LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS Students will be able to: ACTIVITIES

1. LINES AND Understand and use properties i. Identify: Explore the properties of angles associated Vocabulary
ANGLES II of angles associated with a) transversals with transversal using dynamic geometry parallel lines
transversal and parallel lines. b) corresponding angles software, geometry sets, acetate overlays transversal
WEEK 1 c) alternate angles or tracing paper. alternate angle
3 – 7 Jan d) interior angles. interior angle
associated
ii. Determine that for parallel lines: Discuss when alternate and corresponding corresponding
a) corresponding angles are equal angles are not equal. angle
b) alternate angles are equal The interior angles on the same side of the intersecting
c) sum of interior angles is 180°. transversal are supplementary. lines
supplementary
iii. Find the values of: Discuss when all angles associated with angle
a) corresponding angles transversals are equal and the implication acetate overlay
b) alternate angles on its converse.
c) interior angles associated with
parallel lines.

iv. Determine if two given lines are

parallel based on the properties of
angles associated with transversals.
v. Solve problems involving properties Limit to transversal intersecting parallel
of angles associated with lines.
transversals.

2. POLYGONS II Understand the concepts of i. Determine if a given polygon is a Limit to polygons with a maximum of 10 Vocabulary
WEEK 2 regular polygons. regular polygon. sides. polygon
10 -14 JAN Use models of polygons and surroundings regular
to identify regular polygons. polygon
convex
ii. Find: Explore properties of polygons using rulers, Polygon
a) the axes of symmetry compasses, protractors, grid papers, axes of
b) the number of axes of symmetry templates, geo-boards, flash cards and symmetry
of a polygon. dynamic geometry software. straightedges
angle
iii. Sketch regular polygons. Include examples of non-regular polygons Equilateral
developed through activities such as folding triangle
papers in the shape of polygons. square
regular
iv. Draw regular polygons by dividing Relate to applications in architecture. Hexagon
equally the angle at the centre.

v. Construct equilateral triangles, Construct using straightedges and

squares and regular hexagons. compasses.
Emphasise on the accuracy of drawings.

1
 LEARNING LEARNING OBJECTIVES
AREA/WEEKS
Understand and use the
knowledge of exterior and
interior angles of polygons.
LEARNING OUTCOME
Students will be able to:
i. Identify the interior angles and
exterior angles of a polygon.
ii. Find the size of an exterior angle
when the interior angle of a polygon
is given and vice versa.
iii. Determine the sum of the interior
angles of polygons.
TEACHING AND LEARNING STRATEGIES
ACTIVITIES
Explore angles of different polygons Vocabulary
through activities such as drawing, cutting interior angle
and pasting, measuring angles and using exterior angle
dynamic geometry software. complementary
angle
Investigate the number of triangles formed Sum
by dividing a polygon into several triangles
by joining one chosen vertex of the polygon
to the other vertices.

iv. Determine the sum of the exterior

angles of polygons.

v. Find:
a) the size of an interior angle of a
regular
b) polygon given the number of
sides.
c) the size of an exterior angle of a
regular polygon given the
number of sides.
d) the number of sides of a regular
polygon given the size of the
interior or
e) exterior angle.

vi. Solve problems involving angles Include examples from everyday situations.
and sides of polygons.

3. CIRCLES II Understand and use properties i. Identify a diameter of a circle as an Vocabulary

WEEK 3-4 of circles involving symmetry, axis of symmetry. diameter
17 JAN – 4 FEB chords and arcs. axis of
ii. Determine that: Explore through activities such as tracing, Chord
a) a radius that is perpendicular to folding, drawing and measuring using perpendicular
a chord divides the chord into compasses, rulers, threads, protractor, filter bisector
two equal parts and vice versa. papers and dynamic geometry software. intersect
b) perpendicular bisectors of two equidistant
chords intersect at the centre. arc
c) two chords that are equal in symmetry
length are equidistant from the centre
centre and vice versa. radius
d) chords of the same length cut perpendicular
arcs of the same length. symmetry

2
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS Students will be able to: ACTIVITIES
iii. Solve problems involving
symmetry, chords and arcs of
circles.

Understand and use properties i. Identify angles subtended by an arc Explore properties of angles in a circle by Vocabulary
of angles in circles. at the centre and at the drawing, cutting and pasting, and using angle
circumference of a circle. dynamic geometry software. subtended
semicircle
ii. Determine that angles subtended at Include reflex angles subtended at the circumference
the circumference by the same arc centre. arc
are equal. chord

iii. Determine that angles subtended: Angle subtended by an arc is the same as reflex angle
a) at the circumference angle subtended by the corresponding centre
b) at the centre by arcs of the same chord.
length are equal.

iv. Determine the relationship between

angle at the centre and angle at the
circumference subtended by an arc.

v. Determine the size of an angle

subtended at the circumference in a
semicircle.

vi. Solve problems involving angles

subtended at the centre and angles at
the circumference of circles.

Understand and use the i. Identify cyclic quadrilaterals. Explore properties of cyclic quadrilaterals Vocabulary
concepts of cyclic by drawing, cutting and pasting and using cyclic
quadrilaterals. dynamic geometry software. quadrilateral
ii. Identify interior opposite angles of opposite
cyclic quadrilaterals. angle
exterior angle
iii. Determine the relationship between Interior
interior opposite angles of cyclic
quadrilaterals.

iv. Identify exterior angles and the

corresponding interior opposite
angles of cyclic quadrilaterals.

3
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS Students will be able to: ACTIVITIES
v. Determine the relationship between
exterior angles and the
corresponding interior opposite
angles of cyclic quadrilaterals.

vi. Solve problems involving angles of

cyclic quadrilaterals.

vii. Solve problems involving circles.

4. STATISTICS II Represent and interpret data in i. Obtain and interpret information Relate the quantities of the data to the size Vocabulary
pie charts to solve problems. from pie charts. of angles of the sectors. sector
Use everyday examples from sources such pie chart
WEEK 5 – 6 as newspapers, magazines, reports and the angle
7 – 18 FEB Internet. suitable
representation
ii. Construct pie charts to represent A complete pie chart should include: construct
data. i. The title size of sector
ii. Appropriate labels for the groups of quantity
data. data
Use calculators and computer software in size of angle
constructing pie charts. label
title
iii. Solve problems involving pie charts. Pie charts are mainly suitable for pictograms
categorical data. Include pictograms, bar bar chart
charts, line graphs and pie charts. pie chart

iv. Determine suitable representation of Discuss that representation of data depends

data. on the type of data.

Understand and use the i. Determine the mode of: Use sets of data from everyday situations to Vocabulary
concepts of mode, median and a) sets of data. evaluate and to forecast. data
mean to solve problems. b) data given in frequency tables. mode
discrete
ii. Determine the mode and the Discuss appropriate measurement in frequency
respective frequency from different situations. median
pictographs, bar charts, line graphs arrange
and pie charts. odd
iii. Determine the median for sets of Involve data with more than one mode. even
data. Limit to cases with discrete data only. middle
frequency
iv. Determine the median of data in Emphasise that mode refers to the category table
frequency tables. or score and not to the frequency. mean
Include change in the number and value of
data.

4
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS Students will be able to: ACTIVITIES
v. Calculate the mean of: Use calculators to calculate the mean for
a) sets of data large sets of data.
b) data in frequency tables

vi. Solve problems involving mode, Discuss appropriate use of mode, median
median and mean. and mean in certain situations.

WEEK 7 TOPICAL TEST 1 ( 21 – 23 FEB)

21 – 25 FEB
5. INDICES Understand the concepts of i. Express repeated multiplication as Begin with squares and cubes. Vocabulary
indices. an and vice versa. ‘a ’ is a real number. indices
WEEK 8 – 10 Include algebraic terms. base
28 FEB -11 MARCH Emphasise base and index. index
a x a x …a = aⁿ power of
n factors a is the base, n is the index. index notation
index form
ii. Find the value of aⁿ. Explore indices using calculators and express
spreadsheets. value
real numbers
iii. Express numbers in index notation. Involve fractions and decimals. repeated
Limit n to positive integers. multiplication
factor

Perform computations i. Verify a m ×a n = a m +n Explore laws of indices using repeated Vocabulary

Involving multiplication of multiplication and calculators. multiplication
numbers in index notation. simplify
base
ii. Simplify multiplication of: Limit algebraic terms to one unknown. algebraic term
a) numbers verify
b) algebraic terms expressed in index notation
index notation with the same indices
base. law of indices

iii. Simplify multiplication of: unknown

a) numbers
b) algebraic terms expressed in
index notation with different
bases.

Perform computation involving i. Verify a m ÷ a n = a m −n Emphasise aº = 1.

division of numbers in index
notation.
ii. Simplify division of:
a) numbers
b) algebraic terms expressed in

5
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS Students will be able to: ACTIVITIES
index notation with the same
base.
Perform computations i. Derive ( a m ) n = a mn ( a m ) n = a mn m and n are positive Vocabulary
involving raising numbers and raised to a power
integers.
algebraic terms in index base
notation to a power.

ii. Simplify: Limit algebraic terms to one unknown.

a) numbers
b) algebraic terms
expressed in index notation raised to a
power.

iii. Simplify multiplication and division Emphasise:

of: ( a m ×b n ) p = a mp ×b np
a) numbers
p
b) algebraic terms  am  a mp
expressed in index notation with different   =
 bn  b np
bases raised to a power.  

iv. Perform combined operations

involving multiplication, division,
and raised to a power on:
a) numbers
b) algebraic terms.

Perform computations −n 1 Explore using repeated multiplications and Vocabulary

i. Verify a =
involving negative indices. n . the law of indices. verify
a
1 n is a positive integer.
ii. State a −n as and vice versa. Begin with n = 1.
an

iii. Perform combined operations of

multiplication, division and raising
to a power involving negative
indices on:
a) numbers
b) algebraic terms.

Perform computations 1 a and n are positive integers.

i. Verify .
involving fractional indices. an =n a Begin with n = 2.

1
ii. State as n a and vice versa.
an

6
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS Students will be able to: ACTIVITIES

1
iii. Find the value of
an

m
iv. State as :
an
1 1
a) (a n ) m
or ( a m ) n .

b) n amor (n a ) m .
v. Perform combined operations of
multiplication, division and raising
to a power involving fractional
indices on:
a) numbers
b) algebraic terms.

m Limit to positive integral roots.

vi. Find the value of .
an

Perform computation involving i. Perform multiplication, division,

laws of indices. raised to a power or combination of
these operations on several numbers
expressed in index notation.

ii. Perform combined operations of

multiplication, division and raised to
a power involving positive, negative
and fractional indices.

MID TERM BREAK

12 – 19 MARCH

7
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS Students will be able to: ACTIVITIES
6. ALGEBRAIC Understand and use the concept i. Expand single brackets. Relate to concrete examples. Vocabulary
EXPRESSIONS III of expanding brackets. Begin with linear algebraic terms. linear algebraic
Limit to linear expressions. terms
Emphasise: like terms
(a ± b)(a ± b) = (a ± b)² unlike terms
expansion
ii. Expand two brackets. Explore using computer software. expand
Include: single brackets
(a + b)(a + b) two brackets
(a – b)(a – b) multiply
(a + b)(a – b)
(a – b)(a + b)

Understand and use the concept i. State factors of an algebraic term. Explore using concrete materials and Vocabulary
of factorisation of algebraic computer software. factorisation
expressions to solve problems. Emphasise the relationship between square
expansion and factorisation. common factor
term

ii. State common factors and the HCF The difference of two squares means: highest common
for several algebraic terms. a 2
−b 2
= ( a ±b )( a b) factor (HCF)
difference of two
Limit to four algebraic terms.
squares
ab – ac = a(b – c)
e 2 − f 2 = (e + f )( e − f )
x 2 +2 xy + y 2 = ( x + y ) 2
limit answer to ( ax +by ) 2
ab + ac + bd + cd = (b + c)(a + d)

iii. Factorise algebraic expressions:

a) using common factor
b) the difference of two squares.

iv. Factorise and simplify algebraic Begin with one-term expressions for the Vocabulary
fractions. numerator and denominator. numerator
Limit to factorisation involving common denominator
factors and difference of two squares. algebraic
Explore using computer software. fraction
factorisation

8
 Perform addition and i. Add or subtract two algebraic Explore using computer software. Vocabulary
subtraction on algebraic fractions with the same Relate to real-life situations. common factor
fractions. denominator. lowest common
multiple (LCM)
ii. Add or subtract two algebraic The concept of LCM may be used. multiple
fractions with one denominator as a Limit denominators to one algebraic term. denominator
multiple of the other denominator.

iii. Add or subtract two algebraic

fractions with denominators:
a) without any common factor
b) with a common factor.

Perform multiplication and i. Multiply two algebraic fractions Explore using computer software. Vocabulary
division on algebraic fractions. involving denominator with: Begin multiplication and division without simplification
a) one term simplification followed by multiplication
b) two terms. and division with simplification.

ii. Divide two algebraic fractions

involving denominator with:
a) one term
b) two terms
iii. Perform multiplication and division
of two algebraic fractions using
factorisation involving common
factors and the different of two
squares.

7. ALGEBRAIC Understand the concepts of i. Determine if a quantity in a given Use examples of everyday situations to Vocabulary
FORMULAE variables and constants. situation is a variable or a constant. explain variables and constants. quantity
variable
constant
ii. Determine the variable in a given possible value
situation and represent it with a formula
letter symbol. value
letter symbol
iii. Determine the possible values of a Variables include integers, fractions and formulae
variable in a given situation. decimals.

Understand the concepts of i. Write a formula based on a given: Symbols representing a quantity in a Vocabulary
formulae to solve problems. a) statement formula must be clearly stated. subject of a
b) situation. formula
statement
ii. Identify the subject of a given power

9
 formula. roots

iii. Express a specified variable as the formulae

subject of a formula involving:
a) one of the basic operations: +, −,
x, ÷
b) powers or roots
c) combination of the basic
operations and powers or roots.

iv. Find the value of a variable when it Involve scientific formulae.

is:
a) the subject of the formula
b) not the subject of the formula.
v. Solve problems involving formulae.

8. SOLID GEOMETRY Understand and use the i. Derive the formula for volume of: Prisms and cylinders refer to right prisms Vocabulary
III concepts of volumes of right a) prisms and right circular cylinders respectively. derive
prisms and right circular b) cylinders. Use concrete models to derive the formulae. prism
cylinders to solve problems. cylinder
right circular
ii. Calculate the volume of a right Limit the bases to shapes of triangles and cylinder
prism in cubic units given the height quadrilaterals. circular
and: base
a) the area of the base radius
b) dimensions of the base.
iii. Calculate the height of a prism given Relate the volume of right prisms to right area
the volume and the area of the base. circular cylinders. cubic units
square
iv. Calculate the area of the base of a rectangle
prism given the volume and the triangle
height. dimension

v. Calculate the volume of a cylinder height

in cubic units given: cubic metre
a) area of the base and the height. cubic
b) radius of the base and the height centimetre
of the cylinder. cubic
millimetre
vi. Calculate the height of a cylinder, millilitre
given the volume and the radius of litre
the base. convert

vii. Calculate the radius of the base of a metric unit

cylinder given the volume and the liquid
height. container

10
 viii. Convert volume in one metric unit volume
to another:
a) mm³, cm³ and m³
b) cm³, ml and l .

ix. Calculate volume of liquid in a Limit the shape of containers to right

container. circular cylinders and right prisms.

x. Solve problems involving volumes

of prisms and cylinders.

Understand and use the concept i. Derive the formula for the volume Include bases of different types of polygons. Vocabulary
of volumes of right pyramids of: pyramid
and right circular cones to solve a) pyramids cone
problems. b) cones. volume
base
ii. Calculate the volume of pyramids in Use concrete models to derive the formula. height
mm³, cm³ and m³, given the height dimension
and:
a) area of the base
b) dimensions of base.

iii. Calculate the height of a pyramid Relate volumes of pyramids to prisms and
given the volume and the dimension volumes of cones to cylinders.
of the base.

iv. Calculate the area of the base of a

pyramid given the volume and the
height.

v. Calculate the volume of a cone in

mm³, cm³ and m³, given the height
and radius of the base.

vi. Calculate the height of a cone, given

the volume and the radius of the
base.

vii. Calculate the radius of the base of a

cone given the volume and the
height.

viii. Solve problems involving volumes

of pyramids and cones.

Understand and use the concept i. Calculate the volume of a sphere Include hemisphere Vocabulary

11
 of volumes of sphere to solve given the radius of the sphere. sphere
problems. hemisphere
solid
ii. Calculate the radius of a sphere composite
given the volume of the sphere. solid
combination
iii. Solve problems involving volumes volume
of spheres. radius

Apply the concept of volumes i. Calculate the volume of a composite Composite solids are combinations of
to solve problems involving solid. geometric solids.
composite solids. Use concrete models to form composite
solids.

ii. Solve problems involving volumes Use examples from real-life situations.
of composite solids.

9. SCALE DRAWINGS Understand the concepts of i. Sketch shapes: Limit objects to two dimensional geometric Vocabulary
III scale drawings. a) of the same size as the object shapes. sketch
b) smaller than the object draw
c) larger than the object objects
using grid papers. grid paper
geo-boards
ii. Draw geometric shapesaccording to Explore scale drawings using dynamic software
scale 1 : n, where n = 1, 2, 3, 4, 5 , geometry software, grid papers, geo-boards scale
1 1 or graph papers. geometrical shapes
, . compositen shapes
2 10 size
iii. Draw composite shapes, according Emphasise on the accuracy of the drawings. smaller
to a given scale using: Include grids of different sizes. larger
a) grid papers accurate
b) blank papers. redraw

iv. Redraw shapes on grids of different Emphasise that grids should be drawn on
sizes. the original shapes.

v. Solve problems involving scale Relate to maps, graphics and architectural

drawings. drawings.

10. TRANSFORMATIO Understand and use the i. Identify if given shapes are similar. Emphasise that for a triangle, if the Vocabulary
NS II concepts of similarity. corresponding angles are equal, then the shape
corresponding sides are proportional. similar
side
ii. Calculate the lengths of unknown Involve examples from everyday situations. angle
sides of two similar shapes. proportion
centre of

12
 enlargement
Understand and use the i. Identify an enlargement. Explore the concepts of enlargement using transformation
concepts of enlargement. grid papers, concrete materials, drawings, enlargement
geo-boards and dynamic geometry software. scale factor
object
image
invariant
reduction
ii. Find the scale factor, given the Emphasise the case of reduction. size
object and its image of an Emphasise the case when scale factor = ± 1 orientation
enlargement when: Relate enlargement to similarity of shapes.
a) scale factor > 0
b) scale factor < 0.

iii. Determine the centre of Emphasise that the centre of enlargement is similarity
enlargement, given the object and its an invariant point. properties
image. area

iv. Determine the image of an object Emphasise the method of construction.

given the centre of enlargement and
the scale factor.

v. Determine the properties of

enlargement.

vi. Calculate the:

a) scale factor
b) the lengths of sides of the image
c) the lengths of sides of the object
of an enlargement.

vii. Determine the relationship between Use grid papers and dynamic geometry
the area of the image and its object. software to explore the relationship between
the area of the image and its object.

viii. Calculate the: Include negative scale factors.

a) area of image
b) area of object
c) scale factor
of an enlargement.

ix. Solve problems involving

enlargement.

11. LINEAR Understand and use the i. Determine if an equation is a linear Derive linear equations in two variables Vocabulary

13
 EQUATIONS II concepts of linear equations in equation in two variables. relating to real-life situations. equation
two variables. variable
linear equation
value
possible
solution
ii. Write linear equations in two Explore using graphic calculators, dynamic linear equation
variables from given information. geometry software and spreadsheets to variable
solve linear equations and simultaneous solution
linear equations. substitution
elimination
iii. Determine the value of a variable simultaneous
given the other variables. linear
equation
iv. Determine the possible solutions for
a linear equation in two variables.

Understand and use the v. Determine if two given equations Include letter symbols other than x and y to
concepts of two simultaneous are simultaneous linear equations. represent variables.
linear equations in two
variables to solve problems.

vi. Solve two simultaneous linear Use trial and improvement method.
equations in two variables by
a) substitution
b) elimination

vii. Solve problems involving two Use examples from real-life situations.
simultaneous linear equations in two
variables.

12. LINEAR Understand and use the i. Identify the relationship: Use everyday situations to illustrate the Vocabulary
INEQUALITIES concepts of inequalities. a) greater than symbols and the use of “ > ” , “ < ” , “ ≤ “ inequality
b) less than and “ ≥ “. greater
based on given situations. less
Emphasise that a > b is equivalent to b < a.
greater than
ii. Write the relationship between two “ > “ read as “greater than”. less than
given numbers using the symbol “>” “ < “ read as “less than”. equal to
or “<”. include

Understand and use the
concepts of linear inequalities
iii. Identify the relationship: “ ≥ “ read as “greater than or equal to”. equivalent
a) greater than or equal to “ ≤ “ read as “ less than or equal to”. solution
b) less than or equal to relationship
based on given situations. linear
unknown
i. Determine if a given relationship is number line
a linear inequality.

14
in one unknown.

ii. Determine the possible solutions for h is a constant, x is an integer.

a given linear inequality in one
unknown:
a) x > h;
b) x < h;
c) x ≥ h;
d) x ≤ h.

iii. Represent a linear inequality:

a) x > h;
b) x < h;
c) x ≥ h;
d)x ≤ h.
on a number line and vice versa.

iv. Construct linear inequalities using Involve examples from everyday situations.
symbols:
a) “ > “ or “ < “
b) “ ≥ “ or “ ≤ “
from given information.

Perform computations i. State a new inequality for a given Emphasise that the condition of inequality Vocabulary
involving addition, subtraction, inequality when a number is: is unchanged. add
multiplication and division on a) added to addition
linear inequalities. b) subtracted from subtract
both sides of the inequalities. subtraction
multiply
ii. State a new inequality for a given Emphasise that when we multiply or divide division
inequality when both sides of the both sides of an inequality by the same multiplication
inequality are: negative number, the inequality is reversed. divide
a) multiplied by a number relation
b) divided by a number. equivalent
adding
iii. Construct inequalities Information given from real-life situations. subtracting
a) x + k > m + k Include also <, ≥ and ≤ . simplest
collect
b) x–k>m–k isolate
c) kx > km solve
add
subtract
multiply

15
 x m
d) d) 〉
k k
from given information.

Perform computations to solve
inequalities in one variable.
i. Solve a linear inequality by: Emphasise that for a solution, the variable is divide
a) adding a number written on the left side of the inequalities.
b) subtracting a number
on both sides of the inequality.
ii. Solve a linear inequality by Explore using dynamic geometry software
a) multiplying a number and graphic calculators.
b) dividing a number
on both sides of the inequality.

iii. Solve linear inequalities in one

variable using a combination of
operations.

Understand the concepts of i. Represent the common values of Emphasise the meaning of inequalities such Vocabulary
simultaneous linear inequalities two simultaneous linear inequalities as: determine
in one variable. on a number line. i. a < x <b common value
ii. a ≤ x ≤ b simultaneous
combining
iii. a ≤ x < b linear
iv. a < x ≤ b inequality
number line
ii. Solve two simultaneous linear Emphasise that forms such as: equivalent
inequalities. i. a > x >b
ii. a < x ≥ b
iii. a < x > b
are not accepted.

13. GRAPHS OF Understand and se the concepts i. State the relationship between two Involve functions such as: Vocabulary
FUNCTIONS of functions. variables based on given i. y = 2x + 3 function
information. ii. p = 3q²+ 4q – 5 relationship
iii. A = B³ variable
1 dependent
iv. W = variable
Z
ii. Identify the dependent and Explore using “function machines”. independent
independent variables in a given variable
relationship involving two variables. ordered pairs
coordinate
iii. Calculate the value of the dependent plane

16
 variable, given the value of the table of values
independent variable. origin
graph
Draw and use graphs of i. Construct tables of values for given Limit to linear, quadratic and cubic x-coordinate
functions. functions. functions. y-coordinate
x-axis
ii. Draw graphs of functions using Include cases when scales are not given. y-axis
given scale. scale

iii. Determine from a graph the value of

y, given the value of x and vice
versa.

iv. Solve problems involving graphs of

functions.

14. RATIO, RATE AND Understand the concepts of i. Determine the rate involved in given Emphasise the units in the calculation. Vocabulary
PROPORTION II rates and perform computations situations and identify the two rate
involving rate. quantities involved. quantity
unit of
ii. Calculate the rate given two Use real-life situations that involve rate. measurement
different quantities. speed
distance
iii. Calculate a certain quantity given time
the rate and the other quantity. uniform
non-uniform
iv. Convert rates from one unit of differentiate
measurement to another. average speed
distance
v. Solve problems involving rate. time
acceleration
Understand and use the concept i. Identify the two quantities involved Moral values related to traffic rules should retardation
of speed. in speed. be incorporated.

ii. Calculate and interpret speed. Use examples from everyday situations.

iii. Calculate:
a) the distance, given the speed and
the time
b) the time, given the speed and the
distance.
iv. Convert speed from one unit of Include the use of graphs.
measurement to another.
v. Differentiate between uniform speed
and non-uniform speed.

17
 Understand and use the i. Calculate the average speed in Use examples from daily situations.
concepts of average speed. various situations.

ii. Calculate: Discuss the difference between average

a) the distance, given the average speed and mean speed.
speed and the time.
b) the time, given the average speed
and the distance.
iii. Solve problems involving speed and
average speed.

Understand and use the i. Identify the two quantities involved Include cases of retardation.
concepts of acceleration. in acceleration.

ii. Calculate and interpret acceleration. Retardation is also known deceleration.

15. TRIGONOMETRY Understand and use tangent of i. Identify the: Use only right-angled triangle. Vocabulary
an acute angle in a right-angled a) hypotenuse Use right-angled triangles with real right-angled
triangle. b) the opposite side and the measurements and develop through triangle
adjacent side with respect to one activities. angle
of the acute angles. hypotenuse
opposite side
ii. Determine the tangent of an angle. Tangent θ can be written as tan θ. adjacent side
Discuss the ratio of the opposite side to the ratio
adjacent side when the angle approaches tangent
90º. value
length
iii. Calculate the tangent of an angle Emphasise that tangent is a ratio. size
given the lengths of sides of the Limit to opposite and adjacent sides.
triangle. Include cases that require the use of
Pythagoras’ Theorem.

iv. Calculate the lengths of sides of a Explore tangent of a given angle when:
triangle given the value of tangent i. The size of the triangle varies
and the length of another side. proportionally.
ii. The size of angle varies.

Understand and use sine of an i. Determine the sine of an angle. Sine θ can be written as sin θ. Vocabulary
acute angle in a right-angled ratio
triangle. right-angled
ii. Calculate the sine of an angle given Explore sine of a given angle when: length
the lengths of sides of the triangle. i. The size of the triangle varies value
proportionally. hypotenuse
ii. The size of the angle varies. opposite side
size
iii. Calculate the lengths of sides of a Include cases that require the use of constant

18
 triangle given the value of sine and Pythagoras’ Theorem. increase
the length of another side. proportion
degree
Understand and use cosine of i. Determine the cosine of an angle. Cosine θ can be written as cos θ. minute
an acute angle in a right-angled tangent
triangle.
ii. Calculate the cosine of an angle Explore cosine of a given angle when: angle
given the lengths of sides of the i. The size of the triangle varie cosine
triangle. proportionally. sine
ii. The size of the angle varies. triangle

iii. Calculate the lengths of sides of a Include cases that require the use of
triangle given the value of cosine Pythagoras’ Theorem.
and the length of another side.

Use the values of tangent, sine i. Calculate the values of other

and cosine to solve problems. trigonometric ratios given the value
of a trigonometric ratio.

ii. Convert the measurement of angles

from:
a) degrees to degrees and minutes.
b) degrees and minutes to degrees.

iii. Find the value of: Include angles expressed in:

a) tangent i. degrees
b) sine ii. degrees and minutes
c) cosine
of 30º, 45º and 60º without using
scientific calculator

iv. Find the value of:

a) tangent
b) sine
c) cosine
using scientific calculator.

v. Find the angles given the values of:

a) tangent
b) sine
c) cosine
using scientific calculators.

vi. Solve problems involving

trigonometric ratios.

19
20