Republic of Malawi

Syllabus for

Mathematics

Forms 1 and 2

Ministry of Education, Science and Technology

 Syllabus for

Mathematics

Forms 1 and 2

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 mathematics:

Chrissie Soko - Department of Inspection and Advisory Services

Tionge Saka - Malawi Institute of Education
Mathias January - Domasi College of Education
Levi Katete - Bwaila Secondary School
Liznet Mwadzaangati - Chancellor College
Dr Levis Eneya - Chancellor College
Christopher Mpewe - Mzuzu University
Dr Eias Kaphesi - The Polytechnic
Livati Potiphar - DTED/SMASSE

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 Gerson Mutala who helped in the refining of the
syllabus. Finally, thanks should also go to L Kaonga, Ida Kamoto and Paul Kubwalo for
providing expert advice on the syllabus during its development.

Production team

Editing: Mercy Ching’ani Phiri

Typesetting and
layout: Thabu M Phiri
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements .. ............................................................................................................ iii
Foreword ................................................................................................................................. v
The secondary school curriculum in Malawi ..................................................................... vii
Developmental outcomes ..... ............................................................................................... viii
Rationale for mathematics .................................................................................................... xi
Scope and sequence chart for Forms 1 to 4 ... ..................................................................... 1
Teaching syllabus for Forms 1 and 2 ................................................................................. 3
References ............................................................................................................................... 48
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 mathematics
Mathematics is a vehicle for the development and improvement of a person’s intellectual
competence in logical reasoning, spatial visualisation, analysis and abstract thought. Learners
develop such skills as computational, reasoning, critical thinking, and problem solving through
the learning and application of mathematics. Mathematics is also vital in enabling learners to
communicate competently and effectively in different contexts using mathematical language.
These skills are valuable not only in learning other disciplines, but also in everyday life and in
the workplace. The development of a highly skilled, scientifically and technologically based
human resources requires a strong grounding in mathematics. An emphasis on mathematics
learning in secondary schools will ensure that we have an increasingly competitive workforce to
meet the challenges of the 21st century.

Mathematics is also a subject of enjoyment and excitement, which offers students opportunities
for creative work and moments of enlightenment and joy. When ideas are discovered and
insights gained, students are encouraged to pursue mathematics beyond the classroom walls.

Core elements and their outcomes

Number and numeration

The students will be able to describe number systems and apply their properties in arithmetical
operations.

Structure
The students will be able to describe sets of numbers including properties of vectors, rotation,
reflection, translation and matrices in terms of quantity, structure, and space.

Space and shape

The students will be able to solve problems involving shape, size, space, relationships between
the sides and the angles of triangles, Pythagoras theorem and trigonometric functions.

Patterns, functions and change

The students will be able to draw and interpret graphs and charts, organize and interpret
information, relationships and changes.

Statistics
The students will be able to formulate questions that can be addressed with data and collect,
organize, and display relevant data to answer them; select and use appropriate simple statistical
methods to analyze data; develop and make predictions that are based on data; understand and
apply basic concepts of probability.

xi
xii
 Scope and sequence chart for Forms 1 to 4

Core element Form 1 Form 2 Form 3 Form 4

Number and  number systems  number patterns  quadratic equations  matrices

numeration  algebraic expressions  algebraic expressions  irrational numbers  simultaneous
 simple algebraic  linear simultaneous  algebraic fractions with linear and
fractions equations linear or quadratic quadratic
 approximations and  proportion denominators equations
estimations  mixtures  subject of the formulae  progressions
 HCF and LCM  indices  exponential and logarithmic  polynomials
 factorisation  standard form equations
 commercial  logarithms
arithmetic  quadratic equations
 linear equation
 number patterns
Structure  sets  sets  vectors
 transformation  transformations
Space, shape and  lines and angles  Pythagoras theorem  circle geometry (chord  tangents to circles
measurement  triangles and  congruent triangles properties)  trigonometry
polygons  quadrilaterals  circle geometry (angle  mensuration
 geometric  similar triangles properties)
constructions  mensuration  trigonometry
 geometric  similarity
construction

1
Core element Form 1 Form 2 Form 3 Form 4

Pattern, relations,  co-ordinate geometry  graphs simultaneous  mapping and functions  travel – graphs
functions and equations  co-ordinate geometry  linear
change  inequalities  variations programming
 distance – time  inequalities  cubic graphs
graphs  graphs of quadratic
functions
Statistics  statistics  probability  statistics  statistics
 probability

2
 Teaching syllabus for Forms 1 and 2

Form 1
Core element : Number and numeration
Outcome : The students will be able to demonstrate an understanding of number systems and their properties
and apply them in solving problems in everyday life.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must
this when be able to:
students are able
to: 1 identify Number  drawing number  group work  charts
 carry out number systems lines  demonstration  number cards
operations systems  drawing a line to  explanation  thermometers
involving include both  group exercises  rulers
numbers positive and  written
negative numbers exercises
 writing integers  peer assessment
based on the  self assessment
number line  oral questions
 representing  pair work
numbers (natural,
integers, rational) on
the number line

3
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

2 convert  counting in different  class discussion  charts

numbers to bases (2 -10)  question and  place value boxes
different  changing from one answer  thermometers
bases base to another  pair work  number line
 explanation
3 carry out  performing addition  written exercises
basic in different bases  demonstration
operations  performing  problem solving
involving subtraction in
numbers in different bases
different
bases
 discussing positive
4 carry out and negative
basic numbers using
operations number line and real
involving life situations eg
directed temperature, height
numbers above and below the
sea level
4
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

 adding and  question and  charts

subtracting integers answer  number cards
 multiplying and  role play
dividing integers
 group exercises
 oral exercises
5 apply  solving problems in
directed real life situations
numbers in involving directed
real life numbers eg
situations temperature, height
(eg above and below the
temperature sea level, forces,
change) credit and debit
balances

5
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

Core element : Structure

Outcome : The students will be able to describe sets of numbers including properties of vectors, rotation,
reflection, translation and matrices in terms of quantity, structure, and space.
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must
this when be able to:
students are able 1 list elements Sets  discussing sets  discussion  objects
to: of a given  using set symbols  group work  seeds
 solve set  listing elements of  question and  natural
problems given sets answer environment
involving sets  finding number of  demonstration
6
 elements in a given  oral exercises
set
 discussing subsets
 listing elements of
subsets

2 describe  discussing the

union and intersection of sets
intersection  listing elements of
of sets the intersection of
sets
 discussing the union
of sets
 listing elements of
union of sets
 representing sets
using Venn diagram
Core element : Number and numeration
Outcome : The students will be able to demonstrate an understanding of number systems and their properties
and apply them in solving problems in everyday life.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must
this when be able to: Algebraic  identifying  problem  charts
students are able 1 simplify expressions coefficients, like solving  objects
to: algebraic terms and unlike  discussion  objects
 demonstrate expressions terms  question and

7
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
an  adding and answer
understanding subtracting like and  written
of algebraic unlike terms exercises
processes  multiplying and  pair work
dividing terms  problem
 substituting solving
variables for given  discussion
2 simplify values  question and
algebraic answer
fractions  expanding algebraic  written
expressions exercises
 adding algebraic  pair work
fractions
 subtracting algebraic
fractions
 multiplying and
dividing algebraic
fractions
Core element : Space, shape and measurement
Outcome : The students will be able to solve problems involving shape, size, space, relationships between the sides
and the angles of triangles, Pythagoras theorem and trigonometric functions.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
8
We will know this Students must be
when students are able to:
able to:
 solve 1 describe Lines and  discussing types of  discussion  charts
problems different  demonstration
angles angles as acute,  mathematical
involving types of  explanation
right, obtuse, reflex sets
angles angles  question and
angles answer
 strings
 identifying and  written exercises  pieces of paper
. naming angles  peer assessment
between  group
intersecting lines as assessment
adjacent angles,  practical work
vertically opposite
angles and angles
at a point

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

2 find the sizes  describing  discussion  charts

of angles by supplementary  demonstration  mathematical
9
 applying angles and  explanation sets
properties of complementary  question and  strings
angles angles answer  pieces of paper
 calculating  written exercises
 peer assessment
complementary
 group
and supplementary
assessment
angles
 practical work
 calculating angles
formed by
intersecting lines

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

10
 3 apply the  identifying angles  discussion  charts
properties of formed by two  demonstration  mathematical
angles formed parallel lines and a  explanation sets
by two transversal as  question and  strings
answer
parallel lines corresponding,  pieces of paper
 written exercises
and a alternate and allied
 peer assessment
transversal to angles
 group
solve  describing
assessment
problems properties of angles  practical work
involving formed by two
angles parallel lines and a
transversal
 calculating angles
formed by parallel
lines and a
transversal

Core element : Number and numeration

Outcome : The students will be able to demonstrate an understanding of number systems and their properties
and apply them in solving problems in everyday life.

11
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 estimate Approximatio  estimating values of  problem  charts
 express answers in n and given expressions solving
numbers to a calculations estimation  expressing numbers  discussion
given number to the nearest  question and
of decimal appropriate values answer
places and eg to the nearest  written
significant whole number, the exercises
figures nearest ten  pair work
 group work
2 write answers  writing numbers to  explanation
to specified the specified
numbers of number of decimal
significant places
figures and  writing numbers to
decimal places the specified
number of
significant figures
 discussing situations
in which estimations
are used
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
12
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
methods resources

 demonstrate 1 find the HCF Algebraic  finding the HCF of  problem  charts
an and LCM of processes algebraic solving
understanding algebraic expressions  discussion
of algebraic expressions  finding the LCM of  question and
processes algebraic answer
2 factorise expressions  written
algebraic exercises
expressions  factorising  pair work
monomial
expressions
 factorising binomial
and trinomial
algebraic
expressions

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

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

 apply 1 work out Social and  discussing types of  problem solving  tax rate tables/
numerical problems commercial taxes eg VAT, PAYE,  discussion schedules
operations in involving arithmetic custom duty and  question and  tax forms
social and taxation withholding tax answer  resource persons
commercial  calculating taxes eg  written exercises  insurance tables
arithmetic VAT, PAYE,  pair work  water bills
customs duty and  problem solving  electricity bills
withholding tax  discussion
 question and
2 work out  discussing answer
problems premiums and  written exercises
involving benefits  pair work
insurance  calculating  problem solving
premiums and  discussion
benefits  question and
 calculating claim answer
given the amount of  written exercises
premium and value  pair work
3 work out of an asset
problems
14
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
involving bills  working out
electricity and water
bills
 working out family
budgets

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

4 work out  discussing inflation  problem solving  charts

problems using percentages  discussion  exchange rate
involving  calculating the rate  question and tables
inflation of inflation answer  resource
 written exercises persons
5 work out  discussing  pair work  charts
problems devaluation using  problem solving  exchange rate
involving percentages  discussion tables
devaluation  determining the  question and
devaluation of a answer
currency given  written exercises
exchange rates  pair work

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

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

6 work out  defining  problem solving  charts

problems depreciation  discussion  exchange rate
involving  calculating value of  question and tables
depreciation assets given the rate answer  tariffs
of depreciation  written exercises
 discussing  pair work
depreciation given
percentages
7 work out  problem solving
problems  discussing  discussion
16
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
involving investment options  question and
investments e.g. savings answer
accounts, treasury  written exercises
bills, shares, bonds  pair work
 determining the
value of capital
assets
 calculating yield
from investments

Core element : Space, shape and measurement

Outcome : The students will be able to solve problems involving shape, size, space, relationships between the sides
and the angles of triangles, Pythagoras theorem and trigonometric functions.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know this Students must be
when students are able to:
17
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
able to: 1 describe types Triangles and  discussing different  discussion  charts
 solve problems of triangles polygons types of triangles  demonstration  mathematical
involving and their properties  explanation sets
angles, triangles  deriving formula  question and  strings
and polygons answer
for the sum of  pieces of paper
 written exercises
interior angles of a
 peer assessment
triangle  group
 using a formula to assessment
calculate the  practical work
interior angles of a
2 calculate the triangle
interior and
exterior angles  establishing the
of a triangle relationship
between the exterior
angle and opposite
interior angles of a
triangle
 calculating interior
and exterior angle
of a triangle
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

18
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
3 describe  naming polygons  discussion  charts
different types up to 10 sides  demonstration  mathematical
of polygons  drawing polygons  explanation sets
 question-and-  strings
4 find the interior answer
 deriving the  pieces of paper
angles and  written exercises
formula for the sum
sides of convex  peer assessment
of interior angles of  group
polygon any convex polygon assessment
 using the formula to  practical work
solve problems
involving polygons

5 find the size of  deriving the formulae

an exterior for the sum of exterior
angle of any angles of a polygon
convex polygon  using the formulae to
solve problems
involving polygons

Core element : Number and numeration

19
Outcome : The students will be able to demonstrate an understanding of number systems and their properties
and apply them in solving problems in everyday life.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 solve linear Equations  solving linear  problem solving  charts
 solve equations equations  discussion
equations  solving linear  question and
equations involving answer
simple fractions  written
 formulating linear exercises
equations from word  pair work
problems  problem
solving
2 change the  identifying subject of  discussion
subject of the formula  question and
formulae  changing a subject of answer
a formula  written
exercises

20
Core element : Patterns, relations, functions and change
Outcome : The students will be able to demonstrate an understanding of graphs, charts, relations and functions and
use them effectively in different contexts.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 plot points on Coordinate  describing  demonstration  charts
 solve the Cartesian geometry positions on a  problem solving  rows and
geometric plane plane  question and columns in a
problems  drawing and answer classroom
involving labeling axes using  written  graph paper
coordinates specific scales exercises  mathematical
 drawing vertical  pair work instruments
and horizontal lines  group work  rulers
 plotting points on a  discussion  graph boards
Cartesian plane  explanation  observation
 projects checklists
 graphic
calculators
 computers

21
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

2 draw linear  constructing table  demonstration  charts

graphs of values  problem solving  rows and
 drawing graphs  question and columns in a
answer classroom
3 calculate the  calculating gradient  written  graph paper
gradient of a given two points exercises  mathematical
straight line  calculating gradient  pair work instruments
of a line from the  group work  rulers
graph  discussion  graph boards
 explanation  observation
 projects checklists
 graphic
calculators
 computers

22
Core element : Number and numeration
Outcome : The students will be able to demonstrate an understanding of number systems and their properties
and apply them in solving problems in everyday life.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 recognise Number  identifying number  question and  charts
 work out number patterns patterns answer  paper cuttings
problems patterns  drawing shapes and  discussion  mables
involving dots to determine  demonstration  interlocking
number rectangular, square  practical blocks
patterns and triangular  jig saw
numbers  problem
solving
2 describe  generating  discussion
number sequences  question and
patterns  explaining the rules answer
used to generate  written
sequences exercises
 completing given  pair work
sequences  group work
 explanation

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

Core element : Space, shape and measurement

Outcome : The students will be able to solve problems involving shape, size, space, relationships between the sides
and the angles of triangles, Pythagoras theorem and trigonometric functions.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 construct an Geometric  drawing angles  discussion  charts
 construct construction  demonstration
angle bisector  bisecting angles  mathematical
geometric  explanation
using a ruler sets
shapes  question and
and a pair of answer
compasses  written
exercises
2 construct  constructing angles  peer assessment
angles using a of 60 and 90  group
pair of  constructing angles assessment
compasses of 15 , 30 , 45 and  practical work
and a ruler 120

3 copy a given  drawing a given

24
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
angle angle
 copying an angle

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

4 construct a  drawing lines  discussion  charts

line bisector  bisecting lines using  demonstration  mathematical
using a ruler a pair of compasses  explanation sets
 question and
and a pair of and ruler
answer
compasses
 written
 constructing a exercises
5 construct triangle given two  peer assessment
triangles using sides and an  group
a ruler and a included angle assessment
pair of  constructing a  practical work
compasses triangle given two
angles and an
included side
 constructing a
25
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
triangle given three
sides

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

6 construct  drawing a straight  discussion  charts

parallel lines line  demonstration  mathematical
 constructing a line  explanation sets
 question and
parallel to the given
answer
line using a set
 written
square and ruler exercises
 constructing a line  peer assessment
parallel to a given  group
line using a pair of assessment
26
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
compasses  practical work

7 construct  constructing a
perpendicular perpendicular
lines using a bisector of a line
ruler and a  constructing a
pair of perpendicular from
compasses a point outside a
line to a given line
 constructing a
perpendicular
through a point on
a given line

Core element : Statistics

Outcome : The students will be able to demonstrate an understanding of the basic concepts of data handling
procedures and apply them in everyday life.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
27
this when able to:
students are able
to: 1 organize data Statistics  collecting data  practical  charts
 analyse data  classifying data  experiments  rulers
 projects  mathematical
2 present data in  drawing bar charts  group work instruments
charts  drawing  discussion  calculators
histograms  demonstration  graph paper
 drawing pie charts  written
3 interpret data exercises
 reading and  question and
making inferences answer
from the graph  group
 finding mean, assessment
mode and median  observation
of a given set of  explanation
data

Core element : Space, shape and measurement

Outcome : The students will be able to solve problems involving shape, size, space, relationships between the sides
and the angles of triangles, Pythagoras theorem and trigonometric functions.

28
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 describe Transformation  defining the term  discussion  charts
 demonstration
 describe transformatio s transformation  mathematical
 explanation
transformatio n -reflections  listing examples sets
 question and
n of simple of transformation answer
 squared paper
plane shapes  written exercises  graph paper
 finding lines of  peer assessment  interlocking
2 reflect a symmetry  group assessment blocks
simple plane  identifying mirror  practical work  crayons
figure about a images  pair work (coloured
given line  drawing mirror pencils/chalk)
images  computers
 pictures
 magnifying
glasses

Form 2
Core element : Number and numeration
29
Outcome : The students will be able to demonstrate an understanding of number systems and their properties and
apply them in solving problems in everyday life.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 recognise Number  identifying  group work  charts
 carry out number patterns patterns  demonstration  paper cuttings
operations patterns  establishing a rule  explanation  mables
involving for the patterns  group exercises  interlocking
numbers 2 find the nth  exercises blocks
term of a  generating a  written exercises
sequence formula for nth  peer assessment
term of a sequence  self assessment
 using a formula to  oral questions
find terms of the  pair work
sequence  class discussion

30
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

 simplify 1 expand Algebraic  simplifying  problem solving  charts

algebraic algebraic expressions algebraic  discussion
expressions expressions expressions  question and
 expanding answer
algebraic  written exercises
expressions  pair work
involving two
brackets
 expanding
algebraic
expressions
involving squares
 expanding
algebraic
expressions
involving
difference of two
squares

31
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

2 factorise  factorising  problem solving  charts

algebraic binomial  discussion
expressions expressions  question and
 factorising by answer
grouping terms  written exercises
 factorising  pair work
quadratic
expressions
 factoring the
difference of two
squares
 applying the
difference of two
squares to solve
problems

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

Core element : Space, shape and measurement

Outcome : The students will be able to solve problems involving shape, size, spaces relationships between the
sides and the angles of triangles, Pythagoras theorem and trigonometric functions.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know this Students must be
when students are able to:
able to:
 apply 1 calculate the Pythagoras’  drawing and  discussion  charts
Pythagoras’ sides of a  demonstration
theorem labeling a right  mathematical
theorem to right angled  explanation
angled triangle sets
solve  question and
triangle using  stating Pythagoras’  geoboards
answer
problems in Pythagoras’ theorem  written exercises
two theorem  using Pythagoras’  peer assessment
dimensions theorem to find a  group
side of a right- assessment
angled triangle  practical work
 identifying  pair work
Pythagorean
triples

33
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

2 deduce that a  using Pythagoras,  discussion  charts

triangle is theorem to show  demonstration  mathematical
right angled that a triangle is  explanation sets
 question and  geoboards
using, right-angled.
answer  pictures
Pythagoras  solving problems
 written exercises  objects
theorem using Pythagoras’  peer assessment  mathematical sets
theorem  group
 solve problems assessment
involving Congruency in  describing  practical work
congruent 1 identify triangles congruent  pair work
triangles congruent triangles  discussion
triangles by  discussing four  practical
using four tests of  question and
tests of congruency answer
congruency  proving the  discovery
congruency of  group exercises
triangles  demonstration
 written exercises

34
 2 apply  using the  problem solving
congruency to congruency of
solve triangles to prove
problems that sides or
angles are equal

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

 solve 1 identify Quadrilaterals  identifying  discussion  charts

problems different different types of  demonstration  mathematical set
involving types of quadrilaterals  explanation  strings
 question and  pieces of paper
quadrilaterals quadrilaterals  discussing
answer
and their different types of  models of
 written exercises
properties quadrilaterals quadrilaterals
 peer assessment
- parallelogram  group
- trapezium assessment
- kite  practical work
- rhombus
- rectangle
- square

2 apply  discussing
properties of properties of
quadrilaterals quadrilaterals
in solving  using properties of

35
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
problems quadrilaterals to
solve practical
problems

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

3 prove some  discussing the  discussion  charts

theorems on proofs of the  demonstration  mathematical set
parallelogram following  explanation  string
 question and  papers
s theorems:
answer
- opposite angles  models of
 written exercises
of a quadrilaterals
 peer assessment
parallelogram  group
are equal assessment
- opposite sides  practical work
of a
parallelogram
are equal
36
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
- diagonals of a
parallelogram
bisect each
other
 using properties of
a quadrilateral to
prove whether the
quadrilateral is a
parallelogram,
rectangle, kite,
rhombus or square

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

 solve problems 1 calculate the Mensuration  establishing the  discussion  charts

involving area surface area of formula for the  demonstration  mathematical
and volumes of  explanation sets
a cylinder area of the curved
geometric  question and
surface of a  models of a
shapes answer
cylinder pyramid and a
 written exercises
 calculating the  peer assessment
cylinder
surface area of a  group
37
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
cylinder assessment
- open cylinder  practical work
- closed cylinder  pair work
2 calculate the
volume of a  establishing the
cylinder formula for
volume of cylinder
 calculating
volume of a
3 calculate the cylinder
surface area of
a pyramid  describing a
pyramid
 calculating surface
area of a pyramid

Core element : Number and numeration

Outcome : The students will be able to demonstrate an understanding of number systems and their properties and
apply them in solving problems in everyday life

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment

38
 methods resources
We will know this Students must be
when students are able to:
able to:
 solve equations 1 solve Simultaneous  solving  problem solving  charts
simultaneous Linear simultaneous  discussion
equations equations equations by  question and
substitution answer
 solving  written exercises
simultaneous  pair work
equations by
elimination

2 solve practical  formulating

problems simultaneous
involving equations from
simultaneous practical problems
equations  solving
simultaneous
equations

Core element : Patterns, relations, functions and change

Outcome : The students will be able to demonstrate an understanding of graphs, charts, relations and functions
and use them effectively in different contexts.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning

39
 assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 draw graphs Simultaneous  completing tables  demonstration  charts
 solve of linear of values  problem solving  graph paper
simultaneous simultaneous equations  drawing graphs  question and  rulers
equations equations answer  mathematical
graphically  drawing graphs  written exercises instruments
2 use graphs to  solving  pair work  graph boards
solve simultaneous  group work  observation
simultaneous linear equations  discussion checklists
linear graphically  explanation  graphic
equations calculators
 computers

Core element : Number and numeration

Outcome : The students will be able to demonstrate an understanding of number systems and their properties and
apply them in solving problems in everyday life.

40
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 solve Proportion  discussing direct  problem solving  charts
 solve problems proportion  discussion  graph paper
problems involving  representing  question and  objects
involving direct direct proportion answer
proportion proportion graphically  written exercises
 solving problems  pair work
involving direct  group work
proportion  explanation

 discussing inverse
2 solve proportion
problems  representing
involving inverse proportion
inverse graphically
proportion  solving problems
involving inverse
proportion

41
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

3 solve practical  identifying the  problem  samples of

problems on composition of solving mixtures eg
mixtures mixtures  discussion beans and rice
 working out  question and  charts
proportions of answer
components in a  written
mixture exercises
 calculating the  pair work
cost of mixtures  group work
 demonstration
 explanation

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

 use indices and 1 use laws of Indices and  discussing laws of  demonstration  charts
logarithms to indices to logarithms indices  problem solving
multiply and multiply and  interpreting  group exercises
divide numbers
divide terms positive, negative,  oral exercises
zero and fractional  written exercises
indices  jig saws
 using laws of
indices to multiply
terms
 using laws of
indices to divide
terms

2 express  discussing the

numbers in term standard form
standard form  expressing
numbers in
standard form

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

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

3 apply the  using calculators  problem  charts

rules of to find logarithms solving  calculators
logarithms in and  discussion
multiplying antilogarithms of  question and
and dividing numbers answer
numbers  multiplying  written
numbers using exercises
logarithms  pair work
 dividing numbers  group work
using logarithms  explanation
 using logarithms
to work out
problems
involving powers
and roots

44
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

Core element : Space, shape and measurement

Outcome : The students will be able to solve problems involving shape, size, spaces relationships between the
sides and the angles of triangles, Pythagoras theorem and trigonometric functions.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 identify Similarity in  discussing  discussing  pictures
 solve similar triangles examples of  practical  objects
problems triangles by similar objects  questions and  mathematical sets
involving applying tests  describing similar answer  geoboards
similar figures of similarity triangles  discovery
 drawing similar  group exercises
 demonstration
triangles
 written exercises

45
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
 discussing tests
2 determine for similarity
whether two  proving that two
triangles are triangles are
similar similar

3 use similarity  identifying

to find the proportional sides
lengths of  calculating the
sides of a lengths of sides of
triangle similar triangles

Core element : Patterns, relations, functions and change

Outcome : The students will be able to demonstrate an understanding of graphs, charts, relations and functions and
use them effectively in different contexts.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 recognise Inequalities  discussing  discussions  calculators
 work out inequalities inequality symbols  group work  rulers
problems , ,<, >, ,  textbooks
46
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
involving  showing the range  demonstration  computers
inequalities of values on a  written exercises  chart paper
number line.  question and  graph paper
 representing answer  graph boards
inequalities on a  pair work  markers
number line  individual work
 formulating
inequalities from
number line

2 solve  solving
inequalities inequalities
 formulating
inequalities from
practical problems

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

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

 solve 1 draw Distance–time  discussing  projects  charts

problems distance–time graphs procedures for  explanation  graph papers
involving graphs drawing  discussion  rulers
travel graphs distance– time  question and  mathematical
47
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
graphs answer instruments
 drawing distance–  demonstration  rulers
time graphs  problem solving  graph boards
 written exercises  observation
2 interpret  reading distance–  tests checklists
distance–time time graphs  graphic
graphs  interpreting calculators
distance–time  computers
graphs

Core element : Statistics

Outcome : The students will be able to demonstrate an understanding of basic concepts of data handling
procedures and apply them in every day life.

Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested

48
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know this Students must be
when students are able to: Probability  performing single  written exercises  coins
able to: 1 define event experiments-  question and  die
 solve practical probability eg tossing a coin, answer  playing cards
problems rolling a die,  group  seeds
involving picking assessment
probability a card from a pack  observation
of  explanation
cards and so on  demonstration
 listing all possible  practical work
outcomes in events  group work
 listing favourable  pair work
outcomes in events  oral exercises
 defining
probability

2 calculate  discussing
probability of practical situations
single events involving
probability
 calculating the
probability of a
single event
Core element : Number and numeration
Outcome : The students will be able to demonstrate an understanding of number systems and their
properties and apply them in solving problems in everyday life.

49
 Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able
to: 1 solve Quadratic  factorising  problem solving
 solve equations quadratic equations quadratic  discussion
equations expressions  question and
 describing a answer
quadratic  written exercises
equation  pair work
 solving quadratic
equations by
factorization

2 solve practical  formulating

problems equations
involving involving
quadratic practical
equations problems
 solving practical
problems
involving
quadratic
equations
Core element : Space, shape and measurement
Outcome : The students will be able to solve problems involving shape, size, spaces relationships between
the sides and the angles of triangles, Pythagoras theorem and trigonometric functions.
50
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources
We will know Students must be
this when able to:
students are able 1 find locus of Geometric  discussing the  discussion  charts
to: points constructions term locus  demonstration  mathematical
 construct  explanation
satisfying  using a pair of sets
geometric  question and
given compasses and a
shapes answer
conditions ruler, constructing  written exercises
- the locus of a  peer assessment
point at a fixed  group
distance from a assessment
fixed point  practical work
- the locus of points
at a fixed distance
from a given
straight line
- the locus of a
point equidistant
from two given
points
- the locus of a point
equidistant from
two intersecting
lines

51
Assessment Success criteria Theme/topic Suggested teaching, Suggested Suggested
standard learning and teaching, learning teaching, learning
assessment activities and assessment and assessment
methods resources

2 construct  discussing  discussion  charts

different inscribed and  demonstration  mathematical
types of circumscribed  explanation sets
 question and
circles circles
answer
 constructing
 written exercises
inscribed circles  peer assessment
and  group
circumscribed assessment
circles.  practical work

52
53
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