MATHEMATICS I SYLLABUS

LEVEL: NCQF 4
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 MINISTRY OF BASIC EDUCATION

NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION

TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)

LEARNING FIELD: EDUCATION AND TRAINING

DOMAIN: MATHEMATICS I

LEVEL: NCQF 4

DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME

MONTH AND YEAR DEVELOPED: September 2020 YEAR DUE FOR REVIEW: 2026

MINISTRY OF BASIC EDUCATION

DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION
PRIVATE BAG 501
GABORONE
BOTSWANA
TELEPHONE: 3647500
REFERENCE: DCDE
FAX: 3973842

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 TABLE OF CONTENTS

FOREWORD......................................................................................................................................................................................................................................................................IV
ACKNOWLEDGEMENTS...............................................................................................................................................................................................................................................VI
NATIONAL PANEL.......................................................................................................................................................................................................................................................VI
STANDING COMMITTEE..........................................................................................................................................................................................................................................VII
QUALITY ASSURANCE TEAM..................................................................................................................................................................................................................................IX
INTRODUCTION...............................................................................................................................................................................................................................................................10
RATIONALE FOR THE SYLLABUS.............................................................................................................................................................................................................................11
BSSE EXIT OUTCOMES..................................................................................................................................................................................................................................................13
SUBJECT OUTCOMES................................................................................................................................................................................................................................................16
TARGET POPULATION AND ENTRY REQUIREMENTS........................................................................................................................................................................................16
EMPLOYMENT AND FURTHER STUDIES OPPORTUNITIES..........................................................................................................................................................................16
SYLLABUS STRUCTURE................................................................................................................................................................................................................................................17
DELIVERY MODE............................................................................................................................................................................................................................................................18
DELIVERY ROAD MAP..............................................................................................................................................................................................................................................18
METHODOLOGY..............................................................................................................................................................................................................................................................20
ASSESSMENT....................................................................................................................................................................................................................................................................21
RESOURCES......................................................................................................................................................................................................................................................................22
MAT1SL 1: EXPLORE NUMBERS.................................................................................................................................................................................................................................23
MAT1SL 2: APPLY CONCEPTS OF MEASURES.......................................................................................................................................................................................................36
MAT1SL 3: DEMONSTRATE UNDERSTANDING OF GEOMETRY......................................................................................................................................................................40
MAT1SL 4: DEMONSTRATE AN UNDERSTANDING OF ALGEBRA...................................................................................................................................................................47
MAT1SL 5: STATISTICS AND PROBABILITY..........................................................................................................................................................................................................56
REFERENCES....................................................................................................................................................................................................................................................................62

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FOREWORD

The Ministry of Basic Education has undertaken a comprehensive review of Botswana's General Education system to ensure provision of accessible,
quality and inclusive lifelong education for the creation of an educated citizenry. This education system will transform Botswana from a resource based
to a globally competitive knowledge based economy. The review entails the adoption of outcome-based approach and the introduction of learning
pathways to provide learners with broad-based education. The new approach will enable attainment of knowledge, values, skills and competencies that
meet the challenges and needs of the 21st century.

The Ministry is therefore pleased to present the revised senior secondary school syllabus which marks a major milestone towards the attainment of
quality education in Botswana. It builds on the lower levels of basic education and seeks to provide quality-learning experiences. The syllabus puts
more emphasis on Provider/School-Based Assessment (PBA) and to a lesser extent on national examinations. This will ensure that there is genuine
acquisition of the desired competencies by all learners. Furthermore, the syllabus aims at creating and sustaining a conducive environment for learning
and teaching that allows learners to excel within their own capabilities.

This syllabus sets out a transformational platform of the education system to encapsulate contemporary matters related to; environmental, socio-
economic, political, scientific and technological issues as drawn from various societal demands. A deliberate attempt has been made to infuse and
integrate emerging issues that include; Environmental Education, Sustainable Development, HIV/AIDS Education, Disaster Management, Anti-
corruption, Culture, Gender Equity, Emotional Intelligence, Botho, Civic Education, Societal Values and Patriotism. The syllabus prepares learners for
the world of work, further education and lifelong learning. In addition, it provides for the development of cultural and national identity, including the
inculcation of attitudes and values which nurture respect for self and for others.

Critical to the success of our secondary education programme is the recognition of individual talents, needs and learning styles, hence changing the role
of the teacher in the classroom. The teacher must become a proficient manager, facilitator and director of learning activities, who is conscious of the
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learners' needs and guide them to be accountable and responsible for their own learning. This requires active participation by all, and the creation of
rich and diverse learning environments.

It is important that we value the learners' own experiences and build upon what they know as well as reward them for positive achievement . At the
same time, we must be prepared to offer learners guidance and counselling at all levels; assist them to make the best decisions in keeping with their
own interests, career prospects and preferences. The national ideals of; Democracy, Development, Self-reliance, Botho, Unity and Social Harmony,
underpin our quest to deliver an educated citizenry.

This syllabus is the outcome of consultation and collaboration with various professionals and key stakeholders. On behalf of the Ministry, I wish to
express my deep appreciation and gratitude to all who contributed in the production of this syllabus, including: industry, teachers and academic
researchers.

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ACKNOWLEDGEMENTS

The Ministry of Basic Education through the Department of Curriculum Development and Evaluation expresses its gratitude to all individuals and
organisations who contributed in different ways to the planning, development and production of this Senior Secondary School Mathematics I syllabus.
This syllabus reflects the outcome of a genuinely collaborative work across a broad educational spectrum. The Ministry acknowledges the following
members of the Mathematics National Panel, Standing Committee and Quality Assurance Team for their valuable contribution in the production of this
syllabus.

NATIONAL PANEL
No. Titl First Name Surname
Institution
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1. Prof. Moatlhodi Kgosimore - Chairperson Botswana University of Agriculture and Natural Resources
2. Mr. Matthews Masole - Secretary Tlokweng College of Education
3. Mrs. Kebaneilwe Segonyane - Secretary Lotsane Senior Secondary School
4. Ms. Allettah Motlaleng Inspectorate South East Sub-Region
5. Mr. Keletsositse B. Laba Ranokanyane Junior Secondary School
6. Mr. Botho Dichaba In-service Kgalagadi Regional Education office
7. Ms. Kagiso O. Malete St. Joseph’s Primary School
8. Mr. Olebile Kobua Serowe College of Education
9. Mr. Lenna Leshego Tonota College of Education
10. Dr. Alakanani A. Nkhwalume UB – Department of Mathematics and Science Education
11. Dr. Professor Kaelo UB-Department of Mathematics
12. Mr. Moathodi M. Patiko Entrepreneur & Parent
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13. Ms. Kesegofetse Matshameko Ntshe Primary School
14. Ms. Charity Moyampi Nanogang Junior Secondary School
15. Mr. Mogakolodi Phetogo Department of Technical Vocational Education and Training
16. Mr. Dikeme Kgamanyane Botswana Open University
17. Prof. Oganeditse A. Boikanyo Botswana International University of Science and Technology
18. Mr. Patson S. Kubanga Ledumang Senior Secondary School
19. Mr. Modise Ramaretlwa Central Statistics Office
20. Dr. Phazamile M. Kgosi University of Botswana - Department of Statistics
21. Mr. Gaabadzo Moseki Ministry of Science and Technology
22. Mr. Godfrey Phineas Teacher Organization Representative - BOSETU
23. Mrs. Ophadile B. Saubi Private Institutions Representative – Westwood International School
24. Dr. Spar Mathews Basic Education Pre-service - Headquarters
25. Mr. Kgakololo Mpalo Mathematical Association of Botswana
26. Mrs. Thibogang Malibala Curriculum Development and Evaluation - OSET
27. Mr. Gabriel A. Bagwasi Curriculum Development and Evaluation
28. Mr. Badisa Letlotlo Curriculum Development and Evaluation

STANDING COMMITTEE
No. Title First Name Surname Institution
1. Dr. Alakanani A. Nkhwalume - Chairpesrson University of Botswana
2. Mr. Andrew Moshokwa - Secretary Mathematics Association of Botswana
3. Mrs. Julia Gape-Maano - Secretary Mmadinare Senior Secondary School
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4. Mrs. Keamogetse Soge Mogoditshane Senior Secondary School
5. Mr. Modiri M. Mosiamiemang In-Service Office North West Region
6. Mrs. Dikeledi Ngwenya Madiba Senior Secondary School
7. Mr. Pogiso Itomeng Matsha Senior Secondary School
8. Mr. Million Timile Naledi Senior Secondary School
9. Ms. Kebonye P. Bobebe Tapologo Junior Secondary School
10. Mr. Knowledge S. Basupi Shanganani Junior Secondary School
11. Mr. Onthusitse Mogotsi St Joseph’s College
12. Ms. Boipeile Moiseraela Lotsane Senior Secondary School
13. Mr. Dikeme Kgamanyane Botswana Open University
14. Mr. Chabaesele Ofentse Selibi-Phikwe Senior Secondary School
15. Mr. Thato Masire Good-hope Senior Secondary
16. Mrs. Grace Ramagapu Moshupa Senior Secondary School
17. Mr. Mompati Onkabetse Union Representative - Botswana Teachers Union
18. Mr. Kebabonye R. Ramotlhwa Inspectorate Central Region
19. Mr. Wagamang Piet Maiteko Junior Secondary School
20. Dr. Professor Kaelo University of Botswana
21. Dr. Phazamile Kgosi University of Botswana
22. Mr. Mmoloki Lekhutile Private Institutions Representative - Maruapula School
23. Mrs. Boitshepho Melemo Molefhi Senior Secondary School
24. Mr. Gaosekelwe Moseki Botswana Examinations Council
25. Prof. Oganeditse A. Boikanyo Botswana International University of Science and Technology
26. Mrs. Thibogang J. Malibala Curriculum Development & Evaluation - OSET
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 27. Mr. Gabriel Bagwasi Curriculum Development & Evaluation
28. Mr. Badisa Letlotlo Curriculum Development & Evaluation

QUALITY ASSURANCE TEAM

No. Title First Name Surname Institution
1 Dr. Paul A. Chakalisa - Chairperson University of Botswana
2 Dr. Sereko Reikeletseng - Secretary University of Botswana
3 Mr. Kabelo Malema Taung Community Junior Secondary School
4 Mr. Othusitse Tembo St Joseph’s College
5 Dr. Gosalamang R. Kelathegile Botswana University of Agriculture and Natural Fauna
6 Prof. Simu Kassa Botswana International University of Science and Technology
7 Prof. Boikanyo Makubate Botswana International University of Science and Technology

The Department of Curriculum Development and Evaluation served as secretariat to the panels. The department further wishes to thank all the
Mathematics teachers and education officers for the invaluable contribution made during consultative meetings.

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INTRODUCTION

Mathematics I is one of the subjects offered at Botswana Senior Secondary Education (BSSE). It is a build up from junior school Mathematics
syllabus and forms a foundation for non-science based careers at tertiary education level. It is offered in the Vocational stream and Humanities and
Social Science sub stream within the academic pathway.
Furthermore it prepares learners for the world of work and lifelong learning. The learning of mathematics I provides an excellent vehicle to train the
mind to think logically, critically and abstractly and to develop skills such as problem solving, information communication technology (ICT),
creativity, independent and collaborative learning. Also, the global developments on entrepreneurship and application of mathematical concepts on
matters relating to financial decisions and planning necessitate an open and all-inclusive mathematics I syllabus that provides a platform for relevant
concepts to be learnt.
In developing the learning outcomes and performance criteria, efforts were made to cater for all learners – including those with special learning needs.
The syllabus is designed to enable learners to acquire and develop basic knowledge and competencies in solving real life problems applying statistics
and probability number operations, measures, geometry and algebra. The syllabus content is packaged in such a way that all performance criteria
related to a particular strand are grouped together to form a module and each module is allocated credits. The self-learning approach is built into the
syllabus with the methodology section suggesting learner-centred approaches to be used. The syllabus is made to be fun, engaging, relevant,
collaborative, and creative for the learners to build their understanding of mathematical concepts. It is thus critical that Mathematics I is offered at
BSSE so that these skills are cultivated and the country is placed on a developmental pathway. The syllabus is to be covered in two years. It has been
allocated four periods per week of forty minutes each in a five day timetable.

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RATIONALE FOR THE SYLLABUS

The syllabus is informed by government policy documents such as, the General Education Curriculum and Assessment Framework (GECAF) which is
a consolidation of some ideas from national and global policy documents such as; The Revised National Policy on Education (RNPE) 1994,
Sustainable Development Goals and Vision 2036 among others. The RNPE specifically advocates for improving science and technology education as
well as making every subject relevant to the world of work.

Other policy documents and key informants on what needs to change and how changes have to be effected in the mathematics curriculum include
Vision 2036, ETSSP - 2015, HRDS, stakeholder consultations, Education for Sustainable Development Protocol (ESDP), National Development Plan
10 and 11 and Inclusive Education Policy. The policies aforementioned strongly recommend a host of subject specific obligations which include
making Mathematics gender balanced, including cross cutting issues like HIV/AIDS and Environmental Education in Mathematics, making
Mathematics syllabus flexible, user friendly and inclusive as well as making it adaptable for learners with Special Educational Needs (SEN).

The previous BSSE mathematics syllabus was implemented in 1996 and as captioned in the GECAF, many developments have occurred since then.
The Junior Secondary Education (JSE) mathematics syllabus introduced in 2010 covers a number of topics in the BSSE syllabus. Therefore, there was
need for revision of the BSSE Mathematics syllabus to match with current trends in mathematics education as well as to remove duplication of what is
already done at lower levels.

The Mathematics I syllabus caters for changes in technology, socio–economic environment, knowledge explosion in the mathematics field and
contemporary learners and societal needs in general. These require re–direction in human resource development to meet current and future scientific
and technological needs. The syllabus is designed to enable learners to acquire mathematical skills, insights, KSA and competencies that they will need
to be successful in the vocational, humanities and social sciences pathways.

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Nation–wide Consultative forums (seminars and workshops) revealed the need to increase the number of proficient mathematics learners for tertiary
institutions, hence the need to have Mathematics I syllabus. There is need to balance and rationalize student learning and utilization of mathematics
content in career paths as well as in real life which we believe Mathematics I will achieve. Mathematics I syllabus serves as a vehicle to hone 21st
century skills which are required for the 21st century learner. The syllabus affords learners the opportunity to interact with introductory materials
which make them ready for the next level of learning.

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BSSE EXIT OUTCOMES

Exit Outcomes for Senior Secondary level

21st Century Skills
At the end of Senior Secondary level:
1. Ways of Thinking and
Competency
Learning
Knowing how to use and develop:  Learners demonstrate broad knowledge of problem-solving strategies and apply them to situations they
 Creativity and innovation. encounter. They show creativity, innovation and demonstrate critical thinking and inquiry skills with which
 Critical thinking, problem they process information to solve a wide variety of problems in different contexts. Learners at this level
solving, and decision making. demonstrate potential for supervisory functions.
 Learning with others as well as Learners, are able to:
learning independently.  acquire, process, and interpret information critically to make complex informed decisions;
 use a variety of complex strategies and perspectives flexibly and creatively to solve problems;
 formulate complex tentative ideas, and question their own assumptions and those of others;

 solve problems individually and collaboratively;

 identify, describe, formulate, and reformulate problems;
 formulate and test hypotheses;
 ask questions, observe relationships, make inferences, and draw conclusions;
 Identify, describe, and interpret different points of view; distinguish facts from opinions.
 demonstrate the ability to be creative and come up with innovative ideas
 Apply study and research skills required for further education and training
2. Ways of Working Competency

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Being productive by:  Learners can work effectively in groups and individually dealing with complex issues and are result oriented.
 Relating well to/with others. They demonstrate leadership skills and are able to manage and resolve conflicts.
 Cooperating and working in Learners are able to:
teams. • work and study purposefully, both independently and in cooperative groups.
 Managing and resolving • respect, cooperate, communicate effectively in groups and relate well to others.
conflicts. • take responsibility and accountability for what happens in the group and manage and resolve conflicts that
occur in their groups or teams and deal with group dynamics
• show some supervisory skills for own work and the work of others
• assess personal achievement and capabilities realistically in pursuit of appropriate career/employment
opportunities/possibilities and/or further education and training.
3. Tools for Working Competency
Effectively use and interact with: • Learners understand and use appropriate technologies, languages, symbols and texts to solve abstract and
 Language, symbols and text. unfamiliar problems in real life situations. They demonstrate understanding of the impact of technology in
 Knowledge and information. their lives, in society, and in the world at large.
 Varied forms of common Learners are able to:
technology. • locate, evaluate, adapt, create, and share information using a variety of sources and technologies;
 Information and • use technologies appropriately.
Communication Technology. • demonstrate understanding of the impact of technology on society and the world at large.
• demonstrate understanding of ethical issues related to the use of technology in local and global contexts.
• use language to communicate effectively and appropriately when conversing with others
4 Living in the World Competency
Showing effective: • Learners apply knowledge of the social, cultural, economic, and environmental development in the local and
• Self-management. global context.
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• Cultural awareness and Learners are able to:
expression. • demonstrate knowledge and understanding of sustainable development and its implications for the
• Social and civic competences. environment locally and globally.
• Sense of initiative and • apply the social, political, cultural, legal, entrepreneurial and economic, factors in real life situations.
entrepreneurship • examine issues of human rights.
• Community and global • recognize and react against forms of discrimination, violence, and anti-social behaviours.
citizenship • demonstrate knowledge and understanding of their own cultural identity and heritage, and that of others, as
well as its contribution to the world.
• use various forms of art as a means of communication and interpret them in various contexts.
• Demonstrate knowledge and understanding of the relationship between health and lifestyle.
• Demonstrate the ability to Interact with the global environment in a manner that is protective, conserving and
nurturing.
• determine the principles and actions that characterise a just, peaceful, pluralistic, inclusive and democratic
society, and act accordingly.
• apply knowledge and skills of the creative arts for economic development.

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SUBJECT OUTCOMES

On completion of this syllabus, learners are able to:

1. Demonstrate broad knowledge of numbers and their relations while solving problems in various situations.
2. Manipulate statistical data and solve probability problems.
3. Apply advanced geometry in various theoretical and practical situations.
4. Describe and represent complex patterns and relationships, and solve problems using language of algebra and techniques.
5. Use appropriate measures to explore mathematical relationships and solve problems in a variety of context.

TARGET POPULATION AND ENTRY REQUIREMENTS

The Mathematics I syllabus is for learners at BSSE level who have successfully completed and acquired a Botswana Junior Secondary Certificate
(NCQF Level 2) or its equivalence and admitted into senior secondary school. Learners at the said level should have done Mathematics which had the
following strands: Numbers/Number operations, Measures, Geometry, Algebra and Data Handling (Elementary Statistics & Probability). The
Mathematics I syllabus also requires learners to have a basic knowledge of ICT.

EMPLOYMENT AND FURTHER STUDIES OPPORTUNITIES

Graduates from this program can pursue the following, though not exhaustive, jobs and careers at the end of BSSE programme.

 Banking
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  Financial Services
 Retail
 Carpentry
 Brickwork
 Computing
 Humanities
 Social Sciences

SYLLABUS STRUCTURE

The syllabus comprises Five (5) modules

TOTAL
CODE NAME OF MODULE PURPOSE TYPE
TIME
Enables learners to estimate and make calculations to solve
MAOSL 1 Explore numbers 80
real-life problems.
Enables learners to use appropriate measuring units,
MAOSL 2 Apply concepts of measures 30
instruments and formulae to solve problems
Provides learners with an opportunity to apply and
appreciate applications of constructions, trigonometry,
MAOSL 3 Demonstrate understanding of geometry 60
Pythagorean theorem, vectors and symmetry in real life
situations

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 Enables learners to solve problems using algebraic language
MAOSL 4 Algebra and calculus 70
and algebraic techniques.
Enables learners to analyse and interpret data and to make
MAOSL 5 Statistics and Probability 40
predictions

DELIVERY MODE
Full time/part time
DELIVERY ROAD MAP
Module Learning Facilitation No of Time Time allotted No of Periods Suggested Suggested
Code Outcome time Allotted Periods Allotted for for provider allotted for PB Facilitation Form
Code per LO in hours allotted for Self-study based Formative Term
(60%) LOs and other assessment Assessment
(20%) (20%)
MAT1SL 1 MAT1SL
1.1 4.6 7 1.5 1.5 2 1 Form 4
1.2 20.6 31 6.9 6.9 10 1 Form 4
1.3 3.4 5 1.1 1.1 2 1 Form 4
1.4 3.4 5 1.1 1.1 2 1 Form 4
1.5 11.4 17 3.8 3.8 6 3 Form 4
1.6 4.6 7 1.5 1.5 2 1 Form 5
Total 48.0 72 16.0 16.0 24
MAT1SL 2 MAT1SL

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 2.1 14.7 22 4.9 4.9 7 3 Form 4
2.2 3.3 5 1.1 1.1 2 3 Form 4
Total 18.0 27 6.0 6.0 9
MAT1SL 3 MAT1SL
3.1 12.5 19 4.2 4.2 6 2 Form 4
3.2 7.8 12 2.6 2.6 4 2 Form 4
3.3 9.4 14 3.1 3.1 5 3 Form 4
3.4 6.3 9 2.1 2.1 3 3 Form 4
Total 36.0 54 12.0 12.0 18
MAT1SL 4 MAT1SL
4.1 26.9 40 9.0 9.0 13 2 Form 4
4.2 15.1 23 5.0 5.0 8 2 Form 4
Total 42.0 63 14.0 14.0 21
MAT1SL 5 MAT1SL
5.1 7.1 11 2.4 2.4 4 1 Form 5
5.2 16.9 25 5.6 5.6 8 2 Form 5
Total 24.0 36 8.0 8.0 12

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METHODOLOGY

Appropriate learning and teaching methods should be identified to facilitate effective learning. On that note, participatory and cooperative
teaching/learning methods which are learner-centred catering for both mainstream learner and SEN learners are recommended to be used to address the
identified outcomes. These will enable learners to develop a deeper understanding and appreciation of the identified outcomes. Selection of requisite
learning materials and resources should be aligned to the outcomes/Performance Criteria identified and the Learning Tasks created. Where applicable
appropriate ICT should be used to enhance learning. Inclusive Education and emerging issues such as Information and Communication Technology
(ICT) have been integrated in the syllabus while Safety, Health and Environment, Risk management, Patriotism, Botho and others should be infused.
Other national and global issues should also be infused in the teaching and learning of Mathematics I content.

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ASSESSMENT

Facilitators are expected to monitor learners’ performance in the learning of Mathematics I regularly through a variety of assessment procedures and
methods. In order to provide all learners with an equal opportunity to demonstrate their learning, assessment procedures and methods must be flexible
enough to assess acquisition of mathematical skills.

The Botswana Senior Secondary Mathematics I syllabus will be assessed internally (provider based assessment) and externally (terminal examination).
Provider based assessment will be conducted in schools by MOBE while terminal examination will be administered by Botswana Examination
Council. Evidence of learner performance from school based assessment will go into the learner portfolio. Scored tasks from the learner portfolio will
be quality assured both internally and externally. This will contribute towards learner certification.

Provider based Assessment will be done through the following forms: Informal questions in class, checking of workbooks, individual and group
assignments, written worksheets, short tests, simple problem solving tasks, learner presentations, project, research and many more. In this way,
assessment will help establish whether or not learners have acquired an appropriate level of knowledge, skills, attitudes and competencies including
21st Century skills.

In order to provide all learners with an equal opportunity to demonstrate their learning, assessment procedures and methods must be flexible enough to
allow adjustments to overcome any substantial disadvantage that individual learners may experience. The following are some of the assessment
methods that can be used depending on the individual learners’ needs:
 Modified Assessment – This provides for special arrangements or adjustment with existing systems, which may involve different assessment
methods such as extra time, own room, scribes, interpreters, using a laptop, presentation, text-to-speech software, videos and audios.

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  Inclusive Assessment – This is when flexible range of assessment modes are made available to all. This assessment method is capable of
assessing the same learning outcome in different ways – such as practical’s, presentations, projects, group work, course work, increasing font
size, using assistive devices like CCTV, recorders instead of written work and avoiding complex vocabulary. Inclusive assessment promotes
equity and improves the chances for all learners to demonstrate their knowledge and skills to meet their learning outcomes.

RESOURCES

For the content of this syllabus to be effectively learnt, key resources that have been prescribed (refer to the Mathematics Review Framework) should
be made available. Over and above latest versions of scientific calculator, graphic calculator and computers with appropriate applications like
GeoGebra and Geometer’s Sketch must be availed. These will enable learners to visualise objects, graphs and carry out computations effectively while
enhancing access to e-Content. Availability of internet will enable learners’ access to interactive platforms. This will enable the successful
implementation of the Mathematics I syllabus.

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MAT1SL 1: EXPLORE NUMBERS
MODULE 1 Explore numbers MAT1SL 1 TOTAL HOURS: 80
Purpose: Enables learners to estimate and make calculations to solve real-life problems.
LEARNING OUTCOMES FOR THE MODULE
On completion of this module the learners are able to:
MAT1SL 1.1. Apply Directed numbers, Fractions and Decimals to solve practical problems
MAT1SL 1.2. Solve problems involving indices, surds and logarithms.
MAT1SL 1.3. Apply sequences and series in real life situations
MAT1SL 1.4. Solve problems involving Finance
MAT1SL 1.5. Solve problems involving matrices
MAT1SL 1.6. Solve problems involving sets

LEARNING OUTCOME MAT1SL 1.1: APPLY DIRECTED NUMBERS, FRACTIONS AND DECIMALS TO SOLVE PRACTICAL
PROBLEMS.

FACILITATION AND ASSESSMENT

PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
1.1.1. Convert recurring decimals to fractions. • Recurring decimals • Practice exercise • Test
and fractions • Collaborative work • Assignment
• Discussion • Worksheet
• Demonstration • Class exercise
• Presentation • Homework

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1.1.2. Arrange a list of fractions, decimals and percentages in • Fractions, decimals • Practice exercise • Test
specified order. and percentages • Collaborative work • Assignment
• Discussion • Worksheet
• Demonstration • Class exercise
• Presentation • Homework
1.1.3. Use the four basic operations on directed numbers and • Directed numbers • Practice exercise • Test
recurring decimals. and recurring • Collaborative work • Assignment
decimals • Discussion • Worksheet
• Demonstration • Class exercise
• Presentation • Homework
1.1.4. Solve practical problems involving decimals, directed numbers • Decimals, directed • Practice exercise • Test
and fractions (including the use of brackets) numbers and • Collaborative work • Assignment
fractions • Discussion • Worksheet
• Demonstration • Class exercise
• Presentation • Homework
EVIDENCE REQUIREMENTS • A written test for 1.1.1 - 1.1.4
• Graded individual assignment for 1.1.1
• Graded group worksheet for 1.1.2 - 1.1.4

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LEARNING OUTCOME MAT1SL 1.2: SOLVE PROBLEMS INVOLVING INDICES, SURDS AND LOGARITHMS.

FACILITATION AND ASSESSMENT

PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
1.2.1. Interpret negative fractional indices • Negative fractional • Practice exercise • Test
indices • Collaboration and team work • Class exercise
• Research • Observation
• Presentation • Assignment
• Discussion • Worksheet
1.2.2. simplify negative fractional indices • Negative fractional • Practice exercise • Test
indices • Collaboration and team work • Class exercise
• Research • Observation
• Presentation • Assignment
• Discussion • Worksheet
1.2.3. Simplify expressions involving fractional indices with different • Expressions and • Practice exercise • Test
bases Fractional indices • Collaboration and team work • Class exercise
with different bases • Research • Observation
• Presentation • Assignment
• Discussion • Worksheet
1.2.4. Identify logarithmic notations (log a ,∈¿ lg ¿ log ⁡¿ ¿, including • Logarithmic • Practice exercise • Test
the number ‘e’ notations • Collaboration and team work • Class exercise
• Research • Observation
• Presentation • Assignment

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 FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
• Discussion • Worksheet
1.2.5. Convert numbers given in index form to logarithmic form and • Indices and • Practice exercise • Test
vice versa; Logarithms • Collaboration and team work • Class exercise
• Research • Observation
• Presentation • Oral or written
quiz
• Discussion
• Worksheet
1.2.6. Solve problems involving positive and negative fractional • Positive and • Practice exercise • Test
indices negative fractional • Collaboration and team work • Class exercise
indices • Research • Observation
• Presentation • Oral or written
quiz
• Discussion
• Worksheet
1.2.7. Compute the cube roots of positive and negative numbers • Cube roots • Practice exercise • Test
• Collaboration and team work • Class exercise
• Research • Observation
• Presentation • Assignment
• Discussion • Worksheet
1.2.8. Compute given logarithms • Logarithms • Practice exercise • Test
• Collaboration and team work • Class exercise
• Research • Observation
• Presentation • Oral or written
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 FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
• Discussion quiz
• Worksheet
1.2.9. Apply laws of indices to solve a variety of problems • Laws of indices • Practice exercise • Test
• Collaboration and team work • Class exercise
• Research • Observation
• Presentation • Oral or written
quiz
• Discussion
• Worksheet
1.2.10. Apply laws of logarithms to solve a variety of problems • Laws of • Practice exercise • Test
Logarithms • Collaboration and team work • Class exercise
• Research • Observation
• Presentation • Oral or written
quiz
• Discussion
• Worksheet
1.2.11. Define the square root of a positive number. • Square root of a • Practice exercise • Test
positive number • Collaboration and team work • Class exercise
• Research • Observation
• Presentation • Oral or written
quiz
• Discussion
• Worksheet
1.2.12. Use a calculating aid to approximate surds correct to specified  Surds • Practice exercise • Test
degree of accuracy. • Collaboration and team work • Class exercise
• Research • Observation
27
 FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
• Presentation • Oral or written
quiz
• Discussion
• Worksheet
1.2.13. List any given surds of the form: a √ b in order of size  Surds of the form: • Practice exercise • Test
a √b • Discussion • Class exercise
• Research • Observation
• Presentation • Homework
1.2.14. Express surds in their simplest form  Surds • Practice exercise • Test
• Discussion • Class exercise
• Research • Observation
• Presentation • Homework
1.2.15. Use four basic operation on surds of the form:a √ b.  Surds of the form: • Practice exercise • Test
a √ b. • Discussion • Class exercise
• Research • Observation
• Presentation • Homework
1.2.16. Use properties of surds to simplify expressions involving surds.  Properties of surds • Practice exercise • Test
√a= a
√
• Discussion • Class exercise
• Division:
√b b • Research • Observation
• Multiplication:√ a × √b=√ ab. • Presentation • Homework
a  Surds of the form: • Practice exercise • Test
∧a
1.2.17. Express surds of the form √ b as a surd with rational • Discussion • Class exercise
b √c
28
 FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
denominator a • Research • Observation
∧a
√b • Presentation • Homework
b √c
a  Surds of the form: • Practice exercise • Test
∧a
1.2.18. Apply the four basic operations on surds of the form √ b a • Discussion • Class exercise
b √c ∧a
√b and four • Research • Observation
b √c
• Presentation • Homework
basic operations
EVIDENCE REQUIREMENTS • Graded individual test for ALL PCs.
• Written report for group work for PC 1.2.8 and PC 1.2.9

LEARNING OUTCOME MAT1SL 1.3: APPLY SEQUENCES AND SERIES IN REAL LIFE SITUATIONS
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
1.3.1. Generate a sequence given formulae • Nonlinear • Practice exercise • Test
algebraic • Discussion • Class exercise

29
 sequence • Research • Observation
1.3.2. Formulate the formula for nonlinear sequences of the form an 2 + • Formula for • Practice exercise • Test
bn + c Nonlinear • Collaboration • Quiz
sequences • Presentation • Homework
1.3.3. Use sequences to solve problems in real life situation • Linear and • Practice exercise • Test
Non-Linear • Collaboration • Quiz
Sequences • Presentation • Class exercise
Range Statement 1.3.1 Formulae:
 Quadratic: T n=an 2+bn+ c
 Arithmetic: T n=¿a + (n -1)d
 Geometric progression : T n=¿arn
1.3.3 Sequences: Linear and non-linear
EVIDENCE REQUIREMENTS • Marked written test for 1. 3.1, 1.3.2
• Written report for group work for 1.3.3

LEARNING OUTCOME MAT1SL 1.4: SOLVE PROBLEMS INVOLVING FINANCE

FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
1.4.1 Solve problems on exchange rates • Exchange • Class exercise • Test
rates • Research • Research
• Investigation • Presentation
• Presentation • Observation

30
 • Project based activities checklist
1.4.2 Solve problems on stock exchange and shares • Stock • Class exercise • Test
exchange and • Research • Research
shares • Investigation • Presentation
• Presentation • Observation
• Project based activities checklist
1.4.3 Solve problems involving compound interest where interest is • Compound • Practice exercise • Test
compounded daily, weekly, monthly, quarterly and biannually interest • Research • Research
• Investigation • Presentation
• Presentation • Observation
• Project based activities checklist
• Marked written test for 1.4.1- 1.4.3
EVIDENCE REQUIREMENTS • Written report on researched and designed mini projects for exploring investment opportunities (stock
market, housing markets, cross border transport and logistics)

LEARNING OUTCOME MAT1SL 1.5: SOLVE PROBLEMS INVOLVING MATRICES AND TRANSFORMATIONS
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
1.5.1 Calculate the determinant of 2 by 2 matrices • Determinant of 2 • Discussions • Open book test
by 2 matrices • Practice exercise • Test
• Collaboration and team • Worksheet
work
31
 FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
• Peer teaching • Class exercise
• Presentations • Homework
• Observation
Checklist
1.5.2 Calculate the inverse of 2 by 2 matrices • Inverse of 2 by 2 • Discussions • Open book test
matrices • Practice exercise • Test
• Collaboration and team • Worksheet
work
• Peer teaching
• Presentations
1.5.3 Solve equations involving 2 by 2 matrices • Equations • Discussions • Open book test
involving 2 by 2 • Practice exercise • Test
matrices • Collaboration and team • Worksheet
work
• Peer teaching
• Presentations
1.1.5.4 Solve simultaneous equations with 2 unknowns using inverse of • Simultaneous • Discussions • Open book test
a 2 by 2 matrix equations with 2 • Practice exercise • Test
unknown and • Collaboration and team • Worksheet
inverse of a 2 work • Class exercise
by 2 matrix • Peer teaching • Homework

32
 FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
• Presentations • Observation
Checklist
1.1.5.5 Rotate 2D-shapes using matrices. (Restrict to multiples of 90°) • Rotation of 2D - • Discussions • Open book test
shapes and • Practice exercise • Test
matrices • Collaboration and team • Worksheet
work
• Peer teaching
• Presentations
1.5.6 Enlarge 2D-shapes using matrices • Enlargement of • Discussions • Open book test
2D-Shapes and • Practice exercise • Test
matrices • Collaboration and team • Worksheet
work
• Peer teaching
• Presentations
1 1.5.7 Transform 2D-shapes using shear • Transformation • Discussions • Open book test
of 2D-shapes • Practice exercise • Test
and Shear • Collaboration and team • Worksheet
work • Class exercise
• Peer teaching • Homework
• Presentations
1.5.8 Describe fully a shear given a 2D-shape and its image • Shear • Discussions • Open book test

33
 FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
• Practice exercise • Test
• Peer teaching • Worksheet
1.5.9 Transform 2D-shapes using stretch • Transformation • Discussions • Open book test
of 2D-Shapes • Practice exercise • Test
and Stretch • Collaboration and team • Worksheet
work
• Peer teaching
1.5.10 Describe fully a stretch given a 2D-shape and its image • Stretch • Discussions • Open book test
• Practice exercise • Worksheet
• Peer teaching • Class exercise
• Homework
RANGE STATEMENT • 1.5.3 Equations: Simultaneous equations;
• 1.5.4 Simultaneous equations; include real life situations
• Graded open book test for 1.5.1 - 1.5.4) (Clarify in TG e-book and hard)
EVIDENCE
• Graded written test 1.5.5 - 1.5.7
REQUIREMENTS
• Graded individualized worksheet for 1.5.8 - 1.5.10)

LEARNING OUTCOME MAT1SL 1.6: SOLVE PROBLEMS INVOLVING SETS

PERFORMANCE CRITERIA CONTENT FACILITATION AND ASSESSMENT

34
 LEARNING STRATEGIES STRATEGIES
1.6.1 Describe sets using set language, set notation and Venn diagram.  Set language, • Research • Open book test
set notation and • Practice exercise • Presentation
venn diagrams • Collaboration and team • Class exercise
work • Homework
• Discussions
1.6.2 Find the union, intersection and difference of two sets. • Set notation • Research • Open book test
• Practice exercise • Presentation
• presentation • Class exercise
• Homework
1.6.3 Use properties of operations on sets • Properties of • Discussion • Open book test
operations on sets • Practice exercise • Presentation
• presentation • Class exercise
• Homework
1.6.4 Solve real life problems using concepts of sets.  Concepts of Sets • Research • Open book test
• Practice exercise • Class Exercise
• Collaboration and team • Assignment
work • Observation
• Discussions checklist
RANGE STATEMENT 1.6.1
• Set Language
A = {x: x is a natural number}, B = {(x, y): y = mx + c}, C = {x: a Y x Y b}, D = {a, b, c …}
• Set Notation

35
 Union of A and B → A ∪ B, Intersection of A and B → A ∩ B, “…is an element of…” → ∈,

Number of elements in set A → n(A), “…is not an element of…” → ∉, Complement of set A → A’,

The empty set → ∅, The Universal set → U, Universal set A is a subset of B → A ⊆ B,

A is a proper subset of B → A ⊂B, A is not a subset of B → A ⊈ B, A is not a proper subset of B → A ⊄ B

1.6.3 Properties of operations: Associative, Commutative and Distributive laws
EVIDENCE REQUIREMENT • Graded open book test for ALL PCs.
• Written report on group presentation of research work for ALL.

36
MAT1SL 2: APPLY CONCEPTS OF MEASURES
MODULE 2 Apply concepts of measures CODE: MAT1SL 2 TOTAL HOURS: 20
Purpose: Enables learners to use appropriate measuring units, instruments and formulae to solve problems.
LEARNING OUTCOMES FOR THE MODULE
On completion of this module the learners are able to:
MAT1SL 2.1 Solve problems involving mensuration
MAT1SL 2.2 Apply limits of accuracy

LEARNING OUTCOME MAT1SL 2.1: SOLVE PROBLEMS INVOLVING MENSURATION

FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
2.1.1. Calculate the surface area of solid shapes given the formula • Surface area of • Computer aided instruction • Test
solid shapes • Comparative learning • Worksheet
• Exposition • Presentation
2.1.2. Calculate the volume of solid shapes given the formula • Volume of solid • Computer aided instruction • Test
shapes • Comparative learning • Worksheet
• Exposition • Presentation
2.1.3. Convert angles in radians to degrees and vice versa • Converting • Computer aided instruction • Test
between • Comparative learning • Worksheet
Radians and • Exposition • Presentation
degrees
2.1.4. Find perimeter of circles and sectors given angles in radians • Perimeter of • Computer aided instruction • Test

37
 circles and • Comparative learning • Worksheet
sectors • Exposition • Presentation
2.1.5. Find the area of circles and sectors using the radian measure • Area of circles • Computer aided instruction • Test
and sectors • Comparative learning • Worksheet
• Exposition • Presentation
1 • The sine • Computer aided instruction • Test
2.1.6. Derive the formula: Area = abSinC
2
formula for area • Comparative learning • Worksheet
of a triangle • Exposition • Presentation
1 • Area of triangle • Computer aided instruction • Test
2.1.7. Find the area of a triangle using the formula: Area = abSinC
2
• Comparative learning • Worksheet
• Exposition • Presentation
2.1.8. Solve real life problems involving volume of compound solid shapes • Volume of • Computer aided instruction • Test
given the formula compound solid • Comparative learning • Worksheet
shapes • Exposition • Presentation
• Investigation • Observation
• Project based activities • Homework
2.1.9. Solve real life problems involving surface area of compound solid • Surface area of • Computer aided instruction • Test
shapes given the formula compound solid • Comparative learning • Worksheet
shapes • Exposition • Presentation
• Investigation • Observation
• Project based activities • Homework
RANGE STATEMENT 2.1.1, 2.1.2 Solid shapes: Pyramids, Prisms, Cones, Spheres,
2.1.3 Degrees
38
 Between 0° and 720°
2.1.8, 2.1.9 Solid shapes: Pyramids, Prisms, Cones, Spheres, including Pyramid frustums and Right
circular cone frustums.
EVIDENCE REQUIREMENTS • A graded test for 2.1.1 & 2.1.3 - 2.1.9
• written report on group presentation for 2.1.8 & 2.1.9
• Graded Individual’ worksheets 2.1.2

LEARNING OUTCOME MAT1SL 2.2: APPLY LIMITS OF ACCURACY

FACILITATION AND ASSESSMENT

PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES

2.2.1. Calculate lower and upper bounds for quantities given to a specified • Limits of accuracy • Notes taking • Test
degree of accuracy (lower and upper • Discussion • Worksheet
bounds for • Exposition • Quiz
quantities) • Collaboration
2.2.2. Use limits of accuracy to solve real life problems • Limits of • Notes taking • Test
accuracy • Open text study • Worksheet
• Exposition
RANGE STATEMENT 2.2.1 Degree of accuracy: Up to 2 decimal places
2.2.2 Real life problems: Maximizing and minimizing quantities perimeter and area of 2-D, volume and
speed.
EVIDENCE REQUIREMENTS 1. Graded written test for 2.2.1
39
• Graded individual worksheet for 2.2.2

40
MAT1SL 3: DEMONSTRATE UNDERSTANDING OF GEOMETRY

MODULE 3 Demonstrate Understanding of Geometry CODE: MAT1SL 3 TOTAL HOURS: 60

Purpose: Provides learners with an opportunity to apply and appreciate applications of constructions, trigonometry, Pythagorean theorem, vectors and
symmetry in real life situations.
LEARNING OUTCOMES FOR THE MODULE
On completion of this module the learners are able to:
MAT1SL 3.1 Solve problems using construction and loci
MAT1SL 3.2 Apply trigonometry and Pythagorean Theorem to solve problems
MAT1SL 3.3 Apply vectors to solve problems.
MAT1SL 3.4 Use properties of symmetry to solve problems.

LEARNING OUTCOME MAT1SL 3.1: SOLVE PROBLEMS USING CONSTRUCTIONS AND LOCI
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
3.1.1: Construct circumcircle and incircle of a given regular polygon • Circumcircle and • Exposition • Worksheet
incircle • Cooperative groups • Test
• Enquiry based learning • Presentation
• Computer aided instruction. • Class exercise
3.1.2: Solve problems in geometric circles using the intercept theorem. • Geometric circles • Exposition • Worksheet
and Intercept • Cooperative groups • Test
theorem • Enquiry based learning • Presentation
• Computer aided instruction. • Class exercise
41
3.1.3: Solve problems in construction using the bisector theorem. • Problems in • Exposition • Worksheet
construction and • Cooperative groups • Test
Bisector theorem • Enquiry based learning • Presentation
• Computer aided instruction.
3.1.4 Calculate specified angles or length of line segment using the circle • Circle properties • Exposition • Worksheet
properties. (angles, length of • Cooperative groups • Test
line segment) • Enquiry based learning • Presentation
• Computer aided instruction.

3.1.5 Describe the locus of points • Locus of points • Exposition • Worksheet

• Cooperative groups • Test
• Enquiry based learning • Presentation
• Computer aided instruction.
3.1.6 Draw the locus of points • Locus of points • Exposition • Worksheet
• Cooperative groups • Test
• Enquiry based learning • Presentation
• Computer aided instruction.
3.1.7 Use the above loci (PC 3.1.6) and the methods of intersecting loci • Intersecting loci • Exposition • Worksheet
and constructions to locate specific points and sets of points. and constructions • Cooperative groups • Test
• Enquiry based learning • Presentation
• Computer aided instruction.

3.1.8 Explore loci in 3D (circle, rectangle, triangle) using technology • Loci in 3D • Exposition • Worksheet
42
 • Cooperative groups
• Enquiry based learning • Test
• Computer aided instruction. • Presentation
RANGE STATEMENT 3.1.1 Polygons: {n = 3 to n = 15}
3.1.2, 3.1.3 Problems: Theoretical & practical
3.1.4 Circle Properties:
1. Angle between tangent and radius at a point of contact is 90◦
2. Angle at the Centre of a circle is twice the angle at the circumference subtended by the same arc
3. Angles at the circumference subtended by the same arc are equal
4. Opposite angles in a cyclic quadrilateral are supplementary
5. Tangents from an external point to the circle are equal in length
6. Angle between tangent and chord through the point of contact is equal to the angle subtended by the same
chord at the circumference in the alternate segment
7. Equal chords are equidistant from the center
8. Perpendicular line through the centre to a chord bisects the chord
3.1.5, 3.1.6 Locus of points;
• at a given distance from a given point
• at a given distance from a given line
• equidistant from two given points
• equidistant from two given intersecting lines
• equidistant from two given parallel lines
• Technology {sketchpad, sketch Up}

43
 • Range {where (0≤x≤360 ) or (0≤x≤2 π )}.
EVIDENCE REQUIREMENT • Graded written test for 3.1.2 - 3.1.7
• Graded Individual worksheet for 3.1.1
• Written report on group presentation using simulations and tessellations for 3.1.7 & 3.1.8

LEARNING OUTCOME MAT1SL 3.2: APPLY TRIGONOMETRY AND PYTHAGOREAN THEOREM TO SOLVE PROBLEMS
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
3.2.1 Draw graphs ofsin x , cos x and tan x given the range.  Graphs of • Exposition  Test
Where -360 ≤ x ≤ 360 trigonometric • Research  Class exercise
ratios • Cooperative learning  Observation
• Practice exercise  Presentation
• Computer simulations  Assignment
• Investigation
• Project based activities
3.2.2 Solve problems using trigonometric ratios in the range 0 to 720° or 0 • Trigonometric • Exposition  Test
to 4π ratios • Research  Presentation
• Cooperative learning
• Computer simulations
3.2.3 Solve problems in 3D using Pythagorean Theorem • Pythagorean • Exposition • Test
Theorem • Cooperative learning • Presentation
• Computer simulations

44
3.2.4 Solve problems in 3D using sine, cosine and tangent ratios • Trigonometric • Exposition • Test
ratios • Cooperative learning • Presentation
• Computer simulations • Test
• Presentation
3.2.5 Solve problems using sine and cosine rule. • Sine and Cosine • Exposition • Test
Rules • Cooperative learning • Presentation
• Computer simulations • Class exercise
• Assignment
• Homework
RANGE STATEMENT 3.2.2 Trigonometric ratios: Sin x, Cos x, Tan x, Sec x, Cosec x, Cot x
EVIDENCE REQUIREMENTS  Graded written test for 3.2.1- 3.2.5
 Graded worksheets

LEARNING OUTCOME MAT1SL 3.3: APPLY VECTORS TO SOLVE PROBLEMS.

FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
3.3.1 Calculate magnitude of a vector • Magnitude of a • Exposition • Test
vector • Cooperative learning • Presentation
• Computer aided learning
3.3.2 Calculate the angle between two vectors • Angle between • Exposition • Test
two vectors • Cooperative learning • Presentation
• Computer aided learning • Class exercise

45
 • Assignment
• Homework
3.3.3 Prove that points are coincident or collinear • Coincident and • Exposition • Test
collinear points • Cooperative learning • Presentation
• Computer aided learning • Class exercise
• Assignment
3.3.4 Solve problems using parallel vectors and position vectors • Parallel and • Exposition • Test
position vectors • Cooperative learning • Presentation
• Computer aided learning • Class exercise
• Assignment
• Homework
3.3.5 Use the sum and difference of two vectors to express given • Sum and • Exposition • Test
vectors in terms of coplanar vectors difference of • Cooperative learning • Presentation
vectors • Computer aided learning • Class exercise
• Assignment
• Homework
3.3.6 Solve real life problems in 2D using vectors • Vectors in 2D • Exposition • Test
• Cooperative learning • Presentation
• Computer aided learning
EVIDENCE REQUIREMENT • Graded written test for 3.3.1 - 3.3.2, 3.3.4 & 3.3.5
• Written report on group presentation for 3.3.3 & 3.3.6

LEARNING OUTCOME MAT1SL 3.4: APPLY PROPERTIES OF SYMMETRY TO SOLVE PROBLEMS

46
 FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
3.4.1 Draw planes of symmetry including the use of technology to • Planes of Symmetry • Exposition • Test
draw the planes of symmetry • Cooperative learning • Presentation
• Computer aided instruction • Worksheet
3.4.2 Calculate specified angles and/or line segments using • Symmetry properties • Exposition • Test
symmetry properties of prisms and pyramids of prisms and • Cooperative learning • Presentation
pyramids • Computer aided instruction • Worksheet
3.4.3 Rotate simple shapes around their line of symmetry using • Rotation of shapes • Exposition • Test
technology. and lines of symmetry • Cooperative learning • Presentation
• Computer aided instruction • Worksheet
3.4.4 Describe rotational symmetry of prisms and pyramids • Rotational symmetry • Exposition • Test
• Cooperative learning • Presentation
• Computer aided instruction • Worksheet
RANGE STATEMENT 3.4.3 simple shapes: Isosceles triangles, circles and rectangles
Technology: Sketchpad, sketch Up
EVIDENCE REQUIREMENT • Graded written test for 3.4.2 & 3.4.4
• Written report on group presentation for 3.4.1 - 3.4.4
• Graded Individual worksheet for 3.4.1

47
MAT1SL 4: DEMONSTRATE AN UNDERSTANDING OF ALGEBRA
MODULE 4 Demonstrate an understanding of algebra CODE: MAT1SL 4 TOTAL HOURS: 70
Purpose: Enables learners to solve problems using algebraic language and algebraic techniques.
LEARNING OUTCOMES FOR THE MODULE
On completion of this module the learners are able to:
MAT1SL 4.1 Solve problems involving algebra
MAT1SL 4.2 Use graphs to solve problems

LEARNING OUTCOME MAT1SL 4.1: SOLVE PROBLEMS INVOLVING ALGEBRA

FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
4.1.1 Expand binomial expressions. • Binomial Expressions • Exposition • Test
• Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
• Observation
• Homework
4.1.2 Simplify algebraic expressions leading to the difference/sum • Algebraic • Exposition • Test
of cubes Expressions • Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
48
 • Observation
• Homework
4.1.3 Manipulate algebraic fractions with both numerator and • Algebraic fractions • Exposition • Test
denominator of up to degree 3 • Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.4 Factorize quadratic expressions of the form • Quadratic expressions • Exposition • Test
2 2 2
a x +bxy +c y ∧a x + bxy +c , • Cooperative learning • Worksheet
where a , b ,∧c areintegers. • Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.5 Solve a system of linear equations with 3 unknowns using • System of Linear • Exposition • Test
elimination method equations • Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.6 Solve linear equations with fractions • Linear equations and • Exposition • Test
fractions • Cooperative learning • Worksheet

49
 • Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.7 Form fractional equations leading to linear equations from • Fractional equations • Exposition • Test
practical situations and Linear equations • Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.8 Solve fractional linear equations from practical situations • Linear equations • Exposition • Test
• Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.9 Solve linear inequalities of the form • Linear inequalities • Exposition • Test
ax +b ≤ px+ q , ax +b< px +q , ax +b ≥ px+ q∧ax +b> px +q • Cooperative learning • Worksheet
where a, b, p and q are integers. • Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.10 Indicate the region containing the points whose coordinates • Regions shown by • Exposition • Test
50
 satisfy at most 4 inequalities of the form Linear inequalities • Cooperative learning
ax +by < c , ax +by >c , ax +by ≤c , ax +by ≥c • Computer aided instruction • Worksheet
where a, b, and c are integers. • Research • Class exercise
• Discussions • Presentation
• Observation
• Homework
4.1.11 Use the discriminant to determine whether a quadratic • Discriminants and • Exposition • Test
equation has equal, distinct or no real roots Quadratic equations • Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.12 Solve quadratic equations by formula method • Quadratic equations • Exposition • Test
• Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.13 Solve quadratic equations of the form • Quadratic equations • Exposition • Test
c • Cooperative learning • Worksheet
( ax +b )= where a,c,d≠ 0
(dx + e) • Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
51
 • Homework
4.1.14 Find the equation of a circle given its radius and center • Equation of circles • Exposition • Test
• Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.15 Find the radius and centre of a circle given the equation • Equations and circles • Exposition • Test
• Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.16 Find the equation of an ellipse given the vertices. • Equations and ellipses • Exposition • Test
• Cooperative learning • Worksheet
• Computer aided instruction • Class exercise
• Research • Presentation
• Discussions • Observation
• Homework
4.1.34 Find the equation of a parabola given any two of the vertex, • Equation of Parabola • Exposition • Test
directrix and focus. • Cooperative learning • Worksheet
• Computer aided instruction • Presentation

52
 • Research • Assignment
RANGE STATEMENT 4.1.1 Binomial expressions; ¿ and ¿, where a , b , are integers)
4.1.2 Algebraic expressions; form ( a−b ) ( a2+ ab+b 2 ) and
( a+ b ) ( a2 −ab+b 2 ) , where a ,b , areintegers
4.1.10 Polynomial; up ¿ degree 3
4.1.15 Equation; (x−a)2 +¿
EVIDENCE REQUIREMENTS • Graded written test for 4.1.1- 4.1.7 & 4.1.9- 4.1.16
• Written report on pair presentation for 4.1.8 & 4.1.13

LEARNING OUTCOME MAT1SL 4.2: USE GRAPHS TO SOLVE PROBLEMS

FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
4.2.1 Define the terms: function, domain, range and one to one • Function, domain, • Exposition • Test
function range and one to one • Cooperative learning • Worksheet
function • Practice exercise • Presentation
• Computer aided instruction • Class exercise
• Research
4.2.2 Evaluate a function at a given point • Functions • Exposition • Test
• Cooperative learning • Worksheet
• Practice exercise • Presentation
• Computer aided instruction • Class exercise

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 • Research
4.2.3 Form composite functions of linear functions • Composite functions • Exposition • Test
• Cooperative learning • Worksheet
• Practice exercise • Presentation
• Computer aided instruction • Class exercise
• Research
4.2.4 Find the inverse of a function • Inverse of a function • Exposition • Test
• Cooperative learning • Worksheet
• Practice exercise • Presentation
• Computer aided instruction • Class exercise
• Research
4.2.5 Draw graphs of linear functions and their inverses. • Graphs of linear • Exposition • Test
functions and their • Cooperative learning • Worksheet
Inverses • Practice exercise • Presentation
• Computer aided instruction • Class exercise
• Research
4.2.6 Sketch graphs of given functions • Graphs of functions • Exposition • Test
• Cooperative learning • Worksheet
• Practice exercise • Presentation
• Computer aided instruction • Class exercise
• Research • Homework
4.2.7 Interpret graphs of given functions: • Graphs of functions • Exposition • Test

54
 • Cooperative learning • Worksheet
• Practice exercise • Presentation
• Computer aided instruction • Class exercise
• Research • Assignment
4.2.8 Draw graphs from practical situations using technology • Technology and • Exposition • Test
graphs • Cooperative learning • Worksheet
• Practice exercise • Presentation
• Computer aided instruction • Class exercise
• Research • Assignment
4.2.9 Solve practical problems using graphs of functions • Graphs of functions • Exposition • Test
• Cooperative learning • Worksheet
• Practice exercise • Presentation
• Computer aided instruction • Class exercise
• Research • Assignment
RANGE STATEMENT 4.2.3 Composite functions
 Up to 2 functions
4.2.4 Function
Linear, exponential, logarithm
4.2.6 Functions
1
• y=kx a , where a =2; 3 and k is a constant.
x
• y=a , where a is a positive integer (a ≠ 1)

55
 k
y= a , where a is a positive integer (a ≠ 1), where 2, 3 and k are constants.
x
4.2.7 Functions
1
• ¿ kx a , where a =2, 3 and k is a constant.
x
• y=a , where a is a positive integer (a ≠ 1)
k
y= a , where a is a positive integer (a ≠ 1), where 2, 3 and k are constants.
x
4.2.8 Graphs
Linear, Exponential and Logarithmic
Technology
Graphing calculator, sketch pad, GeoGebra and any other technology

EVIDENCE REQUIREMENTS • A graded written test for 4.2.1 – 4.2.7 & 4.2.9
• A graded video (individual/pair) presentation for 4.2.8
• A written report on group presentation for 4.2.9

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MAT1SL 5: STATISTICS AND PROBABILITY
MODULE 5 Statistics and Probability CODE MAT1SL 5 TOTAL HOURS:40
Purpose: Enables learners to analyse and interpret data and to make predictions
LEARNING OUTCOMES FOR THE MODULE
On completion of this module the learners are able to:
MAT1SL 5.1 Solve problems involving Probability in real life situations
MAT1SL 5.2 Analyze statistical data in practical situations

LEARNING OUTCOME MAT1SL 5.1: SOLVE PROBLEMS INVOLVING PROBABILITY IN REAL LIFE SITUATIONS

FACILITATION AND ASSESSMENT

PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
5.1.1 Calculate the probability of mutually exclusive, dependent and Probability of: • Research • Test
independent events. • Mutually exclusive • Practice exercise • Quiz
events • Play games • Presentation
• Dependent and • Practical demonstration • Class exercise
• Collaboration and team
independent events • Assignment
work
5.1.2 Calculate the probability of combined events using a tree Probability of: • Research • Test
diagram. • Combined events • Practice exercise • Quiz
• Play games • Presentation
• Practical demonstration • Class exercise
• Collaboration and team • Assignment
work

57
5.1.3 Calculate the probability from a 2 way table Probability of: • Research • Test
• Mutually exclusive • Practice exercise • Quiz
events • Play games • Presentation
• Dependent and • Practical demonstration • Class exercise
• Collaboration and team
independent events • Assignment
work
5.1.4 Use Venn diagrams to solve problems on probability. Probability of: • Research • Test
• Combined events • Practice exercise • Quiz
• Play games • Presentation
• Practical demonstration • Class exercise
• Collaboration and team
• Assignment
work
5.1.5 Apply conditional probability of two events in real life • Conditional probability • Problem practice • Test
situations • Revision practice • Quiz
• Play games • Presentation
RANGE STATEMENT 5.1.2 Combined events
P( A ∩ B)
 At most 3 events P ( A ∩B )=P ( A ) × P ( B ) , P ( A / B )= ,
P(B)
P ( A ∪ B )=P ( A ) + P ( B ) −P( A ∩ B) , P ( A ∩B )=0 Mutually exclusive
EVIDENCE REQUIREMENTS • A graded written test for 5.1.1 - 5.1.3
• A report on group presentation for 5.1.5
• A graded individual worksheet assignment for 5.1.4

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LEARNING OUTCOME MAT1SL 5.2: ANALYZE STATISTICAL DATA IN PRACTICAL SITUATIONS

FACILITATION AND ASSESSMENT

PERFORMANCE CRITERIA CONTENT
LEARNING STRATEGIES STRATEGIES
5.2.1 Construct a dual bar chart • Dual bar chart • Practice exercise • Test
• Research • Class exercise
• Computer aided instruction • Presentation
• collaboration and team • Observation
work • Assignment
• Discussions
5.2.2 Estimate the mean from a grouped frequency table. • Mean from grouped • Practice exercise • Test
frequency • Research • Class exercise
• Computer aided instruction • Presentation
• collaboration and team • Observation
work • Assignment
• Discussions
5.2.3 Construct histograms of unequal class intervals • Histograms of • Practice exercise • Test
unequal intervals • Research • Class exercise
• Computer aided instruction • Presentation

59
 • collaboration and team • Observation
work • Assignment
• Discussions
5.2.4 Interpret histograms of unequal class intervals • Histograms of • Practice exercise • Test
unequal intervals • Research • Class exercise
• Computer aided instruction • Presentation
• collaboration and team • Observation
work • Assignment
• Discussions
5.2.5 Draw a cumulative frequency polygon • Cumulative frequency • Practice exercise • Test
polygon • Research • Class exercise
• Computer aided instruction • Presentation
• collaboration and team • Observation
work • Assignment
• Discussions
5.2.6 Estimate median, quartiles, deciles and percentiles from a • median, quartiles, • Practice exercise • Test
cumulative frequency polygon deciles and • Research • Class exercise
percentiles • Computer aided instruction • Presentation
• collaboration and team • Observation
work • Assignment
• Discussions
5.2.7 Estimate median, quartiles, deciles and percentiles from a • median, quartiles, • Practice exercise • Test
cumulative frequency table deciles and
60
 percentiles • Research • Class exercise
• Computer aided instruction • Presentation
• collaboration and team • Observation
work • Assignment
• Discussions
5.2.8 Solve problems using cumulative frequency curve • cumulative frequency • Practice exercise • Test
• Research • Class exercise
• Computer aided instruction • Presentation
• collaboration and team • Observation
work • Assignment
• Discussions • Homework
• Investigation
• Project based activities
5.2.9 Calculate variance and standard deviation • Variance and standard • Practice exercise • Test
deviation • Research • Class exercise
• Computer aided instruction • Presentation
• collaboration and team • Observation
work • Assignment
• Discussions
5.2.10 Interpret scatter diagrams. • Scatter diagrams • Practice exercise • Test
• Research • Class exercise
• Computer aided instruction • Presentation
• collaboration and team
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 work • Observation
• Discussions • Assignment
5.2.11 Draw the line of best fit using the method of semi averages • Line of best fit • Practice exercise • Test
• Research • Class exercise
• Computer aided instruction • Presentation
• collaboration and team • Observation
work • Assignment
• Discussions
5.2.12 Find the equation of the line of best fit • Line of best fit • Practice exercise • Test
• Research • Class exercise
• Computer aided instruction • Presentation
• Collaboration and team • Observation
work • Assignment
• Discussions
EVIDENCE REQUIREMENTS • Written report on group presentation of research work for 5.2.1 - 5.2.3 , 5.2.5 , 5.2.8 , 5.2.10
• A graded written test for 5.2.1 – 5. 2.3 , 5.2.5 , 5.2.8 , 5.2.10 -5.2.12)
• A written individual report on 5.2.10

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Federal Democratic Republic of Ethiopia (2009) Ministry of Education Minimum Learning Competencies Mathematics, Grades 9 to 12
IOWA State University, Digital Repository; An examination of outcome-based education practices, standards, and factors that enhance implementation
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Mathematics Essential, General Course; Year 11 syllabus, 2013
Mathematics Essential, General Course; Year 12 syllabus, 2013
Miller J. (1983) Statistics for Advanced Level, Second Edition. Press Syndicate of the University of Cambridge – New York, USA
Ministry of Education (2015) Moulding the future of our nation. Education Statistics Digest 2015
Ministry of Education Malaysia (2004) Curriculum Development Centre; Integrated Curriculum for Secondary Schools
Ministry of Education- Singapore (2012). Mathematics Syllabus Secondary one to Four: Express Course, Normal (Academic) course
Queensland Government (2019) Queensland Curriculum and Assessment Authority; Specialist Mathematics 2019 v1.2 General Senior Syllabus.
Republic of Botswana (2010). JSE Mathematics syllabus
Republic of Botswana (2011). A report on the Formative Evaluation of the Implementation of the revised Form I curriculum.

Republic of Botswana, Ministry of Education, Department of Curriculum Development and Evaluation, Botswana General Certificate of Secondary
Education Teaching Syllabus - Mathematics
Republic of Croatia (2010) Ministry of Science, Education and Sports; National Curriculum Framework for Pre- Primary Education and General
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Republic Of Ghana (2007) Ministry of Education, Science and Sports; Teaching Sports for Mathematics (Junior high School 1 – 3).
Republic of Kenya (2017) Kenya Institute of Curriculum Development - Basic Education Curriculum Framework
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Republic of Rwanda Ministry of Education (2015) Competence Based Curriculum, Curriculum Framework for Pre-Primary to Upper Secondary
Sadler, A.J.& Thorning D.W.S (1987) Understanding Pure Mathematics. Oxford University Press, Oxford – New York
Talbert J.F., & Heng H,H. (1995). Additional Mathematics; Pure and Applied. Pearson Education Asia Pte LTD – Singapore
The National Curriculum Framework: Secondary (2009) Ministry of Education, Culture and Human Resources, Mauritius
Williamson, M.C (2000); A comparative analysis of outcomes Based Education in Australia and South Africa
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