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ADDITIONAL MATHEMATICS

CLASSES IX-X

Published by Aga Khan University Examination Board Bungalow # 233 / E.I.Lines, Daudpota Road, Karachi, Pakistan.

2011 Latest Revision June 2012

All rights reserved This syllabus is developed by Aga Khan University Examination Board for distribution to all its affiliated schools.

Secondary School Certificate Examination Syllabus

ADDITIONAL MATHEMATICS

CLASSES IX-X

This subject is examined in the May Examination session only

S. No. Preface 1. 2. 3. 4. 5. 6.

Table of Contents

Page No. 5 6 8 32 36 36 40 43

Rationale of the AKU-EB Examination Syllabus Topics and Student Learning Outcomes of the Examination Syllabus Scheme of Assessment Teaching-Learning Approaches and Classroom Activities Recommended Texts, Reference Materials and Websites Definition of Cognitive Levels and Command Words Annex: SSC Scheme of Studies

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Latest Revision June 2012

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para. While the focus is on the cognitive domain. not the prescribed text book which is the basis of AKU-EB examinations. National Curriculum documents 2000 and 2002). AKU-EB seeks to broaden the learning horizons for students by providing a broad-based learning framework through developing new examination syllabi. Thomas Christie Director. 6. particular emphasis is given to the application of knowledge and understanding. Involving classroom teachers in these activities is an important part of the AKU-EB strategy for improving the quality of learning in schools. As befits an examination board it seeks to reinforce the National Curriculum revision through the development of appropriate examinations for the Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) based on the latest National Curriculum and subject syllabus guidance. in regular workshops and subject panel meetings. AKU-EB is committed to creating continuity of educational experience and the best possible opportunities for its students. We stand committed to all students entering the SSC course as well as those who have recently embarked upon the HSSC course in facilitating their learning outcome. AKU-EB was founded in August 2003 with the same aim of improving the quality of education nationwide. it offered HSSC for the first time in September. Dr. Aga Khan University Examination Board August 2011 Latest Revision June 2012 Page 5 . To achieve this end AKU-EB has brought together university academics. It has been accorded this mandate to introduce a choice of examination and associated educational approach for schools. 2007 to coincide with the arrival of its first SSC students in college or higher secondary school. writers of learning materials and above all. Private candidates and students joining AKU-EB affiliated schools and colleges for HSSC Part 1 are eligible to register as AKU-EB candidates even though they have not hitherto been associated with AKU-EB. experienced teachers. In addition. AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to English and Urdu medium candidates for SSC and HSSC from private schools anywhere in Pakistan or abroad. This examination syllabus brings together all those cognitive outcomes which can be reliably and validly assessed. a fundamental activity in fostering “attitudes befitting useful and peaceful citizens and the skills that are essential for commitment to lifelong learning. AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools to help them in planning their teaching. In consequence. It is the syllabus. the AKU-EB examination syllabus can be used to identify the training needs of subject teachers and to develop learning support materials for students. Needless to say this is not an exclusive offer. teacher trainers.5. the Curriculum Wing of the Federal Ministry of Education has begun a process of curriculum reform to improve the quality of education through curriculum revision and textbook development (Preface.3 (ii)). Our examination syllabus document ensures all possible support.PREFACE In pursuance of National Education Policy (1998-2010). and from government schools with the relevant permissions. thus fulfilling a key objective of the National Curriculum of Pakistan: “Autonomy will be given to the Examination Boards and Research and Development cells will be established in each Board to improve the system” (ibid.

The definitions of command words used in this syllabus are given in section 6. It is expected that this arrangement will also be found helpful by teachers in developing classroom assessments as well as by question setters preparing material for the AKU-EB external examinations. The pedagogically desirable objectives which encourage “observation. 1.1. command words and cognitive levels. The AKU-EB aims to enhance the quality of education through improved classroom practices and improved examinations. The AKU-EB examination syllabuses use a uniform layout for all subjects to make them easier for teachers to follow. Application and other higher order skills) the topics and sub-topics will be taught and examined. creativity and other higher order thinking [skills]” are generally ignored. The examination questions will be framed using the same command words or the connotation of the command words.1.1 Rationale of the AKU-EB Examination Syllabus General Rationale 1. Without such guidance teachers and students have little option other than following a single textbook to prepare for an external examination.2 1. The weighting of marks to the Multiple Choice and Constructed Response Papers is also derived from the SLOs. Understanding. Understanding (U) and Application of knowledge and skills (A) in order to derive multiple choice questions and constructed response questions on a rational basis from the subject syllabuses ensuring that the purpose of this newly designed syllabus has been fully met.1 AKU-EB Syllabus is a guide to the teachers and students that at which cognitive level or levels (Knowledge. draw.4 Latest Revision June 2012 Page 6 . The Student Learning Outcomes (SLOs) in Section 2 start with command words such as solve.3 1. It is hoped that teachers will find these definitions useful in planning their lessons and classroom assessments. relate. AKU-EB recommends that teachers and students use multiple teaching-learning resources for achieving the specific objectives. The AKU-EB has classified SLOs under the three cognitive levels Knowledge (K).1. 1. etc. The result is a culture of rote memorization as the preferred method of examination preparation. describe. Blank sheets are provided in each syllabus for writing notes on potential lesson plans.1. to elicit evidence of these competencies in candidates’ responses. The purpose of the command words is to direct the attention of teachers and students to specific tasks that candidates following the AKU-EB examination syllabuses are expected to undertake in the course of their subject studies.1.

It is intended to reduce the gap between O level and Secondary level mathematics by introducing those topics which are part of O level syllabus but not the part of the SSC syllabus. Specific Rationale of the AKU-EB Additional Mathematics Examination Syllabus 1. It is planned in a way to offer an easy transition from SSC level to HSSC level by providing learners a chance to familiarize them to higher level techniques in advance which are closer to SSC level in terms of difficulty.1 The teaching of Additional Mathematics at secondary level should focus on improving mathematical skills and logical thinking to enable the students to keep pace with the growing demands of science and technology and the related fields. This will enable the students to enhance their basics mathematical skills to attain suitable foundation for further study of mathematics and related fields.2.2 1. This guidance will help both teachers and students to prepare for the AKU-EB examination leading to increased student achievements.1.2. 1. Therefore.3 Latest Revision June 2012 Page 7 . they will be better prepared for their college studies.2.2.

solve problems related to upper bound and lower bound.1 1.4 describe the upper bound and the lower bound to specify the limit of accuracy.2.3 1.2.3 1.1.1 1.2 1.1. Latest Revision June 2012 Page 8 . Topics and Student Learning Outcomes of the Examination Syllabus Part I (Class IX) Topics Student Learning Outcomes Candidates should be able to: 1.1. describe significant figures.2 Significant Figures 1.2. apply the rules for determining the number of significant figures/digits. find the appropriate upper bound and lower bound to solve simple problems.2. U = Understanding. A= Application (for explanation see Section 6: Definition of command words used in Student Learning Outcomes and in Examination Questions). apply the rules for rounding a number to given number of significant figures to solve problems.3.1 Approximation in Measurement and Accuracy * * * * * * * 1 K = Knowledge.2 1. describe the rules for rounding a number to a given number of significant figures/ digits. Cognitive Levels1 K U A 1. Estimation and Approximation 1.

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ax + b e.1 * 3.1. f (x ) = 2 ax + b ax + b.1 Simultaneous Equations in Two Unknowns or Variables Candidates should be able to: 2. y = f (x ) ± k y = f ( − x ) . f ( x ) = a x 2 + b x + c c c f (x ) = a x + b .2 3.2 3.K 2.2. cx + d sketch the graphs of functions like f ( x ) = a x + b .3 * * 3. U A * 2. where c x + d ≠ 0 . y = − f ( x ). solve word problems based on the above mentioned concepts.2 3.g.3 investigate the graphs of function and non function on the basis of vertical line test and one-one function on the basis of horizontal line test.1 Function and Composition of Functions Inverse of a Function Candidates should be able to: 3. sketch the graph of transformed functions y = f ( x ± k ) .1. y = f ( k x ) and y = k f ( x ) .1.1 solve simultaneous equations in two variables when: i. * * Latest Revision June 2012 Page 10 . Functions 3. f (x ) = where a ≠ 0 and c ≠ 0 or c ax + b f (x ) = .1 3. * * * * 3. both the equations are linear ii.2.3. explain the solution of simultaneous equations as points of intersection of a line and a curve. f (x ) = a x 2 + b x + c .3 Graph of a Function 3. find the composite function of two given functions and find the value of the composite function at a given point. f (x ) = .3.2 2.3. describe the inverse of a one-one function .1 3.1.1. find the inverse of a function and its value at a given value of the variable. Solution of Simultaneous Equations 2.2 describe function and composition of functions and their symbols. one equation is linear and other is quadratic.

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product and quotient of functions.2. b) as a point in the rectangular plane.2.1.4 state the theorems of limits for sum. illustrate the slope of a line graphically. parallel to each other ii.1.2 * * * * Latest Revision June 2012 Page 12 .1 explain the meaning of the phrase ‘x tends to a or x approaches to a i. 4.1 Distance Formula and 5.3 5.1. power. discuss the nature of slope.K 4. 5.2.5 define the slope of a line.4 5. 4.1 Limits of Algebraic Functions 4.4 apply midpoint formula to find the midpoint of the line segment joining the two given points.1.1.3 find the limits of different algebraic functions. 4.1. Slope of a Straight Line 5. 5. perpendicular to each other.2.2 5.e. where a is a finite number.(x → a ).2 locate an ordered pair (a.1.1. Midpoint Formula 5.1 5. difference. Coordinate Geometry 5.5 apply the above theorems to find the limit.3 apply distance formula to calculate distance between two points given in the Cartesian plane. Candidates should be able to: * * * * * 5. 4. calculate the slope of a line passing through the two points. apply the condition that the two straight lines with the given slopes are: i. Limits Candidates should be able to: U A 4.2 describe the limit of a function.1 describe rectangular or Cartesian plane. * * * * * 5.2.1.

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2 6.3.3.7 6. solve problems related to the above mentioned concepts.g.2 5.1.5 5. altitudes and right bisectors of a triangle. ax + by + c = 0 ) in other forms.1 5. convert the general form of the equation of straight line (i.3. solve problems based on the above mentioned concepts . interpret the meaning of intercepts of a straight line.1.4 5.velocity. explain the idea of the rate of change involving distance-time graphs and speed-time graphs.3 5.3 Standard and Other Forms of an Equation of Straight Line 5. travel graph.3 6.4 6.1. acceleration and retardation with the help of the given graphs.1 6. conversion graph.1.3. intercepts form a b find the equation of straight line by using the above mentioned conditions.3.6 5.K U * * 5.1.5 use and interpret line graphs in practical situations e. etc. describe the equation of a straight line in slope intercept form( y = mx + c ). A * * * * * Candidates should be able to: 6.1 Applications of Graph 6. find the equation of medians.3. y − y1 y 2 − y1 point slope form y − y1 = m( x − x1 ) .3.e. find the distance travelled . draw a graph from the given data. two points form and = x − x1 x 2 − x1 x y + = 1. * * * * * Latest Revision June 2012 Page 14 . Applications of Graph in Practical Situations find the equation of a straight line parallel to x-axis or y-axis.

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when the coordinates of vertices of an object are given. find the equation of image of a line y = m x + c when the line of reflection is x – axis.1. y – axis .1 7.3. find the coordinates of a point under reflection .2 define the term transformation.4 Rotation 7. Isometric Transformations Candidates should be able to: U A 7.4.2. find the coordinates of vertices of an image under reflection line x – axis.1 7.3.K 7. illustrate translation with the help of diagrams.3.1 7. line segment.6 * 7.isometric transformations.3 7.2 7.1 Transformation and its Types Translation 7.2 7.) under x′ x a translation T by using y +T = y′ to find the coordinates of image and draw translated image of the object on a graph paper.2 * * 7. y – axis and y = m x + c.3.4 7.180 °. triangle and quadrilateral etc. distinguish between isometric and non. rotate an object about origin through 90 °.3.4. describe reflection and axis of reflection (axis of symmetry or mirror line).1.3 7.2. find the centre and the angle of rotation when an object and image are given.3. find the axis of reflection and its equation. y – axis and y = m x + c on a graph paper.4.4. translate an object(point. x = constant and y = constant. describe rotation (centre of rotation and angle of rotation).2 7. investigate the different types of isometric transformations.5 * * * * * 7.3 Reflection 7. 270 ° clockwise and anticlockwise(counter clockwise) and illustrate the situation with the help of a diagram. * * * * 7.1 7.4 * * Latest Revision June 2012 Page 16 . draw reflected image of an object when mirror line is x – axis.

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9 * Latest Revision June 2012 Page 18 .2. find a quadratic equation whose roots are given.1 solve quadratic equations in one variable by: i.5 8. where a ≠ 0 .1 Solution of Quadratic Equations 8.7 8.6 8. Quadratic Equations and Quadratic Functions Student Learning Outcomes Candidates should be able to: Cognitive Levels K U A 8. * * * * * * * 8.2 8.2.2.2.1. quadratic formula.2. find the relationship between the roots and the coefficient of a quadratic equation.3 8.4 8. determine the nature of roots of a given quadratic equation through discriminant and verify the result by solving the equation. completing the square method iii.2 Nature of Roots of Quadratic Equation 8. factorisation method ii.2.8 ax + bx + c = 0. use the formula to find a quadratic equation from the given roots.2. solve problems based on the sum and the product of the roots.2. find the sum and product of the roots of a given quadratic equation without solving it. illustrate the nature of roots of a quadratic equation graphically.Part II (Class X) Topics 8.2. define discriminant (b 2 − 4 ac ) of the quadratic equation * 2 * 8. establish the formula: x 2 − (sum of roots) x + (product of roots) = 0 to find a quadratic equation from the given roots.1 8.

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8. angles i. 180 o . 8.2. 30 o .1. vertex. vertex.±180 . 90 o .tangent.1 9.8. find the values of remaining trigonometric ratios if one of the trigonometric ratio is given.±45 . 8. Trigonometry 9.3. 270o and 360o .± 30 .1.1 Trigonometric Ratios of Complementary Angles 9. 45 o .2 illustrate the terms concavity.2 General Angles and their Signs in Different Quadrants 9. cos (90 − θ ) = sin θ and tan(90 − θ ) = tan θ apply the above mentioned relations to solve problems.3.2 9.3 find the concavity.3.3.e.2.5 describe the relationship between trigonometric ratios of complementary 1 . cosecant. 180 o .2.±300 .±270 . 270o and 360o ). write the values of trigonometric ratios of sine. Candidates should be able to: K * U A * * * 9. x – intercept(s) and y – intercept(s).±450 etc). cosine . y = f ( x) = ax 2 + bx + c . identify the general angles o o o o * * * * * * * (e. minimum and maximum value of quadratic function.4 solve problems based on the above mentioned concepts.±120 . secant and cotangent of 0 o .2. 60 o .±150 .4 9.g. y – intercept(s) and sketch the quadratic functions.2 9. a ≠ 0 .3 Quadratic Functions and their Characteristics 8.±90 .±360 . identify the signs of trigonometric ratios in different quadrants .1 define the general form of quadratic function i. minimum and maximum value.e.±60 . Latest Revision June 2012 Page 20 . o o o o o o o identify quadrants and quadrantal angles ( 90 o .2. sin (90 − θ ) = cos θ . x – intercept(s).3 9.1 9.

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3.1 prove the arc length l = rθ .4. 10. 10. 10. A = r 2θ or A = rl . 10. 10.3.3.K 9.1.3. where r is the radius of the circle.4 10.2.3. the area of a circular sector and the area of shaded segment by using the above mentioned concepts.1.3 apply the above mentioned laws to solve the oblique triangles.3.4 describe the formulae for the area of a triangle when measures of two sides and an included angle are given.3. 2 10.2.3 Graphs of Trigonometric Functions 9.2 9. * * * Candidates should be able to: 10.2 apply l = r θ to solve related problems.2 10.3 9. law of cosines and the law of tangents. a cos bx + c = 0. 10.4 1 2 apply A = r θ to solve related problems.1 define oblique triangle.3.2 convert the degree measures to the radian measures or vice versa by using the relation 180 ° = π radians .3.1 sketch the graphs of : a sin bx + c = 0.4 Applications Latest Revision June 2012 Page 22 . 10.2 explain the law of sines.3 1 1 prove the area of the sector of a circle i. 2 2 10.2.e.2. define the amplitude and the period of a trigonometric function. a tan bx + c = 0. Circular Measures 0 ≤ x ≤ 2π where a.1 solve problems involving the arc length. l is the length of circular arc and θ is the central angle measured in radians.1 Radian and Degree Measures Arc Length and Area of Circular Sector 10. illustrate the concept of amplitude and period of a trigonometric function. 10. * * * * * * * * * * * * 10.5 apply these formulae to find the area of the triangle. b and c are constants and belong to integers. find the amplitude and period of a trigonometric function.3 Solution of Oblique Triangles and their Area 10.1 define a degree and a radian measure of an angle. 10. 0 ° ≤ x ≤ 360 ° and U * A 9.

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4 describe the terms: experiment.K 11.1. mutually exclusive .1. equally likely events.1 Basic Counting Principle 11.1 12.1 11.1.0 ≤ P(E ) ≤ 1 .2.2.1 11. n(S ) apply the formula for finding the probability in simple and compound cases (with and without replacement). * * * * Latest Revision June 2012 Page 24 .3 12.2 12.2 11. simple and compound events.2 11.3 11.1 Probability and its applications 12. describe the law of addition of probability P ( A ∪ B ) = P ( A ) + P (B ) − P ( A ∩ B ) . Counting Techniques Candidates should be able to: U A 11. explain the meaning of permutation of n different objects taken r at a time and recognize the notation n p r .1. mutually non-exclusive events and probability of an event.4 11. exhaustive events.2. * * * * * * * 12.1. Probability Concepts Candidates should be able to: 12. sample space (all possible outcomes). apply the formula for the probability of occurrence of an event E that is n(E ) P(E ) = .1. explain the meaning of combination of n different objects taken r at a time and recognize the notation n C r .2. distinguish between a permutation (arrangement) and a combination (selection).3 11. explain the concept of the product of the first n natural numbers as n! (Kramp’s factorial) and fact 0! =1. solve problems involving permutation and combination (excluding circular permutation).1.2 Permutations and Combinations apply the fundamental principle of counting in different situations. illustrate the fundamental principle of counting using tree diagram. an event.

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7 12.2. column vector.2. describe the law of multiplication of probability P ( A ∩ B ) = P ( A ) × P (B ) .4 describe the scalar product of two vectors.2 solve problems based on addition and subtraction of vectors. * * * * * * * 13. 13. when the scalar is positive or negative. apply Venn diagram to illustrate and solve problems based on the probability.1. zero vector and magnitude of a vector. U * * A * * 13.2. where A and B are mutually exclusive events. 13.1.1 Basic Concepts of Vectors 13.1 describe the addition and subtraction of vectors graphically.1. 13.6 12. 13.1.1. negative vector.2.2 representation of a vector symbolically and graphically. 13.2 Operations on Vectors Latest Revision June 2012 Page 26 . 13.5 12.5 solve problems based on the scalar product of vectors. vector quantity. unit vector.2.K 12. Vectors in Two Dimensions Candidates should be able to: 13. apply the law of addition and multiplication of probability to solve related problems. equal vectors .1.3 describe the multiplication of a vector by a scalar.8 deduce that P ( A ∪ B ) = P ( A ) + P (B ).1 describe scalar quantity.

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product of two functions (product rule) and quotient functions (quotient rule).2 14.1.1. explain the derivative as an instantaneous rate of change.3 14. find the derivative of the trigonometric functions. b.1 14. apply differentiation to find the equations of the tangent and the normal to a curve. where a.4 14. illustrate the concept of derivative as tangent to the curve. find the derivative of sum and difference of functions.1 * Latest Revision June 2012 Page 28 .3 14.2 Product and Quotient Rules Equations of Tangent and Normal to a Curve 14. * * * * * 14.1.5 distinguish between an average rate of change and an instantaneous rate of change.K 14. find the derivative of algebraic functions of the types y = x n and y = (ax m + bx + c) n .2. m and n are constants.3.1.1 Concept of Differentiation 14.1 * 14. Differentiation Candidates should be able to: U A 14.1. exponential functions and logarithmic functions .

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1. 15.2 Rules of Integration ii.5 ∫ af ( x)dx = a ∫ f ( x)dx ∫ [ f ( x) ± g ( x)]dx = ∫ f ( x)dx ± ∫ g ( x)dx .2. n ∫ x dx = * * * * 15. Latest Revision June 2012 Page 30 . find the indefinite integrals to relate simple standard integrals formula from standard differentiation formulae. Integration (Anti-differentiation) Candidates should be able to: U A 15.2.2 15. where n ≠ −1 iii.2. apply differentiation and integration in kinematics problems that involve displacement.1 Concept of Integration 15. velocity and acceleration of a particle.1. describe the following rules of integration: i.2. iv.1 15.3 15.2.K 15.4 15. * * * * apply the above mentioned rules of integration to solve problems.3 15.1.2 15. apply definite integrals to calculate the area under the curve.1 describe integration. describe definite integrals as the area under the curve. where n ≠ −1 n +1 n +1 ( ax + b ) n ∫ (ax + b ) dx = a(n + 1) + c . x n+1 + c . distinguish between definite and indefinite integrals.

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2. 5. Estimation and Approximation Solution of Simultaneous Equations Functions Limits Co-ordinate Geometry Applications of Graph in Practical Situations Isometric Transformations Total 6 9 11 8 16 11 14 75 1 3 1 3 1 3 14 2 3 2 4 3 4 20 7 8 6 12 8 10 55 Latest Revision June 2012 Page 32 . of Sub-topics 2 1 3 1 3 K 0 0 0 1 1 SLOs U 3 1 4 2 6 A 4 2 3 2 9 Total 7 3 7 5 16 5 14 57 100 1 4 15 0 1 3 5 1 4 21 37 4 9 33 58 Table 2: Allocation of Marks for the Multiple Choice Questions (MCQs) and Constructed Response Questions (CRQs) Marks No. Topics Total 1. 4. Topics 7. 4. 1. Scheme of Assessment Class IX Table 1: Number of Student Learning Outcomes by Cognitive Level Topic No.3. 2. of Multiple Constructed Sub-Topics Choice Response Questions Questions 2 2 4 Topic No. 5. 3. 7. Estimation and Approximation Solution of Simultaneous Equations Functions Limits Co-ordinate Geometry Applications of Graph in Practical Situations Isometric Transformations Total Percentage No. 6. 3. 6.

3. 7. ** Latest Revision June 2012 Page 33 . 6. 2.Table 3: Paper Specifications Topic No. Topics Marks Distribution Total Marks 1. 4. There will be THREE questions and the candidates will be required to attempt any TWO by making a choice out of the THREE. Estimation and Approximation Solution of Simultaneous Equations Functions Limits Co-ordinate Geometry Applications of Graph in Practical Situations Isometric Transformations Total MCQs 2 @ 1 Mark *CRQs 2 @ 4 Marks each Choose any ONE from TWO MCQs 2 @ 1 Mark CRQ 1 @ 7 Marks MCQs 3@ 1 Mark **CRQs 3 @ 4 Marks each Choose any TWO from THREE MCQs 2 @ 1 Mark CRQ 1 @ 6 Marks MCQs 4 @ 1 Mark **CRQs 3 @ 6 Marks each Choose any TWO from THREE MCQs 3 @ 1 Mark CRQ 1 @ 8 Marks MCQs 4 @ 1 Mark **CRQs 3 @ 5 Marks each Choose any TWO from THREE MCQs CRQs 20 55 6 9 11 8 16 11 14 75 * There will be TWO questions and the candidates will be required to attempt any ONE by making a choice out of the TWO. 5.

Differentiation 15. 15.Class X Table 4: Number of Student Learning Outcomes by Cognitive Level Topic Topics No. Topics Marks No. Quadratic Equations and Quadratic Functions Trigonometry Circular Measures Counting Techniques Probability Concepts Vectors in two Dimensions Differentiation Integration (Anti-Differentiation) Total 3 3 4 2 1 2 3 2 20 3 3 2 2 2 2 3 3 20 8 5 10 3 5 4 10 10 55 11 8 12 5 7 6 13 13 75 Latest Revision June 2012 Page 34 . of Multiple Constructed Sub-Topics Choice Response Questions Questions Total 8. 11. Vectors in two Dimensions 14. Integration (Anti-Differentiation) Total Percentage No. Quadratic Equations and Quadratic Functions 9. 9. 10. Probability Concepts 13. and Constructed Response Questions (CRQs) Topic No. of Sub-topics SLOs K U A Total 3 4 4 2 1 2 3 2 21 2 4 2 0 0 0 0 0 8 10 3 7 4 5 4 5 3 2 33 42 8 5 6 2 4 2 4 6 37 48 13 16 12 7 8 7 7 8 79 100 Table 5: Allocation of Marks for the Multiple Choice Questions (MCQs). Trigonometry 10. 14. 13. 8. Circular Measures 11. Counting Techniques 12. 12.

9. 14.3 Latest Revision June 2012 Page 35 . Application and higher order skills (58% in IX and 48% in X) to discourage rote memorization. however. Both papers will be of duration of 3 hours. ** 3. 3. There will be THREE questions and the candidates will be required to attempt any TWO by making a choice out of the THREE. Probability Concepts Vectors in two Dimensions Differentiation Integration (Anti-Differentiation) Total 15. 10. Quadratic Equations and Quadratic Functions Trigonometry Circular Measures 11. It also indicates that more emphasis has been given to the Understanding (37% in IX and 42% in X). one at the end of Class IX and one at the end of Class X.Table 6: Paper Specifications Topic No.1 Tables 1 and 4 indicate the number and nature of SLOs in each topic in classes IX and X respectively. There will be two examinations. the theory paper will be in two parts: paper I and paper II. This will serve as a guide in the construction of the examination paper. MCQs 3 @ 1 Mark **CRQs 3 @ 4 Marks each Choose any TWO from THREE MCQs 3 @ 1 Mark CRQ 1 @ 5 Marks MCQs 2 @ 1 Mark **CRQs 3 @ 5 Marks each Choose any TWO from THREE MCQs 2 @ 1 Mark *CRQs 2 @ 3 Marks each Choose any ONE from TWO MCQs 2 @ 1 Mark *CRQs 2 @ 5 Marks each Choose any ONE from TWO MCQs 2 @ 1 Mark CRQ 1 @ 4 Marks MCQs 3 @ 1 Mark **CRQs 3 @ 5 Marks each Choose any TWO from THREE MCQs 3 @ 1 Mark **CRQs 3 @ 5 Marks each Choose any TWO from THREE MCQs CRQs 20 55 11 8 12 5 7 6 13 13 75 * There will be TWO questions and the candidates will be required to attempt any ONE by making a choice out of the TWO. In each class. Tables 1 and 4. Counting Techniques 12. 13.2 3. Topics Marks Distribution Total Marks 8. do not translate directly into marks.

1 As the AKU-EB syllabus focuses on understanding and higher order thinking skills. Paper II theory will carry 55 marks and consist of a number of compulsory. Ang. Fifth Edition New Syllabus Mathematics 4. (2003). Yee (2007). Teaching-Learning Approaches and Classroom Activities 3.6 4.2 5. teachers need to encourage activity and problem-based classroom practices.3. There will be no choice among the topics in constructed response questions but it may be within the topic. Seng and Loh C.. Punjab Textbook Board (2007). The following strategies are recommended: • • • • • • • • • • • • Demonstration Discussion based teaching Inquiry approach Specialization/Generalization Problem Solving Seeking relationship Investigation Open-ended questions Presentations Brainstorming Group discussion Concept building through using and developing low/no cost material 4. Mathematics for Class XI. Yee (2007). Karachi: Oxford University Press. Karachi: Oxford University Press. Latest Revision June 2012 Page 36 . Reference Materials Recommended Book 1. Mathematics for Class XII. Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics). 2. Fifth Edition New Syllabus Mathematics 2. Teh K.5 Paper I theory will consist of 20 compulsory. multiple choice questions.4 3. Punjab Textbook Board (2007). Lahore: Punjab Textbook Board. Recommended Texts. 3. Lahore: Punjab Textbook Board. Reference Books 1. These questions will involve four response options. Woon T. 4. Singapore: Federal Publications. Teh K. Seng and Loh C. All constructed response questions will be in a booklet which will also serve as an answer script. constructed response questions. 4. et al.

Singapore: Federal Publications. Seng and Loh C. et al.Karachi: Oxford University Press. Singapore: Federal Publications. et al. Singapore: Federal Publications. Yee (2007).Karachi: Oxford University Press. Yee (2007). et al. 3.. Fifth Edition New Syllabus Mathematics 1. Ang.. Isometric Transformations 8. Mathematics for Class XII. Fifth Edition New Syllabus Mathematics 4. Ang. Chapter 4 Woon T.. Mathematics for Class XII. et al. Chapter 9 Page # 154 to Page # 156 Teh K.. Singapore: Federal Publications. Co-ordinate Geometry 6. Chapter 4 Teh K. Chapter 1 Woon T. Limits 5. Yee (2007). Fifth Edition New Syllabus Mathematics 2. On T. Chapter 2 Wo Woon T. (2003). Chapter 1 Punjab Textbook Board (2007). (2003). Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics). Chapter 3 Woon T. Ang. Ang. Singapore: Federal Publications. Seng and Loh C. Quadratic Equations and Quadratic Functions Latest Revision June 2012 Page 37 . Functions 4.Karachi: Oxford University Press. Seng and Loh C. Ang. Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics).. (2003). Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics). Applications of Graph in Practical Situations 7. Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics). Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics). 2. Lahore: Punjab Textbook Board. et al. Topic Suggested Reading Estimation and Approximation Solution of Simultaneous Equations Teh K. (2003). Lahore: Punjab Textbook Board. (2003).Chapter Wise Suggested Reading Topic No. 1. Chapter 4 Page # 179 to Page # 204 Punjab Textbook Board (2007).

Singapore: Federal Publications. (2003). Singapore: Federal Publications. Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics). Ang. Counting Techniques Probability Concepts 13... Mathematics for Class XI. Lahore: Punjab Textbook Board.. Lahore: Punjab Textbook Board. (2003). • Page # 231 to page # 255 Punjab Textbook Board (2007). 12. Singapore: Federal Publications. Ang. (2003). Singapore: Federal Publications. Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics). Integration (Anti-Differentiation) Latest Revision June 2012 Page 38 . Chapter 10. (2003). Circular Measure 11.. 9. Singapore: Federal Publications. et al. Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics). • Page # 361 to Page # 376 Punjab Textbook Board (2007). Ang. 14. et al. Vectors in two Dimensions Chapter 21 Woon T.. 11 . Chapter 7 Woon T.14 and 15 Woon T. Ang.Topic No. Topic Suggested Reading Trigonometry Chapter 8 Woon T. Ang. Differentiation 15. et al. Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics). et al. (2003). Chapter 12 Woon T. Mathematics for Class XI. 10. Fifth Edition A Course For O-Level Pure Mathematics (Additional Mathematics). et al.

Recommended Websites Latest Revision June 2012 Page 39 .

identifying motives. where. summarizing. grasping meaning. analyze. how. to represent fully in words. report. etc. 6. to narrate. organizing parts. show relationship.6. propose an alternative. summarize. sequences. to set down in detail or in gross. etc. create. design. chart the course/direction. seeing patterns. concepts. To express the particulars of. 6. Understanding This requires understanding information. reorganize. interpreting facts. name. label. compare. relating knowledge from several areas. recognizing specified information from a given content or situation. demonstrate. distinguish. organizing information and ideas. solving problems. analyzing relationships. etc. making links. etc. finding evidence. contrasting. Application This requires using information or concepts in new situations. vocabulary and contexts. reconstruct/recreate. trends. execute or produce in words. prove. interpret. rearrange. predict consequences. state. generalizing from given facts.2 Definition of Command Words Knowledge Define: Identify: State: Only a formal statement or equivalent paraphrase is required. to recite. No examples need to be given. grouping. when. etc. compare and contrast. prioritize. drawing conclusions. identify. what. show. define. It can be taught and evaluated through questions based on: why. using old ideas to create new ones. tabulate. explain. etc. It can be taught and evaluated through questions based on: differentiate. predict. characters or figures. discuss. quote. Write: Latest Revision June 2012 Page 40 . give reasons for. categories. etc. as. list. solve. comparing. It can be taught and evaluated through questions based on: who. evaluating worth. one’s opinion. to state the facts of a case. integrate. paraphrase. inferring causes/reasons. Pick out.1 Definition of Cognitive Levels and Command Words Definition of Cognitive Levels Knowledge This requires knowing and remembering facts and figures. To compose. categorize. and the ability to recall key ideas. corroborate. formulate.

To give clear examples to state. and written material in a supportable manner. In general. To indicate by signs or symbols or to establish a mapping (of mathematical elements or sets). To make a simple freehand sketch or diagram. tables. charts. Calculate: Convert: Draw: Latest Revision June 2012 Page 41 . To derive or draw as a conclusion by reasoning from given conditions or principles. Is used when a numerical answer is required. working should be shown. To give reason or use some reference to theory. depending on the context. To give a critical account of the points involved in the topic. To make a simple freehand sketch or diagram. Care should be taken with proportions and the clear labelling of parts. To change or adapt from one system or units to another. Care should be taken with proportions and the clear labelling of parts. To place or to set in a particular spot or position. Establish: Explain: Illustrate: Interpret: Locate: Prove: Represent: Sketch: To prove correct or true on the basis of the previous examples. especially where two or more steps are involved. Application Apply: To use the available information in different contexts to relate and draw conclusions.Understanding Describe: Deduce: Discuss: To state in words (using diagrams where appropriate) the main points of the topic. Distinguish: To identify those characteristics which always or sometimes distinguish between two categories. clarify or synthesize a point of view. graphs. To establish a rule or law by using an accepted sequence of procedures on statements. To translate information from observation.

e. describe and give an account of should be interpreted more generally. Investigate: Rotate: Solve: Translate: Use: Latest Revision June 2012 Page 42 . etc.Find: Is a general term that may variously be interpreted as calculate. revolve or spin. To deploy the required attribute in a constructed response. Describe and explain may be coupled in a similar way to state and explain. Thoroughly and systematically consider a given problem or a statement in order to find out the result or rule applied. To turn or cause to turn around an axis. the candidate has greater discretion about the nature and the organization of the material to be included in the answer. line. i. determine. or point. To work out systematically the answer of a given problem. measure. In other contexts. To transform an object and moved to another location without any change in size or orientation.

subject to the Board’s approval. Curriculum Wing. For non-Muslim candidates only.Annex SSC Scheme of Studies AKU-EB as a national board offers SSC and HSSC qualifications for both English and Urdu medium schools. Theory 75 Total 75 Medium English Urdu Sindhi English 75 *45 *30 75 65 65 65 *495 10 10 10 30 75 *45 *30 75 75 75 75 *525 English / Urdu English / Urdu English / Urdu English / Urdu English / Urdu English / Urdu English * Candidates from the province of Sindh may appear in “Urdu Aasan” in SSC Part I and in “Sindhi” in Part II examination. The revised SSC Scheme of Studies issued by the Curriculum Wing was implemented from September 2007. SSC I and II (Class IX and X) subjects on offer for examination SSC Part-I (Class IX) Science Group Subjects Theory 75 Marks Practical Total 75 Medium 2 English Compulsory-I Urdu Compulsory-I OR Urdu Aasan a OR History and Geography of Pakistan-I b Islamiyat-I OR Ethics-I c Pakistan Studies-I Mathematics-I Physics-I Chemistry-I Biology-I OR Computer Science-I Total: SSC Part-II (Class X) Science Group Subjects 75 *30 *45 75 65 65 65 *495 10 10 10 30 Marks Practical - 75 *30 *45 75 75 75 75 *525 English Urdu Urdu English English / Urdu English / Urdu English / Urdu English / Urdu English / Urdu English / Urdu English English Compulsory-II Urdu Compulsory-II OR Sindhi a OR History and Geography of Pakistan-IIb Islamiyat-II OR Ethics-II c Pakistan Studies-II Mathematics-II Physics-II Chemistry-II Biology-II OR Computer Science-II Total: a. Islamabad: Ministry of Education. Latest Revision June 2012 Page 43 . The above will be implemented in SSC Part I 2013 Examinations and onwards SSC Part II 2014 Examinations and onwards 2 Government of Pakistan September 2007. b. Scheme of Studies for SSC and HSSC (Classes IX-XII). The Science and Humanities group subjects are offered at SSC level. c. The marks allocated to subjects in the revised National Scheme of Studies of September 2007 have been followed. Accordingly. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory. each SSC subject will be taught across both the classes IX and X.

**Business Studies-II 11. **Literature in English-II d 2. Economics-II 5. d. Computer Science-I (65+10 practical) 4. **Elements of Home Economics-II 8. **Commercial Geography-II d 75 each 2. **History of Pakistan-II 7. **Elements of Home Economics-I 8. subject to the Board’s approval. Economics-I 5. **Food and Nutrition-II (65+10 practical) 9. Civics-II 6. Computer Science-II (65+10 practical) 4. **Art & Model Drawing-II 10. **Food and Nutrition-I (65+10 practical) 9. **Commercial Geography-I 3. For non-Muslim candidates only. b. **Environmental Studies-II *525 Marks 75 75 Medium English Urdu Sindhi English English / Urdu English / Urdu English / Urdu English / Urdu English / Urdu English English / Urdu English / Urdu English / Urdu English / Urdu English / Urdu English English English *45 *30 75 225 (75 each) Total: *525 SSC Part-I and Part-II (Class IX-X) (Additional Subjects) SSC Part I SSC Part II Marks d d 1. **Environmental Studies-I Marks 75 Medium English 75 *30 *45 75 225 (75 each) Urdu Urdu English English / Urdu English / Urdu English / Urdu English / Urdu English / Urdu English English / Urdu English / Urdu English / Urdu English / Urdu English / Urdu English English English Total: SSC Part-II (Class X) Humanities Group Subjects English Compulsory-II Urdu Compulsory-II OR Sindhi a History and Geography of Pakistan-II b OR Islamiyat-II OR Ethics-II c Pakistan Studies-II General Mathematics-II Any three of the following Elective Subjects 1. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory. **Business Studies-I 11. Latest Revision June 2012 Page 44 . c. Civics-I 6. **History of Pakistan-I 7. Subject will be offered as Additional Subject. General Science-II 3. **Additional Mathematics-I d 3. **Literature in English-I 1. **Art & Model Drawing-I 10. Medium English English English * Candidates from the province of Sindh may appear in “Urdu Aasan” in SSC Part I and in “Sindhi” in Part II examination. **Geography-II 2. General Science-I 3. **Geography-I 2. The above will be implemented in SSC Part I 2013 Examinations and onwards SSC Part II 2014 Examinations and onwards **These subjects are offered ONLY in the May examination.SSC Part-I (Class IX) Humanities Group Subjects English Compulsory-I Urdu Compulsory-I OR Urdu Aasan a OR History and Geography of Pakistan-I b Islamiyat-I OR Ethics-I c Pakistan Studies-I General Mathematics-I Any three of the following Elective Subjects 1. **Additional Mathematics-II d a.

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