Additional Mathematics Min

ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
ADDITIONAL
MATHEMATICS
SYLLABUS
FORMS 5 - 6
2015 - 2022
Curriculum Development and Technical Services
P. O. Box MP 133
Mount Pleasant
Harare
© All Rrights Reserved

2015
Additional Mathematics Syllabus Forms 5 - 6
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued
contribution in the production of this syllabus:
• National Mathematics panel

• Zimbabwe School Examinations Council (ZIMSEC)
• United Nations International Children’s Emergency Fund (UNICEF)
• United Nations Educational Scientific and Cultural Organisation (UNESCO)
• Representatives from Higher and Tertiary institutions
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CONTENTS
ACKNOWLEDGEMENTS..............................................................................................................i
CONTENTS....................................................................................................................................ii
1.0 PREAMBLE.............................................................................................................................1
2.0 PRESENTATION OF SYLLABUS...........................................................................................1
3.0 AIMS....................................................................................................................................... 1
4.0 OBJECTIVES...........................................................................................................................1
5.0 METHODOLOGY AND TIME ALLOCATION...........................................................................2
6.0 TOPICS....................................................................................................................................3
7.0 SCOPE AND SEQUENCE.......................................................................................................4
8.0 COMPETENCY MATRIX..........................................................................................................15
FORM FIVE (5)...............................................................................................................................15
FORM SIX (6).................................................................................................................................29
9.0 ASSESSMENT.........................................................................................................................50
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1.0 PREAMBLE 1.4 ASSUMPTIONS
1.1 INTRODUCTION The syllabus assumes that the learner:
The Form 5 – 6 Additional Mathematics syllabus builds • has a talent in mathematics

on the Form 3 - 4 Additional Mathematics syllabus • has a high pass in Mathematics or a pass in either
and is designed to cater for the needs of post Form Pure Mathematics or Additional Mathematics at
4, mathematically outstanding learners. The teaching Form 4.
and learning that is based on the syllabus provides • Is excelling in Pure Mathematics at Form 5
further opportunities for such learners to enjoy doing
and using mathematics and, in the process developing 1.5 CROSS- CUTTING ISSUES
a deeper appreciation and understanding of the nature
of mathematics, its pivotal role in Science, Technology, The following are some of the cross cutting themes
Engineering and Mathematics (STEM) and life in general catered for in the teaching and learning of Additional
and hence promoting sustainable development. The Mathematics:-
intention is to provide a firm basis on which to pursue
further studies in mathematics and related areas which • Business and financial literacy
are critical for national development and global compet- • Disaster and risk management
itiveness in the 21st century. In addition to providing a • Communication
firm base, the learning area is also expected to enhance • Team building
learners’ confidence and sense of self fulfilment, • Problem solving
collegiality and intellectual honesty, hence contributing to • Environmental issues
their growth in the acquisition of Unhu/Ubuntu//Vumunhu • Enterprise skills
values. • Information Communication and Technology (ICT)
• HIV & AIDS
1.2 RATIONALE
2.0 PRESENTATION OF
In its socio-economic transformation agenda, Zimbabwe
has embarked on an industrialisation development SYLLABUS
strategy, where high level mathematical knowledge and
skills are a prerequisite. To this end, Additional Math- The Additional Mathematics syllabus is a single
ematics learners are expected to emerge with a solid document covering Form 5–6. It contains the preamble,
basis for further studies in STEM, and with enhanced aims, objectives, syllabus topics, scope and sequence,
mathematical competencies. These include abstract competency matrix and assessment procedures. The
and analytical thinking, logical reasoning, designing syllabus also suggests a list of resources to be used
algorithms, communicating mathematical information during the teaching and learning process.
effectively, conjecturing and proving conjectures,
modelling life phenomena into mathematical language 3.0 AIMS
in order to better understand those phenomena and to
solve related problems and applying mathematics in a The syllabus will enable learners to:
wide variety of contexts. It is from the pool of individuals
with such competencies that some of Zimbabwe’s most 3.1 further develop mathematical knowledge and
creative thinkers, innovators, inventors and mathemati- skills in a way that promotes fulfilment and en-
cally literate entrepreneurs are expected to emerge. This joyment and lays a firm foundation for further
is critical for sustainable development. studies and lifelong learning
3.2 acquire an additional range of mathematical
1.3 SUMMARY OF CONTENT skills, particularly those applicable to other
learning areas and various life contexts, in-
The Form 5- 6 Additional Mathematics syllabus will cover cluding enterprise
the theoretical concepts and their applications. This 3.3 enhance confidence, critical thinking, innova-
two year learning area consists of Pure Mathematics, tiveness, creativity and problem solving skills
Mechanics and Statistics. for sustainable development
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3.4 develop a greater appreciation of the role of exchange of ideas and information; inclusivity and
mathematics in personal, community and na- respect for each other’s views, regardless of personal
tional development in line with Unhu/Ubuntu/ circumstances (in terms of, for example: gender, ap-
Vumunhu pearance, disability and religious beliefs); collaboration
3.5 further develop an appreciation for and ability and cooperation; intellectual honesty; diligence and
to use I.C.T tools in solving problems in math- persistence; and Unhu/ Ubuntu /Vumunhu. This is
ematical and other contexts particularly important in a learning area like mathematics,
3.6 develop the ability to communicate mathemati- given the negative attitudes associated with its teaching
cal ideas and to learn cooperatively and learning.
4.0 OBJECTIVES Providing appropriate stimuli has to do with posing rel-

evant challenges that excite learners, and help to make
learning Additional Mathematics an enjoyable, fulfilling
The learners should be able to:
experience. Such challenges could be posed in the
form of problems that encourage learners to create new
4.1 use mathematical skills and techniques that
mathematical ideas in line with the teacher expectations
are necessary for further studies
and even beyond. New knowledge acquired in such
4.2 use mathematical models to solve problems in
a manner tends to be deep rooted and meaningful to
life and for sustainable development
learners, hence enhancing their ability to apply it within
4.3 use I.C.T tools in solving problems in mathe-
the learning area and in life. Definitely spoon feeding is
matical and other contexts
not and cannot be an appropriate stimulus, as it does
4.4 demonstrate expertise, perseverance, coop-
not help learners to develop critical thinking, creativity,
eration and intellectual honesty for personal,
and the ability to think outside the box, which are critical
community and national development
for self-reliance, national sustainable development
4.5 interpret mathematical results and their impli-
and global competitiveness. Thus learners need to be
cations in life
active participants and decision makers in the Additional
4.6 communicate mathematical results and their
Mathematics teaching and learning process, with the
implications in life
teacher playing the facilitator’s role.
4.7 draw inferences through correct manipulation
Pre-requisite knowledge and skills refers to what the
of data
learners should already know and can do, which can
4.8 conduct research projects including those
form a strong basis on which to construct the expected
related to enterprise
new knowledge. Thus the Additional Mathematics
4.9 apply relevant mathematical notations and
teacher needs to carefully analyse the new concepts
terms in problem solving
and principles he/she intends to introduce, identify the
4.10 present data through appropriate presenta-
relevant pre-requisite knowledge, assess to identify any
tions
gaps, and take appropriate steps to fill such gaps.
4.11 apply mathematical skills in other learning
The following, is a list of teaching and learning approach-
areas
es that are consistent with, and supportive of the above
4.12 conduct mathematical proofs
approach:
5.0 METHODOLOGY AND TIME 5.1.1 Guided discovery

ALLOCATION 5.1.2 Group work
5.1.3 Interactive e-learning
5.1 Methodology 5.1.4 Problem solving
5.1.5 Discussion
A constructivist based teaching and learning approach is 5.1.6 Modelling
recommended for the Form 5 – 6 Additional Mathematics 5.1.7 Visual tactile
Syllabus. The theoretical basis for this approach is
that: in a conducive environment with appropriate The above suggested methods should be enhanced
stimuli, learners’ capacity to build on their pre-requisite through the application of multi-sensory (inclusive)
knowledge and create new mathematical knowledge approaches.
is enhanced. A conducive environment in this context
is one that encourages creativity and originality; a free
2
5.2 Time Allocation 6.1.6 Calculus
10 periods of 35 minutes each per week should be 6.2 Mechanics

allocated.
Learners are expected to participate in the following 6.2.1 Particle dynamics
activities:- 6.2.2 Elasticity
- Mathematics Olympiads 6.2.3 Energy, work and power
- Mathematics and Science exhibitions 6.2.4 Circular motion
- Mathematics seminars 6.2.5 Simple harmonic motion
- Mathematical tours to tertiary and other institu-
tions 6.3 Statistics
6.0 TOPICS 6.3.1 Probability

6.3.2 Random Variables
The following topics will be covered from Form 5 - 6 6.3.3 Sampling and estimation
6.3.4 Statistical inference
6.3.5 Bivariate data
6.1 Pure Mathematics
6.1.1 Algebra
6.1.2 Series
6.1.3 Trigonometry
6.1.4 Mathematical Induction
6.1.5 Geometry and Vectors
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7.0 SCOPE AND SEQUENCE

7.0 SCOPE AND SEQUENCE
7.1 PURE MATHEMATICS
7.1 PURE MATHEMATICS

TOPIC 1: ALGERBRA
TOPIC 1: ALGERBRA
TOPICS FORM 5 FORM 6
RATIONAL FUNCTIONS  Partial Fractions

 Oblique Asymptotes
 Graphs
MATRICES AND LINEAR SPACES  Linear equations

 Spaces and subspaces
GROUPS  Properties
 Order of elements
 Simple subgroups
 LaGrange’s theorem
 Structure of finite groups
 Isomorphism
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TOPIC 2: SERIES
TOPIC 2: SERIES
SUBTOPIC FORM 5 FORM 6
SUMMATION OF SERIES  Standard results


 Method of differences
(∑ 𝒓𝒓, ∑ 𝒓𝒓𝟐𝟐 , ∑ 𝒓𝒓𝟑𝟑 )
 Sum to infinity
TOPIC 3: TRIGONOMETRY
HYPERBOLIC FUNCTIONS  Six hyperbolic functions

 Identities
 Inverse notation
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5
TOPIC 4: MATHEMATICAL INDUCTION

TOPIC 4: MATHEMATICAL INDUCTION
MATHEMATICAL INDUCTION  Proof by induction

 Conjecture
TOPIC 5: GEOMETRY AND VECTORS

POLAR COORDINATES  Cartesian and polar coordinates

 Polar coordinates curves
 Area of a sector
VECTOR GEOMETRY  Triple scalar product

 Cross product
 Equations of lines and planes
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6
TOPIC 6: CALCULUS
POLAR COORDINATES  Cartesian and polar coordinates

 Polar coordinates curves
 Area of a sector
VECTOR GEOMETRY  Triple scalar product

 Cross product
 Equations of lines and planes
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7.2 MECHANICS
7.2 MECHANICS
TOPIC 1: PARTICLE DYNAMICS
KINEMATICS OF MOTION  Motion in a straight line

 Velocity
 Acceleration
 Displacement - time velocity-time and acceleration-
time graphs
 Equation of motion for constant linear acceleration
 Vertical motion under gravity
 Motion and constant velocity
NEWTON’S LAWS OF MOTION  Newton’s laws of motion

- Motion caused by a set of forces
- Concept of mass and weight
 Motion of connected objects
MOTION OF A PROJECTILE  Projectile

 Motion of a projectile
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 Velocity and displacements

 Range on horizontal plane
 Greatest height
 Maximum range
 Cartesian equation of a trajectory of a projectile
TOPIC 2: ELASTICITY
TOPIC 2: ELASTICITY
ELASTICITY  Properties of elastic strings and springs

 Work done in stretching a string
 Elastic potential energy
 Mechanical energy
 Conservation of mechanical energy
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TOPIC 3: ENERGY, WORK AND POWER

TOPIC 3: ENERGY, WORK AND POWER
ENERGY, WORK AND POWER  Energy

- Gravitational potential
- Elastic potential
- Kinetic
 Work
 Power
 Principle of energy conservation
TOPIC 4: CIRCULAR MOTION
TOPIC4: CIRCULAR MOTION
CIRCULAR MOTION  Angular speed and velocity

 Horizontal and vertical circular motion
(Vertical and Horizontal)
 Acceleration of a particle moving on a circle
 Motion in a circle with constant speed
19  Centripetal force
 Relation between angular and linear speed
 Conical pendulum
 Banked tracks
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TOPIC 5: SIMPLE HARMONIC MOTION
TOPIC 5: SIMPLE HARMONIC MOTION
SIMPLE HARMONIC MOTION  Basic equation of simple harmonic motion

 Properties of simple harmonic motion
7.3 STATISTICS
7.3 STATISTICS
TOPIC 1: PROBABILITY
PROBABILITY  Events
- Independent
- Mutually exclusive
- Exhaustive
- Combined
 Conditional probability
21  Tree diagrams
 Outcome tables
 Venn diagrams
 Permutations and combinations
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TOPIC 2: RANDOM VARIABLES

RANDOM VARIABLES  Probability distributions

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

 Poisson distribution
 Normal distribution
 Standard normal tables
 Continuity correction
 Linear combinations of normal and Poisson
distributions
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TOPIC 3: SAMPLING AND ESTIMA-

TOPIC 3: SAMPLING AND ESTIMATION
SAMPLING TECHNIQUES AND  Probability sampling techniques

ESTIMATION  Non-probability sampling techniques
 Estimation of population parameters
 Central limit theorem
 Confidence intervals
TOPIC4: STATISTICAL INFERENCE

HYPOTHESIS TESTING  Null hypothesis

 Alternative hypothesis
 Test statistics
 Significance level
 Hypothesis test (1-tail and 2-tail)
 Type 1 and type 2 errors
 z- tests
24  t – tests
 chi-squared tests
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TOPIC 5: BIVARIATE DATA

HYPOTHESIS TESTING  Null hypothesis

 Alternative hypothesis
 Test statistics
 Significance level
 Hypothesis test (1-tail and 2-tail)
 Type 1 and type 2 errors
 z- tests
 t – tests
 chi-squared tests
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8.0
8.0
COMPETENCY MATRIX
COMPETENCY MATRIX
FORM FIVE (5) FORM FIVE (5)
PURE MATHEMATICS
PURE MATHEMATICS
TOPIC
TOPIC 1:
1: ALGEBRA
ALGEBRA
SUBTOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: (Attitudes, Skills and ACTIVITIES RESOURCES
Knowledge)
RATIONAL FUNCTIONS  express rational functions in  Partial Fractions  Expressing rational functions in  ICT tools
partial fractions  Oblique Asymptotes partial fractions  Relevant texts
 determine key features of  Graphs  Exploring and determining key  Geo-board
rational function graphs, features of rational function  Braille
including oblique asymptotes graphs, including oblique materials
in cases where degree of asymptotes in cases where  Talking books
numerator and denominator degree of numerator and
are at most two denominator are at most two
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Knowledge)
 sketch graphs of rational  Sketching graphs of rational

functions functions, including the
 solve problems involving determination of oblique
rational functions asymptotes
 Solving problems involving
rational functions
MATRICES AND LINEAR  define the systems of linear  Linear equations  Discussing the systems of linear  ICT tools
SPACES equations  Spaces and subspaces equations  Relevant texts
 determine consistency or  Discussing and determining the  Environment
inconsistency of systems of consistency or inconsistency of  Braille
linear equations systems of linear equations materials
 interpret geometrically the  Interpreting geometrically the  Talking books
consistency or inconsistency consistency or inconsistency of
of systems of linear equations systems of linear equations
 relate to singularity the  Relating to singularity the
corresponding square matrix corresponding square matrix of a
of a system of linear system of linear equations
equations  Solving linear equations of
 solve linear equations of consistent systems
consistent systems  Solving problems involving
 solve problems involving systems of linear equations
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Knowledge)
systems of linear equations  Discussing properties of linear

 define a linear space and a spaces and sub-spaces
sub-space  Solving problems involving linear
 solve problems involving spaces and sub-spaces
linear spaces and sub-spaces
GROUPS  define a group  Properties  Discussing groups and  ICT tools

 determine whether or not a  Order of elements determining whether or not a  Relevant texts
given structure is a group  Simple subgroups given structure is a group  Braille
 define the order of the group  LaGrange’s theorem  Determining the order of a group materials
and elements of a group  Structure of finite groups and the order of elements of a  Talking books
 define a subgroup  Isomorphism group
 determine whether or not a  Discussing subgroups and
given structure is a sub group determining whether or not a
in simple cases given structure is a subgroup in
 state the LaGrange’s theorem simple cases
 apply the LaGrange’s  Discussing and applying the

theorem concerning the order LaGrange’s theorem concerning
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17

Knowledge)
of a subgroup of a finite the order of a subgroup of a finite

group group
 define a cyclic group  Discussing and finding examples
 demonstrate familiarity with of cyclic groups
the structure of a finite group  Exploring properties of structures
up to order 7 of finite groups up to order 7
 define isomorphism between  Discussing and determining
groups whether or not given finite groups
 determine whether or not are isomorphic
given finite groups are  Solving problems involving
isomorphic groups
 solve problems involving
groups
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TOPIC 2: SERIES
TOPIC 2: SERIES

Knowledge)
SUMMATION OF SERIES  use the standard results to  Standard results  Finding related sums using the  ICT tools
find related sums 𝟐𝟐 𝟑𝟑 standard results  Relevant
 derive the method of  Method of differences  Exploring and deriving the method texts
(∑ 𝒓𝒓, ∑ 𝒓𝒓 , ∑ 𝒓𝒓 )
differences  Sum to infinity of differences  Braille

 find the sum of finite series  Using method of differences to materials
using method of differences find the sum of finite series  Talking books
 determine the sum to infinity  Computing the sum to infinity of a
of a convergent series by convergent series by considering
considering the sum to n the sum to n terms
terms  Solving problems involving series
 solve problems involving  Representing life phenomena
series using mathematical models
involving series and exploring
their applications in life
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Knowledge)
HYPERBOLIC  define the six hyperbolic  Six hyperbolic functions  Discussing the six hyperbolic  ICT tools
FUNCTIONS functions in terms of  Identities functions in terms of exponentials  Relevant
exponentials  Inverse notation  Sketching the graphs of texts
 sketch the graphs of hyperbolic functions  Environment
hyperbolic functions  Deriving and using identities  Resource
 derive identities involving involving hyperbolic functions to persons
hyperbolic functions solve problems Braille
 use hyperbolic identities in  Using the inverse notations to materials
solving problems denote the principal values of the  Talking books
 denote the principal values of inverse hyperbolic relations
the inverse hyperbolic  Deriving and using hyperbolic
relations using the inverse expressions in terms of logarithms
notations to solve problems
 derive hyperbolic expressions  Solving problems involving
in terms of logarithms hyperbolic functions
 use hyperbolic expressions in  Representing life phenomena
terms of logarithms to solve using mathematical models
problems involving series and exploring
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Knowledge)
 solve problems involving Knowledge) their applications in life
hyperbolic functions
 solve problems involving their applications in life
TOPIC
TOPIC 5:
5: MATHEMATICAL INDUCTION
MATHEMATICAL INDUCTION
SUBTOPIC
TOPIC 5: LEARNING
MATHEMATICAL OBJECTIVES
INDUCTION CONTENT SUGGESTED NOTES AND SUGGESTED
Knowledge)
MATHEMATICAL  describe the process of Knowledge)
 Proof by induction  Discussing the processes of  ICT Tools
INDUCTION mathematical induction  Conjecture mathematical induction  Relevant
MATHEMATICAL  describe the process of  Proof by induction  Discussing the processes of  ICT Tools
 prove by mathematical  Proving by mathematical Texts
INDUCTION mathematical induction  Conjecture mathematical induction  Relevant
induction to establish a given induction to establish given  Braille
 prove by mathematical  Proving by mathematical Texts
result results materials
induction to establish a given induction to establish given  Braille
 use the strategy of conducting  Conducting limited trials to  Talking books
result results materials
limited trials to formulate a formulate conjecture and proving
 use the strategy of conducting  Conducting limited trials to  Talking books
conjecture and proving it by the it by the method of induction
limited trials to formulate a formulate conjecture and proving
method of induction
conjecture and proving it by the it by the method of induction
method of induction
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Knowledge)
POLAR COORDINATES  explain the relationship  Cartesian and polar  Discussing the appropriateness of  ICT Tools
between Cartesian and polar coordinates using Cartesian or polar  Relevant
coordinates for  Polar coordinates curves coordinates Texts
 convert equations of curves  Area of a sector  Converting equations of curves  Braille
r≥0
from Cartesian to polar and from Cartesian to polar and vice materials
vice versa versa  Talking books
 sketch simple polar curves for  Sketching simple polar curves for
showing significant features showing significant features such

0 ≤ 𝜃𝜃 < 2𝜋𝜋 or - 𝜋𝜋 < 𝜃𝜃 ≤ 𝜋𝜋, 0 ≤ 𝜃𝜃 < 2𝜋𝜋 or - 𝜋𝜋 < 𝜃𝜃 ≤ 𝜋𝜋,
such as symmetry, the form of as symmetry, the form of the

the curve at the pole and curve at the pole and
least/greatest values of r least/greatest values of r
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22

Knowledge)
 derive the formula

𝟏𝟏 𝜷𝜷
 Deriving and using the formula
d𝜽𝜽 for the area of a sector

𝟐𝟐 𝜶𝜶
d𝜽𝜽 for the area of a sector in

∫ 𝒓𝒓𝟐𝟐
𝟏𝟏 𝜷𝜷
𝟐𝟐 𝜶𝜶
simple cases in simple cases

∫ 𝒓𝒓𝟐𝟐
 use the formula

𝟏𝟏 𝜷𝜷
 Solving problems involving polar
coordinates
𝟐𝟐 𝜶𝜶
d𝜽𝜽 for the area of a sector in

∫ 𝒓𝒓𝟐𝟐
simple cases  Representing life phenomena

using mathematical models
 solve problems involving polar
involving polar coordinates and
coordinates
exploring their applications in life
VECTOR GEOMETRY  determine the vector product  Triple scalar product  Calculating the vector product of  ICT Tools
of two given vectors  Cross product two given vectors  Relevant
 calculate the triple scalar  Equations of lines and planes  Computing the triple scalar Texts
product of given vectors product of given vectors  Environment
 interpret the triple scalar  Discussing the triple scalar and  Braille
product and cross product in cross product in geometrical materials
geometrical terms terms  Talking books
 solve problems concerning  Solving problems concerning
distances, angles and distances, angles and
intersections using equations intersections using equations of
of lines and planes. lines and planes.
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SUBTOPIC
Additional LEARNING
Mathematics Syllabus FormsOBJECTIVES
5-6 CONTENT SUGGESTED NOTES AND SUGGESTED
SUBTOPIC LEARNING OBJECTIVES Knowledge)

CONTENT SUGGESTED NOTES AND SUGGESTED
 Representing life phenomena
Knowledge)
 involving
Representing geometry
vectorlife and
phenomena
exploring their applications
using mathematical modelsin life
involving vector geometry and
exploring their applications in life
TOPIC 7: CALCULUS
TOPIC 7: CALCULUS

TOPIC 7: CALCULUS Learners should be able to: (Attitudes, Skills and ACTIVITIES RESOURCES
SUBTOPIC LEARNING OBJECTIVES Knowledge)

CONTENT SUGGESTED NOTES AND SUGGESTED
DIFFERENTIATION  derive an expression for  Higher order differentiation  ICT Tools
Knowledge)
𝑑𝑑 2 𝑦𝑦 𝑑𝑑 2 𝑦𝑦

 Deriving an expression for 2 in
 Concavity Relevant
𝑑𝑑𝑥𝑥 2 𝑑𝑑𝑥𝑥
AND INTEGRATION in cases where the relation cases where the relation between
DIFFERENTIATION  Reduction
Higher formulae
order differentiation  Texts
ICT Tools
 between
derive  Deriving an expression for
𝑑𝑑 𝑦𝑦 2 2
 Arc lengths  Braille

for 2
implicitly or parametrically Concavity parametrically Relevant
𝑑𝑑𝑥𝑥 𝑑𝑑𝑥𝑥
an𝑥𝑥expression
and 𝑦𝑦 is defined 𝑥𝑥 and 𝑦𝑦is defined implicitly 𝑑𝑑or𝑦𝑦2 in
AND INTEGRATION in cases where the relation cases where the relation between
 Surface areas
Reduction of revolution
formulae materials
Texts
 deduce
betweenthe relationship  Exploring and deducing
implicitly
theor
 Differentiation and Integration
Arc lengths  Talking
Braille books
between or parametrically
implicitly the relationship between the sign of
parametrically
𝑥𝑥 and 𝑦𝑦 is defined 𝑥𝑥 and 𝑦𝑦is defined
𝑑𝑑 2 𝑦𝑦
of inverse
 Surface trigonometric
areas of revolution materials
sign of 2 and
 deduce the relationship  Exploring and deducing the
𝑑𝑑𝑥𝑥
 Differentiation and Integration  Talking books

between the sign of
𝑑𝑑 2 𝑦𝑦
and relationship between the sign of
of inverse trigonometric
36
𝑑𝑑𝑥𝑥 2
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24

Knowledge)
concavity functions and hyperbolic 𝑑𝑑 2 𝑦𝑦

and concavity
 determine the points of functions
𝑑𝑑𝑥𝑥 2
 Finding points of inflexion using

inflexion using
𝑑𝑑 2 𝑦𝑦
𝑑𝑑 2 𝑦𝑦
𝑑𝑑𝑥𝑥 2
 derive the derivatives of

𝑑𝑑𝑥𝑥 2
 Exploring and deriving the

inverse trigonometric and
derivatives of inverse
trigonometric and hyperbolic
 apply the derivatives of
functions
inverse trigonometric and
 Applying the derivatives of inverse
hyperbolic functions in
trigonometric and hyperbolic
problem solving
functions in problem solving
 find definite or indefinite
 Finding definite or indefinite
integrals using appropriate
integrals using appropriate
trigonometric or hyperbolic
trigonometric or hyperbolic
substitution
substitution
 integrate rational functions by
 Integrating rational functions by
means of decomposition into
means of decomposition into
partial fractions
partial fractions
 derive reduction formulae for
 Exploring and deriving reduction
the evaluation of definite
formulae for the evaluation of
integrals in simple cases
definite integrals in simple cases
 find definite integrals using
 Finding definite integrals using
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25

Knowledge)
reduction formula reduction formula

 find arc lengths for curves  Finding arc lengths for curves with
with equations in Cartesian equations in Cartesian
coordinates including use of a coordinates including use of a
parameter or in polar form parameter or in polar form
 find the area of surface of  Determining the area of surface of
revolution when an arc is revolution when an arc is rotated
rotated about one of the about one of the coordinate axes,
coordinate axes, given that given that the equation of the
the equation of the curve curve containing the arc is in
containing the arc is in Cartesian or parametric form
Cartesian or parametric form  Solving problems involving
 solve problems involving differentiation and integration
differentiation and integration  Representing life phenomena
involving differentiation and
integration and exploring their
applications in life
DIFFERENTIAL  find the general solution of a  First order differential  Determining general solutions of  ICT Tools
EQUATIONS first order linear differential equations first order linear differential  Relevant
equation by means of an  Second order differential equations by means of integrating Texts
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26

Knowledge)
integrating factor equations factors  Braille

 define a ‘complementary  Complementary function  Discussing complementary materials
function’ and a ‘particular  General and Particular functions and particular integrals  Talking books
integral’ in the context of integrals in the context of linear differential
linear differential equations  Substitution equations
 use a given substitution to  Particular solution  Applying given substitutions to
reduce a first order differential reduce first order differential
equation to linear form or to a equations to linear form or to
form in which variables are forms in which variables are
separable separable
 find the complimentary  Finding complimentary functions
function of a first or second of first or second order linear
order linear differential differential equations with
equation with constant constant coefficients
coefficients  Determining particular integrals
 determine a particular integral for first or second order linear
for a first or second order differential equations in the case
linear differential equation in where 𝑎𝑎𝑎𝑎 + 𝑏𝑏 or 𝑎𝑎𝑒𝑒 𝑏𝑏𝑏𝑏 or
suitable form.
the case where 𝑎𝑎𝑎𝑎 + 𝑏𝑏 or 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 (𝑝𝑝𝑝𝑝) + 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 (𝑝𝑝𝑝𝑝) is a
is a suitable form.  Finding appropriate coefficients of

𝑎𝑎𝑒𝑒 𝑏𝑏𝑏𝑏 or 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 (𝑝𝑝𝑝𝑝) + 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏(𝑝𝑝𝑝𝑝)
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27

Knowledge)
 find the appropriate coefficient first or second order differential

(s) of a first or second order equations given suitable forms of
differential equation given a particular integrals
suitable form of a particular  Determining particular solutions to
integral differential equations using initial
 find a particular solution to a conditions
differential equation using  Interpreting particular solutions in
initial conditions the context of problems modelled
 interpret particular solutions in by differential equations
the context of problems  Solving problems involving
modelled by differential differential equations
equations  Representing life phenomena
 solve problems involving using mathematical models
differential equations involving differential equations
and exploring their applications in
life
40
28
FORM SIX (6)
MECHANICS FORM SIX (6)
MECHANICS

Knowledge)
KINEMATICS OF  use differentiation and  Motion in a straight line  Discussing distance(x)  ICT tools
MOTION integration with respect to  Velocity displacement(s), speed,  Geo-board
time to solve problems  Acceleration velocity(v) and acceleration(a)  Environment
concerning displacement,  Displacement - time velocity-  Solving problems concerning  Relevant texts
velocity and acceleration time and acceleration-time displacement, velocity and  Braille materials
 sketch the graphs of: (x-t), (s- graphs acceleration using differentiation  Talking books
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29

Knowledge)
t), (v-t) and (a-t)  Equation of motion for and integration

 interpret the (x-t), (s-t), (v-t) constant linear acceleration  Sketching (x-t), (s-t), (v-t) and (a-
and (a-t) graphs  Vertical motion under gravity t) graphs
 derive the equations of  Motion and constant velocity  Interpreting the (x-t),
motion of a particle with (s-t), (v-t) and (a-t) graphs
constant acceleration in a  Deriving the equations of motion
straight line of a particle with constant
 use the equations of motion acceleration in a straight line
of a particle with constant  Solving kinematics problems
acceleration in a straight line  Representing life phenomena
to solve kinematics problems using mathematical models
 solve problems involving involving kinematics of motion in
kinematics of motion in a a straight line and exploring their
straight line including vertical applications in life
motion under gravity
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30

Knowledge)
NEWTON’S LAWS OF  state Newton’s laws of  Newton’s laws of motion  Discussing the Newton’s laws  ICT tools
MOTION motion  Motion caused by a set of of motion  Geo-board
 apply Newton’s laws of forces  Applying Newton’s laws of  Environment
motion to the linear motion of  Concept of mass and motion to the linear motion of a  Relevant texts
a body of constant mass weight body of constant mass moving  Braille materials
moving under the action of  Motion of connected under the action of constant  Talking books
constant forces objects forces
 solve problems using the  Solving problems using the
relationship between mass relationship between mass and
and weight weight
 solve problems involving the  Solving problems involving the
motion of two particles, motion of two particles,
connected by a light connected by a light
inextensible string which may inextensible string which may
pass over a fixed, smooth, pass over a fixed, smooth, light
light pulley or peg pulley or peg
 model the motion of the body  Solving problems involving
moving vertically or on an Newton’s laws of motion
inclined plane as motion with  Modelling the motion of a body
constant acceleration moving vertically or on an
 solve problems involving inclined plane as motion with
43
31

Knowledge)
Newton’s laws of motion constant acceleration

involving Newton’s laws of
motion and exploring their
applications in life
MOTION OF A  model the motion of a  Projectile  Modelling the motion of a  ICT tools
PROJECTILE projectile as a particle - Motion of a projectile projectile as a particle moving  Geo-board
moving with constant - Velocity and with constant acceleration  Environment
acceleration displacements  Applying horizontal and vertical  Relevant texts
 solve problems on the motion  Range on horizontal plane equations of motion in solving  Braille materials
of projectiles using horizontal  Greatest height problems on the motion of  Talking books
and vertical equations of  Maximum range projectiles
motion  Cartesian equation of a  Calculating the magnitude and
 find the magnitude and the trajectory of a projectile the direction of the velocity at a
44
32

Knowledge)
direction of the velocity at a given time or position

given time or position
 find the range on the  Finding the range on the
horizontal plane and height horizontal plane and height
reached reached
 derive formulae for greatest  Deriving formulae for greatest
height and maximum range height and maximum range
 derive the Cartesian equation  Deriving the Cartesian equation
of a trajectory of a projectile of a trajectory of a projectile
 solve problems using the  Solving problems using Cartesian
Cartesian equation of a equation of a trajectory of a
trajectory of a projectile projectile
45
33
TOPIC 2: ELASTICITY
TOPIC 2: ELASTICITY

(Attitudes, Skills and ACTIVITIES RESOURCES
Learners should be able to: Knowledge)
ELASTICITY  define elasticity in strings and  Properties of elastic strings  Discussing elasticity in strings and  ICT tools
springs and springs springs  Relevant
 explain Hooke’s law  Work done in stretching a  Explaining Hooke’s law texts
 calculate modulus of elasticity string  Conducting experiments to verify  Environment
 solve problems involving  Elastic potential energy Hooke’s law  Braille
forces due to elastic strings or  Mechanical energy  Calculating modulus of elasticity materials
springs including those where  Conservation of mechanical  Solving problems involving forces  Talking books
consideration of work and energy due to elastic strings or springs
energy are needed including those where
consideration of work and energy
are needed
involving elasticity and exploring
their applications in life
46
34
TOPIC 3: ENERGY WORK

Knowledge)
CIRCULAR MOTION  derive the formula for speed,  Angular speed and velocity  Exploring and deriving the  ICT tools
velocity and acceleration of a  Horizontal and vertical formula for speed, velocity and  Relevant texts
particle moving in a circle circular motion acceleration of a particle moving  Environment
 explain the concept of  Acceleration of a particle in a circle  Simple
angular speed for a particle moving on a circle  Discussing the concept of pendulum
moving in a circle with  Motion in a circle with angular speed for a particle  Braille materials
constant speed constant speed moving in a circle with constant  Talking books
 distinguish between  Centripetal force speed
horizontal and vertical motion  Relation between angular  Distinguishing between the
 calculate angular speed for a and linear speed concepts of horizontal and
particle moving in a circle  Conical pendulum vertical motion in a circle
with constant speed  Banked tracks  Computing angular speed for a
 calculate acceleration of a particle moving in a circle with
particle moving in a circle constant speed
with constant speed  Calculating acceleration of a
 solve problems which can be particle moving in a circle with
modelled as the motion of a constant speed
particle moving in a  Solving problems which can be
horizontal circle with constant modelled as the motion of a
speed particle moving in a horizontal
48
35


Knowledge)
CIRCULAR MOTION  derive the formula for speed,  Angular speed and velocity  Exploring and deriving the  ICT tools
velocity and acceleration of a  Horizontal and vertical formula for speed, velocity and  Relevant texts
particle moving in a circle circular motion acceleration of a particle moving  Environment
 explain the concept of  Acceleration of a particle in a circle  Simple
angular speed for a particle moving on a circle  Discussing the concept of pendulum
moving in a circle with  Motion in a circle with angular speed for a particle  Braille materials
constant speed constant speed moving in a circle with constant  Talking books
 distinguish between  Centripetal force speed
horizontal and vertical motion  Relation between angular  Distinguishing between the
 calculate angular speed for a and linear speed concepts of horizontal and
particle moving in a circle  Conical pendulum vertical motion in a circle
with constant speed  Banked tracks  Computing angular speed for a
 calculate acceleration of a particle moving in a circle with
particle moving in a circle constant speed
with constant speed  Calculating acceleration of a
 solve problems which can be particle moving in a circle with
modelled as the motion of a constant speed
particle moving in a  Solving problems which can be
horizontal circle with constant modelled as the motion of a
speed particle moving in a horizontal
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36

Knowledge)
 solve problems which can be and vertical circle with constant

modelled as the motion of a speed
particle moving in a vertical  Discussing the relationship
circle with constant speed between angular and linear
 find the relationship between speed
angular and linear speed  Computing tension in a string
 calculate tension in a string and angular speed in a conical
and angular speed in a pendulum
conical pendulum  Representing life phenomena
 solve problems involving using mathematical models
banked tracks. involving circular motion and
 solve problems which can be exploring their applications in life
modelled as the motion of a
particle moving in a
horizontal circle with constant
speed using Newton’s
second law
49
37
TOPIC 5: SIMPLE HARMINIC MOTION
TOPIC 5: SIMPLE HARMINIC MOTION

Knowledge)
SIMPLE HARMONIC  define simple harmonic  Basic equation of simple  Discussing simple harmonic  ICT tools
MOTION motion harmonic motion motion  Relevant
 Properties of simple harmonic  Conducting experiments to texts
motion demonstrate simple harmonic  Environment
motion using a pendulum  Pendulum
 solve problems using the  Solving problems using the  Braille
standard simple harmonic standard simple harmonic motion materials
motion formula formula  Talking books
 formulate differential  Formulating differential equations
equations of motion in of motion in problems leading to
problems leading to simple simple harmonic motion
harmonic motion
 solve differential equations  Solving differential equations
involving simple harmonic involving simple harmonic motion
motion to obtain the period to obtain the period and amplitude
and amplitude of the motion of the motion
involving simple harmonic motion
and exploring their applications in
50
38
STATISTICS
STATISTICS

Knowledge)
PROBABILITY  define probability key terms  Events  Discussing the importance of  ICT tools
 calculate probabilities of - Independent probability in life  Relevant
events - Mutually exclusive  Computing probabilities of a texts
 solve problems involving - Exhaustive variety of events  Braille
conditional probability - Combined  Applying conditional probability materials
 use tree diagrams, Venn  Conditional concepts in solving problems  Talking books
diagrams and outcome probability  Solving problems using tree
tables to solve problems  Tree diagrams diagrams, Venn diagrams and
 use the notations n!, nP𝑟𝑟 and  Outcome tables outcome tables
 Venn diagrams  Carrying out experiments
involving probability
(𝑛𝑛𝑟𝑟)
 Using the notations n!, nP𝑟𝑟 and
 define permutations and  Permutations and  Explaining the meanings of

(𝑛𝑛𝑟𝑟)
combinations combinations permutations and combinations

 solve problems involving  Solving problems involving
permutations and permutations and combinations
combinations
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39

Knowledge)
RANDOM VARIABLES  define a random variable  Probability distributions  Discussing examples of random  ICT tools
(discrete and  construct a probability  Expectation variables  Relevant texts
continuous) distribution table  Variance  Constructing probability  Braille materials
 define expectation  Probability density functions distribution tables  Talking books
 use the probability density (pdf) and cumulative  Calculating mean, mode, median,
functions and cumulative distribution functions (cdf) standard deviation, variance and
distribution functions to percentiles
calculate probabilities
 calculate mean, mode,  Mean, median, mode,  Solving problems involving mean,
median, standard deviation, standard deviation and variance and standard deviation
variance and percentiles percentiles  Discussing the difference
 use integration to calculate between a discrete random
cumulative distribution variable and a continuous
function from probability random variable
density function  Discussing the significance of
 use differentiation to probability density function and
calculate probability density cumulative distribution function of
function from cumulative a continuous random variable
distribution function  Computing probabilities using
both pdf and cdf
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Knowledge)
 solve problems involving  Solving problems involving pdf

probability density function and cdf
DISTRIBUTIONS  Outline the characteristics of  Binomial distribution  Discussing the characteristics of  ICT tools
Binomial, Poisson and  Poisson distribution Binomial, Poisson and Normal  Relevant texts
Normal distributions  Normal distribution distributions  Environment
 calculate the mean, variance  Standard normal tables  Computing the mean, variance  Braille materials
and standard deviation of  Continuity correction and standard deviation of each  Talking books
each distribution  Linear combinations of distribution
 calculate probabilities for the normal and Poisson  Calculating probabilities using the
distributions distributions probability density functions of
 explain the characteristics of the distributions
a normal distribution curve  Discussing the characteristics of
 standardize a random a normal distribution curve, giving
variable life examples
 use the standard normal  Standardizing random variables
tables to obtain probabilities  Obtaining probabilities using
standard normal tables
 approximate the binomial  Using the normal distribution
using the normal distribution model to approximate the
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Knowledge)
where n is large enough to binomial distribution

 Using the normal distribution as a
model to solve problems
ensure that 𝑛𝑛𝑛𝑛 > 5 and 𝑛𝑛𝑛𝑛 >
correction  Discussing examples of linear

5 and apply continuity
 use the normal distribution as combinations

a model to solve problems  Calculating probabilities, mean
 use the following facts to and variance of a sum of two or
solve problems: more independent variables for
- E(aX±b) = aE(X) ± b and Poisson or normal distribution
Var(aX±b) = a2Var(X)  Solving problems involving linear
- E(aX±bY) = aE(X)±bE(Y) combinations and their
- Var(aX±bY) = a2Var(X)+ applications in life
b2Var(Y) for independent  Solving problems involving
X and Y distributions
 use the results that:  Representing life phenomena
- If X has a normal using mathematical models
distribution, then so does involving distributions and
aX + b exploring their applications in life
- If X and Y have
independent normal
distributions, then
aX + bY has a normal
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42

Knowledge)
distribution
- If X and Y have
independent Poisson
distributions, then X + Y
has a Poisson distribution
 solve problems involving the
distributions
57
43
TOPIC 3: SAMPLING AND ESTIMATIONS
TOPIC 3: SAMPLING AND ESTIMATIONS

Knowledge)
SAMPLING TECHNIQUES  distinguish between a sample  Probability sampling  Discussing the difference between  ICT tools
AND ESTIMATION and a population techniques a sample and a population,  Relevant texts
 distinguish between  Non-probability sampling probability sampling and non-  Environment
probability sampling techniques probability sampling techniques  Braille
techniques and non-  Estimation of population  Identifying and discussing materials
probability sampling parameters situations in which probability and  Talking books
techniques  Central limit theorem non-probability sampling methods
 apply the sampling methods  Confidence intervals are used
to identify representative  Carrying out sampling in a
samples practical situation
 calculate sample mean,  Computing sample mean,
variance and standard variance and standard deviation
deviation  Determining the unbiased
 find the unbiased estimates of estimates of population
population parameters parameters
 state the Central Limit  Deriving the Central Limit
Theorem Theorem
 recognize that the sample  Explaining how the sample mean
mean can be regarded as a can be regarded as a random
random variable variable
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44

Knowledge)
 use the Central Limit Theorem  Solving problems using the

in solving problems Central Limit Theorem
 identify the implications of the  Discussing the implications of the
Central Limit Theorem on Central Limit Theorem
small and large samples  Calculating confidence intervals
 determine a confidence for population mean in cases
interval for a population mean where the population is normally
in cases where the population distributed with known variance or
is normally distributed with where a large sample with
known variance or where a unknown variance is used
large sample with unknown  Computing confidence intervals
variance is used for population mean in cases
 determine a confidence where the population is normally
interval for a population mean distributed with unknown variance
in cases where the population where a small sample is used
is normally distributed with  Determining from a large sample
unknown variance where a an approximate confidence
small sample is used interval for a population proportion
 determine from a large  Solving problems involving
sample an approximate sampling and estimation
confidence interval for a  Conducting fieldwork
population proportion
59
45

Knowledge)
 solve problems involving investigations involving sampling

sampling and estimation and estimation
60
46
TOPIC 4: STATISTICAL INFERENCE
TOPIC 4: STATISTICAL INFERENCE

Knowledge)
HYPOTHESIS TESTING  formulate hypotheses  Null hypothesis  Discussing hypothesis testing in  ICT tools
 distinguish between a type 1  Alternative hypothesis research  Relevant texts
and a type 2 error  Test statistics  Calculating probabilities of  Environment
 compute probabilities of  Significance level making type 1 and type 2 errors  Braille
making type 1 and type 2  Hypothesis test (1-tail and 2-  Applying hypothesis tests in the materials
errors tail) context of a single observation  Talking books
 apply a hypothesis test in the  Type 1 and type 2 errors from a population which has
context of a single  z- tests binomial distribution using either
observation from a population  t – tests the binomial distribution or the
which has binomial  chi-squared tests normal approximation to the
distribution using either the binomial distribution
binomial distribution or the  Discussing the characteristics of
normal approximation to the a t and chi-squared distribution
binomial distribution
 apply a hypothesis test  Formulating and applying
concerning population mean hypothesis tests concerning
using a sample drawn from a population mean using a small
normal distribution of known sample drawn from a normal
variance using the normal distribution of unknown variance
distribution using a t – test
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47

Knowledge)
 describe the characteristics of  using chi-squared tests to test for

a t and chi-squared independence in a contingency
distribution table
 apply a hypothesis test  applying chi-squared tests to
concerning population mean carry out the goodness of fit
using a small sample drawn analysis
from a normal distribution of  Solving problems involving
unknown variance using a t – hypothesis tests
test  Conducting research projects
 use a chi-squared test to test involving hypothesis tests
for independence in a
contingency table
 use a chi-squared test to carry
out the goodness of fit
analysis
 solve problems using an
appropriate test
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48

Knowledge)
BIVARIATE DATA  plot scatter diagrams  Scatter diagrams  Plotting and interpreting scatter  ICT tools
 draw lines of best fit  Regression lines diagrams  Relevant texts
 find the equations of  Least squares  Drawing lines of best fit  Environment
regression lines  Pearson`s Product moment  Finding the equations of  Geo-board
 calculate Pearson`s product correlation (r) regression lines  Braille materials
moment correlation  Coefficient of determination  Computing Pearson`s product  Talking books
coefficient (r) (r2) moment correlation coefficient
 compute the coefficient of (r)
determination (r2)  Interpreting the value of
 solve problems involving Pearson`s product moment
regression and correlation correlation coefficient
 Discussing the significance of
coefficient of determination
 Solving problems involving
regression and correlation
 Conducting investigations
involving linear relationships
Knowledge)
involving bivariate data and
exploring their applications in
life
63
49
9.0 ASSESSMENT
9.1 Assessment Objectives
The assessment will test candidate’s ability to:-
9.1.1 use mathematical symbols, terms and definitions appropriately

9.1.2 sketch graphs accurately
9.1.3 use appropriate formulae, algorithms and strategies to solve problems in familiar and less familiar contexts
9.1.4 solve problems in Pure Mathematics, Mechanics and Statistics systematically
9.1.5 apply mathematical reasoning and communicate mathematical ideas clearly
9.1.6 conduct mathematical proofs rigorously
9.1.7 make effective use of a variety of ICT tools in solving problems
9.1.8 construct and use appropriate mathematical models for a given life situation
9.1.9 conduct research projects including those related to enterprise
9.1.10 draw inferences through correct manipulation of data.
9.1.11 use data correctly to predict trends for planning and decision making purposes
9.1.12 construct mathematical arguments through appropriate use of precise statements, logical deduction and
inference and by the manipulation of mathematical expressions
9.1.13 evaluate mathematical models including an appreciation of the assumptions made and interpret, justify and
present the result from a mathematical analysis in a form relevant to the original problem
9.2 Scheme of Assessment
Forms 5 to 6 Additional 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.
a) Continuous Assessment
Continuous Assessment for Form 5 – 6 will consists of topic tasks, written tests, end of term examinations and projects
to measure soft skills.
i) Topic Tasks
These are activities that teachers use in their day to day teaching. These should include practical activities, assign-
ments and group work activities.
ii) Written Tests
These are tests set by the teacher to assess the concepts and skills covered during a given period of up to a month.
The tests should consist of short structured questions as well as long structured questions.
50
iii) End of term examinations
These are comprehensive tests of the whole term’s or year’s work and can be set at school or district or provincial
level.
iv) Project
This should be done from term two to term five.
Summary of Continuous Assessment Tasks
From term two to five, candidates are expected to have done the following recorded tasks:
• 1 topic task per term

• 2 written tests per term
• 1 end of term examination per term
Term Number of Topic Number of Number of End Project Total

Tasks Written Tests Of Term Exam-
ination
2 1 2 1 1
3 1 2 1
4 1 2 1
5 1 2 1
Actual Weight 3% 8% 9% 10% 30%
Specification Grid for Continuous Assessment
Component Skills Topic Tasks Written Tests End of Term Project

Skill 1 50% 50% 50% 20%
Knowledge&
Comprehension
Skill 2 40% 40% 40% 40%

Application&
Analysis
Skill 3 10% 10% 10% 40%

Synthesis&
Evaluation
Total 100% 100% 100% 100%

Actual weighting 3% 8% 9% 10%
51
Actual 3% 8% 9% 10%
weightingMathematics Syllabus Forms 5 - 6
Additional
b. b.Summative Assessment
Summative Assessment
The examination will consist

The examination of 2 papers:
will consist Paper Paper
of 2 papers: 1 and Paper 2.
1 and Paper 2.
Paper Type of Paper and Topics Marks Duration
1 Pure Mathematics 1 - 10 120 3 hours
2 Mechanics 1 – 5 120 3 hours
Statistics 1 – 6
Paper 1(120 marks)

Paper 1(120 marks)
Pure Mathematics– this is a paper containing about 14 compulsory questions chosen from topics 1 – 6.
Pure Mathematics– this is a paper containing about 14 compulsory questions chosen from topics 1 – 6.
Paper 2 (120 marks)
Mechanics and Statistics

Paper 2 (120 marks) – this is a paper containing about 14 compulsory questions chosen from topics 1 – 5 of the
mechanics section and topics 1 – 5 of the Statistics section.
Mechanics and Statistics – this is a paper containing about 14 compulsory questions chosen from topics 1 – 5 of the mechanic
Detailed
StatisticsSummative
section. Assessment Table
Detailed
The table
The table Summative
below shows
below showsAssessment
the information
the Table
onon
information types of of
types papers to to
papers bebe
offered and
offered their
and weighting.
their weighting.
P1 P2 Total
69
Weighting 50% 50% 100%
Actual weighting 35% 35% 70%
Type of Paper PURE MATHEMATICS MECHANICS AND STATISTICS
Section A (60 Marks) Section A
About 10 compulsory short questions MECHANICS-(60 Marks)
Section B (60 Marks) About 7 compulsory questions
5 compulsory long questions Section B
STATISTICS- (60 Marks)

about 7 compulsory questions
Marks 120 120
52
Specification Grid for Summative Assessment
Specification Grid for Summative Assessment
P1 P2 Total
Skill 1 50% 36% 86%
Knowledge &
Comprehension
Skill 2 40% 36% 76%
Application &
Analysis
Skill 3 10% 28% 38%
Synthesis &
Evaluation
Total 100% 100% 200%
Weighting 35% 35% 70%
9.3 Assessment Model

Learners will be assessed using both Continuous and Summative Assessments.
71
53
9.3 Assessment Model
Learners will be assessed using both Continuous and Summative Assessments.
Assessment of learner performance in Additional

Mathematics
100%
Continuous Assessment 30% Summative Assessment 70%
Profiling Topic Written End of Project Paper 1 Paper 2

Tasks3% Tests term 10% 35% 35%
8% Tests 9%
Profile
Continuous Assessment Mark = 30% Summative Assessment Mark = 70%
Exit Final Mark 100%

Profile
54
55

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ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

© All Rrights Reserved

• National Mathematics panel

2.0 PRESENTATION OF SYLLABUS...........................................................................................1

5.0 METHODOLOGY AND TIME ALLOCATION...........................................................................2

7.0 SCOPE AND SEQUENCE.......................................................................................................4

8.0 COMPETENCY MATRIX..........................................................................................................15

FORM FIVE (5)...............................................................................................................................15

FORM SIX (6).................................................................................................................................29

1.0 PREAMBLE 1.4 ASSUMPTIONS

1.1 INTRODUCTION The syllabus assumes that the learner:

The Form 5 – 6 Additional Mathematics syllabus builds • has a talent in mathematics

4.0 OBJECTIVES Providing appropriate stimuli has to do with posing rel-

5.0 METHODOLOGY AND TIME 5.1.1 Guided discovery

5.2 Time Allocation 6.1.6 Calculus

10 periods of 35 minutes each per week should be 6.2 Mechanics

6.0 TOPICS 6.3.1 Probability

7.0 SCOPE AND SEQUENCE

7.1 PURE MATHEMATICS

TOPICS FORM 5 FORM 6

RATIONAL FUNCTIONS  Partial Fractions

MATRICES AND LINEAR SPACES  Linear equations

SUBTOPIC FORM 5 FORM 6

SUMMATION OF SERIES  Standard results

SUBTOPIC FORM 5 FORM 6

HYPERBOLIC FUNCTIONS  Six hyperbolic functions

TOPIC 4: MATHEMATICAL INDUCTION

SUBTOPIC FORM 5 FORM 6

MATHEMATICAL INDUCTION  Proof by induction

TOPIC 5: GEOMETRY AND VECTORS

SUBTOPIC FORM 5 FORM 6

POLAR COORDINATES  Cartesian and polar coordinates

VECTOR GEOMETRY  Triple scalar product

SUBTOPIC FORM 5 FORM 6

POLAR COORDINATES  Cartesian and polar coordinates

VECTOR GEOMETRY  Triple scalar product

SUBTOPIC FORM 5 FORM 6

KINEMATICS OF MOTION  Motion in a straight line

NEWTON’S LAWS OF MOTION  Newton’s laws of motion

MOTION OF A PROJECTILE  Projectile

 Velocity and displacements

SUBTOPIC FORM 5 FORM 6

ELASTICITY  Properties of elastic strings and springs

TOPIC 3: ENERGY, WORK AND POWER

SUBTOPIC FORM 5 FORM 6

ENERGY, WORK AND POWER  Energy

TOPIC 4: CIRCULAR MOTION

TOPIC4: CIRCULAR MOTION

SUBTOPIC FORM 5 FORM 6

CIRCULAR MOTION  Angular speed and velocity

SUBTOPIC FORM 5 FORM 6

SIMPLE HARMONIC MOTION  Basic equation of simple harmonic motion

SUBTOPIC FORM 5 FORM 6

TOPIC 2: RANDOM VARIABLES

SUBTOPIC FORM 5 FORM 6

RANDOM VARIABLES  Probability distributions

DISTRIBUTIONS  Binomial distribution

TOPIC 3: SAMPLING AND ESTIMA-

SUBTOPIC FORM 5 FORM 6

SAMPLING TECHNIQUES AND  Probability sampling techniques

TOPIC4: STATISTICAL INFERENCE

SUBTOPIC FORM 5 FORM 6

HYPOTHESIS TESTING  Null hypothesis