Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

ADDITIONAL MATHEMATICS SYLLABUS

GRADES 10 – 12

-
9 789982 005562

ISBN 9982-00-556-1

PREPARED AND WIRITTEN BY THE CURRICULUM DEVELOPMENT CENTRE

Printed by P.O. BOX 50092, LUSAKA – ZAMBIA
Zambia Educational Publishing House 2013
 Republic of Zambia
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

ADDITIONAL MATHEMATICS SYLLABUS

GRADES 10 - 12

-
Prepared and Written by The Curriculum Development Centre
P.O. Box 50092
Lusaka - Zambia
2013
© Curriculum Development Centre, 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without prior written permission of the copyright owner.

ISBN 9982-00-556-1

First Published 2013 by

Zambia Educational Publishing House
Light Industrial Area
Chishango Road
P. O. Box 32708
Lusaka, Zambia

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 ii

VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems

iii ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

TABLE OF CONTENTS
COPYRIGHT................................................................ ................................................................ ............................................................ .............................. ii

VISION ................................................................................................ ................................................................ ................................ ................................

...... iii

PREFACE ................................................................ ................................................................ ................................................................ ................................ v

ACKNOWLEDGEMENT ................................................................ ................................................................ ................................ ................................

......... vi

INTRODUCTION ................................................................ ................................................................ ................................ ................................

.................... vii

Rationale ................................................................ ................................................................ ............................................................................................... vii

Suggested Teaching Methodology ................................ ................................................................ ................................ ................................
....................... viii
Time and Period allocation ................................................................ ................................ ................................................................ ................................. viii
Assessment Scheme ................................................................ ................................................................ ................................ ................................
............ ix
General Outcomes................................................................ ................................................................ ................................ ................................
............... x
GRADE 10 ................................................................ ................................................................ ................................................................................................ 1

GRADE 11 ................................................................ ................................................................ ................................................................................................ 8

GRADE 12 ................................................................ ................................................................ ................................................................ ............................... 14

NOTES................................................................................................ ................................................................ ................................ ................................ 27

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 iv

PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational Training and Early
Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way back in 1999 when the Ministry of
Education commissioned five (5) curriculum studies which were conducted by the University of Zambia. These studies were followed by a review of the
lower and middle basic and primary teacher education curriculum. In 2005 the upper basic education National survey was conducted and information from
learners, parents, teachers, school managers, educational administrators, tertiary institutions traditional leaders, civic leaders and various stakeholders in
education was collected to help design a relevant curriculum.

The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium on curriculum
held in June 2009 guided the review process.

The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic, technological and political
developments but also equip learners with vital knowledge, skills and values that are necessary to contribute to the attainment of Vision 2030.

The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences that give learners
skills to access, criticize analyse and practically apply knowledge that help them gain life skills. Its competences and general outcomes are the expected
outcomes to be attained by the learners through the acquisition of knowledge, skills, techniques and values which are very important for the total
development of the individual and the nation as a whole.

Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective designing, setting
high expectations for all learners and appropriate opportunities.

It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 10 to 12 level as defined and
recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework `2013.

Chishimba Nkosha (Mr.)

Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.

v ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

ACKNOWLEDGEMENT

The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an opportunity to make
suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who participated for their valuable
contributions, which resulted in the development of this syllabus.

The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely thank the
Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human Resource and
Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of Zambia, schools and other
institutions too numerous to mention, for their steadfast support.

We pay special tribute to co-operating partners especially JICA in conjunction with Hiroshima University and UNICEF for rendering financial technical
support in the production of the syllabus.

C.N.M Sakala (Mrs.)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 vi

INTRODUCTION
This syllabus has been prepared and produced against the background of the need to set high standards for mathematics education and actualize the country's
vision from ECCDE through to Teacher Education. It is a culmination of reviews of existing materials and policies from a number of countries both in Africa
and beyond with progressive mathematics education. It also draws from studies, research and the country's policy documents and aspirations.

The following are the underlying principles for the revised Junior Secondary school mathematics syllabus:
? Equity
? Orderly and logical progression
? Varied teaching methodology with subjective learning as the keystone
? Integration of knowledge, skills and values

These syllabus guidelines have been defined at two levels namely the content and process domains. The content domain is defined according to six themes
namely; Numbers & Calculations, Algebra, Geometry, Measures, Probability & Statistics and Relations. The process domain on the other hand is
defined according to three categories of knowledge, skills and values. These two domains constitute the general outcomes of the Mathematics course.

RATIONALE
Mathematics is an important subject on the Zambian School curriculum. It is featured as one of the core subjects in all the options for both the academic as
well as the practical career pathways.

Mathematics enhances the learners' understanding of the world around and prepares them for further education. It also plays a key role as a tool for learning
other subjects and learning areas. The subject fosters the development and improvement of learners' intellectual competence in logical reasoning, spatial
visualization, analysis and abstract thought. When learners have acquired enough knowledge in mathematics they develop reasoning, thinking and problem
solving skills. Mathematics is also important in science and technology subjects which are vital for the development of the country. It therefore equips the
learner to live in the age of Science and technology and enable them contribute to social, economic development of the country.

Mathematics can also be an interesting subject when learners appreciate basic concepts and insights that will equip them to pursue mathematics education at
higher levels.

vii ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

SUGGESTED TEACHING METHODOLOGY
The syllabus encourages a learner-centred approach or pedagogy. This involves learners to learn Mathematics in context of multipart, comprehensive and
practical problems. Under such learning situations learners may be put in groups and required to identify what they already know, what they need to know
and how and where to access new information that may lead to resolution of the problem.

The Problem-Based Learning (PBL) in mathematics may include the four core area specific outcomes, thinking process, skills and values with the aim of
nurturing wise citizens who are responsible in decision-making for sustainable and responsible development.

The role of the teacher may be that of a facilitator of learning who provides appropriate scaffolding of that process by asking probing questions, providing
appropriate resources and leading class discussions as well as designing student's assessments. The strategy strives to transform the traditional teacher
centred mathematics classroom situation into student centred environment completely where learners are allowed to construct new knowledge through, the
specific outcomes learned, thinking processes such as communication, interconnections, reasoning, representations, problem solving and other similar
ones: both mathematics and non-mathematical positive as well as universal values.

The teaching of Additional Mathematics should expose learners to practical applications of mathematics in everyday life. Learners should be exposed to do
more of practical work as much as necessary through contextual reference to the local environment.

Use of computer related software for mathematical simulation should be encouraged and the teacher should urge learners to use available mathematics
software.

Learners may be exposed to situation where they can provide assistance and support to their peer in learning groups. The opportunities may help to evaluate
their peers and conduct self-assessment that helps them to shoulder responsibility for their learning.

TIME AND PERIOD ALLOCATION

This syllabus will require at least 4 hours 40 minutes (seven-40 minutes periods) per week to complete.

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 viii

ASSESSMENT SCHEME
Assessment is an important diagnostic tool in the teaching and learning process used to determine whether teaching and learning have taken place or not. It
requires well defined rubrics to facilitate a fair and consistent assessment of learner's work as well as clearly defined performance targets at key stages and
during the process of teaching and learning.

Classroom based continuous assessment must form an integral part of the implementation of this syllabus. This is in view of the value that this adds to the
modification of instruction delivery thereby contributing to best practices by the teacher. In order to attain this, teachers are urged to employ various
techniques of assessment according to the topics and themes at various levels. These methods may include learner observation, projects, tests, portfolios and
projects among others.

For terminal assessment, the Examinations Council will provide guidelines on the objectives to be assessed in at specific levels both for selection and
certification.

ix ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

GENERAL OUTCOMES
To build an understanding and appreciation of basic mathematical concepts and computational skills in order to apply them in everyday life.
?

Develop ethical values necessary for accountability in financial matters. It will develop in them the skills of interpreting and financial
?
information. It will help learners acquire skills for planning, budgeting and effective decision-making.

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 x

GRADE 10

GENERAL OUTCOMES AND KEY COMPETENCES

General Outcomes Key Competences

?Assimilate necessary mathematical concepts for use in everyday life such as

?
Provide clear mathematical thinking and
environment and other related disciplines.
expression in the learner
?Think mathematically and accurately in problem solving skills and apply these skills
?
Develop the learners’ mathematical knowledge
to formulate and solve mathematical and other related problems.
and skills
?Produce imaginative and creative work from mathematical concepts and ideas.
?
Enrich the learners’ understanding of
?Develop abilities and ideas drawn from mathematics to reason logically,
mathematical concepts in order to facilitate
communicate mathematically, and learn independently without too much supervision
further study of the discipline
(self-discipline).
?
Build up an appreciation of mathematical
?Development positive attitudes towards mathematics and use it in other subjects such
concepts so that the learner can apply these for
as science and technology.
problem solving in everyday life.
?Apply mathematical tools such as information and communication technology in the
?
Enable the learner Represent, interpret and use
learning of other subjects.
data in a variety of forms
?Use mathematics for enjoyment and pleasure.
?Develop understanding of algebra, geometry, measurements and shapes.

1 ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1 COORDINATE 10.1.1 Distance of [Link] Find length of ?
Calculating the distance ?
Computation of ?
Appreciation of
GEOMETRY a straight line segment between two points. the distance coordinate
line given two points. ?
Calculating the between two geometry in real
10.1.2 Mid-point of [Link] Find mid-point of coordinates of the mid- points life
a line two points. point ?
Interpretation of
10.1.3 Equation of [Link] Find the gradient ?
Finding Equation of a gradient,
a straight and equation of a straight line (gradient -intercept and
line. straight line. intercept form, two Collinear points.
[Link] Plot a line of the point form / double ?
Problem solving
form y = mx + c. intercept form) involving area.
10.1.4 Parallel and [Link] Solve problems ?
Drawing graphs of the
perpendicul involving parallel form y = mx + c.
ar lines. and perpendicular ?
Solving problems using
lines. gradients of Parallel and
10.1.5 Area of [Link] Solve problems Perpendicular lines.
rectilinear involving area. ?
Finding Coordinates of
figures points of Intersection
?
Finding Collinear points
?
Finding Area of
Rectilinear figures
10.2 SYSTEMS OF 10.2.1 Linear and [Link] Solve systems of ? Solving simultaneous ? Computation of ?
Appreciation of
EQUATIONS Quadratic equations with equations (one linear systems of systems of
equations one linear and and one quadratic.) equations equations
one quadratic. ? Solving linear ?
Decisiveness in
10.2.2 Equations [Link] Solve linear equations with three selecting
with three systems of variables (elimination, appropriate
variables. equations with substitution and computation
three variables. matrix methods) method

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 2

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.3 FUNCTIONS 10.3.1 Notation of [Link] Describe ?Describing Function, ? Representatio ?
Appreciation of
functions. function, domain, Domain, Range and n of functions. graphs of
co-domain and Co-domain. (Sets of ? Sketching functions.
range. ordered pairs.) graphs of ?
Awareness of
[Link] Find domain, co- ?Finding domain, co- functions and notation of
domain and range domain and range of their inverses. functions
of functions. one- to- one function ? Computation
[Link] Evaluate modulus and its inverse. of images of
of a function ?Drawing graphs of a functions and
10.3.2 Inverse [Link] Find inverse of a function, and it’s domains
function. function inverse.
10.3.3 Graphs of [Link] Sketch the graph ?Modulus/absolute
functions. of a function and value
its inverse. ?Finding images under
10.3.4 Composite [Link] Find composite
functions. composite functions
functions g[f(x)]
10.3.5 Graphs of [Link] Sketch quadratic ?Completing the
quadratic function functions square and graphical
10.3.6 Quadratic [Link] Solve quadratic method
Equations equations
?Understanding and
10.3.7 Quadratic [Link] Solve quadratic
applying the
inequalities problems
discriminant
involving
?Finding maximum
Inequalities and
and
inequations.
10.3.8 Applications Minimum turning
[Link] Apply quadratic
points
equations to solve
real life problems ?Domain and range of
quadratic inequalities
[Link] Apply quadratic
inequalities to ?Application of
solve real life quadratic equations to
problems real life problems.

3 ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.4 CIRCULAR 10.4.1 Radian [Link] Describe a ?
Describing Radians as ?
Relating radians ?
Appreciation of
MEASURES measures Radian. circular measures and degrees circular
[Link] Convert radians ?
Relationship between ?
Conversion of measures.
to degrees and radians and degrees radians to degrees ?
Awareness of
vice-versa. ?
Converting radians to and vice-versa. relationship
degrees and vice-versa ?
Computation of between radians
?
Sub units of circular arc length, chord, and degrees
measures; (e.g. Minutes, segment,
diameter, radius,
and area of
?
Circumference and sector.
centre of circle
10.4.2 Arc length [Link] Calculate arc ?
Calculating Arc length,
length. chord, segment,
diameter, radius, area of
sector
10.4.3 Area of a [Link] Calculate area of ?
Area of a triangle using
sector a sector.
included angle in radians

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 4

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.4 10.5.1 Six [Link] Describe the six ?
The six trigonometric ?
Relating the six ?
Curiosity in
TRIGONOMETRIC trigonometric trigonometric functions and their trigonometric using
FUNCTIONS functions functions. relationships functions. trigonometry
10.5.2 Special [Link] Find the ?
Finding the ?
Substitution of identities.
Angles (300 , trigonometric trigonometric ratios of trigonometric ?
Appreciation of
0
45 and 60 )0
ratios of 30o, 300, 450and 600 from a identities into trigonometry.
45oand 60o from right angled triangle. trigonometric ?
Awareness of
a right angled ?
Relationship between equations. trigonometric
triangle. angle and trigonometric ?
Drawing graphs identities
[Link] Describe the functions in the four of sine, cosine
relationship quadrants. and tangent
between angles in ?
Graphs of sine, cosine functions.
the four and tangent curves ?Application of
quadrants and ?
Use of formulae Sin (A trigonometric
trigonometric ± B). Identities.
functions ?
Applying trigonometric
10.5.3 Graphs of [Link] Draw graphs of functions in solving
sine, cosine sine, cosine and Trigonometric equations
and tangent tangent functions ;
functions of the form ,bSin
kA, bCos kA, Tan A = and
bTan kA where

5 ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.5.4 Modulus of [Link] Solve
trigonometric Cot A = Cos A
?
trigonometric Sin A
functions. functions Sin A + Cos 2A =1
2
involving Sec2A = 1 + Tan 2A
modulus.
[Link] Draw graphs of
Cosec A = 1 + Cot 2A
?
modulus
?
Equations of the form
trigonometric
functions.
10.5.5 Trigonometric [Link] Solve simple ?
Proving Identities
equations Trigonometric
equation
involving the six
Trigonometric
functions
10.5.6 Trigonometric [Link] Solve equations
Identities involving
compound and
multiple angles.
[Link] Prove identities.
10.6 10.6.1 Permutations [Link] Describe ?
Describing Permutation ?
Interpretation of Appreciation
?
PERMUTATIONS & permutations and and Combination permutations and of
AND Combinations combinations ?
Calculating permutations Combinations permutations
COMBINATIONS 10.6.2 Factorials [Link] Calculate and combinations of ‘n’ Computation of
? and
permutations and items permutations and combinations.
combinations of ?
Factorial; n factorial (n!) combinations of Logical
?
‘n’ items ‘n’ items. thinking in
[Link] Calculate ‘n ?
Permutations and solving
factorial’ (n!). combinations of n items permutations
[Link] Solve problems take r at a time and
on linear ?
Solving problems on combinations
arrangement and linear arrangement and
selection selection

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 6

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.7 BINOMIAL 10.7.1 Binomial [Link] Explain the ?
Explaining the meaning ?
Interpretation of ?
Appreciation of
THEOREM expressions meaning of of the Binomial theorem binomials. Binomial
Binomial. ?
Describing Pascal’s ?
Computation of theorem.
[Link] Expand triangle Binomials. ?
Inquisitiveness
expressions using ?
Expansion of ?
Extrapolation of in using the
Pascal’s Triangle expressions of the form expressions using Binomial
and Binomial (a ± b)n using Pascal Pascal’s Triangle theorem.
theorem. triangle and Binomial and Binomial ?
Perseverance in
[Link] Solve problems theorem theorem. solving
involving problems
Binomial involving
Theorem Binomial
Theorem.

7 ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

GRADE 11

GENERAL OUTCOMES AND KEY COMPETENCES

General Outcomes Key Competences

?Assimilate necessary mathematical concepts for use in everyday life such as
?
Provide clear mathematical thinking and expression in environment and other related disciplines.
the learner ?Think mathematically and accurately in problem solving skills and apply
?
Develop the learners’ mathematical knowledge and skills these skills to formulate and solve mathematical and other related problems.
?
Enrich the learners’ understanding of mathematical ?Produce imaginative and creative work from mathematical concepts and
concepts in order to facilitate further study of the ideas.
discipline ?Develop abilities and ideas drawn from mathematics to reason logically,
?
Build up an appreciation of mathematical concepts so that communicate mathematically, and learn independently without too much
the learner can apply these for problem solving in supervision (self-discipline).
everyday life. ?Development positive attitudes towards mathematics and use it in other
?
Enable the learner Represent, interpret and use data in a subjects such as science and technology.
variety of forms ?Apply mathematical tools such as information and communication technology
in the learning of other subjects.
?Use mathematics for enjoyment and pleasure.
?Develop understanding of algebra, geometry, measurements and shapes.

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 8

 CONTENT
TOPIC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUE S
11.1 REMAINDER 11.1.1 Remainder [Link] Explain the ?
remainder theorem ?
Identification of ?
Awareness of
AND FACTOR theorem remainder theorem ?
Quotient and polynomials. remainder and
THEOREM Remainder (when ?
Interpretation of factor theorems.
a polynomial is the remainder and ?
Logical thinking
divided by ax+b. factor theorems. in solving
where a and b are ?
Computation of polynomials using
integers) polynomial remainder or factor
[Link] Use theorem to find ?Finding Factors of equations. theorems.
quotient and polynomials using
remainder factor theorem
[Link] Find factors of a ?
Identical
11.1.2 Factor
polynomial. polynomials
theorem
[Link] Solve polynomial ?
Solving
11.1.3 Polynomial polynomial
equations.
equations equations
11.2 EXPONENTS 11.2.1 Exponents [Link] Sketch the graph of ?Graphs of the form ?
Presentation of ?
Awareness of
AND logarithmic y = ax and y=log exponents and exponential and
LOGARITHMIC functions. ax, y = ex where logarithms. logarithmic
FUNCTIONS a>o, a ≠-1 ?
Sketching functions.
[Link] Express exponential ?Expressing graphs of ?
Appreciation of
function as a exponential exponents and exponential
logarithmic function function as a logarithms functions as
and vice versa. logarithmic logarithmic
function and vice ?
Application of functions.
versa laws of indices
[Link] Sketch graphs of y = ?
Sketching graphs and logarithms to
log ax (y = log ax where solve problems.
a>o, a ≠-1 and
. graph of y = ln x)
11.2.2 Logarithms [Link] Apply laws of ?
Applying laws of
indices and indices and
logarithms to solve logarithms to solve
problems. problems

9 ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

 CONTENT
TOPIC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUE S
11.3 11.3.1 Introduction [Link] Generate Arithmetic ?
Generating ?
Generation of ?
Curiosity in
ARITHMETIC to Arithmetic sequence and Arithmetic Arithmetic generating series
AND and Geometric Geometric series sequence and sequence and
GEOMETRIC progression Geometric series Geometric series.
EXPRESSIONS 11.3.2 The nth term [Link] Find the nth term of ?Logical thinking
?
Finding the nth ?
Representation of
of an an Arithmetic in solving
term of an the nth term of an
arithmetic progression and problems
Arithmetic arithmetic and
progression. Geometric involving
progression and geometric
progression. arithmetic and
Geometric progression.
[Link] Find the number of geometric
progression. ?
Computation of
terms of an progressions.
?
Finding the the arithmetic and
arithmetic number of terms of geometric mean ?
Appreciating
progression and patterns formed by
an arithmetic and sum.
Geometric arithmetic and
progression and
progression. geometric
Geometric
progressions
progression.
11.3.3 The arithmetic [Link] Find the arithmetic ?
Finding the
mean. and Geometric arithmetic and
means. Geometric means.
11.3.4 The sum of n [Link] Find the sum of n ?
Finding the sum of
terms of an terms of an n terms of an
A.P. arithmetic arithmetic
progression. progression.
11.3.5 The nth term [Link] Find the nth term of ?
Finding the nth
of a a Geometric term of a
geometric progression. Geometric
progression. progression.
11.3.6 The geometric [Link] Find the Geometric ?
Finding the
mean. mean of two Geometric mean
numbers. of two numbers.
11.3.7 The sum of a [Link] Find the sum of a ?
Finding the sum of
G.P. given number of a given number of
terms in a G.P. terms in a G.P.
[Link] Find the sum to ?
Finding the sum to
infinity of a G.P. infinity of a G.P.
ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 10
 CONTENT
TOPIC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUE S
11.4 11.4.1 The derived [Link] Find the derivative of ?
Finding the ?
Identification of ?
Awareness of
DIFFERENTIATION function a polynomial derivative of a differentiation differentiation
dy polynomial using rules. rules.
[f’ (x) or dx].
the product rule, ?
Interpretation of ?Logical thinking in
[Link] Find the derivative of
the quotient rule gradient, differentiating the
a sum of functions or
and chain rule. tangents, normal derived functions.
of composite
?The second and stationary
functions.
11.4.2 Application [Link] Find derivative of derivative points
of the derived ?
Nature of a ?
Application of the
gradient,
function. stationary point derived function.
[Link] Tangents, normal and
(turning points and
stationary points.
points of
[Link] Calculate maxima and
inflection)
minima
[Link] Differentiate ?
Increasing and
exponential functions decreasing
[Link] Differentiate functions
trigonometric ?
Maxima and
functions minima
?
Velocity and
acceleration, Rate
of change, small
increments

11 ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

 CONTENT
TOPIC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUE S
11.4 11.4.1 Introduction [Link] Integrate terms of ?
Relating ?
Interpretation of ? Curiosity in
INTEGRATION to integer powers and integration to indefinite and exploration of
Integration their sum (excluding differentiation definite integrals. indefinite and
1/x or x-1). ?
Integrating terms
?
Determination of definite integrals.
of integer powers
area bounded by ? Logical thinking in
and their sum curves of calculating area
(excluding 1/x or
polynomials bounded by curves
x-1) ?
Application of of polynomials
11.4.2 Indefinite [Link] Integrate polynomials ?Integrating integration to
and definite with fractional polynomials withcalculate area
integrals powers. fractional powers
11.5.2.1Find indefinite and ?
Finding definite
definite integrals. and indefinite
integrals
11.4.3 Area [Link] Find areas between ?
Finding Area
two curves. under a curve
[Link] Find area bounded by ? Finding Area
curves of bounded by two
polynomials. curves
?Finding Area
bounded by curves
of polynomials
11.4.4 Volume of [Link] Find volume formed ? Finding volume ?
Computation of ? Logical thinking in
solids of when curve is formed when volume of solids finding volume
revolution rotated through 360o curve is rotated of revolution. formed when the
(for both x and y through 360o (for ?Perception of curve is rotated
axes). both x and y axes) revolution of two through 360
dimensional degrees
shapes

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 12

 CONTENT
TOPIC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUE S
11.5.5 Velocity and [Link] Find area of the ?
Finding area of the ?
Interpretation of ?
Accuracy in
acceleration region under region under velocity and finding velocity
velocity – time velocity – time acceleration time and acceleration.
graph and graph and graphs.
acceleration time acceleration time ? Computation of
graph. graph. velocity-
[Link] Solve problem ?
Solving problem acceleration
involving velocity involving velocity related problems
and acceleration. and acceleration
?
Displacement
?
Rate of change

13 ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

GRADE 12

General Outcomes Key Competences

?
Provide clear mathematical thinking and ?Assimilate necessary mathematical concepts for use in everyday life such as
expression in the learner environment and other related disciplines.
?
Develop the learners’ mathematical knowledge ?Think mathematically and accurately in problem solving skills and apply these skills
and skills to formulate and solve mathematical and other related problems.
?
Enrich the learners’ understanding of ?Produce imaginative and creative work from mathematical concepts and ideas.
mathematical concepts in order to facilitate further ?Develop abilities and ideas drawn from mathematics to reason logically,
study of the discipline communicate mathematically, and learn independently without too much supervision
?
Build up an appreciation of mathematical concepts (self-discipline).
so that the learner can apply these for problem ?Development positive attitudes towards mathematics and use it in other subjects such
solving in everyday life. as science and technology.
?
Enable the learner Represent, interpret and use ?Apply mathematical tools such as information and communication technology in the
data in a variety of forms learning of other subjects.
?Use mathematics for enjoyment and pleasure.
?Develop understanding of algebra, geometry, measurements and shapes.

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 14

 CONTENT
TOPIC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUE S
12.1 12.1.1 Vectors [Link] Define a vector. ?
Defining a vector. ?
Identification of ?
Appreciation of
VECTORS [Link] Use notation a , AB, ?
Using notation a , AB, vectors in two vectors in two
IN TWO ai+bj ai+bj dimensions. dimensions.
DIMENSIONS [Link] Add and subtract ?
Adding and subtracting ?
Interpretation of ?
Logical thinking
vectors. vectors. vectors in two in calculating
[Link] Multiply vectors by ?
Multiplying vectors by dimensions. vector in two
scalar. scalar. ?
Computation of dimension
[Link] Find position vector ?
Finding position vector of vector in two
of a point. a point. dimensions.
[Link] Apply position ?
Applying position vectors
vectors in in calculations.
calculations.
?
Finding unit vector.
[Link] Find unit vector.
?
Using (scalar) product of
[Link] Use (scalar) product
two vectors.
of two vectors.
?
Using dot product to find
[Link] Use dot product to
angles between two
find angles between
vectors.
two vectors.
[Link] Define properties of ?
Define properties of
scalars, such as when scalars, such as when
a ●b = 0, a b = 0,
[Link] Vector equation of a ?Vector equation of a
straight line straight line

15 ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

 CONTENT
TOPIC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUE S
12.1 STATISTICS 12.2.1 Measure [Link] Make cumulative ?
Statistical presentations ?
Presentation of ?
Appreciation of
of frequency tables. (cumulative frequency cumulative table measure of
dispersion tables, cumulative and cumulative dispersion.
frequency curves). frequency curves ?
Accuracy in
[Link] Draw cumulative ?
Discrete and random ?
Computation of computation of
frequency curves. variables measure measures of
[Link] Find range, quartiles, ?Finding range, quartiles, dispersion. dispersion.
percentiles and inter- percentiles and inter- ?
Application of
quartile range. quartile range. measures of
[Link] Calculate mean, ?
Calculating mean, dispersion in real
variance and variance and standard life
standard deviation. deviation.

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 16

NOTES
Sets of Numbers; { } or Ø The empty set

W Set of whole numbers ;{ 0, 1, 2, 3, . . . } Conversion tables

N Set of Natural Numbers; { 1, 2, 3, 4, 5, . . . } Area 10 000 m2= 1 hectare

24709m2 = 1 acre
Z Set of Integers; { . . ., -3, -2, -1, 0, 1, 2, 3, . . . }
10 000 cm2 = 1 m2
Set of prime numbers; { 2, 3, 5, 7, 11, . . .}
1 000 000 m2 =1 km2
Set of even numbers; { 0, 2, 4, 6, 8, . . . }
Capacity 1 000 cm3= 1litre
Set Symbols 1000ml = 1 litre

?‘belongs to’ or ‘is a member of’

Length 10 milimetres (mm) = 1centimetre (cm)
?‘does not belong to’ or ‘is not a member of’
100 centimeter (cm) = 1meter
?‘is a subset of’
1000 meters = 1 kilometer (km)
?‘is not a subset of’ 1 Km = 1.6093 Miles

? ‘Intersection’ Mass 1 000 grammes (g) = 1 kilogramme (kg)

? ‘Union’ 1 000 kilogrammes (kg) = 1 tonne

îor U The universal set Volume 1 000 000 cubic centimetres (cm3) = 1cubic
metre (m3)

17 ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12

 Angles 1 complete turn = 360°
1 straight angle = 180°
1 right angle = 90°
1 degree = 60 minutes (60')
1 Minute = 60 seconds (60”)
1800 = (phi)

ADDITIONAL MATHEMATICS SYLLABUS - GRADE 10 - 12 18