ISC MATHEMATICS curriculum Level 2 Note: Level 2/grade 11

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1. Number Identify and use different types of Level 1 One week T

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numbers. r
• Define and identify different types of real numbers.
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• Classify numbers using sub-fields of the real numbers. 1

• Estimate surds.

• Recognise non-real numbers.

2. Simplifying 1. Simplify algebraic expressions. Level 1 One week T

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algebraic r
expressions 2. Factorise algebraic expressions. • Simplify algebraic expressions
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3. Complete the square. • Factorise algebraic expression 1

4. Simplify algebraic fractions. Level 2

• Complete the square.

3. Equations 1. Solve quadratic equations. Level 1 Two weeks T
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and r
2. Solve simultaneous equations in two • Solve quadratic equations
inequalities m
unknowns.
• Solve simultaneous equations in two unknowns. 1
3. Solve word problems involving linear,
quadratic, or simultaneous linear • Solve word problems involving linear, quadratic, or
equations. simultaneous linear equations.

4. Change the subject of a formula in
literal equations.
5. Solve inequalities (and show solution
graphically).
• Change the subject of a formula in literal equations.
• Solve inequalities (linear).
Level 2

6. Classify the roots as real or imaginary. • Solve inequalities (quadratic and rational).

7. Apply solution of equations to • Apply solution of equations to graphical contexts.

graphical contexts.
• Nature of roots of quadratic equations.
8. Nature of roots of quadratic equations.
• Classify the roots as real or imaginary

4. Exponents 1. Use the laws of exponents to simplify Level 1 One week T

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and algebraic and numerical expressions.
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• Use the laws of exponents to simplify algebraic and numerical
logarithms m
3. Add, subtract, multiply and divide expressions.
simple surds. 1
Level 2
4. Solve simple equations involving surds.
• Solve exponential equations using the laws of exponents,
algebraic manipulation, and logs.

• Add, subtract, multiply and divide simple surds.

• Solve simple equations involving surds.

5. Patterns, 1. Investigate and generalise number Level 1 Two weeks T
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sequences and patterns with a constant difference. r
• Investigate and generalise number patterns with a constant
series m
2. Investigate and generalise number difference.
1
patterns with a constant second
• Investigate and generalise number patterns with a constant
difference. second difference.
3. Generalise repetitive patterns using • Generalise repetitive patterns using remainders
remainders.
• Investigate and generalise simple exponential number patterns.
4. Investigate and generalise simple
exponential number patterns. Level 2

5. Apply the formulae for arithmetic • Apply the formulae for arithmetic and geometric sequences.
and geometric sequences.
• Solve problems presented in sigma notation.
6. Solve problems presented in sigma • Derive and apply the formulae for the sum of arithmetic and
notation. geometric series, including the sum to infinity of a geometric
series.
7. Derive and apply the formulae for
the sum of arithmetic and geometric
series, including the sum to infinity of
a geometric series.

6. Functions 1. Develop a concept of a function, Level 1 Three weeks T

and graphing where an output value (dependent
variable) uniquely depends on an
input value (independent variable)
varying according to a defined rule.
2. Work with relationships between
variables using tables, graphs, words,
and formulae. Convert flexibly
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• Develop a concept of a function where an output value
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(dependent variable) uniquely depends on an input value
(independent variable) varying according to a defined rule. 2
• Work with relationships between variables using tables,
graphs, words and formulae. Convert flexibly between these
representation .
• Plot basic graphs point-by-point to investigate the shape,
domain (input values), range (output values), asymptotes, axes
between these representations. of symmetry, turning points and intercepts on the axes (where
applicable).
3. Plot basic graphs point-by-point to • Explain the definition of a function.
investigate the shape, domain (input • Demonstrate an understanding that graphs in practical
values), range (output values), applications may be either discrete or continuous
asymptotes, axes of symmetry,
• Investigate the effect of the parameters a and q in the graphs
turning points and intercepts on the
of the functions:
axes (where applicable).
( a ) y = f(x) = a( x )2 + q (b )
4. Explain the definition of a function. a
y = f(x) = + q ( c )y
x
5. Demonstrate an understanding
= f(x) = a.b x + q; b >0 and b ≠ 1.
that graphs in practical applications
may be either discrete or continuous. • Draw the graphs of the functions given the algebraic form of
the function.
6. Investigate the effect of the
parameters a, p, and q and in the • Determine the equation of the function given the graph and
graphs of the functions necessary points and/or asymptotes of the graph.

• y=f ( x ) ¿ a ( x− p )2 + q or • Interpret the graphs and combinations of graphs of the

2
functions (simple interpretations such as: domain, range,
y=a x + bx + c reflections in y = 0 and x = 0, translations of given graphs).
a
• y=¿ f ( x ) ¿ +q
x−p Level 2
• y=¿ f ( x ) ¿ a.b x− p + q ;
• Investigate the effect of the parameters a, p, and q in the
b >0 and b ≠ 1 graphs of the functions:

7. Draw sketch graphs of the ( a ) y =f ( x )=a ( x− p )2+ q

functions given the algebraic form of a
( b ) y =f ( x )= +q
the function. x− p
( c ) y=f ( x ) =a . b( x− p) +q ; b> 0 and b ≠ 1
8. Determine the equation of the
function given the graph and • Draw the graphs of the functions given the algebraic form of
necessary points and/or asymptotes of the function.
 the graph.
9. Make deductions from the graphs
and combinations of graphs of the
functions.
• Determine the equation of the function given the graph and
necessary points and/or asymptotes of the graph.
• Interpret the graphs and combinations of graphs of the
functions (simple interpretations such as: domain, range,
reflections in y = 0 and x = 0, translations of given graphs).

7. Finance, 1. Use the simple and compound Level 1 Two weeks T

growth and growth and decay formulae to solve
decay problems.
2. Distinguish the effect of different
periods of compounding growth and
decay, including nominal and effective
interest rates.
3. Solve problems involving present
value and future value annuities.
4. Make use of logarithms to calculate
the value of n, the time period, in the
compound growth and decay
formulae.
5. Critically analyse investment, loan
options, and make informed decisions
as to best option(s).
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• Use the simple and compound growth and decay formulae to
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solve problems.
2
• Distinguish the effect of different periods of compounding
growth and decay, including nominal and effective interest
rates. Use present value and future value annuities formulae.
Level 2
• Solve problems involving present value and future value
annuities.
• Make use of logarithms to calculate the value of n, the time
period, in the compound growth and decay formulae.
• Critically analyse investment and loan options and make
informed decisions as to best option(s).

8. Linear Solve linear programming problems. Level 2 Two weeks T

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Programming r
• Solve linear programming problems by:
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(a) optimising a function in two variables, subject to one or 2

more linear constraints;
 (b) establishing optima by means of a search line; and

(c) comparing gradients of the objective function and linear

constraints boundary lines.

9. Differential 1. Demonstrate an intuitive Level 2 Three weeks T

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Calculus understanding of the limit concept by r
• Demonstrate an intuitive understanding of the limit concept
comparing the graphical, numerical, m
by comparing the graphical, numerical, and symbolic
and symbolic representations of the
representations of the limit of a function. 2
limit of a function.
• Establish the derivatives of functions from first principles.
2. Determine the limit of an algebraic
function at a point, including from • Use limits to define the derivative of a function as the
the right and left, and to infinity, gradient of a function at a point.
algebraically. '
• Define the derivative function, f ( x ), of the functions:
3. Use limits to define the derivative
of a function as the gradient of a (a) f ( x )=¿ a x 2 + bx + c
function at a point.
(b) f ( x )=¿ a x 3
4. Define the derivative function, f ' ( x )
a
, of the function f ( x ) . (c) f ( x )=¿ −¿ q
x
5. Establish the derivatives of
functions from first principles.

6. Use limits to determine and graphs

to illustrate the continuity and
differentiability at a point of simple
algebraic functions, including split
domain functions.

7. Demonstrate the derivative of a

function at a point as the rate of
 change by graphical, numerical, and
symbolic representations.

8. Apply the rules of differentiation to

polynomials.

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10. Statistics 1. Summarise data by Level 1 Two weeks T

• plotting stem-and-leaf plots
• calculating measures of central
tendency
• calculating measures of spread.
2. Represent summaries of data
graphically.
3. Classify and discuss the nature of
symmetric and skewed data.
4. Use the statistical summaries
(measures of central tendency and
dispersion) and graphs to analyse and
make meaningful comments on the
context associated with the given data.
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• Summarise data by:
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(a) plotting stem-and-leaf plots;
(b) calculating measures of central tendency; and 2
(c) calculating measures of spread.
• Represent summaries of data graphically.
Level 2
• Use the statistical summaries (measures of central tendency
and dispersion) and graphs to analyse and make meaningful
comments on the context associated with the given data.

11. Counting 1. Use probability models to compare Level 1 Two weeks T

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and the relative frequency of events with r
• Use probability models to compare the relative frequency of
Probability the theoretical probability. m
events with the theoretical probability.
2
2. Use tree diagrams, Venn diagrams
• Use tree diagrams, Venn diagrams and contingency tables to
and contingency tables to solve
 probability problems.
3. Apply the set theory addition
formulae of probability.
4. Identify dependent and
independent events using the product
rule for independent events:
P (A and B) = P(A) × P(B).
5. Apply the fundamental counting
principle to solve probability
problems.
12. Euclidean 1. Define and classify special
Geometry quadrilaterals.
2. Investigate and make conjectures
about the properties of the sides, angles,
diagonals, and areas of the
quadrilaterals. Prove these conjectures.
3. Solve problems and prove riders using
the properties of quadrilaterals, parallel
lines, and triangles.
4. Necessary and sufficient conditions for
polygons to be similar.
5. Then investigate and prove the
theorems (but not converses) of the
geometry of circles:
• The line drawn from the centre of a
circle perpendicular to a chord bisects
solve probability problems.
Level 2
• Apply the set theory addition formulae of probability.
• Identify dependent and independent events using the
product rule for independent events:
P (A and B) = P(a) × P(B).
• Apply the fundamental counting principle to solve
probability problems.
Level 1 Three weeks T
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• Define and classify special quadrilaterals.
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• Investigate and make conjectures about the properties of the 3
sides, angles, diagonals, and areas of the quadrilaterals.
Prove these conjectures.
• Solve problems and prove riders using the properties of
quadrilaterals, parallel lines, and triangles.
• Necessary and sufficient conditions for polygons to be similar.
Level 2
• Investigate and prove the theorems (but not converses) of the
geometry of circles:
(a) The line drawn from the centre of a circle perpendicular to
a chord bisects the chord.
(b) The perpendicular bisector of a chord passes through the
centre of the circle.
 the chord.
• The perpendicular bisector of a chord
passes through the centre of the circle.
• The angle subtended by an arc at the
centre of a circle is double the size of the
angle subtended by the same arc at the
circle (on the same side of the chord as
the centre).
• The opposite angles of a cyclic
quadrilateral are supplementary.
• The tangent–chord theorem.
6. Use the above theorems and their
converses, where they exist, to prove
riders.
13. Coordinate 1. Represent geometric shapes on a
Geometry Cartesian coordinate system,
accepting the properties of the shapes
as axioms.
2. Derive for any two points ( x 1 , y 1 )
and ( x 2 , y 2 ), apply to geometric
shapes, the formulae for calculating:
• The distance between the two given
points.
• Gradient of the line segment joining
the two points (and hence identify
parallel and perpendicular lines).
• Coordinates of the mid-point of the
line segment joining the two points.
• The equation of a line through two
given points.
(c) The angle subtended by an arc at the centre of a circle is
double the size of the angle subtended by the same arc at the
circle (on the same side of the chord as the centre).
(d) Angles subtended by a chord at the circle on the same side
of the chord are equal.
(e) The opposite angles of a cyclic quadrilateral are
supplementary.
(f) Two tangents drawn to a circle from the same point
outside the circle are equal in length.
(g) The tangent-chord theorem.
• Use the above theorems and their converses, where they
exist, to prove riders.
Level 1 Three weeks T
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• Represent geometric shapes on a Cartesian co-ordinate system,
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accepting the properties of the shapes as axioms.
3
• Derive for any two points ( x 1 , y 1 ) and ( x 2 , y 2 ) and apply to
geometric shapes, the formulae for calculating the:
(a) distance between the two given points;
(b) gradient of the line segment joining the two points (and
hence identify parallel and perpendicular lines);
(c) coordinates of the mid-point of the line segment joining the
two points;
(d) the equation of a line though two given points;
(e) the equation of a line through one point and parallel or
perpendicular to a given line; and
(f) the inclination (θ) of a line, where m=tan θ, 0 o to 180°.
Level 2
 • The equation of a line through one
point and parallel or perpendicular to
a given line.
• The inclination (θ) of a line, where
m = tanθ ; 0 o to 180°.
• Derive for any two points ( x 1 , y 1 ) and ( x 2 , y 2 ) , and apply to
geometric shapes, the formulae for calculating the inclination
(θ) of a line, where m=¿ tanθ ; 0 o to 180°

14. 1. Calculate the surface area and Level 1 Two weeks T

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Measurement volume of : prisms, cylinders, pyramids, r
• Calculate the surface area and volume of prisms, cylinders, .
cones and spheres, and combinations of m
these geometric objects. pyramids, cones and spheres, and combinations of these
geometric objects. 3
2. Demonstrate an understanding of
Level 2
the effect on volume and surface area
• Demonstrate an understanding of the effect on volume and
when multiplying any dimension by a
surface area when multiplying any dimension by a constant
constant factor k. factor k.

15. 1. Define the six trigonometric ratios Level 1 Three weeks T

Trigonometry using right-angled triangles.
2. Extend the definitions ofsin θ , cos θ
and tanθ for 0° ≤ θ ≤ 360°.
3. Derive values of the trigonometric
ratios for the special cases (without a
O
calculator): θ ∈ {0 ; 30°; 45°; 60°;
90°}.
4. Use diagrams to determine the
numerical values of ratios for angles
from –360° to 360°.
5. Use reduction formulae and co-
functions to reduce the angle to the
first quadrant in numeric and
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• Define the six trigonometric ratios using right-angled triangles.
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• Extend the definitions of sin θ , cos θ and tanθ , for 3
0° ≤ θ ≤ 360°.
• Derive values of the trigonometric ratios for the special cases
(without a calculator); θ ∈ {0 o; 30°; 45°; 60°; 90°}.
• Use diagrams to determine the numerical values of ratios for
angles from –360° to 360°.
• Plot the graphs of y=sinθ , y=cos θ and for y=tan θ;
θ ∈ [0, 360] using a calculator to complete point-by-point
plotting.
• Establish, prove, and apply the sine, cosine, and area rules.
variable expressions.
6. Derive and use standard
trigonometric identities to prove
identities. Determine for which values
of a variable an identity is valid or
not valid.
7. Determine the general solutions of
trigonometric equations as well as
solutions on specified intervals.
8. Solve trigonometric problems in
realistic and mathematical contexts.
11. Plot the graphs of y=sinθ ,
y=cos θ and y=tan θ for θ∈
[0;360 ] using a calculator to
complete point-by-point plotting.
12. Investigate the effect of the
parameters a, k, p, and q in the
graphs of the functions:
• y=a cos k ( x− p ) + q
y=a sin k ( x− p ) +q • • Interpret the graphs or combinations of graphs of the
y=a tan k ( x− p ) + q
13. Draw sketch graphs of the
functions using a maximum of two
parameters at a time.
14. Determine the equation of the
Level 2
• Use reduction formulae and co-functions to reduce the
angle to the first quadrant in numeric and variable expressions.
• Derive and use standard trigonometric identities to prove
identities. Determine for which values of a variable an identity
is valid or not valid.
• Determine the general solutions of trigonometric equations as
well as solutions on specified intervals.
• Solve trigonometric problems in realistic and mathematical
contexts.
• Investigate the effect of the parameters a, k, p, and q in the
graphs of the functions:
(a) y=a cos k ( x− p ) + q
(b) y=a sin k ( x− p ) +q
(c) y=a tan k ( x− p ) + q
• Draw sketch graphs of the functions, using a maximum of
two parameters at a time.
• Determine the equation of the function given the graph.
•
functions.
• Solve problems in two and three dimensions by using the
sine, cosine, and area rules and by constructing and
interpreting geometric and trigonometric models.
 function given the graph.

15. Interpret the graphs or

combinations of graphs of the
functions.

16. Establish, prove, and apply the

sine, cosine, and area rules.

17. Solve problems in two and three

dimensions by using the sine, cosine,
and area rules and by constructing
and interpreting geometric and
trigonometric models.

16. Probability Level 1 Two weeks T

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• Use probability models to compare the relative frequency of
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events with the theoretical probability.
3
• Use tree diagrams and Venn diagrams to solve probability
problems.

• Use tree diagrams for the probability of consecutive or

simultaneous events that are not necessarily independent.

• Addition rule for mutually exclusive events:

P (A or B) = P(A) + P(B).

• Complementary rule: P ( not A )=¿ 1 – P(A)

• Identity: P (A or B) = P(A) + P(B) – P (A and B).

• Dependent and independent events and the product rule for

independent events: P (A and B) = P (A) × P (B).

Level 2

• Probability problems using Venn diagrams, trees, two-way

contingency tables, and other techniques (like the fundamental
counting principle) to solve probability problems (where events
are not necessarily independent).

• Apply the fundamental counting principle to solve

probability problems.