing examples of
growth and decay exponential growth and decay
• solve equation of the in life
form ax = b, using • Modelling situations to solve
logarithms problems involving exponential
• solve inequalities of the growth and decay
form ax ≤ b, or ax ≥ b, • Solving equations and
using logarithms inequalities using logarithms
• use logarithms to • Transforming given
transform a given relationships to linear form to
relationship to a linear find unknown constants
form (including sketching linear
• describe the meaning of graphs)
absolute value notation • Modelling situations to solve
• solve equation and problems involving the use of
inequalities involving the logarithms
absolute value • Solving equations and
inequalities involving the
modulus function
Relations • define a relation • Relation • Discussing relations, domain, • ICT Tools
• define domain, co- • Domain, co-domain, and co-domain and range • Relevant
domain and range range • Describing types of relations Texts
• describe types of • Functions • Defining a function
relations • Types of function • Discussing differences among
• define a function (injective, bijective, the following types of functions:
• distinguish among the surjective) injective, bijective and
following types of • Inverse surjective
functions: one to one, • Composite function • Finding the inverse of a given
bijective and surjective function

Pure Mathematics Syllabus Form 5– 6 2024 8

 • find the inverse of a • Illustrating in graphical terms
given function the relation between a one-to-
• illustrate in graphical one function and its inverse
terms the relation • Illustrating relationship amongst
between a one-to-one the graphs of y = f(x) and y =
function and its inverse |𝑓(𝑥)|, 𝑦 = 𝑎𝑓(𝑥), 𝑦 = 𝑓(𝑥) +
• illustrate relationship 𝑎, 𝑦 = 𝑓(𝑥 + 𝑎), 𝑦 =
amongst the graphs of y 𝑓(𝑎𝑥) 𝑎𝑛𝑑 𝑦 = 𝑎𝑓(𝑥 + 𝑏)
= f(x) and y = |𝑓(𝑥)|, 𝑦 = • Finding composite functions
𝑎𝑓(𝑥), 𝑦 = 𝑓(𝑥) + 𝑎, 𝑦 =
𝑓(𝑥 + 𝑎), 𝑦 =
𝑓(𝑎𝑥) 𝑎𝑛𝑑 𝑦 = 𝑎𝑓(𝑥 + 𝑏)
• find composite functions

Pure Mathematics Syllabus Form 5– 6 2024 9

TOPIC 2: GEOMETRY AND VECTORS
SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
Graphs and • sketch graphs of the form • Curve sketching • Sketching graphs of the form y • ICT Tools
Coordinate y = f (x), where f (x) = kxn and • Coordinate = f (x), where f (x) = kxn and • Relevant
geometry 1 1
n = or n is an integer, and geometry n = or n is an integer, and texts
2 2
where f(x) is a quadratic or • Parametric where f(x) is a quadratic or
cubic polynomial equations cubic polynomial
• locate solutions of equations • Finding solutions of equations
and inequalities using by sketching graphs
sketches of graphs • Exploring solutions of
• find equations of parallel and equations and inequalities by
perpendicular lines and sketching graphs
distance between two points • Finding equations of parallel
• reduce an equation to and perpendicular lines and
appropriate linear form in distance between two points
solving problems (such as • Reducing equations to
y = ax2 + b when y is plotted appropriate linear form in
against x2 ) solving problems (such as
• find the equation of a circle y = ax2 + b when y is plotted
• define a curve using against x2)
parametric equations • Finding equations of circles
• Defining a curve using
parametric equations
Vectors (up to • define position and free vector • Vector notation • Discussing the use of position • ICT Tools
three dimensions) • Vector operations and free vectors in life • Relevant
• Types of vectors • Carrying out vector operations texts

Pure Mathematics Syllabus Form 5– 6 2024 10

SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
• carry out addition, subtraction • Magnitude of a • Using unit, displacement and
and scalar multiplication of vector position vectors to solve
vectors • Dot (scalar) product problems
• use unit, displacement and • Area of plane • Computing the magnitude of a
position vector to solve shapes vector and the scalar product
problems of two vectors
• calculate the magnitude of a • Finding the angle between two
vector and the scalar product vectors and perpendicularity of
of two vectors vectors using scalar product
• use scalar product to find • Computing the area of plane
angle between two vectors shapes using the dot product
• calculate the area of plane • Solving problems involving
shapes using the dot product vectors
• solve problems involving • Representing life phenomena
vectors using mathematical models
involving vectors and exploring
their applications in life

Pure Mathematics Syllabus Form 5– 6 2024 11

TOPIC 3: SERIES AND SEQUENCES
SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
Sequence • define a sequence • Sequences • Discussing the meaning and • ICT Tools
• use sequence definitions • Arithmetic and value of sequences in life • Relevant
such as Un = n2 and geometric • Calculating successive terms texts
Un+1 = 2Un to calculate progressions using sequence definition such
successive terms as Un = n2 and Un+1 = 2Un
• distinguish among periodic, • Discussing the behaviour of
oscillating, converging, and periodic, oscillating,
diverging sequences converging, and diverging
• define arithmetic and sequences
geometric progressions • Discussing examples of
• find the general terms and arithmetic and geometric
other terms of arithmetic and progressions
geometric progressions • Finding the general terms and
other terms of arithmetic and
geometric progressions
• Representing life phenomena
using mathematical models
involving sequences and
exploring their applications in
life
Series • use , n! and (𝑛𝑟) notation • , n! and (𝑛𝑟) • Using the , n! and (𝑛𝑟) • ICT Tools
• find the sum of given notation notation to solve problems • Relevant
arithmetic and geometric • Arithmetic and • Computing the sum of given texts
terms geometric arithmetic and geometric terms
progressions

Pure Mathematics Syllabus Form 5– 6 2024 12

SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
• find sum to infinity of given • Binomial expansion • Finding sum to infinity of given
converging geometric series converging geometric series
• expand expressions of • Expanding expressions of
(a + b)n where n is a positive (a + b)n where n is a positive
integer, and of ( 1 + x)n , integer, and of ( 1 + x)n , where
where n is a rational number n is a rational number and
and |𝑥| < 1 |𝑥| < 1
• Representing life phenomena
using mathematical models
involving series and exploring
their applications in life

TOPIC 4: TRIGONOMETRY
SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
Plane • distinguish between radians • Radians and • Discussing the concept of • ICT Tools
Trigonometry and degrees degrees radians and degrees, their • Relevant
• convert degrees to radians • Arc length relationships and the texts
and vice versa • Sector area significance of using radians
• calculate arc length and sector • Segments • Deriving and using the
area formulae for length of an arc
• solve problems involving and the area of a sector
lengths of arcs, areas of
sectors and segments

Pure Mathematics Syllabus Form 5– 6 2024 13

SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
• use small angle approximation • Solving problems involving
for sin x , cos x and tan x lengths of arcs, areas of
sectors and segments
• Recalling and using small
angle approximation for sin x,
cos x and tan x

Trigonometrical • sketch the graphs of • Graphs of • Sketching and transforming the • ICT Tools
Functions trigonometrical functions Trigonometrical graphs of trigonometrical • Relevant
• transform the graphs of functions functions texts
trigonometrical functions • Trigonometrical • Sketching and transforming
• sketch graphs of inverse equations graphs of inverse
trigonometrical relations • Trigonometrical trigonometrical relations
• solve trigonometrical identities (excluding • Finding solutions of
equations half angle trigonometrical equations
• prove trigonometrical identities identities) • Proving trigonometrical
• solve problems using identities
trigonometrical identities • Solving problems involving
trigonometrical identities
• Representing life phenomena
using mathematical models
involving trigonometrical
functions and exploring their
applications in life

Pure Mathematics Syllabus Form 5– 6 2024 14

TOPIC 5: CALCULUS
SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills, values
and attitudes)
Differentiation • differentiate from first • First principles • Differentiating from first • ICT Tools
principles excluding differentiation principles: polynomials, • Relevant
logarithmic and exponential • Polynomials, rational rational functions, Texts
functions functions, natural trigonometrical functions
• differentiate polynomials, logarithms, excluding logarithmic and
rational functions, natural exponentials, exponential functions
logarithms, exponentials and trigonometrical • Differentiating polynomials,
trigonometrical functions functions rational functions, natural
• differentiate sums, • Sums, differences, logarithms, exponentials and
differences, products, products, quotients trigonometrical functions
quotients and composite and composites • Differentiating sums,
functions • Implicit and differences, products,
• carry out implicit and parametric quotients and composite
parametric differentiation • Gradient, tangents, functions
• locate stationary points and normals, rates of • Carrying out implicit and
distinguish between maxima, change and stationary parametric differentiation
minima and point of inflexion points • Locating stationary points and
• solve problems involving distinguishing between
differentiation maxima, minima and point of
inflexion
• Solving problems involving
differentiation
• Representing life phenomena
using mathematical models
involving differentiation and

Pure Mathematics Syllabus Form 5– 6 2024 15

 exploring their applications in
life
Integration • integrate polynomials, • Indefinite Integral of • Finding Integrals of • ICT Tools
rational functions, Polynomials, Rational polynomials, rational • Relevant
exponentials, trigonometrical functions, functions, exponentials and texts
functions exponentials (eax+b), trigonometrical functions
• integrate by recognition, by trigonometrical • Integrating by recognition, by
substitution and by parts functions with substitution and by parts
• evaluate definite integrals standard integrals and • Evaluating definite integrals
• find areas and volumes those that can be • Applying integration to find
reduced to standard areas and volumes
integral • Representing life phenomena
• Integration by using mathematical models
recognition, parts and involving integration and
substitution exploring their applications in
• Definite Integral life
• Application of
integration to areas
and volumes

Pure Mathematics Syllabus Form 5– 6 2024 16

TOPIC 7: COMPLEX NUMBERS
SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
Complex • find the conjugates, moduli • Parts of a complex • Finding conjugates, modulus • ICT Tools
Numbers and arguments of complex number and argument of complex • Relevant
numbers • Conjugate, numbers Texts
• carry out operations with modulus and • Adding, subtracting, multiplying
complex numbers argument and dividing complex numbers
• represent complex numbers • Operations • Representing complex
on an Argand diagram • Argand diagram numbers on an Argand
diagram
• Interpreting geometric effects
of:
- conjugating a complex
number
- adding, subtracting,
multiplying and dividing
complex numbers

Pure Mathematics Syllabus Form 5– 6 2024 17

FORM SIX (6)
8.0 COMPETENCY MATRIX: FORM 6 SYLLABUS

Pure Mathematics Syllabus Form 5– 6 2024 18

TOPIC 1: ALGEBRA
SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
Matrices • carry out basic operations of • Basic operation • Adding, subtracting and • ICT Tools
matrices (up to 3 x 3) multiplying matrices • Relevant
• calculate determinant of a • Determinant and • Calculating determinant of a Text
square matrix (up to 3 x 3) inverse square matrix (up to 3 x 3)
• identify null matrix, identity • Systems of linear • Discussing null matrix, identity
matrix, singular and non- equations matrix, singular and non-
singular matrix • Transformations singular matrix
• find inverse of a 3 x 3 non- • Finding inverse of 3 x 3 non-
singular matrix singular matrices
• apply the result (AB)-1= B-1A-1 • Using the result (AB)-1= B-1A-1
for non-singular matrices to for non-singular matrices to
solve problems solve problems
• construct 2 x 2 matrices to • Constructing 2 x 2 matrices to
represent enlargement, represent enlargement, rotation,
rotation, reflection, stretch and reflection, stretch and shear
shear transformations transformations
• use a 2 x 2 matrix to represent • Using a 2 x 2 matrix to represent
certain geometrical certain geometrical
transformation in the x – y transformations in the x – y
plane plane
• use the composite • Using the composite
transformation AB and An in transformation AB and An in
problem solving problem solving

Pure Mathematics Syllabus Form 5– 6 2024 19

 • derive the relationship • Deriving and discussing the
between the area scale-factor relationship between the area
of a transformation and the scale-factor of a transformation
determinant of the and the determinant of the
corresponding matrix corresponding matrix
• solve simultaneous equations • Solving simultaneous equations
in 2 or 3 unknowns by in 2 or 3 unknowns by reducing
reducing them to the matrix them to the matrix equation form
equation form (AX =b) (Ax =b)
• Representing life phenomena
using mathematical models
involving matrices and exploring
their applications in life
Mathematical • describe the process of • Proof by Induction • Discussing the processes of • ICT Tools
Induction mathematical induction • Conjecture mathematical induction • Relevant
• prove by mathematical • Proving by mathematical Texts
induction to establish a given induction to establish given
result results
• use the strategy of conducting • Using the strategy of conducting
limited trials to formulate a limited trials to formulate
conjecture and proving it by conjecture and proving it by the
the method of induction method of induction
Groups • define a binary operation • Binary operations • Defining a binary operation • ICT Tools
• define closure, commutation, • Basic properties • Discussing closure, • Relevant
association, distribution, of a group commutation, association, Texts
identity and inverse element distribution, identity and inverse • Relevant
• define a group element Texts
• use the basic properties to • Discussing a group
show that a given structure is,
or is not, a group

Pure Mathematics Syllabus Form 5– 6 2024 20

 • solve problems involving • Using the basic properties to
binary operations and show that a given structure is, or
properties of a group is not, a group
• Solving problems involving
binary operations and properties
of a group

TOPIC 2: GEOMETRY AND VECTORS

SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
Vectors (up to • find vector and cartesian • Vector equation of • Finding vector and cartesian • ICT Tools
three dimensions) equations of a straight line in a straight line equations of a straight line in • Relevant
3D • Equation of a plane 3D texts
• find cross product of given • Cross product • Finding cross product of given
vectors vectors
• use cross product to find area • Using cross product to find
of plane shapes area of plane shapes
• find vector, parametric and • Finding vector, parametric and
cartesian equations of a plane cartesian equations of a plane
• find the angle between two • Finding the angle between two
lines, two planes and a line lines, two planes and a line
and a plane and a plane
• determine whether two lines • Determining whether two lines
are parallel, intersecting or are parallel, intersecting or
skewed skewed

Pure Mathematics Syllabus Form 5– 6 2024 21

SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
• find point of intersection of two • Finding the point of
lines if they intersect intersection of two lines if they
• find the perpendicular intersect
distance from a point to a • Finding the perpendicular
straight line and the distance from a point to a
coordinates of the foot of the straight line and the
perpendicular coordinates of the foot of the
• determine whether a line lies perpendicular
in a plane, is parallel to the • Determining whether a line lies
plane, or intersects a plane in a plane, is parallel to the
• find the point of intersection of plane, or intersects a plane
a line and a plane • Finding the point of
• find the line of intersection of intersection of a line and a
two planes plane
• find the perpendicular • Finding the line of intersection
distance from a point to a of two planes
plane • Finding the perpendicular
• solve problems involving lines distance from a point to a
and planes plane
• Solving problems involving
lines and planes
• Representing life phenomena
using mathematical models
involving vectors and exploring
their applications in life

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TOPIC 3 SERIES AND SEQUENCES

SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
Series • use standard results for r, • Standard results • Finding related sums using • ICT Tools
r2 and r3 to find related • Method of standard results for r, r2 and • Relevant
sums differences r3 Texts
• use the method of • Maclaurin’s series • Obtaining the sum of finite
differences to obtain the sum • Taylor’s series series using the method of
of finite series differences
• use Taylor’s and Maclaurin’s • Using Taylor’s and Maclaurin’s
series series
• solve problems involving • Solving problems involving
method of differences as well method of differences as well
as Taylor’s and Maclaurin’s as Taylor’s and Maclaurin’s
series series
• Representing life phenomena
using mathematical models
involving series and exploring
their applications in life

TOPIC 5: CALCULUS
SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES

Pure Mathematics Syllabus Form 5– 6 2024 23

 (knowledge, skills,
values and attitudes)
1st Order • formulate a statement • Rates of change • Formulating statements • ICT Tools
Differential involving a rate of change as a • Separation of involving rates of change as • Relevant
equations differential equation Variables differential equations Texts
• solve differential equations by • Solution by • Solving differential equations
integration in the case where Integration by integration in the case
variables are separable where variables are separable
• sketch typical examples of a • Sketching typical examples of
family of curves representing a family of curves representing
a general solution of a a general solution of a
differential equation differential equation
• find a particular solution of a • Finding particular solutions of
differential equation given differential equations given
initial conditions initial conditions
• solve problems involving 1st • Solving problems involving 1st
order differential equation order differential equations
• Representing life phenomena
using mathematical models
involving 1st order differential
equations and exploring their
applications in life

Pure Mathematics Syllabus Form 5– 6 2024 24

TOPIC 6: NUMERICAL METHODS
SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)
Numerical • define error • Errors • Defining error • ICT Tools
Methods • distinguish between absolute • Iterative methods • Distinguishing between • Relevant
error and relative error • Newton – Raphson absolute error and relative Texts
• estimate errors in calculation method error • Environment
𝑑𝑦
including the use of 𝜕𝑦 ≈ 𝑑𝑥 𝜕𝑥 • Trapezium rule • Estimating errors in
calculations including the use
• locate approximately the root of 𝑑𝑦
an equation by graphical means of 𝜕𝑦 ≈ 𝑑𝑥 𝜕𝑥
or sign change • Locating approximately the
• derive a converging iterative root of an equation by
formula for solving a given graphical means or sign
equation change
• solve the equation using iterative • Deriving a converging
procedure iterative formula for solving a
• derive the Newton – Raphson given equation
formula • Solving equations using
• solve equations using the Newton iterative procedure
– Raphson method • Deriving the Newton –
• recognise cases where the Raphson formula
iterative method may fail to • Solving equations using the
converge to the required root Newton – Raphson method
• solve problems involving the use • Recognising cases where the
of iterative procedures in root iterative method may fail to
finding converge to the required root
• derive the trapezium rule

Pure Mathematics Syllabus Form 5– 6 2024 25

SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills,
values and attitudes)

• estimate the area under a curve • Solving problems involving

using the trapezium rule the use of iterative
• explain how to set bounds for the procedures in root finding
area under the curve using • Deriving the trapezium rule
rectangle or trapezia • Estimating the area under a
• solve problems involving the curve using the trapezium
trapezium rule rule
• Explaining how to set bounds
for the area under the curve
using rectangle or trapezia
• Solving problems involving
the trapezium rule
• Representing life phenomena
using mathematical models
involving numerical methods
and exploring their
applications in life

TOPIC 7: COMPLEX NUMBERS

SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
(knowledge, skills, values
and attitudes)

Pure Mathematics Syllabus Form 5– 6 2024 26

Complex • solve polynomial equations with • Equations (up to order • Solving polynomial • ICT Tools
Numbers at least one pair of non- real 5) equations with at least one • Relevant
roots • Polar form pair of non- real roots Texts
• express complex numbers in (r (cos+i sin ) = rei) • Expressing complex
polar form • Loci numbers in polar form
• carry out division and • deMoivre’s Theorem • Dividing and multiplying
multiplication of complex • nth roots of unit complex numbers
numbers expressed in polar form expressed in polar form
• illustrate equations and • Illustrating equations and
inequalities involving complex inequalities involving
numbers by means of loci in an complex numbers by
Argand diagram means of loci in an Argand
• derive the deMoivre’s Theorem diagram
• prove the deMoivre’s Theorem • Deriving and discussing
• prove trigonometrical identities the deMoivre’s Theorem
using deMoivre’s Theorem • Proving the deMoivre’s
• solve equations using the Theorem
deMoivre’s Theorem • Proving trigonometrical
• solve problems involving identities using deMoivre’s
complex numbers Theorem
• Solving equations using
the deMoivre’s Theorem
• Solving problems involving
complex numbers
• Representing life
phenomena using
mathematical models
involving complex numbers
and exploring their
applications in life

Pure Mathematics Syllabus Form 5– 6 2024 27

 9.0 ASSESSMENT

The Heritage-based Pure Mathematics syllabus learning area for form 5

and 6 shall be assessed through School Based Continuous Assessment
(SBCA) and Summative Assessment (SA). These assessments shall be
guided by the principles of inclusivity, practicability, authenticity,
transparency, flexibility, validity and reliability. The principles are crucial for
creating a supportive and effective learning environment that fosters growth
and development in learners at secondary school level. Arrangements,
accommodations and modifications shall be visible to enable candidates
with special needs to access assessments.

This section covers the assessment objectives, the assessment model, the
scheme of assessment, and the specification grid.

9.1 Assessment Objectives

By the end of the Heritage-based Pure Mathematics syllabus learning

area for form 5 and 6, learners will be assessed on their ability to:

9.1.1 make effective use of a variety of mathematical skills (including graphing,

proving, modelling, finding pattern and problem solving) in the learning and
application of pure mathematics.
9.1.2 communicate pure mathematical ideas and information, clearly and effectively
9.1.3 produce imaginative and creative work arising from pure mathematical ideas
9.1.4 choose appropriate strategies to construct arguments and proofs in both
concrete and abstract settings
9.1.5 construct and use appropriate mathematical models in solving problems in life
9.1.6 demonstrate perseverance, diligence, cooperation and intellectual honesty.
9.1.7 use I.C.T tools to solve pure mathematical problems
9.1.8 conduct research projects including those related to enterprise

Pure Mathematics Syllabus Form 5– 6 2024 1

 9.2 Assessment Model

Assessment of learners at Upper Secondary School Level for Heritage-

based Pure Mathematics Syllabus shall be both Continuous and
Summative as illustrated in Figure 1. School Based Continuous
Assessment shall include recorded activities from the School Based
Projects done by the learners. The mark shall be included on learners’
end of term and year reports. Summative assessment at school level
shall include terminal examinations which are at the end of the term and
year.

Assessment Of Learner
Performance in Pure
Mathematics

School Based Continuous

Assessment Summative Assessment
20% 80%

School Based Project

Profiling 20% Paper 1 Paper 2

Exit Continuous
Assessment Mark Summative
Profile (20%) Assessment Mark
Certificate (80%)

Final Mark (Continuous + Summative) =

100%

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records

established. Learner profile certificates shall be issued for checkpoints
assessment in schools as per the dictates of the Teacher’s Guide to
Learning and Assessment. The aspects to be profiled shall include

Pure Mathematics Syllabus Form 5– 6 2024 2

learner’s prior knowledge, values and skills, and subsequently the new
competences acquired at any given point.

9.3 Scheme of Assessment

The Assessment Model shows that learners shall be assessed using both
School Based Continuous Assessment and Summative Assessment for
both School and ZIMSEC assessments.

The table shows the Scheme of Assessment where 20% is allocated to

School Based Continuous Assessment and 80% to School or ZIMSEC
Summative Assessment.
FORM OF ASSESSMENT WEIGHTING
School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

9.3.1 Description of School Based Continuous Assessment

Learners shall do one school-based project per form which contributes to

20% of the end of year final mark. The end of year summative assessment
shall then contribute 80%. However, for ZIMSEC public examinations, two
(2) school-based projects shall be considered as School Based Continuous
Assessment at form 6. The two School Based Projects shall include those
done during form 5 and 6 sessions. Each will contribute 10%.

9.3.1.1: School – Based Project Continuous Assessment Scheme

The Table given below shows the Learning are Assessment Scheme for
the School Based Project.

Pure Mathematics Syllabus Form 5– 6 2024 3

 Project Execution Project Stage Timelines Marks
Stages Description
1 Problem Identification January 5
2 Investigation of related February 10
ideas to the
problem/innovation
3 Generation of possible March 10
solutions
4 Selecting the most April-May 5
suitable solution
5 Refinement of selected June 5
solution
6 Presentation of the July 10
final solution
7 Evaluation of the August-September 5
solution and
Recommendations
TOTAL 50

9.3.2 Description of the ZIMSEC Summative Assessment

ZIMSEC Summative Assessment shall be a public examination at form 6.

The examination shall consist of 2 papers of equal weighting

Paper Paper type Marks Duration Weighting

1 Short answer 120 3 hours 40%

questions

2 Short and long 120 3 hours 40%

answer questions
TOTAL 80%

Paper 1: Short answer questions

Duration: 3 hours

Pure Mathematics Syllabus Form 5– 6 2024 4

Approximately 15 short answer question where candidates answer all
questions.

Paper 2: Short and long answer questions

Duration: 3 hours
Sixteen questions where candidates answer any ten, each question
carrying 12 marks.

9.4 Specification Grid

Skill Paper 1 Paper 2

Knowledge and comprehension 50% 50%
Application and Analysis 40% 40%
Problem solving 10% 10%
TOTAL 100% 100%

Pure Mathematics Syllabus Form 5– 6 2024 5