Mathematics Syllabus Min PDF

ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
MATHEMATICS SYLLABUS
FORMS 1 - 4
2015 - 2022
Curriculum Development and Technical Services

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

2015
Mathematics Syllabus Forms 1 - 4
ACKNOWLEDGEMENT
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued con-
tribution in the production of this syllabus:
• National panellists for Form 1 to 4 Mathematics

• Representatives from Higher and Tertiary Institutions
• Representatives from the following organisations:
- Zimbabwe School Examinations Council (ZIMSEC)
- United Nations International Children’s Emergency Fund (UNICEF)
- United Nations Educational, Scientific and Cultural Organisation (UNESCO)
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CONTENTS
ACKNOWLEDGEMENT.......................................................................................................................... i
CONTENTS............................................................................................................................................. ii
1.0 PREAMBLE....................................................................................................................................... 1
2.0 PRESENTATION OF SYLLABUS..................................................................................................... 1
3.0 AIMS.................................................................................................................................................. 1
4.0 SYLLABUS OBJECTIVES................................................................................................................ 2
5.0 METHODOLOGY AND TIME ALLOCATION.................................................................................... 2
6.0 TOPICS.............................................................................................................................................. 2
7.0 SCOPE AND SEQUENCE................................................................................................................. 3
FORM ONE (1)........................................................................................................................................ 13
8.2 FORM (2).......................................................................................................................................... 23
8.3 FORM THREE (3).............................................................................................................................. 39
8.4 FORM FOUR (4)................................................................................................................................ 56
9.0 ASSESSMENT.................................................................................................................................. 70
ASSESSMENT MODEL.......................................................................................................................... 72
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1.0 PREAMBLE 1.4 Assumptions
1.1 Introduction In developing the syllabus it is assumed that the learner

has :
In developing the Mathematics syllabus attention was • completed primary education
paid to the need to provide continuity of mathematical • basic knowledge of primary mathematics syllabus
concepts from primary school level to form 4 and lay concepts such as:
foundations for further studies and career development. - number
It is intended to produce a citizen who is a critical think- - operations
er and problem solver in everyday life. The four year - measures
learning area will provide learners with opportunities to - relationships
apply mathematical concepts to other learning areas and • ability to use ICT tools
enhance mathematical literacy and numeracy. It also de-
sires to produce a learner with the ability to communicate 1.5 Cross Cutting themes
effectively, with proper qualities of team work. In learning
mathematics, learners should understand and master a The following are some of the cross cutting themes in
variety of skills, knowledge, concepts and processes in Mathematics:
order to investigate and interpret numerical and spatial
relationships and patterns that exist in the world. It also • Business and financial literacy
caters for learners with diverse needs to experience • Disaster and risk management
mathematics as relevant and worthwhile. • Communication and team building
• Environmental issues
1.2 Rationale • Gender
• Enterprise skills
Zimbabwe is undergoing a socio-economic transforma- • HIV & AIDS
tion where mathematics is key to development, therefore, • ICT
it is imperative that learners acquire necessary mathe- • Unhu/Ubuntu/Vumunhu
matical knowledge, skills and develop a positive attitude
towards the learning area. This will enable learners to be 2.0 PRESENTATION OF
creative thinkers, problem solvers and communicators
SYLLABUS
with values of unhu/vumunhu/Ubuntu such as discipline,
integrity and honesty . The knowledge of mathematics
enables learners to develop mathematical skills such as The mathematics syllabus is a single document covering
accuracy, research, logical and analytical competencies Forms 1 to 4 . It contains the preamble, aims, assess-
essential for sustainable development and in life. The im- ment objectives, syllabus topics, scope and sequence
portance of mathematics can be underpinned in inclusiv- and competency matrix. The syllabus also suggests a
ity and human dignity and is a universal language that list of resources to be used in the learning and teaching
cuts across all boundaries and unifies diverse cultures. process.
Mathematics plays a pivotal role in careers such as en-
treprise, education, medicine, agriculture, meteorology, 3.0 AIMS
engineering and others.
The syllabus will enable learners to:
1.3 Summary of Content
• develop an understanding of mathematical concepts
The syllabus covers the theoretical and practical broad and processes in a way that encourages confidence,
mathematical concepts. The syllabus covers operations enjoyment and interest
with real numbers, manipulation of algebraic symbols • further acquire appropriate mathematical skills and
and techniques, formulating and solving equations, draw- knowledge
ing and interpreting graphs and making inferences from • develop the ability to think clearly, work carefully and
statistical data and representation. communicate mathematical ideas successfully
• apply mathematics in other learning areas and in
life
1
• develop an appreciation of the role of mathematics 5.1 Time Allocation

in personal, community and national development
• engage, persevere, collaborate and show intellec- Six periods of 40 minutes each per week should be allo-
tual honesty in performing tasks in mathematics, cated for the adequate coverage of the syllabus.
in the spirit of Unhu/ Ubuntu/Vumunhu
• use I.C.T tools to solve mathematical problems
6.0 TOPICS
4.0 SYLLABUS OBJECTIVES The following topics will be covered from Form 1 to 4
The learners should be able to:
6.1 Real Numbers
• use mathematical symbols, terms and definitions 6.2 Sets
in problem solving 6.3 Financial Mathematics
• construct appropriate mathematical models that 6.4 Measures and Mensuration
can be applied in solving problems in life 6.5 Graphs
• draw inferences through manipulation of mathe- 6.6 Variation
matical data 6.7 Algebra
• communicate mathematical ideas and information 6.8 Geometry
clearly and effectively in various contexts 6.9 Statistics
• solve a wide range of problems involving algebraic 6.10 Trigonometry
and geometric concepts 6.11 Vectors
• apply mathematical concepts in other learning 6.12 Matrices
areas 6.13 Transformation
• use I.C.T tools in problem solving 6.14 Probability
• conduct research projects including those related
to enterprise
5.0 METHODOLOGY AND TIME

ALLOCATION
It is recommended that teachers use teaching tech-
niques in which mathematics is seen as a process which
arouse an interest and confidence in solving problems
in both familiar and unfamiliar contexts. The teaching
and learning of mathematics must be learner centred.
Multi-sensory principles should also be applied during
teaching and learning of mathematics. The following
are some of the suggested methods of the teaching and
learning of mathematics
• Guided discovery
• Discussion
• Interactive e-learning
• Exposition
• Demonstration and illustration
• Problem solving
• Individualisation
• Simulation
• Visual tactile
• Educational tours
• Expert guest presentation
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7.0 SCOPE AND SEQUENCE
7.0 SCOPE AND SEQUENCE
7. 1 REAL NUMBERS
7.1 Real numbers
SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Number Concepts and  Number types  Factors and multiples  Order of operations
Operations  Factors and multiples  Squares and square roots  Irrational numbers
 Directed numbers  Cubes and cube roots  Number patterns
 Fractions and percentages
 Order of operations
Approximations and  Round off numbers  Significant figures  Significant figures

estimations  Decimal places  Estimations  Estimations
 Limits of accuracy
Ratios, rates and proportions  Ratios  Ratios  Ratios
3
 Proportions  Rates
 Proportions
Ordinary and standard form  Large and small numbers  Numbers in standard form  Operations in standard
form
Number bases  Number bases in everyday  Converting numbers from  Operations in number
life one base to another bases from base 2 to base
 Place values (Bases 2, 5 and 10) 10
Scales and simple map  Scale measurement  Scale drawing  Scale factor
problems  Area factor
Mathematics Syllabus Form 1 – 4 2015 6

7. 2Sets
7.2 Sets
Sets  Sets and Set notation  Types of sets  Set Builder Notation
 Types of sets  Venn diagram with two  Venn diagrams with three
subsets subsets
7.3 Financial Mathematics

7.3 Financial Mathematics
TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Consumer arithmetic  Household bills  Corporate bills  Bank statements  Foreign exchange
 Profit and loss  Profit and loss  Compound interest  Sales and income tax
 Discount  Simple interest  Commission rates (Pay as you earn
 Household budgets  Hire purchase  Hire purchase (PAYE))
 Small scale enterprise  Value added tax (VAT)
budgets  Customs and Excise Duty
4
7.4 Measures and Mensuration
7.4 Measures and Mensuration
Measures  Units of :  Units of:

- Time - Area
- Mass - Volume
- Length - Capacity
- Temperature - Density
- Capacity
Mensuration  Perimeter of plane  Perimeter of plane  Perimeter of combined  Area and volumes of
shapes shapes shapes solid shapes
 Area of plane shapes  Area of plane shapes  Area of combined shapes  Surface area
Mathematics Syllabus Form 1 – 4 2015  Volume of cuboids
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 Volume of cylinders  Density
 Density of cuboids
7.5 Graphs
7.5 Graphs
Functional Graphs  Cartesian plane  Cartesian plane  Functional Notation  Cubic graphs
 Scale  Table of values  Linear graphs  Inverse graphs
 Co-ordinates  Linear graphs  Quadratic graphs
 Scale
Travel Graphs  Distance time graphs  Distance time graphs  Distance time graphs  Displacement time
 Speed-time graphs graphs
 Velocity-time graphs
7.6 Variation
7.6 Variation
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Variation  Direct variation  Direct variation  Joint variation
 Inverse variation  Partial variation

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

 Change of subject of  Change of subject of
formulae formulae
 Simultaneous linear  Substitution of values
equations
 Quadratic equations
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Inequalities  Inequality signs  Linear inequalities  Simultaneous  Linear programming
 Linear inequalities  Number line inequalities
 Number line  Cartesian plane  Graphs of inequalities
Indices and Logarithms  Index form  Laws of indices  Indices

 Logarithms
 Theory of logarithms
 Equations involving
indices and logarithms

7. 8 Geometry
7. 8 Geometry
Points, lines and angles  Points  Angles  Angles of elevation and

 Lines  Parallel and Transversal depression
 Angles lines
Bearing  Cardinal points  Three figure bearing

 Three figure bearing  Compass bearing
 Compass bearing
Polygons and circles  Polygons  Properties of polygons  Properties of polygons  Circle theorems
 Circles (triangles and  Angles of polygons
quadrilaterals)  Numbers of sides of
polygons
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Similarity and Congruency  Similar and congruent  Scale factor
figures  Areas of similar figures
 Cases of congruency  Volume and mass of
similar solids
Constructions and Loci  Construction of lines  Construction of angles  Construction of triangles  Construction of
and angles  Bisecting lines and and quadrilaterals diagrams to a given
angles scale
 Loci
Symmetry  Line symmetry in two  Rotational symmetry in

dimensions two dimensions

7.9 Statistics

Data collection, classification • Data collection • Data collection • Collection and classification • Frequency table
and representation • Data classification • Classification of ungrouped of grouped data • Frequency polygon
data • Frequency table • Cumulative frequency
• Representing data using • Pie chart table
frequency tables, bar charets • Histogram • Cumulative frequency
and pie charts • Frequency polygon curve
• Bar chart
• Mean • Mean, median and modal • Median from cumulative

Measures of central tendency

• Class mode class of grouped data frequency curve
• Median • Assumed mean
• Assumed mean
Measures of Dispersion • Quartiles
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• Inter quartile range
• Semi- inter quartile range
7.10 Trigonometry
7.10 Trigonometry
Pythagoras theorem  Pythagoras theorem

 Pythagorian trippleS
Trigonometrical ratios  Trigonometrical ratios of  Cosine rule
acute angles:  Sine rule
- sine  Area of triangleS
- cosine
- tangent
 Trigonometrical ratios of
obtuse angles:
- sine
- cosine
- tangent
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7.11 Vectors
7.11 Vectors
Definition and Notation  Definition of vectorS

 Vector notation
Types of Vectors  Translation vectors  Translation vectors

 Negative vectors  Negative vectors
 Equal vectors  Equal vectors
 Parallel vectors  Parallel vectors
 Position vectors
Mathematics
Operations Syllabus Form 1 – 4 2015  Addition of vectors 15 Addition of vectors  Vector properties of
 Subtraction of vectors  Subtraction of vectors plane shapes
 scalar multiplication
 Magnitudeof vectors
 Combined vector
operations
7.12 Matrices
7.12 Matrices
Order  Order of matrices
 Types of matrices
Operations  Addition and subtraction

of matrices
 Scalar multiplication of
matrices
 Multiplication of matrices
Determinants  Determinants of matrices
 Singular and non-singular

matrices
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Inverse matrix  Inverse of a matrix
 Simultaneous linear
equations in 2 variables

7.13 Transformation
7.13 Transformation
Translation  Translation of plane figures  Translation vector to  translation vector to

move a point move a plane figure on a
Cartesian plane
Reflection  Reflection of plane  Reflection of plane  Reflection of plane figures
figures figures on a cartesian in any line and using
plane in the x-axis, y- matrices
axis, and lines of the
form y=a and x=b
Rotation  Rotation of plane figures  Rotation of plane figures

on a Cartesian plane by by drawing and use of
geometric methods matrices
Enlargement  Enlargement about the  Enlargement using

origin using a rational matrices and about any
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scale by geometric point using a rational
methods scale
Stretch  One-way and two-way

stretch using matrices and
geometrical methods
Shear  Shear using matrices and

geometrical methods

7. 14 Probability
7. 14 Probability
Probability  Definition of probability  Experimental probability  Combined events

terms  Theoretical probability  Outcome tables
 Experimental probability  Single events  Tree diagrams
 Probability rules
 Application of probability
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FORM ONE (1)
8.0 ONE (1)

FORM COMPETENCY MATRIX
8.0 COMPETENCY MATRIX
8.1 Real numbers
8.1 Real numbers
SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and ACTIVITIES
Knowledge)
Number Concepts and  identify types of numbers  Number types  Identifying and listing  Relevent Texts
operations  find factors and multiples  Factors and multiples types of numbers  ICT Tools
of numbers  Directed numbers  Listing factors and  Braille material and

 find H.C.F. and L.C.M  Fractions and multiples of numbers Equipment
 operate with directed percentages  Finding H.C.F and L.C.M  Talking books/software
numbers  Order of Operations  Using a number line on
 apply directed numbers the operation of directed
to practical situations in numbers
13
life  Performing operations
 operate with fractions involving fractions
 convert fractions to  Converting fractions to
decimals decimals
 convert fractions to  Converting fractions to
percentages and vice percentages
versa  Calculations involving
 carry out calculations decimals and
involving percentages percentages
 carryout mixed  Calculations involving
operations using the rule mixed operations using
of precedence rules of precedence
Approximation and  round off numbers to the  Whole numbers  Rounding off numbers  Relevant texts
estimation given place value  Decimal numbers  ICT tools

Knowledge)
 round off numbers to the  Braille materials and
given decimal places equipment
 Talking books/software
Ratios, rates and proportions  simplify ratios  Ratio  Expressing ratios in their  Relevant texts
 solve problems involving simplest forms  ICT tools
ratios  Discussing the use of  Environment
ratios in life  Braille materials and
 Solving problems equipment

involving ratios  Talking books/software
Ordinary and standard form  express small and large  Large and small  expressing small and  Relevant texts
numbers in digits and numbers large numbers in digits  ICT tools
words and words  Braille materials and
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equipment
Number bases  identify Number bases in  Number bases in  Identify number bases in  Relevant texts
everyday life place everyday life place everyday life place  ICT tools
 Place values  Braille materials and
 find place values for  finding plavce values for equipment
common bases common bases  Talking books/software
Scales and simple map  identify types of scales  Representative  Identifying types of  Relevant texts
problems  find scales from given Fraction scales  ICT tools
information  Ratio scale  Measuring lengths using  Braille materials and
 measure lengths using a given scales equipment
given scale  Talking books/software

8.1. 2 Sets
8.1. 2 Sets
Knowledge)
Sets and Set notation  define a set by listing the  Sets and set notation  Listing elements of  Relevant texts
elements various sets  ICT tools
 describe given sets using  Discussing examples of  Braille materials and
set notation sets in life equipment
 Explaining the meanings  Talking
of set notation and their books/software
uses
 Using set notation to

describe sets
Types of Sets  describe the types of sets  Universal set  Discussing the types of  Relevant texts
 illustrate the types of sets  Finite set sets  ICT tools
by means of diagrams  Infinite set  Distinguishing the types  Braille materials and
 form subsets from  Null or empty set of sets equipment
universal sets  Forming subsets from 
15
 Equal sets Talking
 discuss union and  Subset universal set books/software
intersection of sets  Union of a set  Discussing union and
 Intersection of a set intersection of sets

8.1.3 Financial Mathematics
Knowledge)
Consumer arithmetic  interpret bills  Household bills  Interpreting household  Relevant texts
 extract data from  Profit and loss bills  ICT
household bills for  Discount  Solving problems  Environment
calculations  Household budgets involving household bills  Braille materials and
 calculate profit and loss  Calculating profit and loss equipment
 calculate discount  Calculating discount  Talking books/software
 prepare household  Preparing and discussing
budgets household budgets
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8.1. 4 Measures and mensuration
8.1. 4 Measures and mensuration
Learners should be able (Attitudes, Skills and ACTIVITIES
to: Knowledge)
Measures  use the units of  units of:  Using the units of  Relevant texts
measurement in life - Time measurement in life  ICT tools
 make calculations using - Mass  Making calculations using  Environment
the units of measument - Length the units of measument  Braille materials and
 convert units of - Temperature  Converting units of equipment
measurement from one - Capacity measurement from one  Talking books/software
form to another form to another
 solve problems using  Solving problems using the

the units of units of mesurement
measurement
Mensuration  find perimeter of plane  perimeter of plane  Finding the perimeter of  Relevant texts
shapes shapes plane shapes  ICT tools
 calculate area of plane  Area of plane  Calculating area of plane  Environment
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shapes  shapes shapes  Braille materials and
 solve problems  Using the area and equipment
involving plane shapes perimeter of plane shapes  Talking books/software
to solve problems in life

8.1. 5 Graphs
8.1. 5 Graphs
Knowledge)
Functional graphs  draw the Cartesian plane  Cartesian plane  Drawing Cartesian plane  Relevant texts
using a given scale  Scale using given scale  ICT tools
 identify points on the  Co-ordinates  Identifying points on the  Environment
Cartesian plane Cartesian plane and  Braille materials and
 state points in co-ordinate stating them in co- equipment
form ordinate form  Talking books/software
 plot points on the  Plotting points on the  Geo-board
Cartesian plane Cartesian plane  Mathematical instruments
Travel graphs  interpret distance time  Distance time graphs  Discussing distance time  Relevant texts
graphs graphs  ICT tools
 Solving problems  Environment
involving distance time  Braille materials and
graphs equipment
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 Geo-board
 Mathematical instruments

8.1.6 Algebra
8.1.6 Algebra
SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: (Attitudes, Skills and ACTIVITIES RESOURCES
Knowledge)
Algebraic Manipulation  simplify algebraic  Basic algebraic  simplifying algebraic  Relevant texts
expressions using the processes expressions using the  ICT tools
rules of basic operations  Substitution of values rules of basic operations  Environment
 substitute values in  Algebraic expressions  substituting values in  Braille materials and
algebraic terms algebraic expressions equipment
 find H.C.F of linear  find H.C.F of linear  Talking books/software
algebraic expressions algebraic expressions
 solve problems involving  solving problems

algebraic expressions involving algebraic
expressions
Equations  solve linear equations  Linear equations  Solving linear equations  Relevant texts
where the unknown where the unknown  ICT tools
appears on one side appears on one side  Braille materials and
 solve linear equations including word problems equipment
19
where the unknown  Solving linear equations  Talking books/software
appears on both sides of where the unknown
the equation appear on both sides
 formulate linear equations including word problems
from given information  Formulating linear
equations from given
information
Inequalities  explain the meaning of  Inequality signs  Discussing the meaning  Relevant texts
inequality signs  Linear inequalities and use of inequality  ICT tools
 represent linear  Number line signs  Braille materials and
inequalities on a number  Representing linear equipment
line inequalities on a number  Talking books/software
 formulate linear line
inequalities  Formulating linear
 solve linear inequalities inequalities
 Solving linear inequalities

8.1.6 Algebra Contd..

Learners should be able to: (Attitudes, Skills and ACTIVITIES RESOURCES
Knowledge)
Indices and logarithms  express numbers from  Index form  Expressing numbers from  Relevant texts
ordinary to index form and ordinary to index form  ICT
vice versa and vice versa  Braille materials and
equipment
20
8.1.7 Geometry
8.7. Geometry
SUB TOPIC LEARNING OBJECTIVES CONTENT (attitudes, skills SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able and knowledge) ACTIVITIES
to:
Points, lines and angles  Define a point  Points  Discussing a point  Geometrical Instruments
 Identify types of lines  Lines  Discussing types of  Relevant texts
 identify types of angles  Angles lines and angles  ICT tools
 measure angles  Measuring angles  Environment
 calculate angles on a  Calculating angles on a  Braille materials and
straight line and around straight line and around equipment

a point a point  Talking books/software
 solve problems involving  Solving problems
angles on a straight line involving angles on a
and around a point straight line and around
a point
21
Polygons and circles  define a polygon  Polygons  Discussing polygons  Relevant texts
 state the names of n-  Circles with up to ten sides  ICT tools
sided polygons (up to  Drawing and naming  Environment
n=10) parts of a circle  Braille materials and
 name parts, lines and equipment
regions in a circle  Talking books/software
Construction and loci  construct lines and  Construction of lines and  Constructing lines and  Geometrical instruments
angles angles angles  ICT tools
 Relevant texts
 Braille materials and
equipment

8.1. 8 Statistics
8.1. 8 Statistics
to:
Data collection and  collect statistical data  Data collection  Collecting statistical  Relevant texts
classification and  classify statistical data  Data classification data  Environment
representation  describe the use of case  Classifying statistical  ICT tools
studies/ questionnaire to data  Braille materials and
collect data  Discussing the use of equipment
case studies/  Talking books/software
questionnaire to collect
data
22
8.1. 9 Transformation
8.1. 9 Transformation
SUB TOPIC Learning OBJECTIVES CONTENT (attitudes, skills SUGGESTED NOTES AND SUGGESTED RESOURCES
and knowledge) ACTIVITIES
Learners should be able to:
Translation  define transformation  Translation of plane  Defining transformation  Relevant texts

 define translation figures and translation  Geo-board
 translate plane figures  Translating plane figures  ICT tools
 Braille materials and
equipment

8.2 FORM (2)
8.2 FORM (2)
8.2 1 Real Numbers
8.2 1 Real Numbers
SUB TOPIC OBJECTIVES CONTENT (attitudes, skills SUGGESTED NOTES AND SUGGESTED RESOURCES
learners should be able to:
Number concepts and  find H.C.F. and L.C.M.  Factors and multiples  Finding H.C.F and L.C.M.  Relevant texts
operations  calculate squares and  Squares and square roots  Computing squares and  ICT tools
square roots  Cubes and cube roots square roots  Braille materials and
 calculate cubes and  Calculating cubes and equipment

cube roots cube roots  Talking books/software
Approximation and  round off numbers to  Significant figures  Rounding off numbers to  Relevant Texts
estimation given significant figures  Estimations required significant  ICT tools
 solve problems involving figures  Braille materials and
approximation and  Using approximation and equipment
23
estimation estimation to solve  Talking books/software
problems
Ratios rates and proportions  simplify ratios  Ratios  Discussing the use of  Relevant texts
 solve problems using  Proportions ratios in life situations  ICT tools
the concept of ratio  Discussing examples of  Environment
 distinguish between direct and inverse  Braille materials and
direct and inverse proportion equipment
propotion  Distinguishing between  Talking books/software
 solve problems that direct and inverse
involve direct and propotion
inverse proportion  Solving problems that
involve ratios and
proportion

8.2 1 Real Numbers Contd..
Ordinary and standard form  express numbers in  Numbers in standard form  Discuss importance of  Relevant texts
ordinary form to standard form in life  ICT tools
standard form and vise  Expressing numbers in  Braille materials and
versa standard form equipment
Number bases  convert a number in any  converting numbers from  Converting number  Relevant texts
base to base ten one base to another bases  ICT tools
 convert a number in  Identifying numbers in  Braille materials and
base ten to any base their respective bases equipment
 solve problems in life  Solve problems in life  Talking books/software

using number bases using number bases
Scales and simple map  discuss types of scales  Scale drawings  Identifying types of  Relevant texts
problems  find scales from given scales  ICT tools
information  Measuring lengths using  Environment
 make measurements given scales  Braille materials and
24
using a given scale  Making scale drawings equipment
 draw lines or diagrams using appropriate/given  Talking books/software
to a given scale scale
 calculate distances  Calculating distances
using a given scale  Solve problems in
familiar and less familiar
context using the concept
of scales

8.2.2 Sets
8.2..2 Sets
to:
Sets  find union and  Types of sets  Finding union and  Relevant texts
intersection of sets  Venn diagram with two intersection of sets  ICT tools
 represent sets on Venn subsets  Discussing word  Braille materials and
diagrams  Set notation problems in relation to set equipment
 convert word problems notation  Talking books/software
into set notation  Representing given
 solve life problems using information on Venn

a Venn diagram with no diagram
more than 2 subsets  Solve problems using
Venn diagrams
25
Consumer arithmetic  interpret bills  Corporate bills  Discussing corporate bills  Relevant texts
 make calculations based  Profit and loss  Making calculations based  ICT tools
on data from corporate  Simple interest on data extracted from  Environment
bills  Hire purchase corporate bills  Braille materials and
 calculate profit and loss  Small scale enterprise  Calculating profit and loss equipment
 find simple interest budgets  Finding simple interest  Talking books/software

 prepare an enterprise  Preparing an enterprise
budget for a small budget for a small
business business
 solve problems involving  Solving problems involving
hire purchase hire purchase
26
8.2.4 Measures and Mensuration
8.2..4 Measures and Mensuration
Learners should be able
to:
Measures  use the units of  Units of:  Discussing the  Relevant texts
measurements in life - Area importance of units of  Environment
- Volume measurements in life  ICT tools
 solve problems using - Capacity  Solving problems using  Braille materials and
- Density the different units of
the different units of equipment

measurements  Talking books/software
measurements
Mensuration  calculate perimeter of  Perimeter of plane shapes  Calculating perimeter  Relevant texts
plane shapes  Area of plane shapes and area of plane shapes  Environment
 calculate area of plane  Volume of cuboids  Calculating volume of  ICT tools
shapes  Density of cuboids cuboids  Braille materials and
27
 calculate volumes of  Solving problems equipment
cuboids involving area and  Talking books/software
 solve problems involving volume in life
area and volumes  Solving simple density
 solve simple density problems
problems

8.2. 5 Graphs
8.2. 5 Graphs
Functional graphs  draw the Cartesian  Cartesian plane  Drawing the Cartesian  Relevant texts
plane, using a given  Table of values plane, using a given  Geo-board
scale  Linear graphs scale  Mathematical instruments
 plot points on the  Scale  Plotting points on the  Braille materials and
Cartesian plane Cartesian plane equipment
 construct a table of  Constructing table of  Talking books/software
values for a given linear values
 ICT tools
function  Drawing straight line
 draw straight line graphs graphs on the Cartesian
plane
28
Travel graphs  interpret distance - time  Distance time graphs  Interpreting distance time  Relevant texts
graphs graphs  Geo-board
 draw distance - time  Drawing distance time  Mathematical instruments
graphs graphs  Braille materials and
 use distance-time graphs  Using distance-time equipment
to solve problems graphs to solve problems  Talking books/software
 ICT Tools

8.2.6 Variation
8.2.6 Variation
to:
Variation  express direct variation  Direct variation  Discussing the concept of  Relevant texts
in algebraic terms direct variation  Environment
 solve problems involving  Expressing direct variation  ICT tools
direct variation in algebraic terms  Braille materials and
 Discussing relationships equipment
between variables  Talking books/software
 Solving problems involving
direct variation
29
8.2.7 Algebra
8.2.7 Algebra
SUB TOPIC OBJECTIVES CONTENT (attitudes, skills SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able to: and knowledge) ACTIVITIES
Algebraic Manipulation  substitute values in  Substitution of values  Substituting valus in  Relevant texts
algebraic terms  Algebraic expressions algebraic terms  ICT tools
 factorise linear algebraic  Algebraic fractions  Factorising linear and  Braille materials and
expressions  Quadratic expressions quadratic algebraic equipment
 factorise quadratic  Factorisation expressions  Talking books/software
algebraic expressions  Simplifying algebraic
 simplify algebraic fractions
fractions  Expanding algebraic

 expand algebraic expressions with brackets
expressions with bracket  Solving problems involving
 solve problems involving algebraic manipulations
algebraic manipulations
Equations  simplify equations with  Equations with brackets  Expanding and solving  Relevant texts
30
brackets  Equations with fractions equations with brackets  ICT tools
 carry out calculations  Change of subject of  Carrying out calculations  Braille materials and
involving change of formulae involving change of equipment
subject of formulae  Simultaneous linear subjects of formulae  Talking books/software
 solve equations with equations  Solving equations
algebraic fractions  Quadratic equations involving algebraic
 solve simultaneous linear fractions
equations  Solving simultaneous
 solve quadratic equation linear equations
where the coefficient of  Solving quadratic
x2 is one equations where the
coefficient of 𝑥𝑥 2 is one

Inequalities  represent linear  linear inequalities  Representing linear  Relevant texts

inequalities on a number  Number line inequalities on a number  ICT tools
line  Cartesian plane line  Braille materials and
 formulate linear  Formulating linear equipment
inequalities inequalities  Talking books/software
 represent inequalities on  Identifying inequalities
a Cartesian plane represented on a
 solve linear inequalities Cartesian plane
 Solving linear inequalities
Indices and logarithms  Carry out calculations  Laws of indices  Finding squares and  Relevant texts
involving laws of indices square roots of given  ICT tools
(xa x xb ; xa ÷ xb ; xo and x –a) numbers in index form  Braille materials and
 solve problems involving  Applying the laws of equipment
indices using the laws of indices to algebraic  Talking books/software
indices expressions
31
 Solving problems involving
indices using the laws of
indices

8.2.8 Geometry
8.2.8 Geometry
Points,lines and angles  identify the types of angles  Angles  Discussing angles  Relevant texts
formed on parallel and  Parallel and Transversal formed on parallel and  ICT tools
lines transversal lines  Geo-board
transversal lines  Calculate angles on  Braille materials and
 calculate unknown angles parallel and tranversal equipment
lines  Talking books/software
on parallel and transversal

line using geometrical
facts
Bearing  identify cardinal points  Cardinal points  Discussing cardinal  Relevant texts
 give directions using  Three-figure bearings points  ICT tools

32
cardinal points  Compass bearing Discussing importance of  Environment
 find compass bearing of compass in life  Braille materials and
points  Finding compass equipment
 calculate three-figure bearings  Talking books/software
bearing of points  Calculating three-figure
 solve problems in life bearings
involving bearing  Solving problems in life
involving bearing

8.2.8 Geometry Contd..
Polygons and Circles  state the names of n-sided  Properties of polygons  Naming polygons with up  Relevant texts
polygons (up to n=10) (triangles and to ten sides  Environment
 describe the properties of quadrilateral)  Stating properties of  ICT tools
triangles and triangles and  Braille materials and
quadrilaterals quadrilaterals equipment
Similarity and congruency  identify similar and  Similar and congruent  Identifying similar and  Relevant texts
congruent figures figures congruent figures  ICT tools

 state cases of congruency  Cases of congruency  Discussing cases of  Braille materials and
 solve problems involving congruency equipment
similar and congruent  Solving problems  Talking books/software
figures involving similar and
congruent figures
33
Construction and loci  construct lines and angles  Construction of lines and  Constructing lines and  Geometrical instruments
 bisect lines and angles angles angles  ICT tool
 Bisecting lines and  Bisecting lines and  Relevant texts
angles angles  Braille materials and
 Representing life equipment
phenomena using  Talking books/software
mathematical models
involving construction
and exploring their
application in life

Symmetry  identify lines of symmetry  line symmetry in two  Stating number of lines of  Relevant texts
of regular polygons dimensions symmetry  ICT tools
 draw lines of symmetry on  Drawing shapes and  Braille materials and
plane shapes showing lines of equipment
symmetry  Talking books/software

8.2. 9 Statistics
8.2. 9 Statistics
Data collection,  collect data  Data collection  Discussing collected  Relevant texts
classification and  group statistical data  Classification of data  ICT tools
representation  represent data using ungrouped data  Grouping statistical data  Environment
frequency table, bar  Representing data using  Representing data using  Braille materials and
chart and pie chart frequency table, bar chart frequency table, bar equipment
and pie chart chart and pie chart  Talking books/software

 Conducting educational
tours
Measures of central  define measures of  Mean  Discussing the  Relevant texts
tendency central tendency  Mode meanings of the  ICT tools
 state the mode in a  Median measures of central  Braille materials and
given distribution  Assumed mean tendency equipment
34
 calculate the mean and  Determining the mode in  Talking books/software
median a given distribution
 calculate mean using  Calculating the mean
assumed means and median
 Calculating mean using
assumed mean
 Representing life
phenomena using
mathematical models
involving the measures
of central tendency and
exploring their
applications in life

8.2.10 Vectors
8.2.10 Vectors
Definition and notation  define vector  Definition of vectors  Discussing vectors  Relevant texts
 interpret vector notation  Vector notation  Expressing vectors in  ICT tools
column form  Environment
 Representing vectors  Braille materials and
using vector notation equipment

Types of vectors  identify various types of  Translation vectors  Discussing the various  Relevant texts
vectors  Negative vectors types of vectors  ICT tools
 represent translation  Equal vectors  Representing a  Environment
35
vector in column form  Parallel vectors translation by column  Braille materials and
 draw translation vector vectors equipment
on a Cartesian plane  Drawing translation  Talking books/software
 solve problems using the vector on a Cartesian
concept of vectors plane
 Identifying various types
of vectors from the
Cartesian plane
 Solving problems using
the concept of vectors
Operations  add vectors  Addition of vectors  Adding and subtracting  Relevant texts
 subtract vectors  Subtraction of vectors vectors  ICT tools
 solve problems involving  Solving problems  Environment
addition and subtraction involving addition and  Braille materials and
of vectors subtraction of vectors equipment

8.2.11 Matrices
8.2.11 Matrices
Order  state the order of a given  Order of matrices  Computing information in  Relevant texts
matrix  Types of matrices matrix form  ICT tools
 identify the different types  Listing types of matrices  Environment
of matrices  Discussing the order of  Braille materials and
 discuss the uses of matrices equipment

matrices  Locate elements in a Talking books/software

given matrix
 Discussing the
importance of matrices in
life
 Modelling life situation
36
involving matrices to
solve problems

8.2.12 Transformation
Translation  define transformation  Translation vector to move  Discuss examples of  Relevant texts
 describe translation a point and palne figures transformation  ICT tools
 translate plane figures  Discussing the use of  Environment
and points translation vector in  Braille materials and
translating figures equipment
 Translating plane figures  Talking books/software
and points defining a

reflection
Reflection  define reflection  Reflection of plane figures  Reflecting a point or  Relevant texts
 reflect a point or a plane object in a given mirror  ICT tools
figure in a given mirror line  Environment
line  Representing life  Braille materials and
37
phenomena using equipment
mathematical models  Talking books/software
involving reflection
transformation and
exploring their
applications in life

8.2.13 Probability
8.2.13 Probability
SUB TOPIC LEARNING OBJECTIVES CONTENT (attitudes, skills SUGGESTED NOTES AND SUGGESTED
and knowledge) ACTIVITIES RESOURCES
Definition of probability  define probability and  Definition of probability  Stating examples of each  Relevant texts
probability terms terms probability term  ICT tools
 calculate probability of  Experimental probability  Calculating probability of  Environment
single events single events  Braille materials and
 describe experimental  Carrying out probability equipment

probability experiments Talking books/software

 solve problems involving  Solving problems involving
probability in life the concept of probability in
life
phenomena using
mathematical models
38
involving the concept of
probability and exploring
their applications in life

8.3 FORM THREE (3)
8.3 FORM THREE (3)
8.3.1 Real Numbers
8.3.1 Real Numbers
(Attitudes, Skills and ACTIVITIES
Learners should be able to: Knowledge)
Number concepts and  perform arithmetic  Order of operations  Applying the rules of  Relevant texts
operations operations using order of  Irrational numbers precedence in real  ICT tools
operations  Number patterns numbers  Environment
 identify rational and  Performing operations  Braille materials and

irrational numbers  Differentiating between equipment
 distinguish between rational and irrational  Talking books/software
rational and irrational numbers
numbers  Exploring and
 perform operations discovering number
 identify number patterns patterns
39
in a sequence  Solving problems
 solve problems involving involving irrational
irrational numbers numbers
Ratios, rates and  simplify ratios  Ratio  Reducing ratios to  Relevant texts
proportions  perform calculations  Rates simplest form and  ICT tools
involving ratio,rates and  Proportions sharing quantities using  Environment
proportion ratio  Braille materials and
 apply direct and inverse  Calculating and solving equipment
proportion to solve problems involving  Talking books/software
problems ratio,rate and proportion
 Solving problems
involving direct and
inverse proportion
focussing on life
situations

8.3.1 Real Numbers Contd..
phenomena using
mathematical models
involving the concept of
ratios, rates and
proportion and exploring
their applications in life

Ordinary and standard form  perform operations in  Operations in standard  Adding and subtracting  Relevant texts
standard form form numbers in standard form  ICT tools
 Dividing and multiplying  Environment
numbers in standard  Braille materials and
form equipment
40
Number bases  perform operations  Operations in number  Adding and subtracting in  Relevant texts
involving number bases bases number bases  ICT tools
 Solving equations  Environment
involving number bases  Braille materials and
equipment
Scales and simple map  use given scales to  Scale factor  Calculating distance and  Relevant texts
problems calculate distance and  Area factor area using given scales  ICT tools
area  Finding area factor given  Environmen
 solve problem involving the scale factor  Braille materials and
distance and area using  Finding scale factor given equipment
scale the area factor  Talking books/software
 Applying scales in solving
problems in life situations

8.3. 2 Sets
8.3. 2 Sets

(Attitudes, Skills and ACTIVITIES RESOURCES
Sets  describe sets using a set  Set builder notation  Listing elements of sets  Relevant texts
builder notation  Venn diagrams up to  Using symbols of sets to describe  ICT tools
 draw Venn diagrams to three subsets sets  Environment
show relationships in  Describing sets using set builder  Braille materials
different subsets notation and equipment
 solve problems using  Demonstrating relationships of  Talking
Venn diagrams different subsets books/software

 Discussing Venn diagrams with up
to three subsets
 Solving problems involving Venn
diagrams
41
8.3. 3 Financial Mathematics
8.3. 3 Financial Mathematics
Consumer arithmetic  interpret bank statements  Bank statements  Discussing the contents of  Relevant texts
 calculate compound  Compound interest the bank statements  ICT tools
interest  Commission  Extracting data from bank  Environment
 calculate commission  Hire purchase statements to use it for  Braille materials and
 solve problems on hire calculations equipment
purchase  Discussing compound  Talking books/software
interest, commission and

hire purchase
 Computing compound
interest, commission and
hire purchase
42
8.3.4 Measures And Mensuration
Mensuration  calculate perimeter of  Perimeter of combined  Calculating perimeter  Relevant texts

combined shapes shapes and area of combined  ICT tools
 calculate area of  Area of combined shapes shapes  Environment
combined shapes  Volume of cylinders  Calculating volume of  Braille materials and
 calculate volume of cylinders equipment
cylinders  Carrying out an  Talking books/software
experiment to show the

relationship between
mass and volume
involving mass and
volume
43
8.3. 5 Graphs
8.3. 5 Graphs
Functional graphs  use the functional  Functional notation  Discussing use of  Relevant texts
 Linear graphs functional notation using  ICT tools
- evaluating  Quadratic graphs familiar functions  Environment
notation 𝑓𝑓(𝑥𝑥) in:
functions  Drawing linear and  Braille materials and

- solving linear and quadratic graphs equipment
quadratic  Sketching straight line  Talking books/software
equations and quadratic graphs

 draw graphs of linear and  Finding unknown values
quadratic functions in linear and quadratic
using: equations using the
- table of values graph
- axes intercepts
 sketch:
44
- straight line
- quadratic graphs
using axes intercepts
 use graphs to find
unknown values in linear
and quadratic equations
Travel graphs  draw distance-time  Distance-time graphs  Discussing relationship  Relevant texts
graphs  Speed-time graphs involving distance, speed  ICT tools
 draw speed-time graphs and time in everyday life  Environment
 solve problems involving  Drawing distance - time  Braille materials and
travel graphs and speed - time graphs equipment
 Solving problems in life  Talking books/software
involving travel graphs

8.3.6 Variation
8.3.6 Variation
Variation  express inverse variation  Direct variation  Discussing relationships  Relevant texts
in algebraic terms  Inverse variation showing direct or inverse  ICT tools
 distinguish between direct variation  Environment
and inverse variation  Discussing examples of  Braille materials and
 Illustrate direct and direct and inverse equipment
inverse variation using variations  Talking books/software
sketch graphs  Sketching graphs of

 solve problems involving direct and inverse
variation functions
involving variation
45
8.3.7 Algebra
SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

(Attitudes, Skills and AND ACTIVITIES
Algebraic Manipulation  find HCF and LCM of  Algebraic fractions  Finding LCM and HCF  Relevant texts
algebraic expressions  LCM and HCF of of algebraic  ICT tools
 simplify algebraic algebraic expressions expressions  Environment
fractions  Quadratic expressions  Simplifying algebraic  Braille materials and
 factorise quadratic  Factorisation fractions equipment
expressions of the form  Factorising quadratic  Talking books/software
where expressions
 factorise algebraic
expressions
 factorise algebraic
expressions
Equations  solve linear simultaneous  Simultaneous equations  solving simultaneous  Relevant texts
equations using:  Quadratic equations linear equations using:  ICT tools
46
- elimination  Change of subject o0f - elimination  Environment
- substitution fdormulae - substitution  Braille materials and
- graphical method  Substitution of values - graphical method equipment
 solve quadratic equations - solving quadratic  Talking books/software
using: equations using:
- factorisation
- graphical methods - factorisation
 change the subject of - graphical methods
formulae  solving problems from
 substitute values in a life situations using
given formulae equations
 changing the subject of
formulae
 substituting values in
given formulae
 Discussing change of
subject and its
applications

Inequalities  solve simultaneous linear  Simultaneous inequalities  Solving simultaneous  Relevant texts
inequalities in one  Graphs of inequalities linear inequalities in  ICT tools
variable one variable  Environment
 represent solution set on  Representing solution  Braille materials and
a line graph set on a line graph equipment
 solve simultaneous linear  Representing linear  Talking books/software
inequalities graphically inequalities in two
variables on the
Cartesian plane by
shading the unwanted
regions
 Representing the
solution set of
simultaneous linear
inequalities in a
Cartesian plane
Indices and logarithms  simplify algebraic  Indices  Simplifying algebraic Relevant texts
expressions involving  Logarithms expressions involving  ICT tools
47
indices  Theory of logarithms indices  Environment
 define logarithms  Equations involving  Discussing logarithms  Braille materials and
 evaluate logathms indices and logarithms  Evaluating logarithms equipment
 apply the laws of  Exploring laws of  Talking books/software
logarithms to evaluate logarithms
logarithms  Simplifying expressions
 simplify expressions using laws of
using laws of logarithms logarithms
 solve equations involving  Solving equations
indices and logarithms involving Indices and
logarithms

8.3.8 Geometry
8.3.8 Geometry
Points, lines and angles  construct angles of  Angles of elevation  Constructing angles of  Relevant texts
elevation and depression and depression elevation and depression  ICT tools
 solve problems on angles  Solving problems on  Environment
of elevation and angles of elevation and  Braille materials and
depression depression using scale equipment
drawing  Talking books/software
Bearing  illustrate bearing on  Three - figure bearing  Constructing diagrams to

diagrams  Compass bearing show bearing  Relevant texts
 solve problems involving  Solving problems  ICT tools
three figure bearing and involving three figure  Environment
compass bearing bearing and compass  Braille materials and
bearing equipment
 Locating the position of an  Talking books/software
object using three figure
48
bearing and compass
bearing
Polygons  describe properties of  Properties of polygons  Discussing properties of  Relevant texts
polygons  Angles of polygons n-sided polygons  ICT tools
 solve problems involving n-  Number of sides of  Solving problems  Environment
sided polygon polygons involving n-sided  Braille materials and
 Apply the properties of n- polygons equipment
sided polygons  Applying the properties of  Talking books/software
n-sided polygons
Similarity and Congruency  find the scale factor from  Scale factor  Discussing scale factor,  Relevant texts
two given similar shapes  Areas of similar figures area factor and volume  ICT tools
 calculate the length of  Volume and mass of factor  Environment
sides of similar figures similar solids  Computing lengths in  Braille materials and
similar shapes equipment

8.3.8 Geometry contd..
 calculate the area of  Computing areas of  Talking books/software

similar figures similar shapes
 calculate the volume and  Solving problems on
mass of similar solids volumes and masses of
similar solids
Constructions and loci  construct triangles  Triangles  Constructing triangles  Relevant texts
 construct quadrilaterals  Quadrilaterals and quadrilaterals  ICT tools

 solve life problems using  Solving problems using  Environment
construction of triangles construction of triangles  Braille materials and
and quadrilaterals and quadrilaterals equipment
49
Symmetry  identify rotational  Rotational symmetry in  Identifying rotational  Relevant texts
symmetry in two two dimensions symmetry in two  ICT tools
dimensions dimensions  Environment
 state the order of  Discussing rotational/point  Braille materials and
rotational/point symmetry symmetry equipment
in plane shapes  Stating the order of  Talking books/software
 solve problems involving rotational symmetry of
rotational symmetry plane shapes
involving rotational
symmetry in life

8.3.9 Statistics
8.3.9 Statistics
Data Collection,  collect statistical data  Data collection  Collecting of statistical  Relevant texts
Classification and  group raw data into and Classification of data  ICT tools
Representation classes grouped data  Conducting experiments  Environment
 state the class widths for  Data representation to collect data  Braille materials and
the grouped data - Frequency table  Classifying the collected equipment
 construct frequency tables - Bar graph data  Talking books/ software
 draw bar chart, pie - Pie chart  Finding the class width of
chart,histogram and - Histogram grouped data
frequency polygon - Frequency  Constructing frequency
 analyse information on the polygon tables
graphs  Constructing graphs
 Interpreting the graph
Measures of Central  compute the mean of  Mean, median and  Calculating the mean of  Relevant texts
50
Tendency grouped data model class grouped data  ICT tools
 find the mode and median  Assumed mean  Computing the mean  Environment
 calculate the mean using using the assumed mean  Braille materials and
the assumed mean  Finding the mode and the equipment
median  Talking books/ software
 Explaining the
significance of measures
of central tendency

8.3. 10 Trigonometry
8.3. 10 Trigonometry

Pythagoras  derive the Pythagoras theorem  Pythagoras theorem  Using the method of counting  Relevant texts
theorem  solve right angled triangles by  Pythagorean tripples squares to derive the  ICT tools
applying the Pythagoras theorem Pythagoras theorem  Environment
 show whether the given tripples  Finding the missing side in right  Braille materials
are Pythagorean angled triangles using and equipment
Pythagoras theorem  Talking books/
 Solving problems in everyday software

life using the Pythagoras
theorem
 Representing life phenomena
using mathematical model
involving Pythagoras Theorem
and exploring its application in
life
51
Trigonometrical  find sine, cosine, tangent of acute  Trigonometrical ratios of  Demosntrating whether the  Relevant texts
ratios angles acute and obtuse angles givcen triples are pyhthagoran  ICT tools
 find sine, cosine, tangent of - Sine  Calculating sine, cosine and  Environment
obtuse angles - Cosine tangent of acute and obtuse  Braille materials
 solve problems involving right - Tangent angles and equipment
angled triangles in two dimensions  Solving problems involving  Talking books/
right angled triangles in two software
dimensions

8.3.11 Vectors
8.3.11 Vectors
Types of vectors  describe types of vectors  Translation vectors  Discussing various  Relevant texts
 represent types of vectors  Negative vectors types of vectors  ICT tools
on Cartesian plane  Equal vectors  Drawing different types  Environment
 identify various types of  Parallel vectors of vectors on the  Braille material equipment
vectors on the Cartesian  Position vectors Cartesian plane  Talking books/ software
plane  Identifying different
types of vectors on the

Cartesian plane
Operations  Add vectors  Addition of vectors  Manipulating vectors by  Relevant texts
 subtract vectors  Subtraction of vectors adding and subtracting  ICT tools
 multiply a vector by a  Scalar multiplication  Multiplication of a vector  Environment
scalar  Magnitude of vectors by a scalar  Braille materials and
 calculate the magnitude of  Combined vector  Computing the equipment
52
a vector operations magnitude of a vector  Talking books/ software
 solve problems involving  Solving problems
vector operations involving vectors

8.3.12 Matrices
8.3.12 Matrices
Operations  add matrices  Addition and subtraction of  Carrying out operations  Relevant texts
 subtract matrices matrices involving matrices  ICT tools
 multiply a matrix by a  Scalar multiplication of  Using scalar quantities  Environment
scalar matrices to multiply matrices  Braille materials and
 multiply matrices  Multiplication of matrices  Solving problems equipment
involving matrices  Talking books/ software
phenomena using
mathematical model
involving matrices and
exploring its application
in life
Determinants  find the determinant of a  Determinants of matrices  Calculating the  Relevant texts
 Singular and non-singular determinant of  ICT tools
53
 distinguish between matrices  Environment
2 𝑋𝑋 2 matrix
singular and non-singular  Using the fact that the  Braille materials and
2 𝑋𝑋 2 matrices
matrices determinant of a equipment

 use the fact that the singular matrix is zero  Talking books/ software
determinant of a singular to find the unknown in a
matrix is zero to find the 2x 2 matrix
 solving problems that
 solve problems that involve singular and
unknown in a 2 𝑋𝑋 2 matrix
involve singular and non- non-singular matrices

singular matrices
Inverse matrix Learners
find theshould
inversebeofable Inverse of a matrix
Knowledge)  Calculating the inverse  Relevant texts
non -singular matrix  Simultaneous linear  ICT tools
a 2 𝑋𝑋to:
2
equations in 2 variables matrix  Environment

of a 2 𝑋𝑋 2 non-singular
 solve simultaneous  Solving simultaneous  Braille materials and

equations using the equations using the equipment
Mathematics Syllabus Form 1 – 4 2015matrix method 66 matrix method  Talking books/ software
Translation  translate plane figures on  Translation vectors to  Drawing of plane shapes  Relevant texts
Cartesian Plane using move a plane figure on on the Cartesian Plane  ICT tools
translation vectors a cartesian plane  Moving plane  Environment
 describe fully the figures/shapes using  Braille materials and
translations between given translation vectors equipment
objects and images  Describing fully the  Talking books/ software
translations between
given objects and images
Reflection  reflect plane figures in a  Reflection of plane  Drawing images of plane  Relevant texts
line of reflection figures on a cartesian figures under reflection  ICT tools
 find the axis of reflection of plane in the x-axis, y-  Finding coordinates of  Environment
given objects and images axis, lines of the form images of plane figures  Braille materials and
y=a and x=b under reflection equipment
54
 Determining the axis of  Talking books/ software
reflection
Rotation  rotate points and plane  Rotation of plane  Discussing rotation of  Relevant texts
figures on a Cartesian figures on the Cartesian plane figures and points  ICT tools
plane using geometric plane using the on the Cartesian plane  Environment
methods geometric methods  Rotating figures to find  Braille materials and
 find the centre of rotation images on the Cartesian equipment
 determine the angle of plane  Talking books/ software
rotation  Finding the centre and
angle of rotation
Enlargement  enlarge plane figures  Enlargement about the  Drawing images of plane  Relevant texts
about the origin using a origin using a rational figures  ICT tools
rational scale geometrical scale by geometric  Determining the scale  Environment
methods methods factor (enlargement  Braille materials and
 find the scale factor factor) equipment
 Talking books/ software

8.3.13 Transformation Contd..
 determine the centre of  determining the centre of

enlargement enlargement
8.3 .14 Probability

8.3 .14 Probability
Probability  describe experimental and  Experimental probability  Discussing theoretical  Relevant texts
55
theoretical probability  Theoretical probability and experimental  ICT tools
 deduce probabilities from  Single events probability  Environment
results of experiments  Carrying out probability  Braille materials and
 identify situations where experiments equipment
experimental and  Computing probabilities  Talking books software
theoretical probabilities are of single events
applied  Solving problems that
 use probability rules to involve experimental and
compute probabilities of theoretic probability in life
single events
 solve problems that
involve experimental and
theoretic probability in life

8.4 FORM
8.4 FORM (4)
FOURFOUR (4)

Consumer arithmetic  interpret data in the form  Foreign exchange  Discussing foreign  Relevant texts
of documents such as  Sales and income tax exchange and types of  ICT tools
rates, taxes, customs and rates (Pay as you Earn) taxes  Environment
excise duty PAYE  Interpreting data in the  Braille materials and
 convert from one currency  Value Added Tax (VAT) form of documents such equipment
to another using rate  Customs and Excise Duty as rates, taxes, customs  Talking books/ software
 solve problems related to and excise duty
sales tax, income tax ,  solve problems related to
customs and excise duty sales tax, income tax ,
and Value Added Tax
customs and excise duty
(VAT)
and Value Added Tax
56
(VAT)
 conducting educational
tours

8.4 3 Graphs
Functional graphs  draw cubic and inverse  Cubic graphs  Discussing cubic and  Relevant texts
graphs  Inverse graphs inverse functions  ICT tools
 solve problems involving  Drawing cubic graphs  Environment
cubic and inverse functions  Drawing graphs of  Braille materials and
inverse functions of the equipment
form where  Talking books/ software
𝑎𝑎
𝑏𝑏𝑏𝑏+𝑐𝑐
𝑎𝑎, 𝑏𝑏 𝑎𝑎𝑎𝑎𝑎𝑎 𝑐𝑐 are integers
involving cubic or
inverse functions
Travel graphs  explain the relationship of  Displacement-time graphs  Discussing  Relevant texts
displacement, velocity,  Velocity-time graphs displacement  ICT tools
acceleration and time velocity,acceleration  Environment
57
 draw displacement-time and time  Braille materials and
graphs  Drawing displacement- equipment
 draw velocity-time graphs time graphs  Talking books/ software
 solve problems involving  Drawing velocity-time
displacement-time and graphs
velocity-time graphs  Solving problems
involving displacement-
time and velocity-time
graphs

8.4 3 Graphs
8.4 3 Graphs
Functional graphs  draw cubic and inverse  Cubic graphs  Discussing cubic and  Relevant texts
graphs  Inverse graphs inverse functions  ICT tools
 solve problems involving  Drawing cubic graphs  Environment
cubic and inverse functions  Drawing graphs of  Braille materials and
inverse functions of the equipment
form where  Talking books/ software
𝑎𝑎
𝑏𝑏𝑏𝑏+𝑐𝑐
𝑎𝑎, 𝑏𝑏 𝑎𝑎𝑎𝑎𝑎𝑎 𝑐𝑐 are integers
involving cubic or
inverse functions
Travel graphs  explain the relationship of  Displacement-time graphs  Discussing  Relevant texts
displacement, velocity,  Velocity-time graphs displacement  ICT tools
acceleration and time velocity,acceleration  Environment
58
 draw displacement-time and time  Braille materials and
graphs  Drawing displacement- equipment
 draw velocity-time graphs time graphs  Talking books/ software
 solve problems involving  Drawing velocity-time
displacement-time and graphs
velocity-time graphs  Solving problems
involving displacement-
time and velocity-time
graphs

8.4.4 Variation
8.4.4 Variation

Variation  determine connecting  Joint variation  Discussing joint and  Relevant texts
formulae for joint variation  Partial variation partial variations  ICT tools
and partial variation  Computing unknown  Environment
 calculate unknown variables using the  Braille materials and
variables using the appropriate formula equipment
appropriate formula  Sketching variation  Talking books/ software
 construct graphs to show graphs
relationship between  Solving problems in life

variables situations involving joint
 solve problems involving and partial variation
joint and partial variation
59
8.4.5 Algebra
8.4.5 Algebra

Algebraic Manipulation  simplify algebraic fractions  Algebraic fractions  Simplifying algebraic  Relevant texts
 factorise quadratic  Quadratic expressions fractions using LCM of  ICT tools
expression  Factorisation denominators and  Environment
 complete the square  Completing the square factorisation  Braille materials and
 Factorising quadratic equipment
expressions completely  Talking books/ software
 complete the square
Equations  solve quadratic equations  Completing the square  Solving quadratic  Relevant texts
by completing the square  Quadratic formula equations by completing  ICT tools
 derive the quadratic formula the square  Environment
 solve problems by applying  Deriving the quadratic  Braille materials and
the quadratic formula formula by completing equipment
60
the square  Talking books / software
quadratic formula.
 Solving problems from
life situations using the
quadratic formula
Inequalities  express a given life  Linear programming  Discussing formulation  Relevant texts
situation using inequality of inequalities from  ICT tools
symbols given life situations  Environment
 represent inequalities on  Deducing inequalities  Braille materials and
the Cartesian plane represented on the equipment
 solve life problems using Cartesian plane  Talking books/ software
inequalities  Representing
inequalities on a
Cartesian plane
inequalities


phenomena using
mathematical model
involving inequalities
and exploring its
application in life
61
8.4.6 Geometry
8.4.6 Geometry

Polygons and Circle  apply the circle theorem  Circle theorems  Applying the circle theorem  Relevant texts
associated with associated with  ICT tools
centre,circumference,diameter, centre,circumference,diameter,  Environment
tangent, cyclic quadrilateral, tangent, cyclic quadrilateral,  Braille materials and
chord and alternate segments chord and alternate segment. equipment
 calculate angles using circle  Calculating angles using circle  Talking books/
theorem software
theorems
Constructions  define locus  construction of  Discussing locus  Relevant texts

 construct locus of points in a diagrams to a given  Constructing locus of points in  ICT tools
plane which are equidistant scale a plane which are equidistant  Environment
from a fixed point, a fixed  Loci from a fixed point, a fixed  Braille materials and
62
straight line, two fixed points straight line, two fixed points equipment
and/or two intersecting lines and or two intersecting lines  Talking books/
 solve problems involving  solving problems involving software
bearing, scale, angles of bearing, scale, angles of
elevation and or depression elevation and/or depression
using loci using loci

8.4.7 Statistics
8.4.7 Statistics
Data representation  construct frequency  frequency table  Constructing frequency  Relevant texts
tables  frequency polygon tables  ICT tools
 draw frequency polygons  Cumulative frequency  Drawing frequency  Environment
 draw cumulative frequency table polygons  Braille materials and
curves  Cumulative frequency  Drawing the cumulative equipment
 solve problems involving curve frequency curves  Talking books/ software
the cumulative frequency  Solving problems

curve involving the
cumulative frequency
curve
Measures of central  find the median from  median  Determining the median  Relevant texts
tendency and dispersion cumulative frequency  Range from the cumulative  ICT tools
curve  Quartiles frequency curve (ogive)  Environment
63
 calculate the range  Interquartile range  Calculating the range  Braille materials and
 find the quartiles from  Semi inter-quartile range  Estimating the quartiles equipment
cumulative frequency from cumulative  Talking books/ software
curve (ogive) frequency curve
 calculate the:  Computing the inter-
- interquartile range quartile range and semi
- semi inter-quartile inter-quartile range
range  Discussing the
importance of
interquartile and semi
inter-quartile range

8.4.8 Trigonometry
8.4.8 Trigonometry
Trigonometrical ratios  apply the sine rule to solve  Cosine rule  Applying the sine and  Relevant texts
problems  Sine rule cosine rule to solve  ICT tools
 apply cosine rule to solve  Area of triangles problems  Environment
problems  Using the formula area=  Braille materials and
 use the formula area= ab
1
ab SinC to calculate the equipment
 Talking books/ software
SinC to calculate the area

2
area of a triangle
2
of a triangle
 Using the sine rule and
 solve triangles using sine
cosine rule to solve
and cosine rule triangles
 Solve 3 dimensional  Solving 3 dimensional
problems using the sine problems using the sine
and cosine rule and cosine rule
64
8.4.9 Vectors
8.4.9 Vectors
Operations  express edges and  Vector properties of  Sketching of plane  Relevant texts
diagonals of plane shapes plane shapes shapes  ICT tools
as linear combination of  Representing edges and  Environment
vectors diagonals of plane  Braille materials and
 find numerical values of shapes as linear equipment
scalars in equal vectors combination of vectors  Talking books/ software
 determine ratio of parallel  Calculating numerical

edges/diagonals of plane values of scalars using
shapes equal vectors
 Computing ratio of
parallel edges/diagonals
of plane shapes
65

Reflection  reflect plane figures in any  Reflection of plane figures  Drawing images of  Relevant texts
in any line and using objects  ICT tools
 determine matrices for the matrices  Determining the axes of  Geo-boards
line of the form 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑐𝑐
reflection in reflection  Environment

 Calculating coordinates  Braille materials and
of images equipment
𝑥𝑥 𝑎𝑎𝑎𝑎𝑎𝑎 𝑦𝑦 − 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎: 𝑦𝑦 = 𝑥𝑥, 𝑦𝑦
 Representing life  Talking books/ software

= −𝑥𝑥
phenomena using
mathematical model
involving reflection of
plane figures and
in life
66
Rotation  rotate plane shapes by  Rotation of plane figures  Calculating coordinates  Relevant texts
drawing by drawing and use of of images using  ICT tools
 rotate plane shapes using matrices matrices  Environment
matrices  Drawing images of  Braille materials and
 find matrices of rotations plane shapes equipment
about the origin through  Determining the  Talking books/ software
angles which are multiples matrices of rotations
 describing fully the
 describe fully the rotation rotation given the
of 90°
given: matrix, object and its

- a matrix image
- object and its image
Enlargement  enlarge plane figures  Enlargement using  Calculating coordinates  Relevant texts
using matrices about the matrices about the origin of images using  ICT tools
origin  Enlargement about any matrices  Environment
point using a rational scale


 enlarge plane figures  Drawing images of  Braille materials and

about any point using a plane figures on the equipment
rational scale by drawing Cartesian plane  Talking books/ software
 describe fully an  describing fully the
enlargement for a: enlargement for a given:
- stated matrix - Matrix
- object and its image - Object and its
image
Stretch  Define stretch  One way and two way  Discussing a stretch  Relevant texts
 Draw images of plane stretch using geometrical  Drawing images of  ICT tools
shapes using geometrical methods and matrices plane shape using  Environment
methods geometrical methods  Braille materials and
 calculate coordinates of  Computing coordinates equipment
67
the image given the of images given the  Talking books/ software
matrices matrices
 draw images of plane  Plotting images of plane
figures given matrices figures given matrices
 identify invariant line/point  Identifying invariant
 describe fully a stretch line/point
given a  describing a stretch fully
- matrix given a matrix or object
- object and its image and its image
Shear  define shear  Shear using geometrical  Discussing a shear  Relevant texts
 Draw images of plane methods and matrices  Drawing images of  ICT tools
shape using geometrical plane shape using  Environment
methods geometrical methods  Braille materials and
 compute coordinates of  Calculating coordinates equipment
the images given a matrix of image given the  Talking books/ software
 draw images of plane matrix
figures given the matrix  Plotting images of plane
figures given matrices


 describe completely the  describing fully a shear

shear given a given a matrix or an
- matrix object and its image
- object and its image
68
8.4.11 Probability
8.4.11 Probability

Combined Events  define combined events  Combined events  Discussing combined  Relevant texts
 construct outcome tables  Outcome tables events  ICT tools
 construct tree diagram  Tree diagrams  Constructing outcome  Environment
 apply probability rules in  Probability rules tables and tree  Braille materials and
the computation of  Application of probability diagrams equipment
probabilities  Computing probabilities  Talking books/ software
 demonstrate the using probability rules

application of probability in  demonstrating the
life application of probability
in life
phenomena using
mathematical models
involving combined
69
probability events and
in life

9.0 ASSESSMENT
9.1 Assessment Objectives
Learners will be assessed on their ability to:-
• recognise and apply mathematical symbols, terms and definitions

• carry out calculations accurately
• use a suitable degree of accuracy in approximation and measurement
• measure to a suitable degree of accuracy
• draw tables, graphs, charts and diagrams accurately
• interpret tables, graphs, charts and diagrams accurately
• apply mathematical reasoning and communicate mathematical ideas clearly
• carry out geometrical constructions and manipulations accurately
• deduce and draw inferences through manipulation of statistical data
• solve routine and non-routine problems using appropriate formulae, algorithms and procedures
• conduct research projects including those related to enterprise
• make effective use of a varietyof ICT tools in solving problems
9.2 Scheme of Assessment
Forms 1-4 Mathematics assessment will be based on 30% continuous assessment and 70% summative assessment.
The syllabus’ scheme of assessment is grounded in the principle of equalisation of opportunities hence, does not con-
done direct or indirect discrimination of learners. Arrangements, accommodations and modifications must be visible
in both continuous and summative assessments to enable candidates with special needs to access assessments and
receive accurate performance measurement of their abilities. Access arrangements must neither give these candi-
dates an undue advantage over others nor compromise the standards being assessed.
Candidates who are unable to access the assessments of any component or part of component due to disability (tran-
sitory or permanent) may be eligible to receive an award based on the assessment they would have taken.
NB For further details on arrangements, accommodations and modifications refer to the assessment procedure book-
let.
9.2 (a) Continuous Assessment
Continuous assessment for Forms 1 – 4 will consists of topic tasks, written tests, end of term examinations, project
and profiling to measure soft skills
• Topic Tasks
These are activities that teachers use in their day to day teaching. They should include practical activities, assign-
ments and group work activities.
• Written Tests
These are tests set by the teacher to assess the concepts covered during a given period of up to a month. The tests
should consists of short structured questions as well as long structured questions.
• End of term examinations
These are comprehensive tests of the whole term’s or year’s work. They can be set at school, district or provincial
level.
• Project
The project would be cumulative in nature and done as one project from forms 1-2 and another one from forms 3-4
70
Level Assessment task Frequency Weighting

Form 1 Topic tasks 1 per term 4,5%
Written tests 2 per term
End of term tests 1 per term



Project 1 covering Forms 1 - 2 and 1 covering Forms 3-4

Total 30%
9.2 (b) Summative Assessment
The Summative assessment consists of two papers of equal weighting
Description of the papers

Paper 1
Duration: 2 hours 30 minutes
The paper consists of about 30 short structured questions marked out of 100 and is compulsory, set covering all sylla-
bus topics.
Paper 2
Duration: 2 hours 30 minutes
The paper consists of two sections, Section A and Section B and it will be set covering all topics of the syllabus.
Section A: Consists of five (5) compulsory questions marked out of 52
Section B: Consists of seven (7) long questions. The candidates are expected to answer 4 questions of their choice.
Each question carries twelve (12) marks and the section is marked out of 48
71
Description table
Paper Paper type Marks Duration Weighting

1 Structured – short answer 100 2 1/2 hours 35%
questions
2 Structured– short and long 100 2 1/2 hours 35%
answer questions
Total 70%
9.3 Specification Grid
Skill Paper 1 Paper 2

Knowledge and comprehension 50% 35%
Application and Analysis 40% 45%
Problem solving 10% 20%
TOTAL 100% 100%
ASSESSMENT MODEL
Assessment of learner performance in Mathematics

100%
Continuous assessment 30% Summative assessment 70%
Topic Written End of Project Paper 1 Paper 2

Profiling Tasks Tests term Tests 12% 35 % 35 %
4,5% 4,5% 4,5%
Profile
Continuous assessment 30% Examination Mark 70%
Exit
Profile
FINAL MARKS 100%
72

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ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

Curriculum Development and Technical Services

©All Rights Reserved

• National panellists for Form 1 to 4 Mathematics

2.0 PRESENTATION OF SYLLABUS..................................................................................................... 1

4.0 SYLLABUS OBJECTIVES................................................................................................................ 2

5.0 METHODOLOGY AND TIME ALLOCATION.................................................................................... 2

7.0 SCOPE AND SEQUENCE................................................................................................................. 3

FORM ONE (1)........................................................................................................................................ 13

8.2 FORM (2).......................................................................................................................................... 23

8.3 FORM THREE (3).............................................................................................................................. 39

8.4 FORM FOUR (4)................................................................................................................................ 56

1.0 PREAMBLE 1.4 Assumptions

1.1 Introduction In developing the syllabus it is assumed that the learner

• develop an appreciation of the role of mathematics 5.1 Time Allocation

5.0 METHODOLOGY AND TIME

7.1 Real numbers

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Approximations and  Round off numbers  Significant figures  Significant figures

Ratios, rates and proportions  Ratios  Ratios  Ratios

Mathematics Syllabus Form 1 – 4 2015 6

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

7.3 Financial Mathematics

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Measures  Units of :  Units of:

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Mathematics Syllabus Form 1 – 4 2015 10

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

 Equations with fractions  Quadratic equations  Quadratic formulae

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

Mathematics Syllabus Form 1 – 4 2015 12

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Points, lines and angles  Points  Angles  Angles of elevation and

Bearing  Cardinal points  Three figure bearing

Symmetry  Line symmetry in two  Rotational symmetry in

Mathematics Syllabus Form 1 – 4 2015 13

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

• Mean • Mean, median and modal • Median from cumulative

Measures of central tendency

Measures of Dispersion • Quartiles

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Pythagoras theorem  Pythagoras theorem

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Definition and Notation  Definition of vectorS

Types of Vectors  Translation vectors  Translation vectors

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Order  Order of matrices

Operations  Addition and subtraction

Determinants  Determinants of matrices

 Singular and non-singular

Mathematics Syllabus Form 1 – 4 2015 17

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Translation  Translation of plane figures  Translation vector to  translation vector to

Rotation  Rotation of plane figures  Rotation of plane figures

Enlargement  Enlargement about the  Enlargement using

Stretch  One-way and two-way

Shear  Shear using matrices and

Mathematics Syllabus Form 1 – 4 2015 18

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Probability  Definition of probability  Experimental probability  Combined events