TL/T28ed § ONVy “E SWYO4 YOd SNBVTIAS ONIHOVAL SOLLVINSHIV g pue » ‘€ WHOA SNEVTIAS DNIHOVAL SOLLVIANSH.LVW NOILWONGA JO SWALSAS-2NS ONDIVAdS-HONAUS GNV ONDIVadS-HST1SNA AHL 40 NOILVINGA AUVGNODIS WUANAD JO FIODAD LSUIS HL AO SASNAVTIAS JHL INIAIGAY OL See INTL. AT 40 0aSaNIW EE] ESE oN WACO 30 STAXXKON XANNY st NVTYSH.LVS - MAOM - 3ovad NOOwaWy9 40 OTanday‘The syllabuses of the first cycle of Secondary General Education are broken down into 5 areas of lei number of disciplines as shown in the table below. ing, each of them containing a given Areas of learning Disciplines 1- Languages and Literature = French) - English = Living Languages I = Ancient Languages = __Literature(in English and in French) 2- Science and = Mathematics - The Sciences( Physics, Chemistry, Technology, Life and Earth Sciences) = Computer Science 3- Social Sciences/Humanities = History - Geography = _ Citizenship Education 4- Personal Development = Sports and Physical Education Manual Labour Arts and National Cultures - National Languages = National Cultures = Arts MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 ‘SERVICES DU PREMIER MINISTRE. VISA 002687 PRIME MINISTER'S OFFICE 06 JUN 2023 Page 2/71END - OF - FIRST CYCLE LEARNER'S EXIT PROFILE The first eyele of Secondary General Education admits young graduates from primary schools aged between ten and fourteen. Its general objectives are ot only to build intellectual, civic and moral skills in these children but also competences and fundamental knowledge which will either enable them to foster their education in the second cycle, or to prepare them for a smooth insertion into the job market after professional training Thus, within the framework of these new syllabuses, the learner is expected, after the first cycle of secondary education, to be able to use hisvher competences to solve problems through family of situations relating to domains of life as indicated in the table below: N&__| Domains/Areas of life ‘Families of situations to be treated in the M™ eyele Participation in family life 1 Family and social life + Healthy professional relationships Social integration + Discovery of income ery of the job market, social role s, jobs and professions F: pone + SclFeonfidence, aspirations talents, sel potenti + _ Practicing healthy eating habits + Environment 3 Environment , health and well being Quest fora healthy lie style + Choosing and practicing a healthy I : + Mastery of rules and regulations governing the Cameroon + _ Discovery of cultural values and customs of the Cameroonian society > Discovery of the media world + _ Discovery of Information and Communication Technologies penship 5 Media and! Communications In order to achieve these objectives, the learner should be able to mobilise, within the various disciplines and constructive areas of learn syllabuses, all the pertinent resources in terms of knowledge, know-how and attitudes. 1g of the The next table gives you a general overview of the afore-mentioned objectives, while the syllabus for each subject unfolds, in details, all the expected competences per level and at the end of the 1" cycle ‘SERVICES DU PREMIER MINISTRE VISA 002687 06 JUN 2023 MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 PRIME MINISTER'S OFFICE Page 3/71[Areas of Learning Expected outcomes at the end of the 1 eyeles “Languages and Literatuf SERVICES DU PREMIER MINISTRE |-Languages and Literati ee Living languages: English, French, German, Halian, Spanish, Chinese, Ete, French and English, Lt Receptive skills: reading and listening Read in an autonomous way. different types of texts related to areas of life as| defined in the syllabus; Listen and understand various texts. related to the above mentioned areas of Tift Productive skills: speaking and writing Produce various types of texts, of average length related to these areas of lifes Language tools: appropriate use of various language tools in onder to produce| and read types of texts related to that level: English to Francophone learners French to Anglophone learners uunieate accurately and fluently using all Tour baste skills in language learning: ' Be able to transfer knowledge learnt in class to rea classroom; Be able to cope and survive in problem solving situations: lite tations out of the} 002687 0.6 JUN 2023 PRIME MINISTER'S OFFICE Living languages 11 Receptive skills: reading and listening Read and understand simple texts on social life, citizenship, the environment, well-being and health, media etc.. Listen and get oral information in order to simply interact during commu situations related the various domains of life. Productive skills: speaking and writing, Sing, recite, dramatise . orally answer questions related to the defined in the syllabus; Write short passages on various familiar topics. ‘Ancient languages: Latin, Greek National languages Literature meron Literature; Literature; Francophone Literature; Other literatures Develop general knowledge through ancient languages and cultures; know the ns of the French language for linguistic mastery; Carry out elementary tasks in translation, 2-Science and Technology Use mathemat Knowledge skills and values with confidence to solve rea Ti Mansa, problems within the different domains of life: Communicate concisely and unambiguously and develop power of mathematical reasoning (logical thinking. accuracy and spatial awareness). ‘The Sciences ‘The Seiences: MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5. Page 4/71DU PREMIER MINIBTRE ERVICES DU PREM! 06 JUN 2023 ‘Require the fundamentals of sciences in order to understand the functioning of the human body, the living world, the earth and the environment; Acquire methods and knowledge to understand and master the functioning, of technical objects made by man to satisfy his needs; Demonstrate attitudes to protect his/her health and environment. PRIME MINISTER'S OF! PRIME MINISTERS I Computer Scienc Mumanities Citizenship Education ‘Computer Science Master the basics of Information and Communication Technologies; Exploit and use ICTs to learn Possess cultural references to better locate events in time and space within a ateaaey ‘Acquire a common culture ; be aware of heritage from the past and current 3- Social Seiences Geography challenges; Geograp! Develop one’s curiosity and knowledge of the world; Get acquainted with landmarks to find your way and fit in the world Citizenship Education: Possess essential knowledge in rights and du citizenship. Moral Education; Home Economies; 4 Personal Development | sorts and Physical Education Health Edueation Develop his / her physical abilities/Skils: Get ready for physical challenges , save and regain energy after physical efforts; Identify risk factors; possess basic knowledge and principles in hygiene and| health education; strate a sense of self control and appreciate the effect of physical Conceive and draw up sports and cultural animation projzets; Acquire methods and develop a high sense of efforts; Conceive, draw up and implement projects that will enable one to project his/her 1 inspired by self-confidence. Recognize, identify, describe and make geometrical shapes /forms, develop skills and accuracy as well instruments for measuring and drawing and ability to visualize 3-dimensional figures; Page 8/72 MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5. have confidence in the use of> Acquire the methods and knowledge to understand and master the functioning of technical objects made by man to sty his needs; Meet up with the challenges of life through the use of scientific methods in solving real life problems; > Appreciate the beauty of nature. ‘The Mathematics teaching syllabus for forms 3, 4 and 5 is designed so that teaching/learning at this level will continue to develop in learners the hare: three fundamental competencies wl > Solve a problem wit acitizen; in a situation (solve problems encountered within real life situations) so as to fully and autonomously assume role as Display a logical reasoning (show a coherent logical reasoning, spirit of curiosity, spirit of critical thinking and initi 29 > Communicate using Mathematical language (communicate in an intelligent, clear and concise language orally or written). These three competencies are developed progressively at all stages of secondary education through some real life act for forms 3 to 5 are knowledge, comprehension, application and simple cases of analysis and synthesis. I- THE PLACE OF MATHEMATICS IN THE CURRICULUM AND ITS CONTRIBUTION TO THE LEARNING AREA. ies. ‘The cognitive levels Mathematics, offers different models and structures that constitute the framework of service tools in the Sciences and Technology leaming arca as well as in other learning areas through its own language. Mathematics in itself, contributes to the development of rigorous and logical reasoning, spirit of creativity and critical thinking. All these contribute to create, manage and exploit learning situations which help us to understand and master nature and laws of nature. Mathematics is at the root of all technological evolution of today’s world and as such, it contributes significantly towards the modification of our environment, our life style and our thinking process. Mathematical concepts form the bases of the evolution of the computer that has considerably improved our work habits and communication. Il- DOMAINS OF LIFE AND CONTRIBUTION OF SYLLABUS TO DOMAINS OF LIFI ‘The teaching/learning are constructed within five domains of | and health; Media and communication, Citizenship. Mathematical skills help in developing competences in commercial transactions, games, planning expenditure, energy consumption, decision making, environmental protection, health, politics etc. As earlier mentioned, Mathematies at the root of all technological evolution of today's world as it contributes significantly towards the modification of our environment, our life style and our thinking process. Some application of Mathematics can be seen in business, trades, polities, census, family planning, arts and musie ete Thus, be it in the domain of family and social life, economic life, the environment, well-being and health, media and communication and even citizenship, Mathematics plays a significant role. SERVICES DU PREMIER MINISTRE ISA. * 002687 +06 JUN 2023 PRIME MINISTER'S OFFICE which are: Family and social life, Economic life; the environment, well- being MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 Page 9/71.A family of situations refers to a group of life situations that share at least a common property. For these years of secondary education five families of + Representation, determination of quantities and identification of objects by numbers; * Organization of information, estimation of quantities and making choi = Representations and transformations of p FAMILIES OF SITUATIONS COVERED IN THIS PROGRAM OF STUDY = Usage of technical objects in everyday life: tuations have been identified which are: in the consumption of goods and services: 's and plane shapes within the environment; + Description of patterns and relationships between quantities and ideas using symbols. ‘SERVICES DU PREMIER MINISTRE MISA. 002687 PRIME MINISTER'S OFFICE 06 JUN 2023 ‘These five families of situations expose the learners to experience all possible daily life activities at this level such as Commercial transactions, games, planning expenditure, energy consumption, just to name a few. These are the areas to develop the envisaged competences The different modules for this level are: a) COMPREHENSIVE TABLE SHOWING THE DIFFERENT MODULES FOR EACH CLASS Level Title of module Family of situations 7 Duration ‘Numbers, Fundamental Operations and Representation, determination of quantities and identification of | 20 Perinds Relationships in the sets of numbers and objects by numbers between elements in a sct entations fc ‘ions of points a lane shapes | 20 Perio vatacentae Representations and transformations of poinis and plane shapes [20 Periods rR 3 within the environment om Solid figures Usage of technical objects in everyday life 10 Periods. 5 ganization of information, estimati jantities and making | 12 Periods | hieiiscaipenatiny Organization of information, estimation of quantities and making | 12 Period choices in the consumption of goods and services (Rigen Description of patterns and relationships between quantt 38 Periods | ideas using symbols dl sai Numbers, Fundamental operations and Representation, determination of quantities 20 Periods relationships in the sets of numbers and objects by numbers Form 4 between clements in a set lane Geonenry Representations and transformations of points and plane shapes | 44 Periods within the environment MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 Page 10/71Description of patterns and relationships between quantities and | 36 Periods ideas using symbols Representations and transformations of points and plane shapes | 44 Periods within the environment ‘Organization of information, estimation of quantities and maki choices in the consumption of goods and services Usage of technical objects in everyday life 16 Periods Algebra Plane Geometry 40 Periods Form 5 Logic, Sta and Probability Solid figures b) PRESENTATION OF MODULES. As with the syllabus for forms 1 and 2, each module has two main parts: the introduction of the module and the table. ‘The introduction has the presentation of the module: the contribution of the module to outcome and curriculum goals, contribution of module to learning area and contribution of module to areas of living. ‘The table on the other hand, is made up of three main columns which are subdivided into seven columns: © The contextual framework embodies the families of situations and some examples of real life situations where the knowledge and skills (competences) can be applied. Teachers are expected to come out with more real life situations within their environment. ‘© The Competences (competent actions) is divided into categories of actions and examples of actions: These are groups of some actions which are related to the mastery of the competences expected for the module. ‘© The Resources have the essential or core knowledge which give all the set of cognitive and affective resources which the learner needs to mol to successfully treat a family of situations. It is divided into four components: the mathematical notions, the skills or know-how, attitudes to be disposed oF to be acquired as well as other resources (material) necessary for the acquisition of these competence: VII- PEDAGOGIC ORIENTATIONS. a- Recommended Methodology: ‘The Competency-Based — Approach is based on the Socio-Constructivist view of learning which postulates that learners actively construct new learning onto old learning through an action in a given situation. In this light, the Mathematics lesson should have teaching/ learning activities and the teaching method being centered on the learner. Each teaching/learning sequence or lesson should include: © An introduetion tha will captivate and sustain the interest ofthe leamers; pee eR SBRER TINISTRE 002687 PRIME MINISTER'S OFFICE MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 Page 11/71© One or two learning activities that will fa knowledge with new knowledge; tate the acquisition of new knowledge and new skills. An activity that will consolidate old ‘SERVICES DU PREMIER MINISTRE VISA 002687 (06 JUN 2023 PRIME MINISTER'S OFFICE Integration activities whenever it is possible should be well planned so that it allows students 10 mobilize many skills learned to competently solve a real life problem. These integration activities are aimed at making the students to employ and use the learned mathematical skills necessary to competently handle life situations related to the family’ of situations for the module, ‘©. The essential knowledge is given as notion or methods: ©. Application exercises: © Teachers are encouraged to digitilise lesson preparation and delivery r c- Evaluation. In order to determine the leamer’s progress in the learning process, the teacher must regularly carry out assessment of learning. Knowledge and skills are evaluated as with objective based while the criterion referenced assessment is used to evaluate development of competences. At the end of form 5, students will sit in and write the General Certificate of Education examination, Ordinary level, in Mathematics. The nature and structure of the examination will be defined by the Cameroon GCE Board d- Notations and symbol Teachers should teach for accuracy and should at cach time ensure that students use notations and symbols encountered at this level, accurately. No misuse of words, notations and symbols by learners should be tolerated. The teacher introduces progressively and whenever necessary the corresponding symbol for each set of numbers such as IR, N, , Q. e- Calculators ‘A calculator is a tool that is now very common among students. It fascinates and exercises an attraction that no other instrument seems to have had. Students use it even for the simplest operations. It is only a tool, and, is no substitute for the knowledge of its user. It is for the teacher to take note of this and encourage or discourage its use, as the case may be. The learners are expected to master the following keys (functions) of the 1 calculator: +,-, "sine, cosine and tangent and their inverses in degrees and in decimals x of a degree. & Geometry ‘The modules on geometry should not be left to be treated at the end of the academic year. The lessons on these modules will require a lot of well- prepared students’ activities. Accurate drawing using geometrical instrument is highly recommended. Correct use of notations and geometrical MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 Page 12/74.properties should be emphasized. Leamers should master the different geometrical instruments and their uses. Geometrical constructions should be taught as activities for both teacher and students. g- Management of modules ities with geometrical activiti Each module is considered as a whole for that level. Teachers are advised to alternate numeri h- Formulae, symbols and notations ‘Students should master among others, the following formulae: Circumference of cirle= Sr, where ris rus ofthe eile i : Volume of pyramid = = ase area > height Caned wr aT ght rear inde = Deh Volume of right crt cone = 4 ar? a+byh Volume of sphere ‘Arca of trapezium = es oF a polygon with n sides = (2a — 490" or (n= 2180" Sun oF Terior a Area of eirele= 77 Base height Solutions of ax” + bx + € = OW the formal 1 Awa of a triangle = Shesin A or : ee 2 xe oe hae axbs rata ice (s(s -aXs—bXs-c) wheres = ale aK on = Sunes aa ofphere= Aar™ Detrminnt ofthe by 2matix (4) isgivenby ad—be Volume of eylinder= ah Tnverse ofthe 2by 2 matrix (¢ f}) is given by —— db a ‘SERVICES DU PREMIER MINISTRE VISA, ~ 002687 +4206 WN 2023 PRIME MINISTER'S OFFICE MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 Page 13/71Learners will meet and use among others, the following symbols and notations: TT ihesetor < wan element oF mi The number oF elements the sett z Ts not an element of a the set of all x such that u Talon = sa subset oF A Tntersootion a The complement ofthe set To ihe image of under the fi Fase Fis a function under which each clement of sat A has an tage in |" The inverse relation oF he sol B Fay isa Tanetion under which x is mapped onto.y Be The anelion Fol the Tunetion i ‘open Tnierval on the number Tine pases the veetor AB closed interval onthe number fine Magnitude of vector 4 = Te Al The interval {a 5x =D) a The vector GA The interval fa <0 =} Ta By The interval fa S¥ =O} P nolp cay The intenal fav} = implies TABI Tine segment rom Ato B. Pea P implies ands impli’ by @ (ps equivalent to he Length of [AB] ” DIGITALIZATION This syllabus shall be used following the hybrid system of education, where lessons will be delivered face to face and on-line. Resources that are available on-line shall be in harmony with the progressions established for classrooms practice. Users are encouraged to mobilize necessary tools to facilitate learners-centered approaches in designing interactive classes. The expected outcome will be the improvement of learners” performance in certificate and classroom exams as well as community practices, DU PREMIER MINISTRE ‘SERVICES DU PRE AL PRIME MINISTER'S OFFICE MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 Page 14/71U PREMIER MINISTRE SOUVISA ~ 902687 fe 06 WIN 2023 SERVICE STRUCTURE OF SYLLABUS : FORM 3 v g to solve problem situations relating to numbers, decimals and fractions, plane configurations, solids in space and basic notions of organization and management of data. PRIME MINISTER'S OFFICE @ Use mathematical reasor * Comsunicate using mathematical language in situations relating fo those mentioned above. Representation, | [ Representation, ‘Organisation of Describing determination of | Jand transformation] - information, patterns and FAMILY OF quantities and | Jof points and plane} |US@ge of technical estimation of relationships SITUATIONS identification of | | shapes within the objects in quantities end |] yetween quantities environment setar yal nia making choices in 1) and ideas using the consumption of aymbals MODULES CATEGORIES OF ACTIONS | (38 Periods) 7 |r Interpretation of algebraic models |t Determination of quantities from algebraic models Representing quantities and relationships plane shapes and transformation within the environment presentation and exploitation of information + interpretation of results + Production of objects. + Linking volume to capaciy + Determination of measure and how much an abject can contain information using numbers /erbal interaction on information containing numbers + Representation and treatment of information ‘and quantities = Scale drawing * Production of plane shapes. "Tracking changes MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 Page 15/71te /9raieg § ONY b ‘€ SWUOS HOS SNAVTTAS ONIHOVAL SOLLVVSHLIN sayy, “SINaIUOD sn Junau! pure asuas ayeUL 0} 99u9PIJUOD JeOHEMOYTEW ay? sey SiaquINU yA suoNBado pue s9quINU Jo asuas Pook 1 qutav souuvay aus “DOS Jo UoHLINo}B9 Ase 20F dyoy [HIN WHO} NITE UF EIEP 40 ALO}UAAUE plodDy “919 saINUUE “Is2s=1uL PunodwwoD Pue ajduIs se yans suoreordde s1wouod9 Joy pasn suv suoHoUNy (yiLvo] Jo sydesH “anjea st! Jo uoHTeIOasdde 40 Zuspudyssopun sv Jo osje pur aonds pu own) Suuie® snyy UUOY Napur UL Stoquinu ase] A190 yuaseados 0} Siow] 9xp 40} sNUNuoddo oyp soprroud 2]NPOW SILL ONIAITAO SVAUV OL ATAGOW AO NOLLAARILNOD ‘suoprenba snoouayjnuils Jo uoNNjos ay} 40) Sjyemmuane pure sxoa\jou FuNvO.I UI pasn suv SOLVE skyg Uy SoouTISqHS DANDBOIpEL YA Avoap Jo are “Aanspuays uF uoNNjos v Jo [1d “AydesToos ur yous voHLIndod “AFojorq wy eUIING j9|t9 Se Yons spofqns Joyo UF pasn ase ‘a[dusLNa soy sydwss soy pu swUpLLAoy “s9o4puy “919 UONeONpS 5 sjoafqns Joouss Joyjo UI papsou MOY-NoUy a1Seq YMA s4UIeD] dinbo osye [L461] “pase aq ||! SAaUdI9s au sdinbo aynpous stup Jo Aroisew au VAY DNINUVA OL ATAGOW AO NOLLAARALNOD “swia]qoad aajos 0} waned puarxa pus aquosop “BSI9A 901A upd, ‘suta|qoud Supajos uy 2ouapy tod pur souapadwoo yA yoayD puE arE|No|eo “oreUULISA IUNOD OF UE quasaudas pue aqusasap “az1uBo994 0} 9| 1 S1OUIWO'] “SuaquINU BuIsN Sfasisoud pu AjastouoD ayeopuMUELHOD aunjon.as jeuatt poo® to} SaInqunuoD 2[NPoU! SHELL pue sdiysuoneyas p10 ou aBenT UE] 98 91 ) pu sioqu STVOD WATNORRIND GNV ANWOILNO OL ATNGOW AO NOLLAARILNOD aaquinu Funfoxa 49a JoAods|p 01 198 Siowswa] a/NpoL stKp Uy “ssoLHEW pa||v9 sAeuse 4w]NsUEIONs uoneuuoyut Jo JusWESURLIE YIN Spud puw K1Od4p 19S “Cl “Z “ND StoquunU Jo Stas oI ‘swITHEFO] pus sooipur ] Senseo? | Metre nite imap ofatown, | plane shapes | putting aceiting | 2DIMENSION: Caen recedes ea | onder auey ind Frcs ty Samprcisy eveclerand ‘or continent transformation : r 7 ‘within the Produce maps: Nese once prerideninr “(otabereall Modell environment eae calculation lengths “Travelling 5, -Displacing a log = Represent vectors; Representatio | Navigation ~ ale of wood using a = Express vectors in terms String ns an} earn of drawing scrollbar oer vectors: Critieal transformation of E o hinking Geometrical Crore [Boundaries Design a house incapeesiogor a — Tahoe within Production of | oF 2 road vey Te ronment | -Gyimnasties- | plane shapes vase ~ Calculate displacemert é ectors expressed in Scientific ruling a ceiling Draw the plan "i vectors in terms of the Patt ling. Div ter ne often torsintemofthe | method Tracing paper andj, unit vectors i and Painting = Find seal ci Leu ae Fanilbiecte Find sealer products: Geoboard and jailing erota, FDot or scalar product of | Find angle between two | ~Abiliyto | ber bands Desionkipa flag pole or ofa | 80 vectors: vectors; visualize Determination ee ~ Use midpoint theorem to of ae solve problem on vector -Mapping a gv0 Vectors -abitity to | models Monvings measures enero comet ens = Cary outcaleulaions | justify A globe -Computer ‘graphics Vector geometry Mid-point theorem Proportional div veotor jon of involving division ofa vector ina given ratio. snse of appreciation MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 ‘SERVICES DU. EReNcr MINISTRE Page 44/71TABLE 16: PLANE GEOMETRY. FORM 4 Contextual framework ‘Competences Resource Reaiirob Examples of | Categories of Actions Core knowledge Skills Attitudes | Other resourees situations situations actions “Drawing the | Recognition of | -Determine contents | 11, SIMPLE = Relate object and | “Sense of Metrerute: mapofatown, | plane shapes | of similar TRANSFORMATIONS | jypage for a order country and containers transformation; ‘or continent transformation ~Cut out into similar = a : =Transformation of |= Find image of plane pe measures of within the shapes: l Fips image ot pl -Precision in| different lengths point, line and a plane |” figures - “Modelling —_| environment gure: cometiall Travelling -Make model of ear, 7 i n Representations | Navigation | Seale f Seer fenvimee ene a Demarcation of | drawing entity objects operators Figures using mateis ceonoitieal Teatormasonvan, | using shape and Sperntor, thinking instrument cae | bounties size ~Bnkargeme ~ dentify and state within Production of properties of Jane shapes | -Drawa motive for Isometries: «| tracing paper ‘the environment e = Isometrics mific acing pap Putting a eel decoration ‘eendtbesion® ~ Determine the method transition reflection, | Malis operator for Geoboard and Draw the plan fora | tions an isometric: rubber bands “Art or design te ~ Establish the -Ability to relationship between | visualize Graph boards Designing a Bipot ebm dress Determination of | #8 determinant ofa models measures ind height of a ‘mattis Ability to Mapping 2 building or ofa flag | - Invariant point, agree ctia (feer Atie town pole or ofa radio it the ass || peepee Lan point by a singular | justity E ~Successive Trix and the Abul Building ‘indstanee |) Transormaton: equation ofthe ernstfiagasting | ~Tansformation in real) contiing allthose_ | appre images: transformations, [MATHEMATICS TEACHING SYLLABUS FOR FORMS 3, 4 AND 5 Page 45/71 PRIME MINISTER'S OFFICE