SYLLA"US ADDITIONAL MAT#EMATICS Curriculum Development Centre Ministry of Education Malaysia $%%& Draft
INTRODUCTION The aspirations of the nation will be achieved with the emergence of a well informed and knowledgeable society well versed in the use of Mathematics in daily life. To achieve this goal, efforts need to be taken to ensure that the society assimilates Mathematics into their daily lives. Hence, the ability to solve problems and communicate mathematically must be nurtured from an early age so that pupils acuire the skills to make decisions effectively. Mathematics is the driving force behind the various developments in the fields of science and technology. The mastery of Mathematics is essential towards preparing a workforce capable of meeting the demands of a progressive nation. !n line with the nation"s ob#ective of becoming a knowledge$based economy, the skills of %esearch & Development in the field of mathematics must be nurtured and developed while still in school. 'dditional Mathematics is an elective sub#ect in the secondary schools. This sub#ect focuses on the needs of students who are inclined towards (cience and Technology as well as (ocial (cience. Thus, the content of the curriculum has been organised to achieve this ob#ective. The 'dditional Mathematics syllabus has been designed bearing in mind the contents of the Mathematics sub#ect. )ew branches of mathematics are also introduced in this curriculum, coinciding with the new development in the teaching of Mathematics. *esides that, the emphasis is placed on the heuristics of problem solving in the process of teaching and learning. Through this emphasis, students can gain ability and confidence in using Mathematics under new circumstances. The learning of a topic emphasises understanding of concepts and mastery of related skills. +roblem solving is the main focus in the teaching and learning process. *esides that, the skills of communication through mathematics are also stressed in the process of learning Mathematics. ,hen students e-plain concepts and their work, they should be guided to use the correct and precise mathematical terms and sentences. Emphasis on Mathematics communications will develop students" ability in interpreting certain matters into mathematics models or vice versa. The use of technology especially !nformation and Communication Technology .!CT/ is encouraged in the teaching and learning process. !t will benefit students by increasing their understanding of certain concepts, providing visual pictures and making comple- calculation easier. Calculators should be used as a tool in the teaching and learning process for related topics. The usage of software that can help to visuali0e mathematical concepts are needed to help students to understand abstract mathematical concepts more effectively. *esides that, the usage of software can help students to model problems, which they can e-plore more effectively. Evaluation is part and parcel of the teaching and learning and is on$going to determine the strengths and weaknesses of students. Continuous evaluations need to be conducted to provide feedback to students on their progress and to enable schools to design internal programs to assist students. Evaluation in 'dditional Mathematics ' needs to include aspects such as concept understanding, mastery in skills and non routine uestions which demand the application of problem solving strategies. +ro#ect work is encouraged in 'dditional Mathematics to provide opportunities for students to apply the knowledge and skills learnt in the classroom into real$life and challenging situations. +ro#ect work carried out by students includes the e-ploration of mathematical problems. ,ith the introduction of this pro#ect, students will gain a lot of benefits. 1or instance, it activates their minds, makes the learning of Mathematics more meaningful, and enables students to apply Mathematics concept and skills learnt and to further develops their communication skills. +ro#ect work is limited to cases using mathematical knowledge from the compulsory and elective package taken by the students. *esides playing a role in developing students" mathematical abilities, cultivating intrinsic and moral values of Malaysian community is also needed in the teaching of this curriculum. AIM The 'dditional Mathematics curriculum is designed to increase the knowledge, ability and interest of students in Mathematics. !t is hoped that students are able to use Mathematics responsibly and effectively to communicate and to solve problems, so as to provide them with adeuate preparation for future studies and be productive in their future careers. O"(ECTI)ES The 'dditional Mathematics curriculum enables students to2 3. widen their ability in the field of numbers, shapes and relationships as well as to gain knowledge in calculus, vector and linear programming4 5. enhance problem$solving skills4 6. develop the ability to think critically, creatively and to reason out logically4 7. make inference and reasonable generali0ation from given information4 8. relate the learning of Mathematics to daily activities and careers4 9. use the knowledge and skills of Mathematics to interpret and solve real$life problems4 :. debate solutions in accurate language of Mathematics4 ;. relate Mathematical ideas to the needs and activities of human beings4 <. use hardware and software to e-plore Mathematics4 3=. practice intrinsic mathematical values. $ CURRICULUM OR*ANISATION The contents of the 'dditional Mathematics curriculum are arranged into two learning packages. They are the Core +ac,age and the Electi-e +ac,age. The Core +ackage is compulsory for all students and consists of five components, that is2 *eometry. Alge/ra. Calculu!. Trigonometry. and Stati!tic!0 The Elective +ackage consists of two packages, that is2 o Science and Tecnology A11lication. and o Social Science A11lication0 (tudents need to choose only one Elective +ackage according to their inclination in their future field. Those who are inclined towards science and technology are encouraged to choose (cience and Technology 'pplication +ackage while those who are inclined towards commerce, literature and economy are encouraged to choose (ocial (cience 'pplication +ackage. !n the Core +ackage, each teaching component consists of topics related to one branch of mathematic. Topics in a teaching component are organi0ed hierarchically so that easier topics are learnt first before going on to more comple- topics. CONTENT This part lists the topics contained in each learning package. Core +ac,age The Core +ackage consists of five learning components. Geometric Component *'0 Coordinate *eometry 3. Distance between two points. 5. Division of line segment. 6. 'rea of polygon. 7. Euation of straight line. 8. +arallel and perpendicular lines. 9. Euation of locus involving distance between two points. *$0 )ector 3. !ntroduction to vector and its properties. 5. 'ddition and subtraction of vectors. 6. E-pressing a vector as a combination of other linear vectors. 7. >ectors in the Cartesian plane. 2 Algebraic Component A'0 Function! 3. %elation. 5. 1unctions. 6. Composite functions. 7. !nverse functions. A$0 3uadratic E4uation! 3. ?uadratic euation and its roots. 5. (olving uadratic euations. 6. Conditions for uadratic euations to have Two different roots Two eual roots )o roots. A20 3uadratic Function! 3. ?uadratic function and its graph. 5. Ma-imum and minimum values of uadratic functions. 6. (ketch graphs of uadratic functions. 7. ?uadratic ineualities. A&0 Simultaneou! E4uation! 3. (imultaneous euations in two unknowns4 one linear euation and one non$linear euation. A50 Indice! and Logaritm! 3. !ndices and laws of indices. 5. @ogarithms and laws of logarithms. 6. Change the base of logarithms. 7. Euations involving indices and logarithms. A60 +rogre!!ion! 3. 'rithmetic progressions. 5. Aeometric progressions. A70 Linear La8 3. @ine of best fit. 5. 'pplication to non$linear functions. Calculus Component C'0 Differentiation 3. Aradients of curves and differentiation. 5. Differentiation of ax n 4 .n is an integer/, differentiation of the sum of algebraic functions4 tangents and normals to curves. 6. Differentiation of the products and uotients of algebraic functions4 differentiation of composite functions. 7. 'pplication to minimum and ma-imum values, rates of change, small changes and appro-imations. 8. (econd derivative. & C$0 Integration 3. !ntegration as an inverse of differentiation. 5. !ntegration of ax n (n is an integer, but n B 3/. 6. !ntegration by substitution. 7. Definite integrals. 8. !ntegration as a sum4 area and volume. Trigonometric Component T'0 Circular Mea!ure 3. %adian. 5. @ength of arc of a circle. 6. 'rea of sectors. T$0 Trigonometric Function! 3. +ositive and negative angles in degrees and radians. 5. (i- trigonometric functions of any angle. 6. Araphs of sine, cosine and tangent functions. 7. *asic !dentities2 1 2 2 = + A A cos sin , A A 5 5 tan 3 sec + = , . cot cos A A ec 2 2 1+ = 8. 'ddition formulae and double angle formulae2
/, sin. B A /, cos. B A
/ tan. B A , A 2 sin , A 2 cos , A 2 tan Statistic Component S'0 Stati!tic! 3. Measures of central tendency 2 mean, mode and median. 5. Measures of dispersion 2 range, interuartile range, variance and standard deviation. S$0 +ermutation! and Com/ination! 3. +ermutations. 5. Combinations. S20 +ro/a/ility 3. +robability of an event. 5. +robability of mutually e-clusive events. 6. +robability of independent events. S&0 +ro/a/ility Di!tri/ution! 3. Discrete probability distribution and binomial distribution. 5. Continuous probability distribution and normal distribution, 5 Electi-e +ac,age The Elective +ackage consists of two application packages. (tudents choose only one application package. Application Package for Science and Technology. AST'0 Solution! of triangle!0 3. (ine rule. 5. Cosine rule. 6. 'rea of triangles. AST$0 Motion along a !traigt line0 3. Displacement. 5. >elocity. 6. 'cceleration. Application Package for Social Science. ASS'0 Inde9 Num/er 3. !nde- number 5. Composite inde-. ASS$0 Linear +rogramming 3. Araphs of linear ineualities. 5. (olving linear programming problems. 6