ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

ADDITIONAL
MATHEMATICS SYLLABUS

FORMS 3 - 4

2015 - 2022
Curriculum Development and Technical Services
P. O. Box MP 133
Mount Pleasant
Harare

©All Rights Reserved

2015
Additional Mathematics Syllabus Forms 3 - 4

ACKNOWLEDGEMENTS

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

• The National Additional Mathematics Syllabus Panel

• Representatives from Universities and Colleges

• Ministry of Higher and Tertiary Education, Science and Technology Development

• Zimbabwe School Examinations Council (ZIMSEC)

• United Nations Children’s Fund (UNICEF )

• United Nations Educational Scientific and ultural Organization (UNESCO)

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Additional Mathematics Syllabus Forms 3 - 4

CONTENTS
ACKNOWLEDGEMENTS......................................................................................................................................... 3

CONTENTS............................................................................................................................................................... 4

1.0. PREAMBLE....................................................................................................................................................... 1

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

3.0 AIMS.................................................................................................................................................................... 1

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

5.0 METHODOLOGY................................................................................................................................................ 2

6.0 TOPICS............................................................................................................................................................... 2

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

8.0 COMPETENCY MATRIX: FORM 3 .................................................................................................................... 8

FORM FOUR (4)......................................................................................................................................................15

10.0 COMPETENCY MATRIX: FORM 4.................................................................................................................20

11.0: ASSESSMENTS.............................................................................................................................................23

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Additional Mathematics Syllabus Forms 3 - 4

1.0. PREAMBLE • can easily master the form 1– 4 Mathematics Syllabus

concepts

1.1. Introduction
1.5. Cross Cutting Themes
In developing the Additional Mathematics syllabus,
cognisance was taken of the need to broaden the form The following are some of the cross cutting themes in
1 – 4 Mathematics and accommodate students with Additional Mathematics: -
high ability in the learning area and as well provide a
solid base for further studies in mathematics and other • Business and financial literacy
career developments. The intention is to provide wider • Disaster and risk management
opportunities for mathematically gifted learners who wish • Communication and team building
to pursue highly skilled, scientifically and technologically • Problem solving of environmental issues
based competences required for the National human • Inclusivity
capital development needs in the 21st century. • Enterprise skills
• Cultural Diversity
1.2. Rationale • ICT
• HIV & AIDS EDUCATION
In its socio-economic transformation agenda, Zimbabwe
has embarked on an Industrialisation development
process, where high mathematical skills are a pre-
2.0 PRESENTATION OF
requisite. It is therefore, important to provide a sound SYLLABUS
grounding for development and improvement of the
learner’s intellectual competencies in logical reasoning, The additional mathematics syllabus is a single docu-
spatial visualisation, analytical and abstract thinking. ment covering forms 3 - 4
This will form the basis for creative thinkers, innovators It contains the preamble, aims, objectives, syllabus
and inventors. Additional Mathematics optimises the topics, scope and sequence, competency matrix and
potential of the mathematically gifted learners through assessment procedures. The syllabus also suggests a
exposure to more challenging practical life problems list of resources to be used during learning and teaching
that require practical solutions. The thrust is to provide process.
wider opportunities for the mathematically gifted learners
who desire to undertake technologically and industrially
related careers such as actuarial sciences, architecture, 3.0 AIMS
engineering and other scientific research activities.
Sound knowledge of mathematics enables learners to The syllabus will enable learners to:
develop skills such as accuracy, research and analytical
competencies essential for life and sustainable develop- 3.1 acquire mathematical skills to solve problems
ment. related to industry and technology
3.2 further develop mathematical concepts and
1.3. Summary of Content skills for higher studies
3.3 use mathematical skills in the context of more
The Form 3 - 4 Additional Mathematics syllabus will advanced techniques such as research
cover the theoretical concepts and their application. This 3.4 apply additional mathematics concepts and
two-year secondary course consists of pure mathemat- techniques in other learning areas
ics, mechanics, probability and statistics. 3.5 develop an appreciation of the role of math-
ematics in personal, community and national
development (Unhu/Ubuntu/Vumunhu)
1.4 Assumptions 3.6 use I.C.T tools effectively to solve mathemati-
cal problems
The syllabus assumes that the learner 3.7 apply additional mathematical skills and
knowledge in relevant life situations
• has a talent in mathematics 3.8 enhance confidence, critical thinking, innova-
• has strong algebraic and geometric thinking tiveness, creativity and problem solving skills

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Additional Mathematics Syllabus Forms 3 - 4

for sustainable development. 6.0 TOPICS

4.0 OBJECTIVES The following topics will be covered from Form 3 to

4

The learners should be able to:

6.1 Pure Mathematics
4.1 apply relevant mathematical symbols, defi-
nitions, terms and use them appropriately in 6.1.1 Indices and irrational numbers
problem solving 6.1.2 Polynomials
4.2 use appropriate skills and techniques that are 6.1.3 Algebraic Identities, equations and inequalities
necessary for further studies 6.1.4 Sequences and Series
4.3 formulate problems into mathematical terms 6.1.5 Coordinate geometry in two dimensions
4.4 identify the appropriate mathematical proce- 6.1.6 Functions
dure for a given situation 6.1.7 Quadratic functions
4.5 use appropriate techniques to solve selected 6.1.8 Logarithmic and Exponential functions
world problems in an ethical manner 6.1.9 Trigonometrical functions
4.6 use appropriate estimation procedures to 6.1.10 Differentiation
acceptable degree of accuracy 6.1.11 Integration
4.7 present data through appropriate representa-
tions 6.2. Probability and Statistics
4.8 draw inferences through correct manipulation
of data 6.2.1 Probability
4.9 use I.C.T tools responsibly in problem solving 6.2.2 Data collection and Presentation
4.10 interpret mathematical data for use in relevant 6.2.3 Measures of central tendency and dispersion
situations 6.2.4 Discrete and continuous probability distribu-
tions
5.0 METHODOLOGY 6.2.5 Normal distribution
6.2.6 Sampling Methods
6.2.7 Estimation
It is recommended that teachers use teaching techniques
in which mathematics is seen as a process which arouse
6.3 Mechanics
an interest and confidence in tackling problems both
in familiar and unfamiliar contexts. The teaching and
6.3.1 Kinematics of motion in a straight line
learning of mathematics must be learner centred and
6.3.2 Forces and equilibrium
practically oriented. Multi-sensory approach should also
6.3.3 Newton’s Laws of motion
be applied during teaching and learning of mathematics.
6.3.4 Energy, Work and Power
The following are some of the suggested methods:

• Guided discovery
• Collaborative learning
• Project based learning
• Group work
• Interactive e-learning
• Problem solving
• Simulation
• Visual tactile
• Educational tours

5.1 Time Allocation

Four periods of 40 minutes each per week should be
allocated for the adequate coverage of the syllabus

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Additional Mathematics Syllabus Forms 3 - 4

7.0 SCOPE AND SEQUENCE

7.1 PURE MATHEMATICS

TOPIC FORM 3 FORM 4

Indices and irrational numbers • Indices:
- Rational indices
- Rules and notations
- Algebraic application
- Exponential equations
• Irrational numbers:
- Surds
- Operations

Polynomials • Polynomials:
- Definition
- Operations
• Factor theorem
- Factorisation
• Remainder theorem

Algebraic identities, Equations • Identities:

and Inequalities - Definition
- unknown coefficient
• Equations:
- Linear
- Simultaneous
- Quadratic
• Inequalities:
- Linear
- Quadratic

Sequences and Series • Sequences:

- Notation
- Behaviour of a sequence
• Series:
- Notation
- Arithmetic progression
- Geometric progression

Coordinate geometry in two • Coordinate Geometry:

dimensions - Distance between two points
- Gradient
- Equation of a straight line
- Parallel and perpendicular lines

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Additional Mathematics Syllabus Forms 3 - 4

7.1 PURE MATHEMATICS

TOPIC FORM 3 FORM 4

Functions • Functions:
- Definitions
- Domain
- Range
- One to one mapping
- Inverse functions
- Composite function
• Graphs:
- Graphical illustration

Quadratic Functions • Quadratic expression

• Quadratic equation
• Quadratic function
• Maximum / minimum value
• Nature of roots

Logarithmic and Exponential • Logarithms:

functions - Definition
- Laws
- Sketch graphs
- Sketch inverse
• Logarithmic equations
• Exponential equations

Trigonometrical functions • Trigonometry:

- Ratios
- Simple identities
- Simple Equations
• Trigonometric Functions

Differentiation • Differentiation:
- Gradient of a curve
- Derivative notation
- Rules of derivatives
- Derivative of simple functions
• Stationery Points
- Maximum
- Minimum
• Application
- Tangent and normal
- Rates of change

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Additional Mathematics Syllabus Forms 3 - 4

7.1 PURE MATHEMATICS

TOPIC FORM 3 FORM 4

Integration • Integration
• Reverse process of differentia-
tion
• Notation
• Integration of simple functions
• Application
- Area under the curve

7.1 PROBABILITY AND STATISTICS

TOPIC FORM 3 FORM 4

Probability • Set Language and notation
- Trial
- Samples spaces
- Outcomes/events
- Venn diagrams
• Approaches to probability
- Objective probability
- Experimental
- Classic
- Subjective probability
• Addition and product Rules
- Independent events
-Mutually exclusive events
- Outcome Tables
- Tree Diagram
Conditional probability

Data collection and Presentation • Key Statistical terms

• Statistics data
• Frequency
• Tally system
• Population
• Samples
• Data
- Sources
- Classification
- Types
- Merits and demerit
• Data collection methods
• Forms of data presentation

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Additional Mathematics Syllabus Forms 3 - 4

7.2 PROBABILITY AND STATISTICS

TOPIC FORM 3 FORM 4

Measures of central tendency • The mean, median and mode
and dispersion • Measures of dispersion
- Variance
- Standard deviation
- Coefficient of variation
- Range
Interquartile range

Discrete and continuous • Discrete random variables

probability distributions - Probability distribution of a discrete
variable
- Binomial probability distribution
• Continuous random variables
- Probability distribution of a continu-
ous variable
• Mean and variance of a random
variable

Normal distribution • Properties of normal distribution

curve
• The standard normal variable, Z
• Probabilities
• Using standard normal tables
(including reverse to find Z when is
known  (z)
Finding σ or μ or both

Sampling Methods • Sampling techniques

- Random and non-random sampling
• Central limit theorem
• Distribution of sample mean
(when population of X is normal)

Estimation • Point estimation

- Mean and variance
• Interval estimation
- Confidence interval (for mean of
the population and mean of a normal
population with known variance and
arge sample

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Additional Mathematics Syllabus Forms 3 - 4

7.3 MECHANICS

TOPIC FORM 3 FORM 4

Kinematics of motion in a straight • Distance and speed
line - x – t graphs
- Gradient as Velocity
• Vector and scalar quantity
• Velocity and acceleration
- v – t graphs
- Gradient as acceleration
• Equations of motion

Forces and Equilibrium • Force

- Types of forces
- Representation of force by vectors
- Resultants and components
- Composition and Resolutions
- Equilibrium of a particle
- Friction

Newton’s Laws of motion • Newton’s laws of motion

• Application

Energy, Work and Power • Energy

• Work
• Power
• Principle of energy conservation

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Additional Mathematics Syllabus Forms 3 - 4

8.0 COMPETENCY MATRIX: FORM 3

TOPIC 1: INDICES AND IRRATIONAL NUMBERS

SUB TOPIC LEARNING OBJEC- CONTENT (Atti- SUGGESTED SUGGESTED RE-

TIVES tudes, Knowldege NOTES AND ACTIV- SOURCES
and Skills) ITIES
Indices • define an index • Indices: • Discussing indices • ICT tools
• use the laws of - indices • Applying the rules • Braille materials
indices in algebraic - Rules and notations of indices in algebraic and equipment
application - Algebraic applica- expression • Talking books or
• solve equations tion • Finding values of software
involving indices • Exponential unknown in problems • Relevant texts
equations involving indices

Irrational Numbers • Simplify given surds • Irrational numbers: • Reducing surds to • ICT tools
• Carryout basic - Surds simplest form • Brail materials
operations involving • Operations • Performing • Talking books or
surds - addition
operations software
- subtraction
involving surds • Relevant texts

TOPIC 2: POLINOMIALS

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learner tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Polynomials • define a polyno- • Polynomials: • Discussing • ICT tools
mial - Definition polynomials • Brailel materials
• carryout basic op- - Operations • Performing basic and equipment
erations involving operations with • Talking books or
polynomials polynomials of software
order not more • Relevant texts
than three

Remainder Theorem • state the remain- • Remainder theorem • Using the remain- • ICT tools
der theorem der theorem in • Braille material
• find the remainder identifying factor and equipment
of a polynomial and remainder • Talking books or
when divisible by • Using the remain- software
a given factor der theorem to • Relevant texts
solve problems
involving polyno-
mials

Factor Theorem • Factorise given • Factor theorem • Identifying factors • ICT tools
polynomials - factorisation for given polyno- • Braille materials
mials and equipment
• Talking books or
software
• Relevant texts

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Additional Mathematics Syllabus Forms 3 - 4

TOPIC 3: ALGEBRAIC IDENTITIES, EQUATIONS AND INEQUALITIES

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learner tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Identities • distinguish • Identities: • Comparing • ICT tools
identities from - Definition given polynomial • Brail materials
equations - unknown coefficient expressions and equipment
• determine un- • Comparing coeffi- • Talking books or
known coefficients cients of identical software
using identities expressions • Relevant texts

Equations (up to • solve given • Equations: • solving equations • ICT tools

order 3) equations - Linear ( up to order 3) • Brail materials
• solve a pair of - Simultaneous • Solving simulta- and equipment
simultaneous - Quadratic neous equations • Talking books or
equations with at - cubic with at least one software
least one linear linear and at most • Relevant texts
and at most one one quadratic
quadratic

Inequalities • Solve given • Inequalities • Solving problems • ICT tools

inequalities - Linear involving inequal- • Brail materials
- Quadratic ities and equipment
• Talking books or
software
• Relevant texts

TOPIC 4: SEQUENCE AND SERIES

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learner tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Sequence • define a sequence • Sequences • Discussing • ICT tools
• identify the - notation and identifying • Brail materials
elements of a • Behaviour of sequences and equipment
sequence sequences • Observing and • Talking books or
• identify the - Periodic discussing the software
behaviour of - Oscillatory behavioural • Relevant texts
sequences - Convergent nature of given
- divergent sequences

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Additional Mathematics Syllabus Forms 3 - 4

TOPIC 4: SEQUENCE AND SERIES

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldeg NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Series • define sigma • Series • Finding sum of • ICT tools
notation - Notation sequential terms • Brail materials
• use the sigma • Arithmetic progres- using the sigma and equipment
notation to solve sion (AP) notation () • Talking books or
problems involv- • Geometric progres- • Using the AP or software
ing series sion (GP) GP to find the nth • Relevant texts
• recognise term and sum of
arithmetic and the n terms
geometric • Using the formula
progressions to find sum to
• find the nth term infinity
and sum of the • Representing life
first n terms of an phenomena using
AP and GP mathematical
• find sum to infinity models involving
of a geometric series and
progression exploring their
• solve problems applications in life
involving series

TOPIC 5: COORDINATE GEOMETRY IN TWO DIMENSIONS

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldeg NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Coordinate • calculate the • Distance between • Calculating • ICT tools
Geometry in two distance between two points gradient between • Brail materials
Dimensions two given points • Gradient two points in a and equipment
• calculate gradient • Equation of a straight line • Talking books or
between two straight line • Discussing and software
points • Parallel and deducing the • Relevant texts
• find the equation perpendicular relationship
of a straight line lines between gradients
• find the equation • Equation of a of parallel and
of a normal to the normal perpendicular
given straight line lines
• Finding equations
of parallel or per-
pendicular lines
using the above
relationships

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Additional Mathematics Syllabus Forms 3 - 4

TOPIC 6: FUNCTIONS

SUB TOPIC LEARNING OBJEC- CONTENT (Atti- SUGGESTED SUGGESTED

TIVES Learners tudes, Knowldeg NOTES AND RESOURCES
should be able to: and Skills) ACTIVITIES
FUNCTIONS • define a function • Definitions • Discussing and • ICT tools
• find the domain • Domain deducing the • Brail materials
and range • Range concept of a and equipment
• distinguish a • One to one function. • Talking books or
function from mapping • Identifying do- software
given relations • Inverse functions mains and ranges • Relevant texts
• recognise a one • Composite of functions
to one mapping function • Deducing an
• find inverse • Graphical illustra- inverse function
and composite tion • Sketching graphs
functions using function
• represent func- properties such
tions graphically as one to one
function

TOPIC 7: QUADRATIC FUNCTIONS

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Quadratic Func- • state the quadratic • Quadratic expres- • Discussing • ICT tools
tions expression sion and identifying • Brail materials
• solve quadratic • Quadratic equation quadratic relations and equipment
equations • Quadratic function as a function • Talking books or
• recognise a • Maximum / • Sketching the software
quadratic function minimum value graphs to identify • Relevant texts
as a two to one • Nature of roots the maximum and
mapping minimum values
• find its maximum • Solving problems
/minimum involving quadrat-
using the graph ic equations
or completion of a • Using the algebra-
square ic approach such
• use the discrimi- as the coefficient
nant to determine of the quadratic
the nature of variable to deter-
the roots of the mine the nature
quadratic equation of the turning
point and line of
symmetry

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Additional Mathematics Syllabus Forms 3 - 4

TOPIC 8: LOGARITHMIC FUNCTIONS

SUB TOPIC LEARNING OBJEC- CONTENT (Atti- SUGGESTED SUGGESTED RE-

TIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Logarithmic and Ex- • define a logarith- • Logarithms: • Discussing • ICT tools
ponential Functions mic function - Definition logarithmic • Brail materials
• use laws of - Laws function and equipment
- Sketch graphs and
logarithms to • Discussing the • Talking books or
their inverse
solve logarithmic • Logarithmic equa- laws of logarithms software
and exponential tions • Solving Logarith- • Relevant texts
equations • Exponential equa- mic and exponen-
• express loga- tions tial equations
rithms as expo- • Using logarithmic
nential functions properties to
and vice versa sketch graphs
• sketch logarithmic
graph and its
inverse
• solve the logarith-
mic and exponen-
tial equations

TOPIC 9: TRIGONOMETRY

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Trigonometry • state the three • Trigonometry: • Discussing the • ICT tools
basic trigonomet- - Ratios three basic • Braille materials
ric ratios - Simple identities trigonometric and equipment
• deduce the other - Simple equations ratios • Talking books or
three trigonomet- • Trigonometric • Using quadrants software
ric ratios Functions of a circle to • Relevant texts
• identify trigono- deduce trigono-
metric relations as metric ratios
functions • Sketching graphs
• sketch graphs trigonometric
of trigonometric functions
functions • Using simple
• prove simple identities to solve
trigonometric trigonometric
identities equations
• solve trigono-
metric equations
using some
identities

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Additional Mathematics Syllabus Forms 3 - 4

TOPIC 10: DIFFERENTIATION

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to and Skills) ITIES
Differentiation • find the gradient • Differentiation: • Discussing and • ICT tools
of a straight line - Gradient of a curve deducing the • Brail materials
• approximate - Derivative notation gradient of curve and equipment
the gradient of - Rules of derivatives at a point • Talking books or
a tangent on - Derivative of simple • Using operating software
the curve at the functions rules to derive • Relevant texts
point of contact • Stationery Points given functions
using gradients - Maximum such as axn, Inx,
of sequence of - Minimum sin x, cos x, tan
chords (from first • Application: x,1/x,ex
principles) - Tangent and normal • Using appropriate
• recognize appro- Rates of change notation such as
priate notation f/ (x),dy(dx,) (d^2
for the derivation y)/(dx^2 ) for the
process of given derivation process
functions of given functions
• differentiate • Determining the
using quotient and nature of the
product rules stationery points
• apply differen- using change of
tiation to find sign or second
gradients and derivative test
equations of • Applying differenti-
a normal and ation to determine
tangent to the rates of change
curve
• use differentiation
to identify statio-
nery points and
their nature
• apply differentia-
tion to determine
rates of change
and approxima-
tions

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Additional Mathematics Syllabus Forms 3 - 4

TOPIC 11: INTEGRATION

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Integration • recognize • Reverse process • Discussing the • ICT tools
integration as the of differentiation relationship between • Braille materials
reverse process of • Notation differentiation and and equipment
differentiation • Integration of integration • Talking books or
• integrate basic simple functions • Integrating sim- software
functions such as xn ple functions which • Relevant texts
• apply integration (including the case includes the following
to find area and where n= -1), (ax+b)n, eax+b, sin
volume under a cosx, sinx,e^x (ax+b) (Integration
curve • Application is restricted to linear
- Area under the substitution)
curve • Finding volumes
and area under the
curve using integra-
tion

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Additional Mathematics Syllabus Forms 3 - 4

FORM FOUR (4)

9.0 COMPETENCY MATRIX: FORM 4

PROBABILITY AND STATISTICS

TOPIC 1: PROBABILITY

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Sets and Notation • define probabil- • Trial • Discussing • ICT tools
ity, trial, sample • Sample space probability terms • Braille materials
space, outcome • Outcomes and • Carrying out and equipment
and events events experiments to • Talking books or
• illustrate different • Venn diagrams illustrate proba- software
sample spaces bility space and • Relevant texts
• relate sets to outcome
events • Discussing Venn
• illustrate two or diagrams
more events using • Demonstrating
Venn diagrams events on Venn
diagrams

Approaches to • describe the basic • Objective proba- • Discussing the • ICT tools
Probability approaches to bility various types of • Braille materials
probability - Experimental probabilities and equipment
- Classical • Talking books or
• Subjective proba- software
bility • Relevant texts

Addition amd Prod- • apply addition • Mutually exclusive • Discussing the • ICT tools
uct Rules rule for mutually events concepts of • Brail materials
exclusive events • Independent mutually events and equipment
• apply the product events and Independent • Talking books or
rule for indepen- • Outcome tables events software
dent events • Tree diagrams • Calculating
• calculate • Addition rule probabilities
probability using • Product rule using outcome
tree diagrams and tables and/ or tree
outcome tables diagrams

Conditional Proba- • define conditional • Conditional • Discussing • ICT tools

bility probability probability conditional • Brail materials
• solve probability • Diagrams probability and equipment
problems involv- • Solving problems • Talking books or
ing conditional on conditional software
probabilities probabilities • Relevant texts

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Additional Mathematics Syllabus Forms 3 - 4

TOPIC 2: DATA COLLECTION AND PRESENTATION

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to and Skills) ITIES
Statistical Key • define statistical • Definition of • Discussing • ICT tools
Terms key terms statistical key statistical terms • Brail materials
- statistics, terms such as: using illustarions and equipment
- data - Statistics data and appropriate • Talking books or
- frequency - Frequency examples software
- tally system, - Tally system • Relevant texts
- population and - Population
- samples samples

Sources and types • state the source • Data • Discussing the • ICT tools
of data of data - Sources sources, classes • Brail materials
• classify data - Classification and types of data and equipment
• state the types of - Types • Classifying data • Talking books or
data in Statistics - merits and demerits • Distinguishing software
• distinguish forms of data • Relevant texts
between primary
and secondary
data

Data Collection • outline methods of • Data collection • Collecting data • ICT tools
collecting data methods • Organising and • Brail materials
• organise data in • Forms of data summarising and equipment
appropriate tables presentation data through • Talking books or
• summarise data appropriate tables software
in appropriate and graphs
forms

TOPIC 3. MEASURES OF CENTRAL TENDENCY AND DISPERSION

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to and Skills) ITIES
The Measures of • calculate mean, • Mean • Discussing the • ICT tools
Dentral Tendency mode and median • Mode relationship • Braille materials
• Median between mean, and equipment
(grouped and mode and median • Talking books or
ungrouped data) • Calculating mean, software
mode and median • Relevant texts
of a distribution

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Additional Mathematics Syllabus Forms 3 - 4

TOPIC 3. MEASURES OF CENTRAL TENDENCY AND DISPERSION

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to and Skills) ITIES
Measures of Disper- • define measures • Variance • Calculating • ICT tools
sion of dispersion • Standard deviation measures of • Braille materials
• calculate • Range dispersion and equipment
measures of • Interquartile range • Discussing the • Talking books or
dispersion • Coefficient of use of measures software
• explain the impor- Variation of dispersion • Relevant texts
tance of measures
of dispersion

TOPIC4 : DISCRETE AND CONTINOUS PROBABILITY DISTRIBUTIONS

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Discrete random • define discrete - Discrete random • Discussing appli- • ICT tools
variables random variable variables cation areas of the • Braille materials
and its probability - Probability distribu- discrete random and equipment
distribution tion of a discrete variables • Talking books or
• use probability variable • Calculating E software
distribution table - Binomial probability [x], Var [x] and • Relevant texts
to find distribution unknown values
- E(x) - E(x), Var(x) in the probability
- Var (x) - Binomial distribution distribution table
- unknown values - Mean and variance • Discussing the
in the probability of binomial characteristics
distribution distribution of a Binomial
table distribution
• state characteris- • Calculating
tics of a Binomial probabilities
model using the Binomial
• use the Binomial probability density
probability density function
function to calcu- • Calculating mean
late probabilities and variance of
• calculate mean the distribution
and variance • Representing life
of the Binomial phenomena using
distribution mathematical
models involving
series and
exploring their
applications in life

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Additional Mathematics Syllabus Forms 3 - 4

TOPIC4 : DISCRETE AND CONTINOUS PROBABILITY DISTRIBUTIONS

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Continuous random • define continuous • Continuous • Discussing • ICT tools
variables random variable random variable application of • Braille materials
and its probability • probability density the continuous and equipment
density function function (pdf) random variables • Talking books or
• Find the mean • Mean and • Finding E(x) and software
and variance variance of Var (x) of con- • Relevant texts
• calculate proba- a continuous tinuous random
bilities using the random variable variables
probability density • Using probability
function density function
to calculate the
probabilities

TOPIC 5: NORMAL DISTRIBUTION

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Normal Distribution • explain the charac- • The normal • Standardising • ICT tools
teristics of normal distribution curve variables • Braille materials
distribution curve • Probability • Using standard and equipment
• use the standard • Mean and normal tables • Talking books or
normal variable to variance • Calculating software
find the probabil- probabilities • Relevant texts
ities • Finding mean and
• use standard variance
normal tables
(including finding
z when Φ (z) is
known)
• Find mean and
variance

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Additional Mathematics Syllabus Forms 3 - 4

TOPIC 6: SAMPLING

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Sampling • explain the basic • Sampling tech- • Distinguishing • ICT tools
sampling methods niques between the use • Braille materials
• choose samples • Random and of sample and and equipment
using randomness non-random population • Talking books or
and non-ran- sampling • Choosing sam- software
domness • Expectation and ples to represent • Relevant texts
• apply the sam- sample mean a population
pling methods to • Central Lmit • Solving problems
identify represen- Theorem involving the use
tative samples • Distribution of of Central Limit
• use (without sample mean, x ̅ Theorem
proof) the Central (when population of
Limit Theorem X is normal)

TOPIC 7: ESTIMATION

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Estimation • recognise the • Point estimation • Discussing concept • ICT tools
importance of - Mean and variance of estimation and • Brail materials
estimation • Interval estimation its application and equipment
• calculate unbi- - Confidence interval • Calculating • Talking books or
ased estimators of for mean of the unbiased software
population mean population mean estimators of • Relevant texts
and variance. of a normal population mean
• use point and population with and variance
interval estimators known variance • Calculating
to a given margin and large sample standard error of
of error/signifi- the mean
cance level of 5% • Calculating confi-
or 1 % dence interval

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Additional Mathematics Syllabus Forms 3 - 4

10.0 COMPETENCY MATRIX: FORM 4

FORM FOUR (4)

MECHANICS

TOPIC 1: KINEMATICS OF MOTION IN A STRAIGHT LINE

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Kinematics of • define a vector and • Vector and scalar • Discussing the • ICT tools
Motion in a Straight a scalar quantity quantity concept of change • Brail materials
Line • sketch (x-t) and (v-t) • Distance and speed of the subject of the and equipment
graphs - x – t graphs formulae • Talking books or
• find gradient of (x-t) - Gradient as Velocity • Discussing the software
and • Velocity and accel- relationship between • Relevant texts
(v-t) graphs eration gradient, velocity and
• distinguish between - v – t graphs acceleration
velocity and acceler- - Gradient as accel- • Sketching (x-t) and
ation eration (v-t) graphs
• use the equations of • Equations of motion • Finding distance,
motion to solve kine- velocity and acceler-
matics problems ation from graphs
• Solving equations of
motion

TOPIC 2: FORCES AND EQUILIBRIUM

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Forces and Equilib- • define force • Types of forces • Sketching and • ICT tools
rium • identify the forces • Representation of labelling of forces • Braille materials
acting in a given force by vectors on a plane and equipment
situation • Resultants and • Identifying forces • Talking books or
• represent forces components acting on a body software
by vectors • Composition and in equilibrium • Relevant texts
• find resultants and Resolutions
components of • Equilibrium of a
vectors particle
• Friction

20
Additional Mathematics Syllabus Forms 3 - 4

TOPIC 2: FORCES AND EQUILIBRIUM

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege- NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Forces and Equilib- • use resultants and • Calculating • ICT tools
rium components of resultant forces • Braille materials
vectors to formu- and or unknown and equipment
late equations variables • Talking books or
• represent contact • Educational Tours software
force between two • Representing life • Relevant texts
surfaces by two phenomena using
components, the mathematical
‘normal force’ and models involving
‘frictional forces’ series and
• use the principle exploring their
that, when a applications in life
particle is at
equilibrium the
vector sum of the
forces acting is
zero
• solving problems
involving forces
and equilibriums

TOPIC 3: NEWTON’S LAWS OF MOTION

SUB TOPIC LEARNING OB- CONTENT (Atti- SUGGESTED SUGGESTED RE-

JECTIVES Learners tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Newton’s Laws of • state Newton’s • Newton’s laws of • Discussing the • ICT tools
Motion laws of motion motion Newton’s laws of • Braille materials
• apply Newton’s • Application motion and equipment
laws of motion to • Using Newton’s • Talking books or
the linear motion laws of motion in software
of a body of problem solving • Relevant texts
constant mass • Interpreting solu-
moving under the tions in familiar
action of constant and unfamiliar
forces contexts

21
Additional Mathematics Syllabus Forms 3 - 4

TOPIC 4: ENERGY, WORK AND POWER

SUB TOPIC LEARNING OBJEC- CONTENT (Atti- SUGGESTED SUGGESTED RE-

TIVES Learner s tudes, Knowldege NOTES AND ACTIV- SOURCES
should be able to: and Skills) ITIES
Energy, work and • explain the con- • Energy • Discussing the con- • ICT tools
power cepts of gravitational • Work cept of total energy, • Braille materials
potential energy • Power potential and kinetic and equipment
• use the principle of • Principle of energy energy • Talking books or
energy conservation conservation • Demonstrating software
to solve problems simple experiments • Relevant texts
involving energy on conservation of
• calculate the work energy
done by a constant • Calculating power
force when its point
of application under-
goes a displacement
• apply the definition
of power as the rate
at which work is done

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Additional Mathematics Syllabus Forms 3 - 4

11.0: ASSESSMENTS
11.1 Assessment

The assessment will test candidate’s ability to: -

• recall and use manipulative techniques
• interpret and use mathematical data, symbols and terminology
• comprehend numerical, algebraic and spatial concepts and relationships
• recognise the appropriate mathematical procedure for a given situation
• formulate problems into mathematical terms, select and apply appropriate techniques of solutions

11.2 Scheme of Assessment

Forms 3 to 4 Aadditional 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 condone 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 candidates 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 disabil-
ity (transitory 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 proce-
dure booklet.

a) Continuous Assessment
Continuous assessment for Form 3 – 4 will consists of assignments, tests, projects and tasks to measure soft
skills

i. Topic Tasks
These are activities that teachers use in their day to day teaching. These should include practical activities,
assignments and group work activities.
ii. 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 consist of short structured questions as well as long structured questions.

iii. End of term examinations

These are comprehensive tests of the whole term’s or year’s work. These can be set at school, district or pro-
vincial level.

iv. Project
This should be done from term one to term five.

a. Summary of Continuous Assessment Tasks

From term one to five, candidates are expected to have done the following recorded tasks:
• 1 Topic task per term
• 2 Written tests per term
• 1 End of term test per term
• 1 Project in five terms

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Additional Mathematics Syllabus Forms 3 - 4

Detailed Continuous Assessment Tasks Table

Term Number of Number of Number of End Project Total

Topic Tasks Written Tests Of Term Tests
1 1 2 1
2 1 2 1
3 1 2 1 1
4 1 2 1
5 1 2 1
Weighting 25% 25% 25% 25% 100%
Actual Weight 7.5% 7.5% 7.5% 7.5% 30%

11.3 Specification Grid for Continuous Assessment

Component Skills Topic Tasks Written Tests End of Term Project

Skill 1 50% 50% 50% 20%
Knowledge
Comprehension

Skill 2 40% 40% 40% 40%

Application
Analysis

Skill 3 10% 10% 10% 40%

Synthesis
Evaluation

Total 100% 100% 100% 100%

Actual weighting 3% 7.5% 15% 4.5%

b) Summative Assessment
The examination will consist of 2 papers: paper 1 and paper 2.
Additional Mathematics paper 1 (Pure Mathematics)
Duration: Two hours thirty minutes (2 ½ hrs)
The paper consists of two sections, Section A and Section B
Section A: Compulsory short answer structured questions, (marked out of 52)
Section B: Long answer structured questions, candidates choose four question from a total of six questions
(marked out of 48)

Additional Mathematics paper 2 (Mechanics and Statistics)

Duration: Two hours thirty minutes (2 ½ hrs)
The paper consists of three sections: Section A, Section B and Section C
Answer all questions in Section A and any five from either section B and or Section C
Section A: It will consist of 4 compulsory questions selected from Mechanics and Statistics (marked out of
40)
Section B: It will consist of 7 questions from Mechanics Section of the syllabus where candidates choose at
most 5 questions each carrying 12 marks (marked out of 60)
Section C: It will consist of 7 questions from Probability and Statistics Section of the syllabus where candi-
dates choose at most 5 questions each carrying 12 marks (marked out of 60)

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Additional Mathematics Syllabus Forms 3 - 4

The tables below show the information on weighting, types of papers to be offered and the time allowed for
each paper.

P1 P2 Total
Weighting 50% 50% 100%
Actual weighting 35% 35% 70%
Type of Paper Section A (52 Marks) Section A (40 Marks)
4 compulsory short 4 structured questions
answers structured ques-
tions Section B (60 Marks)
5 structured questions
Section B (48 Marks)
4 structured questions Section C (60 Marks)
5 structured questions

Marks 100 100

Specification Grid for Summative Assessment

P1 P2 Actual Weighing
Skill 1 50% 40% 31.5%
Knowledge &
Comprehension

Skill 2 40% 45% 29.75%

Application &
Analysis

Skill 3 10% 15% 8.75%

Synthesis &
Evaluation

Total 100% 100%

Weighting 35% 35% 70%

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Additional Mathematics Syllabus Forms 3 - 4

9.3 ASSESSMENT MODEL

Learners will be assessed using both continuous and summative assessments.

Assessment of learner performance in Addi-

tional Mathematics
100%

Continuous Summative
assessment assessment
30% 70%

Profiling Topic Written End of Project P1 P2

Tasks Tests term Tests 7.5% 35% 35%
7.5% 7.5% 7.5%

Continuous assessment mark Examination mark 70%

30%
Profiling

Exit Pro- FINAL MARK 100%

filing

26