MIN IST RY OF E D U CATION SCIE NCE A ND SPORTS

Republic of Ghana

TEACHING SYLLABUS FOR ELECTIVE MATHEMATICS

(SHS 2 - 4)

Enquiries and comments on this syllabus should be addressed to:

The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra
Ghana.

Tel: 021-683651
021-683668

September, 2008
RATIONALE FOR TEACHING MATHEMATICS
The abilities to read, analyse and calculate are the three fundamental skills that are vital for living and working. The level of mathematics one may study depends upon the
type of work or profession one may choose in life and on one‟s aptitude and interest. Elective mathematics deals with reasoning by analogies, making judgments through
discrimination of values, analysis of data, and communication of one‟s thoughts through symbolic expression and graphs.
Elective Mathematics at the Senior High School level builds on the Core Mathematics of Senior High School. It also provides enough foundation for those who wish to
continue the study of mathematics in tertiary and other institutions of higher learning. Senior High School mathematics is therefore terminal for those who will leave school for
the world of work after SHS, and continuing for those students who wish to proceed to further study of mathematics, the sciences and other related disciplines.

GENERAL AIMS
The syllabus is designed to help students to:
1. appreciate the use of mathematics as a tool for analysis, critical and effective thinking.
2. discover order, patterns and relations.
3. communicate their thoughts through symbolic expressions and graphs.
4. develop mathematical abilities useful in commerce, trade and public service.
5. make competent use of ICT in problem solving and investigation of real life situation.

SCOPE OF CONTENT
Elective mathematics covers the following areas:
1. Algebra 5. Trigonometry
2. Coordinate Geometry 6. Calculus
3. Vectors and Mechanics 7. Matrices and Transformation
4. Logic 8. Statistics and Probability .

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

Success in the study of Elective Mathematics requires proficiency in English Language and in Core Mathematics. Other subjects that may help the effective study of Elective
Mathematics include Physics and Technical Drawing.

ii
ORGANIZATION OF THE SYLLABUS
This syllabus has been structured to cover three (3) out of the four (4) years of Senior High School. Each year‟s work consists of a number of sections with each section
comprising a number of units.

The unit topics for the three years course are indicated in the table below.

SCOPE AND SEQUENCE FOR SENIOR HIGH SCHOOL

UNIT SH 2 SH 3 SH 4

1 Sets (pg 1) Coordinate Geometry 2 (pg 14-16) Statics (pg 31-33)

2 Surds(pg 1-2) Sequences and Series (pg 17-18) Dynamics(pg 33-34)

3 Binary Operations(pg 2) Trigonometric Ratios and Rules(pg 19-21) Matrices (pg 35-37)

4 Relations And Functions(pg 2-3) Compound and Multiple Angles(pg 20-21) Linear Transformations(pg 37-39)

5 Polynomial Functions(pg 3-5) Trigonometric Functions /Equations(pg 21) Logic(pg 40)

6 Rational Functions(pg 5-6) Differentiation(pg 22-24) Correlation(pg 41-43)

7 Indices and Logarithms (pg 6-7) Application of Differentiation (pg 24) Rank Correlation coefficient(pg 43)

8 Binomial Theorem(pg 7) Integration (pg 25) Permutation and Combinations(pg 43-44)

9 Inequalities And Linear Programming(pg 8) Application of Integration (pg 25-26) Probability 2 (pg 44)
.
10 Coordinate Geometry 1 (pg 9-10) Vectors(pg 27-29)

11 Statistics (pg 11-13) Application of vectors in Geometry(pg 29-30)

12 Probability 1 (pg 13)

iii
TIME ALLOCATION
Elective Mathematics is allocated 40 minutes a period. The number of periods per week differ from one year to another. See the table below.

SUGGESTIONS FOR TEACHING THE SYLLABUS

This syllabus has been planned to incorporate almost all branches of mathematics: - Algebra, Logic, Trigonometry, Coordinate Geometry, Calculus, Linear Transformation,
Vectors, Mechanics, Statistics and Probability. In a broad framework of this nature, schools will have to adopt team teaching approach for this course. Besides, the teacher‟s
attention is drawn to the use of ICT in teaching of Elective mathematics.
The syllabus has been built on the core mathematics syllabus. It is therefore necessary for the student to have sound foundation in core mathematics. Teachers are advised
to read through the entire syllabus in order to appreciate its scope and demands. Again, teachers are to link up the core and elective syllabuses when dealing especially with
the topics.

General Objectives
General objectives have been listed at the beginning of each section. The general objectives are a summary of the specific objectives of the various units contained in that
section.

Section and Units

The syllabus has been planned on the basis of sections and units. Each year‟s work is divided into sections. A section consists of a skipped of mathematics, a number of
units and specific objectives.
The syllabus is structured in five columns: Unit, Specific objectives, Content, Teaching and Learning Activities and Evaluation. A description of the contents of each column is
as follows:

Column 1 – Units
The units in column 1 are the major topics of the section. The numbering of the units is different from the numbering adopted in other syllabuses. The unit numbers consist of
two digits. The first digit shows the year or class, while the second digit shows the number of the unit. A unit number like 2.1 is interpreted as Unit 1 of SHS 2. Similarly a
unit number like 3.4 means Unit 4 of SHS3. This type of unit numbering has been adopted to ensure that the selected topics and skills are taught appropriately in the
suggested sequence. The order in which the units are arranged is just to guide you plan your work. If however, you find at some point that teaching and learning in your
class will be more effective if you branch to another unit before coming back to the unit in the sequence, you are encouraged to do so. It is hoped that no topics will be
glossed over for lack of time, because it is not desirable to create gaps in students‟ knowledge.

iv
Column 2 – Specific Objectives
Column 2 shows the specific objectives for each unit. The specific objectives in this syllabus begin with numbers such as 2.1.3 or 3.2.1. These numbers are referred to as
“Syllabus Reference Numbers” – SRN. The first digit in this elective mathematics syllabus reference number refers to the year of the SHS class; the second digit refers to the
unit, while the third digit refers to the rank order of the specific objective.
For example, 2.1.3 means SHS2, unit1 and specific objective 3. In other words 2.1.3 refers to specific objective 3 of unit 1 of SHS2. Similarly, the syllabus reference number
3.2.1. simply means syllabus objective Number 1 of unit 2 at SHS3. Using syllabus reference numbers provides an easy way for communication among teachers and other
educators. It further provides an easy way for selecting objectives for test construction. For instance, if a unit has five specific objectives 2.4.1 – 2.4.5, the teacher may want
to base his/her questions on objectives 2.4.3 to 2.4.5 and not use the other first two specific objectives. In this way a teacher would sample the objectives within units and
within the year to be able to develop a test that accurately reflects the importance of the various concepts and skills taught in class.
You will note also that specific objectives have been stated in terms of the student, - i.e., what the student will be able to do during and after instruction and learning in the
unit. Each specific objective hence starts with the following “The student will be able to” This in effect means that the teacher has to address the learning problems of each
individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of each unit of the
syllabus.

Column 3 – Content: The “content” in the third column of the syllabus presents a selected body of information that you will need to use in teaching the particular unit. In
some cases, the content presented is quite exhaustive. In other cases, you could add more information to the content presented.

Column 4 – Teaching and Learning Activities (T/LA): T/L activities that will ensure maximum student participation in the lessons are presented in column 4. Avoid
instrumental learning and drill-oriented methods and rather emphasize participatory teaching and learning, and also emphasize the cognitive, affective and psychomotor
domains of knowledge in your instructional system wherever appropriate. You are encouraged to re-order the suggested teaching and learning activities and also add to them
where necessary in order to achieve optimum student learning.

A suggestion that will help your students acquire the habit of analytical thinking and be able to apply their knowledge to problems is to begin each lesson with a real life
problem. Select a real life or practical problem for each lesson. The selection must be made such that students can extend the knowledge gained in the previous lesson and
other generic skills to new situations not specifically taught in class. This is to enable students see the relevance of mathematics to real life situation. At the beginning of a
lesson, state the problem, or write the problem on the board. Let students apply (George Polya‟s) problem solving techniques, analyze the problem, suggest solutions, etc.,
criticize solutions offered, justify solutions and evaluate the worth of possible solutions. There may be a number of units where you need to re-order specific objectives to
achieve required learning effects.

Column 5 – Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of oral
questions, quizzes, class assignments, structured questions, project work, etc. Try to ask questions and set tasks and assignments that will challenge your students to apply
their knowledge to issues and problems and engage them in developing solutions and developing positive attitudes towards the subject as a result of having undergone
instruction in this subject.
The suggested evaluation tasks are not exhaustive. You are encouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and
behaviour implied in the specific objectives of each unit.

Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is, therefore, necessary that you develop a scheme of work and lesson plans for
teaching the units of this syllabus.

v
 DEFINITION OF PROFILE DIMENSIONS
A central aspect of this syllabus is the concept of profile dimensions that should be the basis for instruction and assessment. A „dimension‟ is a psychological unit for
describing a particular learning behaviour. More than one dimension constitute a profile of dimensions. A specific objective such as follows: “The student will be able to
describe…” etc., contains an action verb “describe” that indicates what the student will be able to do after teaching has taken place. Being able to “describe” something after
the instruction has been completed means that the student has acquired “knowledge”. Being able to explain, summarize, give examples, etc. means that the student has
understood the lesson taught. Similarly, being able to develop, plan, construct, etc. means that the student can “apply” the knowledge acquired in some new context. You will
note that each of the specific objectives in this syllabus contains an “action verb” that describes the behaviour the student will be able to demonstrate after the instruction.
“Knowledge”, “Application”, etc. are dimensions that should be the prime focus of teaching and learning in schools. Instruction in most cases has
tended to stress knowledge acquisition to the detriment of other higher level behaviours such as application, analysis, etc. The importance of learning is to help students to be
able to apply their knowledge, develop analytical thinking skills, synthesize information, and use their knowledge in a variety of ways to deal with learning problems and issues
in life. Each action verb indicates the underlying profile dimension of each particular specific objective. Read each objective carefully to know the profile dimension toward
which you have to teach.
Profile dimensions describe the underlying behaviours for teaching, learning and assessment. In Elective Mathematics, the two profile dimensions that have been specified
for teaching, learning and testing are:
Knowledge and Understanding 30%
Application of Knowledge 70%

Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights, indicated on the right of the dimensions,
show the relative emphasis that the teacher should give in the teaching, learning and testing processes. The focus of this syllabus is to get students not only to acquire
knowledge but also to understand what they have learnt and apply them in practical situations.

The explanation and key words involved in each of the dimensions are as follows:

Knowledge and Understanding (KU)

Knowledge The ability to:

remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability to remember or
recall material already learned and constitutes the lowest level of learning.

Understanding The ability to:

explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend. Understanding
is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.

Application of Knowledge (AK)

The ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include
application, analysis, synthesis, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in
your teaching. The dimension “Application of Knowledge” is a summary dimension for all four learning levels. Details of each of the four sub-levels
are as follows:

vi
Application The ability to
apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce, solve,
operate, plan, demonstrate, discover, etc.

Analysis The ability to

break down a piece of material into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points, etc.,
recognize unstated assumptions and logical fallacies, recognize inferences from facts, etc. Analytical ability underlies discriminant thinking.

Synthesis The ability to

put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, design, organize, create, and
generate new ideas and solutions. Ability to synthesize underlies convergent thinking.

Evaluation The ability to

appraise, compare features of different things and make comments or judgment, contrast, criticize, justify, support, discuss, conclude, make

recommendations, etc. Evaluation refers to the ability to judge the worth or value of some material based on some criteria.

You will note from the above that evaluation is generally the highest form of thinking and learning skill and is therefore the most important behaviour. Give your students lots
of tasks that call for evaluative thinking.

The action verbs provided under the various profile dimensions and in the specific objectives of the syllabus should help you to structure your teaching such as to achieve the
effects needed. Select from the action verbs provided for your teaching, in evaluating learning before, during and after the instruction. Use the action verbs also in writing
your test questions.

FORM OF ASSESSMENT

It must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions of the subject. In developing assessment
procedures, select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the syllabus
is considered a criterion to be achieved by the student. When you develop a test that consists of items or questions that are based on a representative sample of the specific
objectives taught, the test is referred to as a “Criterion-Referenced Test”. In many cases, a teacher cannot test all the objectives taught in a term, in a year, etc. The
assessment procedure you use i.e. class tests, home work, projects, etc. must be developed in such a way that it will consist of a sample of the important objectives taught
over a period.

The example below shows an examination consisting of two papers, Paper 1 and Paper 2. School Based assessment has been added to the structure. Paper 1 will usually
be an objective-type paper; Paper 2 will consist of structured questions demanding higher order thinking, and school based assessment will consist a number of tasks. The
distribution of marks for the questions in the two papers should be in line with the weights of the profile dimensions already indicated and as shown in the last column of the
table below.

vii
The West African Examinations Council (WAEC) generally sets about 50 objective test items at the WASSCE. Use this as a guide to develop an objective test paper (Paper
1) that consists of 50 items. Paper 2 could consist of some structured questions and more demanding questions put in sections. In general, let students answer the
compulsory section and at least four questions from ten questions put in three parts in Paper 2.

In the sample assessment structure presented below, Paper 1 is marked out of 100; Paper 2 is marked out of 100 and school based assessment is marked out of 60, giving a
total of 260 marks. Depending upon the school‟s examination and marking systems, you could use a total mark convenient to the teacher and the school. Bear in mind of
course, that using a different total mark will change the mark allocations for the test papers, etc.

The last row shows the weight of the marks allocated to each of the four test components. The two papers and SBA are weighted differently. Paper 1, the objective test
paper is weighted 20%. Paper 2 is a more intellectually demanding paper and is therefore weighted more than the objective test paper. Paper 2 is designed to test mainly
application of knowledge. Papers 2 and the SBA are weighted 30%, and 50% respectively.

Distribution of Examination Paper Weights and Marks

Dimensions Paper 1 Paper 2 School Based Total Marks % Weight of

Dimension
Assessment

Knowledge and 30 30 18 78 30
Understanding

Application of 70 70 42 182 70
Knowledge

Total Marks 100 100 60 260 -

% Contribution 20 30 50 - 100
of Paper

You will note that Paper 1 has a contribution of 20% to the total marks; Paper 2 has a contribution of 30% to the total marks and SBA has a contribution of 50% to the total
marks. The numbers in the cells indicate the marks to be allocated to the items/questions that test each of the dimensions within the respective papers.

The last but one column shows the total marks allocated to each of the dimensions. The numbers in this column are additions of the numbers in the cells and they agree with
the profile dimension weights indicated in the last column. Of the total marks of 210, the 78 marks for Knowledge and Understanding is equivalent to 30%. The 182 marks for
“Application” is equivalent to 70% of the total marks.

viii
Item Bank: Obviously the structure of assessment recommended in this syllabus will need a lot of work on the part of the teacher. In preparation for setting examination
papers, try to develop an item bank. The term “item bank” is a general term for a pool of objective items, and essay questions. As you teach the subject, try to write objective
test items, essay questions and structured essay questions To fit selected specific objectives which you consider important to be tested. If you proceed diligently, you will
realize you have written more than 100 objective test items, and more than 30 essay questions in a space of one year. Randomly select from the item bank to compose the
test papers. Select with replacement. This means, as items/questions are selected for testing, new ones have to be written to replace those items/questions already used in
examinations. Items and questions that have been used in examinations may also be modified and stored in the item bank.

An important issue in the preparation for a major examination such as the WASSCE, is the issue of test wiseness. To be „test wise‟ means that the student knows the
mechanics for taking a test. These mechanics include writing the index number and other particulars accurately and quickly on the answer paper; reading all questions before
selecting the best questions to answer; apportioning equal time to each question or spending more time on questions that carry more marks; making notes on each question
attempted before writing the answer; leaving extra time to read over one‟s work; finally checking to see that the personal particulars supplied on the answer sheet are
accurate. Some good students sometimes fail to do well in major examinations because of weakness in the mechanics of test taking; because they are not test wise. Take
your final year students through these necessary mechanics so that their performance in major examinations may not be flawed by the slightest weakness in test taking.

GRADING PROCEDURE

To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following grade boundaries for assigning grades on
students‟ test results.
Grade A: 80 – 100% - Excellent
Grade B: 70 – 79% - Very Good
Grade C: 60 – 69% - Good
Grade D: 45 – 59% - Pass
Grade E: 35 – 44% - Weak
Grade F: 34% and below - Very Weak

In marking your class examination scripts, it is very important that you develop a marking scheme. A marking scheme, as you are aware, consists of the points for the best
answer you expect for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For instance, if a question
carries 20 marks, distribute the marks accordingly for the processes involved (method mark) and accuracy of answers (accuracy mark) at each stage. For objective test
papers you may develop an answer key to speed up the marking.

In assigning grades to students‟ test results, you may apply the above grade boundaries and the descriptions, which indicate the meaning of each grade. The grade
boundaries are also referred to as grade cut-off scores. When you adopt a fixed cut-off score grading system you are using the criterion-referenced grading system. By this
system a student must make a specified score to be awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is
hence a very useful system for grading achievement tests.

GUIDELINES FOR SCHOOL BASED ASSESSMENT

A new School Based Assessment system (SBA), formally referred to as Continuous Assessment, will be introduced into the senior high schools from September 2009. SBA is
a very effective system for teaching and learning if carried out properly. The new SBA system is designed to provide schools with an internal assessment system that will help
schools to achieve the following:

ix
  Standardize the practice of internal school- based assessment in all schools in the country
 Provide reduced assessment tasks for subjects studied at each of the school levels
 Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
 Introduce standards of achievement in each subject and in each class of the school system
 Produce guidance in marking and grading of test items/questions and other assessment tasks
 Introduce a system of moderation that will ensure accuracy and reliability of teachers‟ marks
 Provide teachers with advice on how to conduct remedial instruction on different areas of the syllabus to improve class performance

Senior High Schools will be provided information on the structure of the new SBA by the middle of 2009

End-of-Term Examination

The end-of-term examination is a summative assessment system and should consist of the knowledge and skills students have acquired in the term. The end-of-term test for
Term 3 should be composed of items /questions based on the specific objectives studied over the three terms, using a different weighting system such as to reflect the
importance of the work done in each term in appropriate proportions. For example, a teacher may build an end of Term 3 test in such a way that it would consist of the 20% of
objectives studied in Term 1, 20% of the objectives studied in Term 2 and 60% of the objectives studied in Term 3.

x
 SENIOR HIGH SCHOOL - YEAR 2

SECTION 1
ALGEBRA 1
General Objectives: The student will:

1. apply set theory in solving problems

2. recognize the difference between a relation and a function
3. use the principles related to polynomial functions
4. apply the concept of binary operations to any given situation
5. resolve rational function into partial fractions,
6. find domain, range, zero of a rational function and state when it is undefined.
7 recognize the use of the Binomial Theorem
8 appreciate the importance of the laws of logarithms and logarithmic functions

UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

UNIT 2.1 2.1.1 establish set Algebra of sets Revise two-set problems with students use De Morgan‟s laws
identities and apply them. to solve related
Sets De Morgan‟s laws Assist students to establish set identities: problems
( A  B  C)  A  B  C  ;
( A  B  C )  A  B  C  ;
A  ( B  C)  ( A  B)  ( A  C) ;
A  ( B  C )  ( A  B)  ( A  C )

2.1.2 find solutions to three-set Three-set problems Assist students to solve real life problems involving use algebra of sets to
problems. three-sets and the use of Venn diagrams solve real life problems
involving three sets

Unit 2.2 2.2.1 carry out the four Surds of the form Assist students to add, subtract and multiply surds find the sum and
Surds
operations on surds.
a  b n , where n is products of surds and
simplify them
not a perfect square,

2.2.2 rationalize surds with Rationalizing surds with Assist students to write the conjugate form of a given rationalize surds with
binomial denominators. binomial denominators surd binomial denominators
E.g. Simplify
Guide students to rationalize surds, e.g.
Unit 2.2 (cont’d)
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

Surds ab n
 ab n
 ccdd m 2 3
cd m c d m m
32 2
Unit 2.3 2.3.1 determine the Properties of binary Revise the idea of binary operations
commutative , associative operations
Binary Assist students to investigate the commutative and
and distributive properties
Operations associative properties of binary operations
of binary operations. use the properties of
Assist students to determine whether or not for any binary operations to
two given binary operations, one distributes over the solve related problems
other

2.3.2 determine the property of Closure Assist students to determine whether or not a given determine whether or
closure. set is closed under a given binary operation E.g. not the result of a binary
operation is a member
x  y  xy of the given set.
where x, y  R
2.3.3 find the identity element Identity and inverse Assist students to find the identity element (e) of a find the identity element
and use it to find the elements binary operation satisfying a  e  e  a  a of a given binary
inverse of a given operation and
element. Guide students to find the inverse of an element, a , determine the inverse of
for a given binary operation satisfying any element in the
given set
a * a 1  a 1 * a  e

where a 1 is the inverse of a

Unit 2.4 2.4.1 represent functions Graphical Revise the idea of relations, functions and types of use mapping diagrams
graphically. representation of a functions to establish various
Relations and
function types of relations
Functions Assist students to represent functions graphically
Introduce the use of graphic calculators and
computers to investigate nature of graphs of functions determine whether or
not a given function is
Guide students to determine whether a given function one-to-one
is one-to-one

Unit 2.4 (cont’d) 2.4.2 determine the domain and Domain and range of a Assist students to state the domain of a function as find the domain and
2
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

Relations and
range of a function. function the set of values of x that makes the function defined range of a given
function
Functions Guide students to state the range of a function as the
set of values of y (dependent variable) that can
result from the substitutions for the independent
variable, x
2.4.3 determine the inverse of a
one-to-one function. Inverse of a function Assist students to find the inverse of a function and find the inverse of a
state the domain e.g. if f : x  3x  4 then the given function

inverse relation is f 1 : x  13 x  43 , xR

2.4.4 determine the composite Composite functions Assist students to find the composite of two functions find
of two given functions. defined as
fog ; gof ; f 1og 1
fog ( x)  f [ g ( x)]; gof ( x)  g[ f ( x)]
Use real life situations to introduce composite of given real life
functions. E.g., Suppose h(x)  husband of x and
functions and interpret
the results
m(x)  mother of x . Then, hom (x)  the
husband of the mother of x which is a step father or
father of x , and

moh(x)  mother of the husband of x which is the

mother-in-law of x .
Include composites of inverses of functions

Unit 2.5 2.5.1 recognise linear and Linear and quadratic Assist students to associate a linear function with the find the maximum and
quadratic functions. functions straight line graph minimum values/points
Polynomial
of given quadratic
functions Assist students to associate quadratic function with functions
the parabola.
Encourage the use of graphic calculators and
computers to investigate the shapes of graphs as
coefficients of the variables and the constants
change.
Guide students to express the quadratic function
f ( x)  ax 2  bx  c in the form
f ( x)  a( x  d ) 2  k , where k is the maximum
Unit 2.5 (cont’d)
or the minimum value
3
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

Polynomial
functions
2.5.2 sketch the curve of a Sketching curves of Assist students to sketch curves of quadratic sketch given quadratic
quadratic function. quadratic functions functions and indicate their shapes curves and identify the
axes of symmetry,
Guide students to identify the vertex, the axis of turning points, etc
symmetry, maximum and minimum points, increasing
and decreasing parts of a parabola
2.5.3 solve quadratic equations Solving quadratic Assist students to solve quadratic equations using the solve quadratic
by method of completing equations method of completing the squares equations using
the squares and by
formula. Completing the square Assist students to deduce the general formula of a (i) method of
quadratic equation ax  bx  c  0 , that is,
2 completing the
squares
Quadratic formula  b  b  4ac
2
x (ii) quadratic formula
2a
and use it to solve quadratic equations
2.5.4 use the discriminant to Roots of quadratic Assist students to use the discriminant state the nature of roots
describe the nature of
roots of quadratic
equations
d  b  4ac
2 of given quadratic
equations. E.g.
equations. to describe the nature of the roots of quadratic
Find the values of k
equations as
that make the equation
(i) equal, if b 2  4ac  0 x 2  (k  1) x  k  0
(ii) real and unequal, if b 2  4ac  0 has equal roots.

(iii) imaginary, if b 2  4ac  0

Assist students to find the relation between the roots use sum and product of
 and  and coefficients a, b, c of roots in setting up
quadratic equations
ax 2  bx  c  0, a  0 :
E.g. If  and  are
b c
   , and   the roots of
a a 2 x 2  5x  3  0 ,
Assist students to use these relations to write other find
quadratic equations with given roots

Unit 2.5 (cont’d) 2.5.5 define a polynomial Definition of polynomial Assist students to define a polynomial function as state the degree of a
function. functions given polynomial
4
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

n 1
Polynomial f ( x)  an x  an1 x
n
   a0 , a  0 e.g. function
functions
f ( x)  3 x 4  2 x 3  4 x 2  x  3
2.5.6 recognise and draw the Cubic functions Assist students to draw graphs of cubic functions for draw graphs of cubic
graph of a cubic function. a given interval. functions for given
intervals
NB: The use of graphic calculator or computer for
investigating cubic functions should be encouraged
2.5.7 perform the basic Algebra of polynomials Assist students to add and subtract two polynomials add ,subtract, multiply
algebraic operations on and divide given
polynomials. Addition and subtraction Assist students to find the product of two polynomials polynomial functions
Multiplication Guide students to carry out division of one polynomial
by another of lesser degree and state the remainder
Division
eg. ( x  1) x 4  3x 3  x 2  1

The use of synthetic division is allowed

2.5.8 use the remainder and Remainder and factor Assist students to use the remainder theorem to find find the
factor theorems to find theorems the remainder R when the polynomial f (x) is remainder/factor of a
the factors and polynomial of degree
remainders of a divided by ( x  a) f ( a)  R
as not greater than four
polynomial. Guide students to discover that if ( x  a) is a factor when divided by a
polynomial of lower
of a polynomial f (x) then
f ( a)  0 degree

2.5.9 find the factors and zeros The factors and roots of Assist students to use the factor theorem to find the solve for the zeros
of a polynomial function. a polynomial functions/ factors of a given polynomial function and roots of (roots) of given
equations up to n  3 f ( x)  0 polynomial functions
(equations)
Unit 2.6 2.6.1 recognise a rational Rational functions of the Assist students to recognize a rational function state the domain and
function and determine form zeros of rational
Rational Assist students to obtain the domain, zeros and the
the domain and range. f ( x) functions
functions Q( x )  , g ( x)  0 range of rational functions
g ( x)
Unit 2.6 (cont’d) 2.6.2 carry out the four basic Operations on rational Assist students to add, subtract, multiply and divide perform operations
operations on rational functions simple rational functions involving rational
Rational
functions. functions
functions Partial fractions Assist students to write rational functions as partial
2.6.3 resolve rational functions fractions of various forms. express given rational
into partial fractions. functions as partial
functions. E.g. Find the
partial fraction
5
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

decomposition of
11x  2
2x 2  x 1
Unit 2.7 2.7.1 use the laws of indices Laws of indices and Assist students to evaluate the products, quotients evaluate products,
Indices and and logarithms to solve logarithms. and powers of numbers using the laws of indices and quotients and powers
Logarithmic simple problems. logarithms using indices and
Functions logarithm. E.g. Given
that log 3 5  1.465 ,
evaluate without using
table or calculator,
log 3 25  log 3 15
2.7.2 solve equations involving Equations involving .Assist students to solve equations involving indices solve equations
indices. indices
e.g. 2 x
8 x
, 3  23  3  0
2x x involving indices

2.7.3 solve equations involving Equations involving Assist students to solve simple equations involving solve equations
logarithms including
changing the base.
logarithm and change of
base
logarithms e.g. Solve: 2 7
x involving logarithms and
change of base
Guide students to change the base of a given
E.g. Solve
logarithm and use it to solve related problems. That
1 log 2 x  4 log x 2  5
is log a b 
log b a
log c b
(ii). log a b 
log c a
Unit 2.7 (cont’d) 2.7.4 reduce relations to linear Graphs of exponential Assist students to obtain the linear form of the draw and interpret
relation, y  ax as
Indices and form using logarithm and relations and their graphs of the relations
log y  b log x  log a and
b

Logarithmic
draw the graph. applications
draw the graph. y  ab x and
Functions
Guide students to recognize the similarity between y  ax b
the above relations and the line
y  mx  c
Assist students to obtain the linear form of the
relation, y  ab x as log y  log a  x log b ,
and draw the graph.
Assist students to estimate the values of the

6
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

constants a and b from their graphs and determine
graphically one value given the other.
Introduce the use of graphic calculators and
computer in drawing logarithmic graphs
Unit 2.8 2.8.1 write down the Binomial Binomial Theorem Assist students to write down the Binomial expansion write the expansion for
expansion. using the Pascal‟s Triangle given binomial
Binomial
expressions
Theorem Assist student to discover and write the expansion
using the binomial theorem for positive integral
numbers.
Lead students to apply the theorem to expand
binomial with rational numbers.
2.8.2 use the combination Combination method Assist students to use intuitive method to establish use combination
method to determine the n n n! method to find the
that   C r 
 r ! r!
coefficient and exponent of indicated coefficients of
a given term in an  
r n  terms in a binomial
expansion. expansion. E.g. Find
Assist students to use the combination method to 2
determine the coefficient and exponents of terms in the x term and the
constant term in the
n
n
an expansion (a  b) 
n
  r a
r 0
n r
br expansion of
1 12
(2 x  )
[Proof not required]
2x

2.8.3 use the expansion for Expansion and use of Assist students to expand (1  x) n and use it to find use binomial expansion

(1  x) n to approximate
(1  x) n
to approximate exponential values. E.g.
to approximate
exponential values E.g.
approximate 4
Evaluate (0.998) by writing Use binomial expansion
exponential values. exponential values
(0.998) 4  (1  0.002) 4 and then substituting to evaluate (0.998) 5
x  0.002 in the expansion of (1  x) 4 .
Unit 2.9 2.9.1 recognise a linear Linear inequalities in Assist students to identify linear inequalities in 2 draw the graphs of a
inequality in two variables two variables variables given linear inequalities
Inequalities and
and draw its graph.
Linear Assist students to draw the graphs of given linear
programming inequalities

7
UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

2.9.2 use graphical approach to Linear programming Guide students to find solutions of simultaneous solve practical problems
solve simultaneous linear inequalities using graphical method on linear inequalities in
inequalities and interpret. two variables (linear
Assist students to apply the solutions to linear programming)
programming

2.9.3 recognise and solve Quadratic inequalities Assist students to identify quadratic inequalities as solve real life problems
quadratic inequalities. ax  bx  c  0
2
and involving quadratic
inequalities
ax 2  bx  c  0 , etc, where a0 E.g. Find the set of
values of x for which
Assist students to solve quadratic inequalities using
analytic and deductive table approach. 1 + 2 x  3x 2  0
e.g. x 2  5x  6  0 , (x  2)( x  3)  0 , That is x>2 and
x<3, 2<x<3 as shown in the table below.
x 2 3
x-2 - 0 - - + +
x-3

8
 SENIOR HIGH SCHOOL - YEAR 2

SECTION 2
COORDINATE GEOMETRY I
General Objectives: The student will:

1. appreciate the concept of straight lines and apply them in related problems
2. relate gradients of parallel, perpendicular and intersecting lines

UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students

Unit 2.10 2.10.1 find the mid-point of Midpoint of a line Revise distance between two given points as an application of the find the coordinates of the
a line segment segment Pythagoras theorem midpoint of a line joining
Straight line
joining two given two given points
points. Guide students to find the coordinates of the mid-point of a line
segment joining two given points

2.10.2 find the coordinates Division of a line Guide students to find the coordinates of a point which divides a line find the coordinates of a
of a point which segment in a given joining two points internally in a given ratio m : n point dividing a given line
divides a given line ratio in a given ratio
in a given ratio. Guide students to find the coordinates of a point which divides a line
joining two points externally in a given ratio a : b

2.10.3 find the equation of Equation of a Guide students to find the equation of a straight line in the various find the equations of lines
a straight line. straight line forms: with given information
(i) two-point form
(ii) gradient-intercept form
(iii) gradient and one point form
(iv) general (standard) form

9
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students

find the equation of a line
Unit 2.10 2.10.4 write the equation of Parallel and Assist students to determine the gradient of a line that is parallel to a parallel or perpendicular
(cont’d) a line passing perpendicular lines given line to a given line. E.g.
through an external Find the equation of a
Straight line Guide students to find the gradient of a line that is perpendicular to a
point and parallel to straight line parallel to
or perpendicular to given line
3x  5 y  10  0
a given line. Assist students to write the equation of a line passing through a point
and passing through
and parallel to or perpendicular to a given line
(6,  4)
Include the equation of perpendicular bisector of a line joining two
given points
2.10.5 find the Perpendicular Assist students to find the perpendicular distance from an external calculate the
perpendicular distance from a line point P( x1 , y1 ) to a given line ax  by  c  0 using the formula perpendicular distance
distance from an from a point to a given line
external point to a ax1  by1  c
line. d E.g. Find the
perpendicular distance of
a b
2 2
the point P(8, 3) from the
line 3x  4 y  8  0

2.10.6 calculate the acute Acute angle Guide students to find gradients m1 and m2 of two intersecting lines calculate the angle
angle between two between two between two intersecting
intersecting lines. intersecting lines and find the angle between them using assroprate the formula: For lines. E.g.
m1  m2  1
Find two possible values
of p if the lines
m1  m2 px  y  3  0 and
tan 
1  m1m2 3x  y  1  0 intersect at
0
45
If m1  m2  1 , then the lines are perpendicular.

10
 SENIOR HIGH SCHOOL- YEAR 2

SECTION 3
STATISTICS AND PROBABILITY I
General Objectives: The student will:

1. represent data graphically and interpret the graph.

2. calculate the measures of location and spread and interpret them.
3 list the sample space of an experiment and calculate the probabilities of independent and mutually exclusive events.

UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Revise histogram with equal intervals with students
Unit 2.11 2.11.1 draw a histogram from Histogram draw a histogram with
Assist students to construct frequency table with unequal intervals and
grouped data. guide them to calculate the frequency densities unequal intervals and use it
Statistics
Assist students to draw histogram for data with unequal intervals and to estimate the median
use it to estimate the median

2.11.2 draw a cumulative Cumulative Revise drawing of cumulative frequency curves and estimation of draw cumulative frequency
frequency curve and Frequency Curve medians, deciles and percentiles from the graph curves and use them to
use it to estimate the (Ogive) estimate semi inter-quartile
quartile and inter- Assist students estimate the quartiles from the graph and use them to ranges
quartile ranges. calculate the inter-quartile and semi-inter-quartile ranges

2.11.3 calculate the mean , Measures of central Assist students to use the assumed mean method to calculate the mean calculate the mean of a set
of grouped data using the formula x  A   fd , where
mode and median tendency of given data using the
f
from a grouped assumed mean method
frequency table.
A  the Assumed mean, and d  x  A = deviation from the assumed
mean
calculate the mode and
Assist students to calculate the mode using the formula median of a given set of
 1  grouped data
Mode  L1   C
 1   2 
where,
L1 = the lower class boundary of the modal class

11
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 2.11 (cont’d) 1 = excess frequency of modal class over frequency of the next
Statistics lower class

 2 = excess frequency of modal class over frequency of the next higher

class
C = the size of the modal class

Assist students to calculate the median using the formula

 1 N   F1 
Median  L1   2 C

 Fm 
where
L1 = the lower class boundary of the median class
N = total frequency

 F = sum of frequencies of all classes lower than the median class

1

Fm = frequency of the median class

C = the size of the median class
2.11.4 calculate the variance Measures of Assist students to calculate the range for a given set of data calculate the mean
and standard deviation dispersion deviation, variance and
of a set of data. Assist students to calculate the mean deviation using the formula standard deviation of a set

Mean Deviation = xx and

 f x  x 
i i
for simple data without
of grouped data and
interpret the result
n f i

frequencies and frequency distributions respectively

Assist students to calculate the variance and standard deviation from an
ungrouped data using the true mean
Given a population of N data values, the variance and standard
deviation are given by

 2

(x  ) 2

and  
(x  ) 2

N N
where  is the population mean

12
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 2.11 (cont’d) Discuss the interpretation of standard deviation with students
Statistics Assist students to calculate the variance and standard deviation from a

grouped data using the true mean using 2 

 f (x  x) 2

f
Assist students to use the assumed mean to calculate the standard

 fd   fd 
2 2

deviation. That is, sd   

f f 
 
UNIT 2.12 2.12.1 define probability as Equally likely Revise sample space, events and compound events and relative
ratio of number(s) in an events frequency.
Probability 1 calculate probabilities
event to number(s) in the
sample space. Assist students to calculate probabilities involving compound events involving compound events

2.12.2 distinguish between Mutually exclusive Assist students to solve simple problems using both the addition and apply addition and
mutually exclusive and and independent multiplication laws of probability. multiplication laws to
independent events. events calculate probabilities
(i) P( A  B)  P( A)  P( B)  P( A  B)
(ii) If A and B are mutually exclusive then A B 

 P( A  B)  P( A)  P( B) If
A and B are independent, then P( A  B)  P( A)  P( B)

2.12.3 calculate simple Conditional Assist students to calculate simple conditional probabilities calculate simple conditional
conditional probabilities. probability probabilities. E.g. Find the
Note: Probability of event A, given that B had occurred is defined by: probability of scoring a
P( A  B number less than five in a
P( A / B)  single toss of a die if the
P( B) toss resulted in an even
number
Again if A and B are independent then P( A / B)  P( A)

13
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 1
CO-ORDINATE GEOMETRY II
General Objectives: The student will:

1. recognise the equation of the circle and use it in related problems

2. solve problems related to the parabola

UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.1 3.1.1 find the equation of a Equation of a circle Assist students to use the idea of distance
circle. formula to find the equation of a circle
The circle
(i) centre, the origin and a given radius as
x2  y2  r 2
(ii) given a centre (a, b) and a radius as
( x  a) 2  ( y  b) 2  r 2
Assist students to write the equation of a write the equation of a circle in
circle in the general form as the standard form using given
x 2  y 2  2 gx  2 fy  c  0 , where information. E.g.
( g ,  f ) is the centre of the circle Find the equation of a circle
centre (3, 4) and which passes
Guide students to use the general form of through (6, 8).
the equation to write the equation of a circle
passing through three given points
Assist students to find equation of a circle
on a given diameter using the mid-point
approach.
3.1.2 determine the centre and Finding the centre and Assist students to find the centre and radius find the centre and radius of a
the radius from a given radius given the of the circle from a given equation of a circle circle given its equation. E.g.
equation of a circle. equation of a circle by
Find the centre and radius of the
(i) comparing coefficients with the general circle
form x 2  y 2  4x  6 y  9  0
(ii) completing the squares

14
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.1 (cont’d) 3.1.3 find the equations of a Tangent and normal to Assist students to find the equation of a find the equations of a tangent
tangent and a normal to a a circle tangent to a given circle and normal to a circle at a given
The circle
circle and find the length point
of a tangent from an Assist students to find the equation of a
external point. normal to a given circle
Guide students to find the length of a find the length of a tangent to a
tangent to a given circle from an external circle from a given external point.
point E.g. Find the length of the
tangent to the circle
x 2  y 2  8x  10 y  5  0
from the point (5, 7).
3.1.4 find the equation of the Loci Assist students to find the locus of a point solve loci related problems
locus of a variable point equidistant from two fixed points
which moves under a
given condition. Assist students to find the locus of a point
P(x, y) such that PA is perpendicular to PB
where A and B are fixed points
Assist students to find the locus of a point
moving under other given conditions e.g.
AP  3 PB , where A and B are fixed

PM  PN  26 , where
2 2
points, and
M and N are fixed points
Assist students to describe completely such
loci.
Unit 3.2 3.2.1 find the equation of a Equation of a parabola Assist students to recognize the equation of write the equation of a parabola
Parabola
parabola given the a parabola of the forms: y 2  4ax and given a directrix and focus
directrix and focus.
x 2  4ay
Guide students to find the equation of
parabola given the directrix and focus determine the focus and directrix
from the equation of a parabola
Assist students to find the directrix and focus
from the equation of a parabola

3.2.2 sketch the various forms Sketching a parabola Assist students to use a given directrix and sketch the graph of a given
of a parabola. focus to sketch a parabola parabola and find the equation of
the axis of symmetry
Assist students to determine the equation of
the axis of symmetry of a parabola
15
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.2 (cont’d) Guide students to use ICT to investigate the

nature of graphs of various forms of
Parabola
parabola by changing the directrix and focus
3.2.3 find the equations of the
tangent and normal to a Tangent and normal Guide students to find the equation of a find the equations of the tangent
Parabola. tangent to a parabola by solving the and normal to a parabola at a
equations y  mx  c and y 2  4ax given point. E.g.
simultaneously Find the equations of the tangent
and normal to the parabola
Assist students to deduce the equation of a
normal from the equation of a tangent y 2  12 x at the points
P(2, 4) and Q(2,  4) . At what
point in the Oxy plane will the
tangents at P and Q meet?

16
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 2
ALGEBRA II
General Objectives: The student will:

1. recognize the importance of sequences and series in everyday life situations

2. use knowledge of sequences and series to solve real life problems

UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to Let students
Unit 3.3 3.3.1 apply linear sequence to Application of Revise concepts of linear sequence and finding the solve real life problems involving
solve real life problems. linear sequence nth term. Include arithmetic mean linear sequence. E.g. A display in
Sequences and
a supermarket consists of milk
Series Use practical situations e.g. salary increment, to tins piled up in the form of a
illustrate linear sequences pyramid. There are 25 tins on the
Assist students to apply linear sequence to solve bottom layer and each
real life problems successive layer has 2 fewer
tins. How many tins are
displayed?
3.3.2 apply exponential Exponential Revise concepts of exponential sequence and
sequence and series to Sequence finding the nth term of a GP.
real life situations. (Geometric
Progression GP) Assist students to calculate the geometric mean of
three consecutive terms of a GP
Use practical situations, e.g. Depreciation and solve real life problems involving
compound interest, to illustrate exponential exponential sequence.
sequences E.g. The original value of a car
is ¢80m. If the car depreciates by
Assist students to find the sum of the first n terms 15% every year, find how much it
of an exponential series using the rule: is worth after
 
Sn  u1 11rr , r  1 ,
n (i) 2 years (ii) 4 years
or,
After how many years is the car
u (r  1) n
Sn  1 , r 1 and the limit of the sum
worth ¢35,496,416.00?
r 1
as S  1u1r , r  1
Assist students to apply exponential sequence to
solve real life problems
17
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

Unit 3.3 (cont’d) 3.3.3 find an explicit formula for Recurrence Assist students to recognize recurrence sequence generate the terms of a
Sequences and
the nth term of a sequence
and find its terms, e.g.
un1  3  u n , u1  1 recurrence sequence and find an
recurrence sequence. explicit formula for the sequence
Series
Assist students to find an explicit formula for the
general rule for the recurrence sequence.

Assist students to express recurring decimals as

series and determine their limits, e.g.
9 9 9 9
0.99999.      ...
10 10 2 10 3 10 4

18
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 3
TRIGONOMETRY
General Objectives: The student will:

1. apply the concept of the trigonometric ratios and their reciprocals to solve related problems
2. use trigonometric identities to find solutions to trigonometric equations of compound and multiple angles.
3. apply trigonometry to solve related problem.

UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.4 3.4.1 determine Basic trigonometric ratios Assist students to revise the three basic trigonometric
trigonometric ratios and their reciprocals ratios; sine, cosine and tangent
Trigonometric
and their
ratios and rules Guide students to find the basic trigonometry ratios
reciprocals.
using the quadrants.
Assist students to find the reciprocals of the use basic trigonometric
trigonometric ratios ratios and reciprocals to
prove given trigonometric
Assist students to relate trigonometric ratios to identities
Cartesian co-ordinates of the point ( x, y ) on the circle
x2  y2  r 2

Assist students to derive the trigonometric identities e.g.

sin  ; cos 2   sin 2   1;
tan  
cos 
1  tan 2   sec 2  , etc
evaluate sine, cosine and
Assist students to form the concept of negative angles tangent of negative angles
and to establish the following relations
sin( )  sin(360   )   sin 
cos( )  cos(360   )  cos 
tan( )  tan(360   )   tan
Students to be encouraged to use the calculator to
verify these relations

19
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.3 (cont’d) 3.4.2 convert angles into Angles in radians Assist students to obtain radian equivalents of angles. calculate the radian
[  radians = 180 ]
o
radians. equivalents of given angles
Trigonometric
ratios and rules
3.4.3 state and use the Sine and Cosine rules Assist students to deduce the sine rule:
sine and cosine a b c
rules.  
sin A sin B sin C ,
where a, b and c are the sides of a triangle
a

b c
solve triangles using the
C B sine and cosine rules

Use the sine rule to solve related problems

Assist students to deduce the cosine rule:
a 2  b 2  c 2  2bc cos A , etc and use it to solve
triangles.
3.4.4 apply the sine and Application of sine and Assist students to apply the sine and cosine rules to apply sine and cosine rules
cosine rules to cosine rules to bearings solve problems involving bearings to solve real life problems.
solve problems E.g. An aeroplane can fly
-1
involving bearings. at 800kmh in still air. The
pilot sets a course due
east when there is a wind
-1
blowing at 80kmh from
the south-west. Find the
magnitude and direction of
the velocity of the
aeroplane relative to the
ground.
Unit 3.5 3.5.1 use simple Compound angles Guide students to derive the compound angles prove the compound angle
Compound and
trigonometric
identities:
sin( A  B)  sin A cos B  sin B cos A identities and apply them
identities to find to evaluate given angles
Multiple angles
trigonometric ratios cos( A  B)  cos A cos B  sin Asin B without using calculators.
for compound E.g.
angles. tan A  tan B
tan( A  B)  Find (i) sin 75
1  tan A tan B
(ii) sin 15 without using

20
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

calculator leaving your
Unit 3.5 (cont’d) Assist students to use the identities to solve related answer as a surd.
problems
Compound and
Multiple angles Encourage students to use the calculators and specific
values to verify these relations
Assist students to derive the double angle identities for prove multiple angle
3.5.2 use simple Multiple angles (up to 3A) identities. E.g.
trigonometric sin 2 A, cos 2 A and tan 2 A and use them to write
identities to find Express sin 3 A and
identities for sin 3 A and cos 3 A in terms of sin A
trigonometric ratios and cos A respectively cos 3 A in terms of
for multiple angles. Encourage students to use the calculators and specific sin A and
values to verify these relations
cos A respectively

Unit 3.6 3.6.1 draw graphs of Graphs of trigonometric Revise graphs of sin x and cos x draw the graphs of sin x ,

Trigonometric
trigonometric functions - tan x Assist students to draw the graph of tan x and cos x and tan x and use
functions. compare it with the sine and cosine graphs. them to estimate given
Functions
Encourage students to use the calculators and values of x
computers to investigate the nature of graphs of
trigonometric functions
Assist students to find solution sets to trigonometric
3.6.2 solve trigonometric Solving trigonometric solve trigonometric
equations (up to equations (up to equations up to quadratic. E.g. 2 sin 2 x  sin x  3  0 , equations
quadratic). quadratic) 0  x  360
Encourage students to use the calculator and computer
to draw graphs of trigonometric functions and find their
solutions (graphical approach)
Revise graphs of trigonometric functions of the form
3.6.3 calculate the Maximum and minimum find the maximum and
maximum and points of trigonometric f ( x)  a sin x  b cos x minimum points of given
minimum points of functions Guide students to express the trigonometric function, trigonometric functions
a given f ( x)  a sin x  b cos x in the forms R cos( x   )
trigonometric
function. or R sin( x   ) for 0    90
Assist students to use the result to calculate the
maximum and minimum points of the function

21
 SENIOR HIGH SCHOOL- YEAR 3
SECTION 4
CALCULUS
General Objectives: The student will:

1. appreciate the principles of differentiation and Integration

2. carry out differentiation and integration on polynomials
3. explain all relevant terms under differentiation and integration
4. apply differentiation in related processes e.g. kinematics, small changes, etc
5. apply differentiation to determine gradient of a curve at a point, the turning points, etc.
6. apply integration to determine areas under curves, volumes of revolution, etc

UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3. 7 3.7.1 find the limit of a function Limit of a function Assist students to form the concept of a limit
and relate it to the
Differentiation Assist students to find the limits of functions of evaluate limits of given functions
gradient of a curve.
x 1
3
the forms: lim 2 x 2  2 x  1 , lim ,
x 2 x 1 x 1
1
lim , etc
x  2 x

Let students draw lines through a given point, P

on a curve cutting the curve again at
Q1 , Q2 , Q3 ,Qn with Q approaching P.
Let students compare the gradients of the
various lines with that of the tangent at P.
3.7.2 find the limit of simple Limit of simple Assist students to find the limits of sin x , cos x determine the derivative of simple
trigonometric functions. trigonometric x 0 x 0 trigonometric functions
functions etc. using tables or calculators.
Guide students to use tables or calculators to
sin x
discover that the lim 1
x 0 x

22
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3. 7(cont’d) 3.7.3 differentiate polynomials Differentiation from Assist students to find the derivative of find the derivatives of given
Differentiation
and simple trigonometric first principles polynomials ( n  3) from first principles using functions from first principles
functions from first
principles. the idea of small increment, x and y or the
dy f ( x  h)  f ( x )
definition  lim
dx h0 h
Limit differentiation from first principles to only
polynomials
3.7.4 recognise and use the Rules of Assist students to differentiate polynomials use the various rules of
rules of differentiation. differentiation d n differentiation to find the derivatives
( x )  nx n1 of given functions
using the power rule, i.e. dx ,
d n
dx
(x  x m ) 
d n
dx
x   
d m
dx
x  

Assist students to differentiate functions which

are products of polynomials [e.g. f ( x)  g ( x) ]
using the product rule
Assist students to differentiate rational
expressions of the form

f ( x)
H ( x)  , using the quotient rule
g ( x)
Assist students to use the chain rule to
differentiate function of a function of the form
(ax n  b) m or G( x)   f ( x)
n

3.7.5 differentiate implicit Differentiation of Assist students to differentiate implicit functions find the derivatives of given implicit
functions. implicit functions functions. E.g. Find the derivative
of x 3  y 3  xy

23
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.8 3.8.1 find the equations of a Equations of Assist students to apply differentiation to find the apply derivatives to find the
tangent and normal to a tangent and equations of tangents and normals to given equations of tangents and normals
Applications of
curve at a point. normal to a curve curves to given curves at given points of
Differentiation
contact
3.8.2 find the rates of change Rates of changes Assist students to apply the chain rule to find the solve real life problems involving
and small changes. rates of change and small changes rates of change
Assist students to calculate the percentage
changes

3.8.3 find the maxima and Maxima and Guide students to find the turning points apply derivatives to solve maxima
minima values and minima (stationary points) of curves and determine their and minima problems. E.g.
points. nature
A farmer wishes to construct a
Assist students to find the second derivative of rectangular goat pen using an
functions and use it to determine the nature of existing wall as one of its sides with
turning points 60 metres of fencing. Calculate the
dimensions of the pen that would
Assist students to apply derivatives to solve allow for maximum grazing area.
maxima and minima problems
3.8.4 sketch curves up to cubic Curve sketching Assist students to apply derivatives to sketch given
functions. (i) use the idea of calculus to obtain the turning curves
points of functions,
(ii) find the intercepts and use these points to
sketch curves
3.8.5 solve simple problems Linear kinematics Assist students to solve problems involving apply derivatives to solve problems
involving linear linear kinematics – displacements, velocity and on linear kinematics E.g.
kinematics. acceleration
A ball is thrown vertically upwards
and its height (h metres) above the
ground at a time t seconds is given
by h  16 t  4 t . Find the
2

velocity and acceleration after one

second and the maximum height
reached.

24
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.9 3.9.1 integrate polynomials. Indefinite integral Assist students to recognise integration as the integrate given functions.
reverse of differentiation
 (x
Integration
Assist students to integrate monomials.
E.g.
2
 x )dx
x n1
E.g.  x dx   C , n  1
n

n 1
Assist students to integrate polynomials
3.9.2 find definite integrals. Definite Integrals Assist students to find values for definite evaluate given definite integral. E.g.
b 1
  (4 x  3x 2  2)dx
3
f ( x)dx Evaluate
a 0
integrals for given limits of the form
3.9.3 find definite integrals by Integration by Assist students to find integrals by the integrate given functions by method
the substitution method. substitution of substitution
substitution method e-g x x 2  2 dx

where we let u  x2  2 so that du  2 xdx

3.9.4 integrate simple Integration of Assist students to integrate simple trigonometric find the integral of simple

 sin x dx
trigonometric functions. simple trigonometric functions
functions e.g.
trigonometric
functions
Unit 3.10 3.10.1 solve simple problems Kinematics Assist students to apply integration to solve solve real life problems involving
involving linear simple problems involving kinematics - kinematics. E.g. A particle moves
Application of
kinematics. displacements, velocity and acceleration along a straight line OP such that its
integrations
velocity after t seconds is given by
1 2.
vt t
18
(i) Find the time it takes the particle
to reach the point P;
(ii) How far is the particle from O
when it changes direction
3.10.2 find the area under a Areas under Assist students to sketch given curves and apply integration to calculate areas
curve. curves identify the specific areas under given curves. E.g Find the
area under the parabola
Assist students to apply definite integral to find
the indicated area under the curve y  x 2  2 x  2 above the
x  axis , between x  0 and
x 1 x 1

25
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.10 3.10.3 find volumes generated Volumes of Assist students to find the volumes of solids of apply integration to calculate the
(cont’d) when curves are rotated revolution revolution about (i) the x-axis and (ii) the y-axis volume of solids of revolution. E.g.
about the x- and y- axes. b
Application of using the rules V    y 2 dx and Find the volume of the solid formed
integrations a by revolving the region under the
b
V    x 2 dy respectively
curve y  x 2  1, from x  0 to
a
x2 about the x-axis
3.10.4 calculate an approximate The Trapezium Assist students to recognize that the area under use the trapezium rule to
value of a definite Rule a curve is approximately equal to that in the approximate the value of a given
integral using the trapezium formed by the limits. definite integral. E.g. Use the
Trapezium Rule. trapezium rule with 5 ordinates to
Assist students to establish the trapezium rule
2 1
and apply it to find area under curves.
approximate 
1 x
dx

26
 SENIOR HIGH SCHOOL - YEAR 3

SECTION 5
VECTORS AND MECHANICS
General Objectives: The student will:

1. write vectors in components /Cartesian and magnitude – direction (bearing) forms

2. find resultants of vectors
3. apply vectors and dot product of vectors to solve problems

UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.11 3.11.1 represent vectors in Representation of vectors Revise concept of vectors and representation of vectors write vectors in the standard
Vectors in a the form xi  yj . in standard basis form in component and magnitude-direction forms basis form
plane Discuss the notation i and j for the unit vectors

1 0
  and   along x  and y  axes respectively
0 1
Assist students to represent given vectors in the form
xi  yj
3.11.2 find the resultant of Resultant of vectors Assist students to find the resultant of given vectors in find the resultant of given
given vectors. the standard basis form vectors in standard basis
form

3.11.3 add vectors using Parallelogram and apply parallelogram and

parallelogram and polygon laws of addition Assist students to find the resultant OC by completing polygon laws to find the
polygon laws of resultant of given vectors.
addition. the parallelogram with OA and OB as adjacent sides E.g. Find the sum of the
OB  AC  OC  OA  AC following vectors:

B 3OA, 6BZ , 2 AO , AB
OC  OA  OB C
and 5OB
O
Assist students to use the polygon law toAfind the
resultant of given vectors forming the sides of a polygon

27
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.11 3.11.4 use scale drawing to Scale drawing and Assist students to draw the resultants of vectors given resolve vectors given in
(cont’d) find the resultant of resolution of vectors in magnitude-direction form by scale drawing magnitude-direction forms
vectors given in into components and vice
Vectors in a Assist students to resolve vectors into components and
magnitude-direction versa. E.g.
plane vice versa
form.
Find the resultant of the
following vectors (10m,
o o
070 ) and (15m, 260 ) by
(a) scale drawing (b)
resolution
3.11.5 establish and use Properties of addition of Assist students to establish the commutative, use properties of addition of
properties of vectors associative and distributive properties of addition of vectors to solve problems
addition of vectors. vectors
Guide students to use the properties to solve problems
on vectors
3.11.6 use position vectors Position vectors and unit Assist students to identify the position vector of a point use position vectors to find
to find free vectors vectors the vector joining two given
and to calculate unit A relative to point O as vector OA points in the Cartesian
vectors. Let students use the addition of vectors to derive the plane. E.g.

relation, AB  OB  OA  b  a for the (position P(3, 1), Q(-3, 4), R(3, 6) and
S(x, y) are points in the Oxy
vectors of B and A
plane. If RS is
Assist students to calculate a unit vector of a given
a perpendicular to PQ ,
vector as aˆ 
a (i) use dot product to
obtain a relation
between x and y.
(ii) find the perpendicular
distance from R to
PQ
3.11.7 apply vectors to Applications to geometry Revise equality, addition, subtraction, and scalar
solve simple
a
geometric problems. multiplication of vectors in the form ai  bj and  
b
Assist students to deduce the position vector of a point
that divides a line segment internally in a ratio ( :  )
shown in the diagram as

28
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.11 find the position vector of a

 OA   OB  a   b
(cont’d) OC   point that divides a line
    segment both internally and
Vectors in a
externally in a given ratio
plane
B

C

b
A
a O

Assist students to find the position vector of a point that

divides a line segment externally in a given ratio
Assist students to prove, for example, that if M and N
are the mid-points of sides AC and BC respectively of
1
triangle ABC shown, then MN  AB
C
2

M
N
A
B

Unit 3.12 3.12.1 use the idea of Concept of Scalar (Dot) Assist students to find the dot product of two given find the dot product of two
scalar product to product vectors. E.g. The dot product of the vectors given vectors
Scalar (Dot)
product
find angle between
Angle between two u  ai  bj and v  ci  dj is given by
two vectors.
vectors u  v  ac  bd
Assist students to establish the fact that angle between
two vectors is the angle between the directions of the
vectors apply scalar (dot) products
to calculate angle between
Assist students to use the concept of scalar product to two vectors. E.g. Given that
find the angle between any two vectors i.e
p  5 cm, q  12 cm an
a  b  a b cos  where θ is the angle between the
vectors d p  q  229 , find

29
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 3.12 Lead students to establish the fact that if ab  0 , (i) the angle between the
(cont’d) then a and b are perpendicular vectors p and q.
Scalar (Dot) (ii) (ii) the scalar (dot)
product product of p and q
3.12.2 use vectors to The sine and cosine rules Assist students to use vector approach to derive the use vector approach to
establish sine and relations: For any triangle with sides a, b, and c, derive the sine and cosine
cosine rules. rules
a b c
(i) Sine rule:  
sin A sin B sin C
(ii) Cosine rules: a 2  b 2  c 2  2bc cos A
b 2  a 2  c 2  2ac cos B
c 2  a 2  b 2  2ab cos C
3.12.3 use vector approach Compound angles for Guide students to use vector approach to derive use vector approach to
to derive cosine and sine. compound angle identities: derive the compound angle
trigonometric identities
identities. Cos( A  B)  cos A cos B  sin A sin B
Sin( A  B)  sin A cos B  cos A sin B

3.12.4 find the projection of

one vector on
Direction vectors
Assist students to apply a  a aˆ â is the unit
where
find the vector in the
direction of another given
another. vector of a to establish that the projection of vector a vector
on b is A

a
b
a   a cos 
b θ B
O b K

Note that the projection of OA on OB is a cos 

30
 SENIOR HIGH SCHOOL- YEAR 4
SECTION 1

VECTORS AND MECHANICS II

General Objectives: The student will:

1. recognize forces as vectors

2. distinguish between static and dynamics
3. resolve forces and find their resultants
4. determine coefficient of friction
5. find momentum and impulse
6. apply ideas in mechanics to solve practical problems
UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 4.1 Scalar and vector classify given quantities under scalars
4.1.1 distinguish between scalar Guide students to recognize mass, distance and
and vector quantities. quantities speed as scalar quantities and velocity, and vectors
Statics
acceleration, force and momentum as vector
quantities.
Discuss the definitions of various quantities with
students

Assist students to use appropriate units - e.g.

1
kg , m, s, ms

Assist students to realize that, for example, a

1
speed of 15 ms
o
in the direction 060 is the
-1 o
velocity vector ( 15ms , 060 ). Similarly,
(10ms , 030) is an acceleration vector and
-2

(5N , 040) is a force vector

Assist students to resolve forces acting at a point

4.1.2 resolve forces acting at a Coplanar forces and find their resultant. e.g. the resolution of the resolve given forces and find the
point. acting at a point o
force (5N, 030 ) is magnitude and direction of the resultant

31
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

 5 cos 60   5 sin 30 

  or  
 5 sin 60   5 cos 30 
Unit 4.1 (cont’d) 4.1.3 find the resultant of forces Equilibrium of Assist students to establish the fact that a determine the force that will keep a
and consider forces in particles particle acted upon by forces F1, F2, F3, …, Fn is particle under given forces in equilibrium.
Statics
equilibrium. said to be in equilibrium if
Resultant of forces E.g. A mass C of weight 20N is
Lami‟s theorem F1  F2  F3  ...  Fn  0 suspended by two light strings AC and
BC from point A and B on the same
Assist students to determine tensions in strings horizontal level above C.
that are suspending particles AB  AC  12 cm and CB  8 cm .
Discuss with students Lami‟s theorem in relation Find the tensions in AC and BC
to

T1 T T
 2  3
sin  sin  sin 
where T1, T2 , and T3 are three forces acting on
the body and  ,  and  are the angles
between them
T1 T2


 

T3

Guide students to apply Lami‟s Theorem to solve apply Lami‟s theorem to solve related
simple problems on equivalent system of forces problems
and lead students to appreciate the Lami‟s
theorem is equivalent to the sine rule.
4.1.4 find moments of forces. Moments of forces Assist students to determine the moment of a state and use the principle of moments to
force as solve related problems. E.g.
Two pupils, Aku and Aba are sitting on a
non-uniform plank AB of mass 24 kg and
length 2 m. the plank is pivoted at M, the
midpoint of AB. C is the centre of mass

32
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Moment of force = magnitude of force  AB and AC  0.8 m . If Aku‟s mass is

perpendicular distance of line of force from the 24 kg and she sits at A while the mass
axis
Unit 4.1 (cont’d) P of Aba is 30 kg , find where Aba can sit
●
Statics for the plank to be horizontal
Line of action
d of F

F
Guide students to use the principle of moments
to solve simple problems

4.1.5 determine coefficient of Friction Assist students to distinguish between smooth calculate the coefficient of friction
friction between bodies. and rough planes and explain the meaning of between bodies in contact. E.g.
friction and coefficient of friction
A particle of weight 30 N rests in
Guide students to determine coefficient of friction equilibrium on a rough horizontal surface.
between a body and a rough plane A string is attached to the particle making
an angle of 30 with the horizontal. If
the tension in the string is 4 N , find the
magnitude of the frictional force acting on
the particle
Unit 4.2 4.2.1 explain the concepts of Concepts of motion Assist students to explain the concept of
motion, time and space. –Displacement, dynamics and relate it to statics
Dynamics
velocity (Relative
velocity) and Assist students to draw and interpret distance –
draw graphs of motion and interpret them
acceleration. time, and velocity – time graphs

4.2.2 state and use Newton‟s Equations of Assist students to deduce and use the following use the equations of motions to solve
equations of motion to Motion Newton‟s laws of motion to solve related real-life problems. E.g.
solve simple problems. problems:
Newton‟s laws A particle of mass 2 kg at rest is acted
(i) F  ma (ii) v  u  at upon by three forces
F1  (20 N , 090), F2  (8N , 210) and
(iii) s  ut  12 at 2 (iv) v 2  u 2  2as
F3  (8N , 330) . Calculate the resultant
force and the acceleration of the particle.
4.2.3 solve simple problems Motion under Assist students to solve simple problems on solve real-life problems involving motion
involving motion under Gravity motion under gravity involving: under gravity E.g.
gravity.
(i) particles projected vertically upwards A boy standing on top a building 112m

33
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

high throws a ball vertically upwards with
Unit 4.2 (cont’d) (ii) particles falling freely under gravity
an initial velocity of 96 ms 1
Dynamics (Ignore air resistance)
(a) Find the ball‟s height and velocity at
time t.
(b) When does the ball hit the ground and
what is the impact velocity?
(c) When is the velocity zero?
4.2.4 find the force up an Motion along Assist students to resolve a force up an inclined solve real-life problems involving motion
inclined plane. inclined planes plane into Normal and Frictional Force along inclined planes. E.g.
A body of mass 8kg rests on a smooth
N
F plane inclined at 30 to the horizontal.
Find the least value of the force required
to keep it in equilibrium and the resultant
MgSinθ reaction of the plane.
-2
θ [Take g = 10ms ]

Mg
Mgcosθ
Assist students to solve simple related problems
4.2.5 apply the principles of Direct impact Guide students to distinguish between state and use the principle of
conservation of linear momentum and impulse conservation of linear momentum to solve
momentum to solve real life problems. E.g. Two particles A
simple problems on direct Assist students to apply the principle of
conservation of linear momentum: and B with masses 3 kg and
impact.
4 kg moving with velocities
m1u1  m2u2  m1v1  m2v2
(i)
u1  2i  3j and u 2  i  4 j
(ii)
m1u1  m2u2  (m1  m2 )v respectively, collide. After collision the
particle A moves with velocity 2i  j .
(Exclude coefficient of restitution) Determine the velocity of the particle B
after collision.

34
 SENIOR HIGH SCHOOL - YEAR 4

SECTION 2
MATRICES AND LINEAR TRANSFORMATIONS
General Objectives: The student will:

1. appreciate linear transformation and use it to find images of points and object points
2. apply linear transformation in finding reflections and rotations of points and plane figures
3. recognize the use of matrices in linear transformations
4. use matrices in finding area of plane figures and solving simultaneous linear equations

UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 4.3 4.3.1 recognise a matrix Idea of a matrix Assist students to use everyday situations to
and state its order explain the idea of matrices, e.g. League
Matrices
tables, seating arrangements in class.
Guide students to state the order of given state the order of a given matrix and
matrices indicate the type

Assist students to identify the types of

matrices – unit , zero, diagonal, square and
rectangular matrices

4.3.2 apply equal Equal matrices Assist students to recognize that if two
matrices in related matrices are equal, their corresponding
problems elements are equal.

 a11 a12   b11 b12 

    
 a21 a22   b21 b22 
 a11  b11, a12  b12 , a21  b21, a22  b22
Guide students to use the idea of equal apply equality of matrices to find
matrices to find missing entries in a given missing entries of given matrices
matrix.
4.3.3 add and subtract Addition and subtraction of Assist students to add and subtract matrices find the sum and difference of given
matrices. matrices (up to 3 3 ) by adding or subtracting matrices. E.g.
corresponding elements A shopkeeper has two separate shops
which she opens on Monday,
35
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Wednesday and Friday. In a particular
Unit 4.3  a11 a12   b11 b12   a11  b11 a12  b12  week she made the following sales in
       
Matrices  a21 a22   b21 b22   a21  b21 a22  b22  the two shops. Represent the total
sales she made in the week in a matrix
(Use real life situations)
form
Assist students demonstrate that the zero
Shop A
matrix is the identity matrix for addition i.e
OA AO A Fanta Malta Energy
Mon 10 8 6
Wedn 8 7 9
Fri 11 9 12

Shop B
Fanta Malta Energy
Mon 9 10 8
Wedn 7 9 10
Fri 13 11 15

4.3.4 multiply a matrix by Multiplication of matrices Assist students to recognize that find the product of a matrix by a scalar
a scalar and a multiplication of a matrix by a scalar k and a matrix by a matrix
matrix by a matrix Multiplication of a matrix by
a scalar. involves multiplying each element of A by k E.g. Given that

a a12   ka11 ka12   2 3  1 5

k  11     A    and B   
 a21 a22   ka21 ka22   7 1   3 4
Multiplication of matrices Assist students to multiply an m n matrix find AB and BA and comment.
by an n 1 matrix , e.g.
 a b  x   ax  by 
     
 c d  y   cx  dy 
Guide students to multiply two 2 2
matrices:

 a b  p q   ap  br aq  bs 
     
 c d  r s   cp  dr cq  ds 
Assist students to multiply two 3 3 matrices

36
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 4.3 NB. We multiply matrices that are

(cont’d) conformable.
Matrices Matrix multiplication is not commutative.

4.3.5 find the inverse of a Inverse of a 2 2 matrix Assist students to find the determinants of
2 2 matrix. 2 2 matrices. That is, if
Determinant of a 2 2
matrix a b 
A   
c d 
then det A  A  ad  bc
Assist students to find the adjoint matrix as find the inverses of given 2 2
 d  b matrices
 
 c a 
Guide students to write the inverse of the
matrix A as

1  d  b
A 1   
ad  bc   c a 
ad  bc  0

Unit 4.4 4.4.1 use linear Images of points and Assist students to find images of various find images of points under given linear
transformation to object points under linear points under linear transformations of the transformations
Linear
transformations
calculate image transformation form ( x, y)  ( x, y ) , where
and object points.
x  ax  by and y  cx  dy

4.4.2 state the matrix Matrix of a linear Assist students to write down the matrix of a determine the matrices of given linear
representing a transformation linear transformation, e.g. the matrix of the transformations
linear linear transformation
transformation. [Restrict to 2 2
matrices] x  4 x  3 y and y  5x  2 y is

37
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 4.4  4  3
(cont’d) A   
5 2 
Linear
transformations

4.4.3 find the inverse of a Inverse of a linear Assist students to find the inverse of linear find the inverses of given linear
linear transformation. transformation transformation by transformations
i. finding the matrix of transformation
ii. finding the inverse of the matrix
iii. using the inverse matrix to write the
inverse of the linear transformation i.e
 x
A 1  
 y
4.4.4 find the composition Composition of linear Assist students to find the composition of find a single linear transformation that
of linear transformations linear transformations by represents the composition of two
transformations. given linear transformations
i. writing the matrices A and B of the given
transformations
ii. finding the matrix product AB
iii. writing the linear transformation for AB i.e
 x
AB   as the composition of the linear
 y
transformations
Guide students to interpret

 x
AB   as the transformation for the
 y
matrix B followed by transformation for the
matrix A.

4.4.5 recognise the Identity transformations Assist students to state the matrices of use the identity transformations to
identity transformation corresponding to special linear reflect and rotate given points.
transformations. transformations

38
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 4.4  cos 2 sin 2 

(cont’d) i.   , the general matrix
 sin 2  cos 2 
Linear
transformations for reflection in a line through the origin
making an angle θ with the positive x-axis

ii. 
 1 0  for reflection in x-axis
 
 0 1

iii.   1 0  for reflection in y-axis

 0 1
 

0 1
iv.   for reflection in the line y = x.
1 0

v. 
 cos   sin  
  for anticlockwise
 sin  cos  
rotation through θ about the origin.
Include enlargement by a scale factor k,
centre the origin
4.4.6 find the equation of Linear transformation of a Assist students to find the equation of the find the equation of the image of a line
the image of a line line image of a given line under a linear under a given linear transformation
under a linear transformation.
transformation.

39
 SENIOR HIGH SCHOOL - YEAR 4

SECTION 3
LOGIC
General Objectives: The student will:
1. appreciate the concepts of logical reasoning
2. apply the concepts to determine the validity of compound statements
3. draw valid conclusions from truth tables
4. apply the rule of logic to deduce valid conclusions from arguments in general
5. be able to convince others logically on the validity of statements made

UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 4.5 4.5.1 identify compound Compound statements Assist students to form compound statements from use connectives to form
statements and their and converses of simple statements using the connectives compound statements and
Logic
converses. statements  and  state their converses

Assist students to form converse statements and

comment on them
4.5.2 draw implications from Implications Assist students to draw implications from given draw conclusions from
given statements. statements using the implication sign e.g. given statements
PQ
4.5.3 draw the truth table of a The truth table Assist students to draw the truth table using the draw the truth table for
compound statement. rule of logic E.g. given compound
statements
P Q PQ
T T T
T F F
F T T
F F T
Include negation, conjunction and disjunction.
4.5.4 use the truth table to Validity of arguments Assist students to use the truth table in drawing draw valid conclusions
deduce conclusions of conclusions using the rule of syntax: true or false from compound
compound statement. statement, rule of logic applied to arguments, statements using the truth
implications and deductions. table
40
 SENIOR HIGH SCHOOL - YEAR 4

SECTION 4
STATISTICS AND PROBABILITY II
General Objectives: The student will:
1. represent bivariate data graphically and interpret the graph
2. draw a scatter diagram
3. calculate correlation coefficient between two sets of data
4. differentiate between permutation (dealing with arrangement) and combination (dealing with selection)
5. recognize probability as ratio of equally likely events
6. distinguish between mutually exclusive and independent events
7. find probability using the binomial probability rule
UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 4.6 4.6.1 draw the scatter The scatter diagram Assist students to distinguish between univariate and bivariate draw scatter diagrams for
Correlation diagram. distributions and to draw the scatter diagrams for bivariate given sets of bivariate data
distributions.
Scatter diagram is used to graphically display bivariate distributions.
One variable is along the x-axis and the other along the y-axis
The test scores of seven students in English and Mathematics are as
shown
English (x) 12 24 30 34 47 58 68
Mathematics (y) 32 44 47 58 73 72 88
The ordered pairs (12, 32), (24, 44), etc are plotted in the x-y plane.

Math Test Scores

90 ●
80
70
● ●
60 ●
● ●
50
40
30 ●
10 20 30 40 50 60 70 80
English
Introduce the use of graphic calculators and computers to display
bivariate distributions

41
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 4.6 4.6.2 identify and explain Forms of correlation Discuss the various forms of correlation with students. distinguish among various
(cont’d) the various forms of types of scatter diagrams
correlation. Assist students to explain positive, negative and zero correlations.
Correlation E.g.
If the points cluster around a straight line with a positive slope as
shown above, then there is a positive correlation between the two
variables, that is, as one increases so does the other.
If the points cluster around a straight line with a negative slope as
shown in diagram (a) below, then there is a negative correlation
between the two variables, that is, as one increases the other
decreases.
If the points are randomly scattered, as shown in diagram (b) below,
then there is no linear correlation (relationship) between the two
variables

♦♦ ♦ ♦
♦ ♦♦♦ ♦ ♦
♦♦ ♦ ♦ ♦
♦ ♦♦ ♦
♦
(a) (b)
Line of best fit Assist students to draw the line of best fit by first computing the:
4.6.3 draw the line of best
fit and use it to
Equation of line of
best fit
(i) mean values x, y  for all values of x and y;
draw the line of best fit and
find its equation by graph
predict one variable and by least squares
given the other. (ii) mean values x1 and y 1 respectively for which x is less than x; method
(iii) mean values x 2 and y2 respectively for which x is greater than x
NB. The line of best fit must pass through x, y  and as near as
possible to x , y  and x , y .
1 1 2 2
Guide students to use the line of best fit to predict/estimate the value
of a variable when one is given.
Assist students to determine the equation of the line of best fit from
the graph
Guide students to find the equation of line of best fit by least squares
method: y  a  bx ; (regression of y on x)

where  y  an  b x and  xy  a x  b x 2

42
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Unit 4.6 Assist students to use the equation to predict one variable given the
(cont’d) other.
Correlation Include regression of x on y .
Unit 4.7 4.7.1 calculate the Spearman‟s rank Assist students to calculate the correlation coefficient using the
Rank
correlation coefficient correlation
6 d 2
rs  1 
 
by ranking. coefficient spearman‟s rank correlation coefficient formula
Correlation
Coeffient (Include data with n n2 1
ties)
Example: The Spearman‟s rank correlation for the data on scores of
7 students in English and Mathematics tests in 4.6.1 is calculated as
follows:
2
x y Rx Ry Rx – Ry (d) d
12 32 7 7 0 0
24 44 6 6 0 0
30 47 5 5 0 0
34 58 4 4 0 0
47 73 3 2 1 1
58 72 2 3 -1 1
68 88 1 1 0 0
Total 2

6 d 2 12 1 27
rs  1   1  1   0.964

n n 1
2
 7(49  1) 28 28
Assist students to draw conclusions from the coefficient calculated.
4.7.2 interpret correlation Interpretation of interpret correlation
coefficients. correlation Note: the value of rs lies between  1 and 1. coefficients of a given sets
coefficients
If rs  1 then there is perfect positive correlation between the two of data

sets of data
If rs  1 , then there is perfect negative correlation, or complete
disagreement between the two sets of data
Assist student to distinguish between ordered and un-ordered
Unit 4. 8 4.8.1 arrange objects or Permutation – choices solve real life problems on
things in a row. ordered choices Lead students to use the definition, permutation
Permutation
and
Combination
n
rP  n!
( nr )! to solve problems involving permutation.
Students to be encouraged to check their answers using the
calculator.

43
 UNIT SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Assist students to arrange a given number of objects in a circular
Unit 4. 8 4.8.2 arrange n objects in Circular solve real life problems on
form
(cont’d) a circular form. Arrangement circular arrangements. E.g.
Assist students to discover and use the rule (n  1)! to find the
Permutation number of ways of arranging n objects in a circular form How many distinct ways
and can 5 people sit around a
Combination circular table?
4.8.3 draw objects from a Combination Assist students to find the number of ways of drawing objects from a solve real life problems on
collection with and collection with replacement. combination. E.g. How
without replacement. Drawing with many ways can 4 red and
replacement Assist students to find the number of ways of drawing objects from a 2 blue balls be drawn
collection without replacement. (without replacement) from
Drawing without
a bag containing 6 red and
cr 
replacement n n! 4 blue balls?
Assist students to use the definition r !( nr )! to find the
number of ways of selecting r objects from n given objects
Assist students to find the number of ways of selecting r objects from
a collection with a given condition.
Students to be encouraged to check their answers using the
calculator
Assist students to calculate simple probabilities using combination.
Probability 2 4.9.1 use idea of Application of apply combination to solve
e.g. Probability of drawing 3 green and 2 white marbles from a box
combination to combination containing 5 green and 6 white marbles is: real life problems on
4.9
calculate simple probability. E.g. What is
probabilities.
5
C3  6 C 2 the probability of forming a
P(3green and 2 white) = committee of 3 boys and 2
11
C5 girls from a class of 15
boys and 10 girls?
Introduce the concept of binomial distribution
4.9.2 use binomial Binomial probability Discuss the features of a binomial distribution, e.g.
distribution to There are n independent trials; the probability of an event remains
calculate simple constant from trial to trial; and the probability of success is p and of
probabilities.
failure is q  1  p
Assist students to calculate simple probabilities using the binomial apply binomial distribution
nr to calculate probabilities
distribution defined as P( x  r ) Cr p q
n r

where p is the probability of success, q is the probability of failure

 q  1  p ,and n is the number of trials.

44
 References

1. Additional Mathematics for West Africa by Talbert, Godman and Ogum

2. Core Mathematics for Advanced Level by L. Bostock and S. Chandler
3. Studymate: HSC 3 Unit Mathematics by Margaret Grove
4. Schaum Series
5. Additional Pure Mathematics, Book 1by Backhouse

45