Appendix 2

Comparison between the Additional Mathematics Curriculum

and Syllabuses for Secondary Schools – Additional Mathematics
(Secondary 4 – 5) 1992

This Additional Mathematics Curriculum Guide is a revised edition of

the version published in 1992. Some topics have been deleted or trimmed.
For ease of reference of teachers, these topics are enclosed in boxes like
from the 1992 version, page for page. Notes and additional remarks
are enclosed in boxes like to delimit the complexity of teaching.

3. SYLLABUS
UNIT 1: Principle of Mathematical Induction
Specific Objectives:
1. To understand the concept of mathematical induction.
2. To be familiar with the steps in the method of mathematical induction.
3. To apply the principle of mathematical induction to various fields.

Time
Detailed Content Notes on Teaching
Ratio
1.1 Concept of Mathematical 2 Students should realize that some formulae are true only for positive
Induction integers. Examples include formulae for the sums of n terms of an A.P. and
a G.P.
While those formulae may be derived by other methods they may also
be proved by a method which takes particular advantage of the integer
nature of the variables in the formulae. This method is the method of
mathematical Induction.
Teachers may use some simple, but perhaps less familiar examples like
1
12 + 2 2 + 3 2 + ... + n 2 = n(n + 1)(2n + 1)
6
13

as an illustration. The formula is true for n=1, 2 and 3. By “induction”, we

expect it to be true for all positive integers n. But, how can we be sure of
this? In particular, how can we know it is true for n=100 or 257, say? It is
necessary to prove the validity.
1.2 Steps in the Method of 2 The steps in a proof by mathematical induction are now developed,
Mathematical Induction 3 preferably using a simple example as the tool instead of starting with the
general proposition P(n) right from the beginning. The results should be
generalized afterwards.
Teachers should emphasize the presentation of the proof by
mathematical induction. The following shows an example.

23 indicates the parts deleted

 Time
Detailed Content Notes on Teaching
Ratio
Example
n(n + 1)
Prove 1 + 2 + 3 + ... + n = for all positive integers n.
2
n(n + 1)
Let P(n) be the statement “ 1 + 2 + 3 + ... + n = ”.
2
When n = 1, L.H.S.= 1
1(1 + 1)
R.H.S.= =1
2
L.H.S. = R.H.S.
P(1) is true
Suppose P(k) is true.
k(k + 1)
i.e. 1 + 2 + 3 + ... + k =
2
When n = k+1,
14

L.H.S. = 1+2+3+…+k+(k+1)
k(k + 1)
= + (k + 1)
2
k
= (k + 1)[ + 1]
2
= (k + 1)[(k + 1) + 1]
2
= R.H.S.
P(k+1) is also true.
By the principle of mathematical induction, P(n) is true for all positive integers
n.

Time
Detailed Content Notes on Teaching
Ratio
The introductory example should not involve too much manipulation;
otherwise it will distract students' attention from understanding the basic
argument. Other useful examples are
1
1× 2 + 2 × 3 + 3 × 4 + ... + n(n + 1) = n(n + 1)(n + 2)
3
1 1 1 1 n
and + + + ... + =
1× 2 2 × 3 3 × 4 n(n + 1) n + 1
1.3 Applications of Mathematical 4 Teachers may now introduce some less straight forward examples to
Induction 5 illustrate the power of the method, for example, to prove that, for any positive
integer n,
2 2 2 2 1
(1) 1 + 3 + 5 + ... + (2n − 1) = n(4n2 − 1)
3
1
(2) 1 ⋅ n + 2(n − 1) + 3(n − 2) + ... + (n − 1) ⋅ 2 + n ⋅ 1 =
n(n + 1)(n + 2)
6
15

n+1 n
sin( α )sin( α )
(3) sin α + sin2 α + sin3 α + ... + sin n α = 2 2
α
sin
2
for α not equal to an integral multiple of 2 π .
(If students have learned the required trigonometric formulae, this example
can be given; otherwise it can be used for revision later.)
Apart from the summation of series, applications should also include
(1) Proofs of divisibility, for example,

(a) 7 n + 3n − 1 is divisible by 9,
n
(b) 23 −1 is divisible by 11,

24 indicates the parts deleted

 Time
Detailed Content Notes on Teaching
Ratio
(c) a 2n −1 + b2n −1 is divisible by a + b;
The proof of (c) may run as follows:
Let P(n) be “ a 2n −1 + b 2n −1 is divisible by a + b”.
When n =1,
a2n−1 + b2n−1 = a + b
∴P(1) is true.
Suppose P(k) is true,
i.e. a 2k − 1 + b 2k − 1 = m(a + b).
When n = k+1, we have
a 2(k +1) −1 + b 2(k +1) −1 = a 2k +1 + b 2k +1
2 2k −1
= a ⋅a + b2 ⋅ b2k −1
16

2k −1
2
= a ⋅a + a2 ⋅ b2k −1 − a2 ⋅ b2k −1 + b2 ⋅ b2k −1
= a 2 (a2k −1 + b 2k −1) − (a 2 − b 2 )b 2k −1
2 2k − 1
= a (m)(a + b) − (a + b)(a − b)b
−
= (a + b)[a 2m − (a − b)b 2k 1]
which is divisible by (a + b)
i.e. P(k+1) is true.
By the principle of mathematical induction, P(n) is true for all positive integers
n.

(2) Proofs of simple inequalities, for example,

if x ≥ −1
n
(a) (1+x) ≥1+nx

Time
Detailed Content Notes on Teaching
Ratio
(b) (1+ a1)(1+ a2 ) ⋅ ⋅ ⋅ (1+ an ) ≥ 1 + (a1 + a2 + ... + an )
for positive numbers ai (i=1, 2, …, n)

(c) 2 n > n 2 for n ≥ 5;

A possible proof for (c) is as follows:

Let P(n) be “ 2 n > n 2 for n ≥ 5; ”.

When n=5,
5
L.H.S. = 2 = 32
2
R.H.S. = 5 = 25
L.H.S. > R.H.S.
∴P(5) is true.
Suppose P(k) is true,
17

i.e. 2k > k 2 where k ≥ 5

When n = k+1,

Consider 2 k + 1 − (k + 1) 2 = 2 k + 1 − k 2 − 2k − 1

= 2 ⋅ 2k − 2k 2 + k 2 − 5k + 3k − 15 + 14

= 2(2 k − k 2 ) + k(k − 5) + 3(k − 5) + 14

>0
∴ 2k +1 > (k + 1) 2
∴P(k+1) is true.
By the principle of mathematical induction, P(n) is true for n ≥ 5 .

25 indicates the parts deleted

 Time
Detailed Content Notes on Teaching
Ratio
(3) Simple practical problems such as finding the total number of balls in a
pyramidal heap of balls.

Teachers should remind students that for some propositions the starting
n 2
values of may differ from 1 such as 2 > n for n ≥ 5.
18

8
10

UNIT 2: Binomial Theorem for Positive Integral Indices

Specific Objectives:
1. To recognize the notations n! and C nr .
2. To learn to expand a binomial with positive integral index by the binomial theorem.

Time
Detailed Content Notes on Teaching
Ratio
2.1 The n! and c nr notations 1 The definitions of n! and Cn
r should be introduced. The idea of permutation
and combination may only be mentioned to abler students. The definition of O!
= 1 should also be mentioned. It is desirable to bring students' attention to the
n 
other forms of Cn
r , viz, n C r and   .
 r 
n +1
Students are expected to be able to verify Cnr = C nn - r and Cnr -1 + Cn
r = Cr .
In the latter part, teachers should guide students to start from L.H.S. and end up
with R.H.S.
Examples like the one below can be given.
Example
Solve for n if C18 18
19

n +1 = C2n +1 .
2 3 4 5
2.2 The Pascal Triangle Teachers can ask students to expand (a + b) , (a + b) , (a + b) and (a + b) by
1 multiplication and fill the coefficients of the terms of the expanded expressions
into the boxes below.

26 indicates the parts deleted