Republic of Zambia

MATHEMATICS
HIGH SCHOOL SYLLABUS

GRADES 10 – 12

Prepared by:
Curriculum Development Centre
P.O. Box 50092
LUSAKA
© Curriculum Development Centre

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

Preface ......................................................................................................................................................................................................... ii

...

Acknowledgement ....................................................................................................................................................................................... iii

..

Introduction .................................................................................................................................................................................................. iv

General v

Aims .................................................................................................................................................................................................

Terminal vi

Objectives .......................................................................................................................................................................................

Time and period vii

Allocation ...........................................................................................................................................................................
 Grade 1

10 .........................................................................................................................................................................................................

Grade 6

11 ..........................................................................................................................................................................................................

Grade 14

12 ..........................................................................................................................................................................................................

Notes ............................................................................................................................................................................................................

...

PREFACE

The review of this Syllabus was necessitated by the need to improve the quality of education at High School Level as stipulated in the national
policy document “Educating Our Future – 1996”.
Quality education raises the standard of living for all. This leads to sustainable national development. The syllabus also addresses issues of
national concern such as Environmental Education, Gender and Equity, Health Education and HIV/AIDS, Family Life Education, Human
Rights, Democracy, Reproductive Health, Population Education, Entrepreneurship and Vocation Skills, Life and Values Education.

Another reason for revising this syllabus was to fully localize the High School Examinations which were formerly set by University of
Cambridge Local Examinations Syndicate, UK.

It is hoped that this syllabus will provide the users with a sound premise on the basis of which meaningful and effective learning experiences will
be developed in order to provide a good foundation for further study of this subject area.

James Mulungushi (Dr.)

PERMANENT SECRETARY
MINISTRY OF EDUCATION
LUSAKA-ZAMBIA

ACKNOWLEDGEMENT
ii
The Mathematics Department of the Curriculum Development Centre gratefully acknowledges the contribution of the Mathematic’s working
committee and the schools which sent in written suggestions to the draft Senior Secondary Mathematics Syllabus for Zambia. These schools are:

Mwinilunga High Secondary School, Mwinilunga.

Zambezi Secondary School, Zambezi.
Chikankata Secondary School, Mazabuka.
Sefula Secondary School, Mongu.
Senanga Secondary School, Senanga.
Kantanshi Secondary School, Mufulira.
St. Mark’s Secondary School, Mapanza.
St. Monica’s Secondary School, Chipata.
St. Edmund’s Secondary School, Mazabuka.
Roma Girls Secondary School, Lusaka.
Solwezi Technical Secondary School, Solwezi.
Kitwe Boy’s Secondary School, Kitwe.
Mbala Secondary School, Mbala.

The Curriculum Development Centre is also deeply indebted to the Environmental Support Programme operating through the Ministry of
Environmental and Natural Resources for funding the review and printing the syllabuses.

INTRODUCTION
iii
This syllabus covers Arithmetics, Algebra, Geometry, Trigonometry, Probability, Statistics. The work to be covered in each of the Grades 10, 11
and 12 levels has been described separately.

The aims and objectives of teaching Mathematics at Senior Secondary School level have been derived from three sources: The Educational
Reform Document of 1997, the Structure of Mathematics as an academic discipline and the needs of the society. The syllabus is structured in
such a way that the pupil is encouraged to put emphasis on the mathematical concepts, principles and creative thinking processes.

When using this syllabus, it should be realised that Mathematics is a discipline with integrated and hierarchical concepts and skills. It is
therefore, recommended that an integrated and spiral approach be used.
GENERAL AIMS
iv

The general aims of teaching Mathematics at Senior Secondary level are to:

1. provide the pupil; with Mathematics background necessary for terminal and further education.

2. develop logical and substract thinking in the pupil.

3. enable the pupil to develop mathematical language and skills as a means of communication and investigation.

4. develop the ability of the pupil to use Mathematics as a tool in the Environment.

5. provide pupil with Mathematical skills to enable them to perform adequately in other subject areas.

6. enable the pupil to derive satisfaction and confidence from the understanding of mathematical concepts and masterly of
mathematical skills.

7. stimulate and encourage creativity and a spirit of enquiry in the pupil.

TERMINAL OBJECTIVES
v

At the end of Grade 12 pupils should be able to:

1. demonstrate spatial awareness in two and three dimension.

2. explore mathematical situations.

3. apply mathematical knowledge to problem-solving.

4. estimate, measure and calculate to an appropriate degree of accuracy using suitable methods.

5. recognise patterns and structures in a variety of situations form and justify generalisations.

6. represent, interpret and use data in a variety of situations.

TIME AND PERIOD ALLOCATION
vi

This syllabus is a three-year course in mathematics and will require seven 40 minute periods per week.
GRADE 10
vii
TOPIC SPECIFIC OBJECTIVE NOTES
BOYS AND GIRILS SHOULD BE ABLE TO:

1. NUMBER AND 1. Recognise and use sets of numbers including whole

NUMERATION. numbers, natural numbers, integers (positive,
negative and zero), prime numbers, rational
numbers, irrational numbers, real numbers, common
factors and common multiples.

2. OPERATIONS ON 2.1 Use communicative, associative and distributive Environmental examples may be used. for
REAL NUMBERS. laws example:
and apply ideas of closure on combined operations of 1. discuss whether planting the seed and
addition, substraction, multiplication and division. improving the soil are communicative
processes.
2. discuss whether reducing poverty and
improving the environment ate
communicative processes etc.
3. COMMON 3.1 Convert common fractions to decimal fractions and
(VULGAR) AND vice versa.
DECIMAL 3.2 Convert common fractions to percentages and vice-
FRACTIONS AND versa.
PERCENTAGES. 3.3 Convert decimal fractions to percentages and vice-
versa.
3.4 Add, substract, multiply and divide common and
decimal fractions.

TOPIC SPECIFIC OBJECTIVE NOTES

BOYS AND GIRILS SHOULD BE ABLE TO: 1

4. ORDERING. 4.1 Order numbers. Equality and inequality symbols should

4.2 Use equality and inequality signs to show relationship include:
between numbers. =, ≠, ˃, ˂, ≥, ≤.

5. SQUARES, SQUARE 5.1 Use tables to find squares and square

ROOTS. Roots.
6. INDICES. 1. Use and Interpret positive, negative, zero
and fractional indices.
2. Solve simple equations involving indices.

7. COMMON 1. Use tables to find logarithms and

LOGARITHMS. antilogarithms.
2. Use logarithms to solve problems.

8. SETS. 8.1 Use appropriate set language and notation. Examples from the environment could be used
8.2 Carry out operations on sets. e.g.:
8.3 Use Venn diagrams to solve simple logical 1. set of causes of soil erosion.
Problems. 2. set of Natural calamities.

TOPIC SPECIFIC OBJECTIVE NOTES

BOYS AND GIRILS SHOULD BE ABLE TO: 2
9. BASIC PROSESSES 9.1 Collect and simplify like terms.
OF ALGEBRA. 9.2 Interpret and use brackets.
9.3 Add and substract algebraic expressions.

10. FACTORISATION. 10.1 Factorise algebraic expressions. Types of Algebraic expressions should
include:
ax ± ay
ax ± bx ± kay ± kby
a²x² - b²y²
a² ± 2ab + b²
ax² ± bx ± c.

11. FORMULAE. 11.1 Construct and use formulae.

11.2 Change subject of formulae.

12. EQUATIONS AND 12.1 Solve linear equations in one Variety of methods of solving simultaneous
INEQUALITIES. variable. equations should be encouraged.
12.2 Solve simultaneous equations in Excluding use of matrix method.
two variables.
12.3 Solve linear inequations in one
variable.
 TOPIC SPECIFIC OBJECTIVE NOTES
BOYS AND GIRILS SHOULD BE ABLE TO: 3

13. ANGLES. 13.1 Calculate angles associated with a

point, a straight line, intersecting and
parallel lines.

14. GEOMETRICAL 14.1 Construct perpendicular bisector of

CONSTRUCTION. a straight line.
14.2 Construct angles of 30º, 45º, 60º, and
90º.
14.3 Construct angle bisectors.
14.4 Construct a perpendicular to a
given line
14.5 Use mathematical instruments to construct
geometrical figures.

15.1 Draw shapes to scale.

15. SCALE DRAWING 15.2 Solve problems involving scale Use three figures bearings – measured
AND BEARINGS, Drawing. clockwise from the north.
15.3 Solve problems on bearings.
16. PYTHAGORAS 16.1 Demonstrate and apply Pythagoras
THEOREM. Theorem.

TOPIC SPECIFIC OBJECTIVE NOTES

BOYS AND GIRILS SHOULD BE ABLE TO:
4

17. SOCIAL 17.1 Solve problems involving house

ARITHMETIC hold bills, bank services, postal
services, social security schemes
and transport.
18. COMMERCIAL 18.1 Solve problems involving simple
ARITHMETIC interest.
18.2 Solve problems involving compound
interest.
18.3 Solve problems on discount, profit
and loss.
18.4 Solve problems involving hire
purchase.
18.5 Solve problems involving foreign exchange
calculations.

GRADE 11
5

TOPIC SPECIFIC OBJECTIVE NOTES

BOYS AND GIRILS SHOULD BE ABLE TO:
1. APPROXIMATIONS 1. Approximate quantities. • Approximations can include:
AND SCIENTIFIC - length of a string,
NOTATION - sitting capacity of a room,
- number of pupils in a school.
2. Approximate measures to a given
degree of accuracy.
3. Write numbers correct to the required
number of decimal places.
4. Write numbers correct to the required Examples of a number in standard form is
number of significant figures. Ax10ⁿ where ‘n’ is a integer and 1≤A˂10.
5. Write numbers in scientific notation • Some of me numbers that are normally
(Standard form). expressed in standard form are:
- The diameter of the earth,
- The distance to the sun,
- The population of the earth.

6. Calculate estimates of error.

7. Use approximations to estimate an
Error.

6
 TOPIC SPECIFIC OBJECTIVE NOTES
BOYS AND GIRILS SHOULD BE ABLE TO:

2. RELATIONS AND 1. Relate members of 2 or more sets • Familiarity with terminology of:
FUNCTIONS. according to a given rule. - Domain,
2. Determine relationships that are - Range, and
functions. - Mapping.
3. Use function notation. • Example of function notation could be
F(x) = 2x – 7, f: x a2x - 7
• Example of inverse of a function notation
could be:
f-1 (x) x + 7 and f-1: x → x + 7
2 2

3. GRAPHS OF 1. Draw and interpret graph of • Attention should be paid to:

POLYNOMIAS. Straight lines. - Completing tables of values of
2. Draw and interpret graphs of quadratic and functions.
cubic functions. - the Equation of a line
y = mx + c
recognise what y, m, x and c stands for.
3. Calculate the gradient of a curve at a - determining gradient and equation of a
given point. line given 2 points.
4. Estimate the area under the curve.
5. Draw graphs using out of real life
Situation.
 1. Solve quadratic equations • The algebraic methods should include:
4. QUADRATIC algebraically. - factorisation
EQUATIONS. - completing the square
- use of formular.
2. Solve quadratic equations
graphically.

TOPIC SPECIFIC OBJECTIVE NOTES

BOYS AND GIRILS SHOULD BE ABLE TO:

5. RATION, 1. Solve problems involving ratio. • Some of the common measures of rate are:
PROPORTION AND 2. Solve problems involving direct and inverse - km/hr
RATE. proportion. - price/item
3. Use and demonstrate understanding of common - interest/year
measures of rate. • some of the environmental problems
involving rate could include:
- rate of deforestation
- rate of population growth
- rate of human/animal depletion
4. Solve Environmental problems involving ratio,
proportion and rate.
6. VARIATION. 1. Distinguish between inverse and direct - Number of people in a household and how
variation long a bag of mealie meal can last.
2. Express a given variation mathematically
using symbols.
3. Change a given variation expressed
mathematically into an equation.
4. Solve problems on direct and inverse - The price of electricity in relation to the
variation. number of people who can afford to pay.
5. Draw graphs of direct and inverse variation.
6. Interpret graphs of direct and inverse variation.

TOPIC SPECIFIC OBJECTIVE NOTES 8

BOYS AND GIRILS SHOULD BE ABLE TO:
7. Solve problems based on other forms of direct and
inverse variation of the form y = xn,
where -3 ≤ n ≤ 3
8. Solve problems based on joint variation.
9. Solve problems on partial variation.
7. DISTANCE-TIME 1. Draw and interpret speed-time and distance-time • Use the principle of area under a curve to
AND SPEED-TIME graphs. determine distance.
GRAPHS. 2. Calculate the distance covered in a specified time • Use the gradient of a line from a speed-
from a speed time graph. time graph to determine acceleration and
retardation.

8. SYMMETRY IN TWO 1. Identify line symmetry in a two dimensional • Symmetry inbuilt in the natural
DIMENSIONS. shape. environment can include:
- insects
- buildings
- flowers
- people.

TOPIC SPECIFIC OBJECTIVE NOTES

BOYS AND GIRILS SHOULD BE ABLE TO: 9
 2. Identify rotational symmetry in two dimensional
shapes.
3. Determine the order of rotational symmetry in
two dimensional shapes.
4. Identify symmetry inbuilt in the natural
environment.

9. CONGRUENCE 1. Identify similarity in figures.

AND SIMILARITY. 2. Identify congruency in figures.
3. Use congruency in solving problems requiring
simple logical deductions.
4. Find the ratio of sides of similar figures.
5. Calculate the unknown dies or angles in similar
figures.
6. Calculate the areas and volumes of similar
figures.
7. Identify similarity and congruency in the natural
environment.
TOPIC SPECIFIC OBJECTIVE NOTES
BOYS AND GIRILS SHOULD BE ABLE TO: 10
10. ANGLE 1. Use the following angle properties of
PROPERTIES OF A a circle:
CIRCLE AND - angle at the centre
POLUGONS. - angle in a semi-circle
- angles in the same segment
- angles in opposite segments
- angle between tangent and radius of a
Circle.
2. Use the following angle properties of Some examples of polygons are Triangle,
polygons: Quadrilateral Pentagon, Hexagon, Heptagon,
- angle properties of triangles and Octagon, Nonagon and Decagon.
Quadrilaterals.
- angle sum of polygons.
- finding size of interior and exterior
angles of a polygon.
- determining sum of interior and exterior
angles of a polygon.
- solving problems involving angle
Properties of a polygon.
 TOPIC SPECIFIC OBJECTIVE NOTES
BOYS AND GIRILS SHOULD BE ABLE TO:
11

11. MENSURATION. 11.1 Calculate the perimeter and area of plane Two dimensional figures to include rectangle,
figures. triangle, parallelogram and trapezium.
11.2 Calculate the surface area and Three dimensional figures to include cuboid,
volumes of three dimensional cylinder, prism, sphere, pyramid and cone.
figures.
11.3 Draw nets of cones, cubes, cuboids, pyramids Include area and circumference of a circle.
and cylinders.
11.4 Use nets of figures to solve problems on surface
area.
12. LOCUS OF POINTS IN 1. Determine locus of a point in two
TWO AND THREE dimensions.
DIMENSION 2. Use the following loci and method of
intersecting loci.
• Sets of points in two or three dimensions.
- which are at a given distance from a given
point.
- which are at a given distance from a given
straight line.
- which are equidistant from two given
Points.
• Sets of points in two dimensions which are
equidistant from two given intersecting straight
lines.

12
TOPIC SPECIFIC OBJECTIVE NOTES
BOYS AND GIRILS SHOULD BE ABLE TO:
13. T R I G O M E T R I C 1. Find the three trigonometric ratios of sine, Take into account angles of depression, angle
RATIOS. cosine and tangent of acute angle. of elevation and real life situation.
2. Solve problems involving right-angled triangles
using sine, cosine and tangent ratios.
3. Apply trigonometric ratios to calculate angles,
heights and distances.
4. Apply trigonometric ratios to solve problems
involving three figure bearing.

14. STATISTICS. 1. Collect and classify data. Data to be used should be from real life
situation.
2. Present data in form of tables pie charts; bar
graph, histogram and line graph.
3. Interpret data.
4. Find mean, mode and median.
5. Determine most appropriate measure of central
tenancy to given situations.

15. SEQUENCES. 1. Recognise and continue a sequence.

2. Identify patterns within and across different
sequences.
3. Generalise sequences into simple algebraic
statements (including expressions to the nth
term).
GRADE 12
TOPIC SPECIFIC OBJECTIVE NOTES 13
BOYS AND GIRILS SHOULD BE ABLE TO:

1. GRAPHICAL 1. Solve simple linear inequations. In illustrating inequations on a Cartesian

REPRESENTATION diagram, shade the unwanted region.
OF INEQUALITIES. 2. Represent inequations in one variable on a number
line.
3. Represent inequations in two variable on the
graph.
4. Form a linear inequation arising from a given
situation.
5. Form a system of linear inequations arising from
given situations (mathematical model).
6. Apply the solution set of a system of linear
inequations to solve linear programming problems.
2. V E C T O R S I N T W O 1. Represent and interpret vector in different
DIMENSIONS. forms.
2. Add and subtract vectors in directed line
segment or component form.

TOPIC SPECIFIC OBJECTIVE NOTES 14

BOYS AND GIRILS SHOULD BE ABLE TO:

3. Multiply a vector by a scalar. Relate the concept of a vector in different

contexts i.e. in Physics as a quantity with
magnitude and direction, in Biology as a
transmission of diseases.
4. Express a vector in terms of a position vector.
5. Find the magnitude of a vector.
6. Use vectors to solve problems involving
properties of a set of points or a set of lines.
3. MATRICES. 1. Present and interpret data in a rectangular array Common usage of matrices is league tables.
of numbers (matrix).
2. State the order of a matrix.
3. Identify and use equal matrices.
4. Add and subtract matrices.
5. Multiply a matrice by a scalar.
6. Multiply matrix.
7. Find the determinant of a square matrix of order
2.
8. Find the inverse of a square matrix of order 2.
9. Use matrices to solve simultaneous equations.

TOPIC SPECIFIC OBJECTIVE NOTES

BOYS AND GIRILS SHOULD BE ABLE TO: 15
4. TRANSFORMATIONS 1. Find the image of a shape under a
OF THE PLANE. translation.
2. Find the column vector representing a
translation.
3. Find the image of a shape under a
reflection.
4. Find the equation of the mirror line in a
reflection.
5. Find the image of a shape under a rotation.
6. Find the centre, angle and direction of
a rotation.
7. Find the image of a shape under an
enlargement.
8. Find the centre and scale factor of an
enlargement.
9. Find the image of a shape under a shear.
10. Find the invariant line and shear factor
of a shear.
TOPIC SPECIFIC OBJECTIVE NOTES 16
BOYS AND GIRILS SHOULD BE ABLE TO:

11. Find the image of a shape under a

stretch.
12. Find the invariant line and scale factor
of a stretch.
13. Find the image of a shape under a combination
of transformations.
14. Describe transformations using co-ordinates and
matrices.
15. State the properties of each transformation.
16. Identify and describe a transformation fully.
5. EARTH GEOMETRY 1. Identify parts of a sphere; radius, small circles
and great circles.
2. Locate points on the surface of the earth using
latitudes and longitudes.
3. Calculate the radius of a parallel of latitude given
the radius of the earth.
4. Calculate distances on parallels of latitude and
longitudes.
5. Determine a latitude given its circumference.
6. Find the shortest distance between two places on
the same parallel of latitude.

TOPIC SPECIFIC OBJECTIVE NOTES

BOYS AND GIRILS SHOULD BE ABLE TO: 17
6. TRIGONOMETRY. 1. Find sine, cosine and tangent of angles
from 0º to 360º.
2. Use sine rule to solve problems involving
triangles.
3. Use cosine rule to solve problems involving
triangles.
4. Use the sine ratio to find the area of a
triangle (½ ab Sin C).

7. STATISTICS. 1. Construct and use cummulative frequency The following are measures of dispersion.
curves.
2. Find the median, lower and upper Median, lower and upper quartile, semi
quartiles. Interquartile.
3. Find the range, the interquartile and the semi-
interquartile range and distinguish between the
purposes for which they are used.
4. Find and interpret the percentile range.
TOPIC SPECIFIC OBJECTIVE NOTES 18
BOYS AND GIRILS SHOULD BE ABLE TO:
8. PROBABILITY. 1. Find probabilities of singles events Use probabilities in an environment context
experimentally. e.g. If a dinasorous is extinct, what is the
probability of spotting it in a game park.
2. Find probabilities of single events
theoretically.
3. Find expected frequency of an event.
4. Find probabilities of mutually exclusive,
independent and dependent events.
5. Use outcome tables (grids) and tress diagrams to
find probabilities.

19