DEMOCRATIC REPUBLIC OF THE CONGO

MINISTRY OF PRIMARY, SECONDARY EDUCATION

ETTECHNIQUE

General Secretariat
School Programs Directorate
and Teaching Material

Guide in support of
EducationalProgram
of the Domain of Science Apprenticeship

Class of 2 th
year
of Scientific Humanities

Subdomain of Learning:

Mathematics

1eraedition
Kinshasa 2021
©DIPROMAD/MEPST, Kinshasa, 2021
Design and implementation: Technical Team of the Education Project
Quality and Relevance of Teachings to
Secondary and University levels

This Guide was designed with the support of 'THE WORLD BANK' .
 1

I. INTRODUCTION
The Ministry of Primary, Secondary, and Vocational Education has
engaged in a movement to reform its educational system aimed at
to raise the educational and training system to a level capable of
to accompany the human, economic, and constitutional development of
countries.
It is in this context that a modernization of the programs
Mathematics and Science is in progress.
As for class 1erayear, the reformed programs of the classes of
2thThe year of scientific humanities is centered on the approach by the
situations; they mainly target the student's activity in situations.
that allow them to act on essential knowledge. The same programs
present to the teacher the elements he needs to manage this activity
of the student in class.
The content of the program is presented in a matrix that includes the
the following sections:
the essential knowledge;

the expected competency of the student;

3. an example of a situation;

4. a specification table;

5. an evaluation.

It may happen that the content of one or the other section of the program does not
is not clearly expressed for the teacher in the sense that he feels
major difficulties in the development of the essential knowledge concerned.
It is to address this need for clarity that the program writers
have designed guides to support them. These guides specify
certain concepts on the essential knowledge addressed in the matrices of
programs. They also provide educational guidelines and
remain simple and practical and contain no development
theoretical.
2

Being supportive of the program, the guide corresponds to the list

the essential knowledge and with each matrix of the program that it takes up
the code and the title.
It is limited to providing some clarifications on each of the matrices of the
program in each of the three sub-domains of learning
sciences.
The clarifications that this guide brings to each of the matrices of the program
mainly concerning the following sections:
1. Code and title: correspond to the code of the list of essential knowledge provided
in correspondence with that of the program matrix title;

2. Essential knowledge: takes up those from the corresponding matrix;

3. Prerequisites: consist of the essential knowledge that the student must already master.
Before addressing the activities proposed in the matrix; it is obvious that it
This concerns the major prerequisites;

4. Clarifications on the contents: consist in revisiting the concepts

essentials of the matrix to be constructed by the students in order to
clarify in a simple, practical, and unequivocal manner;

5. Pedagogical or didactic suggestions: conclude the content of a guide

and suggest to the teacher one or two suggestions allowing him
to guide the student. She thus mentions the materials that facilitate the process.
from this activity.

In summary, a program is a planning tool while a guide is

support for the program. Each guide corresponds to a matrix of which it
clarify certain concepts. The guide serves as a supplement to the program
in order to make it more readable. It is intended for the teacher and meets the needs
of this last one.
 3

GUIDE IN SUPPORT OF THE EDUCATIONAL PROGRAM

MATHEMATICS

MM4.1
No. HEADINGS CONTENTS

Title Use of mathematical language

2 Essential Knowledge Mathematical propositions

1. Notions on Mathematical Language

3 Prerequisites
2. Alphabet of mathematical language

1. A mathematical proposition is any statement that can be

Either true (true) or false (false) and never both at the same time.

2. True (1 or V) and false (0 or F) are the only truth values

of a mathematical proposition
4 Clarifications on the contents A statement that is neither true nor false is not a proposition.
mathematics

4. The connectors of the propositions are the operators 'not(− ),

and (⋀), or inclusive (⋁), or exclusive (W), implication (⇒), double
implication⟺), …

1. Ensure that the students understand the meaning of

Pedagogical suggestions or each connector as well as the properties of the connectors
5
didactic 2. Bring the students to compare the properties of connectors to
those of the subsets of the same set

MM4.2
No. Sections Contents

1 Title Powers and roots

1. Powers with rational exponents

2 Essential Knowledge
2. Radicals of index n
 4

Powers with integer exponents

3 Prerequisites -Square roots

Rational numbers

1. 0= 1with ≠ 0 ; 1=

2. = ⏟ ...
n factors
4 Clarifications on the content 1
3. − =
4. √ = equates to =
1
5. = ; √ = √
Bring the students to:

Simplify the radicals

Teaching suggestions or
5 Reduce the radicals to the same index
didactics
- Express a radical in exponent form and an exponent in radical form.
of power

MM4.3
No. HEADINGS CONTENTS
1 Title Euclidean division of polynomials
Quotient and remainder of the Euclidean division of two polynomials
2 Essential Knowledge
3 Prerequisites Euclidean division of the polynomial A(x) by the polynomial x−
1. To perform a Euclidean division, you must first
arrange the dividend and the divisor according to the powers
decreasing of the same variable
2. In a Euclidean division:
4 Clarifications on the contents
The degree of the dividend is greater than or equal to that of
divisor
The degree of the remainder is strictly less than that of the
divisor
Bring the learners to solve exercises on the
Educational suggestions or
5 polynomials using the general method (Euclidean division)
didactic
or the Horner's rule
 5

MM4.4
No. SECTIONS CONTENTS
1 Titre Operations on polynomials in R
1. Methods of factoring a polynomial in R
2 Essential knowledge 2. Greatest common divisor and least
common multiple of polynomials
3. Euclidean division of polynomials, division by
3 Prerequisites x-a
4. Remarkable products
1. Any polynomial ( ) non null can be expressed in the form
of a product:
1. either first degree polynomials
2. either polynomials of the 2thdegree ²+ +
with ² – 4ac <0
3. The GCD of 2 polynomials ( ) and ( ) given is the
4 Clarifications on the content unit polynomial, of maximum degree, common divisor
to the two polynomials ( ) and ( )
4. To obtain the LCM of several polynomials
decomposed into prime factor products, we
multiply all the factors of these various
decompositions, each being assigned the highest of
his exponent
1. Bring the students to apply remarkable identities or
other calculation tips for factorizing or expanding
Pedagogical suggestions or
5 a polynomial
didactic
2. Multiply the exercises for finding the GCD of two
polynomials

MM4.5
No. HEADINGS CONTENTS
1 Title Rational fractions
3. Rational fractions: concepts, operations, and properties
2 Essential knowledge
4. Zeros and signs of a rational fraction
5. Operations on polynomials
3 Prerequisites 6. Signs of a pair from 1erdegree in x
Signs of a second degree trinomialèmedegree in x
 6

8. If f and g are two polynomial functions in one variable in

R:
( )
A function : → ; → (= ) , where ( ) ≠ 0, is
( )
called rational function
4 Clarifications on the contents ( )
2. The report is called a rational fraction, f(x) and g(x)
( )
are the terms of the rational fraction

3. The domain of definition of p is the set R minus the

reals that cancel the denominator

Pedagogical suggestions or Multiply the exercises on determining the domain of

5
didactics definition of a rational function
MM4.6
N° RUBRIQUES CONTENTS

1 Title Study of a function of 2thdegree in a real variable

Zeros of a second-degree function

2 Essential Knowledge 2. Vertex and axis of symmetry
Graph of a second-degree function
4. Identification of points on the plane

3 Prerequisites
5. Determination of the points of a curve representing a function
of 1erdegree

The graphical representation of a function of the 2stdegree is a

4 Clarifications on the content axis parabola = − and of peak s(− 4 − ²
, ), and whose meaning of
2 204
The concavity depends on the sign of the coefficient of the x² term.

6. Have a ruler, a computer, or a...

programmable calculator

Pedagogical suggestions or 7. Multiplying problems related to graphical representation

5
didactic of a function of 2thdegree

8. Use the GEOGEBRA software for representing functions

from 2thdegree
 7

MM4.7

No. Sections Contents

1 Title Equations of the 2èmedegree in R

Methods for solving a second degree equationthdegree

2 Essential knowledge
Product and sum of the roots of a second-degree equationthdegree

General solution of a first-degree equationerdegree

3 Prerequisites
Solution or root of an equation

9. To solve the equation of 2thdegree: 2+ + =0

with ≠ 0 calculate the discriminant or realizing
=√ 2− 4ac

− ±√ 2 −4
4 Clarifications on the content The roots are given by 1,2 = ≥ 0,
2
and do not exist if <0

10. The sum S of the roots is =− and

their product =

5 Educational Suggestions or 11. Bring the students to solve equations of the 2nd degreethdegree
didactics in situations

MM4.8
No. Items CONTENTS

1 Title Equation of 2thdegree in one unknown

Parametric equations of a quadratic trinomialemedegree to a

2 Essential knowledge
unknown

3 Prerequisites Zeros and signs of a second degree trinomialemedegree.

4 Clarifications on the contents To solve a parametric equation of the 2thdegree :

 8

1. Calculate the zeros and study the signs of the discriminant∆, of the product
P and the sum S of the roots

2. Draw conclusions about the existence of the roots of the equation.

parametric data and their sign in a table

Educational suggestions or
5 Use of the calculator or the computer
didactic

MM4.9

No. HEADINGS CONTENTS

1 Titre Resolution of equations reducible to 2thdegree.
2 Essential knowledge Equations reducible to 2thdegree

3 Prerequisites Equation of 2èmedegree in R

1. A bi-quadratic equation: 4 + 2+ = 0, with

∈ 2 , comes down to a second degree equationthdegree

, (b,c)∈
by placing 2=

2. To solve an irrational equation, we eliminate the

4 Clarifications on the contents radical signs by one or more squares of
two members of the equation. We obtain an equation
rationale to solve

3. The reciprocal equations of 3thand 4thdegree, can be

resolved using calculation tricks

4. Bring the students to solve exercises on:

The reduction of biquadratic equations to equations

Pedagogical suggestions or resolvents
5
didactics
2. The irrational equations and the reciprocal equations

3. Use the calculator or the computer

 9

MM.4.10

No. SECTIONS CONTENTS

1 Title Problem leading to a quadratic equationemedegree.
Problem-solving method leading to an equation
2 Essential knowledge of 2thdegree

3 Prerequisites Equation of 2emedegree in R

4. Method to follow to solve a problem leading to
a second equationthdegré :

1. Choice of the unknown

4 Clarifications on the content 2. Setting up the equation

3. Resolution of the equation

4. The solution must face the constraints to which

the unknown is subjected

5 Pedagogical suggestions or Multiplier, by varying them, the problems leading to equations

didactics of 2thdegree

MM.4.11
No. SECTIONS CONTENTS

1 Titre Inequalities of the 2èmedegree in R

5. Method for solving a second-degree inequalitythdegree

2 Essential knowledge 6. Problem-solving method leading to a
inequality of the 2emedegree

1. Calculation rules on inequalities

2. Intervals in R
3 Prerequisites
3. Inequalities of the 1st degreeerdegree to an unknown in R

4. Study of the signs of a function of degree 2thdegree in R

4 Clarifications on the contents 5. To solve a second-degree inequalitythdegree of unknown

we study the signs of the function ( ) associated with
 10

the inequality and we identify the solution interval on the

table of signs

The problem-solving method leading to a

equation or an inequality of the second degreethdegree is the same

Pedagogical suggestions or Multiply the exercises on solving product inequalities and

5
didactic quotient

MM4.12
No. Sections CONTENTS

1 Title Management of statistical data

Essential Knowledge Cumulative totals, cumulative frequencies

[Link]
Population and frequencies of a statistical series
3Prérequis Graphical representations of the workforce tables and the
frequencies

The sum of the frequencies of all the modalities located:

Above this modality is the cumulative (frequency) total.

4 Clarifications on the content croissant of a modality

6. Below this modality is the cumulative (frequency) total.

decreasing from a modality

7. Encourage students to use diagrams for better understanding.

Educational suggestions or interpretation of the observed results
5
didactic
8. Use the computer or calculator
 11

MM4.13
No. HEADINGS CONTENTS

1 Title Management of statistical data

2 Essential knowledge Quartiles

Ordered series, frequency, cumulative frequencies, median,
3 Prerequisites
histogram

1. The quartiles denoted Q1, Q2, Q3are values of the variable

which separate an ordered statistical series into four parts
equal sizes, with 25% of the workforce in each quartile

The interquartile range is, by definition, the difference

4 Clarifications on the content
Q3–Q1
3. If the distribution is perfectly symmetrical, we have:
Q2–Q1=3–Q2
Educational suggestions or Bring the students to use graph paper and calculators.
5
didactics or computers

MM4.14
No. HEADINGS CONTENTS
1 Titre Characterization of a frequency distribution
Dispersion parameters: range, mean deviation, variance, standard deviation
2 Essential Knowledges
type
Absolute value of a number
3 Prerequisites Graph of a distribution
3. Arithmetic mean
The dispersion parameters allow us to realize that
4 Clarifications on the content dispersion of a statistical population in relation to the mean and the
extremes
4. Use a scientific calculator or a computer
Pedagogical suggestions or 5. Multiply the activities around the calculation of dispersion parameters
5
didactics by drawing statistical populations from the environment of
students
 12

MM4.15
No. HEADINGS CONTENTS

1 Title Lines of the plane in space

2 Essential knowledge 1. Elements of plan determination

2.
Relative positions of two lines
1. Intuitive notion of the plan
3 Prerequisites 2. Cavalier perspective representation of certain bodies
geometric

Two lines in space can be:

1. Parallels

2. Secants

3. Gauchos

4 Clarifications on the contents A plan is determined if we know:

5. Three distinct non-aligned points of this plane

6. Two parallel lines

7. Two intersecting lines

8. A line and a point outside the line

9. Use appropriate construction tools

Educational suggestions or
5 10. Encourage students to identify the different positions of the lines.
didactics
the space on the solid bodies of their environment

MM4.16
No. HEADINGS CONTENTS

1 Title Lines and planes

2 Essential knowledge Relative positions of a line and a plane

Relative positions of two planes
3 Prerequisites Lines and planes in space

4 Clarifications on the contents 13. In space, a line can:

 13

1. Belong to a plan
2. To be parallel to a plane
3. Being secant to a plane, with the particular case of
perpendicularity: the line intersects the plane
4. Three relative positions of two planes:
1. Parallels
2. Secants, with the particular case of perpendicularity
Pedagogical suggestions or Lead the students to observe solids to discover the
5
didactics different positions of their faces and edges

MM4.17
No. HEADINGS CONTENTS

1 Title Vectors of the plane

Collinear vectors

2 Essential knowledge Free vectors

Norm of a vector

Characteristics of a vector
3 Prerequisites
Operations on vectors

3. Two vectors are collinear (related) if one can be expressed in

function of the other.

4. A free vector is the representative of all vectors.

having

4 Details on the content 1. Same direction

2. Same meaning

3. Same standard (length).

4. Chasles' relation for two vectors: + ⃗⃗⃗⃗⃗⃗ = ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗

Pedagogical suggestions or Bring the students to apply Chasles' relation in

5
Didactic geometric figures to simplify certain calculations.
 14

MM4.18

No. HEADINGS CONTENTS

1 Title Bases and reference points in a plane

2 Essential Skills 1. References of a line and a vector plane

2. Analytical expression of a vector
3 Prerequisites Plane vector, free vectors, bound vectors

1. Any non-zero vector of a line is free and determines

a base of this line

2. Two free vectors in the plane determine a basis.

3. A reference point of a line is any pair( ; ) where O is

4 Clarifications on the contents a point on the line is a base

4. We call Cartesian coordinate system of the plane P any triplet.( ; , )

where O is a point of P and( , a base of the plan

5. ⃗⃗⃗⃗⃗⃗ = + is the analytical expression of the vector ⃗⃗⃗⃗⃗⃗

in the database ( , )

Educational suggestions or Multiplier, by varying, the exercises on analytical expressions

5
didactic vectors and propose a few others on the change of basis

MM4.19
Number HEADINGS CONTENTS

1 Title Dot product

2 Essential knowledge Dot product

3 Prerequisites Norm of a vector

6. The dot product of two vectors ⃗ is ⃗ . = ′+ ′

Clarifications on the contents where ⃗() ( )′

′
4
 15

The norm of a vector is expressed in terms of the dot product.

by : ⃗ ‖ =‖ ⃗ . ⃗ =
√√ + ²2

5 Teaching suggestions or Insist on the rules of calculation for the dot product with regard to their
didactic applications in geometry and trigonometry

MM4.20
No. SECTIONS CONTENTS

1 Title Analytical study of the line of the plane

8. Equations of a line in the plane

2 Essential Knowledge 9. Guiding elements of a line
10. Conditions of parallelism and perpendicularity of two
straight
11. Condition for the collinearity of two vectors

3 Prerequisites 12. Norm of a vector

13. Equality of two vectors

The collinearity and equality of two vectors in an orthonormal reference frame

4 Details about the content leads to the parametric equations of the line; and the elimination of
parameter provides the Cartesian equation of the line

Didactic suggestions or Lead the students to discover the special cases of the equations of a
5
educational line of the plane

MM4.21
No. HEADINGS CONTENTS
1 Title Dihedralsandprojectionplanes
[Link]
2 Essentialknowledge
15. Dihedrals and bisecting planes
[Link]
3 Prerequisites
Orthogonal projections
 16

18.Thetwoprojectionplanesdividethespaceinto4tetrahedra.
4 Clarificationsonthecontents
19. The 4 dihedrals admit two bisecting planes.

5 Educationalsuggestionsor Bring the students to always represent the two planes of projection, their
didactics intersection,theirbisectorsaswellasthelocationofthe4dihedrals

MM4.22
No. HEADINGS CONTENT
1 Title Representation of the point
1. Projection of a point onto the projection planes
2 Essential knowledge
2. Points in a dihedron
3. Projection plan
3 Prerequisites
4. Dihedrals and bisecting planes
5. A point P of 1hefirst bisector has its projections
equidistant from the shoreline
4 Clarifications on the contents A point P on the second bisector has its projections coinciding.

Bring the students to:

1. Represent a point whose position with respect to the planes of
Pedagogical suggestions or the projection is given
5 2. Specify the position of a point in relation to the planes of
didactic
projection we know the representation

MM4.23
No. HEADINGS CONTENTS
1 Title Relative positions of two points
2 Essential knowledge Relative positions of two points
3. Projection of a point onto the projection planes
3 Prerequisites
4. Coordinate (height) and distance from a point
The position above or below is read in frontal projection.
4 Clarifications on the contents while the one in front or behind is read in projection
horizontal

Educational suggestions or Have the students represent on graph paper two

5 points whose position relative to each other is specified
didactic
 17

MM4.24
No. HEADINGS CONTENTS

1 Title Representation of the line

5. Elements for determining the line

2 Essential knowledge 6. Special Lines
[Link] positions of two lines
8. Projections of a point onto the projection planes
3 Prerequisites
9. Relative positions of two points

The lines parallel or perpendicular to the projection planes

4 Clarifications on the content
are said to be special

Amener les élèves à découvrir les casparticuliers des droites de l’espace

Educational suggestions or
5 through representations in space and to internalize them through their
didactics
representations on the outline

MM4.25

No. SECTIONS CONTENTS

1 Title Representation of the plan
2 Essential knowledge Determination of the plan
10. Representation of the point
3 Prerequisites
11. Représentation de la droite
A plan is entirely determined by the provision of
projections of (d):

Two parallel lines

4 Clarifications on the content 2. Two intersecting lines

A line and a point outside this line

4. Three non-collinear points

Teaching suggestions or Bringing students to relate the last two cases to the two.
5
first didactics to operate easily on a plane
 18

MM4.26

No. SECTIONS CONTENTS

1 Title Representation of specific plans
2 Essential knowledge Projecting plans
5. Particular lines
3 Prerequisites
6. Determination of the plan
7. A projecting plane is a plane perpendicular to one of the planes of
projection
4 Details on the content
Its projection on the plane to which it is perpendicular is a
line called "trace"

Educational suggestions or Bring the students to represent and characterize the projections.
5
didactics of each project plan

MM4.27

No. SECTIONS CONTENTS

1 Title Problems with representing the plan
2 Essential knowledge Problems with the representation of the plan
9. Special lines
3 Prerequisites
10. Determination of the plan
To have a horizontal (a frontal) of a given plane, we
give the vertical (horizontal) projection parallel to the line of
4 Clarifications on the contents
ground and we determine the horizontal (vertical) projection by the
support point rule
Pedagogical suggestions or Help students distinguish the rule of support points from the
5
didactic rules of generators

MM.4.28

No. HEADINGS CONTENTS

1 Title Fundamental formula of Trigonometry
2 Essential knowledge Fundamental formula of Trigonometry
3 Prerequisites 11. Trigonometric circle
 19

12. Pythagorean Theorem

Apply the Pythagorean Theorem on the right triangle

4 Clarifications on the contents in a trigonometric circle and discover:
2∝ + 2∝ = 1

Bring the students to:

1. Geometrically interpret trigonometric relationships
Pedagogical suggestions or
5
didactics 2. Discover and apply the derived formulas of the formula
fundamental

MM4.29

No. HEADINGS CONTENTS

1 Title Relations between trigonometric numbers
1. Associated angles
2 Essential knowledge
2. Reduction to the first quadrant

3. Trigonometric names of an angle

3 Prerequisites
4. Fundamental formula
Complementary, supplementary, and opposite angles are
4 Details on the contents associated angles

Bring the students to master the relationships between numbers

Pedagogical suggestions or trigonometric functions of associated angles using the circle
5
didactic trigonometric

MM4.30
No. HEADINGS CONTENT

1 Title Simple trigonometric equations

2 Essential knowledge Equations of the form: sin x = a; cos x = a; tan x = a

5. Associated angles
3 Prerequisites
[Link] trigonometric names
 20

= +2
7. sin x = sin y⟺ {
= − +2

4 Clarifications on the contents = +2

8. cos x = cos y⟺ {
=− +2

9. tan x = tan y⟺ = +

Didactic suggestions or Bring the students to find the solutions to these equations using
5
educational the trigonometric circle

MM4.31
No. HEADINGS CONTENTS

1 Title Resolution of a right triangle

1. Determination of the elements of a right triangle
2 Essential Knowledges
2. Application in topography, in physics...
Pythagorean Theorem
3 Prerequisites 2. Fundamental formula of trigonometry
[Link] names of specific angles
4. Identification and resolution of classic cases of a triangle
rectangle
[Link] of the resolution of a right triangle to the
topography or in physics, for example, in cases of
4 Clarifications on the content
distances of (d'):
1. Two inaccessible points
2. Two accessible points
3. An accessible point and an inaccessible point
5 Educational suggestions or Use electronic calculators, computers, and theodolites
didactic