MATHEMATICS

MINISTRY OF PRIMARY AND SECONDARY EDUCATION
MATHEMATICS SYLLABUS 2015-2022

FORM 1 – 4
Curriculum Development Unit

© All Rights Reserved
P. O. Box MP 133
2015
Mount Pleasant
HARARE
Acknowledgement
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the
production of this syllabus:
 National panellists for Form 1 to 4 Mathematics
 Representatives from Higher and Tertiary Institutions
 Representatives from the following organisations:
- Zimbabwe School Examinations Council (ZIMSEC)
- United Nations Children’s Fund (UNICEF)
- United Nations Educational, Scientific and Cultural Organisation (UNESCO)
Mathematics Syllabus Form 1 – 4 2015 I

TABLE OF CONTENTS
Content Page
Acknowledgement....................................................................................................................................................................................i
TABLE OF CONTENTS...........................................................................................................................................................................ii
1.0 PREAMBLE...................................................................................................................................................................................1
1.1 Introduction....................................................................................................................................................................................1
1.2 Rationale....................................................................................................................................................................................1
1.3 Summary of Content......................................................................................................................................................................1
1.4 Assumptions...................................................................................................................................................................................2
1.5 Cross Cutting themes.................................................................................................................................................................2
2.0 PRESENTATION OF SYLLABUS.................................................................................................................................................2
3.0 AIMS..................................................................................................................................................................................................3
4.0 OBJECTIVES................................................................................................................................................................................3
5.0 TOPICS.........................................................................................................................................................................................4
6.0 METHODOLOGY AND TIME ALLOCATION................................................................................................................................5
6.1 Time Allocation.............................................................................................................................................................................5
7.0 SCOPE AND SEQUENCE CHART..............................................................................................................................................6
8.0 COMPETENCY MATRIX: FORM 1 SYLLABUS.........................................................................................................................17
8.0 ASSESSMENT............................................................................................................................................................................81
Mathematics Syllabus Form 1 – 4 2015 II

8.1 Assessment Objectives................................................................................................................................................................81
8.2 Scheme of Assessment...............................................................................................................................................................82
Mathematics Syllabus Form 1 – 4 2015 III

1.0 PREAMBLE
1.1 Introduction
In developing the Mathematics syllabus attention was paid to the need to provide continuity of mathematical concepts from primary
school level to form 4 and lay foundations for further studies and career development. It is intended to produce a citizen who is a
critical thinker and problem solver in everyday life. The four year learning area will provide learners with opportunities to apply
mathematical concepts to other learning areas and enhance mathematical literacy and numeracy. It also desires to produce a
learner with the ability to communicate effectively, with proper qualities of team work. In learning mathematics, learners should
understand and master a variety of skills, knowledge, concepts and processes in order to investigate and interpret numerical and
spatial relationships and patterns that exist in the world. It also caters for learners with diverse needs to experience mathematics as
relevant and worthwhile.
1.2 Rationale
Zimbabwe is undergoing a socio-economic transformation where mathematics is key to development, therefore, it is imperative that
learners acquire necessary mathematical knowledge, skills and develop a positive attitude towards the learning area. This will
enable learners to be creative thinkers, problem solvers and communicators with values of unhu/vumunhu/Ubuntu such as
discipline, integrity and honesty . The knowledge of mathematics enables learners to develop mathematical skills such as accuracy,
research, logical and analytical competencies essential for sustainable development and in life. The importance of mathematics can
be under pinned in inclusivity and human dignity and is a universal language that cuts across all boundaries and unifies diverse
cultures. Mathematics plays a pivotal role in careers such as entreprise, education, medicine, agriculture, meteorology,
engineering and others.
1.3 Summary of Content

The syllabus covers the theoretical and practical broad mathematical concepts. The syllabus covers operations with real numbers,
manipulation of algebraic symbols and techniques, formulating and solving equations, drawing and interpreting graphs and making
inferences from statistical data and representation.
Mathematics Syllabus Form 1 – 4 2015 1

1.4 Assumptions
In developing the syllabus it is assumed that the learner has :
 completed primary education
 basic knowledge of primary mathematics syllabus concepts such as:
- number
- operations
- measures
- relationships
 ability to use ICT tools
1.5 Cross Cutting themes

The following are some of the cross cutting themes in mathematics:
 Business and financial literacy
 Disaster and risk management
 Communication and team building
 Environmental issues
 Gender
 Enterprise skills
 HIV & AIDS
 ICT

2.0 PRESENTATION OF SYLLABUS
The mathematics syllabus is a single document covering Forms 1 to 4 . It contains the preamble, aims, assessment objectives,
syllabus topics, scope and sequence and competency matrix. The syllabus also suggests a list of resources to be used in the
learning and teaching process.
3.0 AIMS
The syllabus will enable learners to:
 develop an understanding of mathematical concepts and processes in a way that encourages confidence, enjoyment and
interest
 further acquire appropriate mathematical skills and knowledge
 develop the ability to think clearly, work carefully and communicate mathematical ideas successfully
 apply mathematics in other learning areas and in life
 develop an appreciation of the role of mathematics in personal, community and national development
 engage, persevere, collaborate and show intellectual honesty in performing tasks in mathematics, in the spirit of Unhu/
Ubuntu/Vumunhu
 use I.C.T tools to solve mathematical problems

4.0 OBJECTIVES
The learners should be able to:
 use mathematical symbols, terms and definitions in problem solving
 construct appropriate mathematical models that can be applied in solving problems in life
 draw inferences through manipulation of mathematical data
 communicate mathematical ideas and information clearly and effectively in various contexts
 solve a wide range of problems involving algebraic and geometric concepts
 apply mathematical concepts in other learning areas
 use I.C.T tools in problem solving
 conduct research projects including those related to enterprise

5.0 METHODOLOGY AND TIME ALLOCATION
It is recommended that teachers use teaching techniques in which mathematics is seen as a process which arouse an interest and
confidence in solving problems in both familiar and unfamiliar contexts. The teaching and learning of mathematics must be learner
centred. Multi-sensory principles should also be applied during teaching and learning of mathematics. The following are some of
the suggested methods of the teaching and learning of mathematics
 Guided discovery
 Discussion
 Interactive e-learning
 Exposition
 Demonstration and illustration
 Problem solving
 Individualisation
 Simulation
 Visual tactile
 Educational tours
 Expert guest presentation
5.1 Time Allocation
Six periods of 40 minutes each per week should be allocated for the adequate coverage of the syllabus.

6.0 TOPICS
The following topics will be covered from Form 1 to 4
6.1 Real Numbers

6.2 Sets
6.3 Financial Mathematics
6.4 Measures and Mensuration
6.5 Graphs
6.6 Variation
6.7 Algebra
6.8 Geometry
6.9 Statistics
6.10 Trigonometry
6.11 Vectors
6.12 Matrices
6.13 Transformation
6.14 Probability

7.0 SCOPE AND SEQUENCE
7.1 Real numbers

TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Number Concepts and  Number types  Factors and  Order of operations
Operations  Factors and multiples  Irrational numbers
multiples  Squares and square  Number patterns
 Directed numbers roots
 Fractions and  Cubes and cube
percentages roots
 Order of operations
Approximations and  Round off numbers  Significant figures  Significant figures
estimations  Decimal places  Estimations  Estimations
 Limits of accuracy
Ratios, rates and  Ratios  Ratios  Ratios

proportions  Proportions  Rates
 Proportions
Ordinary and standard  Large and small  Numbers in  Operations in
form numbers standard form standard form
Number bases  Number bases in  Converting numbers  Operations in
everyday life from one base to number bases
 Place values another

Scales and simple map  Scale measurement  Scale drawing  Scales
problems  Length factor
 Area factor
7.2 Sets
 Sets  Sets and Set  Types of sets  Set Builder Notation
notation  Venn diagram with  Venn diagrams with
 Types of sets two subsets three subsets

Consumer arithmetic  Household bills  Corporate bills  Bank statements  Foreign exchange
 Profit and loss  Profit and loss  Compound interest  Sales and income
 Discount  Simple interest  Commission tax rates (Pay as
 Household budgets  Hire purchase  Hire purchase you earn (PAYE))
 Small scale  Value added tax
enterprise budgets (VAT)
 Customs and Excise
Duty

Measures Units of : Units of:
- Time - Area
- Mass - Volume
- Length - Capacity
- Temperature - Density
- Capacity
Mensuration  Perimeter of plane  Perimeter of plane  Perimeter of  Area and volumes of
shapes shapes combined shapes solid shapes
 Area of plane  Area of plane  Area of combined  Surface area
shapes shapes shapes  Density
 Volume of cuboids  Volume of cylinders
 Density of cuboids
7.5 Graphs
Functional Graphs  Cartesian plane  Cartesian plane  Functional Notation  Cubic graphs
 Scale  Table of values  Linear graphs  Inverse graphs
 Co-ordinates  Linear graphs  Quadratic graphs
 Scale
Travel Graphs  Distance time  Distance time  Distance time  Displacement time
graphs graphs graphs graphs
 Speed-time graphs  Velocity-time graphs

7.6 Variation
Variation  Direct variation  Direct variation  Joint variation
 Inverse variation  Partial variation
7.7 Algebra
Algebraic Manipulation  Basic arithmetic  Substitution of  Algebraic fractions  Algebraic fractions
processes in letter values  Highest Common  Quadratic
symbols  Algebraic Factor (HCF) and expressions
 Substitution of expressions Lowest Common  Factorisation
values  Algebraic fractions Multiple (LCM) of  Completing the
 Algebraic  Quadratic algebraic square
expressions expressions expressions
 Factorisation  Quadratic
expressions
 Factorisation
Equations  Linear equations  Equations with  Simultaneous  Completing the
brackets equations square
 Equations with  Quadratic equations  Quadratic formulae
fractions  Change of subject in
 Change of subject of formulae
formulae  Substitution of
 Simultaneous linear values
equations
 Quadratic equations

Inequalities  Inequality signs  Linear inequalities  Simultaneous  Linear programming
 Linear inequalities  Number line inequalities
 Number line  Cartesian plane  Graphs of
inequalities
Indices and Logarithms  Index form  Laws of indices  Indices

 Highest Common  Logarithms
Factor (HCM) and  Theory of
Lowest Common logarithms
Multiple (LCM) in  Equations
index form involving indices
 Squares and square and logarithms
roots
 Cubes and cube
roots
7. 8 Geometry
Points, lines and angles  Points  Angles  Angles of elevation
 Lines  Parallel and and depression
 Angles Transversal lines

Bearing  Cardinal points  Three figure
 Three figure bearing bearing
 Compass bearing  Compass bearing
Polygons and circles  Polygons  Properties of polygons  Properties of  Circle theorems

 Circle (triangles and polygons
quadrilaterals)  Angles of polygons
 Numbers of sides of
polygons
Similarity and  Similar and congruent  Scale factor

Congruency figures  Areas of similar
 Cases of congruency figures
 Volume and mass of
similar solids
Constructions and Loci  Construction of  Construction of angles  Construction of  Construction of
lines and angles  Bisecting lines and triangles and diagrams to a given
angles quadrilaterals scale
 Loci
Symmetry  Line symmetry in two  Rotational symmetry
dimensions in two dimensions
7.9 Statistics
Data Collection,  Data collection  Data collection  Collection and  Frequency table
Classification and  Data classification  Classification of classification of  Frequency
Representation ungrouped data grouped data polygon
 Frequency table  Cumulative
 Pie chart frequency table
 Histogram  Cumulative
 Frequency polygon frequency curve

 Bar chart
Measures of Central  Mean  Mean, median and  Median from
Tendency  Mode mode of grouped cumulative
 Median data frequency curve
 Assumed mean  Assumed mean
Measures of Dispersion  Quartiles

 Inter quartile range
7.10 Trigonometry
Pythagoras Theorem  Pythagoras
theorem
 Pythagorian tripple
Trigonometrical Ratios  Trigonometrical  Cosine rule
ratios of acute  Sine rule
angles:  Area of a triangle
- sine
- cosine
- tangent
 Trigonometrical
ratios of obtuse
angles:
- sine
- cosine
- tangent

7.11 Vectors
Definition and Notation  Definition of vector
 Vector notation
Types of Vectors  Translation vectors  Translation vectors
 Negative vectors  Negative vectors
 Equal vectors  Equal vectors
 Parallel vectors  Parallel vectors
 Position vectors
Operations  Addition of vectors  Addition of vectors  Vector properties of
 Subtraction of  Subtraction of plane shapes
vectors vectors
 scalar multiplication
 Magnitude
 Combined vector
operations
7.12 Matrices
Order  Order of matrices
 Types of matrices

Operations  Addition and
Subtraction of
matrices
 Scalar multiplication
of matrices
 Multiplication of
matrices
Determinants  Determinants of
Matrices
 Singular and non-
singular matrices
Inverse Matrix  Inverse of a matrix
 Simultaneous linear
equations in 2
variables
7.13 Transformation
Translation  Translation of plane  Translation vector  translation vector to
figures to move a point move a plane figure
on Cartesian plane
Reflection  Reflection of plane  Reflection of plane  Reflection of plane
figures figures on a figures in any line
Cartesian plane in and use of matrices

the x-axis, y-axis,
lines of the form y=a
and x=b
Rotation  Rotation of plane  Rotation of plane
figures in a figures by drawing
Cartesian plane by and use of matrices
drawing
Enlargement  Enlargement about  Enlargement using
the origin using a matrices and about
rational scale by any point using a
drawing rational scale
Stretch  One-way and two-
way stretch using
matrices and
geometrical methods
Shear  Shear using matrices
and geometrical
methods
7. 14 Probability
Probability  Definition of  Experimental  Combined events
probability terms probability Outcome tables
 Experimental  Theoretical  Tree diagrams
probability probability  Probability rules
 Application of

 Single events probability
FORM ONE (1)

8.0 COMPETENCY MATRIX
8.1 Real numbers

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
Learners should be able to: (Attitudes, Skills ACTIVITIES RESOURCES
and Knowledge)
Number  identify types of  Number types  Identifying and listing  Relevent Texts
Concepts and numbers  Factors and types of numbers  ICT Tools
operations  find factors and multiples  Listing factors and  Braille material
multiples of numbers  Directed multiples of numbers and Equipment
 find H.C.F. and L.C.M numbers  Finding H.C.F and  Talking
 operate with directed  Fractions and L.C.M books/software
percentages
numbers  Using a number line
 Order of
 apply directed numbers on the operation of
Operations
to practical situations in directed numbers
life  Performing
 operate with fractions operations involving
 convert fractions to fractions
decimals  Converting fractions
 convert fractions to to decimals
percentages and vice  Converting fractions

and Knowledge)
versa to percentages
 carry out calculations  Calculations involving
involving percentages decimals and
 carryout mixed percentages
operations using the
Rule of precedence
Approximation  round off numbers to  Whole numbers  Rounding off  Relevant texts
and Estimation the given place value  Decimal numbers  ICT
 round off numbers to numbers  Braille
the given decimal materials and
places equipment
 Talking
books/software
Ratios  simplify ratios  Ratio  Expressing  Relevant texts
 solve problems ratios in their  ICT
involving ratios simplest forms  Environment
 Discussing the  Braille
use of ratios in materials and
life equipment
 Solving  Talking
problems books/software
involving ratios
Ordinary and  express small and large  Large and  expressing small and  Relevant texts

and Knowledge)
standard form numbers in digits and small numbers large numbers in  ICT
words digits and words  Braille
materials and
equipment
 Talking
books/software
Scales  identify types of scales  Representative  Identifying types of  Relevant texts
 find scales from given Fraction scales  ICT
information  Ratio scale  Measuring lengths  Braille
 measure lengths using using given scales materials and
a given scale equipment
 Talking
books/software
8.2 Sets
SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be able to: (Attitudes, Skills AND ACTIVITIES RESOURCES
and Knowledge)
Sets and Set  define a set by listing  Sets and set  Listing elements of  Relevant texts
notation the elements notation various sets  ICT
 describe given sets  Discussing  Braille materials
using set notation examples of sets in and equipment
life  Talking
 Explaining the books/software

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be able to: (Attitudes, Skills AND ACTIVITIES RESOURCES
and Knowledge)
meanings of set
notation and their
uses
 Using set notation
to describe sets
Types of Sets  describe the types of  Universal set  Discussing the  Relevant texts
sets  Finite set types of sets  ICT
 illustrate the types of  Infinite set  Distinguishing the  Braille materials
sets by means of  Null or empty types of sets and equipment
diagrams set  Forming subsets  Talking
 form subsets from  Equal sets from universal set books/software
universal sets  Subset  Discussing union
 discuss union and  Union of a set and intersection of
intersection of sets  Intersection of sets
a set

SUB TOPIC LEARNING CONTENT SUGGESTED NOTES AND SUGGESTED
OBJECTIVES (Attitudes, Skills ACTIVITIES RESOURCES
Learners should be and Knowledge)
able to:
Consumer arithmetic  interpret bills  Household bills  Interpreting  Relevant texts
 extract data  Profit and loss household bills  ICT
from household  Discount  Solving problems  Environment
bills for  Household involving household  Braille materials

calculations budgets bills and equipment
 calculate profit  Calculating profit and  Talking
and loss loss books/software
 calculate  Calculating discount
discount  Preparing and
 prepare discussing household
household budgets
budgets
8.4 Measures and mensuration

SUB TOPIC LEARNING CONTENT SUGGESTED NOTES SUGGESTED
OBJECTIVES (Attitudes, Skills and AND ACTIVITIES RESOURCES
Learners should be Knowledge)
able to:
Measures  use the units of  units of:  Using the units  Relevant texts
measurement in - Time of measurement  ICT
life - Mass in life  Environment
 make - Length  Making  Braille
calculations - Temperature calculations materials and
using the units - Capacity using the units equipment
of measument of measument  Talking
 convert units of  Converting units books/software
measurement of measurement
from one form to from one form
another to another

SUB TOPIC LEARNING CONTENT SUGGESTED NOTES SUGGESTED
OBJECTIVES (Attitudes, Skills and AND ACTIVITIES RESOURCES
Learners should be Knowledge)
able to:
 solve problems  Solving
using the units problems using
of measurement the units of
mesurement
Mensuration  find perimeter of  perimeter of  Finding the  Relevant texts
plane shapes plane shapes perimeter of  ICT
 calculate area of  Area of plain plain shapes  Environment
plane shapes shapes  Calculating area  Braille materials
 solve problems of plane shapes and equipment
involving plane  Using the area  Talking
shapes and perimeter books/software
of plain shapes
to solve
problems in life
8.5 Graphs
Learners should be able to: (Attitudes, Skills and ACTIVITIES RESOURCES
Knowledge)
Functional  draw the Cartesian  Cartesian plane  Drawing Cartesian  Relevant texts
graphs plane using a given  Scale plane using given  ICT
scale  Co-ordinates scale  Environment
 identify points on the  Identifying points on  Braille materials
Cartesian plane the Cartesian plane and equipment

Knowledge)
 state points in co- and stating them in  Talking
ordinate form co-ordinate form books/software
 plot points on the  Plotting points on the  Geo-board
Cartesian plane Cartesian plane  Mathematical
instruments
Travel graphs  interpret distance  Distance time  Discussing distance  Relevant texts
time graphs graphs time graphs  ICT
 Solving problems  Environment
involving distance  Braille materials
time graphs and equipment
 Talking
books/software
 Geo-board
 Mathematical
instruments
8.6 Algebra
Knowledge)
Algebraic  simplify algebraic  Basic algebraic  simplifying algebraic  Relevant texts
Manipulation expressions using processes expressions using the  ICT
the rules of basic  Substitution of rules of basic operations  Environment
operations values  substituting values using  Braille
 substitute values in  Algebraic algebraic expressions materials and

Knowledge)
algebraic terms expressions  find H.C.F of linear equipment
 find H.C.F of linear algebraic expressions  Talking
algebraic  solving problems books/software
expressions involving algebraic
 solve problems expressions
involving algebraic
Equations  solve linear  Linear equations  Solving linear equations  Relevant texts
equations where the where the unknown  ICT
unknown appears on appears on one side  Braille
one side including word problems materials and
 solve linear  Solving linear equations equipment
equations were the where the unknown  Talking
unknown appears on appear on both sides books/software
both sides of the including word problems
equation  Formulating linear
 formulate linear equations from given
equations from given information
information
Inequalities  explain the meaning  Inequality signs  Discussing the meaning  Relevant texts
of inequality signs  Linear and use of inequality  ICT
 represent linear inequalities signs  Braille
inequalities on a  Number line  Representing linear materials and
number line inequalities on a number equipment
 formulate linear line  Talking
inequalities  Formulating linear books/software

Knowledge)
 solve linear inequalities
inequalities  Solving linear
inequalities
Indices and  express numbers from  Index form  Expressing numbers  Relevant texts
Logarithms ordinary to index form from ordinary to index  ICT
and vice versa form and vice versa  Braille
materials and
equipment
 Talking
books/software
8.7. Geometry
SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
(attitudes, skills AND ACTIVITIES RESOURCES
learners should be able to: and knowledge)

Points, Lines  dentify types of angles  Points  Discussing types of  Geometrical
and Angles  measure angles  Lines angles Instruments
 calculate angles on a  Angles  Measuring angles  Relevant texts
straight line and  Calculating angles  ICT
around a point on a straight line  Environment
 solve problems and around a point  Braille materials
involving angles on a  Solving problems and equipment
straight line and involving angles on  Talking
around a point a straight line and books/software
around a point
Polygons and  define a polygon  Polygons  Discussing  Relevant texts

circles  state the names of n-  Circles polygons with up to  ICT
sided polygons (up to ten sides  Environment
n=10)  Drawing and  Braille materials
 name parts, lines and naming parts of a and equipment
regions in a circle circle  Talking
books/software
Construction  construct lines and  Construction  Constructing  Geometrical

and Loci angles of lines and lines and instruments
angles angles  ICT tools
 Relevant texts
 Braille materials
and equipment
 Talking
books/software

8.8 Statistics
SUB TOPIC OBJECTIVES CONTENT (attitudes, SUGGESTED NOTES SUGGESTED
learners should be able to: skills and knowledge) AND ACTIVITIES RESOURCES
Data collection  collect statistical  Data collection  Collecting  Relevant texts
and data  Data classification statistical data  Environment
classification  classify statistical  Classifying  ICT tools
data statistical data  Braille materials
 describe the use of  Discussing the and equipment
Case studies/ use of Case  Talking
questionnaire to studies/ books/software
collect data questionnaire to
collect data
8.9 Transformation
(attitudes, skills and AND ACTIVITIES RESOURCES
learners should be able to: knowledge)

Translation  define transformation  Translation of  Defining  Relevant texts
 define translation plane figures transformation  Geo-board
 translate plane  Translating plane  ICT tools
figures figures  Braille
materials and
equipment
 Talking
books/software
FORM TWO (2)

9.1 Real Numbers

SUB TOPIC OBJECTIVES CONTENT (attitudes, SUGGESTED NOTES AND SUGGESTED
skills and knowledge) ACTIVITIES RESOURCES
learners should be able to:
Number  find H.C.F. and L.C.M.  Factors and  Finding H.C.F and  Relevant texts
Concepts and  calculate squares and multiples L.C.M.  ICT tools
operations square roots  Squares and  Computing squares  Braille
 calculate cubes and square roots and square roots materials and
cube roots  Cubes and cube  Calculating cubes and equipment
roots cube roots  Talking
books/software
Approximation  round off numbers to  Significant figures  Rounding off numbers  Relevant Texts
and Estimation given significant figures  Estimation to required significant  ICT tools
 solve problems figures  Braille
involving approximation  Using approximation materials and
and estimation and estimation to solve equipment
problems in familiar  Talking
and unfarmiliar context books/software
Ratios and  simplify ratios  Ratios  Discussing the use of  Relevant texts
Proportions  solve problems using  Proportions ratios in life situations  ICT tools
the concept of ratio  Discussing examples  Environment
 distinguish between of direct and inverse  Braille
direct and inverse proportion materials and
propotion  Distinguishing equipment

 solve problems that between direct and  Talking
involve direct and inverse propotion books/software
inverse proportion  Solving problems that
involve ratios and
proportion
Ordinary and  express numbers in  Numbers in  Discuss importance of  Relevant texts

Standard ordinary form to standard form standard form in life  ICT tools
Form standard form and vise  Expressing numbers in  Braille
versa standard form materials and
equipment
 Talking
books/software
Number bases  convert a number in  converting  Converting number  Relevant texts
any base to base ten numbers from bases  ICT tools
 convert a number in one base to  Identifying numbers in  Braille
base ten to any base another their respective bases materials and
 solve problems in life  Solve problems in life equipment
using number bases using number bases  Talking
books/software
Scales and  discuss types of scales  Scale drawings  Identifying types of  Relevant texts
simple map  find scales from given scales  ICT tools
problems information  Measuring lengths  Environment
 make measurements using given scales  Braille
using a given scale  Making scale drawings materials and
 draw lines or diagrams using equipment
to a given scale appropriate/given

 calculate distances scale  Talking
using a given scale  Calculating distances books/software
 Solve problems in
familiar and less
familiar context using
the concept of scales
9.2 Sets
learners should be able to: skills and AND ACTIVITIES RESOURCES
knowledge)
Sets  find union and  Types of sets  Finding union  Relevant texts
intersection of sets  Venn diagram and intersection  ICT tools
 represent sets on Venn with two subsets of sets  Braille materials
diagrams  Discussing word and equipment
 convert word problems problems in  Talking
into set notation relation to set books/software
 solve life problems using notation
Venn diagram with no  Representing
more than 2 subsets given information
on Venn diagram
 Solve problems
using Venn
diagram

SUB TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED
(attitudes, skills ACTIVITIES RESOURCES
Learners should be able and knowledge)
to:
Consumer  interpret bills  Corporate  Discussing corporate  Relevant texts
arithmetic  make calculations bills bills  ICT tools
based on data  Profit and  Making calculations  Environment
from corporate loss based on data  Braille materials
bills  Simple extracted from and equipment
 calculate profit interest corporate bills  Talking
and loss  Hire purchase  Calculating profit ,loss books/software
 calculate discount  Small scale and discount
 find simple enterprise  Finding simple
interest budgets interest
 prepare an  Preparing an
enterprise budget enterprise budget for
for a small a small business
business  Solving problems
 solve problems involving hire
involving hire purchase
purchase

(attitudes, skills ACTIVITIES RESOURCES
Learners should be able to: and knowledge)

measures  use the units of  Units of:  Discussing the  Relevant texts
measurements in life - area importance of units of  Environment
- volume measurements in life  ICT tools
 solve problems - capacity  Solving problems using  Braille materials
using the different - density the different units of and equipment
measurements  Talking
units of
books/software
measurements
Mensuration  calculate perimeter of  Perimeter of  Calculating perimeter  Relevant texts
plane shapes plane shapes and area of plane  Environment
 calculate area of  Area of plane shapes  ICT tools
plane shapes shapes  Calculating volume of  Braille materials
 calculate volumes of  Volume of cuboids and equipment
cuboids cuboids  Solving problems  Talking
 solve problems  Density of involving area and books/software
involving area and cuboids volume in life
volumes  Solving simple density
 solve simple density problems
problems
9.5 Graphs
skills and AND ACTIVITIES RESOURCES
Learners should be able to: knowledge)

Functional  draw the Cartesian  Cartesian plane  Drawing the  Relevant texts
graphs plane, using a given  Table of values Cartesian plane,  Geo-board
scale  Linear graphs using a given scale  Mathematical
 plot points on the  Scale  Plotting points on instruments
Cartesian plane the Cartesian plane  Braille
 construct a table of  Constructing table materials and
values for a given of values equipment
linear function  Drawing straight line  Talking
 draw straight line graphs on the books/software
graphs Cartesian plane  ICT tools
Travel graphs  interpret distance time  Distance time  Interpreting distance  Relevant texts
graphs graphs time graphs  Geo-board
 draw distance time  Drawing distance  Mathematical
graphs time graphs instruments
 use distance-time  Using distance-time  Braille materials
graphs to solve graphs to solve and equipment
problems problems  Talking
books/software
 ICT Tools
9.6 Variation
Learners should be able (attitudes, skills ACTIVITIES RESOURCES
to: and knowledge)

Variation  express direct  Direct  Discussing the concept of  Relevant texts
variation in variation direct variation  Environment
algebraic terms  Expressing direct  ICT tools
 solve problems variation in algebraic  Braille materials
involving direct terms and equipment
variation  Discussing relationships  Talking
between variables books/software
 Solving problems
involving direct variation
9.7 Algebra
Learners should be able skills and AND ACTIVITIES RESOURCES
knowledge)

to:
Algebraic  substitute values in  Substitution of  Factorising linear  Relevant texts
Manipulation algebraic terms values and quadratic  ICT tools
 factorise linear  Algebraic algebraic  Braille
algebraic expressions expressions materials and
expressions  Algebraic  Simplifying equipment
 factorise quadratic fractions algebraic fractions  Talking
algebraic  Quadratic  Expanding books/software
expressions expressions algebraic
 simplify algebraic  Factorisation expressions with
fractions brackets
 expand algebraic  Solving problems
expressions involving algebraic
 solving problems manipulations
involving algebraic
manipulations
Equations  simplify equations  Equations with  Expanding and  Relevant texts

with brackets brackets solving equations  ICT tools
 carry out  Equations with with brackets  Braille
calculations fractions  Simplifying materials and
involving change of  Change of algebraic fractions equipment
subject of formulae subject of  Solving  Talking
 solve equations with formulae simultaneous linear books/software
algebraic fractions  Simultaneous equations
 solve simultaneous linear equations  Solving quadratic
linear equations  Quadratic equations where the
 solve quadratic equations coefficient of x 2 is
equation where the one

coefficient of x2 is  solving equations
one involving algebraic
fractions
Inequalities  represent linear  linear  Representing linear  Relevant texts

inequalities on a inequalities inequalities on a  ICT tools
number line  Number line number line  Braille
 formulate linear  Cartesian plane  Formulating linear materials and
inequalities inequalities equipment
 represent  Identifying  Talking
inequalities on a inequalities books/software
Cartesian plane represented on a
 solve linear Cartesian plane
inequalities  Solving linear
inequalities
Indices and  find squares and  Laws of indices  Finding squares and  Relevant texts
logarithms square roots of  Highest square roots of given  ICT tools
given numbers in Common Factor numbers in index  Braille
index form (HCM) and form materials and
 calculate squares Lowest  Applying the laws of equipment
and square roots of Common indices to algebraic  Talking
algebraic Multiple (LCM) expressions books/software
expressions in index form  Calculating squares
 calculate cubes and  Squares and and square roots of
cube roots of square roots algebraic
algebraic  Cubes and cube expressions
 Calculating cubes

expressions roots and cube roots of
 find the H.C.F and algebraic
L.C.M of algebraic expressions
expressions in index  Discussing the
form H.C.F and L.C.M of
 solve problems algebraic
involving indices expressions in
using the laws of index form
indices  Solving problems
involving indices
using the laws of
indices
9.8 Geometry
Learners should be able to: and knowledge)
Points,lines and  identify the types of  Angles  Discussing angles  Relevant texts
angles  Parallel formed on parallel  ICT tools
angles formed on
and and transversal  Geo-board
parallel and Transversal lines  Braille materials
transversal lines lines  Calculate angles and equipment
on parallel and  Talking
 calculate unknown
tranversal lines books/software
angles on parallel and
transversal line using
geometrical facts

Bearing  identify cardinal points  Cardinal  Discussing  Relevant texts
 give directions using points cardinal points  ICT tools
cardinal points  Three-figure  Discussing  Environment
 find compass bearing bearings importance of  Braille materials
of points  Compass compass in life and equipment
 calculate three-figure bearing  Finding compass  Talking
bearing of points bearings books/software
 solve problems in life  Calculating three-
involving bearing figure bearings
in life involving
bearing
Polygons  state the names of n-  Properties of  Naming polygons  Relevant texts
sided polygons (up to polygons with up to ten  Environment
n=10) (triangles sides  ICT tools
 describe the properties and  Stating properties  Braille materials
of triangles and quadrilateral) of triangles and and equipment
quadrilaterals quadrilaterals  Talking
books/software
Similarity and  identify similar and  Similar and  Identifying similar  Relevant texts
congruency congruent figures congruent and congruent  ICT tools
 state cases of figures figures  Braille materials
congruency  Cases of  Discussing cases and equipment
 solve problems congruency of congruency  Talking
involving similar and  Solving problems books/software
congruent figures involving similar
and congruent
figures

Construction and  construct lines and  Construction  Constructing lines  Geometrical
loci angles of angles and angles instruments
 bisect lines and angles  Bisecting  Bisecting lines and  ICT tool
lines and angles  Relevant texts
angles  Representing life  Braille materials
phenomena using and equipment
mathematical  Talking
models involving books/software
construction and
exploring their
application in life
Symmetry  identify lines of  line  Stating number of  Relevant texts

symmetry of regular symmetry in lines of symmetry  ICT tools
polygons two  Drawing shapes  Braille materials
 draw lines of symmetry dimensions and showing lines and equipment
on plane shapes of symmetry  Talking
books/software
9. 9 Statistics

TOPIC OBJECTIVES CONTENT (attitudes, SUGGESTED NOTES AND SUGGESTED
skills and ACTIVITIES RESOURCES
Data collection,  collect data  Data collection  Discussing collected  Relevant

classification  group statistical data  Classification of data texts
and  represent data using ungrouped data  Grouping statistical  ICT tools
representation frequency table, bar  Representing data  Environment
chart and pie chart data using  Representing data  Braille
frequency table, using frequency table, materials and
bar chart and pie bar chart and pie chart equipment
chart  Conducting  Talking
educational tours books/softwar
e
Measures of  define measures of  Mean  Discussing the  Relevant
central central tendency  Mode meanings of the texts
tendency  state the mode in a  Median measures of central  ICT tools
given distribution  Assumed mean tendency  Braille
 calculate the mean  Determining the mode materials and
and median in a given distribution equipment
 calculate mean using  Calculating the mean  Talking
assumed means and median books/softwar
 Calculating mean e
using assumed mean
 Representing life
phenomena using
mathematical models
involving the measures
of central tendency

and exploring their
applications in life
9.10 Vectors
skills and AND ACTIVITIES RESOURCES
learners should be able to:
knowledge)
Definition and  define vector  Definition of  Discussing  Relevant texts

Notation  interpret vector vectors vectors  ICT tools
notation  Vector notation  Expressing  Environment
vectors in column  Braille materials
form and equipment
 Representing  Talking
vectors using books/software
vector notation
Types of  identify various types  Translation  Discussing the  Relevant texts

vectors of vectors  Negative vector various types of  ICT tools
 represent translation  Equal vector vectors  Environment
vector in column form  Parallel vector  Representing a  Braille materials
 draw translation translation by and equipment
vector on a Cartesian column vectors  Talking
plane  Drawing books/software
 solve problems using translation vector
the concept of vectors on a Cartesian
plane
 Identifying

various types of
vectors from the
Cartesian plane
using the concept
of vectors
Operations  add vectors  Addition of  Adding and  Relevant texts
 subtract vectors vectors subtracting  ICT tools
 solve problems  Subtraction of vectors  Environment
involving addition and vectors  Solving problems  Braille materials
subtraction of vectors involving addition and equipment
and subtraction  Talking
of vectors books/software
9.11 Matrices
(attitudes, skills and ACTIVITIES RESOURCES
Order  state the order of a  Order of  Computing  Relevant

given matrix matrices information in texts
 identify the different  Types of matrix form  ICT tools
types of matrices matrices  Listing types of  Environment
 discuss the uses of matrices  Braille
matrices  Discussing the materials and
order of matrices equipment
 Talking

 Locate elements books/softwar
in a given matrix e
 Discussing the
importance of
matrices in life
 Modelling life
situation
involving
matrices to solve
problems
9.12 Transformation
learners should be able to: and knowledge)
Translation  define transformation  Translation  Discuss examples  Relevant texts
 describe translation vector of transformation  ICT tools
 translate plane figures  Discussing the use  Environment
and points of translation vector  Braille materials and
in translating figures equipment
 Translating plane  Talking
figures books/software
Reflection  define reflection  Reflection of  Reflecting a point or  Relevant texts
 reflect a plane figure in plane figures object in a given  ICT tools
a given mirror line mirror line  Environment
 Representing life  Braille materials and

phenomena using equipment
mathematical  Talking
models involving books/software
reflection
transformation and
exploring their
9.13 Probability
SUB TOPIC OBJECTIVES CONTENT (attitudes, SUGGESTED NOTES AND SUGGESTED
skills and ACTIVITIES RESOURCES
Definition of  define probability  Definition of  Stating examples of  Relevant
probability and probability terms probability terms each probability term texts
 describe  Experimental  Calculating probability  ICT tools
experimental probability of single events  Environment
probability  Carry out probability  Braille
 solve problems experiments materials
involving probability  Solve problems and
in life involving the concept equipment
of probability in life  Talking
 Representing life books/softw
phenomena using are
mathematical models
involving the concept
of probability and
exploring their

FORM THREE (3)

10.1 Real Numbers

(Attitudes, Skills and ACTIVITIES RESOURCES
Learners should be able to: Knowledge)
Number  perform arithmetic operations  Order of operations  Applying the rules of  Relevant texts
Concepts and using order of operations  Irrational numbers precedence in real  ICT tools
operations  identify rational and irrational  Number patterns numbers  Environment
numbers  Performing operations  Braille materials and
 distinguish between rational  Differentiating between equipment
and irrational numbers rational and irrational  Talking
 perform operations numbers books/software
 identify number patterns in a  Exploring and
sequence discovering number
 solve problems involving patterns
irrational numbers  Computing the minimum
and maximum areas and
perimeters of plane
shapes
involving irrational
numbers
Approximation  approximate to the given  Significant figures  Rounding off  Relevant texts
and Estimation degree of accuracy  Estimation numbers to given  ICT tools
 state the numbers of  Limits of accuracy degree of accuracy  Environment
significant figures in given  Stating the numbers  Braille materials
numbers of significant figures in and equipment
 round off numbers to given a given number  Talking

significant figures  Identfying the lower books/software
 identify the limits of limit and upper limit
accuracy and use them to solve
 use the limits of accuracy problems
to solve problems
 make estimates of
quantities
Ratios, rates  simplify ratios  Ratio  Reducing ratios to  Relevant texts

and  perform calculations  Rates simplest form and  ICT tools
Proportions involving ratio,rates and  Proportions sharing quantities  Environment
proportion using ratio  Braille materials
 apply direct and inverse  Calculating and and equipment
proportion to solve solving problems  Talking
problems involving ratio,rate books/software
and proportion
involving direct and
inverse proportion
focussing on life
situations
phenomena using
mathematical models
involving the concept
of ratios, rates and
proportion and
exploring their

Ordinary and  perform operations in  Operations in  Adding and  Relevant texts
standard form standard form standard form subtracting numbers  ICT tools
in standard form  Environment
 Dividing and  Braille materials
multiplying in and equipment
standard form  Talking
books/software
Number bases  perform operations involving  Operations in  Adding and  Relevant texts
number bases number bases subtracting in number  ICT tools
bases  Environmen
 Solving equations  Braille materials
involving number and equipment
bases  Talking
books/software
Scales and  use given scales to  Scale  Calculating distance  Relevant texts
simple map calculate distance and  Length factor and area  ICT tools
problems area  Area factor  Finding area factor  Environmen
 solve problem involving given the scale factor  Braille materials
distance and area using  Finding scale factor and equipment
scale given the area factor  Talking
 Applying scales in books/software
solving problems in
life situations
10. 2 Sets

Sets  describe sets using a set  Set builder  Listing elements of sets  Relevant texts
builder notation notation  Using symbols of sets to  ICT tools
 draw Venn diagrams to  Venn diagrams up describe sets  Environment
show relationships in to three subsets  Demonstrating relationships  Braille
different subsets of different subsets materials and
 solve problems using Venn  Discussing Venn diagrams equipment
diagrams with up to three subsets  Talking
 Solving problems involving books/software
Venn diagrams
10. 3 Financial Mathematics

Consumer  interpret bank statements  Bank statements  Discussing the contents of  Relevant texts
arithmetic  calculate compound  Compound the bank statements  ICT tools
interest interest  Extracting data from bank  Environment
 calculate commission  Commission statements to use it for  Braille
 solve problems on hire  Hire purchase calculations materials and
purchase  Discussing compound equipment
interest, commission and  Talking

hire purchase books/software
 Computing compound
interest, commission and
hire purchase
10.4 Measures And Mensuration

Mensuration  calculate perimeter of  Perimeter of  Discussing perimeter  Relevant texts
combined shapes combined shapes and area of combined  ICT tools
 calculate area of combined  Area of combined shapes  Environment
shapes shapes  Discussing volume of  Braille
 calculate volume of  Volume of cylinders cylinders materials and
cylinders  Carrying out an equipment
experiment to show the  Talking
relationship between books/software
mass and volume
involving mass and
volume
10. 5 Graphs

Functional  use the functional notation  Functional  Discussing use of  Relevant texts
Graphs f ( x ) in: notation functional notation using  ICT tools
- evaluating functions  Linear graphs familiar functions  Environment
- solving linear and  Quadratic graphs  Drawing linear and  Braille
quadratic equations quadratic graphs materials and
 draw graphs of linear and  Sketching straight line equipment
quadratic functions using: and quadratic graphs  Talking
- table of values  Finding unknown values books/software
- axes intercepts in linear and quadratic
 sketch: equations using the
- straight line graph
- quadratic graphs
using axes intercepts
 use graphs to find unknown
values in linear and
quadratic equations
Travel Graphs  draw distance-time graphs  Distance-time  Discussing relationship  Relevant texts
 draw speed-time graphs graphs involving distance,  ICT tools
 solve problems involving  Speed-time speed and time in  Environment
travel graphs graphs everyday life  Braille
 Drawing distance - time materials and
and speed - time graphs equipment
 Solving problems in life  Talking
involving travel graphs books/software
10.6 Variation

Variation  express inverse variation in  Direct variation  Discussing relationships  Relevant texts
algebraic terms  Inverse variation showing direct or  ICT tools
 distinguish between direct inverse variation  Environment
and inverse variation  Discussing examples of  Braille
 Illustrate direct and inverse direct and inverse materials and
variation using sketch variations equipment
graphs  Sketching graphs of  Talking
 solve problems involving direct and inverse books/software
variation functions
involving variation
10.7 Algebra

Algebraic  find HCF and LCM of  Algebraic fractions  Finding LCM and HCF of  Relevant texts
Manipulation algebraic expressions  LCM and HCF of algebraic expressions  ICT tools
 simplify algebraic fractions algebraic expressions  Simplifying algebraic  Environment
 factorise quadratic  Quadratic fractions  Braille materials
expressions of the form expressions  Factorising quadratic and equipment
 Factorisation expressions  Talking
where  factorise algebraic books/software
 factorise algebraic expressions
expressions
Equations  solve linear simultaneous  Simultaneous  solve simultaneous linear  Relevant texts
equations using: equations equations using:  ICT tools
- elimination  Quadratic equations - elimination  Environment
- substitution  Change of subject - substitution  Braille materials
- graphical method  Substitution of values - graphical method and equipment
 solve quadratic equations  solving quadratic equations  Talking
using: using: books/software
- factorisation
- graphical methods - factorisation
 change the subject of - graphical methods
formulae
 changing the subject of
 substitute values in a given formulae
formulae
 substituting values ina given
formulae
 solving problems from life
situations using equations
 Discussing change of
subject and its applications
Algebraic  find HCF and LCM of  Algebraic fractions  Finding LCM and HCF of  Relevant texts
Manipulation algebraic expressions  LCM and HCF of algebraic expressions  ICT tools
 simplify algebraic fractions algebraic expressions  Simplifying algebraic  Environment
 factorise quadratic  Quadratic fractions  Braille materials
expressions of the form expressions  Factorising quadratic and equipment
 Factorisation expressions  Talking
where  factorise algebraic books/software
 factorise algebraic expressions
expressions
Equations  solve linear simultaneous  Simultaneous  solve simultaneous linear  Relevant texts
equations using: equations equations using:  ICT tools
- elimination  Quadratic equations - elimination  Environment
- substitution  Change of subject - substitution  Braille materials
- graphical method  Substitution of values - graphical method and equipment
 solve quadratic equations  solving quadratic equations  Talking
using: using: books/software
- factorisation
- graphical methods - factorisation
 change the subject of - graphical methods
formulae
 changing the subject of
 substitute values in a given formulae
formulae
 substituting values ina given
formulae
 solving problems from life
situations using equations
 Discussing change of
subject and its applications
10.8 Geometry
Points, lines and  construct angles of  Angles of  Constructing angles of  Relevant texts
angles elevation and depression elevation and elevation and depression  ICT tools
 solve problems on angles depression  Solving problems on angles  Environment
of elevation and of elevation and depression  Braille
depression using scale drawing materials and
equipment
 Talking
books/software
Bearing  illustrate bearing on  Three - figure  Constructing diagrams to
diagrams bearing show bearing  Relevant texts
 solve problems involving  Compass bearing  Solving problems involving  ICT tools
three figure bearing and three figure bearing and  Environment
compass bearing compass bearing  Braille
 Locating the position of an materials and
object using three figure equipment
bearing and compass  Talking
bearing books/software
Polygons  describe properties of  Properties of  Discussing properties of n-  Relevant texts

polygons polygon sided polygons  ICT tools

 solve problems involving  Angles of  Solving problems involving  Environment

n-sided polygon polygons n-sided polygons  Braille
 Apply the properties of n-  Number of sides  Applying the properties of materials and
sided polygons of polygons n-sided polygons equipment
 Talking
books/software
Similarity and  find the scale factor from  Scale factor  Discussing scale factor,  Relevant texts
Congruency two given similar shapes  Areas of similar area factor and volume  ICT tools
 calculate the length of figures factor  Environment
sides of similar figures  Volume and  Computing lengths in  Braille
 calculate the area of mass of similar similar shapes materials and
similar figures solids  Computing areas of similar equipment
 calculate the volume and shapes  Talking
mass of similar solids  Solving problems on books/software
volumes and masses of
similar solids
Constructions  construct triangles  Triangles  Constructing triangles and  Relevant texts
and Loci  construct quadrilaterals  Quadrilaterals quadrilaterals  ICT tools
 solve life problems using  Solving problems using  Environment
construction of triangles construction of triangles  Braille
and quadrilaterals and quadrilaterals materials and
equipment
 Talking
books/software
Symmetry  identify rotational  Rotational  Identifying rotational  Relevant texts

symmetry in two symmetry in two symmetry in two  ICT tools
dimensions dimensions dimensions  Environment
 state the order of  Discussing rotational/point  Braille
rotational/point symmetry symmetry materials and
in plane shapes  Stating the order of equipment
 solve problems involving rotational symmetry of  Talking
rotational symmetry plane shapes books/software
 Solving problems involving
rotational symmetry in life
10.9 Statistics
Data Collection,  collect statistical data  Data Collection  Collecting of statistical data  Relevant
Classification and  group raw data into  Data  Conducting experiments to texts
Representation classes Classification collect data  ICT tools
 state the class widths for  Data  Classifying the collected  Environment
(grouped data) the grouped data representation data  Braille
 construct frequency tables - Frequency  Finding the class width of materials and
 draw bar chart, pie table grouped data equipment
chart,histogram and - Bar graph  Constructing frequency  Talking
frequency polygon - Pie chart tables books/
 analyse information on the - Histogram  Constructing graphs software
graphs - Frequency  Interpreting the graph

polygon
Measures of  compute the mean of  Mean, median  Calculating the mean of  Relevant
Central Tendency grouped data and mode grouped data texts
 find the mode and median  Assumed mean  Computing the mean using  ICT tools
(grouped data)
 calculate the mean using the assumed mean  Environment
the assumed mean  Finding the mode and the  Braille
median materials
 Explain the significance of and
measures of central equipment
tendency  Talking
books/
software
10. 10 Trigonometry
Pythagoras  derive the Pythagoras  Pythagoras  Using the method of  Relevant texts
Theorem theorem theorem counting squares to  ICT tools
 solve right angled triangles  Pythagorean derive the Pythagoras  Environment
by applying the Pythagoras Tripples theorem  Braille
theorem  Finding the missing side materials and
 show weather the given in right angled triangles equipment
Tripples are Pythagorean using Pythagoras  Talking books/
theorem software
 Solving problems in

everyday life using the
Pythagoras theorem
phenomena using
mathematical model
involving Pythagoras
Theorem and exploring
its application in life
Trigonometrical  find sine, cosine, tangent  Trigonometrical  Calculating sine, cosine  Relevant texts
Ratios of acute ratios of acute and and tangent of acute  ICT tools
 find sine, cosine, tangent obtuse angles and obtuse angles  Environment
of obtuse angles - Sine  Solving problems  Braille
 solve problems involving - Cosine involving right angled materials and
right angled triangles in - Tangent triangles in two equipment
two dimensions dimensions  Talking books/
software
10.11 Vectors
Types of Vectors  describe types of vectors  Translation vectors  Discussing various types  Relevant texts
 represent types of vectors  Negative vectors of vectors  ICT tools
on Cartesian plane  Equal vectors  Drawing different types  Environment
 identify various types of  Parallel vectors of vectors on the  Braille material
vectors on the Cartesian  Position vectors Cartesian plane equipment

plane  Identifying different  Talking books/
types of vectors on the software
Cartesian plane
Operations  Add vectors  Addition of vectors  Manipulating vectors by  Relevant texts
 subtract vectors  Subtraction of adding and subtracting  ICT tools
 multiply a vector by a vectors  Multiplication of a vector  Environment
scalar  Scalar by a scalar  Braille
 calculate the magnitude of multiplication  Computing the materials and
a vector  Magnitude of magnitude of a vector equipment
 solve problems involving vectors  Solving problems  Talking books/
vector operations  Combined vector involving vectors software
operations
10.12 Matrices
Operations  add matrices  Addition and  Carrying out operations  Relevant
 subtract matrices subtraction of involving matrices texts
 multiply a matrix by a matrices  Using scalar quantities to  ICT tools
scalar  Scalar multiply matrices  Environment
 multiply matrices multiplication of  Solving problems involving  Braille
matrices matrices materials and
 Multiplication of  Representing life equipment

matrices phenomena using  Talking
mathematical model books/
involving matrices and software
exploring its application in
life
Determinants  find the determinant of a  Determinants of  Calculating the  Relevant
2 X 2 matrix matrices determinant of 2 X 2 texts
 distinguish between  Singular and non- matrices  ICT tools
singular and non-singular singular matrices  Using the fact that the  Environment
matrices determinant of a singular  Braille
 use the fact that the matrix is zero2 X 2 matrix to materials and
determinant of a singular find the unknown in a equipment
matrix is zero to find the  solving problems that  Talking
unknown in a 2 X 2 matrix involve singular and non- books/
 solve problems that singular matrices software
involve singular and non-
singular matrices
Inverse Matrix  find the inverse of a 2 X 2  Inverse of a matrix  Calculating the inverse of a  Relevant
matrix  Simultaneous linear 2 X 2 non-singular matrix texts
 solve simultaneous equations in 2  Solving simultaneous  ICT tools
equations using the matrix variables equations using the matrix  Environment
method method  Braille
materials and
equipment
 Talking
books/
software

10.13 Transformation
Translation  translate plane figures on  Translation  Drawing of plane shapes  Relevant texts
Cartesian Plane using vectors to move on the Cartesian Plane  ICT tools
translation vectors a plane figure on  Moving plane  Environment
 describe fully the the Cartesian figures/shapes using  Braille
translations between given plane translation vectors materials and
objects and images  Describing fully the equipment
translations between given  Talking books/
objects and images software
Reflection  reflect plane figures in a  Reflection of  Drawing images of plane  Relevant texts
line of reflection plane figures on figures under reflection  ICT tools
 find the axis of reflection of the Cartesian  Finding coordinates of  Environment
given objects and images plane in the x- images of plane figures  Braille
axis, y-axis, under reflection materials and
lines of the form  Determining the axis of equipment
y=a and x=b reflection  Talking books/
software
Rotation  rotate points and plane  Rotation of plane  Discussing rotation of  Relevant texts
figures on a Cartesian figures on the plane figures and points  ICT tools
plane using geometric Cartesian plane on the Cartesian plane  Environment
methods using the  Rotating figures to find  Braille
 find the centre of rotation geometric images on the Cartesian materials and
methods plane
 determine the angle of  Finding the centre of equipment

rotation rotation  Talking books/
software
Enlargement  enlarge plane figures  Enlargement  Drawing images of plane  Relevant texts
about the origin using a about the origin figures  ICT tools
rational scale geometrical using rotational  Determining the scale  Environment
methods scale by factor (enlargement factor)  Braille
 find the scale factor geometric  determining the centre of materials and
 determine the centre of methods enlargement equipment
enlargement  Talking books/
software
10.14 Probability
Probability  describe experimental and  Experimental  Discussing theoretical and  Relevant
theoretical probability probability experimental probability texts
 deduce probabilities from  Theoretical probability  Carrying out probability  ICT tools
results of experiments  Single events experiments  Environment
 identify situations where  Computing probabilities of  Braille
experimental and theoretical single events materials and
probabilities are applied  Solving problems that equipment
 use probability rules to involve experimental and  Talking books
compute probabilities of theoretic probability in life software
single events

 solve problems that involve

experimental and theoretic
probability in life
FORM FOUR (4)


Consumer  interpret data in the form of  Foreign exchange  Discussing foreign  Relevant texts
arithmetic documents such as rates,  Sales and income exchange and types of  ICT tools
taxes, customs and excise tax rates (Pay as taxes  Environment
duty you Earn) PAYE  Interpreting data in the  Braille
 convert from one currency  Value Added Tax form of documents such materials and
to another using rate (VAT) as rates, taxes, customs equipment
 solve problems related to  Customs and and excise duty  Talking books/
sales tax, income tax , Excise Duty  solve problems related software
customs and excise duty to sales tax, income tax ,
and Value Added Tax
customs and excise duty
(VAT)
and Value Added Tax
(VAT)
 conducting educational

tours
11.2 Measures And Mensuration

Mensuration  identify solid shapes  Area and volume of  Discussing solid shapes  Relevant texts
 calculate area and volume solid shapes  Computing area and  ICT tools
of solid shapes  Surface area volumes of solid shapes  Environment
 calculate surface area  Density  Calculating surface area  Braille
 calculate volume of prisms  Computing volumes of materials and
and frustrums prisms and frustrums equipment
 calculate density  calculating density  Talking books/
 solve problems involving  solving problems software
density involving density
phenomena using
mathematical model
involving mensuration
and exploring its
application in life

11.3 Graphs
Functional  draw cubic and inverse  Cubic graphs  Discussing cubic and  Relevant texts
Graphs graphs  Inverse graphs inverse functions  ICT tools
 solve problems involving  Drawing cubic graphs  Environment
cubic and inverse functions  Drawing graphs of  Braille
inverse functions of the materials and
a equipment
form where
bx+ c  Talking books/
a , b∧c are integers software
involving cubic or
inverse functions
Travel Graphs  explain the relationship of  Displacement-time  Discussing displacement  Relevant texts
displacement, velocity, graphs velocity,acceleration and  ICT tools
acceleration and time  Velocity-time time  Environment
 draw displacement-time graphs  Drawing displacement-  Braille
graphs time graphs materials and
 draw velocity-time graphs  Drawing velocity-time equipment
 solve problems involving graphs  Talking books/
displacement-time and  Solving problems software
velocity-time graphs involving displacement-
time and velocity-time
graphs
11.4 Variation

Variation  determine connecting  Joint variation  Discussing joint and  Relevant texts
formulae for joint variation  Partial variation partial variations  ICT tools
and partial variation  Computing unknown  Environment
 calculate unknown variables using the  Braille
variables using the appropriate formula materials and
appropriate formula  Sketching variation equipment
 construct graphs to show graphs  Talking books/
relationship between  Solving problems in life software
variables situations involving joint
 solve problems involving and partial variation
joint and partial variation
11.5 Algebra
Algebraic  simplify algebraic fractions  Algebraic fractions  Simplifying algebraic fractions  Relevant
Manipulation  factorise quadratic  Quadratic using LCM of denominators texts
expression expressions and factorisation  ICT tools
 complete the square  Factorisation  Factorising quadratic  Environment
expressions completely  Braille
 Completing the
 complete the square materials
square
and
equipment
 Talking
books/

software
Equations  solve quadratic equations  Completing the  Solving quadratic equations  Relevant
by completing the square square by completing the square texts
 derive the quadratic  Quadratic formula  Deriving the quadratic formula  ICT tools
formula by completing the square  Environment
 solve problems by applying  Solving problems using  Braille
the quadratic formula quadratic formula. materials
 Solving problems from life and
situations using the quadratic equipment
formula  Talking
books /
software
Inequalities  express a given life  Linear  Discussing formulation of  Relevant
situation using inequality programming inequalities from given life texts
symbols situations  ICT tools
 represent inequalities on  Deducing inequalities  Environment
the Cartesian plane represented on the Cartesian  Braille
 solve life problems using plane materials
inequalities  Representing inequalities on a and
Cartesian plane equipment
 Solving problems using  Talking
inequalities books/
 Representing life phenomena software
using mathematical model
involving inequalities and
exploring its application in life

11.6 Geometry
(Attitudes, Skills ACTIVITIES RESOURCES
Learners should be able to: and Knowledge)
Polygons and  apply the circle theorem  Circle theorems  Applying the circle theorem  Relevant
Circle associated with associated with texts
centre,circumference,diameter centre,circumference,diameter  ICT tools
, tangent, cyclic quadrilateral, , tangent, cyclic quadrilateral,  Environment
chord and alternate segments chord and alternate segment.  Braille
 calculate angles using circle  Calculating angles using circle materials and
theorem equipment
theorems
 Talking
books/
software
Constructions  define locus  construction of  Discussing locus  Relevant texts

 construct locus of points in diagrams to a  construct locus of points in a  ICT tools
a plane which are given scale plane which are equidistant  Environment
equidistant from a fixed  Loci from a fixed point, a fixed  Braille materials
point, a fixed straight line, straight line, two fixed points and equipment
two fixed points and/or two and or two intersecting lines  Talking books/
intersecting lines  solving problems involving software
 solve problems involving bearing, scale, angles of
bearing, scale, angles of elevation and/or depression
elevation and or using loci
depression using loci

11.7 Statistics
Data  construct frequency tables  frequency table  Constructing frequency  Relevant texts
Representation  draw frequency polygon  frequency polygon tables  ICT tools
 draw cumulative frequency  Cumulative  Drawing frequency  Environment
curve frequency table polygon  Braille
 solve problems involving  Cumulative  Drawing the cumulative materials and
cumulative frequency frequency curve frequency curves equipment
curve  Solving problems  Talking books/
involving cumulative software
frequency curve
Measures of  find the median from  median  Determining the median  Relevant texts
Central Tendency cumulative frequency  Range from the cumulative  ICT tools
and Dispersion curve  Quartiles frequency curve (ogive)  Environment
 calculate the range  Interquartile range  Calculating the range  Braille
 find the quartiles from  Semi inter-quartile  Estimating the quartiles materials and
cumulative frequency range from cumulative equipment
curve (ogive) frequency curve  Talking books/
 calculate the:  Computing the inter- software
- interquartile range quartile range and semi
- semi inter-quartile inter-quartile range
range  Discussing the
importance of
interquartile and semi
inter-quartile range

11.8 Trigonometry
Trigonometrical  apply the sine rule to solve  Cosine rule  Applying the sine and  Relevant texts
Ratios problems  Sine rule cosine rule to solve  ICT tools
 apply cosine rule to solve  Area of triangles problems  Environment
problems  Using the formula  Braille
1 1 materials and
 use the formula area= ab area= = ab SinC to
2 2 equipment
SinC to calculate the area  Talking books/
calculate the area of a
of a triangle software
triangle
 solve triangles using sine
 Using the sine rule and
and cosine rule
cosine rule to solve
 Solve 3 dimensional triangles
problems using the sine  Solving 3 dimensional
and cosine rule problems using the sine
and cosine rule
11.9 Vectors
Operations  express edges and  Vector properties of  Sketching of plane  Relevant texts
diagonals of plane shapes plane shapes shapes  ICT tools
as linear combination of  Representing edges  Environment

vectors and diagonals of plane  Braille
 find numerical values of shapes as linear materials and
scalars in equal vectors combination of vectors equipment
 determine ratio of parallel  Calculating numerical  Talking books/
edges/diagonals of plane values of scalars using software
shapes equal vectors
 Computing ratio of
parallel edges/diagonals
of plane shapes
11.10 Transformation
Reflection  reflect plane figures in any  Reflection of plane  Drawing images of  Relevant
line of the form y=mx+c figures in any line objects texts
using matrices of reflection using of matrices  Determining the axes of  ICT tools
 determine matrices for the reflection  Geo-boards
reflection in  Calculating coordinates  Environment
 x∧ y −axes : y =x , y=−x of images  Braille
 Representing life materials and
phenomena using equipment
mathematical model  Talking
involving reflection of books/
plane figures and software
exploring its application
in life
Rotation  rotate plane shapes by  Rotation of plane  Calculating coordinates  Relevant texts
drawing figures by drawing of images using  ICT tools
 rotate plane shapes using and using of matrices  Environment
matrices matrices  Drawing images of plane  Braille
 find matrices of rotations shapes materials and
about the origin through  Determining the equipment
angles which are multiples matrices of rotations  Talking books/
of 90 °  describing fully the software
 describe fully the rotation rotation given the matrix,
given: object and its image
- a matrix
- object and its image
Enlargement  enlarge plane figures using  Enlargement using  Calculating coordinates  Relevant texts
matrices about the origin matrices about the of images using  ICT tools
 enlarge plane figures about origin matrices  Environment
any point using a rational  Enlargement about  Drawing images of plane  Braille
scale by drawing any point using a figures on the Cartesian materials and
 describe fully an rational scale plane equipment
enlargement for a:  describing fully the  Talking books/
- stated matrix enlargement for a given: software
- object and its image - Matrix
- Object and its image
Stretch  Define stretch  One way and two  Discussing a stretch  Relevant texts
 Draw images of plane way stretch using  Drawing images of plane  ICT tools
shape using geometrical geometrical shape using geometrical  Environment
methods methods and methods  Braille
 calculate coordinates of the matrices  Computing coordinates materials and
image given the matrices of images given the

 draw images of plane matrices equipment

figures given matrices  Plotting images of plane  Talking books/
 describe fully a stretch figures given matrices software
given a  Identifying invariant
- matrix line/point
- object and its image  describing a stretch fully
given a matrix or object
and its image
Shear  define shear  Shear using  Discussing a shear  Relevant texts

 Draw images of plane geometrical  Drawing images of plane  ICT tools
shape using geometrical methods and shape using geometrical  Environment
methods matrices methods  Braille
 compute coordinates of the  Calculating coordinates materials and
images given a matrix of image given the equipment
 draw images of plane matrix  Talking books/
figures given the matrix  Plotting images of plane software
 describe completely the figures given matrices
shear given a  describing fully a shear
- matrix given a matrix or an
- object and its image object and its image
11.11 Probability

Combined Events  define combined events  Combined events  Discussing combined  Relevant texts
 construct outcome tables  Outcome tables events  ICT tools
 construct tree diagram  Tree diagrams  Constructing outcome  Environment
 apply probability rules in  Probability rules tables and tree diagrams  Braille
the computation of  Application of  Computing probabilities materials and
probabilities probability using probabilities rules equipment
 demonstrate the  demonstrating the  Talking books/
application of probability in application of probability software
life in life
phenomena using
mathematical models
involving combined
probability events and
exploring its application
in life

12.0 ASSESSMENT
12.1 Assessment Objectives

Learners will be assessed on their ability to:-
 recognise and apply mathematical symbols, terms and definitions

 carry out calculations accurately
 use a suitable degree of accuracy in approximation and measurement
 measure to a suitable degree of accuracy
 draw tables, graphs, charts and diagrams accurately
 interpret tables, graphs, charts and diagrams accurately
 apply mathematical reasoning and communicate mathematical ideas clearly
 carry out geometrical constructions and manipulations accurately
 deduce and draw inferences through manipulation of statistical data
 solve routine and non-routine problems using appropriate formulae, algorithms and procedures
 conduct research projects including those related to enterprise
 make effective use of a varietyof ICT tools in solving problems
12.2 Scheme of Assessment

Forms 1-4 Mathematics assessment will be based on 30% continuous assessment and 70% summative assessment.
The syllabus’ scheme of assessment is grounded in the principle of equalisation of opportunities hence, does not condone direct or
indirect discrimination of learners. Arrangements, accommodations and modifications must be visible in both continuous and
summative assessments to enable candidates with special needs to access assessments and receive accurate performance
measurement of their abilities. Access arrangements must neither give these candidates an undue advantage over others nor
compromise the standards being assessed.
Candidates who are unable to access the assessments of any component or part of component due to disability (transitory or
permanent) may be eligible to receive an award based on the assessment they would have taken.

NB For further details on arrangements, accommodations and modifications refer to the assessment procedure booklet.
12.2 (a) Continuous Assessment
Continuous assessment for Forms 1 – 4 will consists of topic tasks, written tests, end of term examinations, project and profiling to
measure soft skills
 Topic Tasks
These are activities that teachers use in their day to day teaching. They should include practical activities, assignments and group
work activities.
 Written Tests
These are tests set by the teacher to assess the concepts covered during a given period of up to a month. The tests should
consists of short structured questions as well as long structured questions.
 End of term examinations
These are comprehensive tests of the whole term’s or year’s work. They can be set at school, district or provincial level.
 Project
The project would be cumulative in nature and done as one project from forms 1-2 and another one from forms 3-4

Summary of Continuous Assessment Table
Level Assessment task Frequency Weighting
Form 1 Topic tasks 1 per term 4,5%

Written tests 2 per term
End of term tests 1 per term
Form 2 Topic tasks 1 per term 4,5%
Form 3 Topic tests 1 per term 4,5%
Form 4 Topic task 1 per term 4,5%
Written test 2 per term
12%
Project 1 covering Forms 1 - 2 and the other 1 covering Forms 3-4
TOTAL 30%
12.2 (b) Summative Assessment

The Summative assessment consists of two papers of equal weighting
Description of the papers
Paper 1
Duration: 2 hours 30 minutes
The paper consists of about 30 short structured questions marked out of 100 and is compulsory, set covering all syllabus topics.
Paper 2
Duration: 2 hours 30 minutes
The paper consists of two sections, Section A and Section B and it will be set covering all topics of the syllabus.
Section A: Consists of five (5) compulsory questions marked out of 52
Section B: Consists of seven (7) long questions. The candidates are expected to answer 4 questions of their choice. Each question
carries twelve (12) marks and the section is marked out of 48
Description table
Paper Paper type Marks Duration Weighting

1 Structured – short answer questions 100 2 ½ hours 35%
2 Structured– short and long answer questions 100 2 ½ hours 35%
TOTAL 70%
12.3 Specification Grid
Skill Paper 1 Paper 2

Knowledge and comprehension 50% 35%
Application and Analysis 40% 45%

Problem solving 10% 20%
TOTAL 100% 100%
12.4 Assessment Model

Learners will be assessed using both continuous and summative assessments as follows:
Assessment of learner performance in Mathematics

100%
Continuous assessment 30% Summative assessment 70%

End of Project
term
Tests 12%
4,5%

MATHEMATICS

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MINISTRY OF PRIMARY AND SECONDARY EDUCATION

MATHEMATICS SYLLABUS 2015-2022

Curriculum Development Unit

Mathematics Syllabus Form 1 – 4 2015 I

Mathematics Syllabus Form 1 – 4 2015 II

Mathematics Syllabus Form 1 – 4 2015 III

1.3 Summary of Content

Mathematics Syllabus Form 1 – 4 2015 1

1.5 Cross Cutting themes

Mathematics Syllabus Form 1 – 4 2015 2

Mathematics Syllabus Form 1 – 4 2015 3

Mathematics Syllabus Form 1 – 4 2015 4

5.1 Time Allocation

Mathematics Syllabus Form 1 – 4 2015 5

6.1 Real Numbers

Mathematics Syllabus Form 1 – 4 2015 6

7.1 Real numbers

Ratios, rates and  Ratios  Ratios  Ratios

Mathematics Syllabus Form 1 – 4 2015 7

7.3 Financial Mathematics

Mathematics Syllabus Form 1 – 4 2015 8

Mathematics Syllabus Form 1 – 4 2015 9

Mathematics Syllabus Form 1 – 4 2015 10

Indices and Logarithms  Index form  Laws of indices  Indices

Polygons and circles  Polygons  Properties of polygons  Properties of  Circle theorems

Mathematics Syllabus Form 1 – 4 2015 11

Similarity and  Similar and congruent  Scale factor

Mathematics Syllabus Form 1 – 4 2015 12

Measures of Dispersion  Quartiles

Mathematics Syllabus Form 1 – 4 2015 13

Mathematics Syllabus Form 1 – 4 2015 14

Mathematics Syllabus Form 1 – 4 2015 15

Mathematics Syllabus Form 1 – 4 2015 16

FORM ONE (1)

8.1 Real numbers

Mathematics Syllabus Form 1 – 4 2015 17

Mathematics Syllabus Form 1 – 4 2015 18

Mathematics Syllabus Form 1 – 4 2015 19

8.3 Financial Mathematics

Mathematics Syllabus Form 1 – 4 2015 20

8.4 Measures and mensuration

Mathematics Syllabus Form 1 – 4 2015 21

Mathematics Syllabus Form 1 – 4 2015 22

Mathematics Syllabus Form 1 – 4 2015 23

Mathematics Syllabus Form 1 – 4 2015 24

Mathematics Syllabus Form 1 – 4 2015 25

Polygons and  define a polygon  Polygons  Discussing  Relevant texts

Construction  construct lines and  Construction  Constructing  Geometrical

Mathematics Syllabus Form 1 – 4 2015 26

Mathematics Syllabus Form 1 – 4 2015 27

FORM TWO (2)

9.1 Real Numbers

Mathematics Syllabus Form 1 – 4 2015 29

Ordinary and  express numbers in  Numbers in  Discuss importance of  Relevant texts

Mathematics Syllabus Form 1 – 4 2015 30

9.3 Financial Mathematics

Mathematics Syllabus Form 1 – 4 2015 31

9.4 Measures and Mensuration

Mathematics Syllabus Form 1 – 4 2015 32

Mathematics Syllabus Form 1 – 4 2015 33

Mathematics Syllabus Form 1 – 4 2015 34

Mathematics Syllabus Form 1 – 4 2015 35

Equations  simplify equations  Equations with  Expanding and  Relevant texts

Mathematics Syllabus Form 1 – 4 2015 36