ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

ADDITIONAL
MATHEMATICS
SECONDARY SCHOOL LEVEL
FORMS 3 - 6
2015-2022

TEACHER’S GUIDE

Curriculum Development Unit © All Rights Reserved

[Link] MP133 Copyright 2015
Mount Pleasant
Harare
 ADDITIONAL MATHEMATICS Teacher’s Guide 2016

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their
valued contribution in the production of this teacher`s guide:
zz The National Mathematics Panel
zz United Nations Scientific and Cultural Organisation (UNESCO)
zz United Nations Children’s Emergency Fund (UNICEF

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016
CONTENTS............................................................................................................... PAGE

Acknowledgements........................................................................................................... 2

Organisation of the guide.................................................................................................. 4

PART A: Critical Documents.............................................................................................. 5

UNIT 1: Curriculum Framework for MoPSE 2015-2022..................................................... 6

UNIT 2: Syllabus Interpretation......................................................................................... 7

UNIT 3: Schemes of Work/Scheme Cum Plan.................................................................. 9

UNIT 4: Lesson Plans...................................................................................................... 13

UNIT 5: Record Keeping.................................................................................................. 15

PART B: Curriculum Delivery........................................................................................... 16

UNIT 6: Scope of the guide............................................................................................. 21

Annexure 1...................................................................................................................... 26

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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016

1.0 ORGANISATION OF THE TEACHERS` GUIDE

This teachers’ guide was designed taking into cognisance the need to guide you teachers in de-
veloping and employing teaching methods in Additional Mathematics. The guide draws from the
Additional Mathematics syllabus. It also clarifies aspects contained in the syllabus. This guide
assists the teacher to explore teaching strategies that help the learner to acquire necessary skills
and competencies. As a teacher you should be able to go beyond this guide by reading relevant
material.

This Teachers’ Guide is divided into two parts:

Part A -Critical Documents

zz Curriculum Framework
zz National syllabus
zz School syllabus
zz Scheme of work
zz Lesson plan
zz Progress records
zz Learner Profile
zz Attendance Register

Part B - Curriculum Delivery

zz Content
zz Objectives
zz Methodology
zz Teaching-learning materials
zz Assessment and Evaluation
zz Class Management
zz Scope of the Guide

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016

2.0 PART A: CRITICAL DOCUMENTS

Introduction

The critical documents assist you the teacher in handling the Additional Mathematics learning
area. As a teacher you need to have the following critical documents in order to deliver the curric-
ulum effectively. You should have the following:
zz Curriculum Framework
zz National Syllabus
zz School syllabus
zz Schemes of Work/Scheme Cum Plan
zz Lesson Plans
zz Learner Profile
zz Records
zz Register of Attendance

Rationale

The aim is to enable teachers to apply suitable teaching methods that allow learners to explore-
mathematical and scientific concepts as they are central to most facets of everyday life and enter-
priseskills. The learning area plays a pivotal role in Science, Technology, Engineering and Math-
ematics (STEM). The teachers` guide promotesproblem solving, innovativeness, confidence,
self-actualisation and classroom based research.

It is therefore important as a teacher to exposelearners tomathematical and scientific knowledge.

This enables learners to manipulate objects and interact with their environment.

Objectives

It is hoped that after going through this part, you will be able to:
zz gain an insight into the philosophy of education underpinning the curriculum
zz manage your class effectively
zz mobilise the teaching and learning resources
zz prepare engaging and appropriate teaching aids
zz track the learner’s progress during the learning process

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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016

UNIT 1

Curriculum for Primary and Secondary Education (2015-2022)

Introduction

This is a policy document that outlines underpinning principles, national philosophy, learning are-
as, the description and expectations of Ministry of Primary and Secondary Education (MOPSE) at
policy level. It prescribes what the government expects you to deliver as you go about your duties.
The Zimbabwe Curriculum framework sets out the common aims and objectives of the educa-
tion system and the specific features of different education levels, thereby providing the basis for
transparent relationships between schools, parents, and local communities. It also provides guid-
ance to schools and education administrators in the organization, management and evaluation of
the effectiveness of the school activities. Schools are encouraged to actively engage, as learning
organisations, in providing diversified opportunities for all learners to develop the knowledge, key
skills and attitudes defined in this framework. This framework is intended to be the main reference
document informing the development of syllabuses, revision of syllabuses, development and use
of learning resources and the creation of guidelines for in-service teacher training and support.
This Curriculum Framework sets out what learners are expected to know, understand, value and
be able to do as a result of their learning experiences in schools and non-formal education set-
tings from Early Childhood Development (ECD) to secondary level. Its fundamental purpose is to
provide a structure around which schools can build educational programmes that ensure learners
achieve desired outcomes. This framework identifies learning areas for all learners. It is intended
to guide schools and teachers, stakeholders and parents over the curriculum process in a rapidly
changing environment.

Objectives of the Curriculum:

The Curriculum was developed to:

zz promote and cherish the Zimbabwean identity
zz Prepare learners for life and work in a largely agro-based economy and an increasingly
globalised and competitive environment.
zz foster life-long learning in line with the opportunities and challenges of the knowledge
society
zz Prepare learners for participatory citizenship, peace and sustainable development
zz Prepare and orient learners for participation, leadership and voluntary service

Key Elements

The Curriculum of Zimbabwe is made up of the following key elements:

zz Background
zz Principles and values guiding the curriculum
zz Goals of the curriculum
zz Learning areas
zz Teaching and learning methods
zz Assessment and learning
zz Strategies for curriculum implementation
zz The future

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016

UNIT 2

SYLLABUS INTERPRETATION

Introduction

Syllabus interpretation is the process of making sense out of the syllabus. Interpretation is about
finding meaning. It is the process of unpacking the syllabus, analysing it and synthesising it.

Objectives

As a teacher you therefore need to be familiar with the two syllabuses, that is the national syllabus
and the school syllabus. This will assist you in your lesson delivery.

Types of School syllabuses

2.1 National Syllabus

It is a policy document that outlines and specifies the learning area philosophy, aims and objec-
tives, Learning/teaching concepts and content, suggested methodology and assessment criteria
at every form level. As a teacher you should always have it and use it to guide you in your day to
day teaching and learning activities.

Aims: general direction in which you should be guiding your learners (long term)
Objectives: learner behavior after treatment
Assessment objectives: examination oriented (what is to be tested)
Content: topics or aspects to be covered
Methodology: teaching approaches to achieve desired learning outcomes
Learner-centred approaches allow learners to practice skills learnt
Examination format: how learners will be assessed

2.2 School Syllabus

This must be drawn from the National Syllabus by reorganising content taking into account local
factors. It is a breakdown of the national/official syllabus to suit the contextual environment into
which the school is located but without changing the content of the national [Link] docu-
ment is drafted at school level by the teachers.
Influenced by:
zz Level of learner performance (knowledge they already have)
zz Facilities and funds available
zz Time allocation in the official syllabus
zz Local conditions that affect the choice and sequencing of topics
zz Supply of textbooks and other teaching materials
zz Education technology
zz Community influences

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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016
Structure of School Syllabus

zz Aims: broad indication of what the learners should learn

zz Objectives: learner behavior at the end of the teaching-learning experience
(competencies)
zz Topics/Activities (Content)
zz Methodology (Learner – Centred)
zz Instructional Or Teaching Materials
zz Assessment/Evaluation

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016

UNIT 3

SCHEMES OF WORK/ SCHEMECUM PLANS

SCHEME OF WORK (WEEKLY BREAKDOWN)

By the end of this unit, you should be able to:

zz describe the essential components of a scheme plan
zz develop a scheme plan
zz explain the advantages of writing down your plan
zz Realise the merits of planning your lessons well in advance

Definition:

This is a document that you as a teacher should draw from the national and school syllabus. You
should outline the objectives, activities, content, and methodologies. A scheme of work is there-
fore a plan of action, which should enable you to organize teaching activities ahead of time. It is a
summarized forecast of work, which you consider adequate and appropriate for the class to cover
within a given period from those topics, which are already set in the syllabus.

COMPONENTS

The components of a scheme of work include the following aspects:

zz Level of learners: state the level (grade/form) of learners you are scheming for.
zz Learning Area: indicate the learning area you are scheming for
zz Week ending: the date should be clearly indicated
zz Topic/Key concepts/Skills: topics should follow the order, which they are supposed to be
taught, from simple to complex.
Objectives: each lesson should have objectives, which pinpoint the anticipated learning behav-
iour of the learners. The objectives must be stated in a manner that there is a measurable aspect
manifested at the end of the lesson for example, learners should be able to conduct fire drills.

FORM 3 SCHEMES OF WORK

Learning area: Additional Mathematics form 3

Aims
zz acquire mathematical skills to solve problems related to industry and technology
zz further develop mathematical concepts and skills for higher studies
zz use mathematical skills in the context of more advanced techniques such as research
zz apply additional mathematics concepts and techniques in other learning areas
zz develop an appreciation of the role of mathematics in personal, community and national
development (Unhu/Ubuntu/Vumunhu)
zz use I.C.T tools effectively to solve mathematical problems
zz apply additional mathematical skills and knowledge in relevant life situations
zz enhance confidence, critical thinking, innovativeness, creativity and problem solving skills
for sustainable development

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 WEEK TOPIC/ OBJECTIVES COMPETENCIES/ MEDIA S.O.M/ METHODS/ EVALUATION
ENDING CONTENT SKILLS/ REFERENCES ACTIVITIES
KNOWLEDGE
16/12/16 INDICES By the end zz critical thinking zz ICT zz Additional zz Explaining Should show
of the lesson zz analytical tools(over- Mathematics) the term index strength and weak-
learners should thinking head pro- National Syllabus zz Discussing nesses of method-
be able to: zz problem solving jector and page 13 the laws of ology, and whether
laptop to zz Additional indices objectives were
zz define an display laws Mathematics Pu- zz achieved. Map the
index of indices) pils Book 3 page Demonstrat- way forward. This
zz use the laws zz Work 61-63 ing the use of forms the basis for
of indices in cards indices remedial work
algebraic zz Solving
application equations
zz solve equa involving indi-
tions involv ces in groups
ing indices

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016
11
SCHEME–CUM PLAN: PURE MATHEMATICS

LEVEL FORM 3

Aim: Develop an ability to apply Pure Mathematics in life and other subjects, particularly Science and Technology.

Week Topic/ Objectives Methodology Competencies References/ Media/ Evaluation

ending Content and Activities (skills, Source of Resources
knowledge material
and attitudes)
16/12/16 INDICES by the end Introduction zz critical think- zz Pure Math- zz ICT
of the les- -Learners state ex- ing ematics) Na- tools(overhead
Lesson 1 son learners amples of indices as zz analytical tional Syllabus projector and
should be asked by the teacher thinking page 5 laptop to display
Definition able to: Step 1 :Brainstorming zz problem solv- zz Pure Math- laws of indices)
ADDITIONAL MATHEMATICS Teacher’s Guide 2016

zz define an -on the laws of indices ing ematics Pupils zz Print media
Laws of index Step 2 Demonstration Book 3 page
indices zz use the -learners demonstrate 61-63
laws of indi- simplification of indices
ces to simpli- following examples
fy algebraic done by the teacher
expressions Step 3 Individual
work
-learners write exercise
on simplifying indices
conclusion
-summarising main
points
 Week Topic/ Objectives Methodology Competencies References/ Media/ Evaluation
ending Content and Activities (skills, Source of Resources
knowledge material
and attitudes)
16/12/16 Lesson 2 zz solve Introduction zz critical think- zz Pure Math- zz ICT tools
Equa- equations Recapping of the con- ing ematics) Na- (overhead pro-
tions involving cepts of the previous zz analytical tional Syllabus jector and laptop
indices lesson thinking page 5 to display laws of
Step 1 :Discussion zz problem solv- zz Pure Math- indices
-class discussion on the ing ematics Pupils zz Work cards
laws of indices Book 3 page
Step 2: Group work 64
-on solving equations
Step 3 : Demonstra-
tion
Learners demonstrate
solving equations
Step 4 : individual
work
learnerswrite exercise
on solving equations
conclusion
-revising selected ques-
tions

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016
ADDITIONAL MATHEMATICS Teacher’s Guide 2016

UNIT 4

LESSON PLANS

Definition

This is a detailed daily plan of what you intend to deliver during the lesson. This is to be used in
the event of you having drawn a scheme of work rather than a scheme cum plan.
Components of a lesson plan

A lesson plan is made up of the following components:

zz Date
zz form
zz Time
zz Learning area
zz Topic/content
zz Sub-topic
zz SOM
zz Teaching and learning aids
zz Number of learners
zz Assumed knowledge
zz Lesson objectives
zz Lesson steps
zz Evaluation

Example of a lesson plan

The following is an example of a lesson plan drawn from the scheme of work above.
Detailed Lesson Plan
Date : 15 December 2016
Form : 3
Time: 11.30 -12.00
Learning Area Additional Mathematics forms 3-4
Topic/Content: Indices
Sub-Topic: Laws of Indices
S.O.M: Additional Mathematics forms 3-4
National Syllabus page 13
Equipment: ICT tools (overhead projector and laptop),
work cards
Number of learners: 45
Assumed Knowledge: Learners are able to state examples of Indices

Lesson Objectives
By the end of the lesson, learners should be able to:
zz state the laws of indices
zz use laws of indices to simplify algebraic expressions
zz solve equations involving indices

INTRODUCTION: Learners state examples of indices

Stage 1: Learners discuss the laws of indices
Stage 2: Learners,demonstrate how to simplify algebraic expressions.
Stage 3: Learners solve equations involving indices in groups.
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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016
Stage 4: individual written workon solving indices equations

Conclusion: learners and the teacher summarises the lesson by highlighting main points

LESSON EVALUATION:

Strength: .........................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
.........................................................................................................................................................

Weaknesses: ..................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
.........................................................................................................................................................

Way forward: ..................................................................................................................................

........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016

UNIT 5

RECORD KEEPING

Records are critical documents about the teaching – learning process, which you must keep as
a teacher

They include:
- Syllabuses (National and School)
- Staff and pupil details
- Examination documents
- Mark lists
- Stock control registers

OBJECTIVES

By the end of this unit, you should be able to:

- identify the various records you are expected to keep
- prepare accurate records
- Interpret information from records to promote learning
- Maintain and keep records safely
- Appreciate the need to update records regularly

TYPES OF RECORDS
- Official syllabuses
- School syllabuses
- Records of staff details
- Records of learner details
- Supervision records
- Files, circulars, handouts, past exam papers
- Minutes of meetings
- Inventory of resource materials
- Stock control registers
- Learner Profiles
- Attendance Register

CONCLUSION

Effective teaching and learning requires you to have all the critical documents and to use them as
required. You need to scheme, plan and prepare for your lessons well in advance. Furthermore,
you need to familiarize yourself with the Ministry Of Primary and Secondary Education’s Curricu-
lum Framework.

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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016

3.0 PART B: CURRICULUM DELIVERY

Introduction

This section comprises of the content, Objectives, Methodology, Teaching-learning materials,

Class management and Evaluation

RATIONALE

In its socio-economic transformation agenda, Zimbabwe has embarked on an Industrialisation

development process, where high mathematical skills are a prerequisite. It is therefore, impor-
tant to provide a sound grounding for development and improvement of the learner’s intellectual
competencies in logical reasoning, spatial visualisation, analytical and abstract thinking. This will
form the basis for creative thinkers, innovators and inventors. Additional Mathematics optimises
the potential of the mathematically gifted learners through exposure to more challenging practical
life problems that require practical solutions. The thrust is to provide wider opportunities for the
mathematically gifted learners who desire to undertake technologically and industrially related ca-
reers such as actuarial sciences, architecture, engineering and other scientific research activities.
Sound knowledge of mathematics enables learners to develop skills such as accuracy, research
and analytical competencies essential for life and sustainable development.

The Additional Mathematics forms 3-4 sand 5-6 syllabi enables learners to develop skills in:

zz Problem solving
zz Critical thinking
zz Decision making
zz Leadership
zz Self-management
zz Communication
zz Technology and innovation
zz Enterprise

CROSS CUTTING THEMES

In order to foster competence development for further studies, life and work, the teaching and
learning of Additional Mathematics for forms 3 - 4 and forms 5-6 should integrate the following
cross cutting themes:

zz Business and financial literacy

zz Disaster and risk management
zz Communication and team building
zz Problem solving of environmental issues
zz Inclusivity
zz Enterprise skills
zz Cultural Diversity
zz ICT
zz HIV & AIDS

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016
3.1 OBJECTIVES

By the end of this unit, you should be able to:

- select appropriate teaching methods for your lessons
- use a variety of learner-centred approaches
- plan and organise study tours
- help pupils carry-out projects or experiments

3.2 CONTENT

The guide covers the following aspects:

- Syllabus interpretation
- Content
- Methodology
- Teaching-learning materials
- Class management
- Record keeping
- Evaluation

3.3 METHODOLOGY

zz As a teacher it is important for you to use problem-solving and learner-centred approaches:

zz You are the facilitator
zz The learner is the doer

OBJECTIVES

By the end of this unit, you should be able to:

- select appropriate teaching methods for your lessons
- use a variety of learner-centred approaches
- plan and organise study tours
- help pupils carry-out projects or experiments

Teaching methods can be grouped under three main categories:

a) Cognitive development methods
b) Affective development methods
c) Psychomotor development methods

a) Cognitive development methods

These are mainly:
zz Discussion Method
zz Questioning/Socratic Method
zz Team Teaching Method
zz Talk Chalk/Recitation Method
zz Field Trip/Educational tours Method
zz Team Teaching Method
zz Question and Answer

b) Affective development methods

zz Modelling Method
zz Simulation Method
zz Dramatic Method
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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016
zz Simulation Games
zz Role-Playing Method
zz Gallery walk
zz Observation
zz Lecture

c) Psychomotor development methods

These are more learner activity based and heuristic

zz Inquiry Method
zz Interactive e-learning
zz Discovery Method
zz Process Approach Method
zz Demonstration Method
zz Laboratory/Experimentation Method
zz Programmed Learning Method
zz Dalton Plan/Assignment Method
zz Project Method, case studies
zz Microteaching Method
zz Mastery Learning
zz Song and dance
zz Your subject matter should determine the most suitable teaching method/methods to use.
zz The instructional objectives to be achieved by the end of the lesson also determine the
choice of teaching methods.
zz You must be very familiar with the teaching methods you want to use and be convinced they
are the most appropriate for that lesson.
zz You must consider the age, interest, level of development of the learners and ensure that all
learners will benefit from the method you have chosen.
zz You must consider time in relation to the methods chosen.
zz You should consider the environment and the size of the class in settling for methods to
employ.

3.4 INSTRUCTIONAL (TEACHING-LEARNING) AIDS

zz help learners to learn better and faster

zz capture learners` interest
zz create virtual reality

OBJECTIVES

By the end of this unit, you should be able to:

zz select appropriate instructional aids
zz make good quality aids from available resources
zz use instructional aids effectively
zz Design meaningful and effective instructional aids

TYPES OF INSTRUCTIONAL-LEARNING AIDS:

The following are some of the learning aids you can use as a teacher:
zz charts,
zz chalkboard,
zz whiteboard,
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ADDITIONAL MATHEMATICS Teacher’s Guide 2016
zz computers,
zz slides,
zz films,
zz videos,
zz flannel
zz graph,
zz textbooks

3.5 ASSESSMENT AND EVALUATION

zz Measuring the success of teaching in terms of teacher and learner performance

zz Provides feedback on the acquisition of knowledge, skills and attitudes by learners

OBJECTIVES

By the end of this unit, you should be able to:

zz evaluate both your work and that of the learners
zz identify the essential evaluation methods that you can use
zz prepare marking schemes for the various activities or projects

METHODS OF EVALUATION

zz Tests and exercises

zz Projects
zz Examinations
zz Assignments

3.6 CLASS MANAGEMENT

Process of planning, organising, leading and controlling class activities to facilitate learning

OBJECTIVES

By the end of this unit, you should be able to:

zz create an effective learning environment
zz motivate the learners
zz maintain discipline
zz supervise class activities

ORGANISATIONAL SKILLS FOR EFFECTIVE LEARNING

Classroom organisation which covers:

zz physical environment
zz emotional environment
zz grouping the learners
zz class control and discipline
zz supervision

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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016
PHYSICAL ENVIRONMENT

zz Classroom to be clean, tidy and airy

zz Safety considerations when arranging furniture
zz Teaching aids to be visible to learners

EMOTIONAL ENVIRONMENT

zz Be firm, warm and pleasant

zz Set the right tone
zz Tell learners what behaviour you expect

GROUPING

zz Learners may be grouped according to needs, abilities, problems but not sex
zz Promote sharing of ideas among learners

CLASS CONTROL AND DISCIPLINE

zz Know the schools policy on discipline

zz Be firm and fair
zz Punishment should be corrective
zz Acknowledge good behavior
zz Make use of prefects and class monitors
zz Create an atmosphere of trust and honesty
zz Aim for intrinsic discipline

MOTIVATION

zz Make learners feel important

zz Recognise and reward excellence
zz Be a role model in terms of your demeanour

SUPERVISION

zz Check learners` work in order to guide and correct them

zz Areas that require supervision include practical work, written work, discussions, group work
and field trips

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016

UNIT 6: SCOPE OF THE GUIDE

SYLLABUS TOPICS

It is important for you as an Additional Mathematics teacher to know the topics that are covered
and how they are listed according to levels as shall be revealed below. You should also be able to
state the objectives, methods, teaching and learning materials, records and evaluation techniques
for each topic.

Additional Mathematics forms 3-4 learning area has 13 broad topics as stipulated below.
The following topics will be covered from Form 3 - 4

Pure Mathematics

zz Indices and irrational numbers

zz Polynomials
zz Algebraic Identities, equations and inequalities
zz Sequences and Series
zz Coordinate geometry in two dimensions
zz Functions
zz Quadratic functions
zz Logarithmic and Exponential functions
zz Trigonometrical functions
zz Differentiation
zz Integration

Probability and Statistics

zz Probability
zz Data collection and Presentation
zz Measures of central tendency and dispersion
zz Discrete and continuous probability distributions
zz Normal distribution
zz Sampling Methods
zz Estimation

Mechanics

zz Kinematics of motion in a straight line

zz Forces and equilibrium
zz Newton’s Laws of motion
zz Energy, Work and Power

NB: For learning areas under forms 5-6 see pages 30-33 of this guide

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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016
TOPIC

DATA COLLECTION AND PRESENTATION

Objectives (learner – behaviour)

By the end of the unit learners should be able to:
zz define statistical key terms
zz statistics,
zz data
zz frequency
zz tally system,
zz population and
zz samples
zz state the source of data
zz classify data
zz state the types of data in Statistics
zz distinguish between primary and secondary data
zz outline methods of collecting data
zz organise data in appropriate tables
zz summarise data in appropriate forms

Sub topics
STATISTICAL KEY TERMS
zz Statistics data
zz Frequency
zz Tally system
zz Population
zz Samples
zz SOURCES AND TYPES OF DATA
zz Sources
zz Classification
zz Types
zz merits and demerits of sources of data
zz DATA COLLECTION
zz Data collection methods
zz Forms of data presentation

ACTIVITIES
zz Discussing statistical terms
zz Discussing the sources, classes and types of data
zz Classifying data
zz Distinguishing forms of data
zz Collecting data
zz Organising and summarising data through appropriate tables

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016
METHODOLOGY (learner - centredness)
zz Project based learning
zz Educational tours
zz E-learning
zz Collections
zz Demonstrations
zz Resource person(s)

TEACHING-LEARNING AIDS
zz ICT Tools
zz Data collection instruments
zz Local environment
zz Audio and Visual Materials
zz Educational tours

Evaluation

Should show strength and weaknesses of methodology, and whether objectives were achieved.
Map the way forward. This forms the basis for remedial work.

TOPIC 2

ENERGY, WORK AND POWER

Objectives (learner – behaviour)

By the end of the unit learners should be able to:

zz explain the concepts of gravitational, elastic and kinetic potential energy
zz solve problems using the principle of energy conservation
zz describe the concept of work done by force
zz calculate work done by constant force when its point of application undergoes a
displacement
zz define power
zz calculate power
zz Solve problems involving energy and power.

SUB TOPICS
zz Energy
- gravitational potential
- elastic potential
- kinetic
zz Work
zz Power
zz Principle of energy conservation

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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016
ACTIVITIES
zz Discussing concepts of gravitational, elastic and kinetic potential
zz Conducting experiments to demonstrate conservation of energy such as falling objects.
zz Calculating power
zz Solving problems involving energy ,work and power
zz Representing life phenomena using mathematical models involving energy, work and
power and exploring their applications in life

METHODOLOGY (learner - centredness)

Project based learning
zz Educational tours
zz E-learning
zz Group work
zz Demonstrations
zz Resource person(s)
zz Research and presentations

TEACHING AND LEARNING AIDS

zz ICT tools
zz Local environment
zz Talking books
zz Braille materials
zz Relevant text

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016
Evaluation

Should show strength and weaknesses of methodology, and whether objectives were achieved.
Map the way forward. This forms the basis for remedial work

Topics to be covered

Form 3 FORM 4 FORM 5 Form 6

Indices and irrational Discrete and continuous Rational Particle

numbers probability distribution fractions dynamics

Polynomials Normal distributions Summation of series elasticity

Identities, equations Sampling methods Hyperbolic functions Energy, work and

and inequalities power

Sequences and Estimation Matrices and linear Circular motion

Series spaces (vertical and
horizontal motion)

Coordinate geometry Kinematics of motion Groups Simple

in two dimensions in a straight line harmonic motion

Functions Forces and equilibrium Mathematical Probability

induction

Quadratic Functions Newton’s laws of motion Polar coordinates Random variables

Logarithmic and Motion of a projectile Vector geometry Distributions

Exponential functions

Trigonometrical Momentum Differentiation and Sampling and

functions integration estimation

Differentiation Energy, work and power Differential equations Statistical inference

Integration Bivariate data

CONCLUSION

This guide is not there to kill your innovativeness but just assist you as you embark teaching this
new learning area. Any contributions that will improve our Teachers’ Guide are welcomed. Just
forward those contributions to Curriculum Development and Technical Services. If there are any
teachers who are interest in writing these teachers’ guides please just let us know so that we can
make the necessary arrangements.

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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016
ANNEXURE 1
SYLLABUS SCOPE AND SEQUENCE

FORM 3-4 SCOPE AND SEQUENCE

PURE MATHEMATICS

TOPIC FORM 3 FORM 4

Indices and irrational numbers Indices:

- Rules and notations
- Algebraic application
- Exponential equations
Irrational numbers:
- Surds
- Operations

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

Identities, equations and Identities:

inequalities - Definition
- unknown coefficient
Equations:
- Linear
- Simultaneous
- Quadratic
Inequalities:
- Linear
- Quadratic

Sequences and Series Sequences:

- Notation
Behaviour of a sequence
- Periodic
- Oscillatory
- Convergent
- Divergent
Series:
- Notation
- Arithmetic progression
- Geometric progression

Coordinate Geometry:
Coordinate geometry
in two dimensions
- Distance between two points
- Gradient
- Equation of a straight line
- Parallel and perpendicular
lines
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ADDITIONAL MATHEMATICS Teacher’s Guide 2016

TOPIC FORM 3 FORM 4

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

Quadratic Functions Quadratic expression

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

Logarithmic and Logarithms:

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

Trigonometrical functions Trigonometry:

- Ratios
- Simple identities
- Simple Equations
Trigonometric Functions

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

Integration Integration:
- Notation
- Integration of simple functions
Application
- Area under the curve

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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016
PROPABILITY AND STATISTICS

TOPIC FORM 3 FORM 4

Set Language and notation

SETS AND NOTATION
- Trial
- Sample spaces
- Outcome/events
- Venn diagrams
Approaches to probability
Experimental
Objective
Classic
Subjective
Conditional probability
Addition and Product Rules
- independent events
- mutually exclusive events
- Outcome tables
- tree diagrams
Conditional probability

Data collection and

Key Statistical terms
Presentation
- Statistics data
- Frequency
- Tally system
- Population
- Samples
Data
- Sources
- Classification
- Types
- Merits and demerits of
sources of data
Data collection methods
Forms of data presentation

Measures of central tendency The mean, median and mode

and dispersion (for grouped and ungrouped
data)

Measures of dispersion
- Variance
- Standard deviation
- Coefficient of variation
- Range
- Interquartile range

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016
TOPIC FORM 3 FORM 4
Discrete and continuous Discrete random variables
probability distributions Probability distribution of a
discrete variable
Mean and variance of a
discrete random variable
Binomial probability distribution
Continuous random variables
Probability distribution of a
continuous variable
Mean and variance of a
continuous random variable

Normal distribution Properties of a normal

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

Sampling techniques
Sampling Methods
- Random and non-random
sampling
-Central limit theorem
Distribution of sample mean
(when population of X is normal)
Non- Probability sampling
techniques

Point estimation
Estimation
- Mean and Variance
Interval estimation
- Confidence interval (for mean
of the population mean of a
normal distribution with known
variance and large sample
size).

MECHANICS

TOPIC FORM 3 FORM 4

Kinematics of motion in Distance and speed

a straight line x – t graphs
Gradient as Velocity
Vector and scalar quantity
Velocity and acceleration
v – t graphs
Gradient as acceleration
Equations of motion
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 ADDITIONAL MATHEMATICS Teacher’s Guide 2016

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Forces and Equilibrium Force
Types of forces
Representation of force by
vectors
Resultants and components
Composition and Resolutions
Equilibrium of a particle
Friction
Newton’s Laws of motion Newton’s laws of motion
Applications

Energy, Work and Power Energy

Work
Power
Principle of energy
conservation

FORM 5-6 SCOPE AND SEQUENCE

TOPICS FORM 5 FORM 6

RATIONALFUNCTIONS Partial Fractions

Oblique Asymptotes
Graphs

SUMMATION OF SERIES Standard results

(∑▒〖r,∑▒〖r^2,〗〗 ∑▒r^3 )
Method of differences
Sum to infinity

HYPERBOLIC FUNCTIONS Six hyperbolic functions

Identities
Inverse notation

MATRICES AND LINEAR Linear equations

SPACES Spaces and subspaces

GROUPS Properties
Order of elements
Simple subgroups
LaGrange’s theorem
Structure of finite groups
Isomorphism

MATHEMATICAL INDUCTION Proof by induction

Conjecture
POLAR COORDINATES Cartesian and polar coordinates
Polar coordinates curves
Area of a sector

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ADDITIONAL MATHEMATICS Teacher’s Guide 2016

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VECTOR GEOMETRY Triple scalar product

Cross product
Equations of lines and planes

DIFFERENTIATION Higher order differentiation

AND INTEGRATION Concavity
Reduction formulae
Arc lengths
Surface areas of revolution
Differentiation and Integration
of inverse trigonometric
functions and hyperbolic
functions

DIFFERENTIAL EQUATIONS First order differential

equations
Second order differential
equations
Complementary function
General and Particular
integrals
Substitution
Particular solution

MECHANICS

TOPICS FORM 5 FORM 6

PARTICLE DYNAMICS Kinematics of motion

Newton’s laws of motion
Motion of a projectile

ELASTICITY Properties of elastic strings

and springs
Work done in stretching a string
Elastic potential energy
Mechanical energy
Conservation of mechanical
energy

ENERGY, WORK AND Energy

POWER Gravitational potential
Elastic potential
Kinetic
Work
Power
Principle of energy conservation

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CIRCULAR MOTION Angular speed and velocity
(Vertical and Horizontal) Horizontal and vertical
circular motion
Acceleration of a particle
moving on a circle
Motion in a circle with
constant speed
Centripetal force
Relation between angular
and linear speed
Conical pendulum
Banked tracks

SIMPLE HARMONIC MOTION Basic equation of simple

harmonic motion
Properties of simple
harmonic motion

STATISTICS

TOPIC FORM 5 FORM 6

PROBABILITY Events
Independent
Mutually exclusive
Exhaustive
Combined
Conditional probability
Tree diagrams
Outcome tables
Venn diagrams
Permutations and combinations

RANDOM VARIABLES Probability distributions

(discrete and continuous) Expectation
Variance
Probability density functions
(pdf) and cumulative distribution
functions (cdf)
Mean, median, mode, standard
deviation and percentiles

DISTRIBUTIONS Binomial distribution

Poisson distribution
Normal distribution
Standard normal tables
Continuity correction
Linear combinations of normal
and Poisson distributions

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SAMPLING AND Probability sampling
ESTIMATION techniques
Non-probability sampling
techniques
Estimation of population
parameters
Central limit theorem
Confidence intervals

STATISTICAL INFERENCE Null hypothesis

Alternative hypothesis
Test statistics
Significance level
Hypothesis test (1-tail and 2-tail)
Type 1 and type 2 errors
z- tests
t – tests
chi-squaredtests

BIVARIATE DATA Scatter diagrams

Regression lines
Least squares
Pearson`s Product moment
correlation (r)
Coefficient of determination (r2)

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