MINISTRY OF EDUCATION

MATHEMATICS
SYLLABUS
YEAR 13

CURRICULUM DEVELOPMENT UNIT

FIJI 2018
The Ministry of Education owns the copyright to this Year 13 Mathematics Syllabus. Schools may
reproduce this in part or in full for classroom purposes only. Acknowledgement of the Curriculum
Development Unit of the Ministry of Education copyright must be included on any reproduction. Any
other use of this syllabus must be referred to the Permanent Secretary for Education through the
Director, Curriculum Advisory Services.

A free issue by the Ministry of Education

Trial version

© Ministry of Education Fiji 2018

Published by

Curriculum Development Unit

Ministry of Education

Waisomo House

Private Mail bag

Suva

Fiji

Tel: (+679) 331 4477

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 2

 Table of Contents

Item No. Content Page No.

1.0 Introduction 4

2.0 Rationale 4

3.0 Subject Overview 5

4.0 Learning Progression 5

5.0 Course Content Detail 8

6.0 Time Allocation 18

7.0 Resources 19

8.0 Note to the Teacher 19

9.0 Assessment 21

10.0 Planning Documents 22

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 3

1.0 Introduction

Mathematics plays a very important role in the Modern World. From the numeracy skills required to
manage personal finances, making sense of real data, technology advancement and in the fast growing
sector of information, without mathematics, you will not be able to keep up. Mathematics provides the
framework for interpreting, analyzing and predicting and the tools for effective participation in an
increasingly complex society.

This Syllabus provides students with carefully paced, in-depth study of critical skills and concepts. It
encourages teachers to help students become self-motivated, confident learners through inquiry and active
participation in challenging and engaging experiences.

The curriculum anticipates that schools will ensure all students benefit from access to the power of
mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently.

2.0 Rationale
Years 13 Mathematics syllabi provides students with essential mathematical skills and knowledge in Complex
Numbers, Vectors, Functions, Trigonometry, Limits and Continuity ,Algebra, Probability and Inferential
Statistics and Calculus. It develops the numeracy capabilities that all students need in their personal, work,
civic life and provides the fundamentals on which mathematical specialties and professional applications of
mathematics are built.

Mathematics has its own value and beauty as it aims to instill in students an appreciation of the elegance and
power of mathematical reasoning. Mathematical ideas have evolved across all cultures over thous ands of
years, and are constantly developing. Globalization and information technologies are now facilitating this
expansion of ideas and providing access to new tools for continuing mathematical exploration and invention.
This Syllabus ensures that the links between the various components of mathematics, as well as the
relationship between mathematics and other disciplines, are made clear. Mathematics is composed of multiple
but interrelated and interdependent concepts and systems which students apply beyond the mathematics
classroom.

In science, for example, understanding sources of error and their impact on the confidence of conclusions is
vital, as is the use of mathematical models in other disciplines. In geography, interpretation of data underpins
the study of human populations and their physical environments; in history, students need to be able to
imagine timelines and time frames to reconcile related events; and in Language, deriving quantitative and
spatial information is an important aspect of making meaning of texts.

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 4

 3.0 Subject Overview

The Year 13 Mathematics Syllabus forms a part of the continuing development of the mainstream of Mathematics.
It is designed to prepare students for tertiary studies in Mathematics and also to equip those who will complete their
formal studies at Year 13 level. This syllabus makes provision for students who will need mathematics for the
scientific and technological world as well as for those who will need Mathematics for the commercial sector.

The general aims of this course are to help students to

 acquire concepts and skills for continuous learning in mathematics;

 support learning in other subjects;

 develop thinking, reasoning, communication, application and metacognitive skills through a mathematical
approach to problem solving;

 appreciate the role of Mathematics in our everyday existence.

Learning activities should be designed to build confidence in students and develop appreciation for Mathematics.
Student-centred lessons should always be preferred. .

4.0 Learning Progression

YEAR 9 YEAR 10 YEAR 11 YEAR 12 YEAR 13

NUMBERS NUMBERS BASIC SOCIAL MATHEMATICS COMPLEX NUMBERS
 Directed  Rules of MATHEMATICS  Buying on credit  Definition
numbers Indices  Basic Number  Credit card and debit  Solving equations
 Graphing  Problem theory card  Manipulation of
inequalities solving  Measurement  Benefits of early Complex numbers
 Changing repayment  Argand diagrams,
 Managing
fractions to modulus and
credit
decimals BASIC MATHEMATICS argument
(vice versa)  Modular system  De Moivre’s theorem
MEASUREMENT MEASUREMENT  Group  Curves and regions
 Social  Social  Indices and
mathematics mathematics logarithms
 Money  Money  Surds

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 5

 YEAR 9 YEAR 10 YEAR 11 YEAR 12 YEAR 13

ALGEBRA ALGEBRA ALGEBRA ALGEBRA ALGEBRA

 Algebraic  Factorizing  Algebraic  Equations/Inequalities  Sequences
expressions and expressions  Subject of formulae  Mathematical induction
 Simplifying simplifying  Solving  Factorizing quadratics  Binomial theorem
algebraic algebraic Equations  Solving quadratics  Partial fractions
expressions expressions  Inequality  Quadratic inequality
 Solving  Square roots  Sequences  Discriminant
algebraic  Solving and  Simplifying algebraic
expressions simplifying expressions
algebraic  Long division
expression  Remainder and
 Formula factor theorem
manipulation  Application of
sequence and series
FUNCTIONS FUNCTIONS RELATION & GRAPH FUNCTIONS
 Graphing  Linear and FUNCTIONS  Domain, range,  Combining functions
Simple quadratic  Inverse inverse, functionality  Domain and range
equations and functions  Functionality  Graphs of linear,
inequations.  Graphing GRAPH cubic, quadratic, GRAPH
equations  Quadratic , absolute value,  Polynomials
 Vertical and and cubic ,circle square root
horizontal inequations exponential, circles  Rational functions
 Exponential
lines logarithmic,  Piece-wise functions
hyperbolic
 Simultaneous
equation

GEOMETRY GEOMETRY COORDINATE COORDINATE VECTORS

 Angles  Squares and GEOMETRY GEOMETRY  Addition, subtraction and
 Application of Square Roots  Distance  Application problems
multiplication with a
Angle of Numbers between involving distance,
Properties  Pythagoras points midpoint, slope, scalar
 Translation Theorem  Midpoint equation, parallel and  Unit vectors
 Reflection  Trigonometric  Gradient and perpendicular lines  Scalar product,
 Rotation Functions equation of a  Angle from + x-axis magnitude and angles
 Enlargement  SOHCAHTOA line and gradient
 Equation of lines
Similarity  Graphs of  Parallel and  Collinear points
Trigonometric Perpendicular  Division of a line
Functions lines GEOMETRY segment- internal and
 Clinometer  Matrices external
 Construction  Transformation by
 Intersecting 2 x 2 matrix
Chords

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 6

 TRIGONOMETRY TRIGONOMETRY TRIGONOMETRY TRIGONOMETRY
Triangles and  Pythagoras  Pythagoras  Sine and cosine  Identities and proofs
angles theorem theorem rules  Sum/Product & other
 SOHCAHTOA  SOHCAHTOA  Area of triangles
 Trigonometric  3 Dimensional  formulae
Circular measure
graphs objects  Trigonometric  Transformation of
 Trigonometric equations graphs.
graphs  Trigonometric  Inverse trig functions.
 Trigonometric identities
equation  Trigonometric graphs
CHANCE / DATA PROBABILITY PROBABILITY PROBABILITY AND
 Data & STATISTICS & STATISTICS INFERENTIAL STATISTICS
representation  Probability  Tree/Lattice/Venn  Complementary events
 Measures of terms diagram  Mutually exclusive
central  Tree diagram  Sampling with and events
tendency, and sample without replacement  Independent events
dispersion space  Expected number
 Probability  Binomial distribution
 Calculating  Normal distribution
experiments probabilities  Analysis of data using  Inverse normal
 Probability of  Collection and central tendency and problems
events presentation of spread  Central limit theorem
 Application of data  Analysis of grouped  Estimation
probability  Analysis of and ungrouped data  Hypothesis testing
data using with standard
central deviation
tendency and  Interpretation of
spread information from
 Frequency and graphs
cumulative
frequency
graphs

PRE-CALCULUS PRE-CALCULUS CALCULUS CALCULUS CALCULUS

 Horizontal and  Gradients of  Differentiation  Limits  Limits, continuity and
vertical lines straight lines  Integration  Differentiation and differentiability
 Graphs of integration  Rules of differentiation
lines and  Applications  Applications of
parabola differentiation
 Techniques of
integration
 Applications of
integration

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 7

5.0 Course Content Detail

KLA OUTCOME Students to develop skills and understanding to become self-motivated, confident learners through
inquiry and active participation in challenging and engaging experiences.
STRAND NAME M13.1 COMPLEX NUMBERS
STRAND Students should be able to develop knowledge, skills and understanding of complex number
OUTCOME system.
CONTENT
LEARNING
SUB - STRAND OUTCOME ACHIEVEMENT INDICATORS SCOPE OF CONTENT
(CLO) Students will be able to
(Concepts, skills
values)
2
 Define imaginary number i  i  1  i  1

 Calculate square roots of negative  Square roots of negative

numbers. numbers.

 Determine solutions of quadratic  Solving quadratics with

M13.1.1 M13.1.1.1
equations with discriminant less complex roots.
Introduction to Investigate and extend
than 0.
Complex Numbers understanding of the
real number system to
 Identify two parts of complex  Real and imaginary
include complex
numbers. parts.
numbers.
 Identify equal complex numbers.  a + bi = c + di, then
a = c and b = d.

 Solve equations by comparing real  Equate real and

and imaginary parts. imaginary parts of two
complex numbers.

 Simplify powers of i  i n for all integers, n

M13.1.2 M13.1.2.1  Add and subtract complex  Addition and subtraction.

Manipulation of Apply arithmetic numbers.
Complex Numbers operations on complex
numbers.  Multiply complex numbers.  Multiplication.

 Find the conjugate of complex  Conjugate and its

numbers. properties
 Use conjugates to find the quotient  Division.
of complex numbers.

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 8

  Represent rectangular form on the  Argand Diagram of
M13.1.3.1 complex plane. z  x  yi
Illustrate and explore
complex numbers in  Find the modulus.  Modulus and its
rectangular form. properties.
 Find the argument.  Argument and its
properties.

M13.1.3  Convert rectangular to polar form  Rectangular to polar

Geometrical and vice versa. form and vice versa.
Representation M13.1.3.2
and Properties Illustrate and explore  Represent polar form on an Argand  Argand diagram of
complex numbers in diagram. z = r cis θ
polar form.
 Multiply complex numbers given in  Multiplication of polar
polar form. form.

 Divide complex numbers given in  Division of polar form.

polar form.

 Find any integer power of complex  De Moivre’s Theorem

M13.1.4 M13.1.4.1 numbers using De Moivre’s formula
Powers and Roots Study De Moivre’s Theorem.  Calculation of z n using
of Complex Theorem and apply it in De Moivre’s Theorem.
Numbers raising complex numbers
to powers and finding
complex roots.  Find roots of complex numbers.  The nth roots as the
solutions of z n  x  yi
for any natural number n
and real numbers x & y.

 Sketch lines parallel to x and y  Horizontal and vertical

axis. lines.
M13.1.5 M13.1.5.1
Curves and Illustrate lines, rays,  Sketch the corresponding rays  Rays.
Regions curves and regions on given the equation Arg(z) = k
Argand diagram.
 Sketch the corresponding circles  Circles.
given the equation z  k

 Sketch regions associated with  Regions on complex

above lines and curves. plane given as an
inequality.

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 9

KLA OUTCOME Students to develop skills and understanding to become self-motivated, confident learners through
inquiry and active participation in challenging and engaging experiences.
STRAND NAME M13.2 VECTORS
STRAND Students should be able to develop knowledge, skills and understanding of vectors.
OUTCOME
CONTENT
LEARNING
SUB- STRAND OUTCOME ACHIEVEMENT INDICATORS SCOPE OF CONTENT
(CLO) Students will be able to
(Concepts, skills,
values)

M13.2.1 M13.2.1.1  Add and subtract vectors.  Addition, subtraction and

Arithmetic Apply arithmetic multiplication by a
 Multiply vectors by a scalar. constant (scalar).
operations on operations on vectors.
vectors.  Determine the vector from the  The vector from P1 to P 2 :
coordinates of the initial and 
terminal points. P1 P2  P 2  P1

 Find the norm of a vector.  Length/norm/magnitude.

 Define unit vector.  Unit Vectors.

M13.2.2 M13.2.2.1  Give unit vectors along x, y and z  Unit vectors i, j & k
Norm of a vector Explore norm and unit axes.
and unit vectors vectors.  Express vectors in terms of unit  Vectors in terms of i, j & k
vectors i, j and k
 Normalize a vector.  Divide a vector by its
length to get unit vector in
the same direction.
M13.2.3 M13.2.3.1  Compute dot products.  Scalar or dot Product.
Dot product and its Study dot product and its  Find angle between two vectors.  Angle between vectors.
applications applications.  Identify parallel and perpendicular  Parallel and perpendicular
vectors. vectors.
 Determine equation of lines.  Vector, parametric and
symmetric equations of
M13.2.4 M13.2.4.1 lines given two points on
Equation of lines Explore representations the line or a point and a
of straight lines in three vector parallel to the line.
dimensions.  Change one form of the equation  Convert vector to
of line to another. parametric, parametric to
symmetric and vice
versa.
M13.2.5 M13.2.5.1  Find the coordinates of the point  Internal and external
Ratio Formula Study the ratio formula and which divides a line segment in a division of a line segment
apply it to divide a line given ratio.
segment. using the ratio formula.
© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 10
 KLA OUTCOME Students to develop skills and understanding to become self-motivated, confident learners
through inquiry and active participation in challenging and engaging experiences.
STRAND NAME M13.3 FUNCTIONS
STRAND OUTCOME Students should be able to develop knowledge, skills and understanding of operations on
functions and drawing graphs.
CONTENT
LEARNING
SUB- STRAND OUTCOME ACHIEVEMENT INDICATORS SCOPE OF CONTENT
(CLO) Students will be able to
(Concepts, skills
values)

 Carry out arithmetic  Add, subtract, multiply, divide

operations on functions. functions and derive the
domain of resulting functions.
M13.3.1 M13.3.1.1  Find the domain of new
Operations on Apply arithmetic function obtained by
Functions operations and carrying out arithmetic
operation of operations.
composition on
various functions  Find composition of two  Composition of two functions.
functions.

 Find the domain of  Domain of composite

composite functions. functions.

 Find the range of composite  Range of composite functions.

functions.

M13.3.2.1  Draw graphs of factorized  Intercepts, turning points,

Sketch and polynomials. inflections and graph of
interpret graphs of polynomials.
M13.3.2 polynomials
Graphs of Functions

 Draw graphs of rational  Intercepts, asymptotes and

M13.3.2.2 functions. graph of bottom heavy,
Sketch and balanced and top heavy
interpret graphs of functions.
rational functions

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 11

 Students to develop skills and understanding to become self-motivated, confident learners through
KLA OUTCOME inquiry and active participation in challenging and engaging experiences.
STRAND NAME M13.4 TRIGONOMETRY
STRAND Students should be able to develop knowledge, skills and understanding of trigonometric graphs,
OUTCOME identities and equations.
CONTENT
LEARNING
SUB-STRAND OUTCOME ACHIEVEMENT INDICATORS SCOPE OF CONTENT
(CLO) Students will be able to
(Concepts, skills
values)
 Prove trigonometric identities.  Proving trigonometric
M13.4.1 M13.4.1.1 identities given basic
Identities and Exact Explore the method identities, compound
Values of of proving identities angle(addition formulae),
Trigonometric and finding exact double/half angle, sum to
Ratios values of product and product to sum
trigonometric ratios. formulae.
 Find exact values of trigonometric  Finding exact values.
functions.
M13.4.2 M13.4.2.1
Trigonometric Analyse and sketch  Draw trigonometric graphs.  Graph of the form
Graphs trig functions
A (Bx C) K

M13.4.3 M13.4.3.1  Solve trigonometric equations.  Solving trigonometric

Trigonometric Choose suitable equations by using
Equations strategies for identities and algebraic
finding solutions to manipulation or using
Trigonometric algebraic manipulation
Equations. only.

M13.4.4 M13.4.4.1  Use addition formulae to write  Express A cos θ  B sin θ

a sum of sine and cosine as either a
Application of Transform cos ( θ  )
in terms of r sin
Addition Formulae trigonometric sine or cosine function.
expressions into  Find maximum and minimum points.  Maximum/minimum points
simple ones. on y  A cos θ  Bsin θ
 Sketch graphs of inverse  Inverse sine, cosine
M13.4.5 M13.4.5.1 trigonometric functions. tangent functions, domain
Inverse Explore inverse and range.
Trigonometric trigonometric
 Prove inverse trigonometric  Proving inverse
Functions functions and
identities. trigonometric identities.
identities.
 Evaluate inverse trigonometric  Inverses for the reciprocal
functions. trigonometric functions.

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 12

KLA OUTCOME Students to develop skills and understanding to become self-motivated, confident learners through
inquiry and active participation in challenging and engaging experiences.
STRAND NAME M13.5 LIMITS ,CONTINUITY AND DIFFERENTIABILITY
STRAND Students should be able to develop knowledge, skills and understanding of limits, continuity and
OUTCOME differentiability.
CONTENT
LEARNING
SUB-STRAND OUTCOME ACHIEVEMENT INDICATORS SCOPE OF CONTENT
(CLO) Students will be able to
(Concepts, skills,
values)

 Compute limits of functions as

the independent variable x
approaches some number or
infinity.
 The limit of a function may be
M13.5.1 M13.5.1.1 found by direct substitution,
Limits Explore the methods  Calculate limits. using algebraic manipulation or
of finding Limits. using alternate forms of
trigonometric functions

 Limits of indeterminate form

0 
or may be evaluated
0 
using L’ H ̂pital’s rule.

M13.5.2 M13.5.2.1
Piecewise Sketch and interpret  Draw graph of  Piecewise-defined functions.
Functions piecewise-defined Piecewise-defined functions.
functions

M13.5.3 M13.5.3.1  Find limits from graphs.  Limits from graphs.

Limits, Continuity Explore and interpret
and the concepts of  Identify the points of discontinuity  Continuity.
Differentiability limits, continuity and of functions.  Discontinuity.
differentiability from  Identify the points where the  Differentiability.
graphs. function is not differentiable.
 Explain the relationship between  Connection between
differentiability and continuity. differentiability
and continuity.

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 13

KLA OUTCOME Students to develop skills and understanding to become self-motivated, confident learners through
inquiry and active participation in challenging and engaging experiences.
STRAND M13.6 ALGEBRA
STRAND Students should be able to develop knowledge, skills and understanding of Sequences,
OUTCOME Mathematical Induction, Binomial Theorem and Partial Fractions.
CONTENT
LEARNING
SUB-STRAND OUTCOME ACHIEVEMENT INDICATORS SCOPE OF CONTENT
(CLO) Students will be able to
(Concepts, skills, values)

 List the terms of sequences.  Terms of a sequence.

 List the sequence of partial  Partial sum.
M13.6.1 M13.6.1.1 sums.
Sequences Study partial sum,
convergence and divergence  Calculate the limit of a  Limit of sequences.
of sequences. sequence.
 Determine whether  Convergence and
sequences diverge or divergence.
converge.

M13.6.2 M13.6.2.1
Mathematical Explore the method of proving  Prove by mathematical  The initial and the inductive
Induction by mathematical Induction. induction. steps to prove formula for the
sum of series.

 Expand binomial expressions  Expansion using Binomial

using the Binomial Theorem. Theorem .

M13.6.3 M13.6.3.1  Use the formula for the general  Use the General (r +1)th
Binomial Theorem Study Binomial Theorem and term to solve problems.
apply it to binomial term of ( x  a ) n 


expressions.
nr r
Tr 1  n x a
r
to find term independent of
x (constant term),
coefficients and any
particular terms.

M13.6.4 M13.6.4.1
Partial fractions Decompose rational functions
into a sum of simple functions.
 Write a fraction as a sum of its  Denominator with distinct
partial fractions. linear factors, repeated linear
factors and quadratics which
cannot be factorised.

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 14

 Students to develop skills and understanding to become self-motivated, confident learners through inquiry
KLA OUTCOME and active participation in challenging and engaging experiences.
STRAND NAME M13.7 PROBABILITY AND INFERENTIAL STATISTICS
STRAND Students should be able to develop knowledge, skills and understanding of Probability and
OUTCOME Inferential Statistics and apply to simple real life situations.
CONTENT
LEARNING
SUB-STRAND OUTCOME ACHIEVEMENT INDICATORS SCOPE OF CONTENT
(CLO) Students will be able to
(Concepts, skills
values)
 Identify types of events.  Complementary, mutually
M13.7.1 M13.7.1.1 exclusive and independent
Probability of Investigate types of events.
Events events and determine  Calculate probabilities  Find probabilities of
the probability. associated with the above complementary, mutually
events. exclusive and independent
events.
 Calculate probabilities using  Addition rule.
addition rule.
M13.7.2 M13.7.2.1
Inverse Normal Analyse inverse normal  Solve inverse normal  Applied inverse normal
Problems problems. problems. problems.

M13.7.3 M13.7.3.1
Binomial Recognise situations  Define binomial experiments.  Four conditions of binomial
Distribution where binomial distribution.
distribution is a suitable
model and use this  Calculate binomial  Finding probabilities using
model to solve problems. probabilities. formulae and the tables.

 Explain central limit theorem.  Central limit theorem.

M13.7.4. M13.7.4.1
Estimation Estimate the population
 Calculate an interval estimate.  Confidence intervals for
mean when the
population mean.
population standard
deviation is known.  Determine the sample size.  Sample size to estimate
the population mean.

M13.7.5 M13.7.5.1  Define terms used in  Null and alternative

Test of Carry out test on hypothesis testing. hypothesis, type I and type
Hypothesis population mean when II errors, one-tailed and
the population standard two-tailed test, significance
deviation is known. level.
 Perform hypothesis testing.  Hypothesis testing.

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 15

KLA OUTCOME Students to develop skills and understanding to become self-motivated, confident learners through
inquiry and active participation in challenging and engaging experiences.
STRAND NAME M13.8 DIFFERENTIATION
STRAND Students should be able to develop knowledge, skills and understanding of Differentiation and its
OUTCOME applications.
CONTENT
LEARNING
SUB-STRAND OUTCOME ACHIEVEMENT INDICATORS SCOPE OF CONTENT
(CLO) Students will be able to
(Concepts, skills
values)

 Find derivatives of products.  Product rule, quotient rule, chain

rule, logarithmic and implicit
 Find derivatives of quotients. differentiation to differentiate
M13.8.1 M13.8.1.1 algebraic, trigonometric,
 Find derivatives of compositions. exponential, logarithmic functions
Derivatives of Differentiate using
functions rules. and combinations of these
 Use logarithmic differentiation to functions.
find derivatives.

 Find derivatives of implicitly

defined functions.

 Find turning points.  Turning points.

 Find intervals of concavity.  Concave up or down.

 Determine the inflection points.  Inflection points.

M13.8.2 M13.8.2.1  Draw exact shapes of cubic  Cubic graphs showing turning
Applications of Study applications of functions. points, concavity, inflection and
Differentiation the derivative.
y-intercept.
 Solve applied optimization  Applied maximum and minimum
problems. problems.

 Solve related rates problem.  Related rates problem.

 Solve kinematics problems.  Differentiate displacement

expressions to get velocity.
 Differentiate velocity expressions
to get acceleration.
 Terms such as initial, rest,
stationary.
 Velocity, displacement and
acceleration after a certain time.

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 16

KLA OUTCOME Students to develop skills and understanding to become self-motivated, confident learners through
inquiry and active participation in challenging and engaging experiences.
STRAND NAME M13.9 INTEGRATION
STRAND Students should be able to develop knowledge, skills and understanding of Integration and its
OUTCOME applications.
CONTENT
LEARNING
SUB - STRAND OUTCOME ACHIEVEMENT INDICATORS SCOPE OF CONTENT
(CLO) Students will be able to
(Concepts, skills
values)

 Evaluate integrals using u-  Definite and indefinite integrals

substitution. using u – substitution containing
algebraic, trigonometric,
M13.9.1 M13.9.1.1 exponential, logarithmic functions
Integration Study definite and and combinations of these
indefinite integrals. functions.

 Evaluate integrals using partial  Definite and indefinite integrals

fractions. using partial fractions.

 Evaluate integrals using  Definite and indefinite integrals

trigonometric identities. containing products of sine and
cosine functions, cos 2 x &
sin 2 x

 Calculate the area between two  Area between two graphs.

M13.9.2 M13.9.2.1 graphs.
Applications of Study applications of
Integration integration.
.  Solve kinematics problems.  Integrate velocity expressions to
get displacement.
 Integrate acceleration
expressions to get velocity.
 Terms such as initial, rest,
stationary.
 Velocity, displacement and
acceleration after a particular
time.

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6.0 Time Allocation

6.1 Time Allocation per term

WEEKS TERM 1 TERM 2 TOTAL HOURS

TEACHING WEEKS 12 12 24 120

ASSESSMENT WEEK 2 2 4 20

TOTAL 14 14 28

6.2 Contact hours per strand

Contact time = 5 hours/week or 8 by 40 minutes per week.

STRANDS WEEKS CONTACT HOURS/ STRAND

1
Complex Numbers 3 15.0
2
Vectors 2 10.0
3
Functions 3 15.0

4
Trigonometry 2½ 12.5

5
Limits, Continuity and Differentiability 1½ 7.5
6
Algebra 3 15.0
7
Probability and Inferential Statistics 3 15.0
8
Differentiation 3 15.0

9 Integration 3 15.0

Total 24 120

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7.0 Resources

7.1 Prescribed Text

Year 13 Mathematics by Ministry of Education.

7.2 Supplementary Texts

Advanced Mathematics By J R Sealy and A W Agnew.

Fiji Form 7 Mathematics By H. Khan.
Sigma Mathematics.
Form 7 Mathematics Revision.

8.0 Note to the Teacher

Students’ attitudes towards mathematics are shaped by their learning experiences. Making the learning of
mathematics fun, meaningful and relevant goes a long way to instilling positive attitudes towards the
subject. Care and attention should be given to the design of the learning activities to build confidence in and
develop appreciation for the subject. Teachers should provide a more engaging, student-centred and
technology-enabled learning environment to promote greater diversity and creativity in learning.

8.1 Motivation in Mathematics

Get attention and motivate students with an interesting Lead-in Activity: A discussion of an interest,
unusual event, issue or person of significance to the students, puzzles, brief quiz, relate an interesting
personal experience, tell a joke that will appeal to the students, student movement to music or words,
students examine a model or object etc.
Review the previous lesson and explain the purpose of the current lesson. Identify key ideas that underpin
the concepts you are seeking to teach, communicate to students that these are the goals of the
teaching, and explain to them how you hope they will learn.

Wherever possible focus on real life applications as students will commit more energy to learning
Mathematics if they believe that is useful. Students should focus not just on the mechanics of “what to do”
but also on “why they are doing it”.

Student readiness to learn is vital to learning success. This requires considerations of prior knowledge.
Teachers should start lessons from students’ knowledge and ideas and then help them to find new
relationships i.e. the presentation of lesson to be systematic-known to unknown, concrete to abstract. Use
guided discovery learning wherever possible.

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8.2 Daily Quizzes
Have daily quizzes to encourage students to learn (To save marking time - Students can exchange papers
after the quiz to mark)
Frequent quizzes will help students to stay focused during this difficult topic. They can also help teachers to
spot trouble easily.
Quizzes should continue until all the students have learnt the concepts.

8.3 Drill Strategy

The major purpose is, through repetition, to produce immediate recall of reoccurring concepts in
Examinations.

For example, there are three types of hypothesis test question that could be asked. Students should do a
lot of questions repeatedly till they understand these three concepts.

Left- tailed test

one tailed test
Hypothesis Right-tailed test
Testing
two tailed test

8.4 Teaching for Understanding

Let students focus not just on the mechanics of “what to do” but also on “why they are doing it”
For example
 What is the purpose of confidence interval?
 When finding the sample size, n, why all fractional values are rounded up to the next whole number?
 Why a constant is added when integrating?

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9.0 Assessment

9.1 Suggestions for Internal assessment

Assessment should be carried out throughout the teaching and learning process to clarify student
learning and understanding. It should include:

 Worksheets.
 Quizzes.
 Short tests.
 Mid-term examinations.
 Term end examination.
 Presentation by students.
 Team competitions.

9.2 External assessment

 Assessment at the end of year will consist of a three hour written examination which will
measure the principles of mathematics at the level indicated in the syllabus.

 All strands will be compulsory as there are no optional strands. The mark allocation is shown
below.

STRANDS MARKS SUGGESTED TIME

1 Complex Numbers 12.5 22 minutes

2 Vectors 7.5 14 minutes

3 Functions 12.5 22 minutes

4 Trigonometry 11.0 20 minutes

5 Limits, Continuity and Differentiability 6.5 11 minutes

6 Algebra 12.5 22 minutes

7 Probability and Inferential Statistics 12.5 23 minutes

8 Differentiation 12.5 23 minutes

9 Integration 12.5 23 minutes

TOTAL 100 180 minutes

© MINISTRY OF EDUCATION, Y13 MATHEMATICS SYLLABUS, 2018 21

10.0 Planning Documents
10.1 Learning and Teaching Program
The following template is recommended for the Learning and Teaching Program. It shows sub strand M13.1.4 as an example.

School & Year Year 13

Key Learning Area Mathematics
Subject Mathematics
Strand Complex Numbers
Sub-Strand Powers and Roots of Complex Numbers
Term/ Content Achievement Indicators Lessons Learning and Teaching Student Activities Assessment Resource Remarks
Week Learning Teaching Focus Strategies Strategies
Outcomes No. Time
(CLO)

Term 1 Study De  Find any integer Class discussions Quizzes Year 13

 De Moivre’s Theorem Guided
Week 3 Moivre’s power of complex 1 hour Mathematics
1 formula. discovery Ex. 1.4.1
Theorem and numbers using De Worksheets text
learning.
apply it in Moivre’s Theorem. Group
raising  Calculation of z n using discussions Oral External
De Moivre’s Theorem. questioning papers
complex
numbers to Oral
powers and presentations
finding
2- 3 2 hours  The nth roots as the Class discussions Quizzes Year 13
complex roots Inquiry Worksheets Mathematics
 Find roots of solutions of
learning. Oral text
complex numbers z n  x  yi for any Ex. 1.4.2
questioning
natural number n and Group External
real numbers x & y. discussions papers

. Oral
presentations

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 10.3 Lesson Plan
Lesson plans contain the details of each lesson to be taught. It is to be prepared for lessons which are observed by HOD or administrators.
The following lesson plan is for the sub-strand: Raising Complex Numbers to Powers.

Subject: Mathematics Year 13 Strand Complex Numbers

Sub-strand Raising Complex Numbers to Powers Lesson Duration: 1 hour Lesson No# 1
Lesson Outcome[s]: Find any integer power of complex numbers.

Structure Time Teacher Activity Student Activity

Preparation / Introduction
 Recap converting rectangular to polar form. 10 minutes Recap Take part in class
 Give lesson outcomes 1. State De Moivre’s Theorem formula Lesson outcomes discussions
2. Calculate z n using De Moivre’s Theorem.
Presentation 20 minutes Presentation Take part in class
 expansions and ask leading questions to introduce De Moivre’s Theorem formula.
Give few Lesson notes discussions
Give notes and examples. Ask questions Copy notes
Practice
Students discuss and do exercises in pairs or in groups 20 minutes Facilitate and guide Solve problems
Oral Presentations
Evaluation 5 minutes Facilitate and guide Summarise lesson
Recap the lesson and summarise
Expansion
Homework 5 minutes Give homework Copy questions

Materials/Resources Year 13 Text book, External Papers, Worksheets

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10.4 Lesson Notes

Teachers need to be aware of their students’ interests and abilities so as to develop learning tasks that
are stimulating and challenging.

Each teacher is to have a copy of the notes and answers to activities/exercises which are
found in the text book.

Teachers are reminded that text book is to be used as resource material and that notes are to be
developed to suit the students’ level of understanding, context and time.

For example when preparing notes on Raising Complex Numbers to Powers using De Moivre’s Theorem,
the following should be considered.

1. De Moivre’s Theorem Formula.

2. As examples, use Complex Numbers from all four quadrants to raise to powers.

3. Give exercises not only from prescribed text book but also from supplementary text books and
past year papers.

4. Give homework questions similar to examples and class activities.

THE END

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