Republic of Zambia

Ministry of Education, Science, Vocational Training and

Early Education

Additional Mathematics
Syllabus
(Grades 10-12)

Published by the Curriculum development Centre

P O Box 50092
Lusaka

July 2013
COPYRIGHT

© Curriculum Development Centre, 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise without prior written permission of the Publisher
 VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems

Additional Mathematics Grades 10-12 ii

Table of Contents

COPYRIGHT .............................................................................................................................................................................................................................. i

VISION ...................................................................................................................................................................................................................................... ii

PREFACE ................................................................................................................................................................................................................................. iv

ACKNOWLEDGEMENT.......................................................................................................................................................................................................... v

INTRODUCTION ..................................................................................................................................................................................................................... vi

Rationale................................................................................................................................................................................................................................ vi
Suggested Teaching Methodology ....................................................................................................................................................................................... vii
Time and Period allocation.................................................................................................................................................................................................. viii
Assessment Scheme ............................................................................................................................................................................................................ viii
General Outcomes ............................................................................................................................................................................................................... viii
GRADE 10 .................................................................................................................................................................................................................................1

GRADE 11 .................................................................................................................................................................................................................................7

GRADE 12 ...............................................................................................................................................................................................................................12

NOTES .....................................................................................................................................................................................................................................14

Additional Mathematics Grades 10-12 iii

PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational
Training and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way
back in 1999 when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the University of Zambia.
These studies were followed by a review of the lower and middle basic and primary teacher education curriculum. In 2005 the upper basic
education National survey was conducted and information from learners, parents, teachers, school managers, educational administrators,
tertiary institutions traditional leaders civic leaders and various stakeholders in education was collected to help design a relevant curriculum.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium
on curriculum held in June 2009 guided the review process.

The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic,
technological and political developments but also equip learners with vital knowledge, skills and values that are necessary to contribute to the
attainment of Vision 2030.

The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences
that give learners skills to access, criticize analyse and practically apply knowledge that help them gain life skills. Its competences and
general outcomes are the expected outcomes to be attained by the learners through the acquisition of knowledge, skills, techniques and
values which are very important for the total development of the individual and the nation as a whole.

Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective
designing, setting high expectations for all learners and appropriate opportunities.

It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 10 to 12 level as
defined and recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum
Framework `2013.

Chishimba Nkosha (Mr.)

Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.

Additional Mathematics Grades 10-12 iv

ACKNOWLEDGEMENT

The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an
opportunity to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who
participated for their valuable contributions, which resulted in the development of this syllabus.

The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely
thank the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human
Resource and Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of
Zambia, schools and other institutions too numerous to mention, for their steadfast support.

We pay special tribute to co-operating partners especially JICA and UNICEF for rendering financial technical support in the production of
the syllabus.

C.N.M Sakala (Mrs.)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

Additional Mathematics Grades 10-12 v

INTRODUCTION

This syllabus has been prepared and produced against the background of the need to set high standards for mathematics education and
actualize the country’s vision from ECCDE through to Teacher Education. It is a culmination of reviews of existing materials and policies
from a number of countries both in Africa and beyond with progressive mathematics education. It also draws from studies, research and the
country’s policy documents and aspirations.
The following are the underlying principles for the revised Junior Secondary school mathematics syllabus:

 Equity
 Orderly and logical progression
 Varied teaching methodology with subjective learning as the keystone
 Integration of knowledge, skills and values

These syllabus guidelines have been defined at two levels namely the content and process domains. The content domain is defined according
to six themes namely; Numbers & Calculations, Algebra, Geometry, Measures, Probability & Statistics and Relations. The process
domain on the other hand is defined according to three categories of knowledge, skills and values. These two domains constitute the general
outcomes of the Mathematics course.

Rationale
Mathematics is an important subject on the Zambian School curriculum. It is featured as one of the core subjects in all the options for both
the academic as well as the practical career pathways.

Mathematics enhances the learners’ understanding of the world around and prepares them for further education. It also plays a key role as a
tool for learning other subjects and learning areas. The subject fosters the development and improvement of learners’ intellectual competence
in logical reasoning, spatial visualization, analysis and abstract thought. When learners have acquired enough knowledge in mathematics
they develop reasoning, thinking and problem solving skills. Mathematics is also important in science and technology subjects which are
vital for the development of the country. It therefore equips the learner to live in the age of Science and technology and enable them
contribute to social, economic development of the country.

Mathematics can also be an interesting subject when learners appreciate basic concepts and insights that will equip them to pursue
mathematics education at higher levels.

Additional Mathematics Grades 10-12 vi

Suggested Teaching Methodology
The syllabus encourages a learner-centred approach or pedagogy. This involves learners to learn Mathematics in context of multipart,
comprehensive and practical problems. Under such learning situations learners may be put in groups and required to identify what they
already know, what they need to know and how and where to access new information that may lead to resolution of the problem.

The Problem-Based Learning (PBL) in mathematics may include the four core area specific outcomes, thinking process, skills and values
with the aim of nurturing wise citizens who are responsible in decision-making for sustainable and responsible development.

The role of the teacher may be that of a facilitator of learning who provides appropriate scaffolding of that process by asking probing
questions, providing appropriate resources and leading class discussions as well as designing student’s assessments. The strategy strives to
transform the traditional teacher centred mathematics classroom situation into student centred environment completely where learners are
allowed to construct new knowledge through, the specific outcomes learned, thinking processes such as communication, interconnections,
reasoning, representations, problem solving and other similar ones: both mathematics and non-mathematical positive as well as universal
values.

The teaching of Additional Mathematics should expose learners to practical applications of mathematics in everyday life. Learners should be
exposed to do more of practical work as much as necessary through contextual reference to the local environment.

Use of computer related software for mathematical simulation should be encouraged and the teacher should urge learners to use available
mathematics software.

Learners may be exposed to situation where they can provide assistance and support to their peer in learning groups. The opportunities may
help to evaluate their peers and conduct self-assessment that helps them to shoulder responsibility for their learning.

Additional Mathematics Grades 10-12 vii

Time and Period allocation
This syllabus will require at least 4 hours 40 minutes (seven-40 minutes periods) per week to complete.

Assessment Scheme
Assessment is an important diagnostic tool in the teaching and learning process used to determine whether teaching and learning have taken
place or not. It requires well defined rubrics to facilitate a fair and consistent assessment of learner’s work as well as clearly defined
performance targets at key stages and during the process of teaching and learning.

Classroom based continuous assessment must form an integral part of the implementation of this syllabus. This is in view of the value that
this adds to the modification of instruction delivery thereby contributing to best practices by the teacher. In order to attain this, teachers are
urged to employ various techniques of assessment according to the topics and themes at various levels. These methods may include learner
observation, projects, tests, portfolios and projects among others.

For terminal assessment, the Examinations Council will provide guidelines on the objectives to be assessed in at specific levels both for
selection and certification.

General Outcomes
 To build an understanding and appreciation of basic mathematical concepts and computational skills in order to apply them in
everyday life.
 Develop ethical values necessary for accountability in financial matters. It will develop in them the skills of interpreting and financial
information. It will help learners acquire skills for planning, budgeting and effective decision-making.

Additional Mathematics Grades 10-12 viii

GRADE 10
General Outcomes Key Competences

 Assimilate necessary mathematical concepts for use in everyday life such as

 Provide clear mathematical thinking and
expression in the learner
 Develop the learners’ mathematical knowledge
and skills
 Enrich the learners’ understanding of
mathematical concepts in order to facilitate
further study of the discipline
 Build up an appreciation of mathematical
concepts so that the learner can apply these for
problem solving in everyday life.
 Enable the learner Represent, interpret and use
data in a variety of forms
environment and other related disciplines.
 Think mathematically and accurately in problem solving skills and apply these
skills to formulate and solve mathematical and other related problems.
 Produce imaginative and creative work from mathematical concepts and ideas.
 Develop abilities and ideas drawn from mathematics to reason logically,
communicate mathematically, and learn independently without too much supervision
(self-discipline).
 Development positive attitudes towards mathematics and use it in other subjects
such as science and technology.
 Apply mathematical tools such as information and communication technology in
the learning of other subjects.
 Use mathematics for enjoyment and pleasure.
 Develop understanding of algebra, geometry, measurements and shapes.

CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1Coordinate 10.1.1 Distance of a 10.1.1.1 Find length of  Calculating the distance  Computation of  Appreciation of
Geometry straight line line segment between two points. the distance coordinate
10.1.2 Mid-point of given two points.  Calculating the between two geometry in real
a line 10.1.2.1 Find mid-point of coordinates of the mid- points life
10.1.3 Equation of a two points. point  Interpretation of
straight line. 10.1.3.1 Find the gradient  Finding Equation of a gradient,
10.1.4 Parallel and and equation of a straight line (gradient - intercept and
perpendicula straight line. intercept form, two Collinear points.
r lines. 10.1.3.2 Plot a line of the point form / double  Problem solving
10.1.5 Area of form y = mx + c. intercept form) involving area.
rectilinear 10.1.4.1 Solve problems  Drawing graphs of the
figures involving parallel form y = mx + c.
 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
and perpendicular  Solving problems using
lines. gradients of Parallel and
10.1.5.1 Solve problems Perpendicular lines.
involving area.  Finding Coordinates of
points of Intersection
 Finding Collinear points
 Finding Area of
Rectilinear figures
10.2 Systems Of 10.2.1 Linear and 10.1.1.1 Solve systems of  Solving simultaneous  Computation of  Appreciation of
Equations Quadratic equations with equations (one linear systems of systems of
equations one linear and and one quadratic.) equations equations
10.2.2Equations with one quadratic.  Solving linear  Decisiveness in
three 10.2.2.1 Solve linear equations with three selecting
variables. systems of variables (elimination, appropriate
equations with substitution and computation
three variables. matrix methods) method
10.3 Functions 10.3.1Notation of 10.3.1.1 Describe  Describing Function,  Representatio  Appreciation of
functions. function, domain, Domain, Range and n of functions. graphs of
10.3.2Inverse co-domain and Co-domain. (Sets of  Sketching functions.
function. range. ordered pairs.) graphs of  Awareness of
10.3.3Graphs of 10.3.1.2 Find domain, co-  Finding domain, co- functions and notation of
functions domain and range domain and range of their inverses. functions
10.3.4Composite of functions. one- to- one function  Computation
functions. 10.3.1.3 Evaluate modulus and its inverse. of images of
10.3.5Graphs of of a function  Drawing graphs of a functions and
quadratic 10.3.2.1 Find inverse of a function, and it’s domains
function function inverse.
10.3.6Quadratic 10.3.3.1 Sketch the graph  Modulus/absolute
Equations of a function and value
10.3.7Quadratic its inverse.  Finding images under
inequalities 10.3.4.1 Find composite composite functions
10.3.8Applications functions g[f(x)]
10.3.5.1 Sketch quadratic  Completing the

Additional Mathematics Grades 10-12 2

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
functions square and graphical
10.3.6.1 Solve quadratic method
equations  Understanding and
10.3.7.1 Solve quadratic applying the
problems discriminant
involving  Finding maximum
Inequalities and and
inequations. Minimum turning
10.3.8.1 Apply quadratic points
equations to solve  Domain and range of
real life problems quadratic inequalities
10.3.8.2 Apply quadratic  Application of
inequalities to quadratic equations to
solve real life real life problems.
problems
10.4 Circular 10.4.1 Radian 10.4.1.1 Describe a  Describing Radians as  Relating radians  Appreciation of
Measures measures Radian. circular measures and degrees circular
10.4.2 Arc length 10.4.1.2 Convert radians  Relationship between  Conversion of measures.
10.4.3 Area of a to degrees and radians and degrees radians to degrees  Awareness of
sector vice-versa.  Converting radians to and vice-versa. relationship
10.4.2.1 Calculate arc degrees and vice-versa  Computation of between radians
length.  Sub units of circular arc length, chord, and degrees
10.4.3.1 Calculate area of measures; (e.g. Minutes, segment,
a sector. diameter, radius,
and area of
 Circumference and sector.
centre of circle
 Calculating Arc length,
chord, segment,
diameter, radius, area of
sector
 Area of a triangle using
½ab Sin θ, where θ is the
included angle in radians

Additional Mathematics Grades 10-12 3

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.5 Trigonometric 10.5.1 Six 10.5.1.1 Describe the six  The six trigonometric  Relating the six  Curiosity in
Functions trigonometric trigonometric functions and their trigonometric using
functions functions. relationships functions. trigonometry
10.5.2 Special 10.5.2.1 Find the  Finding the  Substitution of identities.
Angles (300 , trigonometric trigonometric ratios of trigonometric  Appreciation of
450and 600) ratios of 30o, 300, 450and 600 from a identities into trigonometry.
10.5.3 Graphs of 45oand 60o from right angled triangle. trigonometric  Awareness of
sine, cosine a right angled  Relationship between equations. trigonometric
and tangent triangle. angle and trigonometric  Drawing graphs identities
functions 10.5.2.2 Describe the functions in the four of sine, cosine
10.5.4 Modulus of relationship quadrants. and tangent
trigonometric between angles in  Graphs of sine, cosine functions.
functions. the four and tangent curves  Application of
10.5.5 Trigonometric quadrants and  Use of formulae Sin trigonometric
equations trigonometric (A ± B). Identities.
10.5.6 Trigonometric functions  Applying
Identities 10.5.3.1 Draw graphs of trigonometric functions
sine, cosine and in solving
tangent functions Trigonometric equations
of the form ,bSin ;
kA bCos kA, Sin A
bTan kA where Tan A = and
Cos A
b ,
10.5.4.1 Solve Cos A
trigonometric Cot A =
Sin A
functions
involving Sin A + Cos2A =1
2

modulus. Sec2A = 1 + Tan2A

10.5.4.2 Draw graphs of
modulus  Cosec A = 1 + Cot2A
trigonometric  Equations of the form
functions.
10.5.5.1 Solve simple  Proving Identities

Additional Mathematics Grades 10-12 4

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
Trigonometric
equation
involving the six
Trigonometric
functions
10.5.6.1 Solve equations
involving
compound and
multiple angles.
10.5.6.2 Prove identities.
10.6 Permutations 10.6.1Permutations 10.6.1.1 Describe  Describing Permutation  Interpretation of  Appreciation
and & permutations and and Combination permutations and of
Combinations Combinations combinations  Calculating permutations Combinations permutations
10.6.2Factorials 10.6.1.2 Calculate and combinations of ‘n’  Computation of and
permutations and items permutations and combinations.
combinations of  Factorial; n factorial (n!) combinations of  Logical
‘n’ items where n Є W.) ‘n’ items. thinking in
10.6.2.1 Calculate ‘n  Permutations and solving
factorial’ (n!). combinations of n items permutations
10.6.2.2 Solve problems on take r at a time and
linear  Solving problems on combinations
arrangement and linear arrangement and
selection selection

10.7 Binomial 10.7.1Binomial 10.7.1.1 Explain the  Explaining the meaning  Interpretation of  Appreciation of
Theorem expressions meaning of of the Binomial theorem binomials. Binomial
Binomial.  Describing Pascal’s  Computation of theorem.
10.7.1.2 Expand triangle Binomials.  Inquisitiveness
expressions using  Expansion of  Extrapolation of in using the
Pascal’s Triangle expressions of the form expressions using Binomial
and Binomial (a ± b)n using Pascal Pascal’s Triangle theorem.

Additional Mathematics Grades 10-12 5

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
theorem. triangle and Binomial and Binomial  Perseverance in
10.7.1.3 Solve problems theorem theorem. solving
involving problems
Binomial involving
Theorem Binomial
Theorem.

Additional Mathematics Grades 10-12 6

GRADE 11

General Outcomes Key Competences

 Assimilate necessary mathematical concepts for use in everyday life such

 Provide clear mathematical thinking and expression in
the learner
 Develop the learners’ mathematical knowledge and skills
 Enrich the learners’ understanding of mathematical
concepts in order to facilitate further study of the
discipline
 Build up an appreciation of mathematical concepts so that
the learner can apply these for problem solving in
everyday life.
 Enable the learner Represent, interpret and use data in a
variety of forms
as environment and other related disciplines.
 Think mathematically and accurately in problem solving skills and apply
these skills to formulate and solve mathematical and other related problems.
 Produce imaginative and creative work from mathematical concepts and
ideas.
 Develop abilities and ideas drawn from mathematics to reason logically,
communicate mathematically, and learn independently without too much
supervision (self-discipline).
 Development positive attitudes towards mathematics and use it in other
subjects such as science and technology.
 Apply mathematical tools such as information and communication
technology in the learning of other subjects.
 Use mathematics for enjoyment and pleasure.
 Develop understanding of algebra, geometry, measurements and shapes.

CONTENT
TOIPC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUES
11.1 Remainder 11.1.1 Remainder 11.2.1.1 Explain the remainder  remainder theorem  Identification of  Awareness of
and Factor theorem theorem  Quotient and polynomials. remainder and
Theorem 11.1.2 Factor 11.2.1.2 Use theorem to find Remainder (when  Interpretation of factor theorems.
theorem quotient and a polynomial is the remainder and
11.1.3 Polynomial remainder divided by ax+b. factor theorems.  Logical thinking
equations 11.2.2.1 Find factors of a where a and b are  Computation of in solving
polynomial. integers) polynomial polynomials using
11.1.3.1 Solve polynomial  Finding Factors of equations.

Additional Mathematics Grades 10-12 7

 CONTENT
TOIPC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUES
equations. polynomials using remainder or factor
factor theorem theorems.
 Identical
polynomials
 Solving
polynomial
equations
11.2 Exponents and 11.2.1 Exponents 11.2.1.1 Sketch the graph of  Graphs of the form  Presentation of  Awareness of
Logarithmic 11.2.2 Logarithms logarithmic y = ax and y=log exponents and exponential and
Functions functions. ax, y = ex where logarithms. logarithmic
11.2.1.2 Express exponential a>o, a ≠ -1  Sketching functions.
function as a  Expressing graphs of  Appreciation of
logarithmic function exponential exponents and exponential
and vice versa. function as a logarithms functions as
11.2.1.3 Sketch graphs of y = logarithmic logarithmic
log ax. function and vice  Application of functions.
11.2.2.1 Apply laws of indices versa laws of indices
and logarithms to  Sketching graphs and logarithms to
solve problems. (y = log ax where solve problems.
a>o, a ≠ -1 and
graph of y = ln x)
 Applying laws of
indices and
logarithms to solve
problems
11.3 Arithmetic and 11.3.1 Introduction 11.3.1.1 Generate Arithmetic  Generating  Generation of  Curiosity in
Geometric to Arithmetic sequence and Arithmetic Arithmetic generating series
Expressions and Geometric series sequence and sequence and  Logical thinking
Geometric 11.3.2.1 Find the nth term of Geometric series Geometric series. in solving
progression an Arithmetic  Finding the nth  Representation of problems
11.3.2 The nth term progression and term of an the nth term of an involving
of an Geometric Arithmetic arithmetic and arithmetic and
arithmetic progression. progression and geometric geometric

Additional Mathematics Grades 10-12 8

 CONTENT
TOIPC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUES
progression. 11.3.2.2 Find the number of Geometric progression. progressions.
11.3.3 The terms of an progression.  Computation of  Appreciating
arithmetic arithmetic  Finding the the arithmetic and patterns formed by
mean. progression and number of terms of geometric mean arithmetic and
11.3.4 The sum of n Geometric an arithmetic and sum. geometric
terms of an progression. progression and progressions
A.P. 11.3.3.1 Find the arithmetic Geometric
11.3.5 The nth term and Geometric progression.
of a geometric means.  Finding the
progression. 11.3.4.1 Find the sum of n arithmetic and
11.3.6 The geometric terms of an Geometric means.
mean. arithmetic  Finding the sum of
11.3.7 The sum of a progression. n terms of an
G.P. 11.3.5.1 Find the nth term of a arithmetic
Geometric progression.
progression.  Finding the nth
11.3.6.1 Find the Geometric term of a
mean of two Geometric
numbers. progression.
11.3.7.1 Find the sum of a  Finding the
given number of Geometric mean
terms in a G.P. of two numbers.
11.3.7.2 Find the sum to  Finding the sum of
infinity of a G.P. a given number of
terms in a G.P.
 Finding the sum to
infinity of a G.P.
11.4 Differentiation 11.4.1 The derived 11.4.1.1 Find the derivative of  Finding the  Identification of  Awareness of
function a polynomial derivative of a differentiation differentiation
11.4.2 Application [f’ (x) or ]. polynomial using rules. rules.
of the derived the product rule,  Interpretation of  Logical thinking in
function. 11.4.1.2 Find the derivative of the quotient rule gradient, differentiating the
a sum of functions or and chain rule. tangents, normal derived functions.
of composite
Additional Mathematics Grades 10-12 9
 CONTENT
TOIPC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUES
functions.  The second and stationary
11.4.2.1 Find derivative of derivative points
gradient,  Nature of a  Application of the
11.4.2.2 Tangents, normal and stationary point derived function.
stationary points. (turning points and
11.4.2.3 Calculate maxima and points of
minima inflection)
11.4.2.4 Differentiate  Increasing and
exponential functions decreasing
11.4.2.5 Differentiate functions
trigonometric  Maxima and
functions minima
 Velocity and
acceleration, Rate
of change, small
increments
11.5 Integration 11.5.1 Introduction 11.5.1.1 Integrate terms of  Relating  Interpretation of  Curiosity in
to Integration integer powers and integration to indefinite and exploration of
11.5.2 Indefinite and their sum (excluding differentiation definite integrals. indefinite and
definite 1/x or x-1).  Integrating terms  Determination of definite integrals.
integrals 11.5.1.2 Integrate polynomials of integer powers area bounded by  Logical thinking in
11.5.3 Area with fractional and their sum curves of calculating area
powers. (excluding 1/x or polynomials bounded by curves
11.5.2.1 Find indefinite and x-1)  Application of of polynomials
definite integrals.  Integrating integration to
11.5.3.1 Find areas between polynomials with calculate area
two curves. fractional powers
11.5.3.2 Find area bounded by  Finding definite
curves of and indefinite
polynomials. integrals
 Finding Area
under a curve
 Finding Area

Additional Mathematics Grades 10-12 10

 CONTENT
TOIPC SUB TOPIC OUTCOMES
KNOWLEDGE SKILLS VALUES
bounded by two
curves
 Finding Area
bounded by curves
of polynomials
11.5.4 Volume of 11.5.4.1 Find volume formed  Finding volume  Computation of  Logical thinking in
solids of when curve is formed when volume of solids finding volume
revolution rotated through 360o curve is rotated of revolution. formed when the
(for both x and y through 360o (for  Perception of curve is rotated
axes). both x and y axes) revolution of two through 360
dimensional degrees
shapes
11.5.5 Velocity and 11.5.5.1 Find area of the  Finding area of the  Interpretation of  Accuracy in
acceleration region under region under velocity and finding velocity
velocity – time velocity – time acceleration time and acceleration.
graph and graph and graphs.
acceleration time acceleration time  Computation of
graph. graph. velocity-
11.5.5.2 Solve problem  Solving problem acceleration
involving velocity involving velocity related problems
and acceleration. and acceleration
 Displacement
 Rate of change

Additional Mathematics Grades 10-12 11

GRADE 12
General Outcomes Key Competences

 Assimilate necessary mathematical concepts for use in everyday life such as

 Provide clear mathematical thinking and
expression in the learner
 Develop the learners’ mathematical knowledge
and skills
 Enrich the learners’ understanding of
mathematical concepts in order to facilitate further
study of the discipline
 Build up an appreciation of mathematical concepts
so that the learner can apply these for problem
solving in everyday life.
 Enable the learner Represent, interpret and use
data in a variety of forms
environment and other related disciplines.
 Think mathematically and accurately in problem solving skills and apply these
skills to formulate and solve mathematical and other related problems.
 Produce imaginative and creative work from mathematical concepts and ideas.
 Develop abilities and ideas drawn from mathematics to reason logically,
communicate mathematically, and learn independently without too much supervision
(self-discipline).
 Development positive attitudes towards mathematics and use it in other subjects
such as science and technology.
 Apply mathematical tools such as information and communication technology in
the learning of other subjects.
 Use mathematics for enjoyment and pleasure.
 Develop understanding of algebra, geometry, measurements and shapes.

TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES

12.1 Vectors In 12.1.1Vectors 12.1.1.1 Define a vector.  Defining a vector.  Identification of  Appreciation of
Two 12.1.1.2 Use notation a , AB,  Using notation a , AB, vectors in two vectors in two
Dimension ai+bj ai+bj dimensions. dimensions.
s 12.1.1.3 Add and subtract  Adding and subtracting  Interpretation of  Logical thinking
vectors. vectors. vectors in two in calculating
12.1.1.4 Multiply vectors by  Multiplying vectors by dimensions. vector in two
scalar. scalar.  Computation of dimension
12.1.1.5 Find position vector of  Finding position vector of vector in two
a point. a point. dimensions.
12.1.1.6 Apply position vectors  Applying position vectors
in calculations. in calculations.
12.1.1.7 Find unit vector.
 Finding unit vector.

Additional Mathematics Grades 10-12 12

 12.1.1.8 Use (scalar) product of  Using (scalar) product of
two vectors. two vectors.
12.1.1.9 Use dot product to find  Using dot product to find
angles between two angles between two
vectors. vectors.
12.1.1.10 Define properties of  Define properties of
scalars, such as when scalars, such as when
a ● b = 0, a b = 0,
12.1.1.11 Vector equation of a  Vector equation of a
straight line straight line
12.2 Statistics 12.2.1 Measure 12.2.1.1 Make cumulative  Statistical presentations  Presentation of  Appreciation of
of frequency tables. (cumulative frequency cumulative table measure of
dispersion 12.2.1.2 Draw cumulative tables, cumulative and cumulative dispersion.
frequency curves. frequency curves). frequency curves  Accuracy in
12.2.1.3 Find range, quartiles,  Discrete and random  Computation of computation of
percentiles and inter- variables measure measures of
quartile range.  Finding range, quartiles, dispersion. dispersion.
12.2.1.4 Calculate mean, percentiles and inter-  Application of
variance and standard quartile range. measures of
deviation.  Calculating mean, dispersion in real
variance and standard life
deviation.

Additional Mathematics Grades 10-12 13

NOTES
Sets of Numbers; { } or Ø The empty set

W Set of whole numbers ;{ 0, 1, 2, 3, . . . } Conversion tables

N Set of Natural Numbers; { 1, 2, 3, 4, 5, . . . } Area 10 000 m2= 1 hectare

24709m2 = 1 acre
Z Set of Integers; { . . ., -3, -2, -1, 0, 1, 2, 3, . . . }
10 000 cm2 = 1 m2
Set of prime numbers; { 2, 3, 5, 7, 11, . . .}
1 000 000 m2 =1 km2
Set of even numbers; { 0, 2, 4, 6, 8, . . . }

Set Symbols Capacity 1 000 cm3= 1litre

 ‘belongs to’ or ‘is a member of’ 1000ml = 1 litre

 ‘does not belong to’ or ‘is not a member of’

Length 10 milimetres (mm) = 1centimetre (cm)
 ‘is a subset of’
100 centimeter (cm) = 1meter
 ‘is not a subset of’ 1000 meters = 1 kilometer (km)

 ‘Intersection’ 1 Km = 1.6093 Miles

Mass 1 000 grammes (g) = 1 kilogramme (kg)

 ‘Union’
1 000 kilogrammes (kg) = 1 tonne
ξor U The universal set
Volume 1 000 000 cubic centimetres (cm3) = 1cubic
metre (m3)
 Angles 1 complete turn = 360°

1 straight angle = 180°

1 right angle = 90°

1 degree = 60 minutes (60’)

1 Minute = 60 seconds (60”)

1800 =  (phi)

Additional Mathematics Grades 10-12 15