THE LOWER SECONDARY CURRICULUM

CONTENTS FOREWORD
Foreword 1 This four-year syllabus for Mathematics is one of the 20 subjects
of the Lower Secondary school curriculum. The Lower Secondary
Acknowledgement 2 syllabus for Mathematics builds upon concepts, skills, attitudes
Introduction 3 and values developed at primary school level, which provide a
Background to the New Curriculum 3 firm foundation for further mathematical study.
Key changes 5 Mathematics contributes to the development of critical thinking,
creativity and problem-solving. The syllabus thus helps the learner
The New Curriculum to recognise and apply Mathematics to all aspects of his/her life
and work. A good grasp of key mathematical concepts is essential
- Key learning outcomes 7 for full and rewarding participation in society. The learner needs
- Values 7 to be able to calculate, estimate and measure, and interpret and
- Generic Skills 8 use data, in order to manage his/her day-to-day life and
- Generic Skills in Mathematics 9 contribute effectively to the workforce. Thus, mathematical
literacy is essential to all aspects of national and economic
- Cross cutting Issues 9 development.
- ICT Integration 10
- The Mathematics Syllabus 11 The independent mathematical thinking and problem-solving
skills the learner develops are essential in the study of Numbers,
- Time allocation 11 Geometry and Measurement, Data and Probability and Patterns
- Rationale 11 and Algebra in the programme of study for all four years in the
- Teaching and learning Mathematics 12 Lower Secondary cycle.

The teachers of Mathematics are required to shape the learning

Programme planner 13 experiences to meet the needs and interests of all learners. Good
Detailed Mathematics Syllabus 16 learner textbooks, teacher’s resource books and the use of guest
speakers and practitioners will greatly assist teachers to achieve
Assessing Mathematics 61 the objectives.
- Examinations 62
- Formative assessment 62 I therefore endorse this syllabus as the official document for the
- How do we find the opportunity to make teaching and learning of Mathematics at the Lower Secondary
School level throughout the country.
formative assessment 63
- Generic Skills 64
- Attitudes 64
- Record Keeping 64

Glossary of Key terms 66

Hon. Janet K. Museveni
The First Lady and Minister for Education and Sports

© National Curriculum Development Centre, Uganda, 2019

Published by National Curriculum Development Centre,
P.O. Box 7002, Kampala

ISBN: 978-9970-00-111-8

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, transmitted in any form or by any means; electronic,
mechanical, photocopying, recording or otherwise without the prior writ- ten
permission of NCDC.
Website: www.ncdc.go.ug

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MATHEMATICS SYLLABUS

ACKNOWLEDGEMENT
National Curriculum Development Centre (NCDC) would like to
express its appreciation to all those who worked tirelessly to-
wards the production of this Lower Secondary Syllabus.

Our gratitude goes to the Ministry of Education and Sports

(MoES), for overseeing the development of the syllabus and
taking timely decisions whenever necessary. They have worked
as a team with NCDC to produce this syllabus. Their decisions
have been invaluable in getting this work completed as required.
Our thanks also go to our partners in education who provided the
necessary guidance.

We would also like to thank the members of the public who

made helpful contribution towards shaping this syllabus. Their
efforts are invaluable towards having this syllabus implemented
in the schools and for improved quality of education in Uganda.

The Centre is indebted to the learners, teachers and consultants

from Cambridge Education and Curriculum Foundation UK, who
worked with NCDC specialists. Great thanks go to members of
Mathematics Working Group who worked tirelessly to put
together the necessary facts and guidance in producing this
syllabus.

Furthermore, NCDC would like to thank the World Bank for the
initial technical and the Government of Uganda for the financial
support towards the Lower Secondary Curriculum Review.

Last but not least, NCDC would like to acknowledge all those
behind the scenes who formed part of the team that worked
hard to finalise the work on this syllabus.

NCDC takes responsibility for any shortcomings that might be

identified in this publication and welcomes suggestions for
effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P.O. Box 7002
Kampala or email [email protected] or through our Contact Us
page on our website at www.ncdc.go.ug.

Grace K. Baguma
Director,
National Curriculum Development Centre

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 THE LOWER SECONDARY CURRICULUM

INTRODUCTION
The Uganda Vision 2040 aims to transform Uganda into a modern • Enabling individuals to develop personal skills of problem
and prosperous country, while the NDP recognises the existing solving, information gathering and interpretation,
weaknesses in education, including the low efficiency and independent reading and writing, self-improvement
variable quality at the secondary level. The Sustainable through learning and development of social, physical and
Development Goal 4 advocates for equitable and quality leader- ship skills such as are obtained through games,
education, while the National Development Plan II focuses on sports, societies and clubs;
enhancement of human capital development, strengthening • Laying the foundation for further education;
mechanisms for quality, effective efficient service delivery and • Enabling the individual to apply acquired skills in solving
improvement of quality and relevance of skills development. The problems of community, and to develop a strong sense of
NRM Manifesto (2016-2021), emphasises continuous assessment constructive and beneficial belonging to that community;
examination systems, strengthening soft skills, which promote • Instilling positive attitudes towards productive work and
self-esteem, conscientiousness and a generally positive attitude strong respect for the dignity of labour and those who
to work, promoting e-learning and computer literacy in order to engage in productive labour activities;
enhance learning outcomes. All these are lacking and where they
exist, it is at a minimum level.

In alignment with the above, the Education and Sports Sector

BACKGROUND TO THE
Strategic plan (2017/20) advocates for delivery of equitable,
relevant and quality education for all. The current secondary
CURRICULUM
school curriculum of Uganda, although highly regarded by some, The review was based on the Education Sector Strategic Plan
is focused on the needs of a tiny group of academically oriented (ESSP), 2009 – 2018) which set out strategies to improve the
elites yet the needs of the majority of learners need to be the quality and relevance of secondary education. The ESSP’s sub
focus. The Ministry of Education and Sports (MoES), through the objective 2.2 was to ensure that “Post-primary students [are]
National Curriculum Development Centre (NCDC) therefore, prepared to enter the workforce and higher education”. This is
undertook a review of the Lower Secondary Curriculum, aimed at also in line with the current strategic plan of 2017-2020. To
providing a learning environment, opportunities, interactions, achieve this objective, one of the ministry’s strategies was to
tasks and instructions that foster deep learning by putting the revise the curriculum and improve instruction and assessment by
learner at the centre of the learning experience. This is in line with eliminating the short comings in the current curriculum.
the aims of secondary education in Uganda, as provided for in
the Government White Paper on education (1992) as outlined The review focused on: producing a secondary school graduate
below: who has the competences that are required in the 21st century;
promoting values and attitudes; effective learning and
The aims of secondary education in Uganda are: acquisition of skills in order to reduce unemployment among
• Instilling and promoting national unity, an understanding of school graduates.
the social and civic responsibilities;
• Promoting an appreciation and understanding of the The review also aimed at reducing the content overload and
cultural heritage of Uganda including its languages; contact hours in the classroom so as to create time for: research
• Imparting and promoting a sense of self discipline, ethical and project work; talent development and creativity; allowing for
and spiritual values, personal responsibility and initiative; emerging fields of knowledge across all subjects and doing away
• Enabling individuals to acquire and develop knowledge and with obsolete information. There was a need to address the social
an understanding of emerging needs of society and the and economic needs of the country like the mining sector,
economy; tourism, services provision, science and technology
• Providing up-to-date and comprehensive knowledge in development and to ensure rigorous career guidance
theoretical and practical aspects of innovative production, programme to expose learners to the related subjects. This will
modern management methods in the field of commerce enable learners to make informed choices as they transit and to
and industry and their application in the context of equip them with knowledge and skills that will enhance their
socioeconomic development of Uganda; competitiveness in the global value chain.
• Enabling individuals to develop basic scientific,
technological, technical, agricultural and commercial skills
required for self-employment;

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MATHEMATICS SYLLABUS

To meet these requirements, the review are based on:

• The development of a holistic education for personal and

national development based on clear shared values
• A commitment to higher standards, deeper understanding
and greater opportunities for learners to succeed
• A focus on the key skills that are essential to work, to learning,
and to life, and which will promote life-long learning
• An integrated approach that will develop the ability to apply
learning in practical situations.

The ESSP further outlines what the review implies:

“This review will necessitate a sweeping revision of the

general secondary curriculum, away from strictly academic
learning objectives that are thought to prepare students for
erudite higher education and towards a set of
competencies that serve both those who continue their
education after S4 and those who choose to enter the
workforce. The new curriculum will enable learners to
acquire specific vocational skills that they can use once they
enter the world of work. The new curriculum will help
learners make informed decisions as citizens and family
members, and it will give those who continue with their
education, either immediately in S5 or later in life, the
learning skills they need to think critically and study
efficiently.”

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 THE LOWER SECONDARY CURRICULUM

KEY CHANGES IN THE CURRICULUM

The key change in the curriculum is a move from a This approach to teaching and learning is in support of the
knowledge-based curriculum to a competence and skill- Sustainable Development Goals (SDG’s), otherwise known as
based curriculum. It is no longer sufficient to accumulate the Global Goals. These are a universal call to action to end
large amounts of knowledge. Young people need to develop poverty, protect the planet and ensure that all people enjoy
the ability to apply their learning with confidence in a range peace and prosperity. The key changes in the curriculum will
of situations. ensure that Uganda is making good progress towards SDG 4 in
They need to be able to use knowledge creatively. A level of particular which aims to ensure equitable quality education and
competence is the ability to use knowledge rather than just to promote lifelong learning opportunities for all.
acquire it. This requires an active, learner-centred rather than
The change can be summarised in the following diagrams.
passive, teacher-centred approach.

THE KNOWLEDGE-BASED CURRICULUM

Knowledge-based teaching was based on transferring knowledge from the teacher to the students. The teacher had knowledge
and transferred this knowledge to the students by lecturing, talking, asking them to read the text book or writing notes on the
board for the students to copy and learn. Students acquired the knowledge, often without fully understanding it, and were tested at
the end of a Topic, term or school course to see if they had remembered it. The knowledge was based mainly on the knowledge in the
subjects traditionally taught at university, and little attempt was made to make it relevant to young people’s own lives. The whole
education system was seen by many people as a preparation for university, but the vast majority of learners never reach university.
This curriculum caters for this majority as well as those who later go on to university.

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MATHEMATICS SYLLABUS

THE COMPETENCE BASED CURRICULUM

ACTIVITY
STIMULUS MATERIAL, LEARNERS’ EXPERIENCE,
PROBLEM-SOLVING, INVESTIGATION, GROUP
ACTIVITIES, EXPLORATION, EXPERIMENTS, FIELD WORK

DISCUSSION
LEARNER LEARNER LEARNER

FEEDBACK AND INTERACTION

FORMATIVE AND SUMMATIVE ASSESSMENT

In the competence-based approach, the “student” becomes a “learner”. The Learning Outcomes can only be achieved
through active engagement in the learning process rather than simply absorbing knowledge given by the teacher.
The teacher needs to build on the learners’ own knowledge and experience and create Learning Activities through which
learners can explore the meaning of what is being learned and understand how it is applied in practical situations.
Teaching and learning become a two-way process of dialogue between the Teacher and Learners. Learners also learn from
each other through discussion. Assessment also becomes a two-way process of formative assessment; not just to give grades
but to find out problems the learners may be having and help to solve them.

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 THE LOWER SECONDARY CURRICULUM

THE CURRICULUM

This curriculum focuses on four “Key Learning Outcomes” of: At the heart of every subject there are generic skills that allow
self – assured individuals; responsible and patriotic citizens; development into life-long learners. Besides, there are also
lifelong learners; positive contributors to society. cross cutting issues that are embedded across subjects to
The curriculum emphasises knowledge, application and enable learners understand the connections between the
behavioural change. It is based on a clear set of values which subjects and complexities of life.
must be imparted to learners during the learning process.

Key Learning Outcomes

Positive contributors to society who:
This curriculum sets out ‘Key Learning Outcomes’ that sum up
• have acquired and can apply the Generic Skills
the expectations of the curriculum as a whole, and set out
• demonstrate knowledge and understanding of the
clearly the qualities that young people will develop.
emerging needs of society and the economy
By the end of the educational process, young people will • understand how to design, make and critically evaluate
become: products and processes to address needs
• appreciate the physical, biological and technological
Self-assured individuals who:
• demonstrate self- motivation, self-management and world and make informed decisions about sustainable
self-esteem development and its impact on people and the
• know their own preferences, strengths and limitations environment.
• adjust their behaviour and language appropriately to
different social situations
• relate well to a range of personality types Values
This curriculum is based on a clear set of values. These
Responsible and patriotic citizens who: values underpin the whole curriculum and the work of
• cherish the values promoted in the curriculum
schools. They are also the values on which learners need to
• promote equity, the development of indigenous
base their lives as citizens of Uganda. The values are derived
cultures and languages and appreciate other
from The Uganda National Ethics and Values Policy of 2013.
people’s cultures
They are:
• apply environmental and health awareness when making
decisions for themselves and their community • Respect for humanity and environment
• are positive in their own identity as individuals and global • Honesty; uphold and defend the truth at all times
citizens • Justice and fairness in dealing with others
• are motivated to contribute to the well-being of • Hard work for self-reliance
themselves, their community and the nation • Integrity; moral uprightness and sound character
• Creativity and innovativeness
• Social Responsibility
Lifelong learners who: • Social Harmony
• can plan, reflect and direct their own learning • National Unity
• National Consciousness and patriotism
• actively seek lifelong learning opportunities for personal
and professional development These values are not taught directly in lessons, nor will they be
assessed, but they will inform and shape all teaching and learning.

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MATHEMATICS SYLLABUS

Generic Skills
The generic skills lie at the heart of every subject. They are the
skills that enable the learner to access and deepen learning
across the whole curriculum. They are the same skills that are
sought by employers and which will unlock the world of work. Communication
They are the skills that allow young people to develop into • Listen attentively and with comprehension
lifelong learners who can adapt to change and cope with the
challenges of life in the 21st Century. • Talk confidently and explain ideas/opinions clearly

Young people need to be able to think critically and solve • Read accurately and fluently
problems, both at school and at work. They need to be • Write and present coherently
creative and innovative in their approach to learning and life.
They need to be able to communicate well in all forms, co- • Use a range of media to communicate ideas
operate with others and also work independently. They need
to be able to use functional mathematics and ICT effectively.
Co-operation and Self-Directed Learning
• Work effectively in diverse teams
Critical thinking and problem-solving
• Interact effectively with others
• Plan and carry out investigations
• Take responsibility for own learning
• Sort and analyse information
• Work independently with persistence
• Identify problems and ways forward
• Manage goals and time
• Predict outcomes and make reasoned decisions
• Evaluate different solutions
Mathematical Computation and ICT Proficiency
• Use numbers and measurements accurately
Creativity and innovation
• Interpret and interrogate mathematical data
• Use imaginations to explore possibilities
• Use mathematics to justify and support decisions
• Work with others to generate ideas
• Use technology to create, manipulate and process
• Suggest and develop new solutions information
• Try out innovative alternatives • Use technology to collaborate, communicate and
refine their work
• Look for patterns and make generalisations

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 THE LOWER SECONDARY CURRICULUM

GENERIC SKILLS WITHIN MATHEMATICS

These skills are not separate subjects in themselves; they are The Subjects also provide the contexts for progression within
developed within the subjects of the curriculum. They also the skills. The same skill definitions apply to all year groups,
and skills progression is provided by the increasing complexity
facilitate learning within those subjects. It is when these
of the subject matter within each Subject. For example, within
generic skills are deployed that learning is most effective.
‘critical thinking’, learners begin thinking critically about the
The generic skills are a key part of the new curriculum. They
relatively simple subject matter in Senior 1 and then progress
have been built into the syllabuses for each of the subjects,
to thinking about the much more complex matters in Senior
and these subjects provide the context for the skill
4. Thus the progression is in the increasing complexity of
development. Mathematics provides a rich context for
the matters being thought about.
learners to communicate, co-operate, and to think critically
about how the world works and to understand the world
from a scientific point of view.

Cross-cutting Issues
There are some issues that young people need to learn about,
but which are not confined to one Subject. These are the ‘cross- • Mixed abilities and involvement
cutting Issues’ and they need to be studied across the subjects. • Socio-economic challenges
These issues develop learners’ understanding of the connections • Citizenship and patriotism
between the subjects, and so of the complexities of life. These have been built into the syllabuses of each
The Cross-cutting Issues identified in the curriculum are: subject. The way in which they operate within the
subject is very similar to the generic skills.
• Environmental awareness
• Health awareness (For details on cross-cutting issues, refer to
the Curriculum Framework document, page
• Life skills
11).

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MATHEMATICS SYLLABUS

ICT Integration
ICT is embedded as a learning/teaching tool. ICT integration framework is summarised below and cuts across all the subjects on
the curriculum.

ICT APPLICATION (HOW ICT WILL BE INTEGRATED

CATEGORY OF A TASK IN THE SYLLABUS
FOR THE TASK CATEGORY)
Field works Use of cameras to take photos and record videos
Presentations in class Use presentation application
Key words and meanings Use online dictionary or search online
Drawing/graphics Use publishing software, Word processor
Role play, narrations Use audio and video recordings
Demonstrations Use audio and video recordings and simulations
Locating and putting marks on an area Use digital/online mapping
Present findings in graphic and written format Use desktop publishing software or word processor
Showing data charts Use spreadsheet software
Group discussions Mind-mapping software
Search for extra reading materials Download files on internet or by sharing
Writing equations and formulas Use equation editors
Using the Internet and other academic applications like
Carrying out academic research
“Encarta”, “Britannica” etc.
Forming learning networks, formation of blogs, social media,
Sharing or learning with people across the world
emails etc.

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 THE LOWER SECONDARY CURRICULUM

THE MATHEMATICS SYLLABUS

Mathematics is a compulsory subject from Senior 1 to 4

Time allocation
SENIOR 1 & 2 SENIOR 3 & 4
MATHEMATICS
5 periods a week 5 periods a week

Rationale
Mathematics forms a key element of every learner’s education.
The study of Mathematics develops the learners’ reasoning
The Mathematics programme of study emphasises the
and logical thinking skills, and its applications cut across all
essential mathematical skills that all citizens need for full and
Learning Areas. During the learning process, the beauty of
effective participation in civil, social and economic life. The
Mathematics and its value in a wide range of contexts are
programme of study focuses primarily on the needs of the
recognised by the learner.
majority of learners, some of who may cease formal schooling
The Lower Secondary Mathematics programme of study
before the end of Senior Four. It will allow these learners to take
focuses on developing mathematical understanding, logical
a wide range of formal or informal workplace opportunities, or
reasoning, problem solving and analytical thought. The
to proceed to other post-Senior 4 programmes.
concepts, understandings and skills acquired will help learners
Prior to the reform, Mathematics, throughout the Lower
to solve familiar and unfamiliar problems, giving them the
Secondary years was strongly geared towards the needs of
flexibility they need to meet new situations as they arise. The
the small minority of learners who might eventually go on to
learners will be confident with the Mathematics that they use
study Mathematics at Advanced Level and beyond. The
in their day-to-day activities in the home, in the work place, in
Mathematics programme in the reformed curriculum takes
the community, and in society. They will also be ready to
care of special learning needs. It is designed to ensure that the
participate in civil life, using their mathematical skills to make
majority of learners will leave school with a worthwhile,
informed decisions based on a sound understanding of facts,
relevant qualification in the Mathematics that they will
figures and opinions.
actually use in everyday life and work. In their daily life,
knowingly or unknowingly, every human being uses and The skills and understandings that the learners acquire will be
applies mathematical concepts in a wide range of contexts. helpful throughout their lives. They will provide the essential
Numeracy skills are essential to every aspect of both work and mathematical tools required for a wide range of career paths
daily life. Mathematics has evolved across all cultures over the including many of those in the fields of engineering, science or
years, and it is still developing. technology.

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MATHEMATICS SYLLABUS

Teaching and Learning Mathematics

The thrust of the new syllabuses is experiential and towards Learners need to interact with real situations inside and outside
deeper understanding. The focus in Mathematics is on the the classroom. They need to look at pictures or diagrams,
development of understanding through mathematical enquiry examine statistics, or read texts from a range of sources. They
and rational thought. need to find out knowledge and ideas for themselves. They
should then be expected to express these in their own words,
The syllabus provides learners with a wide range of contexts in
not those of the teacher, and so demonstrate that they have
which to develop this understanding, and these contexts are
understood what they have learnt.
designed to engage the interest of the learner and to provide
opportunities to build life-related knowledge, experience and In this approach, learners are encouraged to:
skills. Teachers are encouraged to go beyond the textbooks
• Be responsible for their own learning
and provide as many meaningful contexts as possible. The
generic skills have been integrated throughout the curriculum • Think for themselves and form their own ideas and
and can only be acquired through active approaches. opinions
The role of the teacher is to build on learners’ existing • Become critical thinkers, ready to face new challenges and
knowledge and experience and to extend that by posing situations for themselves
problems to the learners. This makes them think about their
Mathematics is divided into four themes that run throughout
own ideas and experiences as well as adding new knowledge
the four years of study. The following are the themes: Numbers,
and skills to it.
Geometry, Measures, Data and probability and patterns and
Algebra.

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 THE LOWER SECONDARY CURRICULUM

THE MATHEMATICS PROGRAMME PLANNER

The Mathematics syllabus is arranged in themes and topics that cover the four years of the Lower Secondary Curriculum. The
recommended number of periods for each topic is indicated in Programme Planner and also in the detailed syllabus.

SENIOR 1 THEME TOPIC DURATION

(NUMBER OF PERIODS)

Numbers 1. Number Bases 15

Numbers 2. Working with Integers 15
Term 1
Numbers 3. Fractions, Percentages and Decimals 15
Numbers 4. Rectangular Cartesian Coordinates in 2- Dimensions 15
Geometry and Measures 5. Geometric Constructions Skills 12
Patterns and Algebra 6. Sequence and patterns 12
Term 2 Geometry and Measures 7. Bearings 12
Geometry and Measures 8. General and angle properties of geometric figures 12
Data and Probability 9. Data collection and presentation 12
Geometry and Measures 10: Reflection 12
Patterns and Algebra 11. Equation of lines and curves 12

Term 3 Patterns and Algebra 12: Algebra 1 12

Geometry and Measures 13: Business arithmetic 12
Geometry and Measures 14: Time and time tables 12
Total 180

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MATHEMATICS SYLLABUS

SENIOR 2 THEME TOPIC DURATION

(NUMBER OF PERIODS)

Patterns and Algebra 1. Mappings and relations 15

Patterns and Algebra 2. Vectors and translation 15
Term 1
Data and Probability 3. Graphs 15
Numbers 4. Numerical concept 1: (indices and logarithms) 15
Patterns and Algebra 5. Inequalities and regions 12
Patterns and Algebra 6. Algebra 2: 12
Term 2 Geometry and Measures 7. Similarities and enlargement 14
Geometry and Measures 8. Circle 10
Geometry and Measures 9. Rotation 12
Geometry and Measures 10. Length and area properties of two-dimensional geometrical 15
figures.
Term 3 Geometry and Measures 11. Nets, areas and volumes of solids 15

Numbers 12. Numerical concept 2 (indices, logarithms and surds) 15

Data and Probability 13. Set theory 15

Total 180

SENIOR 3 THEME TOPIC DURATION

(NUMBER OF PERIODS)

Term 1 Patterns and Algebra 1. Equation of a straight line 15

Geometry and Measures 2. Trigonometry 1 15
Data and Probability 3. Data collection /display 15
Geometry and Measures 4. Vectors 15
Data and Probability 5. Ratios and proportions 12
Geometry and Measures 6. Business mathematics 12
Term 2 Geometry and Measures 7. Trigonometry 2 12
Data and Probability 8. Matrices 12
Geometry and Measures 9. Matrix transformations 12

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 THE LOWER SECONDARY CURRICULUM

SENIOR 3 TOPIC DURATION

(NUMBER OF PERIODS)

Patterns and Algebra 10. Simultaneous equations 15

Data and Probability 11. Probability 15
Term 3
Patterns and Algebra 12. Quadratic equations 15
Geometry and Measures 13. Circle properties 15

Total 180

SENIOR 4 TOPIC DURATION

(NUMBER OF PERIODS)

Patterns and Algebra 1. Composite functions 20

Term 1 Patterns and Algebra 2. Equations and inequalities 20
Patterns and Algebra 3. Linear – programming 20
Patterns and Algebra 4. Loci 20
Term 2
Geometry and Measures 5. Lines and planes in three dimensions 20
Term 3 All Revision
Total 100

The syllabus details for all subjects are set out in three columns:

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGIES

The knowledge, understanding or skills The sort of learning activities that

expected to be learned by the end of include the generic skills and that will Opportunities for assessment within
the topic help learners achieve the Learning the learning
Outcomes.

Teachers should base their lesson plans on the Learning Outcomes using the Suggested Learning Activities as a guide. These are
not the only possible learning activities, and teachers are encouraged to extend these and devise their own that are appropriate
to the needs of their class.

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MATHEMATICS SYLLABUS

DETAILED SYLLABUS FOR MATHEMATICS

SENIOR 1: TERM 1
THEME: NUMBERS

TOPIC 1: NUMBER BASES 15 PERIODS

Competency: The learner uses decimal place value to develop understanding of numbers written in other bases.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Playing number games, for example • Observe learners in their groups trying to
• identify numbers in any base using
abacus. (k)
matching numbers in base two with identify place values of various number
• convert numbers from one base to numbers in base ten e.g. 1111 base two is bases using abacus and converting numbers
another. (u) matched to 15 base ten. from one base to another.
• Imagine living in cartoon world where • Observe individual learners in their groups
• manipulate numbers in
people have just eight digits rather than ten whether they are cooperative, whether they
different bases with respect to
– what would their arithmetic be like? collaborate with their colleagues.
all four operations. (u s)
• Design counters in different number
• identify place value in different bases using strips threaded through card: • Let individual learners explain how they have
bases. (u) identified the place values and converted
• Prepare strips numbered 0 to 9, thread numbers from one base to another e.g. How
through card so a single number on each
do you find p and q if 10020 base p = 87 base q?
number is displayed, use to make different
numbers. Change the length of the strips to • Complete the addition/multiplication table
investigate different number bases (e.g. 2222 for different number bases.
in base 8).

2 2 2 2

5 5 5 5
6 6 6 6
7 7 7 7

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 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 1
THEME: NUMBERS

TOPIC 2: WORKING WITH INTEGERS 15 PERIODS

Competency: The learner carries out calculations with positive and negative integers.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Order numbers and locate them on a • Observe learners as they discuss in groups
a) identify, read and write natural number line how they can read and write natural
numbers as numerals and words in • Use directed number in context e.g. numbers in words and differentiate
million, billion and trillion. (u s) temperature, height above and below between natural and whole numbers.
b) differentiate between natural sea level, floors in a building • Observe the interaction of learners within
numbers and whole numbers/ • Investigate multiples on a 1-100 square their groups
integers. (u) and notice that the digital root (i.e. the • Nambi has four number cards:
c) identify directed numbers. (k) sum of the digits) of multiples of three is She can arrange the cards to form different
always a multiple of three, and for multiples numbers. For example, she can form the
d) use directed numbers (limited to of nine the digital root is a multiple of
integers) in real life situations. (u number 3407
nine. Determine how to distinguish other
s) multiples (e.g. 2 (even numbers), 5, 10).
e) use the hierarchy of operations to • Investigate the factors of numbers 1 to 30 – 3 4 0 7
carry out the four mathematical Which numbers have just two factors?
operations on integers. (u) Which numbers have an odd number of
f) identify even, odd, prime and factors?
composite numbers. (k u) What is the greatest even number Nambi
• Use exactly four 4s to make as many whole can form using all four of her number cards?
g) find the prime factorisation of any number answers between 1 and 100 e.g.
number. (k u s) (4+4×4) ÷4= (4+16) ÷4=5, What is the least odd number she can form
using all four of her number cards?
h) relate common factors with HCF • recording the calculations correctly
and multiples with LCM. (k u) • How many hundreds are there in
• Determine the prime factorisation of any one million?
i) work out and use divisibility tests of integer
some numbers. (k, u, s, v/a) • What are the prime factorisations of 942 and
357? Hence find the HCF of 942 and 357, and
the LCM.

17
MATHEMATICS SYLLABUS

SENIOR 1: TERM 1
THEME: NUMBERS

TOPIC 3: FRACTIONS, PERCENTAGES AND DECIMALS 15 PERIODS

Competency: The learner understands and uses fractions, decimals and percentages.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Fold paper strips to model fractions and use • Let the learners explain to the group
a) describe different types of fractions. to determine equivalent fractions including members how Moses would carry out the
(k) decimals activity below
b) convert improper fractions to mixed • Order and locate fractions on a number line • Observe the learners as they give the
numbers and vice versa. (k, s) • Understand decimals as fractions with explanation. Look out for, whether the
powers of ten as a denominator learners can listen to one another,
c) work out problems from real life whether they collaborate, cooperate, learn
situations. (u, s) (tenths, hundredths etc.)
from one another, each can contribute to
d) add, subtract, divide and Multiplies • Understand percentages as fractions with
the explanation.
Decimals. (u, s) 100 as the denominator
a) Moses has the following cards.
e) converts fractions to decimals and • Play games matching fractions,
vice versa. (u, s) percentage and decimals
3 4 0 7
f) identifies and classifies decimals • Identify percentages in every day contexts
into terminating, non-terminating • Use a calculator to investigate fraction-
and recurring decimals. (u) decimal equivalence – which fractions He also has a card with a decimal point.
g) converts recurring decimals into produce terminating decimals and which
fractions. (u, s) fractions produce recurring decimals?
h) converts fractions and decimals into • Developing strategies for converting
percentages and vice versa. (u s) decimals to fractions
What is the least number Moses can form
i) calculates a percentage of a given • Solve problems that involve using all five of his cards?
quantity. (s) fractions, percentages and decimals
b) How many 0.01s are there in:
j) works out real-life a) 1 b) 0.1 c) 10 d) 30
problems involving
c) Rose achieved a score of 21 out of 25 in
percentages. (u, s, v/a)
a mathematics test, and a score of 31out
of 40 in a physics test. Did she do better
in mathematics or in physics? Justify your
answer.

18
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 1
THEME: NUMBERS

TOPIC 4: RECTANGULAR CARTESIAN COORDINATES IN 2 DIMENSIONS 15 PERIODS

Competency: The learner plots and interprets points in a range of contexts.

LEARNING OUTCOMES SUGGESTED LEARNING

SAMPLE ASSESSMENT STRATEGY
ACTIVITIES
The learner should be able to: • In pairs, play four in a line on a Observe learners as they try to do the below activities, look
a) draw and label the Cartesian plane. coordinate grid, recording the out for their cooperation in the process of getting solutions
(k, s) plotted points for the below question, sharing of information.
b) identify the x– and y-axis. (k) • Draw shapes on a coordinate 1. The heights and ages of five girls have been plotted on the
grid given the coordinates of scatter graph.
c) read and plot points on the
one or more a) Who is the tallest and how tall is she?
Cartesian plane/coordinate grid.
(k, s) • Collect data (e.g. height and b) Who is the same age in years as Dembe?
head circumference) from
d) complete shapes on a coordinate c) How much taller is Faith than Joan?
your class and plot a scatter
grid. (k, u, s) graph
e) choose and uses appropriate scale h (cm) scatter graph of height (cm) and age (years)
for a bi-variate data set. (u, s, v/a) 180
170
160
150 Dembe
140 Joan
130
120

110 Kenyangi
100 Brenda
5 7 9 11 13 a (yr.) 15

2. Two vertices of a square are at the points

(2, 1) and (6, 3). What are the coordinates of the other two
vertices of the square?
There are three possible answers. Find all three. Vertices

19
MATHEMATICS SYLLABUS

SENIOR 1: TERM 2
THEME: GEOMETRY AND MEASURES

TOPIC 1: GEOMETRIC CONSTRUCTION SKILLS 12 PERIODS

Competency: The learner uses the angle properties of lines and shapes to solve problems.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners should identify perpendicular and • Observe learners as they select the correct
parallel lines in the environment instruments to use. Observe their interaction,
a) draw perpendicular and parallel
• Outside learners use strings and markers attitude towards what they are supposed to
lines. (k, s)
to create various loci e.g. equidistant do.
b) construct perpendiculars, angle Can they differentiate drawing from
from a fixed point (circle); equidistant
bisectors, mediators and parallel constructing?
from
lines. (u, s)
two fixed points (perpendicular bisector); • Let the learners explain or describe the
c) use a pair of compasses and a ruler equidistant from a line (parallel lines); procedure for constructing angles.
to construct special angles. (600, 450) equidistant from a fixed point and a line • In your exercise book, construct the
(u, s) (parabola); the sum of the distance from two following angles by using a pair of
d) describe a locus. (u) fixed points is a constant (ellipse) compasses, ruler and pencil only.
e) relate parallel lines, perpendicular • Construct various polygons and geometric
bisector, angle bisector, straight designs using geometric equipment a) 300 f) 150
line and a circle as loci. (k, u) b) 450 g) 1050
f) draw polygons. (u) c) 600 h) 1350
g) measure lengths and angles. (s) d) 750 i) 1800
h) construct geometrical figures e) 900 j) 22.50
such as triangle, square,
rectangle, rhombus, a) Accurately construct a square
parallelogram. (u, s, v/a) b) Accurately construct a regular hexagon

20
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 2
THEME: PATTERNS AND ALGEBRA

TOPIC 1: SEQUENCE AND PATTERNS 12 PERIODS

Competency: The learners explore number patterns and sequences.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • How many different ways can you continue • Observe learners in groups as they draw two
a) recognise and generate number different double machines that could be
patterns. (k, u) the sequence that begins 2, 4, …? Explain used to generate two different sequences,
b) explain how to generate a how each sequence is generated each with ‘3’ as its first outcome number.
sequence. (u) • Make a 1 to 100 number square. • Observe the following; collaboration,
c) use number machines to generate a a) Shade in all the multiples of 3 on the harmony amongst the members of the
sequence. (k, s) groups, willingness to do the activity
number square. • Write a formula for the nth term in a
d) describe a general rule when a b) Describe the pattern you have shaded on sequence starting
pattern is given. (k, u, s) the number square.
1 1 1 1
e) determine terms in a sequence. (u, s) c) Sulai wants to shade some multiples to 1, , , ,
make a pattern of vertical lines. Which set 4 9 16 25
of multiples could he use? Find as many
different sets as you can.
d) 3, 6 and 9 are the 1st, 2nd and 3rd multiples
of 3.
i) Which position in the multiples of 3 is 93?
ii) Which position in the multiples of 3 is 3n?
• Put the numbers 1, 2, 3, 4, 5... into this
number machine to generate a sequence.

×3 -2

a) Write down the first five members of the

sequence.
b What is the formula for the nth term in the
sequence?
Sharon wants to shade some multiples
on a 1 to 100 square to make a pattern of
horizontal lines. Can she do this? Explain
your answer.
• Draw a double machine that could be used
to generate the sequence 5, 8, 11, 14, 17….

21
MATHEMATICS SYLLABUS

SENIOR 1: TERM 2
THEME: GEOMETRY AND MEASURES

TOPIC 2: BEARINGS 12 PERIODS

Competency: The learner uses compass points, bearings and scale drawings.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Match compass points with bearings • Let the learners in groups, discuss
a) know the compass points. (k) • Create a scale drawing of the classroom and explain how they will accomplish
or school the following task:
b) describe the direction of a place
from a given point using • Alex is facing North. He turns clockwise Two Ships leave Port Bell at the same time. One
compass points. (u s) to face West. What angle has he turned ship sails 80km on a bearing of 0300 to position
through? A. The other ship sails 160km on a bearing of
c) describe the bearing of a place from
1100 to position B.
a given point. (k s) • Henry’s school is 4km away from his home, on
a bearing of 070°. The market is 1km away Use a scale drawing to find:
d) apply bearings in real life situations.
from the school on a bearing of 250°. The a) the distance AB
(u s)
hospital is 6km away from the market, on a c) the bearing of B from A
e) choose and uses an appropriate bearing of 310°. What is the bearing of the
scale to make an accurate drawing. • During the process of accomplishing the
hospital from Henry's home?
(k u) task, observe the communication skills of
• Make a scale drawing to find the distance and
bearing of the hospital from Henry’s home.
individual learners, creativity, respect for
f) differentiate between a sketch and one another, sharing of information
Remember to state the scale you use on your
a scale drawing. (u, v) amongst themselves and other values and
drawing, and give your answer to a sensible
degree of accuracy. skills.

22
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 2
THEME: GEOMETRY AND MEASURES

TOPIC 3: GENERAL AND ANGLE PROPERTIES OF GEOMETRIC FIGURES 12 PERIODS

Competency: The learner uses the angle properties of lines and shapes to solve problems.

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
STRATEGY
The learner should be able to: • Identify acute, obtuse and reflex angles. • Observe the learners as they
a) identify different angles. (k) • Draw a pair of parallel lines and a transversal (see the diagram). carry out the following tasks
b) solve problems involving Identify alternate, corresponding and supplementary angles • Through what angle do
angles at a point on a straight you turn in each of these
line, angles on a transversal and cases?
parallel lines. (k u s) You are facing North and you
c. know and use the angle sum of turn:
a triangle. (k u) clockwise to face SE
d) state and uses angle properties anti-clockwise to face SE
of polygons when solving You are facing NW and you
problems. (u s) turn to face SE
• Add another transversal to determine the angle sum of a • How many sides does each
triangle regular polygon have, if the
• Cut out three identical isosceles triangles from scrap exterior angle is 720; 240; 60o;
card. Arrange them to form a trapezium PQST. 450; 400?
R is the midpoint of the line QS. • Three interior angles of a
PQ = PR = TR = TS. pentagon are 1100, 1000, and
1200 respectively. The fourth
and the fifth angles are 3x0 and
2x0. Find their values.
• Observe their collaboration,
respect for one another and
attitude towards the task.

Note: the drawing is not accurate.

a) Explain why PQ = PR
b) Find two more lines that are equal to PQ and PR.
c) Find the values of the labelled angles a, b, c, d, e, f, g
• Find the angle sum of polygons by considering the minimum
number of triangles within a polygon. Hence find the interior
and exterior angles of regular polygons.

23
MATHEMATICS SYLLABUS

SENIOR 1: TERM 2
THEME: DATA AND PROBABILITY

TOPIC 1: DATA COLLECTION AND PRESENTATION 12 PERIODS

Competency: The learners collects and presents different sorts of data.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Distinguish between qualitative • Observe students completing the task below.
a) understand the differences and quantitative data Students Mukasa and Aminah disagreed about the
between types of data. (k u) • Distinguish between discrete size of their classmates’ feet.
b) collect and represents simple data and continuous data Mukasa said: “Most learners in Senior 1 have feet
from the local environment using • Explore different ways of representing that are 15 centimetres long.”
tally chart, bar chart (bars do not data – recognising possible limitations Aminah said: “No, most of them have feet that are
touch), pie chart and line graph. • Collect data for a purpose e.g. to solve shorter than that.”
(k, u, s, v/a) a problem, to confirm or refute a
They measured the lengths of 30 learners’ feet and
hypothesis
recorded them:
• Interpret representations of data
21, 18, 21, 16, 15, 19, 17, 15, 16, 20, 22, 17, 22, 22, 16, 16, 15,
18

a) Make a tally chart to sort the data.

b) Represent the data in a suitable way.
c) Who was correct? Explain your answer.

SENIOR 1: TERM 3
THEME: GEOMETRY AND MEASURES

TOPIC 4: REFLECTION 10 PERIODS

Competency: The learner reflects shapes in a range of contexts and identify lines of symmetry.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Identify all the lines of symmetry in the • In groups, learners should carry out the task
a) identify lines of symmetry for letters of the alphabet written as capital below; Observe them as they do the task. Is there
different figures. (k) letters, repeat for numbers harmony in the groups? Is each learner’s attitude
• Use a mirror to reflect objects in a given line towards the activity positive? How are they
b) reflect shapes and objects. (u s) communicating to each other? Are they learning
of symmetry
c) apply reflection in the Cartesian from each other? Look at their presentations.
plane. (u, s) • Investigate what happens to the
• Let each group explain to the other groups how
coordinates of the image when an object is
they have carried out the task.
drawn on a coordinate grid and reflected in
each axis and the lines y=x and y=-x Task: Plot the points A (1, 2), B (-1, 1) and C (-4, 3)
on a Cartesian plane. Join up the
points to create the object. After a reflection the
image has points A’ (2, 1), B’ (1, -1) and
C’ (3, -4)
a) Find the equation of the line of reflection.

24
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 3
THEME: PATTERNS AND ALGEBRA

TOPIC 2: EQUATIONS OF LINES 12 PERIODS

Competency: The learner understands and uses linear equations and their graphs.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In pairs, play four in a line on a coordinate • Observe students while they work in groups
a) form linear equations with given grid, recording the plotted points. on the following tasks.
points. (k, s) Determine the equation for each set of • Create a triangle using three straight
points that form a straight line. lines. Give their equations.
b) draw the graph of a line given its
equation. (u, s) • Investigate the properties of the equation • A parallelogram has two sides defined by
of a straight line y= mx+c, by plotting the the lines x=0 and y=2x. Give the equations
graphs using different values of m and c for two more straight lines to complete
• How do you get parallel lines? How do you the parallelogram.
make the line steeper? • Find the equation of at least five straight
lines that pass through the point (1, 1).

25
MATHEMATICS SYLLABUS

SENIOR 1: TERM 3
THEME: GEOMETRY AND MEASURES
TOPIC 3: ALGEBRA 1 12 PERIODS

Competency: The learner forms and uses simple algebraic expressions.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Use number machines and write the • As they discuss, observe participation in each
a) use letters to represent numbers. (u) equivalent algebraic expressions e.g. group, presentations, methods used.
b) write statements in algebraic form. • Find the missing input and output
(u) numbers in these double number
x3 -2
machines:
c) simplify algebraic expressions. (u s)
d) evaluate algebraic expressions by
when x is put into
substituting numerical values. (u s)
this machine the output is
e) manipulate simple algebraic
equations in one variable and solve 3x-2
them. (u, s, v/a) • Thirty books are bought for sh. 10 800. Some
cost UGX 400 each and the others UGX 300 • Solve the following equations
each. How many books of each value are
a) 3p – 2 = 8
bought?
b) 2x + 1 = 3x – 2
• In groups, draw a triangle and label as
shown. • Yusuf thinks of a number, b. He adds 6. He
multiplies the sum by 4. He subtracts twice
The perimeter the original number. His result is 32.
of the triangle a) Construct an equation to represent
x cm
is 26cm. 5 cm Yusuf’s work
b) Solve the equation to find Yusuf’s
Work out the
2x cm original number.
value of x in the triangle

26
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

• Think of a number puzzle

• Understand the need to do the same thing
to both sides of an equation when solving.
The image of a balance can help.

SENIOR 1: TERM 3
THEME: GEOMETRY AND MEASURES

TOPIC 5: BUSINESS ARITHMETIC 12 PERIODS

Competency: The learner understands and applies Business arithmetic.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners write their own definitions of, • Observe learners whether they are doing the
a) describe and calculate profit and how to calculate profit, loss, work as instructed (integrity), are they willing
(includes all expenses incurred), loss, commission, interest, insurance and to do the work? (positive attitude towards
commission, interest, insurance and discount. work). How is their presentation of the work?
discount. (u, s) • Discuss the causes of losses, why insurance is Are they creative and innovative?
b) express profit or loss as needed etc. a) In a School there are 100 students, each
a percentage. (u) • Let the learners set up imaginary shops in of whom is given 3 litres of milk per week.
the classroom. Let the learners set the cost If a half-litre pack costs UGX 1500, find the
c) solve simple interest problems. (k, monthly milk bill (use 1 month = 4 weeks)
s, v/a) and selling prices. Learners can calculate the
profit for each item sold. b) A trader marked the prices of his goods
• When shopping which is the best saving: 20% above the cost price and allowed a
two for the price of one, one third off, pay discount of 10% to the customers on the
20% tax and then have a discount of 50%, marked price. If Okot paid sh. 54 000 for
have a discount of 50% and then pay 20% a shirt, what was the marked price of the
tax? shirt? What was its cost price?
• A shop has a sale, 25% off all prices. I buy a
pair of shoes for sh. 60 000. What was the
price of the shoes before the sale?

27
MATHEMATICS SYLLABUS

SENIOR 1: TERM 3 THEME:

GEOMETRY AND MEASURES

TOPIC 6: TIME AND TIME TABLES 12 PERIODS

Competency: The learner understands and uses time.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Look at the S1 school timetable. How BUS STATION ARRIVE DEPART
much time do learners spend in school? Soroti 20:30
a) identify and use units of time. (k u s)
How much time is spent in lessons? What is Kumi 22:00 22:15
b) use and interpret different the total time spent on each subject?
representations of time. (u Mbale 23:30 24:00
• Use bus timetables to determine as much
s) Iganga 01:30 01:45
information as possible
c) apply the understanding of time in a Jinja 02:05 02:55
• Plan a journey and draw up a detailed
range of relevant real-life contexts. Kampala 04:00
itinerary using the 24-hour clock
(u, s, v/a)
• Use a calendar to determine how many
months of the year start on the same day of • Look at the bus timetable.
the week. Is this the same in every year? a) Where does the bus start?
• How old are you in seconds (use a b) Where does it travel to?
calculator)? If you had a celebration every c) How long does the whole journey take
million seconds, what would the date of from start to finish? Give your answer in
your next celebration be? hours.
d) The bus travels for half the total
journey time. Which should be the
nearest station?
e) Rona lives in Kumi. She wants to travel to
Mbale. It takes 40 minutes to walk from
Rona’s house to the Kumi bus station.
What is the latest time that Rona should
leave her house?
f) Give the time on the 12-hour clock
when the bus will arrive at Mbale.
g) What is the total time the bus spends at
the bus stations on its journey? Give your
answer in hours and minutes.
h) Musa wants to travel from Jinja to
Kumi. Can he use this bus for his
journey? Explain your answer.

28
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 1
THEME: PATTERNS AND ALGEBRA

TOPIC 1: MAPPINGS AND RELATIONS 15 PERIODS

Competency: The learner understands and uses arrow diagrams/mappings to represent relations and functions.

LEARNING OUTCOMES SUGGESTED LEARNING

SAMPLE ASSESSMENT STRATEGY
ACTIVITIES
The learner should be able to: • Observe the learners in their groups as they complete
a) Use arrow diagrams/mappings to the task below. Find out the learners’ attitude towards
represent relations and functions. the group work, are learners communicating effectively?
(k u) Are they learning from one another? Are they creative
and critical?
b) identify domain and range of a
mapping (k u) • Do these mapping diagrams represent functions? – give
reasons for your answers.
c) describe and distinguish between
function and non-function mapping
(u s)

• Investigate situations where one

set can be related to another and
draw the mapping diagrams
• Determine the features that
make a mapping a function

29
MATHEMATICS SYLLABUS

SENIOR 2: TERM 1
THEME: PATTERNS AND ALGEBRA

TOPIC 2: VECTORS AND TRANSLATION 15 PERIODS

Competency: The learner understands the nature of vector, manipulate and represent them in order to define translation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Distinguish scalars (magnitude only) and • In groups, let the learners discuss the
a) define translation with a vector. vectors (magnitude and direction), following task. Observe them as they discuss
(k u s) Investigate moving objects plotted on a the task. Assess the learners on the core
coordinate grid without changing their values and generic skills.
b) identify scalars and vectors. (k u) orientation – use a vector (a ) to define the • What is the vector that translates T to U?
c) use vector notation. (k s) translation where a represents movement
• What is the vector that translates U to T?
d) represent vectors both single and parallel to the x-axis and b represents
combined geometrically. (u s) movement parallel to the y-baxis.
• Investigate how to ‘undo’ a translation;
the effect of performing more than one
translation – draw diagrams to illustrate
findings.
• Isabirye wants to swim directly across a
river. The river flows at a speed of 1.5 metres
per second. Isabirye can swim at a speed of
2.5 metres per second. Use a scale drawing
to find out:
a) At what angle to the river bank should
Isabirye face in order to swim directly
across the river?
b) What will his velocity be?

30
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 1
THEME: DATA AND PROBABILITY

TOPIC 1: GRAPHS 15 PERIODS

Competency: The learner should plots, interprets and uses graphs to solve problems.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Generate graphs for real life situations • Let the learners carry out the following task
• tabulate values from given relations. e.g. conversion graphs for currency and in groups. Observe them as they discuss
(u) temperature (°C and °F), distance time the activity. Assess the learners on the core
graphs for journeys e.g. for the bus journey values and generic skills.
• plot and draw lines through from Soroti to Kampala
given points. (u, s) • Atim visited her friend. The
distance/time graph shows her journey.
• choose and uses appropriate DISTANCE
BUS STATION ARRIVE DEPART
(KM)
scales. (u, s)
Soroti 20:30
• draw, read and interpret the graph
(e.g. Distance-Time and Speed- Kumi 50 22:00 22:15
Time Graphs to estimate distance, Mbale 56 23:30 24:00
speed and time). (u, s, v/a) Iganga 107 01:30 01:45
Jinja 39 02:05 02:55
Kampala 84 0400

a) How far did Atim walk to reach her

friend’s house?
b) How long did Atim stay at the house?
c) How long did it take Atim to walk back from
her friend’s house?
d) Draw the speed-time graph for Atim’s journey

31
MATHEMATICS SYLLABUS

SENIOR 2: TERM1

THEME: NUMBERS
TOPIC 1: NUMERICAL CONCEPT 1 (INDICES) 15 PERIODS

Competency: The learner understands and uses indices and standard form.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Take a long strip of paper and • In groups, let the learners discuss the
a) give approximate answers to successively fold in half. Complete the following task and observe them as they
calculations. (u, s) table below. discuss the activity. Assess the learners on
the core values and generic skills.
b) write numbers to a given number of NUMBER OF NUMBER OF IN INDEX
significant figures. (u, s)
FOLDS PARTS FORM a. In 2013 the National Social Security Fund
0 1 had assets of about UGX 3.4 trillion.
c) differentiate between significant a) How many millions are there in 3.4
figures and decimal places. (u, s) 1 2
trillion?
d) express numbers in standard 2 4 22
b) How many ten thousand are there in
form. (u) 3
3.4 trillion?
e) Identify base number and index (k) b. Akumu said, “53 = 5 × 3 = 15.”
• Use a calculator to explore how indices work,
f) state and apply the laws of indices establishing general rules for multiplying Burango said, “53 = 5 × 5 × 5 = 225.”
in calculations. (k, u, s) and dividing numbers written in index form: Who was correct? Justify your answer.
g) use a calculator to find powers and na×nb and na÷nb c. The population census of 1969 found that
roots. (k u s) Investigate how to ‘undo’ powers e.g. the population of Uganda was 9 500 000.
The population census of 2011 found that
it was 32 900 000.
Tushabe said,
• Watch the video ‘powers of ten’ to introduce “The population rose by 23 400 000.”
powers of ten and standard form. How
Mariam said,
many particles in the universe? How far is it
“The population rose by 2.34 × 107.”
from the Earth to the moon? To the sun?
Who was correct? Justify your answer.
• Investigate numbers that can’t be written
exactly on a calculator e.g. thirds, sevenths, pi

• Investigate the difference between

significant figures, decimal places and
rounding to a given level of accuracy e.g.
to the nearest hundred.

32
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 2
THEME: PATTERNS AND ALGEBRA

TOPIC 3: INEQUALITIES AND REGIONS 12 PERIODS

Competency: The learner represents and solves problems involving inequalities.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Match inequalities on a number line with • Observe the learners in their groups as
a) identify and use inequality symbols. their algebraic representation they carry out the activity below. Find out
(k s) the learners’ attitude towards the group
work, integrity, are they doing the work in
b) illustrate inequalities on the number harmony?
lines. (u s)
• During the process of the description, are
c) solve linear inequalities in one learners communicating effectively? are
unknown. (u s) they learning from one another? are they
d) represent linear inequalities creative?
graphically. (k u s) • Solve the linear inequalities and represent
e) form simple linear inequalities for the solutions on a number line
regions on a graph. (u s) 2x+7<x+10
2x+7<x+10
• Solve linear inequalities and represent the
solution on a number line. • Use inequalities to define a square region
that has (1, 1) at its centre.
• Define regions on a coordinate graph using
linear inequalities

• Play foxes and chickens – where chickens

are positioned on a coordinate grid and
inequalities are used as fences to protect
the chickens from foxes

33
MATHEMATICS SYLLABUS

SENIOR 2: TERM 2
THEME: PATTERNS AND ALGEBRA

TOPIC 4: ALGEBRA 2 12 PERIODS

Competency: The learner understands and uses indices and standard form.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • The sum of two numbers is 10 and their • In pairs, let the learners discuss the following
a) recognise equivalent quadratic
expressions. (k u s) product is 21. What are the numbers? tasks. Observe them as they discuss the tasks.
b) expand algebraic expressions. (k s) What is the connection with Assess the learners on the core values and
x(10-x)=21 and x2-10x+21=0 and (x-3)(x-7)=0? generic skills.
c) identify perfect squares. (u)
• Investigate the relationship between • Identify the perfect squares
d) factorise quadratic expressions.
multiplication and finding the area of a
(u s)
rectangle, and generalise to algebra
e) solve quadratic equations where
the quadratic expression can be
factorised. (k s) • Use the difference of two squares to evaluate

• Find the solutions of the following

quadratic equations

• Multiply pairs of linear expressions (x+a) to

generate quadratic expressions recognising
the special cases of perfect squares (x+a)2
and the difference of two squares
x2-a2=(x+a)(x-a)
• Substitute values of x in quadratic
expressions and note the values when the
expression is zero – link with the solutions of
the quadratic equation
• Investigate when quadratic expressions can
be factorised to establish
x2+(p+q)x+pq=(x+p)(x+q)

34
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 2
THEME: GEOMETRY AND MEASURES

TOPIC 1: SIMILARITIES AND ENLARGEMENT 14 PERIODS

Competency: The learner understands and applies relationships between lengths, areas and volumes of similar shapes and
objects.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Place an object in front of a lamp. What happens • Observe the learners in their groups
a) identify similar figures. (u s) to the size of the shadow as the object moves as they discuss the tasks below.
closer to and further from the lamp? During the process, are learners
b) state and use the properties of communicating effectively? Are they
similar figures. (k u) • Explore enlarging shapes through different
centres of enlargement with different scale factors. learning from one another? Are they
c) define enlargement. (k) What happens to the area of the shapes? creative and critical?
d) state the properties of enlargement • Bayo and Sara want to find the height
to construct objects and images. (k) of a tree. They cannot climb the tree.
e) understand and use the relationship Instead, they measure Sara’s own
between linear, area and volume height, the length of Sara’s shadow,
scale factors. (u s) and the length of the tree’s shadow.
The table shows their results.

• Extend to 3D starting with cubes and cuboids

• Establish the relationship between the linear scale
factor (k) and the area scale factor(k2) and the
• What is the height of the tree?
volume scale factor (k3)
Give your answer to a reasonable
degree of accuracy.
• Tom has a cylindrical saucepan with
diameter 18 cm. The cook at his
school has a similar saucepan with
diameter 72 cm. Tom can make
porridge for one person in his
saucepan. For how many people can
the cook make porridge in the school?

35
MATHEMATICS SYLLABUS

SENIOR 2: TERM 2
THEME: GEOMETRY AND MEASURES

TOPIC 2: CIRCLE 10 PERIODS

Competency: The learner understands, justifies and applies the formulae for the area and circumference of a circle.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Collect a number of circular objects of • Observe the learners in groups as they
a) identify various parts of the circle. (k) different diameters, such as bottle tops, discuss the task below. During the process
plates, a drum, etc. For at least five of the description, are learners
b) state and use the formulas for objects: communicating effectively? are they
circumferences and area learning from one another? are they creative
enclosed by a circle. (u) • measure the diameter with a ruler and
measure the circumference with string. and critical?
Record the measurements in a table. Plot a • Let the learners give their group reports
graph of circumference against diameter. Task: Explain how these diagrams show
What do you notice? What is the that the area enclosed by a circle is half the
relationship between the circumference and circumference multiplied by the radius
the diameter?
• Introduce the ratio of circumference
to diameter as pi(π)
• How can you fit a circular cake on a
rectangular plate? What are the
least dimensions of the plate?

• Apply the formulae for circumference

and area enclosed by a circle in everyday
contexts.

36
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 2
THEME: GEOMETRY AND MEASURES

TOPIC 3: ROTATION 12 PERIODS

Competency: The learner understands and applies rotation as a transformation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: 1. Cut out a regular polygon from card and 6. In pairs, let the learners discuss the following
mark one corner. Make an outline on paper. tasks. Observe them as they discuss. Assess
a) identify the order of rotational
How many different ways will the card the learners on the core values and generic
symmetry of plane figures. (k u s)
polygon fit inside the outline of the skills.
b) distinguish between clockwise and polygon? • Plot the points P (-2, 1), Q (0, 2) and R (1, 2)
anti-clock wise rotation. (k u)
e.g. An equilateral triangle has order of to form the triangle PQR on a square grid.
c) state properties of rotation rotation 3. Rotate PQR about the point (0, 0) through
as a transformation including an angle of 90° clockwise. What are the
congruence. (k u) coordinates of the image of triangle PQR
d) determine the centre and angle of after the rotation?
rotation. (u s) • Determine the centre of rotation and the
e) apply properties of rotation in the angle of rotation.
Cartesian plane. (u, s, v/a) Repeat for other regular polygons.
2. Are there any capital letters of the
alphabet that have rotational symmetry?
3. Cut shapes from scrap card, draw around the
shape on a plain sheet of paper to create the
object.
Rotate the card shape about an identified
centre of rotation (O) through an angle,
and in a given direction (clockwise or
anticlockwise). Draw around the card to
create the image.

4. Investigate rotating different shapes on

plain paper and a coordinate grid.
5. Given an object and image, construct the
centre of rotation.

37
MATHEMATICS SYLLABUS

SENIOR 2: TERM 3
THEME: GEOMETRY AND MEASURES

TOPIC 4: LENGTH AND AREA PROPERTIES

OF TWO-DIMENSIONAL GEOMETRICAL FIGURES 15 PERIODS

Competency: The learner understands, justifies and applies area and perimeter formulae for different figures.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Cut a triangle from a piece of scrap paper – • Observe the learners in their groups as they
• describe the length of two fold to show how the area of a triangle is carry the tasks below. During the process;
dimensional geometrical figures. (u) related to the area of a rectangle
• develop, understand and state - Are learners communicating
Pythagoras’ theorem (k u) effectively?
• apply Pythagoras’ theorem to right - Are they learning from one another?
angled and isosceles triangles. (u s) - Are they creative and critical?
Area of a triangle is
• understands the meaning of area • A square storeroom has sides of length 2
2 × 1/2 base ×
in two dimensional geometrical metres and a door near one corner. What
1/2 perpendicular height
figures (triangles, rectangles). (u s) is the length of the longest pole that can
be stored safely, resting on the floor of
the room?
• The dimensions of a tent are shown in the
pole used to support the tent? What
is the surface area of the tent?
• Cut a triangle from a piece of scrap paper –
fold to show how

a b a b
b c c a a a

a c c b b b
b a a b

38
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 3
THEME: GEOMETRY AND MEASURES

TOPIC 5: NETS, AREAS AND VOLUMES OF SOLIDS 15 PERIODS

Competency: The learner makes and draws 2D and 3D shapes, and explore their properties.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Provide learners with cardboard • Observe the learners in their groups as they
a) form nets of common solids. (u s) packages and count the faces, edges and carry out the task below. During the process,
vertices. Dismantle to find the net. are learners communicating effectively? are
b) identify common solids and their they learning from one another? are they
properties including faces, edges • How many different nets of the
following solids can they create? creative and critical?
and vertices. (k)
Task: A tent has a cuboid base and a pyramidal
c) state units of measures. (k) roof.
d) convert units from one form to a) Sketch a net of the tent, and indicate the
another. (u) lengths of its edges.
e) calculate surface areas of b) Calculate the surface area of the tent.
three-dimensional figures. (u s)
c) Sketch as many different nets as you
f) calculate the volume of cubes and can for the tent.
cuboids. (u s)

• Cube
• Cuboids
• square based pyramid
• Put learners in groups to make these three
shapes out of strips of wood that are all the
same length.
How many strips are needed for each shape?
Note: Learners may discuss whether the floor of
• How many different cuboids can be the tent is covered. Such an observation would
made from 24-unit cubes? indicate that they are thinking mathematically

39
MATHEMATICS SYLLABUS

SENIOR 2: TERM 3
THEME: NUMBERS

TOPIC 2: NUMERICAL CONCEPT 2 (SURDS) 15 PERIODS

Competency: The learner manipulates surds.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Investigate the lengths of diagonals in • Observe the learners in their groups as
a) use surds to represent roots that squares and rectangles e.g. square of side they carry out the tasks below. During
cannot be represented exactly as 1; 2×1 rectangle; 3×4 rectangle using the process, are learners
Pythagoras’ theorem.
decimals. (k, u) • Investigate the ratio of the side lengths of a communicating effectively? Are they
b) manipulate and simplify expressions paper. learning from one another? Are they
with surds. (u, s, v/a) creative and critical?
When this rectangular paper is folded • 1. Find the missing lengths in the
in half, the resultant rectangle is similar
right-angled triangles below

• Find the perimeter of the quadrilateral folded

from a paper (Hint: assume the shortest side
has length 1 unit) • 2. Simplify and order:

40
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 3
THEME: DATA AND PROBABILITY

TOPIC 2: SET THEORY 15 PERIODS

Competency: The learner uses sets to solve problems.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Familiarise themselves with set notation • Observe the learners in their groups as
a) describe a set and identifies they carry out the tasks below. During
elements of a set. (k, u) the process, are learners
communicating effectively? Are they
b) identify different types of sets and learning from one another? Are they
their symbols (empty set, universal creative and critical?
set, equal set, complement set,
disjoint set, intersection set, union • Given U= {1,2,3,4,5.6,7,8,9,10}
set, subset). (k) A= {even numbers}, B= {square
c) determine the number of elements numbers} State n(A) and n(B).
in a set. (u, s) Draw a Venn diagram.
d) represent and show different Write down AυB, and
operations on sets by shading the
(AυB)’
different regions in a Venn
• Draw and interpret diagrams to illustrate • Ozo hosted a party with 300 guests. He
diagram. (k, u, s)
relationships between sets, apply to practical served a meal with chicken (C) and meat (M).
e) apply sets in practical situations contexts 200 guests had chicken. 130 guests had only
using two and three sets. (u, s,
chicken. 6 guests did not eat a meal.
v/a)
a) Represent this information in set notation
b) Represent the information on a
Venn diagram.
c) How many guests ate both meat
and chicken?
d) How many guests had meat?
• In a school there is an Arts Club, a Science
Club, and a Mathematics Club. 30 learners
in one class belong to at least one of the
clubs. 15 belong to the Arts Club, 12 belong
to the Science Club, and 13 belong to the
Mathematics Club. What is the maximum
number of learners that could belong to all
three clubs?

41
MATHEMATICS SYLLABUS

SENIOR THREE
THEME: PATTERNS AND ALGEBRA
TOPIC 1: EQUATION OF A STRAIGHT LINE PERIODS 15
COMPETENCY: The learner understands and uses linear equations and their graphs

LEARNING OUTCOMES LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Consider a ladder of length 10m. • Observe the learners in their groups as they
i) understand the relationship between a) Place the foot of the ladder at i) 8m, ii) carry out the tasks below. During the process,
a linear equation y=mx + c and its 5m, iii) 2m from the wall and lean the are learners communicating effectively? Are
graph. (k u) ladder against the wall they learning from one another? Are they
ii) determine the x and y intercepts of a b) What happens to the angle between creative?
given linear graph. (u s) the ground and the ladder as the foot 1. Asabi is going to plot the graphs of these
iii) determine the gradient of a straight of the ladder moves closer to the wall?
line. (u s) six equations: y=2x+1, y=3x, y=x+4
c) Relate the steepness of the ladder with
iv) state the gradient of a straight line the distance between the wall and the 2. Y=+x=6, y=2x-5, 2y=3-x
when given the equation. (k u) foot of the ladder. Explain this
v) apply the relationship of gradients relationship. Without plotting the equations: Which graph
of parallel and perpendicular lines • Recall Senior 1, Topic 11: how will be steepest?
to determine the equation of a does the equation y=mx + c Which will have the greatest y- intercept? Are any
straight line. (k u s) work? of the lines parallel or perpendicular? Explain your
• Introduce gradient as a answer.
measure of steepness/rate of Sendi drew the graphs of 2x-3=y and y=7 on the
change same set of axes.
• Draw a straight line and a What are the coordinates of intersection?
perpendicular line on a coordinate
grid. What are their equations? Try
for another pair. What do you notice
about the gradients?
• Investigate the least number of points
that need to be plotted to draw a
straight line.

42
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 1
THEME: GEOMETRY AND MEASURES

TOPIC 1: TRIGONOMETRY I 15 PERIODS

Competency: The learner understands and uses the three basic trigonometric functions.

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
STRATEGY
The learner should be able to: • Draw a circle radius 1 unit (10cm) on graph paper and add axes • Observe the learners in their
a) derive sine, cosine and as shown - the centre of the circle should be on an intersection groups as they carry out the
tangent functions from the of major grid lines. For different values of angle θ measure x tasks below. During the
unit circle. (k u s) and y, and complete the table. process, are learners
communicating effectively? Are
b) read and uses calculators to they learning from one
find values of trigonometric θ° x y
another? Are they creative and
functions. 0 1.00 0.00
critical?
(u s) 15
1. Find the angle of elevation
c) use sine, cosine and tangent 30 0.50
θ, of the top of the
in calculating lengths of sides 45 lighthouse.
and angles of right-angled 60 0.50
triangles. (u) 75
d) find angles of elevation and 90 0.00 1.00
depression. (k s) …
360 1.00 0.00

• On separate graphs, plot graphs of x and y against θ°

• Compute y÷x, plot y÷x against θ°

1. Find the height above the

ground of a hot air balloon,
whose angle elevation from
the ground 1km away, is 40°.

43
MATHEMATICS SYLLABUS

SENIOR 3: TERM 1
THEME: DATA AND PROBABILITY

TOPIC 1: DATA COLLECTION /DISPLAY 15 PERIODS

Competency: The learner collects and represents different sorts of data.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Class to get in height order – stand in a • Observe the learners in their groups as they
a) understand mode, mean and circle to illustrate the range (difference carry out the task below. During the process
median, as measures of location/ between tallest and shortest person). are learners communicating effectively? Are
central tendency and knows how to Discuss representative/typical values – find they learning from one another? Are they
find them and when to use them. the most popular height (mode), the middle creative and critical?
(k, u, s) height (median), what if we were all the • Which measure of central tendency
same height? (the mean). would be best as a representative value
b) understand range as a measure of
dispersion/spread and how to find • Compare the advantages and disadvantages for: salaries in a company workforce,
it. (k, u, s) of mean, median and mode in different crop yields, examination grades (A, B, C,
contexts. D, E), measurements in a science
c) draw and use frequency tables for experiment. Justify your choice.
ungrouped data. (u, s) • Explore the need for grouping data when
there are many different values. Once • The cumulative frequency diagram shows
d) draw and use frequency tables for grouped, exact statistics (mean, median, the time taken by 100 people to complete
grouped data. (u, s) mode, range) cannot be determined. 10 press-ups. Find an estimate for the
e) estimate measures of location Compare estimates from grouped data median time. Explain why only an estimate
and dispersion for grouped data, with the actual values from the raw data. for the median is possible
(u, s) • Draw a histogram and estimate the mode
f) calculate the mean using an
assumed mean, (u, s)
g) draw a histogram with equal class
intervals and uses it to estimate the
mode. (u, s)
h) draw a cumulative frequency
curve(ogive) and uses it to estimate
the median. (u, s, v/a)

• Draw a cumulative frequency graph and

estimate the median
• Build on Senior 1, Topic 9. Collect data for
a purpose and apply techniques to draw
conclusions

44
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 1
THEME: GEOMETRY AND MEASURES

TOPIC 2: VECTORS 15 PERIODS

Competency: The learner understands the nature of vector quantities, manipulate and represent them in order to solve
problems.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Recall and review Senior 2, Topic 2, what is • Observe the learners in their groups as
a) describe position vectors the difference between a vector and scalar they carry out the tasks below. During
geometrically and as column quantity? Give examples. the process, are learners
vectors (k u) • Identify parallel and equal vectors. communicating effectively? are they
learning from one another? are they
b) find the vector of a directed line • Use vector addition and subtraction
creative and critical?
segment when position vectors of
the end points are known. (u) • Which of the following vectors are parallel?
c) find the position vector of the mid-
point of a line segment. (u)
d) use vector method to divide a
Explain your answer.
line proportionately internally and
externally. (u s) • Use vectors to find the midpoint of the line
segment AB where A is (1, 7) and B is (-3, -3).
e) use vectors to show parallelism.
The point (1, 1) divides the line segment AB
(u s) internally in the ratio 3:4. A is (-2, 7). Use vector
• Explore the use of position vectors to define
f) use vector methods to show co- methods to find the coordinates of B.
positions on a coordinate grid, including the
linearity. (u s) • Use vectors to establish whether the points
midpoint of a line segment and proportional
division of a line. (5, 2), (-3, 6) and (9, 4) are collinear.
• How can vectors be used to test
for collinearity?

45
MATHEMATICS SYLLABUS

SENIOR 3: TERM 2
THEME: PATTERNS AND ALGEBRA

TOPIC 2: RATIO AND PROPORTION 12 PERIODS

Competency: The learner understands ratio and proportion, and use them in a range of contexts.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Use diagrams to illustrate ratios. Look at • Observe the learners in their groups as
a) understand and apply equivalent the diagrams. they carry out the tasks below. During
ratios. (u s) the process, are learners
communicating effectively? are they
b) understand and apply direct and learning from one another? are they
inverse proportional reasoning. (u creative and critical?
s)
• Mrs. Mukasa is a small-scale poultry farmer.
c) understand and apply ratio, It costs her UGX.250 000 to buy the feed to
proportion and scale. (k u s) a) Use the diagrams to fill in the gaps and
complete the equivalent ratios. raise 70 broilers.
d) draw and interpret the line of best • a) Mrs Mugisha wants to raise 300
fit when looking for a relationship in b) Draw diagrams to show some ratios that
are equivalent to 5:3 broilers. How much will the feed needed
bivariate data on a scatter graph. to raise these broilers cost?
(u s) c) Simon says, “12:15 is equivalent to 3:4”. Is
he correct? Draw diagrams to justify your • b) Day old broiler chicks cost UGX. 2000
answer. each. Mrs Opio has UGX. 1 000 000 (one
million shillings). She wants to buy and raise
• Adjust recipes e.g. 8 cakes need 400 grams as many chicks as she can. How many
of flour. How much flour for 20 cakes? How should she buy?
many cakes with 750 grams of flour? These
• The height and mass of horses are shown
are examples of direct proportion,
on the scatter graph. What is the equation
of the line of best fit? Estimate the height of
a horse of mass 600 kg.
• A rectangle has an area of 36 square units.
If the dimensions of the rectangle are x and
y, what is the relationship between x and
y? Plot a graph to show the relationship,
this is an example of inverse proportion,

• Collect data from the class e.g. handspan

and height. Plot a scatter graph. Draw a line
of best fit. Use the line of best fit to estimate
the handspan of someone joining the class
with a particular height.

46
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 2
THEME: GEOMETRY AND MEASURE

TOPIC 3: BUSINESS MATHEMATICS 12 PERIODS

Competency: The learner understands and applies business mathematics when solving problems.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Review Senior 1, Topic 13. Recall the • Observe the learners in their groups as
a) use a multiplier when calculating meaning of buying, selling, profit, loss, they carry out the tasks below. During
percentage change. (u s) commission, discount and interest. Research the process, are learners
and write their own definitions of mortgage, communicating effectively? are they
b) calculate compound interest. (u s) currency, income tax, appreciation and learning from one another? are they
c) understand and calculate depreciation. creative and critical?
depreciation and appreciation. (u s) • Explore and develop efficient ways of • A piece of sculpture and painting together
d) understand and convert local or calculating percentage change, use a cost UGX 21 000. The painting costs twice as
foreign currencies. (u s) multiplier e.g. 0.8 for a decrease of 20%, much as the piece of sculpture. Find the
e) understand and calculate hire 1.05 for an increase of 5% cost of the painting.
purchase. (u) • Which is the best savings account: 1% • The marked price of a set of curtains is UGX
f) describe and determines Mortgage compound interest paid monthly, 3% 75 000, but there is a cash discount of UGX
of assets. (u s) compound interest paid every three months, 12.50 on every sh100. Find the cash price
6% compound interest paid every six for the curtains.
g) calculate income tax given income
months, 12% paid annually? • If a forex bureau buys Kenyan shilling at the
tax bands. (u, v/a)
• Consider which assets appreciate, and rate of UGX 42 per Kenya shilling, find:
which depreciate. • the amount in Uganda shillings paid out by
• In groups, find out about mortgages and the Bureau in exchange for K shillings 625.
make a poster to share with the class. Repeat • the amount in Kenya shillings that can be
for hire purchase. How much does it cost to exchanged for Uganda shillings 5460.
borrow money?
• Ashok invests UGX 100 000 in a savings
• You are travelling to Kenya. How much will account that pays 10% compound interest
your Ugandan money be worth in Kenya? each year. Assuming no further money is
How much does it cost to convert currency? invested and no withdrawals are made,
• Draw a graph of income tax paid against how many years does it take to double his
annual salary using government information money?
about income tax bands.

47
MATHEMATICS SYLLABUS

SENIOR 3: TERM 2
THEME: GEOMETRY AND MEASURE

TOPIC 4: TRIGONOMETRY 2 12 PERIODS

Competency: The learner understands and applies the three basic trigonometric functions.

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
STRATEGY
The learner should be able • Review the work of Senior 3, Topic 2, particularly the graphs • In pairs, let the learners discuss
to: of trigonometric functions and their relationship with the unit the following tasks. Observe
a) determine trigonometric circle them as they discuss. Assess the
ratios of angles greater learners on the core values and
than 90o. (u s) generic skills
b) use the graphs of • Solve
trigonometric functions to
determine values of sine,
cosine and tangent for any
angle. (u s)
c) apply sine and cosine rules to
• Use the graph to explain how values of the trigonometric
solve real life problems. (k u s)
functions outside the interval [-90°,90°] are related to values
in that interval. Solve trigonometric equations over different • The hour and minute hands of
intervals. a clock have lengths of 44mm
and 57mm respectively.
• Apply the sine and cosine rules.
(a) Calculate the distance
between the ends of the hands
when the angle between the
hands is 69°.
(b) Calculate the angle between
the hands when the ends of the
hands are 32mm apart.
• 3. A pole 8.3 metres long and
a pole 11.5 metres long are
placed on the ground with two
ends in contact with each other.
The distance between the other
two ends is 4.7 metres. Find the
angle between the two poles at
the point of contact.

48
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 2
THEME: DATA AND PROBABILITY

TOPIC 2: MATRICES 12 PERIODS

Competency: The learner understands and uses matrices.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • What is a matrix? • Observe the learners in their groups as
a) define a matrix and states its order. • When can matrices be added together? they carry out the tasks below. During
(k) the process, are learners communicating
b) know when matrices can be added effectively? Are they learning from one
or multiplied. (u s) another? Are they creative and critical?
c) find the determinant of a 2 × 2 • Use matrices to solve the simultaneous
matrix. (u s) equations
d) find the inverse of a 2 × 2 matrix
and understands why it may not be
possible to do so. (k, u, s)
e) apply knowledge of matrices in • When can matrices be multiplied together?
solving problems from real life
situation. (u, s, v/a) • Use the matrix method to show that the
following pairs of simultaneous equations
have no unique solutions. Why does this
happen?
BA is not defined. Usually AB ≠ BA
• The inverse matrix A-1 has the property
that AA-1=A-1 A=I. Find out how to derive
the inverse matrix for 2×2 matrices.

ad-bc=determinant of A
• What happens if det A = 0?
• Use matrices to solve pairs of linear
equations in two unknowns. Explore what
happens when there are no solutions.

49
MATHEMATICS SYLLABUS

SENIOR 3: TERM 2
THEME: GEOMETRY AND MEASURES

TOPIC 5: MATRIX TRANSFORMATIONS 12 PERIODS

Competency: The learner understands and uses matrices to transform shapes on a coordinate grid.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Find the matrix corresponding to the • Observe the learners as they carry out the
a) identify transformation matrices transformation by considering the images of tasks below. During the process, are learners
for reflection, rotation and the point I(1, 0), J(0, 1) and K(1, 1): communicating effectively? are they
enlargement. (k u s) (a) reflection in the line x + y = 0 learning from one another? are they creative
and critical?
b) determine the image given the (b) a 90 degrees anti-clockwise
object and transformation matrix, rotation about the origin 1. O (0, 0), A (3, 0), B(3, 3) and C(0, 3) are the
on a coordinate grid. (u s) vertices of a square OABC. A/ (4, 2), B/(6, 6)
(c) an enlargement, centre the origin,
and C/(2, 4) are the vertices of OA/B/C/, the
c) identify the matrix of transformation scale factor k. What do you notice about the
image of OABC such that the origin is
when the object and its image are determinant of the transformation matrix?
invariant. Find: (a) the transformation matrix
given. (u s) • Plot the following five triangles on grid (b) the area of OA/B/C/.
d) determine the inverse of a paper.
2. Describe the transformations defined by
transformation matrix. (u) T1 (1, 1), (5, 1), (5, 3), the matrices
e) use the inverse matrix to find the T2 (1, 1), (1, 5), (-1, 5)
object when the image is given.
T3 (-1, 1), (-5, 1), (-5, 3)
(u s)
T4 (-1, -1), (-5, -1), (-5, -3) and
f) identify the relationship between
area scale factor and determinant of T5 (1, -3), (1, -5), (5, -3) and
the transformation matrix. (u) Describe a single transformation that maps:
g) determines a single matrix for (a) T3 onto T1. (b) T4 onto T5 (c) T1 onto
successive transformations. (u, T2 (d) T4 onto T3 (e) T1 onto T4 (f) T4 onto
v/a) T2, and determine the transformation Evaluate AB and BA.
matrix. Describe the transformation each represents.
Determine the transformation matrix to A shape P is subject to transformation AB to
‘undo’ each transformation. What do you give image PAB. The same shape P is subject
notice? to transformation BA to give image PBA.
• Investigate combining transformations and Describe the single transformation that will
the corresponding transformation matrices. map PAB to PBA.

50
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 3
THEME: PATTERNS AND ALGEBRA

TOPIC 2: SIMULTANEOUS EQUATIONS 15 PERIODS

Competency: The learner understands, forms and solves simultaneous equations.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Maureen buys 3 tins of peanut butter and • Observe the learners as they work on the
a) solves simultaneous equations 5 tins of margarine for UGX 32 000. tasks below. During the process, are learners
using substitution. (u, s) Zulaika buys 6 tins of peanut butter and 8 communicating effectively? are they
tins of margarine for UGX 59 000. Musisi learning from one another? are they creative
b) solves simultaneous equations buys one tin of peanut butter and one tin and critical?
using elimination. (u, s) of margarine. How much does he pay? 1. Solve the following pairs of simultaneous
c) draws graphs of simultaneous • How does the set of equations 3x+5y=32 equations using elimination method.
equations and estimates the and 6x+8y=59, relate to the problem
solution. (u, s) (a) 7x + 3y = 32
above? 3x + 12y = 78
d) uses matrices to solve simultaneous • Explore different methods for solving (b) 6y + 14 = 7x
equations. (u, s, v/a) simultaneous equations including 5x – 12 = 4y
substitution, elimination and use of matrices 2. Use substitution to solve the simultaneous
(Senior 3, Topic 8). equations:
• Represent simultaneous equations 3x + y = -2
graphically. From Senior 3, Topic 1, plot 2x – 4x + 2y = 0
3= y and y = 7 on the same set of axes. What
are the coordinates of intersection? What do 3. Draw graphs for the following pairs of
the values represent? simultaneous equations, which have no
unique solutions. Why does this
happen?
a) 6x – 9y = 36
2x – 3y = 5
b) 3x – 7y = 45
9x – 21y = 135
c) x+y=3
2y=6-2x

51
MATHEMATICS SYLLABUS

SENIOR 3: TERM 3
THEME: DATA AND PROBABILITY

TOPIC 3: PROBABILITY 15 PERIODS

Competency: The learner applies their understanding of probability to solve a wide range of problems.

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
STRATEGY
The learner should be able to: • Discuss the likelihood of different events and order them from • Observe the learners as they
a) understand the terms impossible to certain. Introduce the probability scale from 0 to work on the tasks below.
random, experiment, 1. During the process, are learners
outcome, sample space, communicating effectively? are
event and probability. (k, they learning from one
u) another? are they creative and
critical?
b) construct the probability
space. (u, s) 1. Sara has the following coins
• In pairs, get an unbiased coin. Mark one side of the coin as a in her pocket bag: UGX 50;
c) determine probabilities from UGX 100; UGX 200; UGX 500;
’head (H)’ and the second side as a ‘tail (T)’. Toss the coin
experiments and real-life UGX 1000. She selects a coin
100 times, recording the outcome each time e.g. H, T, T, ...
data. (u, s) at random to put into a charity
Plot a graph to show the proportion of heads after each
d) differentiate between throw. collection box.
theoretical and experimental What is the probability that she:
probabilities. (k, u, s).
a) gives more than UGX 200
e) identify and understand
mutually exclusive and b) has less than UGX 800 left in her
independent events. (k, bag
u) c) has more than UGX 300 left in
f) use probability trees to her bag
determine the probabilities d) gives at least 10% of the money
of mutually exclusive and in her bag
independent events. (u, s) e) gives more than one fifth of the
g) use Venn diagrams to money in her bag
determine probabilities. (u, 2. A class has 30 girls and 40 boys.
s, v/a) What do you notice as the number of tosses increases? The probability that a boy
• Distinguish experimental and theoretical probabilities selected at random is wearing
stockings is 0.3. The probability
• Play the horse race game (horses numbered 1 to 12, learners
that a girl selected at random is
select a horse, two dice are thrown, their sum determines which
wearing stockings is 0.9.
horse moves)
Calculate the probability that a
• Use a possibility space to record the possible outcomes when
learner selected at random from
two dice are thrown
the whole class:
• Toss a pair of coins 100 times and record the outcomes,
a) is a boy
compare the outcomes with the possibility space. Use the
possibility space to determine the theoretical probabilities. b) is a girl wearing stockings
c) is not wearing stockings

52
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
STRATEGY
3. In a school, there is an Arts
BAR CHART OF RESULTS POSSIBILITY SPACE
Club, a Science Club, and a
Coin 1 Mathematics Club. 30 learners
Frequency of number of heads
when tossing two coins 100 times H T in one class, each belongs to
H HH HT either one or two of the clubs.
60
15 belong to the Arts Club, 12

Coin 2
T TH TT belong to the Science Club, and
40
13 belong to the Mathematics
20 Club. Draw a Venn diagram.
What is the probability of
0 belonging to at least two clubs?
0 1 2

• Use a tree diagram to determine the theoretical probabilities

• Apply probability in a variety of contexts including those that

can be described using a Venn diagram (Senior 2, Topic 13).

53
MATHEMATICS SYLLABUS

SENIOR 3: TERM 3
THEME: PATTERNS AND ALGEBRA

TOPIC 4: QUADRATIC EQUATIONS 15 PERIODS

Competency: The learner understands and solves quadratic equations and relate them to the graphs.

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
STRATEGY
The learner should be able to: • Review Senior 2, Topic 6. Create a table of values for the • Observe the learners in their
a) determine the roots of quadratic equations: y=x2, y=x2-4, y=(x+1)2. Describe the groups as they work on the
quadratic equations using transformations that link these graphs. Find the solutions to tasks below. During the
factorisation, completing the the equations process, are learners
square and the formula. (k u s) x2=0, x2=4, (x+1)2 = 0 communicating effectively? Are
they learning from one
b) form a quadratic equation How do the solutions relate to the graph?
another? Are they creative and
given its roots. (u s) • A school has a rectangular garden with an area of 1000m2. Its critical?
c) make a table of values for a length is 30m greater than its width. Find the dimensions of
1. A room p metres long and
quadratic function and draws the garden.
(p- 3) metres wide has an area of
the graph. (k u s) • Explore completing the square to solve quadratic equations 40m2. Obtain an equation in p.
d) link the solutions of a and relate to graphs Find the value of p.
quadratic equation with its • Generalise completing the square to derivation of the quadratic 2. The roots of a quadratic
graphical representation. formula for equation are -2 and 3, write
(k u s) down at least three different
e) solve simultaneous equations equations that have these
involving one quadratic roots. Sketch their graphs.
equation and a linear 3. Try to solve x2 – 3x + 4 = 0 by:
equation. (u s)
• Investigate when quadratic equations have two distinct, a single i) factorising
(repeated) and no real solutions and match to the graphs. ii) completing the square
iii) formula
(a) For each method,
state briefly the difficulty
encountered.
(b) What do you conclude
about the solution set of
x2 – 3x + 4 = 0
(c) Draw the graph of
• Solve simultaneous equations involving a quadratic equation y=x2 – 3x + 4.
and a linear equation, and represent them graphically. What do you notice?

54
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 3
THEME: GEOMETRY AND MEASURES

TOPIC 6: CIRCLE PROPERTIES 15 PERIODS

Competency: Learners should be able to understand and use circle properties to solve problems.

LEARNING OUTCOMES SUGGESTED LEARNING

SAMPLE ASSESSMENT STRATEGY
ACTIVITIES
The learner should be able to: • Recall and review Senior 2, • Observe the learners in their groups as they work on the
a) identify arc, chord, sector Topic 8. task below. During the process, are learners
and segment. (k) • Apply the formulae for communicating effectively? are they learning from one
circumference (πd) and area of another? are they creative and critical?
b) relate angles made by an
arc at the circumference a circle πr2 to find arc lengths • Solve the problems below.
and centre. (u) and areas of sectors and
segments. (Note use
c) determine the tangent, chord trigonometry to derive area of a
and angle properties of the triangle is
circle. (u) 1/2 ab sin C)
d) determine and uses the • Cut a right-angled triangle from
properties of a cyclic a piece of paper. In another
quadrilateral. (u s) piece of paper make a slit so
e) find the length of the one corner of the triangle can
common chord for two fit through snugly. Move the
intersecting circles. (u s) corner around, maintaining the
f) calculate the area of sectors snug fit and trace the locus of
and segments. (u, s, v/a) the corner. What do you
notice? Repeat for the other
corners.

• Find the centre of the circle.

For a given chord measure the
angle at the centre and the
angle at the circumference of
the major segment. What do
you notice? Prove it. Repeat
for the minor segment.
• Use the results above to
derive and prove the
properties of cyclic
quadrilaterals.
• Investigate the properties of
tangents to a circle.
• Find the length of the
common chord when two
circles intersect.

55
MATHEMATICS SYLLABUS

SENIOR 4: TERM 1
THEME: PATTERNS AND ALGEBRA

TOPIC 1: COMPOSITE FUNCTIONS 20 PERIODS

Competency: The learner understands and uses composite functions.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Recall and review Senior 2, Topic 1. • Observe the learners in their groups as they
• In pairs, consider the functions f(x) = 6x and work on the tasks below. During the
a) understand and use function
g(x) = x + 5 process, are learners communicating
notation. (k u s)
effectively? are they learning from one
b) describe and understand a (a) What is f(3)?
another? are they creative and critical?
composite function. (k u s) (b) What is g(f(3))?
1. f(x) is the greatest number prime less than x.
c) work out the inverse of a function (c) What is g(3)? What is
Find: (a) f(40), (b) f(29)
and recognise the graphical f(g(3))? Is g(f(3)) the same as
relationship between a function and 2. If f(x) = 2x3 and g(x) = x – 1, find h(x)= f(g(x))
f(g(3))?
its inverse. (k u s) Find h(-1) (x), and sketch the graph of function
(d) What is f(f(5))=f^2 (5)? h with its inverse.
Repeat for x. 3. Given f(x) = 2x and g(x) = x – 3, find;
• Investigate the inverse function of a given (a) f3 (x) (b) f(x3) (c) g2 (x) (d)g(x^2)
function. Illustrate graphically. What do (e) gf(x) (f ) f(g(x)) (g) f(g(f(x)))
you notice? By considering the domain
and range of the function and its inverse –
explain why this happens.

56
 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 1
THEME: PATTERNS AND ALGEBRA

TOPIC 2: EQUATIONS AND INEQUALITIES 20 PERIODS

Competency: The learner understands, uses and solves problems using equations and inequalities.

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
STRATEGY
The learner should be able a) Review and build on Senior 2, Topic 5 and Senior 3, Topics • Observe the learners in their
to: 10 and 12. groups as they discuss the tasks
a) build formula from b) Bayo, Ruth and John were all born on Independence Day, but below. During the process of
word statements. (u s) in different years. Bayo is one year older than Ruth. John’s age is the presentation, are learners
3 times Bayo’s age. communicating effectively? Are
b) re-write a given formula by they learning from one
changing the subject. (u s) If Ruth is r years old, write down expressions for:
another? Are they creative and
c) solve equations and (a) Bayo’s age critical?
inequalities, representing the (b) John’s age 1. Alupo thinks of a number. She
solutions on a number line or carries out two calculations on
(c) How many years older than Bayo is John? Give your
graphically as appropriate. (k answer in terms of r the number. First, she adds 5.
u s) Then she multiplies the sum
(d) In 6 years’ time, John will be 6 years older than Bayo. How
old is Ruth now? by 3. Her result is 27. What
was Alupo’s original number?
a) Solve quadratic inequalities and represent the solutions on a
number line. 2. Sketch the region enclosed
by the inequalities y≤4-x2 and
b) Extend graphing inequalities to include quadratics.
y>2x-4.

57
MATHEMATICS SYLLABUS

SENIOR 4: TERM 1
THEME: PATTERNS AND ALGEBRA

TOPIC 3: LINEAR PROGRAMMING 20 PERIODS

Competency: The learner understands and uses linear programming to solve problems.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Peter has UGX 900 000. He wants to buy • In pairs, let the learners discuss the following
a) form linear inequalities based on some apples and oranges. Apples cost UGX task. Observe them as they discuss. Assess
real life situations. (u, s) 10 000 each and oranges cost UGX 600 the learners on the core values and generic
each. He wants to buy at least 22 apples and skills.
b) represent the inequalities on the at least 10 oranges. The number of apples
graph and identifies the required 1. A mother buys x notes books at UGX
bought must be more than twice the 600 each and y pens for UGX 800 each.
region. (u, s) number of oranges bought. She has UGX 8000 to spend and there
c) find and interpret the optimum In groups, discuss how to form the must be at least 4 note books and at least
solution of a set of linear inequalities inequalities that must be satisfied. Plot them 4 pens.
in two unknowns. (u, s, v/a) on a coordinate grid and propose a solution. Write three inequalities in x and y that satisfy
• Use linear programming to solve this these conditions.
problem: A small business makes 3-speed Illustrate them graphically by shading out
and 10-speed bicycles. the unwanted regions. Write down the
o Factory A produces 16 3-speed and 20 integer solution set.
10-speed bicycles each day. It costs UGX 2. A farmer has 32 acres on which to plant
100M each day to operate factory A. corn and soybean.
o Factory B produces 12 3-speed and 20 For each acre of corn planted, the expenses
10-speed bicycles each day. It costs UGX are UGX 100 000, and for each acre of
80M each day to operate factory B. soybean planted it is UGX 200 000.
An order for 96 3-speed bicycles and 140 Each acre of corn requires 100 bushels of
10-speed bicycles has just arrived. How storage and yields a profit of UGX 120
many days should each factory operate in 000.
order to fill the order at minimum cost.
Each acre of soybean requires 40 bushels of
What is the minimum cost? storage and yields a profit of UGX 180 000.
• In pairs, make up a linear programming If the total amount of storage space is 1920
problem for your peers. bushels and the farmer has only UGX 8M to
pay for planting, how many acres of each
crop should be planted to maximize the
profit?
What will the profit be?

58
 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 2
THEME: PATTERNS AND ALGEBRA

TOPIC 4: LOCI 20 PERIODS

Competency: The learner understands and applies loci.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Recall and review the work in Senior 1, • Observe the learners in their groups as they
a) describe common types of loci. (k, u) Topic 5 on loci. work on the tasks below. During the
• In pairs, draw a line AB 10 cm long. A variable process, are learners communicating
b) construct loci involving points effectively? Are they learning from one
under given conditions. (u, s) point P is such that angle APB = 900 and AP
≤ PB. Discuss and construct the locus of P another? Are they creative and critical?
c) construct intersecting loci. (u, s) (link with Senior 3, Topic 13). 1. Sketch and describe the locus of point
d) construct loci involving inequalities. • On a rectangular piece of paper, mark a M, where M is the mid-point of a chord of
(u, s, v/a) point a few centimetres from the centre length 6 cm in a circle of radius 5 cm.
of one edge. Fold the edge to pass 2. Find the equation of the locus of P
through the point multiple times – to such that AP is 5 units, where A is (2, 3).
obtain the envelope below. 3. Construct the locus to show the area
available to a cow tethered by a rope of
3m to a horizontal rail length 4m.
What is the area of the locus?

• What shape is the locus? Prove it by adding

a set of axes and using algebra.
• On a coordinate grid plot points A (2, 3) and
B (-4, 7). Construct and find the equation of
the perpendicular bisector of AB.
• A goat is tethered to the corner of a building.
Assuming the length of the rope is less
than the length of the sides of the building,
sketch the locus of the area the goat can
reach. What if the rope is longer than one
of the sides of the building? Both sides of
the building? Construct the locus in each
case.

59
MATHEMATICS SYLLABUS

SENIOR 4: TERM 2
THEME: GEOMETRY AND MEASURES

TOPIC 1 LINES AND PLANES IN THREE DIMENSIONS 20 PERIODS

Competency: The learner understands and applies lines and planes in 3D to solve problems.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Recall and review Senior 2, Topics 10 and 11. • Observe the learners in their groups as they
a) applies Pythagoras theorem in 3D • Collect polyhedra and for each one, discuss the task below. During the process
to calculate the distance between record the number of faces, edges and of, are learners communicating effectively?
two points. (u s) vertices. Determine the relationship Are they learning from one another? Are
between the number of vertices, edges they creative and critical?
b) finds the angle between a line and
a plane. (u s) and faces. A wireless mast is held vertically by four
• Construct a square based pyramid using stays 10m long, fixed to the mast at the
c) finds the angle between two same height and joined to the four corners
planes. (u s) four equilateral triangles and a square. Use
Pythagoras’ theorem to determine the of a square on level ground. If each stay is
perpendicular height of the pyramid, check inclined at 600 to the horizontal. Calculate
by measuring your model. the height of the top of each stay and the
side length of the square
• Construct a net for a square based pyramid
whose perpendicular height is half the
length of the square. How many of these
will fill a cube?
• What is the angle between the triangular
faces and the square face? What is the
angle between the triangular faces?

60
 THE LOWER SECONDARY CURRICULUM

ASSESSMENT

Assessing the new expectations for learning

It is not possible to assess attitudes in the same way
The new curriculum sets new expectations for as knowledge, understanding and skills because they
learning, with a shift from Learning Outcomes that are more personal and variable and are long-term
focus mainly on knowledge to those that focus on aspirations. This does not mean that attitudes are not
skills and deeper understanding. These new Learning important. It means that we must value things that
Outcomes require a different approach to assessment. we cannot easily assess.

The “Learning Outcomes” in the syllabuses are set out So, this guidance booklet focuses on knowledge,
in terms of Knowledge, Understanding, Skills, and skills and understanding. Each has its own
Attitudes. This is what is referred to by the letters k, u, s implications for learning and assessment.
& v/a.

Knowledge The retention of information.

Understanding Putting knowledge into a framework of meaning – the development of a ‘concept’.
Skills The ability to perform a physical or mental act or operation.
Values The inherent or acquired behaviours or actions that form a character of an individual.
Attitudes A set of emotions, beliefs or behaviours toward a particular object, person, thing or event.
To assess knowledge, skills and understanding we need to look for different things. Knowledge can be assessed to some extent
through written tests, but the assessment of skills and deeper understanding requires different approaches. Because of this, the
role of the teacher in assessment becomes much more important.

Knowledge Skills
Knowledge is the easiest to assess because it is Skills are the ability to perform a mental or physical
fairly straightforward to find out whether or not a operation, so we have to observe the skill being
learner has retained some information: a simple performed or look at the product, or outcome, of the
question can usually find this out. We ask them skill; for example, a piece of writing, a picture or
to name something, or state something, or label a diagram.
diagram. Some skills, such as speaking or a physical education skill
do not have a product so need to be observed.

Understanding Values and Attitudes

Assessing deeper understanding is much more Values and Attitudes determine how we interact with
difficult, so we usually ask learners to explain, compare others, working in a team, meeting deadlines, being
or outline a process. This can be done orally (in self-driven, holding democratic values, and having
conversation) or in writing, and will give us some idea respect for democracy, race, gender, disability, human
of the extent of their understanding. dignity, culture, nation, life and social justice.

61
MATHEMATICS SYLLABUS

ASSESSMENT

Examinations
There will be examinations and tests set at the end of every
The final examination at the end of Senior 4 will be very
year. There will also be a summing up of on-going teacher
different in nature, and will focus on the learners’ ability to
assessments made in the context of learning.
apply their learning in new situations, rather than on the ability
to recall information.
Formative Assessment
If assessment is to make a difference to teaching and learning, It is the use of the assessment data within this cycle to
then teachers must use the information they gain from improve learning that is key to the success and impact of
assessment to make some change to the teaching and formative assessment.
learning process. This is formative assessment. If teaching and It is this cycle that enables formative assessment to impact on
learning stay the same, there would have been no point in learning:
carrying out the assessment. The changes that can be made • The syllabuses set out the learning outcomes
include decisions about:
• The lessons seek to achieve these outcomes
• What needs to be learned next
• Assessment finds out whether or not the outcomes has
• Whether an element of the syllabus needs to be taught been achieved
again in a different way
• This information guides the next steps in learning and so
• Changing teaching approaches if necessary sets new learning outcomes
• Identifying learners who need more support, or who are The process of teaching, making formative assessments and
making exceptional progress then changing the teaching and learning in some way can be
• Enabling learners to understand what they have to do to seen as a cycle:
improve

Use of data to
What changes need to be improve Find these listed in the “Learning
Establish
made to plans for future student Outcomes” column of the
learning
teaching and learning? learning syllabuses.
outcomes

Analyse, compare and Collect and

evaluate learning against Analyse
expected learning outcomes. Assessment Data Look for examples of
assessment
Develop assessment
opportunities in the
“Suggested Learning
Activities” and the
“Sample Assessment
Strategies” columns of
Be ready to assess alongside Actual
the syllabuses.
learners where possible. learning
and
educational
experience

FORMATIVE ASSESSMENT INVOLVES USING ALL PARTS OF THE CYCLE.

62
 THE LOWER SECONDARY CURRICULUM

ASSESSMENT

How do we find the opportunity to make formative assessments?

In the new curriculum, the teacher’s assessment role is not to These opportunities occur in three forms and are often called:
write tests for learners, but to make professional judgements
• Observation – watching learners working (good for
about learners’ learning in the course of the normal teaching
assessing skills and values)
and learning process. The professional judgement is about
how far the learner meets the Learning Outcomes that are set • Conversation – asking questions and talking to learners
out in this syllabus. To make these judgements the teacher (good for assessing knowledge and understanding)
needs to look at how well the learners are performing in terms • Product – appraising the learner’s work (writing, report,
of each Learning Outcome. translation, calculation, presentation, map, diagram, model,
School-based formative assessment is a part of the normal drawing, painting etc.). In this context, a “product” is seen
teaching and learning process, and so the assessment as something physical and permanent that the teacher can
opportunities will also occur during this normal process. It is keep and look at, not something that the learner says.
not something that needs to be added on after learning; it is
When all three are used, the information from any one can
an integral part of it.
be checked against the other two forms of assessment
opportunity (e.g. evidence from “observation” can be
checked against evidence from “conversation” and
“product”). This is often referred to as “triangulation”.

Observation

Triangulation

Product Conversation
Triangulation of assessment opportunities

To find these opportunities, look at the syllabus Topics. These set out the learning that is expected and give
‘Sample Assessment Strategy”, and in doing so they contain a range of opportunities for the three forms of
assessment.

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Generic Skills Attitudes

The Generic Skills have been built into the syllabuses and are It is not possible to assess attitudes in the same way as
part of the Learning Outcomes. It is therefore not necessary to knowledge, understanding and skills because they are more
assess them separately. It is the increasingly complex context personal and variable and are long-term aspirations. This does
of the subject content that provides progression in the not mean that attitudes are not important. It means that we
Generic Skills, and so they are assessed as part of the subject must value things that we cannot easily assess.
Learning Outcomes.

Record keeping
Keeping detailed records of learners’ individual progress is It is much more useful to make an overall assessment about
always difficult with very large numbers of pupils. For the whether or not each learner met the Learning Outcomes for
purposes of school-based formative assessment, it is not even each Topic as a whole.
always necessary to keep such detailed records anyway. If
Each Topic is made up of a number of Learning Outcomes.
feedback is given immediately and action is taken, then
Therefore, teachers need to consider all the Learning
learning is changed and the record would soon become out
Outcomes when making an overall judgement about the
of date and redundant.
Topic as a whole. It is not always necessary for every individual
Most formative class-based assessments are dynamic in that Learning Outcome to be achieved for the Topic as a whole to
they feed straight back into the teaching and learning process. be achieved. This will vary with the Subject and Topic.
Therefore, detailed records of these are not appropriate.
By looking at the Learning Outcomes within each Topic, it is
What is needed is record of assessments of learners’ learning possible to identify four broad groups of learners in terms of
made in terms of each Topic or unit. This means recording their achievements.
the on-going summative assessments of each unit. There is
no need to make separate records of each of the Learning
Outcomes because this would be very time-consuming and
also unnecessary.

Descriptor

No Learning Outcome (LO) achieved

Some LOs achieved, but not sufficient for overall achievement

Most LOs achieved, enough for overall achievement

All LOs achieved – achievement with ease

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These overall assessments should be made on the basis of each category for different subjects and Topics. They will also
the many formative assessments that the teacher has made identify easily those learners who need extra support or who
during the course of teaching the Topic. If teachers have may not be ready to move on to the next grade at the end of
been working with the learners over the course of the Topic, a year.
they will be able to make a broad judgment about which If records are kept of the learning outcomes of each syllabus
learners have achieved or have failed to achieve the Topic’s Topic through the year, then there will be no need for an end
overall Learning Expectation. These “Authentic Assessments” of year test. Teachers will already have a record of those
will be more valid and valuable than a test set by the school. learners who have met the learning outcomes, and those who
Recording these overall assessments will be simple, have not done so. Therefore, teachers will know if there were
manageable and yet valuable, and can be recorded on a sheet any learners not ready to progress to the next grade.
such as the one below in which the categories are indicated An overall record should be made of the individual Topic
with a number. assessments by subject in terms of the 4 descriptors. If
Although a very simple process, these four categories will give numbers (0-3) are used as identifiers, then it will be
rich data when a comparison is made between the learners’ in possible to arrive at an overall number for a year by
aggregating the identifiers for each Topic.

Descriptor Identifier
No Learning outcome achieved 0
Some LOs achieved, but not sufficient for overall achievement 1
Most LOs achieved, enough for overall achievement 2
All LOs achieved – achievement with ease 3

In the example below, the table shows the end-of-unit assessment for six learners.

Mathematics
T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
Learner A 3 3 2 3 3 3 3 2 3 3
Learner B 2 2 3 2 3 2 2 2 3 2
Learner C 1 1 2 1 1 2 2 3 2 3
Learner D 1 1 2 1 1 2 1 1 2 1
Learner E 0 1 2 1 0 1 0 1 1 1
Learner F 0 0 1 0 0 1 0 0 1 0

This method will give much more information than using a All of this is very valuable assessment information and can be
tick. For example, at a glance it can be seen that learners A & B used to improve learning.
are achieving much higher than learners E & F. It can be seen
This summative teacher assessment will contribute 20% to the
that Learner C has improved during the year. We can even see
final grade of the School Leaving Certificate as elaborate d in
that more learners achieved success in Topic 9 than Topic 7.
the Assessment Framework.

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Glossary of Key Terms

TERM DEFINITION
One in which learners develop the ability to apply their learning with confidence in a range
Competency Curriculum
of situations.
The design or adaptation of learning experiences to suit an individual learner’s needs,
Differentiation
strengths, preferences, and abilities.
The process of judging a learner’s performance, by interpreting the responses to tasks, in
Formative Assessment
order to gauge progress and inform subsequent learning steps.
Skills which are deployed in all subjects, and which enhance the learning of those subjects.
Generic skill
These skills also equip young people for work and for life.
An approach to planning learning experiences which allows each student to feel confident,
Inclusion
respected and safe and equipped to learn at his or her full potential.
A statement which specifies what the learner should know, under-stand, or be able to do
Learning Outcome
within a particular aspect of a subject.
A capability acquired by following the programme of study in a particular subject; enables
Process Skill
a learner to apply the knowledge and understanding of the subject.
A strategy
An activity which gives a learner the opportunity to show the ex-tent to which s/he has
SampleAssessment
Sample AssessmentActivity
Strategy achieved the Learning Outcomes. This is usually pat of the normal teaching and learning
process, and not something extra at the end of a topic.
An aspect of the normal teaching and learning process that will enable a formative
Suggested Learning Activity
assessment to be made.

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