Republic of Malawi

Syllabus for

Additional mathematics

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

Additional mathematics

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: miedirector@sdnp.org.mw

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for additional mathematics:

Dr Jimmy Namangale - Chancellor College

Mrs Joyce Gondwe
Mr Donald Damaso
Mr Michael Liabunya
Dr Tasokwa Kakota
Dr Ezekiel Kachisa
Mr Christopher Tsogolani
- College of Medicine
- Dowa Secondary School
- Chinsapo Secondary School
- Bunda College of Agriculture
- Malawi Institute of Education
- Shire Highlands Education Division

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

MoEST and MIE would also like to thank H Zengo Chirwa who helped in the refining of the
syllabus. Finally, thanks should also go to Atipatsa Kaminga, Douglas Banda and Andrew
Livanga for providing expert advice on the syllabus during its development.

Production team

Editing: Tionge Saka

Typesetting and
layout: Lucy Kalua Chisambi
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements ........................................................................................................... iii
Foreword ............................................................................................................................. v
The secondary school curriculum in Malawi ................................................................. vii
Developmental outcomes ................................................................................................. viii
Rationale for additional mathematics ............................................................................. xi
Scope and sequence chart for Forms 3 and 4 ................................................................. 1
Teaching syllabus for Forms 3 and 4 ............................................................................... 6
References ........................................................................................................................... 47
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for additional mathematics
Additional mathematics is fundamental in solving real life problems in the ever-changing
world. It helps to develop and enhance students’ intellectual competence in logical problem
solving, spatial visualization and abstract thinking, among others. The subject also increases
levels of understanding of mathematical concepts or skills and is a vehicle for bridging the gap
between secondary and higher education mathematics.

The application of additional mathematics in areas such as physics, chemistry and engineering
is of utmost importance and cannot be overlooked. Additionally, students are prepared to
function in a global society through problem solving, communication and reasoning by
integrating mathematical concepts across the curriculum areas in real world situations.

Core elements and their outcomes

Functions and graphs

The students will be able to apply functions, graphs, cartesian geometry and inequalities to
solve real life problems.

Series
The students will be able to use binomial theorem, geometric and arithmetic progressions to
solve everyday life problems.

Trigonometry
The students will be able to creatively and resourcefully use relationships in trigonometry for
occupational and entrepreneurship advancement.

Calculus
The students will be able to apply differential and integral calculus to solve real life problems.

Mechanics
The students will be able to use knowledge and skills in mechanics to design various
machinery.

Handling and analysing data

The students will be able to apply statistical skills in a research process.

xi
 Scope and sequence chart for Forms 3 and 4

Core element Form 3 Form 4

Functions and graphs Functions

 identification of functions
 notation of functions
 terminology in functions
 composite functions
 onto functions
 one-to-one functions
 inverse functions
 minimum and maximum of quadratic functions by
completing the square

Cartesian geometry
 equation of:
- a circle
- tangent to the circle

Graphs
 linearisation of functions of the form and

 graphs of exponential functions

- law of growth and decay

Core element Form 3 Form 4

1
 Inequalities
 quadratic inequalities
- critical points
- sketching
- illustrating quadratic inequalities using a table
- formulation of inequalities
 absolute values

Series Binomial expansion Power series

 pascal’s triangle  sigma notation
 factorial notation  properties of sigma notation
 binomial coefficients  convergent and divergent series
 binomial theorem

Trigonometry Trigonometry
 trigonometric ratios in a unit circle
 graphs:
- sine, cosine and tangent
- transformations of trigonometric graphs
- angles and trigonometric ratios from graphs
 trigonometric identities
 trigonometric equations
 radian measure
 arc length and area of a sector

Core element Form 3 Form 4

2
Calculus Limits Integration
 limits of polynomial functions  anti-derivatives
 indefinite integrals
Differentiation  definite integrals
 derivatives  area of a plane region
- first principles
- product rule
- quotient rule
 chain rule
 second derivatives
 turning points
 rates of change
 small increments
 equation of a tangent to a curve
 equation of a normal to a curve

Mechanics Vectors
 vectors in two and three dimensions
 basic operations on vectors
 modulus
 unit vector
 angle between vectors
 resolving vectors
 vector equation of a straight line

3
Core element Form 3 Form 4
Matrices
 determinant of a matrix
 inverse of a matrix
 simultaneous equations

Mechanics
 resolving forces
 impulse and momentum
 uniformly accelerated motion
 newton’s laws of motion
inclined plane and projectiles

Vectors
 vectors in two and three dimensions
 basic operations on vectors
 modulus
 unit vector
 angle between vectors
 resolving vectors
 vector equation of a straight line

Matrices
 determinant of a matrix
 inverse of a matrix
 simultaneous equations

4
Core element Form 3 Form 4
Mechanics
 resolving forces
 impulse and momentum
 uniformly accelerated motion
 newton’s laws of motion
inclined plane and projectiles

Handling and Statistics

analysing data  data collection
- sources
- methods
- tools
 sampling techniques
 data analysis
- measures of central tendency
- data representation
- measures of dispersion

Probability
 sample space
 exclusive and non-exclusive events
 laws of probability
 conditional probability
 tree diagrams
 binomial distribution

5
 Teaching syllabus for Forms 3 and 4
Term 1 Form 3
Core element: Functions and graphs
Outcome: The students will be able to apply functions, graphs, cartesian geometry and inequalities to solve real life
problems.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods
We will know this Students must be
when the students are able to:
able to: 1 recognize a Functions  identifying functions using a  discussion  calculators
 demonstrate an function definition of a function  group work  computers
understanding of  finding images of  demonstration  chart paper
functions - polynomial functions  question and  graph boards
- exponential functions answer  graph paper
- logarithmic functions  written exercises
 peer assessment
2 use function  using arrow notation, eg  individual work
notations  self evaluation

 using round bracket notation,

eg
 using composite function
notations eg or

and

6
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods

3 recognise  discussing function terms  discussion  calculators

function terms - domain, co-domain, range  group work  computers
and image  demonstration  chart paper
- one-to-one function  question and  graph boards
- onto function answer  graph paper
 discussing the characteristics  written exercises
of onto functions  peer assessment
4 find the inverse  individual work
of a function  discussing why a given  self evaluation
function does not have an
inverse
 recognising inverse function
notation ie
 finding inverses of given
functions
 sketching graphs to show the
relationship between a
function and its inverse

7
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods

5 determine  sketching quadratic functions  discussion  calculators

minimum or  finding turning points by  group work  computers
maximum values completing a square  demonstration  chart paper
of quadratic  finding the minimum and  question and  graph boards
functions maximum values of quadratic answer  graph paper
functions by completing the  written exercises
square  peer assessment
 individual work
 self evaluation

8
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods
6 combine  simplifying functions eg  discussion  calculators
functions -  group work  computers
-  demonstration  chart paper
 question and  graph boards
-
answer  graph paper
 using the following notation  written exercises
for arithmetical operations  peer assessment
with functions.  individual work
-  self evaluation
-

- provided

that
 combining functions using the
composition of functions,
 using composite function
notation eg,

and

9
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods

7 solve real life  determining a function from a  discussion  calculators

problems given real life situation  group work  computers
involving  solving a problem using the  demonstration  chart paper
functions functional approach  question and  graph boards
answer  graph paper
 written exercises
 peer assessment
 individual work
 self evaluation

10
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods

We will know this Students must be

when the students are able to:
able to:
 demonstrate an 1 determine Cartesian  finding the equation of a circle  discussion  calculators
understanding of equations of geometry  finding the equation of a  group work  computers
cartesian geometry circles and tangent to a circle  demonstration  chart paper
in two dimensions tangents to a  finding the distance from the  question and  graph paper
circle centre to the tangent at the answer  graph boards
point of contact  written exercises
 peer assessment
 individual work
 self evaluation

11
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods

2 find the centre  finding the radius of a circle  discussion  calculators

and radius of a from its equation  group work  computers
circle from its  finding the centre of a circle  demonstration  chart paper
equation from its equation  question and  graph paper
answer  graph boards
3 solve real life  determining linear  written exercises
problems relationships from real life  peer assessment
involving situations  individual work
cartesian  using linear relationships to  self evaluation
geometry solve real life situation

12
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods
We will know this Students must be
when the students are able to:
able to:
 draw and 1 determine linear Graphs  completing a given table of  discussion  calculators
interpret graphs laws from given values using linear laws  group work  computers
functions  drawing linear graphs through  demonstration  chart paper
the best fit line from a table of  question and  graph paper
values answer  graph boards
 finding the values of gradient  written exercises
and -intercept  peer assessment
 finding the linear equation  individual work
using gradient and -  self evaluation
intercept

2 reduce equations  drawing graphs of log y

of type against and against
and to
linear form  using graphs to find the values
of and

13
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 solve  drawing graphs of exponential  discussion  calculators

exponential functions  group work  computers
equations using  solving equations of the form  demonstration  chart paper
graphs using graphs  question and  graph boards
answer  graph paper
4 solve real life  presenting data in simple  written exercises
problems form using graphs  peer assessment
involving graphs  interpreting graphs for  individual work
making informed decisions  self evaluation
 using exponential functions
to determine laws of growth
and decay

14
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods

We will know this Students must be

when the students are able to:
able to:
 demonstrate an 1 evaluate Inequalities  discussing the meaning of absolute  discussion  calculators
understanding of expressions value  group work  computers
absolute values containing  discussing properties of absolute  demonstration  chart paper
absolute values value  question and
 using the properties of absolute answer
values to re-write expressions in a  written exercises
form that does not contain absolute  peer assessment
values  individual work
 self evaluation
2 solve inequalities  sketching inequalities that contain
that contain absolute values
absolute values
 solving inequalities that contain
absolute values

15
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

We will know this when Students must be able

the students are able to: to:
 solve and illustrate 1 determine critical Inequalities  finding critical points by factorisation  discussion  calculators
quadratic points  finding critical points by completing the  group work  computers
inequalities square  demonstration  chart paper
 question and
2 illustrate quadratic  sketching the inequalities of the form answer
inequalities  written exercises
, ,
graphically or  peer assessment
using a table  individual work
, using critical points
 self evaluation
 developing a table to illustrate quadratic
inequalities of the form

, ≤ ,

, using the critical points

16
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching, learning
and assessment and assessment
methods resources

 sketching the inequalities of  discussion  chalkboards

the form ,  group work  calculators
 demonstration  computers
, ,
 question and  chart paper
using the critical points answer
 written exercises
 developing a table to  peer assessment
illustrate quadratic  individual work
inequalities of the form  self evaluation

, , using the

critical points

17
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching, learning
and assessment and assessment
methods resources

3 find solutions of  finding the solutions of an  discussion  chalkboards

the inequalities inequality using a graph  group work  calculators
 finding the solutions of an  demonstration  computers
inequality using a table  question and  chart paper
4 solve real life answer
problems  determining inequalities  written exercises
involving from given constraints  peer assessment
inequalities  finding solutions using  individual work
inequalities  self evaluation

18
 Term 2 Form 3
Core element: Series
Outcome: The students will be able to use binomial theorem, geometric and arithmetic progression to solve everyday life problems.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this Students must be
when the students are able to:
able to:
 demonstrate an 1 compute Binomial  constructing Pascal's triangle for  discussion  chalkboards
understanding of binomial expansion expanding expressions of the form  group work  calculators
binomial theorem coefficient , for  demonstration  computers
 evaluating factorials  question and  chart paper
 computing binomial coefficients answer
using factorials  written exercises
 relating binomial coeffient formula  peer assessment
to number of ways of choosing  individual work
items from n items ie  self evaluation
relating to

19
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, learning teaching, learning
and assessment and assessment
methods resources

2 use binomial  using binomial theorem to expand  discussion  chalkboards

theorem expressions of the form , for  group work  calculators
 demonstration  computers
 finding coefficients of specific terms  question and  chart paper
of a binomial expansion for any n, answer
where n is a positive integer  written exercises
 listing terms of a binomial expansion  peer assessment
for a maximum of three successive  individual work
terms  self evaluation
 applying binomial theorem to
evaluate decimal number up to 4
terms eg,

20
 Core element: Trigonometry
Outcome: The students will be able to creatively and resourcefully use relationships in trigonometry
for occupational and entrepreneurship advancement.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this Students must be
when the students are able to:
able to:
 demonstrate an 1 describe the six Trigonometry  discussing cotangent, secant  discussion  chalkboards
understanding of trigonometric and cosecant in a right angled  group work  calculators
trigonometric ratios triangle  demonstration  computers
relationships  discussing sine, cosine, tangent,  question and  chart paper
cosecant, secant and cotangent answer  graph paper
in a unit circle  written exercises
 peer assessment
2 use graphs of  drawing graphs of sine , cosine  individual work
sine, cosine and and tangent for angles of any  self evaluation
tangent for magnitude
angles of any  finding angles of a given
magnitude trigonometric ratio from a

21
 graph

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, learning teaching, learning
and assessment and assessment
methods resources

 finding trigonometric ratio of a  discussion  chalkboards

given angle from a graph  group work  calculators
 working out a set of values for  demonstration  computers
given trigonometric function  question and  chart paper
and graph answer
 written exercises
3 describe  drawing transformations of  peer assessment
transformations trigonometric graphs of the  individual work
of trigonometric form , ,  self evaluation
graphs , ,
,
, ,
, ,

 describing the nature of

transformations of
trigonometric graphs (ie
translation, enlargement,

22
 reflection and rotation)

Domain, co

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

4 find  using graphs of sine, cosine  discussion  chalkboards

trigonometric and tangent to understand  group work  calculators
ratios of angles signs of trigonometric ratios  demonstration  computers
of any  finding trigonometric ratios of  question and  chart paper
magnitude in angles of any magnitude answer
degrees  written exercises
 peer assessment
5 find angles of  finding an angle in the first  individual work
any magnitude quadrant from the given  self evaluation
in degrees using trigonometric ratio
trigonometric  finding angles of any
ratios magnitude from a given
trigonometric ratio

23
Assessment Success criteria Theme/ Suggested teaching and learning activities Suggested Suggested
standard topic teaching, teaching,
learning and learning and
assessment assessment
methods resources

6 use  using identities  discussion  chalkboards

trigonometric  group work  calculators
, ,
identities to  demonstration  computers
simplify to simplify expressions  question and  chart paper
expressions  using addition, subtraction and double answer
angle identities to simplify expressions  written exercises
 proving identical trigonometric expressions  peer assessment
 individual work
7 solve simple  using identities  self evaluation
trigonometric
, ,
equations
to find unknown values
 using addition, subtraction and double
angle identities to find unknown values
 solving simple trigonometric equations such
as for

24
 angles between 0° and 360°

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching, learning
assessment methods and assessment
resources

8 find trigonometric Trigonometry  converting angles from  discussion  chalkboards

ratios and angles degrees to radians  group work  calculators
using radian  converting angles from  demonstration  computers
measure radians to degrees  question and  chart paper
 finding trigonometric ratios of answer
angles (in radians) of any  written exercises
magnitude including special  peer assessment
angles  individual work
 self evaluation
9 calculate arc length  calculating arc length
and area of a sector  calculating the area of a sector
 using the area of a sector to
find areas of related figures

10 apply knowledge  using the area of a sector to

and skills in calculate area of structures of
trigonometry to different shapes in design
solve real life  using sine and cosine
25
 situations functions to determine period,
phase shift, wave length and
amplitude

Term 3 Form 3
Core element: Calculus
Outcome: The students will be able to apply differential and integral calculus to solve real life
problems

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be
when the students are able to:
able to:
 work out limits of 1 calculate limits Limits  finding the limits of  discussion  chalkboards
functions of functions polynomial functions of the  group work  calculators
form  demonstration  computers
 finding limits of polynomial  question and  chart paper
functions of the form answer
 written exercises
 peer assessment
2 use principles  calculating limits of  individual work
of limits  self evaluation
 calculating limits of
26
  calculating limits of

 calculating limits of

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be
when the students are able to:
able to:
 work out 1 calculate Differentiation  discussing gradient as rate of  discussion  chalkboards
derivatives of gradient change by using graphs  group work  calculators
functions  finding derivatives of  demonstration  computers
polynomials of degree less than  question and answer  chart paper
4 using first principles  written exercises  graph boards
 discussing general rules from  peer assessment  graph paper
first principles  individual work
 differentiating polynomials  self evaluation
using the rule if f(x) = xn then f
´(x) = nxn-1
 differentiating trigonometric
functions, eg

2 find derivatives  differentiating using the product

27
 of products, rule
quotients and  differentiating using the
functions of quotient rule
functions  differentiating using the chain
rule
 finding second derivatives

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 find turning points  identifying turning points  discussion  chalkboards

4 determine the
nature of turning
points
using  group work  calculators
 finding corresponding and  demonstration  computers
values at turning points  question and  chart paper
answer
 finding the signs of gradient  written exercises
to the immediate left and  peer assessment
right of the turning point  individual work
 finding the sign of second  self evaluation
derivative at the turning point
 identifying the nature of the
turning point

5 find the maximum  finding the maximum of

or minimum of given situations

28
 given situations  finding the minimum of given
situations

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

6 find rates of  calculating rates of change for  discussion  chalkboards

change for a given functions  group work  calculators
situation  calculating rates of change for  demonstration  computers
real life problems  question and  chart paper
answer
7 evaluate rates  finding the rate of change of a  written exercises
of change of function when a variable has  peer assessment
two related marginal changes  individual work
variables when  finding the rate of change of a  self evaluation
one variable variable when a function has
has marginal marginal changes
changes

8 calculate small  finding small increments of a

increments function when a variable has

29
 marginal changes
 finding small increments of a
variable when a function has
marginal changes

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

9 find the  relating the gradient of a  discussion  chalkboards

equations of tangent to a curve to a  group work  calculators
tangents to derivative at a point  demonstration  computers
curves of the  finding the equations of  question and  chart paper
form y = f(x) tangents to curves of the form y answer
= f (x), eg f(x) = x + sin x  written exercises
 peer assessment
10 find the  finding gradient of a line  individual work
equations of perpendicular to a given straight  self evaluation
normals to line equation
curves of the  finding the equations of normals
form y = f(x) to curves of the form

30
 Term 1 Form 4
Core element: Calculus
Outcome: The students will be able to apply differential and integral calculus to solve real life problems.

Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching, learning
assessment methods and assessment
resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate 1 recognise Integration  finding corresponding functions  discussion  chalkboards
an integration as the from given derivatives of  group work  calculators
understanding reverse of polynomials  demonstration  computers
of integration differentiation  finding corresponding functions  question and  chart paper
from given trigonometric answer
derivatives  written exercises
 finding the equation of a curve  peer assessment
given gradient and initial  individual work
conditions  self evaluation
 writing the anti-derivatives using
indefinite integration notation

31
 2 use rules and  using the general rule for
principles of integration of polynomials
integration  integrating simple sine and cosine
functions

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 integrating functions using the  discussion  chalkboards

laws of integration eg  group work  calculators
 demonstration  computers
 question and  chart paper
answer
 integrating composite function by
 written exercises
reversing the method of chain
 peer assessment
rule (substitution method)
 individual work
 self evaluation
 integrating functions in the form
of and

32
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching, learning
assessment methods and assessment
resources

3 find definite  finding the definite integrals  discussion  chalkboards

integral of polynomials  group work  calculators
 finding the definite integrals  demonstration  computers
of trigonometric functions  question and  chart paper
 finding the definite integrals answer
of functions of the forms  written exercises
or  peer assessment
 individual work
 self evaluation
 finding the area under a curve
4 use integration using integration
to find the area  finding the area of a plane
of plane region region bounded by functions
using integration

 using integration to work out

5 solve real life practical problems using
problems indefinite integrals
involving
33
 integration  using integration to work out
practical problems using
definite integrals

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this Students must be
when the students are able to:
able to:
 demonstrate an 1 use sigma Power series  expressing a series in sigma form  discussion  chalkboards
understanding of notation  expanding a sigma expression in  group work  calculators
power series series form  demonstration  computers
 question and  chart paper
2 apply  applying properties of sigma answer
properties of notation  written exercises
sigma notation  applying properties of sigma  peer assessment
notation  individual work
 applying properties of sigma  self evaluation
notation

 determining convergent and

divergent series

34
 Core element: Mechanics
Outcome: The students will be able to use knowledge and skills in mechanics to design various
machinery.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be
when the students are able to:
able to:
 demonstrate an 1 describe Vectors  using vector notation as ,  discussion  chalkboards
understanding of vectors in two AB, ,a, xi + yj + zk ,  group work  calculators
vectors and their and three  demonstration  computers
operations dimensions  question and  chart paper
appropriately
answer  graph paper
 written exercises
 describing as b – a where a,
 peer assessment
b are position vectors of A, B
 individual work
respectively
 self evaluation

35
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

2 carry out basic  expressing two position vectors  discussion  chalkboards

operations on as a single vector  group work  calculators
vectors  adding and subtracting vectors  demonstration  computers
in two and three dimensions  question and  chart paper
 multiplying a vector by a scalar answer
 finding scalar product of two  written exercises
vectors  peer assessment
 finding the modulus of a vector  individual work
 self evaluation
 finding unit vector
 using unit vector

36
 Domain, co
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 work out  calculating the angle between  discussion  chalkboards

geometrical two vectors  group work  calculators
problems  using vectors to solve simple  demonstration  computers
involving geometrical problems  question and  chart paper
vectors  finding the position vector of answer
the mid-point of a line segment  written exercises
 combining and resolving  peer assessment
vectors  individual work
 self evaluation
4 find the  determining the direction
equation of a vector
line  finding the equation of the line
in the form of r = a +tb

37
 Term 2 Form 4
Core element: Mechanics
Outcome: The students will be able to use knowledge and skills in mechanics to design various
machinery.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

We will know this Students must be

when the students are able to:
able to:
 demonstrate an 1 find the Matrices  calculating the determinant of a  discussion  chalkboards
understanding of inverse of the 2 2 non-singular matrix  group work  calculators
matrices and their 2 2 matrix  finding the inverse of a 2 2  demonstration  computers
operations non-singular matrix  question and  chart paper
answer
2 solve  formulating simultaneous  written exercises
simultaneous equations in matrix form  peer assessment
equations in  using matrices to solve  individual work
two unknowns simultaneous equations of two  self evaluation

38
 using matrices unknowns

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be
when the students are able to:
able to:
 solve problems 1 combine and Mechanics  combining a number of forces  discussion  chalkboards
involving forces resolve forces  resolving forces  group work  calculators
and motion  finding force in vector notation  demonstration  computers
 question and  chart paper
2 apply vectors  finding impulse and answer
to momentum  written exercises
displacement,  solving problems involving  peer assessment
velocity, uniformly accelerated motion  individual work
acceleration,  self evaluation
force and
momentum

39
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 solve problems  discussing Newton’s laws of

involving motion
Newton’s laws  resolving forces on an inclined
of motion plane
 solving problems involving
Newton’s laws of motion

4 solve problems  resolving vertical and

involving horizontal components
projectiles  finding coordinates of a
projectile at a given time
 finding the greatest height of a
projectile
 finding the time of flight of a
projectile
 calculating the horizontal range

40
 of a projectile
 finding angle of projection

Core element: Handling and analysing data

Outcome: The students will be able to apply statistical skills in a research process.

Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching, learning
assessment methods and assessment
resources
We will know this Students must be
when the students are able to:
able to:
 analyse data and 1 describe ways Statistics  discussing sources of data:  discussion  chalkboards
statistical of collecting - primary  group work  calculators
information for data - secondary  demonstration  computers
decision making  discussing methods of gathering  question and  chart paper
primary data: answer  newspapers
- surveys eg interviews, postal  written exercises  national
questionnaires  peer assessment statistics/data sets
- experiments  individual work on social-
- observations eg weather  self evaluation economic issues
recordings, traffic flow including on HIV
 discussing methods of collecting and AIDS,
secondary data disasters, climate
- literature review change, gender,

41
 - internet search banking and
 discussing tools for data collection insurance

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

2 collect data  discussing sampling methods  discussion  chalkboards

(random and non-random)  group work  calculators
 collecting primary data  demonstration  computers
 collecting secondary data  question and  chart paper
answer  newspapers
 written exercises  national
 peer assessment statistics/data sets
 individual work on social-
 self evaluation economic issues
including on HIV
and AIDS,
disasters, climate
change, gender,
banking and
insurance

42
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 analyse data  representing data by  discussion  chalkboards

cumulative frequencies  group work  calculators
 calculating measures of  demonstration  computers
spread/dispersion - range,  question and  chart paper
standard deviation and answer  national
variance from a set of  written exercises statistics/data sets
numbers, frequency  peer assessment on social-
distribution or grouped  individual work economic issues
frequeny distribution  self evaluation including on HIV
 estimating medians, and AIDS,
quartiles and percentiles disasters, climate
from cumulative frequency change, gender,
graphs banking and
insurance

43
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

4 interpret data  comparing sets of data  discussion  chalkboards

and statistical using measures of central  group work  calculators
information tendency and  demonstration  computers
spread/dispersion  question and  chart paper
 comparing sets of data answer  national
using tables  written exercises statistics/data sets
 comparing sets of data  peer assessment on social-
using graphical means  individual work economic issues
 interpreting statistical  self evaluation including on HIV
information and AIDS,
disasters, climate
change, gender,
banking and
insurance

44
 Term 3 Form 4
Core element: Handling and analysing data
Outcome: The students will be able to apply statistical skills in a research process.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be
when the students are able to:
able to:
 work out 1 use probability Probability  using the law  discussion  chalkboards
probabilities laws  group work  calculators
 using the law  demonstration  computers
 question and  chart paper
for non-exclusive events answer  coins
 calculating conditional  written exercises  dic
probability  peer assessment  playing cards
- dependent events:  individual work  beads of different
 self evaluation colours
- independent events

45
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

2 find  calculating probabilities using  discussion  chalkboards

probability binomial distributions  group work  calculators
using binomial  relating probability to real life  demonstration  computers
distribution situations  question and  chart paper
answer  beads of different
 written exercises colours
 group work  playing cards
 peer assessment  dic
 individual work
 self evaluation

46
47
References
Channon, JB (1971). New general mathematics book 4. Ruglay: Longman.
Bostock, L and Chandler, S (1978). Pure mathematics 1. London: Staney Thornes Ltd.
Fawdry, J (1995). Additional mathematics. Zomba: Mathematics Association of Malawi.
Bostock, L and Chandler, S (1979). Pure mathematics 2. London: Stanley Thornes Ltd.
Turner, LK (1984). Advanced mathematics 1. Essex: Longman.
Heng, HH , Cheng, K and Talbert, JF (2001). Additional mathematics. South Asia:
Peerson Education.
.

48