REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN

Peace – Work - Fatherland Paix – Travail – Patrie

MINISTRY OF SECONDARY EDUCATION

MINISTERE DES ENSEIGNEMENTS SECONDAIRES

INSPECTORATE GENERAL OF EDUCATION

INSPECTION GENERALE DES ENSEIGNEMENTS

ADDITIONAL MATHEMATICS TEACHING SYLLABUS

FORMS 4 AND 5

Observing the environment to guide better, training choices and build a successful life.
Observer son environnement pour mieux orienter ses choix de formation et réussir sa vie

INSPECTORATE OF PEDAGOGY IN CHARGE OF SCIENCES

INSPECTION DE PEDAGOGIE CHARGEE DE L’ENSEIGNEMENT DES SCIENCES
AUGUST 2018

ADDITIONAL MATHEMATICS TEACHING SYLLABUS FOR FORMS 4 AND 5 : CAMEROON Page 1 / 49

END - OF - FIRST CYCLE LEARNER’S EXIT PROFILE
The first cycle of Secondary General Education admits young graduates from primary schools aged between ten and
fourteen. Its general objectives are not only to build intellectual, civic and moral skills in these children but also
competences and fundamental knowledge which will either enable them to foster their education in the second cycle, or
to prepare them for a smooth insertion into the job market after professional training.

Thus, within the framework of these new syllabuses, the learner is expected , after the first cycle of secondary education,
to be able to use his/her competences to solve problems through family of situations relating to domains of life as indicated
in the table below:
N° Domains/Areas of life Families of situations to be treated in the 1st cycle

 Participation in family life

1 Family and social life  Healthy professional relationships
 Social integration
 Discovery of income generating activities
 Discovery of the job market, social roles, jobs and professions
2 Economic life
 Self-confidence, aspirations, talents, self-potential
 Practising healthy eating habits
 Preservation of the Environment
3 Environment , health and well being  Quest for a healthy life style
 Choosing and practising a healthy life style
 Mastery of rules and regulations governing the Cameroonian
society
4 Citizenship
 Discovery of cultural values and customs of the Cameroonian
society
 Discovery of the media world
5 Media and Communications
 Discovery of Information and Communication Technologies

ADDITIONAL MATHEMATICS TEACHING SYLLABUS FOR FORMS 4 AND 5 : CAMEROON Page 2 / 49

In order to achieve these objectives, the learner should be able to mobilise, within the various disciplines and
constructive areas of learning of the syllabuses, all the pertinent resources in terms of knowledge, know-how and
attitudes.
The next table gives you a general overview of the afore-mentioned objectives, while the syllabus for each subject
unfolds, in details, all the expected competences per level and at the end of the 1st cycle.
Expected outcomes at the end of the 1st cycles
Areas of Learning Disciplines
French and English , L1
Receptive skills: reading and listening
Living languages:
Read in an autonomous way, different types of texts related to areas
English,
of life as defined in the syllabus;
French ,
Listen and understand various texts related to the above mentioned
1-Languages and German,
areas of life
Literature Italian,
Productive skills: speaking and writing
Spanish,
Produce various types of texts , of average length related to these
Chinese,
areas of life;
Etc.
Language tools: appropriate use of various language tools in order
to produce and read types of texts related to that level;
Communicate accurately and fluently using all four basic skills in
English to Francophone learners language learning;
Be able to transfer knowledge learnt in class to real life situations out
French to Anglophone learners of the classroom;
Be able to cope and survive in problem solving situations;
Living languages II
Receptive skills: reading and listening
Read and understand simple texts on social life, citizenship, the
environment, wellbeing and health, media etc..
Listen and get oral information in order to simply interact during
communication situations related the various domains of life.
Productive skills: speaking and writing
Sing, recite, dramatise , orally answer questions related to the
various domains of life as defined in the syllabus;
Write short passages on various familiar topics.
ADDITIONAL MATHEMATICS TEACHING SYLLABUS FOR FORMS 4 AND 5 : CAMEROON Page 3 / 49
 Ancient languages: Latin,
Greek Develop general knowledge through ancient languages and
National languages cultures; know the origins of the French language for linguistic
mastery;
Literature Carry out elementary tasks in translation.
Cameroon Literature; French
Literature;
Francophone Literature;
Other literatures
Use mathematic knowledge skills and values with confidence to
Mathematics, solve real life problems within the different domains of life;
2-Science and Technology The Sciences Communicate concisely and unambiguously and develop power of
Computer Science mathematical reasoning (logical thinking, accuracy and spatial
awareness).
The Sciences:
Acquire the fundamentals of sciences in order to understand the
functioning of the human body, the living world, the earth and the
environment;
Acquire methods and knowledge to understand and master the
functioning of technical objects made by man to satisfy his needs;
Demonstrate attitudes to protect his/her health and environment.

Computer Science :
Master the basics of Information and Communication Technologies;
Exploit and use ICTs to learn.
Possess cultural references to better locate events in time and
space within a democratic system and become a responsible citizen.
History History:
Acquire a common culture ; be aware of heritage from the past and
3- Social Sciences
Geography current challenges;
/Humanities
Geography :
Citizenship Education Develop one’s curiosity and knowledge of the world;
Get acquainted with landmarks to find your way and fit in the world.
Citizenship Education:

ADDITIONAL MATHEMATICS TEACHING SYLLABUS FOR FORMS 4 AND 5 : CAMEROON Page 4 / 49

 Possess essential knowledge in rights and duties in order to fulfil
his/her citizenship.
4- Personal Development Develop his / her physical abilities/skills ;
Get ready for physical challenges , save and regain energy after
Moral Education;
physical efforts;
Identify risk factors; possess basic knowledge and principles in
Home Economics;
hygiene and health education;
Demonstrate a sense of self control and appreciate the effect of
Sports and Physical
physical activities.
Education
Conceive and draw up sports and cultural animation projects;
Acquire methods and develop a high sense of efforts;
Health Education
Conceive, draw up and implement projects that will enable one to
project his/her image and feel the wellbeing inspired by self-
confidence.
5- Arts and National Artistic Education:
Cultures Observe and appreciate works of art;
Carry out an artistic activity;
Gradually acquire the love for personal expression and creativity;
Possess a mastery of creativity in music, plastic arts and the
performing arts.
Dramatise, recite texts (poems, tales, proverbs, etc.) relating to
various areas of society;
Practise the different dramatic genres: sketches, comedy, tragedy,
Arts/Artistic Education;
drama, etc.
National languages and Cultures
National Cultures
Demonstrate a mastery of Cameroon cultures;
Visit the various cultural areas of the country in order to discover
their characteristics;
Demonstrate a mastery of basic rules in writing Cameroonian
languages as well as basic grammatical notions applied to these
languages;
Demonstrate a mastery of one of the national languages at 3 levels:
morpho-syntax, reception and production of simple oral and written
texts.

ADDITIONAL MATHEMATICS TEACHING SYLLABUS FOR FORMS 4 AND 5 : CAMEROON Page 5 / 49

 Even though the learners acquires skills in different disciplines, these competences are accompanied by other
skills known as cross curricular competences related to intellectual, methodological, social and personal areas of
learning.
Solve Problem in a given situation;
Use knowledge skills and values with confidence in order to solve
real life problems within the different domains of life;
With confidence, find useful information to solve problems he/she is
faced with;
Give his/her opinion ;
6- Cross curricular Intellectual and Methodological Support his/her opinion with strong arguments ;
competences domains Assess him/herself with a view to remediation;
Demonstrate basic knowledge in note taking ;
Conceive and realise individual projects;
Analyse and summarise information, give feedback and report orally
or in writing.
Develop problem solving approaches;
Exploit and use ICTs in his/her activities.
Interact positively and assert his/her personality while respecting
that of other people;
Join team work, fit in a common initiative project /group;
Demonstrate interest in cultural activities ;
Social and Personal Domains
Develop a sense of effort, love for work, perseverance in tasks or
activities carried out ;
Understand and accept others in intercultural activities;
Accept group assessment.

ADDITIONAL MATHEMATICS TEACHING SYLLABUS FOR FORMS 4 AND 5 : CAMEROON Page 6 / 49

 The resources to be mobilised by the learner are found in many disciplines and areas of learning. So it is important
to implement these syllabuses not in isolation but as interrelated subjects. These remarks hold both for subject and cross
curricular competences. They are so called to show that they should be developed through teaching/learning activities of
the different subjects. The development of subject and cross curricular competences concern the entire education family
as they are capable of inspiring an educative project and the putting in place of extracurricular activities. The ultimate
training goal of these syllabuses, at the end of the first cycle, is to enable the learner to be self-reliant, to be able to keep
on learning throughout his/her life, to contribute to sustainable development and become a responsible citizen.

ADDITIONAL MATHEMATICS TEACHING SYLLABUS FOR FORMS 4 AND 5 : CAMEROON Page 7 / 49

 ADDITIONAL MATHEMATICS TEACHING SYLLABUS
FOR FORMS 4 AND 5

ADDITIONAL MATHEMATICS TEACHING SYLLABUS FOR FORMS 4 AND 5 : CAMEROON Page 8 / 49

 LEARNING AREA:
SCIENCE AND TECHNOLOGY

SUBJECT: ADDITIONAL MATHEMATICS

Class: Form 4 and Form 5

TOTAL NUMBER OF TEACHING HOURS FOR EACH LEVEL A YEAR:

Class Number of hours
Form 4 66
Form 5 66

NUMBER OF PERIODS A WEEK: 2 of 50mins each (100 minutes)

COEFFICIENT: 2

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 9 of 49

TABLE OF CONTENTS

GENERAL PRESENTATION ........................................................................................................................................................................................................... 11

OUTCOMES OR PROFILES OF THE LEARNER ............................................................................................................................................................................... 11
I – THE PLACE OF MATHEMATICS IN THE CURRICULUM AND ITS CONTRIBUTION TO THE LEARNING AREA. ........................................................................... 12
II- DOMAINS OF LIFE AND CONTRIBUTION OF SYLLABUS TO DOMAINS OF LIFE: ...................................................................................................................... 13
III- FAMILIES OF SITUATIONS COVERED IN THIS PROGRAM OF STUDY ............................................................................................................................... 13
a) COMPREHENSIVE TABLE SHOWING THE DIFFERENT MODULES FOR EACH CLASS ........................................................................ 14
b) PRESENTATION OF MODULES. ............................................................................................................................................................................ 14
VII- PEDAGOGIC ORIENTATIONS. ................................................................................................................................................................................................ 15
MODULE N° 1 ........................................................................................................................................................................................ Erreur ! Signet non défini.
MODULE N° 2 ........................................................................................................................................................................................ Erreur ! Signet non défini.
MODULE N° 3 ........................................................................................................................................................................................ Erreur ! Signet non défini.
MODULE N° 4 ........................................................................................................................................................................................ Erreur ! Signet non défini.
MODULE N° 5 ........................................................................................................................................................................................ Erreur ! Signet non défini.

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 10 of 49

GENERAL PRESENTATION
In the first two years of secondary education, ground work was made through the consolidation of Mathematics taught in the primary school,
involving the broadening of basic Mathematical skills, introduction of basic facts, principles and notions, all to prepare learners to pursue further
studies in the subject and other related courses. The content for forms 4 and 5, has been selected to ensure continuity and reinforcement of what
was done in lower forms. All of mathematical knowledge and skills acquired in junior forms will serve as pre-requisite knowledge for students to
construct new knowledge. At the end of form 5, students are well equipped to sit in for the General Certificate of Education (GCE) Ordinary level
and any other examination requiring knowledge and skills at this level. The topics are grouped into modules. While it is convenient to break them
down into these smaller manageable units, it is important to remember that they do not stand in isolation from one another.

The forms 4 and 5 Additional Mathematics syllabus is also elaborated using the Competency – Based – Approach from a situated perspective
(through real life situations) as that of Mathematics for forms 1 to 5. As mentioned in the syllabus for Mathematics from forms 1 to 5, it is only in
a situation that a person develops his/her competence. It is only by dealing effectively with this situation that a person can be declared competent.
With this approach, Mathematical knowledge and skills learned in the classroom is made functional (act as tools (resources), to solve problems
in other subjects and in real life situations. This syllabus therefore emphasizes application of Mathematics to real life situations and a practical
approach to teaching and learning. The course has been designed to enable the learner to acquire attitudes, knowledge and skills which will be
relevant to his/her life after school.

This syllabus for forms 4 and 5, also has a triple goal which is:

 The intellectual training of the learner to progressively develop abilities for experimentation, creativity and critical analysis so as to be
able to take up fully, his role as a citizen.
 The second goal is utilitarian; here it envisages the adaptation of scientific knowledge to international economic and environmental
context.
 Lay a solid foundation for further studies in the second cycle of mathematics and other related subjects.

OUTCOMES OR PROFILES OF THE LEARNER

At the end of the first cycle, the learner who has successfully gone through this content should among others be able to use Additional
Mathematics with confidence to solve real life problems within the different domains of life, communicate concisely and unambiguously and
develop power of mathematical reasoning (logical thinking, accuracy and spatial awareness). To be more specific they have to:
 Recognise, identify, write, communicate and use numbers in various ways;
 Use different operations to calculate values within different life situations;

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 11 of 49

  Extract, translate and use Mathematical information from tables, charts, graphs, diagrams, coded figures, or from any document and from
the environment;
 Recognize, identify, describe and make geometrical shapes /forms, develop skills and accuracy as well as have confidence in the use of
instruments for measuring and drawing and ability to visualize 3-dimensional figures;
 Acquire the methods and knowledge to understand and master the functioning of technical objects made by man to satisfy his needs;
 Meet up with the challenges of life through the use of scientific methods in solving real life problems;
 Appreciate the beauty of nature.

The Additional Mathematics teaching syllabus for forms 4 and 5 is designed so that teaching/learning at this level will continue to develop in
learners the three fundamental competencies which are:
 Solve a problem within a situation (solve problems encountered within real life situations) so as to fully and autonomously assume role as
a citizen;
 Display a logical reasoning (show a coherent logical reasoning, spirit of curiosity, spirit of critical thinking and initiative);
 Communicate using Mathematical language (communicate in an intelligent, clear and concise language orally or written).

These three competencies are developed progressively at all stages of secondary education through some real life activities.
The cognitive levels for forms 4 and 5 are knowledge, comprehension, application and simple cases of analysis and synthesis.

I – THE PLACE OF ADDITIONAL MATHEMATICS IN THE CURRICULUM AND ITS CONTRIBUTION TO THE LEARNING AREA.

Mathematics, offers different models and structures that constitute the framework of service tools in the Sciences and Technology learning area
as well as in other learning areas through its own language. Mathematics in itself, contributes to the development of rigorous and logical reasoning,
spirit of creativity and critical thinking. All these contribute to create, manage and exploit learning situations which help us to understand and
master nature and laws of nature. Mathematics is at the root of all technological evolution of today’s world and as such, it contributes significantly
towards the modification of our environment, our life style and our thinking process. Mathematical concepts form the bases of the evolution of the
computer that has considerably improved our work habits and communication.

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 12 of 49

II- DOMAINS OF LIFE AND CONTRIBUTION OF SYLLABUS TO DOMAINS OF LIFE:

The teaching/learning are constructed within five domains of life which are: Family and social life, Economic life; the environment, well- being and
health; Media and communication, Citizenship. Mathematical skills help in developing competences in commercial transactions, games, planning
expenditure, energy consumption, decision making, environmental protection, health, politics etc. As earlier mentioned, Mathematics is at the
root of all technological evolution of today’s world as it contributes significantly towards the modification of our environment, our life style and our
thinking process. Some application of Mathematics can be seen in business, trades, politics, census, family planning, arts and music etc. Thus,
be it in the domain of family and social life, economic life, the environment, well-being and health, media and communication and even citizenship,
Mathematics plays a significant role.

III- FAMILIES OF SITUATIONS COVERED IN THIS PROGRAM OF STUDY

A family of situations refers to a group of life situations that share at least a common property.
For these years of secondary education five families of situations have been identified which are:
 Representation, determination of quantities and identification of objects by numbers;
 Organization of information, estimation of quantities and making choices in the consumption of goods and services;
 Representations and transformations of points and plane shapes within the environment;
 Usage of technical objects in everyday life;
 Description of patterns and relationships between quantities and ideas using symbols.
These five families of situations expose the learners to experience all possible daily life activities at this level such as Commercial
transactions, games, planning expenditure, energy consumption, just to name a few. These are the areas to develop the envisaged competences.
The different modules for this level are:

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 13 of 49

a) COMPREHENSIVE TABLE SHOWING THE DIFFERENT MODULES FOR EACH CLASS

Level Title of module Family of situations Duration

Numbers, Fundamental operations and Representation, determination of quantities and identification of
relationships in the sets of numbers and objects by numbers 7 hours
between elements in a set
Algebra Description of patterns and relationships between quantities and
37 hours
ideas using symbols
Form 4
Plane Geometry Representations and transformations of points and plane
22 hours
shapes within the environment
Plane Geometry Representations and transformations of points and plane
48 hours
shapes within the environment
Statistics and Probability Organization of information, estimation of quantities and
Form 5 36 hours
making choices in the consumption of goods and services

b) PRESENTATION OF MODULES.

As with the Mathematics syllabus for forms 1 to 5, each module has two main parts: the introduction of the module and the table.
The introduction has the presentation of the module; the contribution of the module to outcome and curriculum goals, contribution of module to
learning area and contribution of module to areas of living.
The table on the other hand, is made up of three main columns which are subdivided into seven columns:

o The contextual framework embodies the families of situations and some examples of real life situations where the knowledge and
skills (competences) can be applied. Teachers are expected to come out with more real life situations within their environment.
o The Competences (competent actions) is divided into categories of actions and examples of actions: These are groups of some
actions which are related to the mastery of the competences expected for the module.
o The Resources have the essential or core knowledge which give all the set of cognitive and affective resources which the learner
needs to mobilize to successfully treat a family of situations. It is divided into four components: the mathematical notions, the skills or
know-how, attitudes to be disposed or to be acquired as well as other resources (material) necessary for the acquisition of these
competences.

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 14 of 49

VII- PEDAGOGIC ORIENTATIONS.
a- Recommended Methodology:
The Competency-Based – Approach is based on the Socio-Constructivist view of learning which postulates that learners actively construct
new learning onto old learning through an action in a given situation. In this light, the Mathematics lesson should have teaching/ learning activities
and the teaching method being centered on the learner. Each teaching/learning sequence or lesson should include:
o An introduction that will captivate and sustain the interest of the learners ;
o One or two learning activities that will facilitate the acquisition of new knowledge and new skills. An activity that will consolidate old
knowledge with new knowledge;
o The essential knowledge is given as notion or methods;
o Application exercises;
b- Integration activities whenever it is possible should be well planned so that it allows students to mobilize many skills learned to competently
solve a real life problem. These integration activities are aimed at making the students to employ and use the learned mathematical skills
necessary to competently handle life situations related to the family of situations for the module.
c- Evaluation.
In order to determine the learner’s progress in the learning process, the teacher must regularly carry out assessment of learning. Knowledge
and skills are evaluated as with objective based while the criterion referenced assessment is used to evaluate development of competences. At
the end of form 5, students will sit in and write the General Certificate of Education examination, Ordinary level, in Additional Mathematics. The nature and
structure of the examination will be defined by the Cameroon GCE Board.

d- Notations and symbols

Teachers should teach for accuracy and should at each time ensure that students use notations and symbols encountered at this level,
accurately. No misuse of words, notations and symbols by learners should be tolerated.
The teacher introduces progressively and whenever necessary the corresponding symbol for each set of numbers such as ℝ, ℕ, ℤ, ℚ.

e- Calculators
A calculator is a tool that is now very common among students. It fascinates and exercises an attraction that no other instrument seems to have
had. Students use it even for the simplest operations. It is only a tool, and, is no substitute for the knowledge of its user. It is for the teacher to
take note of this and encourage or discourage its use, as the case may be. The learners are expected to master the following keys (functions)
1
of the calculator: +, –, , , , x2, x, , x y, sine, cosine and tangent and their inverses in degrees and in decimals of a degree.
x

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 15 of 49

 f- Formulae, symbols and notations
Students should master among others, the following formulae:

Circumference of a circle = 2r, where r is radius of the circle 1

Volume of pyramid = base area  height
3
Curved surface of right circular cylinder = 2πrh 1
Volume of right circular cone = r 2 h
3
Area of trapezium =
1
a  b h 4
Volume of sphere = r 3
2 3
Area of circle = r 2 Sum of interior angles of a polygon with n sides = (2n – 4)90o or (n – 2)180o
1 base  height Solutions of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 is the formula
Area of a triangle = bc sin A or , or
2 2  b  b 2  4ac
abc X =
s s  a s  b s  c  where s  2a
2
Surface area of sphere = 4r 2
Determinant of the 2 by 2 matrix  ac db  is given by ad – bc.
 
2
Volume of cylinder = πr h
 a b  is given by 1  d  b
Inverse of the 2 by 2 matrix  
c d  ad  bc   c a 

Learners will meet and use among others, the following symbols and notations:

{} the set of  is an element of

n(A) the number of elements in the set A  is not an element of

{x : } the set of all x such that  union

 is a subset of  intersection

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 16 of 49

 A the complement of the set A f (x) the image of x under the function f

f :AB f is a function under which each element of set A f–1 the inverse relation of the function f
has an image in set B
f :x↦y f is a function under which x is mapped onto y fg the function f of the function g

open interval on the number line  

AB the vector AB

closed interval on the number line AB 

Magnitude of vector AB

[a, b] the interval {𝑎 𝑥  𝑏} a the vector a

[a, b] the interval {a x  b}

[a, b) the interval {a  x < b} p not p

(a, b) the interval {a< x < b} pq p implies q

[AB] Line segment from A to B. pq p implies and is implied by q (p is

AB Length of [AB] equivalent to q)

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 17 of 49

 ADDITIONAL MATHEMATICS TEACHING SYLLABUS FOR

FORMS 4 AND FORM 5

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 18 of 49

 MODULE N° 1

NUMBER, OPERATIONS AND RELATIONSHIP IN A SET AND BETWEEN ELEMENTS OF A SET

CREDIT: 7 hours
2 teaching Periods of 50 minutes a week
PRESENTATION OF MODULE
This module is aimed at making the learner competent within the family of situation:” Representation, determination of quantities and identification of objects by
numbers ». It is a question for the learner to:

¤ Solve problems relating to life situations such as: determining the tripling time of an investment, the magnitude of an earth quake, the PH of substances e.g. eggs,
the loudness of an air plane during take-off, buying and selling of consumable goods, sharing of assets, verification of bills, and comparison of prices of the same article …

¤ Communicate information containing numbers or digits (telephone numbers, registration numbers, car matriculation numbers etc. …);

The important aspect here is to consolidate concepts of addition, subtraction, multiplication, division and ordered relations seen in the Mathematics syllabus for forms
1, 2, 3 and 4. Meanwhile more emphasis should be laid on (Euclidean division, decomposition of a whole number into its prime factors and, solving equations, etc.). The
cognitive skills here are: knowledge, understanding and application.

Writing decimals as fractions should be limited to simple examples drawn from their everyday life. This module will help the students to be able to use graphics
representation to visualise the notions of numbers (compare and find the limits within which a directed number lies)

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 19 of 49

TABLE 1: NUMBERS, OPERATIONS AND RELATIONSHIP IN THE SET AND BETWEEN ELEMENTS OF A SET FORM 4

Contextualized framework Competent Action Resources

Family of Example of Categories of Other
Actions Core knowledge Skills Attitudes
situations Situations actions resources
Representation, ¤Numerical ¤ Determine: I. -Determine value of a number Documentation
determination of -Find the number methods - The tripling INDICES ,LOGARITHMS raised to a negative power;
quantities and of bacteria in a time of an AND SURDS -Express numbers in standard -Accurate and
identification of certain bacterial investment -Use and properties of index form or scientific notation: a rapid writing
objects using culture; - The loudness indices and logarithm x 10n where 1 ≤ a <10 and n ∈ ℤ of very large Calculator.
numbers. of an airplane including change of base - Write numbers using rational and very
1
-Measurements; during take- -The function 𝑎𝑥 and log 𝑐 𝑥, 𝑛
indices:𝑎 𝑛 = √𝑎 small
-Find total value ¤ Verbal off, where c is a positive integer 𝑚
𝑛
numbers,
of an investment interaction on - The magnitude - Logarithmic equations 𝑎 𝑛 = √𝑎 𝑚
at the end of a information of an earth - Simple exponential -Solve simple exponential -Good sense
defined period; containing quake equations (𝑎 𝑥 = 𝑏) where equations and exponential of numbers Tape for
numbers ; - The PH of 𝑎 𝑎𝑛𝑑 𝑏 are real constants. equations resulting in quadratic . measuring
-Calculate the eggs - Definition of a surd, equations;
amount to be paid - The doubling rationalising the -Confident Material for low
at each time of an
-Draw graphs of exponential
denominator, conjugate scale activity
instalment; investment; surds, equality of surds functions;
¤ Draw up a bill; -Arithmetic operations on -Define logarithmic function Text books
-Daily ¤ calculate the surds. y = 𝑎 𝑥 ;where x is the logarithm
movements; sum at stake for of y to the base a ; -Good sense Real life
a transaction; -Draw graphs of logarithmic of estimation situations such
-Planning a meal; ¤ Arranged parts and
functions ; as results of
removed or approximation
-State and apply rules of mountain race,
Use of public and produced
logarithms extending to the long jump,
private services; according to
triple jump etc.
date of arrival; two special logarithms log 𝑎 1 =
-Communication ¤ Representation ¤ ¤ Read the 0 and
using (telephone and treatment of dimensions of a PH meter and
log 𝑎 𝑎 = 1; chart
numbers, car information and part to be made, -Good sense
number plates. quantities; read the chassis -Solve simple logarithmic of orderliness.
-Aviation number equations;
-Economics ¤ Determination of a car, the -Interchange from exponential
-Banking of numbers; series number of to logarithmic expressions and
a part ; vice versa;
Read and Determine the range within
interpret the
which a number lies given the
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 20 of 49
 Contextualized framework Competent Action Resources
Family of Example of Categories of Other
Actions Core knowledge Skills Attitudes
situations Situations actions resources
Read and range within which a radical
¤ identification interpret the lies.
of objects using dash-board of a
-State and use the rules
numbers ; car.
involving surds:√𝑚𝑛 = √𝑚 ×
𝑚 √𝑚
¤ Read and write √𝑛 , √ 𝑛 = √𝑛
information iff m > 0 and n > 0:
containing Calculate the -Reduce surds to basic forms;
numbers; hypotenuse of a
piece of land
-Rationalize the denominator Develop:
of surd expressions; spirit of
whose shape is
NB: Knowledge of the shape of critical Documentation.
Representation, that of a right
thinking,
determination of angled triangle the graphs of 𝑎 𝑥 and log 𝑐 𝑥 is Calculator.
sense of order
quantities and expected, but not a formal and of
identification of expression for the gradient. method, Tables.
objects using ¤ Verbal Measure
numbers. interaction on distances using
Sense of Materials for
information surds eg
rigour and experimentation
containing construct a
being concise.
numbers; circle whose
Thermometer.
radius is a surd.
Be curious
E.g. 5√2cm, while reading
3√10 cm etc a text
containing
Write very small numbers.
and very large
numbers in
standard form.

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 21 of 49

 MODULE N° 2

ALGEBRA FORM 4

CREDIT: 37HOURS / 2 teaching periods of 50 minutes per week

GENERAL PRESENTATION OF MODULE

Algebra focuses on describing pattern and relationships between variables through the use of symbolic expressions, graphs and tables. It is made up of the families of
Situations: Describing patterns and relationships between quantities using symbols. There are three categories of action namely: Interpretation of algebraic models;
Determination of quantities from algebraic models; representation of quantities and relationships.

CONTRIBUTION OF MODULE TO OUTCOME AND CURRICULUM GOALS

The mastery of this module will help the learner to solve problems using algebraic language and skills and also to examine and study relationships between real life
Situations. Through the use of symbolic expressions, graphs and tables, learners will be able to recognize, describe and represent patterns and relationships as well as
translate real life problems into different forms of equations and solve them.

CONTRIBUTION OF MODULE TO LEARNING AREA

Algebra is the language for investigating and communicating most of Mathematics, Science and Technological work. Formulae are highly used in natural
Sciences (calculating air pressure, resistance, voltage) etc. Learners will achieve efficient manipulative skills in the use of algebra, and a thorough understanding of these is
essential for understanding any field of mathematics, science and technology in general.

CONTRIBUTION OF MODULE TO AREAS OF LIVING

The areas of living where this module is employed are: Family and social life, Economic life, Environment, Welfare and health; Citizenship, Media and Communication,
economic growth such as calculating pension for those on retirement etc.
Learners develop the competences of translating phrases and sentences in real life into variable expressions and equations to find solutions. They will use algebraic
language and skills to describe patterns and relationships in a way that builds awareness of other learning areas as well as issues related to human rights, social economic
life, cultural life, political and environmental issues. In other subject areas, as well as in real life, connections are made between algebraic representations and the problem
situations so as to provide better understanding about Mathematical concepts and the different problem situations. Business, Industry, engineers and all sorts of workers
use algebra to, solve many problems. Learners will be able to manipulate graphs in media to represent trends and pattern, represent relationships within an ecosystem,
exploit and design geometrical patterns in art and architecture and appreciate symmetrical patterns that occur in nature.

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 22 of 49

 Table 2: ALGEBRA FORM 4

Contextual framework Competences Resources

Family of Examples of Categories Actions Core knowledge Skills Attitudes Other
situations situations of actions resources
Interpretation -Determine the II. SEQUENCES -Identify and state pattern in a Develop: Documentation.
-Travelling of algebraic relationship -Sequence as functions sequence of numbers; spirit of
models between the area of critical Calculator.
involving the sets:ℕ, ℕ∗ ; -Determine the next term in a
-Marketing a rectangular thinking,
garden and the -Increasing and sequence of numbers; sense of order Tables.
-Construction length of its sides. decreasing sequences; -Use (𝑈𝑛 ) and (𝑈𝑛+1 ) to and of
-Find expenses or -Arithmetic and establish whether a sequence is method, Materials for
-Mountains and total cost for an geometric sequences; increasing or decreasing; experimentation
valleys event -Use of the ∑ -Express the term 𝑇𝑛 of a Sense of
-Find the profit on rigour and Thermometer.
notation; sequence as a function of n
Description of -Hiring Determination a given sale being concise.
of quantities -Find income for a -The nth term of an AP; where 𝑇𝑛 is the image given by
patterns and
-Currency from algebraic given business the nth term of a GP; the function Be curious
relationships
between models enterprise -Sum of an arithmetic 𝑇𝑛 = 𝑓(𝑛) where n = 0, 1, 2, 3, while reading
quantities and -Planning -Determine the sequence, arithmetic ....... a text
ideas using number of article mean; -Use the general term 𝑈𝑛 and containing
-Agriculture bought from the numbers.
symbols -Sum of a geometric 𝑈𝑛+1 to establish that a
total cost
-Politics Representing -Find change in sequence, geometric sequence is either an AP or GP;
quantities and prices mean -Determine the first term and
-Loan scheme relationships -Express the cost -Sum to infinity of a the common difference for an
and leasing of renting a car in geometric sequence; AP;
terms of number of -Simple notion of the - Determine the first term and
-Growth hours or days and
convergence of a the common ratio for a GP;
caution
-Banking -Write total sequence -- Determine the arithmetic
amount spent in -Simple cases of mean for the three consecutive
-Transport terms of unit cost recurrence sequence. terms of an AP and geometric
and number of (𝑈𝑛 =a𝑈𝑛−1 + b) mean for three consecutive
articles -Determine 𝑈𝑛 from 𝑆𝑛 terms of a G.P.
-Calculate simple
and compound
interest

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 23 of 49

 Table 2 cont’: ALGEBRA FORM 4

Contextual framework Competences Resources

Family of Examples of Categories Actions Core knowledge Skills Attitudes Other
situations situations of actions resources
Interpretation -Determine the - Determine the sum of the first Develop: Documentation.
-Travelling of algebraic relationship between n terms of an AP : spirit of
Description of models the area of a 𝑛 critical Calculator.
rectangular garden 𝑆𝑛 = 2 [2𝑎 + (𝑛 − 1)𝑑] and thinking,
patterns and -Marketing
relationships and the lengths of its Sum of first n terms of a GP: sense of order Tables.
-Construction sides. 𝑎(1−𝑟 𝑛 ) and of
between 𝑆𝑛 = ,r≠1
quantities and -Find expenses or 1−𝑟 method, Materials for
ideas using -Mountains and total cost for an event -Determine sum to infinity of a experimentation
𝑎
symbols valleys -Find the profit on a GP: 𝑆∞ = 1−𝑟 , -1 < r < 1; Sense of
given sale rigour and Thermometer.
Determination -Find income for a -Solve real life problems being concise.
-Hiring
of quantities given business involving sequences;
-Currency from algebraic enterprise NB: The ∑ notation may be Be curious
models -Determine the employed wherever its use while reading
-Planning number of article seems desirable. a text
bought from the total - Obtain the terms of a containing
-Agriculture cost given the unit numbers.
cost. given sequence from
-Politics Representing -Find change in prices the general term of the
quantities and -Express the cost of sum of the sequence
-Loan scheme relationships renting a car in terms (𝑈𝑛 = 𝑆𝑛 -𝑆𝑛−1 )
and leasing of number of hours or
days and caution
-Growth -Write total amount
spent in terms of unit
-Banking cost and number of
articles
-Transport -Calculate simple and
compound interest

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 24 of 49

 Table 2 cont’: ALGEBRA FORM 4

Contextual framework Competences Resources

Family of Examples Categories of Actions Core knowledge Skills Attitudes Other
situations of actions resources
situations
Interpretation of -Determine the III. QUADRATIC -Solve quadratic equations: f(x) = 0 Develop: Documentation.
Description of -Travelling algebraic relationship FUNCTIONS AND SIMPLE by factorization, completing the spirit of critical
patterns and models between the area of thinking, Calculator.
EQUATIONS square and use of the quadratic
relationships -Marketing a rectangular sense of order
garden and the -Roots of quadratic formula; and of method, Tables.
between
quantities and - lengths of its sides. equations - interpret results
ideas using Construction -Find expenses or -Sum and product of -Derive quadratic formula; Sense of rigour Materials for
symbols total cost for an roots; -Construct equation from sum and and being experimentation
-Mountains event -Symmetric functions of product of roots; concise.
and valleys -Find the profit on a Thermometer.
roots -Determine the value of a
Determination given sale Be curious
of quantities -Find income for a -Quadratic functions; symmetric function of 𝛼 𝑎𝑛𝑑 𝛽; while reading a
-Hiring
from algebraic given business -Nature of roots of a -Sketch graphs of quadratic text containing
-Currency models enterprise quadratic equation; functions numbers.
-Determine the -Maximum and minimum - interpret graphs
-Planning number of article values of a quadratic -Determine maximum or minimum
bought from the
function; values of a quadratic function;
-Agriculture total cost
Representing -Find change in -Quadratic inequalities; -Line of symmetry of graph of
-Politics quantities and prices IV. ABSOLUTE VALUE quadratic function;
relations -Express the cost of FUNCTION -Solve quadratic inequalities;
-Loan renting a car in -Definition of the absolute Establish the notion of absolute
scheme and terms of number of value function value using the number line;
leasing hours or days and
-Inequality involving -Solve equations involving
-Growth caution
-Write total amount absolute value functions; absolute value functions such as
-Banking spent in terms of |𝑓(𝑥)| = k;
unit cost and -Draw graphs of functions
-Transport number of articles defined as |𝑓(𝑥)| = k;
-Calculate simple -Solve inequalities involving
and compound
absolute value functions
interest
- Differentiate between a function
and an equation.
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 25 of 49
 Table 2 cont’: ALGEBRA FORM 4

Contextual framework Competences Resources

Family of Examples of Categories Actions Core knowledge Skills Attitudes Other
situations situations of actions resources
Interpretatio Determine the V. LINEAR -Solve linear inequalities in two Develop: Documentation.
Description of -Travelling n of relationship between PROGRAMMING unknowns graphically spirit of
patterns and algebraic the area of a critical Calculator.
rectangular garden -Graphical representation -Represent or shade the
relationships -Marketing models thinking,
and the lengths of its and solutions of linear regions or outer boundary on sense of Tables.
between
quantities and -Construction
sides. inequalities in two the Cartesian plan; order and of
Determinatio -Find expenses or variables; -Solve word problems that lead method, Materials for
ideas using
total cost for an
symbols -Mountains and n of
event
-Objective functions to linear inequalities; experimentation
valleys quantities -Extreme values of a -Explain the terms Sense of
-Find the profit on a
from rigour and Thermometer.
given sale system of linear maximization and minimization
-Hiring algebraic -Find income for a
being
models inequalities. using real life situations-Solve concise.
given business
-Currency -Extreme values of a problems involving
enterprise
-Determine the system of linear maximization or minimization Be curious
-Planning number of article inequalities. -Derive objective functions while
bought from the total -Maximisation or from worded problem. reading a
-Agriculture Representing cost text
minimisation; -Explain and use the terms
quantities -Find change in containing
and relations prices -Real life problems objective function, constraints numbers.
-Politics
-Express the cost of requiring the feasible solution; feasible
-Loan scheme renting a car in terms maximization and region, optimal solution and
and leasing of number of hours minimization of objective controlled variable;
-Growth or days and caution
-Write total amount
functions. -Distinguish a function from an
spent in terms of unit equation;
-Banking
cost and number of
articles
-Transport -Calculate simple
and compound
interest
- Determine the best
alternatives for
maximum profit or
lowest cost.

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 26 of 49

 Table 2 cont’: ALGEBRA FORM 4

Contextual framework Competences Resources

Family of Examples of Categories Actions Core knowledge Skills Attitudes Other
situations situations of actions resources
Travelling Interpretation Determine the VI. POLYNOMIALS -Divide a polynomial by
Description of of algebraic relationship -Polynomials of degree another where the degree of
patterns and -Marketing models between the area
less than or equal to 3; the divisor is lower or the
relationships of a rectangular
-Construction garden and its -Polynomial functions same;
between
quantities and sides -Remainder and factor -Use the remainder theorem to
ideas using -Mountains and -Find expenses or theorems; find the remainder when any
symbols valleys total cost for an polynomial is divided by a
event linear polynomial;
-Hiring -Find the profit on
-Use the factor theorem to
Determination a given sale
-Currency of quantities -Find income for factorize polynomials up to
from algebraic a given business cubic expressions;
-Planning models enterprise -Solve cubic equations.
-Determine the
-Agriculture number of article
bought from the
-Politics total cost
Representing -Find change in
-Loan scheme quantities and prices
and leasing relations -Express the cost
-Growth of renting a car in
terms of number
-Banking of hours or days
and caution
-Transport -Write total
amount spent in
terms of unit cost
and number of
articles
-Calculate simple
and compound
interest

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 27 of 49

 TABLE 2 cont’: ALGEBRA FORM 4
Contextual framework Competences Resources
Family of Examples of Categories Actions Core knowledge Skills Attitudes Other
situations situations of actions resources
Travelling ¤ ¤ Determine the VII. ELEMENTARY -Carry out simple binary Develop: Documentation.
Determination relationship GROUP THEORY operations spirit of
-Marketing of numbers; between the area of critical Calculator.
-Binary operations; -State and verify the properties
a rectangular thinking,
Description of
-Construction garden and its sides -Operation tables; of a binary operation(closure, sense of Tables.
patterns and -Properties of binary associative law, commutative
-Find expenses or order and of
relationships
-Mountains and total cost for an operations: closure, law; method, Materials for
between
quantities and
valleys event identity element, inverse -Determine the identity experimentation
¤ -Find the profit on a element, associativity element e for a given binary Sense of
ideas using
-Hiring identification given sale rigour and Thermometer.
symbols law; commutative law operation if it exists;
of objects -Find income for a being
-Currency using given business -Definition of a group; -Determine the inverse concise.
numbers ; enterprise -Order of a group; element 𝑎−1 for an element of
-Planning -Determine the -Sub group of a group the set S under operation ∗ Be curious
number of article -Abelian group; such that a∗ 𝑎−1 = e; while
-Agriculture ¤ Read and bought from the -Draw up operation tables reading a
write total cost text
-Verify whether a set S and a
-Politics information -Find change in containing
containing prices binary ∗ forms a group (S,∗); numbers.
-Loan scheme numbers; -Express the cost of -Justify that a given group (S,∗)
and leasing renting a car in is an Abelian group;
-Growth terms of number of -Determine proper and
hours or days and improper subgroups for any
-Banking caution
given group;
-Write total amount
-Transport spent in terms of
¤ Verbal unit cost and
interaction on number of articles
information -Calculate simple
containing and compound
numbers; interest

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 28 of 49

 MODULE 3

PLANE GEOMETRY, FORM 4

Credit: 22 Hours / 2 teaching periods a week

GENERAL PRESENTATION

All what was done from plane figures, angles, metric system and circles form basic knowledge and skills necessary to continue
this module on geometry. This module continues with some aspects of vectors and vector geometry. It goes further to simple
transformation and coordinate geometry. Three categories of actions are involved namely: Perception of the physical
environment, production of plane shapes and transformation of the physical environment and determination of measures.

CONTRIBUTION OF MODULE TO OUTCOME AND CURRICULUM GOALS

This module will continue to improve upon learners’ understanding and appreciation of pattern, precision and beauty in natural
and cultural forms. Learners will also develop the ability to visualize, measure, represent describe and compare plane figures in
the environment, use vectors methods to solve problems and associate vectors to people and things in motion, use sine, cosine
or tangent in right-angled triangles to determine distances. In addition, learners will develop the sense of order, rigour in
working, ability to represent, accuracy and sense of precision and initiation to scientific method in handling life situations. The
ability to construct will help learners to be able to represent and interpret the physical environment and also be able to
investigate and model situations in the environment. As a result, they will be able to make sensible estimates, verify results,
measure accurately, locate positions in real life as well as be alert to the reasonableness of measurements and calculation
results. Critical thinking, creativity and sense of initiative that learners will also, develop are attitudes that will contribute to
make a citizen autonomous and responsible in carrying out his social roles.
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 29 of 49
CONTRIBUTION OF MODULE TO LEARNING AREA

Plane geometry is one of the main parts of the Mathematics syllabus due to the expected learning outcome. Measuring in
general relates directly to the scientific, technological and economic world of the learner. Accurate measuring and calculations
involving lengths, angles and areas, representations and descriptions are an integral part of chemistry, Biology, Physics and other
parts of Mathematics. Vectors and trigonometry are used in Physics while transformation, circle are applied in other science
subjects. The earth as a sphere shows the application of Mathematics to understand nature. Transformation is used by computer
and video game programmers to, create patterns for animations. The learning of plane geometry provides the basic knowledge
and skills needed to study 3-dimensional geometry.

CONTRIBUTION OF MODULE TO AREAS OF LIVING

The study of this module enables the learners to:

∎ Develop the ability to visualize, reason and justify,
∎ Interpret, understand, classify, appreciate and describe the world through 2- dimensional shapes, their locations, movement
and relationships.
By these, they should be able for example to use national flags to demonstrate transformations symmetry in designs; investigate
and recognize the geometrical properties and patterns existing in traditional and modern architecture; use maps in geography as
specific forms of grid and also investigate geometric patterns in art.

The areas of living for which knowledge and skills from this module are directly applied are; Family and social life, Economic life,
Environment, welfare and health, citizenship, media and communication. The learner each uses or comes across objects from
which geometrical shapes can be identified. The outline of figures which are the lines, angles, planes and their intersections are
what constitute the physical environment for they are the bases for which real life subjects are constructed. The study of size,
distances, and position of objects in the environment is important since it will provide a language for describing and representing
the physical environment and methods for analysing and drawing conclusions about real life phenomena. Symmetry contributes
in the study of the rules and principles of art and the appreciation of the beauty and taste
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 30 of 49
 TABLE 3: PLANE GEOMETRY FORM 4

Contextual framework Competences Resources

Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other
situations situations actions resources
The map of a -Recognition Determine VIII. COORDINATE - Sense of -Metre rule
town, country plane shapes measures of GEOMETRY -Determine distance order
or continent and similar containers -Rectangular or between two points -Tape
transformation Cartesian coordinates; -Determine coordinates of -Precision in measures of
-Model of a within the -Cut out into -Distance between two midpoint of line segment; calculation different
Representations building environment similar shapes points; -Calculate gradient of a line; lengths
and -The straight line and its -State conditions for two -Critical
transformation -Travelling -Scale drawing -Make model of a equation; lines to be parallel or to be thinking
of plane shapes car -The coordinates of the perpendicular; -Geometrical
within the -Demarcation -Production of mid-point joining two -State conditions for points -Scientific instruments
environment of land planes shapes -Identify objects points; to be collinear; method -Set square
boundaries using shape and -Centroid of a triangle; -Determine the equation of -Cartesian
size -Area of a triangle given a straight line using(i) - Ability to plane, graph
-Putting a Determination the coordinate of the gradient-intercept form, (ii) visualize papers, square
ceiling of measures -Draw a motive vertices; gradient and one point boards,
for decoration -Intersection of two form(iii) two points form; -Ability to geoboards,
-Art or design -Find distance lines; -Say whether two lines reason and straight edge,
-Draw a plan for a -Angle between two intersect or not; justify topographical
-Designing a house lines; -Determine coordinates of maps, real life
dress -Distance from a point point of intersection of two -Sense of situations
-Mapping a -Locate one self to a line; lines; appreciation
town in an area -Parallel and
perpendicular lines.
-Building -Find the height -Internal division of a
-Surveying of a building or of line segment by a point.
-Location a flag pole ;

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 31 of 49

 TABLE 3 cont’: PLANE GEOMETRY FORM 4

Contextual framework Competences Resources

Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other
situations situations actions resources
Representations The map of a -Recognition Determine - Determine angle between - Sense of -Metre rule
and town, country plane shapes measures of two lines. order
transformation or continent and similar containers -Tape
of plane shapes transformation -Determine the centroid of a -Precision in measures of
within the -Model of a within the -Cut out into triangle given the calculation different
environment building environment similar shapes coordinates of the vertices; lengths
-Calculate the area of a -Critical
-Travelling -Scale drawing -Make model of a triangle given the thinking
car coordinates of the vertices -Geometrical
-Demarcation -Production of of the triangle; -Scientific instruments
of land planes shapes -Identify objects -Use straight line graphs to method -Set square
boundaries using shape and solve real life problems; -Cartesian
size -Determine equation of a - Ability to plane, graph
-Putting a Determination line perpendicular to a given visualize papers, square
ceiling of measures -Draw a motive line; boards,
for decoration NB: The 𝑦 = 𝑚𝑥 + 𝑐 and -Ability to geoboards,
-Art or design -Find distance 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) reason and straight edge,
-Draw a plan for a forms of the equation of a justify topographical
-Designing a house straight line are expected to maps, real life
dress -Locate one’s self be used. -Sense of situations
-Mapping a in an area - Divide a line segment appreciation
town -Find the height internally and externally
of a building or of
-Building a flag pole or of a
radio or Tv
-Surveying antenna
-Location

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 32 of 49

 TABLE 3 cont’: PLANE GEOMETRY FORM 4

Contextual framework Competences Resources

Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other
situations situations actions resources
The map of a -Recognition Determine IX. APPLICATION AND -invariant and inverse of a matrix. - Sense of -Metre rule
Representations town, country of plane measures of TRANSFORMATION IN -Describe any given order
and or continent shapes and similar containers THE 2-D PLANE. transformation; -Tape
transformation transformation -Application and -Describe complete successful -Precision measures of
of plane shapes -Model of a within the -Cut out into interpretation of 2 x 2 transformation; in different
within the building environment similar shapes matrices; - Describe a transformation in calculation lengths
environment -Transformations in a matrix form;
-Travelling -Scale drawing -Make model of a plane associated with -Determine the determinant and -Critical
car 2 x 2 matrices: inverse of a transformation; thinking -Geometrical
-Demarcation -Production of translation, -Find and draw the image of a instruments
of land planes shapes -Identify objects enlargements, point or object under a -Scientific -Set square
boundaries using shape and reflections, rotations, transformation whose matrix is method -Cartesian
size stretch and shears; given; plane, graph
-Putting a Determination -Combination of -Determine the transformation - Ability to papers, square
ceiling of measures -Draw a motive transformations; matrix from the coordinates of visualize boards,
for decoration -Invariant properties of the object and those of its image; geoboards,
-Art or design -Find distance simple rectilinear -Composite transformation. -Ability to straight edge,
-Draw a plan for figures under -Determine the matrix reason and topographical
-Designing a a house transformations; representing a combination of justify maps, real life
dress -The invariant point or transformation. situations
-Mapping a -Locate one’s self invariant line -A transformation T followed by a -Sense of
town in an area - Geometrical rotation R will be written as RT; appreciatio
transformations -Determine the area of the image n
-Building -Find the height without the use of figure using the relationship:
of a building or of matrices. 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑖𝑚𝑎𝑔𝑒 𝑓𝑖𝑔𝑢𝑟𝑒
|𝑎𝑑 − 𝑏𝑐| =
𝑎𝑟𝑒𝑎 𝑜𝑓 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑓𝑖𝑔𝑢𝑟𝑒
-Surveying a flag pole or of a
-Determine the invariant line for a
-Location radio or TV
given transformation;
antenna

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 33 of 49

 TABLE 3 cont’: PLANE GEOMETRY FORM 4

Contextual framework Competences Resources

Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other resources
situations situations actions
The map of a -Recognition Determine X. VECTORS -Give examples of vector - Sense of -Metre rule
town, country of plane measures of -Scalar and vector quantities such as velocity; order
or continent shapes and similar containers quantities, equality of -Represent vectors in column -Tape measures
transformation vectors, magnitude form in an orthonormal -Precision in of different
Representations -Model of a within the -Cut out into (modulus) direction reference system (O, 𝑖⃗ ,𝑗⃗ ). calculation lengths
-Denote vectors either by a
and building environment similar shapes and sense of a vector.
⃗⃗ or 𝑢) or by two
single letter u (𝑢
transformation -The addition and -Critical
⃗⃗⃗⃗⃗⃗
letters: 𝐴𝐵 or 𝐴𝐵.
of plane shapes -Travelling -Scale drawing -Make model of a subtraction of vectors thinking -Geometrical
-Determine the modulus or
within the car and the multiplication magnitude of a vector;
instruments
environment -Demarcation -Production of of a vector by a scalar; -Multiply a vector by a scalar; -Scientific -Set square
of land planes shapes -Identify objects -Dot product of two -Give the conditions for vectors method -Cartesian plane,
boundaries using shape and vectors. to be collinear; graph papers,
size -Vector equation of a -Draw vector equivalent to a - Ability to square boards,
-Putting a Determination straight line: given vector visualize geoboards,
ceiling of measures -Draw a motive (𝑟⃗ = 𝑎⃗ + 𝑡𝑏⃗⃗ where 𝑎⃗ is -Construct accurate vector straight edge,
for decoration diagrams; -Ability to topographical
the position vector and
-Art or design -Find distance -Resolve a given vector into its reason and maps, real life
𝑏⃗⃗ the direction vector) component
-Draw a plan for -Median and centroid justify situations
-Express a given vector in terms
-Designing a a house of a triangle. of unit vectors;
dress -Angle between two -Show that two points are -Sense of
-Mapping a -Locate one’s self vectors collinear; appreciation
town in an area -Use of vectors to NB: Knowledge of the fact if𝑎𝑖 𝑖
-Find the height establish simple + 𝑏1𝑗 = 𝑎2 i + 𝑏2 j then
-Building of a building or of properties of 𝑎1 = 𝑎2 and 𝑏1 = 𝑏2 is expected.
-Surveying a flag pole or of a The simple properties will in
geometrical figures;
-Location radio or TV general involve co linearity and
-Components of a concurrency.(point of
antenna vector; intersection)
-Position vectors;
-The unit vectors∶ 𝑖⃗ and
⃗⃗𝑗
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 34 of 49
 MODULE 4

PLANE GEOMETRY, FORM 5

Credit: 48 hours / 2 teaching periods a week

TABLE 4: PLANE GEOMETRY FORM 5

Contextual framework Competences Resources

Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other resources
situations situations actions
-Recognition Determine XI. FORCES -List some types of - Sense of -Metre rule
The map of a plane shapes measures of -Force as a vector; forces(weight, normal order
town, country and similar containers -Coplanar forces; the contact force, tension, -Tape measures of
or continent transformation resultant of two friction, thrust) -Precision in different lengths
within the -Cut out into coplanar forces -Resolve the force F into two calculation
Representations -Model of a environment similar shapes -Resolution of forces components by the use of
and building into components: force diagrams -Critical -Geometrical
transformation -Scale drawing -Make model of a parallelogram law of - Perpendicular components thinking instruments
of plane shapes -Travelling car forces, Triangle law of are |𝐹| cos 𝜃, |𝐹| sin 𝜃; -Set square
within the -Production of -Identify objects forces, Lami’s theorem; -Carry out calculations -Scientific -Cartesian plane,
environment -Demarcation planes shapes using shape and -Moment of a force: involving forces; method graph papers,
of land size moment of a force in -Determine the resultant square boards,
boundaries -Draw a motive component form about force F of two forces(like - Ability to geoboards, straight
-Putting a Determination for decoration the origin; parallel, unlike parallel visualize edge,
ceiling of measures -Find distance -Simple cases of forces) topographical
-Art or design -Draw a plan for equilibrium of particles -Use parallelogram law of -Ability to maps, real life
a house and rigid bodies under forces; reason and situations
-Designing a -Locate one’s self coplanar forces; -Solve problems involving justify
dress in an area -Friction; three forces graphically;
-Mapping a -Find the height -Determine the moment of a -Sense of
town of a building or of force(turning effect) about appreciation
-Building a flag pole or of a an axis;
-Surveying radio or a TV
-Location antenna

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 35 of 49

 TABLE 4 cont’: PLANE GEOMETRY FORM 5

Contextual framework Competences Resources

Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other
situations situations actions resources
The map of a Determine XII. CIRCULAR -Convert some common - Sense of -Metre rule
𝜋
town, country -Recognition measures of MEASURE AND angles to radians: 90° = 2 , order
Representations or continent plane shapes similar containers TRIGONOMETRY 180° = 𝜋, 360° = 2𝜋 etc -Tape
and and -Definition of radian -Calculate length of an arc -Precision in measures of
transformation -Model of a transformation -Cut out into -Radian measure: arc subtending an angle 𝜃 at calculation different
of shapes building within the similar shapes length, area of sector the centre; lengths
within the environment and area of segment -State and apply the three -Critical
environment -Travelling -Make model of a -The three basic main trigonometric ratios of thinking
-Scale drawing car trigonometric ratios of angles up to 360° (2𝜋); -Geometrical
-Demarcation angles up to 360°(2𝜋) -Determine trigonometric -Scientific instruments
of land -Production of -Identify objects and those of their ratios for angles 0, 30°, 45°, method -Set square
boundaries planes shapes using shape and reciprocals; 60°, 90, 180° and -Cartesian
size -Special angles: trigonometric ratios of their - Ability to plane, graph
-Putting a trigonometric ratios for reciprocals; visualize papers, square
ceiling Determination -Draw a motive the angles: 0, 30°, 45°, -State and apply the sine boards,
of measures for decoration 60°, 90° and their 𝑎 𝑏 𝑐 -Ability to geoboards,
rule: 𝑠𝑖𝑛𝐴 = 𝑠𝑖𝑛𝐵 = 𝑠𝑖𝑛𝐶 ;
-Art or design -Find distance associates; reason and straight edge,
The map of a -Recognition -Draw a plan for a -Angles measured in -State and apply the cosine justify topographical
town, country plane shapes house the clockwise direction rule : a² = b² + c² -2bccosA, maps, real life
or continent and and anti-clockwise b²= c² + a² - 2acosB and -Sense of situations
transformation -Locate one’s self direction; c² = a² + b² -2abcosC appreciation
-Model of a within the in an area -Graphs of 𝑦 = -Calculate area of triangle
building environment 𝑠𝑖𝑛𝑥, 𝑦 = 𝑐𝑜𝑠𝑥, 𝑦 = using Heron’s formula:
-Find the height 𝑡𝑎𝑛𝑥 and their A = √(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
1
-Travelling -Scale drawing of a building or of composites; and their Where s = 2(a+b+c)
a flag pole or of a periodicities; -Area given sides plus
-Demarcation -Production of radio or a TV -Graphs of composite of included angle
Representations of land planes shapes antenna the trigonometric -Draw graphs of 𝑦 =
and boundaries Determine functions; 𝑠𝑖𝑛𝑥, 𝑦 = 𝑐𝑜𝑠𝑥, 𝑦 =
transformation 𝑡𝑎𝑛𝑥 and their composites;
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 36 of 49
 of plane shapes -Putting a Determination measures of -Relationships between -Determine maximum and
within the ceiling of measures similar containers trigonometric ratios; minimum values of
environment -Cut out into the sin²x + cos²x = 1, trigonometric functions such
-Art or design similar shapes 𝑠𝑖𝑛𝑥 as: 𝑎𝑠𝑖𝑛𝜃 + 𝑏𝑐𝑜𝑠𝜃 = 𝑐
= tanx
𝑐𝑜𝑠𝑥
-Solve simple trigonometric
-Compound angle
-Designing a -Make model of a equations of the form:
identities, double angle
dress car 𝑠𝑖𝑛𝑥 = 𝑏, 𝑐𝑜𝑠𝑥 = 𝑐,
identities,
-Mapping a 𝑡𝑎𝑛𝑥 = 𝑑 where b, c, d 𝜖ℝ
-Application to simple
town -Identify objects and give their general
problems in two
using shape and solutions
dimensions: solution of
-Building size -Solve trigonometric
triangles, Hero’s
equations in [0,2𝜋]
formula;
-Surveying -Draw a motive Establish trigonometric
-Treat trigonometric
-Location for decoration ratios for negative
inequalities graphically
-Find distance angles(use of quadrants)
NB/ The use of quadrants,
Determine: complementary angles are
- The tripling time expected. General proofs of
of an investment
- The loudness of sine and cosine formulae
an airplane will not be required.
during take off, -Treat simple trigonometric
- - The magnitude of inequalities graphically e.g.
an earth quake 1
𝑠𝑖𝑛𝑥 ≤ 2 .
- The PH of eggs
- The doubling
Find the number Numerical time of an -Denote gradient function
of bacteria in a methods investment; 𝑑𝑦
XII. DIFFERENTIATION 𝑓 ̒(𝑥) = 𝑑𝑥
certain bacterial ¤ Draw up a bill;
- Determining limiting -Differentiate algebraic
culture; ¤ calculate the sum -Calculator
-Measurements; at stake for a value of functions in the functions from first
Sense of - Graph board
-Find total value transaction; neighbourhood of a principle; organization -Data from
of an investment ¤ Calculate point. -Differentiate function of a
¤ Verbal maximum volume environment
at the end of a -The derivative defined function;
defined period; interaction on of cuboids -Precision -Charts
as a limit; -Apply gradients, stationary
Representations -Calculate the information illustrating
and amount to be containing ¤ Calculate the points, tangents and -Sense of various data
numbers ; number of articles normals;
transformation -News paper
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 37 of 49
 of plane shapes paid at each to be produced so -Differentiation of -Determine the equations of good - Computer
within the instalment; as to realize algebraic functions tangent and normal to a judgement - National
-Daily maximum profit
environment from first principle; curve at a given point; department of
movements; -Calculate the slope
-Agriculture of a curve at a -Differentiation of -Sketch curves indicating -Critical statistics
-Stock given point standard functions; stationary points and stating thinking -Students
management; -Calculate marginal - Differentiation of sum, the nature; -Data from the
-Use of public cost products, quotients and NB : knowledge of the sign -Vigilant environment
and private -Calculate: areas, function of a function, of 𝑓 ̒ in curve sketching is -Charts
services volumes of
the chain rule; expected, including the -Patient illustrating
-Navigation revolutions, me
-Price evolution. Determine: -Application to derivatives of 𝑥 𝑛 , various
-Aviation - The tripling time gradients, stationary 𝑠𝑖𝑛(𝑎𝑥), 𝑐𝑜𝑠(𝑎𝑥), 𝑡𝑎𝑛(𝑎𝑥); -Politeness presentations
-Economics ¤ of an investment points, tangents and Differentiation may be used of data
-Banking Representation - The loudness of normals; in any part of the syllabus
-Engineering and treatment of an airplane -Elementary curve where appropriate.
-Aviation information and during takeoff,
sketching: behaviour at
quantities; - The magnitude of
an earth quake stationary point,
- The PH of eggs maxima and minima
- The doubling and intercept with
time of an coordinates axes. -Define integration as the -Calculator
investment; inverse of differentiation; - Graph board
¤ Draw up a bill; -Integrate simple Sense of -Data from
¤ calculate the sum
at stake for a XIII. INTEGRATION trigonometric functions such organization environment
Numerical as sin(𝑎𝑥) 𝑎𝑛𝑑 cos(𝑎𝑥);
transaction; -Integration as the -Charts
methods
¤ Calculate reverse of -Denote ∫ 𝑎𝑠 𝑡ℎ𝑒 sign for -Precision illustrating
Find the number maximum volume differentiation; integration or the integral various data
of bacteria in a of cuboids -Integration of powers sign; -Sense of -News paper
certain bacterial ¤ Calculate the −1
of x except 𝑥 ; -State and apply the good - Computer
culture; number of articles
-Measurements; to be produced so -Integration of fundamental theorem of judgement - National
¤ Verbal
-Find total value as to realize 𝑠𝑖𝑛𝑎𝑥 𝑎𝑛𝑑 𝑐𝑜𝑠𝑎𝑥; calculus: department of
interaction on 𝑑
of an investment information maximum profit -The fundamental ∫ 𝑑𝑥 (𝑓(𝑥)𝑑𝑥 = 𝑓(𝑥) + 𝑐; -Critical statistics
at the end of a containing -Calculate the slope theorem of calculus: thinking -Students
defined period; of a curve at a -Carry out definite and
numbers ; 𝐹 ̒(𝑥) = 𝑓(𝑥) or -Vigilant -Data from the
-Calculate the given point 𝑑
indefinite integrals of a
Representations ∫ 𝑑𝑥 (𝑓(𝑥)𝑑𝑥 = given function; -Patient environment
amount to be -Calculate marginal
and paid at each cost 𝑓(𝑥) + 𝑐 where c is the -Apply integration in -Politeness -Charts
transformation instalment; constant of integration; calculating areas under a illustrating
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 38 of 49
 of plane shapes -Daily -Calculate: areas, -Indefinite and definite curve, and area bounded by various
within the movements; volumes of integrals; two curves; presentations
-Agriculture revolutions, mean
environment -Stock values, centroids, -Application of of data
management; centre of gravity, integration: area under
-Use of public length of curves etc. a curve, area between
and private Determine: two curves,
services - The tripling time
-Navigation of an investment
-Price evolution. - The loudness of an
-Aviation airplane during
¤ takeoff,
-Economics
-Banking
Representation - The magnitude of
-Engineering and treatment of an earth quake
-Aviation information and - The PH of eggs
Find the number quantities; - The doubling time
of bacteria in a of an investment;
certain bacterial ¤ Draw up a bill; -Calculator
culture; ¤ calculate the sum
-Measurements; at stake for a Sense of - Graph board
-Find total value transaction; -Determine rate of change organization -Data from
Representations of an investment Numerical ¤ Calculate of one quantity with respect environment
at the end of a methods maximum volume of
and to another; -Precision -Charts
defined period; cuboids
transformation ¤ Calculate the
XIV. APPLICATION OF -Determine distance, illustrating
-Calculate the
of plane shapes amount to be number of articles to CALCULUS velocity, acceleration of a -Sense of various data
within the paid at each be produced so as to -Rate of change moving body; good -News paper
environment instalment; realize maximum -Connected rates of -Determine percentage judgement - Computer
-Daily ¤ Verbal profit change; change of one quantity with - National
movements; interaction on -Calculate the slope
-Agriculture of a curve at a given -Solids of revolution; respect to another; -Critical department of
information
-Stock containing point -Centre of mass of -Calculate volumes of solids thinking statistics
management; numbers ; -Calculate marginal uniform laminae; of revolution; -Students
-Use of public cost -Centre of mass of NB: simple cases only. -Vigilant -Data from the
and private -Calculate: areas,
services volumes of points distributed in a environment
-Navigation revolutions, mean plane; -Patient -Charts
¤
-Price evolution. values, centroids, illustrating
Representation centre of gravity,
-Aviation -Politeness various
-Economics and treatment of length of curves etc.
information and presentations
-Banking
-Engineering quantities of data
-Aviation
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 39 of 49
 Contextual framework Competences Resources
Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other
situations situations actions resources
town, country -Recognition Determine measures XV. DYNAMICS Draw distance-time graphs Sense of -Calculator
or continent plane shapes of similar containers -Kinematics of a and velocity-time graphs; organization - Graph board
and moving particle in a -Determine the area under -Data from
Representations -Model of a transformation -Cut out into similar straight line; a velocity-time -Precision environment
and building within the shapes -Speed, velocity and graph(distance covered); -Charts
transformation environment acceleration when -Set up and solve problems -Sense of illustrating
of plane shapes -Travelling -Make model of a car position is a function of motion in one good various data
within the -Scale drawing of time or simple dimension; judgement -News paper
environment -Demarcation -Identify objects using examples of the -State and use Newton’s - Computer
of land -Production of shape and size 𝑑𝑣 laws of motion; -Critical - National
equations: a = 𝑑𝑡 =
boundaries planes shapes 𝑑²𝑠 -Determine the velocity of thinking department of
-Draw a motive for 𝑑𝑡²
, a body relative to that of statistics
-Putting a decoration and their solutions; another; -Vigilant -Students
ceiling Determination -Find distance -Displacement, -Determine the -Data from
of measures -Draw a plan for a velocity and momentum of a moving -Patient the
-Art or design house acceleration as object; environment
vectors; -Determine the change of -Politeness -Charts
-Locate one self in an -Relative velocity; momentum(impulse) after illustrating
area -Newton’s laws of collision; various
motion; NB: Problems will include presentations
-Find the height of a -Momentum and motion of connected of data;
building or of a flag impulse; particles over a smooth
pole or of a radio or -Momentum as a single pulley. Problems
TV antenna vector; involving Newton’s law of
Determine measures -The impulse- restitution will not be set.
of similar containers momentum
Determine: principle;
- The tripling time of an -Conservation Linear
investment momentum
Representations Find the Numerical
number of methods - The loudness of an
and airplane during takeoff, -Calculator
bacteria in a
transformation - The magnitude of an Sense of - Graph board
certain bacterial
of plane shapes culture; earth quake organization
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 40 of 49
 within the -Measurements; - The PH of eggs XVI. WORK, -Calculate work done by a -Data from
environment -Find total - The doubling time of ENERGY, POWER force through a given -Precision environment
value of an ¤ Verbal an investment;
distance; -Charts
investment at interaction on ¤ Draw up a bill;
the end of a information ¤ calculate the sum at Work, energy and -Calculate work done -Sense of illustrating
defined period; containing stake for a transaction; power: against gravity; good various data
-Calculate the numbers ; ¤ Calculate maximum -The work- energy -Calculate the rate of work judgement -News paper
amount to be volume of cuboids principle done - Computer
paid at each ¤ Calculate the number -Calculate the kinetic and -Critical - National
instalment; of articles to be produced
potential energy possessed thinking department of
-Daily so as to realize
movements; maximum profit by a body; statistics
-Agriculture -Calculate the slope of a -Vigilant -Students
-Stock curve at a given point -Data from
management; -Calculate marginal cost -Patient the
-Use of public -Calculate: areas, ; environment
and private volumes of revolutions,
-Politeness -Charts
services me
-Navigation illustrating
-Price Determine: various
evolution. ¤ - The tripling time of an presentations
-Aviation Representation investment of data;
-Economics and treatment of - The loudness of an
-Banking information and airplane during takeoff,
-Engineering quantities; - The magnitude of an
-Aviation earth quake
- The PH of eggs
- The doubling time of
an investment;
¤ Draw up a bill;
¤ calculate the sum at

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 41 of 49

 MODULE 5

STATISTICS AND PROBABILITY, FORM 5

Credit: 36 hours / 2 teaching periods a week

TABLE 5: STATISTICS AND PROBABILITY FORM 5

Contextual framework Competences Resources

Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other
situations situations actions resources
-Census of a -Organization, -Record yearly rainfall XVII. DESCRIPTIVE -Classify data as either Sense of -Calculator
Organization of population by presentation -Record production of STATISTICS qualitative or quantitative organizati - Graph board
information and sex, age group, and exploitation crude oil by some -Types of variables data; on -Data from
estimation of profession, of information countries -Collection , -Represent data using environment
quantities in the religion etc -Compile classification and different types of data -Precision -Charts
consumption of results(exams, tabulation of representation(grouped) and illustrating
goods and -Demographic elections etc) statistical data; ungrouped data) -Sense of various data
services growth Interpretation -Result of football -Data representation, -Draw histogram of equal good -News paper
of results matches pie chart, pictogram, class intervals judgemen - Computer
-Classification of -Display a month’s histogram, bar charts -Draw frequency polygon; t - National
football teams sales by a shop and line graphs -Draw up a cumulative department of
-Compare production -Frequency frequency table; -Critical statistics
-Opinion polls -Taking chances or events distribution, -Cumulate frequency curves thinking -Students
on a new -Forecast weather or -Grouped frequency (ogives); -Data from the
product or new election result distribution; -Contrast between good and -Vigilant environment
policy -Record number of -Cumulative misleading representation. -Charts
accidents by motor frequency NB: Realistic data should be -Patient illustrating
-Evolution of bike distribution; used. Candidates should various
the budget of a -Choose a career -Cumulative participate in collecting data. - presentations
country due to - Analyse data frequency curves Politeness of data;
economic collected for a project (orgive)
growth - Report on epidemics

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 42 of 49

 Contextual framework Competences Resources
Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other
situations situations actions resources
-Census of a -Organization, -Record yearly rainfall MEASURES OF -Determine the measures of Sense of -Calculator
population by presentation -Record production of CENTRAL position or central tendency organization - Graph board
Organization sex, age and crude oil by some TENDENCY (mode, mean, median) -Data from
of group, exploitation of countries -Mean, median and for grouped and ungrouped -Precision environment
information profession, information -Compile results mode for grouped data -Charts
and religion etc (exams, elections etc) data -Sense of illustrating
estimation of good various data
quantities in -Demographic -Result of football -Arithmetic and -Apply mode, mean and judgement -News paper
the growth Interpretation matches weighted mean, median in real life situations - Computer
consumption of results -Display a month’s medians -Critical - National
of goods and -Classification sales by a shop thinking department of
services of football -Compare production statistics
teams or events -Vigilant -Students
-Taking -Forecast weather or -Data from
-Opinion polls chances election result -Patient the
on a new -Record number of environment
product or accidents by motor -Politeness -Charts
new policy bike illustrating
-Choose a career various
-Evolution of - Analyse data collected presentations
the budget of for a project of data;
a country due
to economic
growth

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 43 of 49

 TABLE 5 cont’: STATISTICS AND PROBABILITY FORM 5

Contextual framework Competences Resources

Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other
situations situations actions resources
-Census of a Organization, -Record yearly rainfall MEASURES OF -Calculate the different Sense of -Calculator
population by presentation -Record production of DISPERSION measures of dispersion organization - Graph board
sex, age and crude oil by some -Range; (Range, Interquartile range, -Data from
group, exploitation countries semi-interquartile range, -Precision environment
Organization profession, of -Compile results -Interquartile quartiles and percentiles, -Charts
of information religion etc information (exams, elections etc) range and semi- variance and standard -Sense of illustrating
and interquartile range deviation) good various data
estimation of -Demographic -Result of football -Quartiles and judgement -News paper
quantities in growth matches percentiles -Interpret: semi-interquartile - Computer
the -Classification Interpretation -Display a month’s sales range, 𝑄2 - semi-interquartile -Critical - National
consumption of football of results by a shop -Variance and range, 𝑄2 + semi-interquartile thinking department of
of goods and teams -Compare production or standard deviation range, statistics
services -Opinion polls events for grouped and -Vigilant -Students
on a new -Forecast weather or ungrouped data -Lengthy calculations will not -Data from the
product or -Taking election result be required, -Patient environment
new policy chances -Record number of -Change of 𝑦̅ = 𝑎𝑥̅ + 𝑏, -Charts
-Evolution of accidents by motor bike variable of linear 𝑉𝑎𝑟 (𝑎𝑥 ± 𝑏) = 𝑎²𝑣𝑎𝑟(𝑥) -Politeness illustrating
the budget of -Choose a career relationship: mean various
a country due - Analyse data collected and variance presentations
to economic for a project of data;
growth

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 44 of 49

 TABLE 5 cont’: STATISTICS AND PROBABILITY FORM 5

Contextual framework Competences Resources

Family of Examples of Categories Actions Core knowledge Skills Attitudes Other
situations situations of actions resources
-Census of a Organization, -Record yearly rainfall XVIII. -Proofs not required; Sense of -Calculator
population presentation -Record production of PERMUTATIONS, -Determine the number of ways organizatio - Graph
by sex, age and crude oil by some COMBINATIONS AND n things can be arranged in a n board
group, exploitation countries THE BINOMIAL given order; -Data from
Organization profession, of -Compile results (exams, THEOREM - Determine the number of -Precision environment
of information religion etc information elections etc) -Simple cases of arrangements of r objects taken -Charts
and permutations and from n different objects: -Sense of illustrating
𝑛
estimation of - -Result of football combinations; 𝑃𝑟 = n(n-1)(n-2)...(n-r+1) good various data
quantities in Demographic matches -Simple problems - Determine the number of judgement -News paper
the growth Interpretatio -Display a month’s sales involving arrangements or permutations - Computer
consumption n of results by a shop arrangements and of n different objects in -Critical - National
of goods and Classification -Compare production or selections; factorial notation: thinking department
𝑛
services of football events -Binomial theorem for 𝑃𝑟 = n(n-1)(n-2)...(n-r+1) =n! of statistics
teams -Forecast weather or expansion of (𝑎 + -Calculate number of selections -Vigilant -Students
-Taking election result 𝑏)𝑛 , for positive or combinations of r objects -Data from
-Opinion chances -Record number of integral indices n; from n objects: -Patient the
𝑛
polls on a accidents by motor bike -Pascal’s triangle for n 𝑛
𝐶𝑟 = 𝑟! =
𝑃𝑟 𝑛(𝑛−1)(𝑛−2)…(𝑛−𝑟+1) environment
new product -Choose a career ≤ 10; 𝑟! -Politeness -Charts
-Carry out expansion of
or new policy - Analyse data collected -Binomial coefficients, illustrating
binomials of higher powers
for a project general term 𝑛𝐶𝑟 for various
greater than 2;
-Evolution of n > 0, r> 0 and r≤ 𝑛; presentation
-Generate or develop the
the budget -Binomial theorem for s of data;
Pascal’s triangle for n ≤ 10;
of a country negative indices;
-Determine the coefficient of a
due to
particular term in a given
economic
expansion;
growth

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 45 of 49

 TABLE 5 cont’: STATISTICS AND PROBABILITY FORM 5

Contextual framework Competences Resources

Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other
situations situations actions resources
-Census of a Organization, -Record yearly rainfall -Give the Binomial expansion Sense of -Calculator
population presentation -Record production of of (𝑎 + 𝑏)𝑛 where 𝑛 is a organization - Graph
by sex, age and crude oil by some positive integer; board
Organization group, exploitation countries -Determine the first 𝑛 terms -Precision -Data from
of information profession, of -Compile results (exams, of the expansion (𝑎 + 𝑥)𝑛 in environment
and religion etc information elections etc) ascending powers of 𝑥 where -Sense of -Charts
estimation of 𝑛 is an integer ; good illustrating
quantities in - -Result of football -Determine the range of judgement various data
the Demographic matches validity of an expansion; -News paper
consumption growth Interpretation -Display a month’s sales -Use the Binomial expansion -Critical - Computer
of goods and of results by a shop to determine approximate thinking - National
services - -Compare production or values of some numbers such department
Classification events 8 -Vigilant of statistics
3√3
as (1.04)2 , ( 5 ) ;
of football -Forecast weather or -Students
teams -Taking election result -Carry out linear -Patient -Data from
chances -Record number of approximation to the value of the
-Opinion accidents by motor bike (1 ± 𝑥)𝑛 ≈ 1±𝑛𝑥 if 𝑥 is small -Politeness environment
polls on a -Choose a career enough; -Charts
𝑛𝑥
new product - Analyse data collected (𝑎 ± 𝑥)𝑛 ≈ an (1 ± ) if 𝑥 is illustrating
𝑎
or new policy for a project sufficiently small. various
-Evolution of presentations
the budget of data;
of a country
due to
economic
growth

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 46 of 49

 TABLE 5 cont’: STATISTICS AND PROBABILITY FORM 5

Contextual framework Competences Resources

Family of Examples of Categories of Actions Core knowledge Skills Attitudes Other
situations situations actions resources
-Census of a Organization, -Record yearly rainfall XIX. PROBABILITY -Draw and use probability tree Sense of -Calculator
population presentation -Record production of -Definition of diagrams organization - Graph
by sex, age and crude oil by some probability. -Bayes’ theorem not expected board
group, exploitation of countries -Rules of probability: -By symmetry and ‘equal -Precision -Data from
Organization profession, information -Compile results mutual exclusive likelihood’ and the limit of environment
of information religion etc (exams, elections etc) events and relative frequency -Sense of -Charts
and independent events -Use of appropriate good illustrating
estimation of - -Result of football (Sum and product vocabulary such as space, judgement various data
quantities in Demographic Interpretation matches rules) and their events, etc. -News paper
the growth of results -Display a month’s sales applications; -Correct use of the laws of -Critical - Computer
consumption by a shop -Exhaustive and probabilities eg 𝑃(𝐴 ∪ 𝐵) = thinking - National
of goods and - -Compare production or complementary 𝑃(𝐴) + 𝑃(𝐵)– 𝑃(𝐴 ∩ 𝐵), department
services Classification events events; 𝑃(𝐴̒) = 1 – 𝑃(𝐴). For not -Vigilant of statistics
of football -Taking -Forecast weather or -Probability trees: more than two events identify -Students
teams chances election result conditional mutually and independent -Patient -Data from
-Record number of probability; events and applying them in the
-Opinion accidents by motor bike solving problems of -Politeness environment
polls on a -Choose a career probability. -Charts
new product - Analyse data collected P(A∩ 𝐵) = 0 which means illustrating
or new policy for a project. P(A∪ 𝐵) = P(A) + P(B) and various
P(A∩ 𝐵) = P(A) × P(B) presentations
-Evolution of - Draw tree diagrams of data;
the budget and insert appropriate
of a country probabilities on the
due to branches.
economic -Give simple questions of
growth conditional probability.
P(A∩𝐵)
P(A/B) =
P(B)
-Record yearly rainfall

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 47 of 49

 Organization -Census of a Organization, -Record production of XX. ELEMENTARY -Elementary distributions Sense of -Calculator
of information population presentation crude oil by some NOTIONS OF i)Discrete random variables, if organization - Graph
and by sex, age and countries DISCRETE x is a discrete random board
estimation of group, exploitation of -Compile results PROBABILITY variable which take values -Precision -Data from
quantities in profession, information (exams, elections etc) DISTRIBUTION 𝑥1 , 𝑥2 ....𝑥𝑛 then environment
the religion etc -Elementary notions n -Sense of -Charts
consumption -Result of football of discrete probability ∑ 𝑃(𝑋 = 𝑥) = 1. good illustrating
of goods and - matches distributions. ii) Draw probability judgement various data
services Demographic Interpretation -Display a month’s sales -The binomial distributions as a table with -News paper
growth of results by a shop distribution. associating probabilities to the -Critical - Computer
-Compare production or random variable including thinking - National
- events cumulative probability department
Classification -Forecast weather or distribution table. -Vigilant of statistics
of football -Taking election result iii) State the mode and -Students
teams chances -Record number of calculate the median, mean, -Patient -Data from
accidents by motor bike variance and standard the
-Opinion -Choose a career deviation of discrete random -Politeness environment
polls on a - Analyse data collected variable. -Charts
new product for a project. IV) Define and state the illustrating
or new policy properties of a binomial various
distribution knowing the presentations
-Evolution of meaning of the probability of of data;
the budget success and failure.
of a country X~𝐵𝑖𝑛(𝑛, 𝑝) = 𝑃(𝑋 = 𝑥) =
𝑛 𝑛−𝑥
due to 𝐶𝑥 𝑃𝑥𝑞 where
economic x = 0 , 1 ,2 ...n for n≤ 10
growth v) Using binomial distribution
to solve simple problems of
probability;
vi) Calculate the mean and
variance of a binomial
-Record yearly rainfall distribution( 𝜇 = 𝑛𝑝 𝑎𝑛𝑑
-Census of a -Record production of 𝜎 2 = npq)
population Organization, crude oil by some NB Proofs of mean and Sense of -Calculator
by sex, age presentation countries variance of binomial organization
ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 48 of 49
 group, and -Compile results distribution not required. - Graph
profession, exploitation of (exams, elections etc) Questions will not be set on -Precision board
religion etc information rectangular geometric and -Data from
Organization -Result of football Poisson distribution. -Sense of environment
of information - matches good -Charts
and Demographic -Display a month’s sales judgement illustrating
estimation of growth Interpretation by a shop various data
quantities in of results -Compare production or -Critical -News paper
the - events thinking - Computer
consumption Classification -Forecast weather or - National
of goods and of football election result -Vigilant department
services teams -Taking -Record number of of statistics
chances accidents by motor bike -Patient -Students
-Opinion -Choose a career -Data from
polls on a - Analyse data collected -Politeness the
new product for a project. environment
or new policy -Including knowledge , but not -Charts
proof of the mean, np, and illustrating
-Evolution of the standard deviation √𝑛𝑝𝑞 various
the budget of the binomial distribution. presentations
of a country of data
due to
economic
growth

FOR FORM FIVE ONLY: TOTAL NUMBER OF HOURS IS 36 + 56 = 92. (MODULE 4 TAKES 56 HOURS WHILE MODULE 5 TAKES 36
HOURS) THIS EXCEEDS THE 66 HOURS ORIGINALLY MEANT FOR THE ENTIRE COURSE. THIS IS BECAUSE DYNAMICS, FORCES,
WORK, ENERGY AND POWER IN MODULE 4 ARE TAUGHT SIMULTANEOUSLY WITH STATISTICS, PROBABILITY AND
ELEMENTARY PROBABILITY DISTRIBUTION IN MODULE 5.

ADDITIONAL MATHEMATICS SYLLABUS FORMS 4 AND 5 Page 49 of 49