THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

MATHEMATICS SYLLABUS FOR ADVANCED SECONDARY EDUCATION

FORM V-VI
2023
© Tanzania Institute of Education, 2023
Published 2023

ISBN: 978-9987-09-826-2

Tanzania Institute of Education

Mikocheni Area
132 Ali Hassan Mwinyi Road
P. O. Box 35094
14112 Dar es Salaam

Mobile numbers: +255 735 041 168 / 735 041 170

E-mail: [email protected]
Website: www.tie.go.tz

This document should be cited as: Ministry of Education, Science and Technology (2023). Mathematics Syllabus for Advanced
Secondary Education Form V-VI. Tanzania Institute of Education.

All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system, or transmitted in any form or
by any means whether electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of the
Tanzania Institute of Education.

ii
 Table of Contents

List of Tables...........................................................................................................................................................................iv
Abbreviations and Acronyms...................................................................................................................................................v
Acknowledgements.................................................................................................................................................................vi
1.0 Introduction.......................................................................................................................................................................1
2.0 Main Objectives of Education in Tanzania.......................................................................................................................1
3.0 Objectives of Advanced Secondary Education.................................................................................................................2
4.0 General Competences for Advanced Secondary Education..............................................................................................2
5.0 Main and Specific Competences.......................................................................................................................................3
6.0 Roles of Teachers, Students and Parents in Teaching and Learning.................................................................................4
6.1 The teacher................................................................................................................................................................4
6.2 The student................................................................................................................................................................5
6.3 The parent..................................................................................................................................................................5
7.0 Teaching and Learning Methods.......................................................................................................................................5
8.0 Teaching and Learning Resources....................................................................................................................................5
9.0 Assessment of the Learning Process.................................................................................................................................6
10.0 Number of Periods...........................................................................................................................................................6
11.0 Teaching and Learning Contents......................................................................................................................................7
Form V ...................................................................................................................................................................................7
Form VI .................................................................................................................................................................................20
Bibliography..........................................................................................................................................................................29

iii
 List of Tables

Table 1: Mathematics Subject Competences for Form V-VI...................................................................................................3

Table 2: Contribution of Continuous Assessment and National Examination in the final score.............................................6
Table 3: Detailed Content for Form V.....................................................................................................................................8
Table 4: Detailed Syllabus Content for Form VI...................................................................................................................20

iv
 Abbreviations and Acronyms
AI Artificial Intelligence
ICT Information and Communication Technology
TIE Tanzania Institute of Education

v
 Acknowledgements
The writing of the Mathematics Syllabus for Advanced Secondary Education Form V-VI involved various experts from
Government and non-government institutions. Therefore, the Tanzania Institute of Education (TIE) would like to thank all
the experts who participated in writing of this syllabus, namely lecturers, tutors, school quality assurance officers, teachers
and curriculum developers from TIE. The Institute is also grateful to the National Technical Committee that was formed by
the Minister for Education, Science and Technology for coordinating the curriculum review process for pre-primary, primary,
secondary and teacher education. The Committee discharged its responsibilities professionally by ensuring that the contents
of this syllabus are in line with the main objective of the 2023 curricular review, which is to ensure that the graduates acquire
skills, knowledge and attitudes that will enable them to create self-employment, employ others, be employed and able to sustain
themselves.

Finally, TIE thanks the Ministry of Education, Science and Technology in a special way for facilitating the preparation and
distribution of this syllabus.

Dr Aneth A. Komba
Director General
Tanzania Institute of Education

vi
1.0 Introduction
Mathematics for Advanced Secondary Education is a compulsory subject for students who choose to join the Natural
Science and Business studies streams taking Mathematics among the subjects in their combinations. The purpose of
learning Mathematics is to deepen the students’ knowledge, abilities, and capabilities to think rationally, critically, and
analytically in order to participate actively in the socio-economic activities. It also builds student’s strong understanding of
mathematical concepts, principles, skills and its applications in solving real-world problems. Generally, it helps the student
to understand how things work or predict how they might change over time and under different circumstances.

This syllabus is designed to guide the teaching and learning of Mathematics at Advanced Secondary Education, Form V-VI,
in the United Republic of Tanzania. The syllabus interprets the competences indicated in the 2023 Advanced Secondary
Education Curriculum. It provides information that will enable teachers to plan their teaching process effectively. It also
provides teaching and learning opportunities that guide teachers to apply different methods and strategies to promote
students’ mathematical literacy and develop 21st century skills which include communication, collaboration, creativity,
critical thinking and problem solving.

2.0 Main Objectives of Education in Tanzania

The main objectives of education in Tanzania are to enable every Tanzanian to:
(a) Develop and improve his or her personality so that he or she values himself or herself and develops self-confidence;
(b) Respect the culture, traditions and customs of Tanzania; cultural differences; dignity; human rights; attitudes and
inclusive actions;
(c) Apply science and technology, creativity, critical thinking, innovation, cooperation, communication and positive
attitudes for his or her development and the sustainable development of the nation and the world at large;
(d) Understand and protect national values, including dignity, patriotism, integrity, unity, transparency, honesty,
accountability and the national language;
(e) Develop life and work-related skills to increase efficiency in everyday life;

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 (f) Develop a habit of loving and valuing work to increase productivity and efficiency in production and service provision;
(g) Identify and consider cross-cutting issues, including the health and well-being of the society, gender equality, as well
as the management and sustainable conservation of the environment; and
(h) Develop national and international cooperation, peace and justice in accordance with the Constitution of the United
Republic of Tanzania and international conventions.

3.0 Objectives of Advanced Secondary Education

The Objectives of Advanced Secondary Education are to:
(a) Strengthen, broaden and develop a deeper understanding of the knowledge, skills and attitudes developed at the
Ordinary Secondary Education;
(b) Safeguard customs and traditions, national unity, national virtues, democracy, respect for human and civil rights,
duties and responsibilities associated with such rights;
(c) Develop self-confidence and the ability to learn in various fields, including science and technology as well as
theoretical and technical knowledge;
(d) Improve the use of language in academic communication.
(e) Strengthen accountability for cross-cutting issues, including health, security, gender equality and sustainable
environmental conservation;
(f) Develop competence and various skills which will enable the student to employ himself or herself, to be employed
and to manage his or her life by exploiting his or her environment well; and
(g) Develop readiness to continue to a college education.

4.0 General Competences for Advanced Secondary Education

The general competences for Advanced Secondary Education are to:
(a) Apply the knowledge and skills acquired in Ordinary Secondary Education to strengthen and broaden academic
understanding;

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 (b) Demonstrate an appreciation of citizenship, national virtues, human rights and civil rights;
(c) Demonstrate confidence in learning various fields, including Science and Technology, theoretical knowledge and
vocational education;
(d) Use language skills in academic communication;
(e) Apply knowledge of cross-cutting issues to master the surrounding environment;
(f) Use knowledge and skills to enable a student to employ oneself, be employed as well as manage life and his/her
environment; and
(g) Demonstrate readiness to proceed to the next level of education.

5.0 Main and Specific Competences

The main and specific competences to be developed are indicated in Table 1.

Table 1: Mathematics Subject Competences for Form V-VI

Main Competences Specific Competences
1.0 Demonstrate mastery of some advanced 1.1 Demonstrate an advanced understanding of knowledge and skills in
concepts in Mathematics Mathematics
1.2 Demonstrate basic understanding of calculus
1.3 Demonstrate an advanced understanding of statistics
2.0 Demonstrate mastery of set theory and logic 2.1 Demonstrate an advanced understanding of set theory and logic

3.0 Demonstrate mastery of advanced algebra 3.1 Demonstrate an advanced understanding of algebra

4.0 Conduct a project in Mathematics 4.1 Carry out a project in Mathematics

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6.0 Roles of Teachers, Students and Parents in Teaching and Learning Process
A good relationship between a teacher, student and parent or guardian is fundamental in ensuring successful learning. This
section outlines the roles of each participant in facilitating effective teaching and learning of Mathematics for Advanced
Secondary Education.

6.1 The teacher

The teacher is expected to:
(a) Help the student to learn and acquire the intended competencies in Mathematics for Advanced Secondary
Education.
(b) Use teaching and learning approaches that will allow student with different needs and abilities to:
(i) Develops the competencies needed in the 21st century; and
(ii) Actively participate in the teaching and learning process.
(c) Use student centred instructional strategies that make the student a centre of learning which allow them to think,
reflect and search for information from various sources.
(d) Create a friendly teaching and learning environment.
(e) Prepare and improvise teaching and learning resources.
(f) Conduct formative assessment regularly by using tools and methods which assess theory and practice.
(g) Treat all the students equally irrespective of their differences.
(h) Protect the student while at school.
(i) Keep track of the student’s daily progress.
(j) Identify individual student’s needs and provide the right intervention.
(k) Involve parents/guardians and the society at large in the student’s learning process.
(l) Integrate cross-cutting issues and ICT in the teaching and learning process.

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 6.2 The student
The student is expected to:
(a) Develop the intended competences by participating actively in various learning activities inside and outside the
classroom;
(b) Actively engage in the teaching and learning process; and
(c) Participate in the search for knowledge from various sources, including textbooks, reference books and other
publications in online libraries.

6.3 The parent

The parent/guardian is expected to:
(a) Monitor the child academic progress in school;
(b) Where possible, provide the child with the needed academic support;
(c) Provide the child with a safe and friendly home environment which is conducive for their learning;
(d) Keep track of the child progress in behaviour;
(e) Give the child all necessary materials required in the learning process; and
(f) Instil in the child a sense of commitment and positive value towards education and work.

7.0 Teaching and Learning Methods

The teaching and learning methods are instrumental in developing student’s competences. This syllabus suggests teaching
and learning methods for each activity which includes but not limited to discussions, presentations, field visits, practical
work, research, scientific experiments, and project works. However, a teacher is advised to plan and use other appropriate
methods based on the environment or context. All the teaching and learning methods should be integrated with the everyday
lives of students.

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8.0 Teaching and Learning Resources
The process of teaching and learning requires different resources. In that regard, both the teacher and students should work
together to collect or improvise alternative resources available in the school and home environment when needed. The
teacher and student are expected to constantly seek for information from various sources to facilitate teaching and learning
process. The list of approved textbooks and reference books shall be provided by TIE.

9.0 Assessment of the Learning Process

Assessment is important in teaching and learning of Mathematics subject. It is divided into formative and summative
assessments. Formative assessment informs both the teacher and students on the progress of teaching and learning, and in
making decisions on improving the teaching and learning process. Teachers are, therefore, expected to apply a wide range
of formative assessment methods which include but not limited to discussions, presentations, oral questions, experiments,
observations, practical and projects.

Summative assessment, on the other hand, will focus on determining student’s achievement of learning. Teachers are
expected to use a variety of summative assessments including mid-term tests, terminal, mock examinations and projects.
The scores obtained from these assessments will be used as Continuous Assessment (CA). Therefore, the continuous
assessments shall contribute 30% and the National Form VI Examination shall be 70% of the student’s final achievement,
as indicated in Table 2.

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Table 2: Contribution of Continuous Assessment and National Examination in the final score
Type of Assessment Form V Form VI
First Term Examination 5% 6%
Second Term Examination 5% -
Project - 7%
Mock Examination - 7%
National Examination - 70%
Total 100%

10.0 Number of Periods

This syllabus provides estimates of the time that will be spent in teaching and learning in consideration of the complexity
of the specific competencies and the learning activities. Ten periods of 40 minutes each have been allocated for this
subject per week.

11.0 Teaching and Learning Contents

The contents of this syllabus are presented in matrix form with seven columns which include main competences, specific
competences, learning activities, suggested methods, assessment criteria, suggested resources, and number of periods as
presented in Table 3 - 4.

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 Form V

Table 3: Detailed Content for Form V

Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
1. Demonstrate 1.1 Demonstrate (a) Explore Exploration: Advanced Scientific 110
mastery an advanced advanced tenets Individually or tenets of Calculator,
of some understanding of functions in groups, allow functions are Mathematical
advanced of knowledge (polynomials, students to explore adequately software such
concepts in and skills in rational, tenets of functions explored as Maple,
Mathematics Mathematics composite, through function GeoGebra,
exponential, simulations, relevant MATLAB,
and books and through Mathematica,
logarithmic) series of discussions and AI tools
and sharing of
findings
(b) Explore Group discussion: Advanced
advanced In groups, tenets of linear
tenets of linear students discuss programming
programming how to formulate are properly
(transportation: transportation explored
two sources problems and
transform into a
and two
destinations,

8
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
two sources mathematical model
and three (two sources and
destinations) two destinations, two
sources and three
destinations)

Skills lab: In
groups, allow
students to explore
various steps of
determining solutions
for transportation
problems graphically

9
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
(c) Explore Scenario: Guide Advanced Geometrical
advanced tenets students to formulate tenets of figures,
of coordinate a scenario which lead coordinate marker pens,
geometry them to investigate geometry ruler
(angle between the angle between are clearly mathematical
two lines, two lines explored set, scientific
perpendicular calculators,
distance, locus Group discussion: In Mathematical
of a moving groups, the students software such
point, ratio discuss how to find as Maple,
theorem, and perpendicular Geogebra,
equations of a distance and locus of MATLAB,
circle) a moving point and AI tools

Snow-balling: In
groups, students
discuss how to find
equations of a circle
and how to use the
ratio theorem

10
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
(d)Explore Scenario: Formulate Advanced Marker pens,
advanced tenets a scenario which lead tenets of ruler,
of trigonometry students to explore trigonometry mathematical
(ratios, various ratios of are adequately set, scientific
small angles, trigonometry explored calculators,
compound Mathematical
Case study: Formulate
angles and software such
a case study and
factor formulae,
through it guide as Maple,
trigonometric
students to approximate Geogebra,
functions,
small angles, derive MATLAB,
trigonometric
and apply compound and AI tools
equations,
angles formulae
inverse
trigonometric Gallery walk: In
functions, groups, students
graphs of discuss how to derive
inverse and apply factor
trigonometric formulae. Allow each
functions, group to post their
domain, and findings and other
range) groups walk through,
note and discuss in the
class

11
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
Think-Ink-Pair-
Share: Allow
students to discuss
the concept of
trigonometric
functions,
trigonometric
equations and
inverse trigonometric
functions

Skills Lab: In
groups, students
discuss how to draw
the graphs of inverse
trigonometric
functions and
identify domain and
range

12
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
1.2 Demonstrate (a) Explore basic Scenario: Provide Basic tenets of Mathematical 90
basic tenets of scenario which lead differentiation software such
understanding differentiation students to derive are properly as Maple,
and apply the first
of calculus (first principles, explored Geogebra,
principles
power rule, MATLAB,
chain rule, Exploration: In and AI tools
product rule, groups, students
quotient rule, discuss and explore
application of power
and partial
and chain rules
derivatives)
Group discussion: In
groups, the students
discuss how to derive
and apply product
and quotient rules

Jigsaw: Guide
students through
jigsaw, to find
partial derivatives of
functions

13
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
(b)Determine Scenario: Through The nature
the nature relevant scenarios of stationary
of stationary guide students to points, rates
points, rates of determine the nature of change
change between of stationary points between
quantities, Project: In groups, quantities,
small changes students visit small changes
in quantities, nearby water dam in quantities,
and series reservoirs and search and series
expansions for information on expansions
of different the rates of change of different
functions between quantities functions
and small changes in are properly
quantities determined
Gallery walk: In
groups, students
discuss how to derive
and apply
series expansions of
different functions
and results around the
classroom

14
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
(c) Explore basic Skills lab: In groups, Basic tenets
tenets of students discuss how of integration
integration to derive and apply are adequately
(by parts, integration explored
substitution by parts
method,
Role play and
and partial
Simulation: Guide
fractions)
students to explore
various substitution
methods in integrating
functions

Think-Ink-Pair-
Share: In groups,
students discuss how
to integrate functions
which involves
partial fractions

15
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
(d) Determine the Jigsaw: Guide The area Mathematical
area enclosed students through enclosed by a set, scientific
by a curve, jigsaw, to determine curve, volume calculators,
volume of the area enclosed of a solid of Mathematical
by a curve and
a solid of revolution, and software such
volume of a solid of
revolution, and length of an arc as Maple,
revolution
length of an arc are properly Geogebra,
Group discussion: determined MATLAB,
In groups, students and AI tools
discuss how to find
the length of an arc
2. Demonstrate 2.1 Demonstrate (a) Explore Brainstorming: Advanced Real objects, 56
mastery of an advanced advanced tenets Guide students to tenets of set pictures,
set theory understanding of set theory brainstorm basic theory are playing
and logic of set theory (operations, operations of sets adequately cards, manila
and logic expressions, Snow-balling: In explored papers,
and cardinality) groups, students marker pen,
discuss how coloured, and
to simplify set chalks
expressions and
determine cardinality
of sets

16
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
(b) Use knowledge Field trip: In groups, The knowledge
of sets to students visit nearby of sets to
organise, create, real environments organise,
and categorise and search for create, and
objects different categories categorise
of objects objects is
properly used
Group discussion:
In groups, students
discuss how to use
knowledge of sets to
organise, create, and
categorise objects
(c) Explore basic Think-Ink-Pair- Basic tenets Logical
tenets of logic Share: In groups, of logic are argument
(connectives, students discuss adequately Charts,
propositions, logical connectives, explored switches,
arguments, and laws of algebra dry cells,
and electrical of propositions water pipes,
networks) and logic
networks
animations

17
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
Brainstorming:
Guide students
to brainstorm
the meaning of
arguments and
electrical network
(d) Use logic Group discussion: Arguments
to analyse In groups, students and circuit
arguments and discuss how to diagrams
construct circuit analyse arguments in logic are
diagrams and construct circuit analysed
diagrams adequately

3. Demonstrate 3.1 Demonstrate Explore advanced Think-Ink-Pair- Advanced Scientific 94

mastery of an advanced tenets of algebra Share: In groups, tenets of calculators,
advanced understanding (series of squares students discuss algebra are Mathematical
algebra of algebra and cubes of how to formulate properly software such
natural numbers, the series of squares explored as Maple,
roots, quadratic and cubes of natural GeoGebra,
numbers MATLAB,
and AI tools

18
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
and rational Jigsaw: Guide
inequalities, students through
3x3 matrices, jigsaw, to discuss
roots of polynomial
partial fractions,
functions, solution of
mathematical quadratic and rational
induction, and inequalities
binomial theorem)
Group discussion:
In groups, students
discuss 3x3 matrices,
partial fractions, proof
by mathematical
induction, and
binomial theorem and
expansion
4. Conduct a 4.1 Carry out Carry out a project Project: In groups, A project has Calculator,
project in a project in to solve a problem students design and been carried Mathematical
Mathematics Mathematics using mathematical carry out a project out by using software such
various as MATLAB,
skills to solve a problem
mathematical Maple,
using mathematical knowledge and Mathematica,
skills skills and field
reports

19
 Form VI
Table 4: Detailed Syllabus Content for Form VI
Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning methods criteria resources periods
1. Demonstrate 1.1 Demonstrate (a) Explore the Think-Ink-Pair- Basic tenets Scientific 170
mastery an advanced basic tenets Share: In groups, of hyperbolic calculators,
of some understanding of hyperbolic students define functions are Mathematical
advanced of knowledge functions hyperbolic functions adequately software such
concepts in and skills in (definition, and convert hyperbolic explored as Maple,
Mathematics Mathematics conversion into functions into Geogebra,
MATLAB,
logarithmic logarithmic form
Mathematica,
form, series of
animations,
hyperbolic cosine Group discussion: In
and AI tools
and sine functions, groups, students discuss
derivatives and the series of expansion
integration) of hyperbolic cosine
and sine functions,
derivatives and
integration. Allow
some groups to present
their findings to other
students

20
 Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning methods criteria resources periods
(b) Explore the Think-Ink-Pair- The principles, Coins, die,
basic tenets Share: In groups, axioms, theorems, marble,
of probability students discuss the and concepts coloured
theory (counting concepts of counting of probability objects,
principles, principles, independent are properly games,
independent events, and dependent explained playing cards,
and dependent events scientific
events, probability calculators.
distributions) Jigsaw: Guide students animations,
through jigsaw, to and AI tools
discuss the concept of
probability distributions.
Ask them to present
their findings

(c) Determine the Group discussion: The probability

probability of an In groups, students of an event,
event, expectation, discuss the concepts of expectation,
variance, and
probability of an event, variance,
standard deviation
expectation, variance, and standard
of random
variables and standard deviation deviation of

21
 Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning methods criteria resources periods
of random variables. random variables
Let students present are clearly
their findings in the determined
whole class for more
inputs
(d) Explore the Think-Ink-Pair- Basic tenets of Scientific
basic tenets of Share: In groups, first and second calculators,
first and second students discuss the order differential animations,
order differential linearity, degree, order, equations are AI tools,
equations (linearity, and formulation of properly explored Mathematical
degree, order, differential equations software such
formulation, as Maple,
solutions, Snow-balling: In Geogebra,
homogeneity, groups, students MATLAB, and
separability, and to discuss how to Mathematica
exactness) determine the solutions,
linearity, homogeneity,
separability, and
exactness of differential
equations

22
 Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning methods criteria resources periods
(e) Use differential Group discussion: Problems related
equations to solve In groups, students to growth, decay,
real life problems discuss how to solve cooling of bodies,
related to growth problems related to falling bodies,
(decay, cooling growth, decay, cooling electrical circuits,
of bodies, falling of bodies, falling and vibrating
bodies, electrical bodies, electrical springs are
circuits, and circuits, and vibrating adequately solved
vibrating springs) springs. Allow some using differential
groups to presents equations
in the class for more
inputs

(f) Explore the Skills lab Basic tenets Scientific

basic tenets of In groups, students of numerical calculators,
numerical methods discuss the concepts of methods are Mathematical
(errors, secant errors, secant method, properly explored software such
method, Newton- and Newton-Raphson as Maple,

Raphson method, method Geogebra,

MATLAB,
trapezoidal rule,
Mathematica,
and Simpson’s
animations, and
rule)
AI tools

23
 Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning methods criteria resources periods
Group discussion: In
groups, students discuss
on how to derive and
apply trapezoidal rule
and Simpson’s rule
to evaluate definite
integrals
(g) Explore Group discussion: Advanced tenets Graph
advanced tenets In groups, students of coordinate papers,
of coordinate discuss and present the geometry are geometrical
geometry concepts of parabola, adequately models,
(parabola, ellipse, ellipse, and hyperbola explored Geoboards,
hyperbola, and animations,
polar coordinates) Gallery walk: In AI tools,
groups, students Mathematical
discuss how to convert software such
polar equations and as Maple,
draw graphs of polar Geogebra,
coordinates. Ask MATLAB,
students to display their and
findings for others to Mathematica
view and comment

24
 Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning methods criteria resources periods
ICT based learning: In
groups, students discuss
how to draw graphs of
polar coordinates using
software

(h) Explore advanced Think-Ink-Pair- Advanced tenets Scientific

tenets of vectors Share: In manageable of vectors are calculators,
(ratio theorems, groups, students discuss clearly explored Mathematical
dot product, cross ratio theorems, dot software such
product, vector product, and cross as Maple,
differentiation, and product Geogebra,
vector integration) MATLAB,
Mathematica,
and AI tools

25
 Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning methods criteria resources periods
Group discussion: In
manageable groups,
students discuss on
how to differentiate
and integrate vector
functions

(i) Use vectors to Group discussion: In Problems related

solve problems manageable groups, to displacement,
related to students discuss and velocity, and
displacement, present how to solve acceleration of
velocity, and problems related to a particle, work
acceleration of displacement, velocity, done by forces,
and acceleration of a
a particle, work and projection of
particle, work done by
done by forces, vectors are solved
forces, and projection
and projection of using vectors
of vectors
vectors

26
 Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning methods criteria resources periods
(j) Explore the basic Gallery walk: In Basic tenets of Scientific
tenets of complex groups, students discuss complex numbers calculators,
numbers (modulus, and display how to find are clearly Mathematical
argument, Argand modulus and argument explored software such
diagram, polar of complex numbers as Maple,
form, De Moivre’s and draw graphs on the Geogebra,
theorem and Argand diagram
MATLAB,
Euler’s formula)
Group discussion: In Mathematica,
groups, students discuss animations,
concepts of polar form, and AI tools
De Moivre’s theorem,
and Euler’s formula
1.2 Demonstrate Explore advanced Skills lab Advanced tenets Collected data, 126
an advanced tenets of statistics In groups, students of statistics graph papers,
understanding (measures of central discuss how to find are adequately scientific
of statistics tendency and the measures of explored calculators,
dispersion: mean, central tendency and Mathematical
variance and standard dispersion, mean, software such
deviation by coding variance and standard as Maple,
method, quartiles, and deviation by coding Geogebra, and
percentiles) method MATLAB

27
 Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning methods criteria resources periods
Think-Ink-Pair-
Share: In groups,
students discuss how to
determine the quartiles
and percentiles of the
grouped data

2. Conduct a 2.1 Carry out Complete the project Project: In groups, Project is Calculator, 54
project in a project in started in Form Five students complete the completed Mathematical
Mathematics Mathematics and submit the report project started in Form according to software such
for assessment Five and submit the the criteria and as MATLAB,
report the report is Maple,
submitted Mathematica,
and field
reports

28
 Bibliography
Ministry of Education., & University of Cambridge Local Examinations Syndicate (UCLES). (2020). Singapore – Cambridge
general certificate of education advanced level higher 1 (2022) Mathematics (syllabus 0580). Cambridge University
Press.
Tanzania Institute of Education (TIE). (2022). Advanced Mathematics for Secondary School Student’s Book Form Five. Tanzania
Institute of Education.
Tanzania Institute of Education (TIE). (2022). Advanced Mathematics for Secondary School Student’s Book Form Six. Tanzania
Institute of Education.
University of Cambridge Local Examinations Syndicate (UCLES). (2019). Cambridge international AS & A Level Mathematics
9709. Cambridge University Press.

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