REPUBLIC OF BOTSWANA

BOTSWANA GENERAL CERTIFICATE

OF
SECONDARY EDUCATION

TEACHING SYLLABUS

MATHEMATICS

Ministry of Education
Department of Curriculum Development and Evaluation
 FOREWORD
Critical to the success of our secondary
education programme is the recognition of
The Ministry of Education is pleased to individual talents, needs and learning styles.
authorise the publication of this senior Hence, the role of the teacher in the classroom
secondary syllabus which marks a watershed in has changed. S/he must be a proficient
the development of the public education manager and facilitator; a director of learning
system in Botswana and signals another activities. S/he should be conscious of
milestone of progress in fulfilment of the goals students’ needs to take on board a measure of
set by the Revised National Policy on accountability and responsibility for their own
Education, Government Paper No. 2 of 1994. learning. S/he must also take into account the
widening range of ability of the student body
In this era of widespread and rapid and the different levels of achievement which
technological change and an increasingly inter- they aspire to. This means active participation
dependent global economy, it is essential that for all and the creation of rich and diverse
all countries foster human resources by learning environments.
preparing children adequately for their future.
Survival in the coming millennium will depend It is important then that we value the students’
on the ability to accommodate change and to own experiences, build upon what they know
adapt to environmental needs and emerging and reward them for positive achievement. At
socio-economic trends. It is the wish of the same time, we must be prepared to offer
government to prepare Batswana for future them guidance and counselling at all levels;
growth and adaptation to ongoing change in assisting them to make the best decisions in
the socio-economic context; specifically the keeping with their own interests, career
transition from an agro-based economy to the prospects and preferences. In that way we shall
more broadly based industrial economy which prevail in nurturing at the roots of our system,
we are aiming at. the national ideals of democracy, development,
self-reliance, unity and social harmony.
The senior secondary programme builds on the
Ten Year Basic Education programme and This syllabus document is the outcome of a
seeks to provide quality learning experiences. great deal of professional consultation and
It aims to prepare our students for the world of collaboration. On behalf of the Ministry, I
work, further education and lifelong learning. wish to record my appreciation and thank
However, secondary education must also pay sincerely those who contributed to and were
attention to the all round development of the involved in the production of this syllabus.
individual. It should provide not only for the
acquisition of those skills needed for
economic, scientific and technological
advancement. It should also provide for the P. T. Ramatsui
development of cultural and national identity Permanent Secretary
and the inculcation of attitudes and values Ministry of Education
which nurture respect for one’s self and for
others.

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 ACKNOWLEDGEMENT

The Curriculum Development Division wishes to acknowledge and pass its sincere gratitude to all colleagues
from - University of Botswana; Examination, Research and Testing Division; Department of Non-Formal
Education; Department of Secondary Education; Department of Primary Education; Department of Teacher
Training and Development; who in their own special way have collaborated and contributed in the planning,
development and production of this syllabus.
Special gratitude is give to the following members of the Senior Secondary Mathematics Task force for their
invaluable commitment, dedication and contributions to the development of the syllabus.

P Chakalisa (Dr) - Chairperson Department of Mathematics and Science Education - UB

O Pitso Department of Curriculum Development & Evaluation
O Setlhare Examination, Research and Testing Division
D Morake Examination, Research and Testing Division
S B Barungwi Department of Teacher Training & Development
B Radipotsane Department of Secondary Department
B K Ramolefhe Department of Non-Formal Education
J Deurwaardeur Tonota College of Education
B Raboijane Lobatse Senior Secondary School
M Mokakapadi Madiba Senior Secondary School
S M Mooketsi Francistown Senior Secondary School
C J Setlhong St Joseph’s College
W Motswagole Mosele-wa-pula Community Junior Secondary School
M Thuto Faculty of Science - UB

The quality of this syllabus would not have been possible without invaluable contributions of Senior Secondary
Mathematics teachers who participated in various consultative meetings held across the country in their own
capacity and representatives of their schools and their regions - To them we say thank you, le ka moso bagaetsho!
 TABLE OF CONTENTS

Content Page

Introduction ----------------------------------------------------------------------------------------------------- i
Subject Rationale ---------------------------------------------------------------------------------------------- i
Aims Of Senior Secondary Programme --------------------------------------------------------------------- ii
Aims Of Senior Secondary Mathematics ------------------------------------------------------------------- ii
Assessment Objectives ---------------------------------------------------------------------------------------- iii
Assessment ----------------------------------------------------------------------------------------------------- iii

Numbers-------------------------------------------------------------------------------------------------------- 1
Numbers And Operations ---------------------------------------------------------------------------- 1

Measures ------------------------------------------------------------------------------------------------------- 2
Mensuration -------------------------------------------------------------------------------------------- 2
Estimates ----------------------------------------------------------------------------------------------- 2
Graphs -------------------------------------------------------------------------------------------------- 2

Algebra --------------------------------------------------------------------------------------------------------- 3
Formulae ----------------------------------------------------------------------------------------------- 3
Expressions -------------------------------------------------------------------------------------------- 3
Equations And Inequalities --------------------------------------------------------------------------- 3
Functions ----------------------------------------------------------------------------------------------- 4
Graphs In Practical Situations ----------------------------------------------------------------------- 5

Geometry ------------------------------------------------------------------------------------------------------ 6
Geometrical Terms And Relationships ------------------------------------------------------------- 6
Circles -------------------------------------------------------------------------------------------------- 6
Symmetry----------------------------------------------------------------------------------------------- 6
Trigonometry------------------------------------------------------------------------------------------- 7
Co-ordinate Geometry -------------------------------------------------------------------------------- 7
Loci In 2-D --------------------------------------------------------------------------------------------- 7
Transformations --------------------------------------------------------------------------------------- 8
Vectors-------------------------------------------------------------------------------------------------- 9

Statistics And Probability ----------------------------------------------------------------------------------- 10

Data Handling ----------------------------------------------------------------------------------------- 10
Probability---------------------------------------------------------------------------------------------- 10

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Introduction

Mathematics may be defined as the study of numbers, shapes and relationships between abstract entities logically
bound together. Its methods are used to investigate, interpret, model and make decisions in everyday life, and
they should also contribute to each individual’s understanding of their environment. In the Senior Secondary
Programme Mathematics will focus on extension and further acquisition of concepts and how these can be
applied.

The Mathematics syllabus has been designed to meet the Senior Secondary Programme aims. The subject focuses
on having every learner in the Senior Secondary School as its target. Content has been varied according to
abilities and needs. In the case of the more able learners extended concepts and processes are provided. The
syllabus includes selected major areas - Statistics and Probability, Geometry, Algebra, Measures and Numbers. It
is expected that their interrelationship through a spiral process approach is adhered to to create an effective
scheme.

The five major areas mentioned above stand as modules of this syllabus. Each module is subdivided into units.
For each unit general objectives give rise to differentiated content specific objectives - core and extension. The
specific objectives describe what students should be able to do in measurable terms.

An attempt should be made to relate each topic to practical situations. Teaching and learning materials should
enable the learner to learn through discovery. Acquired knowledge and skills are to be applied to new situations.
Project work will be an integral part of the learning activities and is to be assessed. Assessment will consist of
school-based assessment and a terminal examination.

This syllabus was designed and developed in accordance with the recommendation of RNPE and on the basis that
Mathematics has been allocated five periods per week on a 40 periods by 40 minutes per week timetable.

Rationale

Mathematics plays a key role in everyday life as a means of communication and because of its applications in
every sphere of life. Mathematics facilitates understanding and acquisition of modern techniques and
technologies that are necessary in managing and accommodating change. As
a product of human culture it is worthy to be studied for its own sake. Therefore this programme is designed to
develop, to the maximum of each individual’s potential; knowledge, skills and attitudes relevant to the society,
the world of work and appreciation for mathematics as a subject.

Through learning mathematics students can develop intellectual growth, capacity to think and reason logically
and critically. They can develop appreciation for patterns, structures and relationships; model and describe the
world around them. They can increase their intellectual curiosity and imagination and develop problem solving
capabilities and inquiry strategies. This will enhance the students’ prospects of employment and/or further
education. Mathematics will also prepare them for active and constructive participation in the society as citizens
of tomorrow who can analyse and solve real life problems in day-to-day situations.

To achieve the stated aims and objectives the teaching and learning of Mathematics is to be based on a learner
centred approach. A variety of methods are therefore to be used such as exposition and consolidation,
discussions, practical work, problem solving activities and investigative work. Furthermore teaching and learning
of mathematics should utilise modern technology such as the graphic calculators and computers that place
mathematics in a realistic context. This will offer a constructivist view on mathematics to learners, promote
interest and motivation, and prepare the students effectively for the next century paving the way for future
generations.

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Aims of Senior Secondary Programme

On completion of the two year senior secondary programme learners should have:-

1. acquired knowledge, developed confidence and ability to assess their personal strengths and weaknesses and
be realistic in choosing appropriate career/employment opportunities and or further education and training
2. developed skills to assist them in solving technical and technological problems as they relate to day- to-day
life situations.
3. developed desirable attitudes and behavioural patterns in interacting with the environment in a manner that is
protective, preserving and nurturing.
4. acquired attitudes and values, developed basic skills and understanding to allow for execution of rights and
responsibilities as good citizens of Botswana and the world
5. developed information technology skills as well as an understanding and appreciation of their influence in
the day-to-day activities
6. acquired knowledge, attitudes and practices that will ensure good family and health practices including
awareness and management of epidemics (such as HIV/AIDS) that prepare them for productive life
7. developed pre-vocational knowledge and manipulative skills that will enable them to apply content learnt
and attitudes and values developed to practical life situations in the world of work
8. developed an understanding and acquired skills in business, everyday commercial transactions and
enterpreneurship
9. developed foundation skills such as problem solving, critical thinking, communication, inquiring, team
work/interpersonal to help them to be productive and adaptive to survive in a changing environment.

Aims of Senior Secondary Mathematics

On completion of the two-year Senior Secondary Mathematics Programme learners should have:-

1. developed positive attitudes to mathematics, including confidence, enjoyment and perseverance

2. developed abilities to understand and use mathematics as a means of communication with emphasis on the
use of clear expression and representation of ideas and facts
3. developed abilities to solve problems, model and describe varieties of practical life situations, present the
solution clearly, check and interpret the results
4. developed abilities to produce and appreciate imaginative and creative work arising from mathematical ideas
5. developed willingness and abilities to work independently and co-operatively
6. developed abilities to apply mathematical concepts and skills in other disciplines of the curriculum
7. developed abilities to apply skills and knowledge in situations the students will meet in life
8. developed an understanding of the role mathematics plays in society
9. developed a feel for number, measure, shape, space, movement, position and carry out calculations and
understand the significance of the results obtained
10. developed an appreciation of the role of mathematics in technology and the whole society
11. developed appreciation of patterns and relationships in mathematics as a subject
12. developed appreciation of the interdependence of different branches of mathematics
13. developed appreciation of the role of modern technology in mathematics
14. acquired appropriate mathematical knowledge, skills and attitudes to meet the challenges in the world of
work and to function as well informed citizens
15. acquired basic mathematical knowledge and skills for further study at tertiary level pertinent to any
discipline of the student’s choice.

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Assessment Objectives

In the following attainment skill areas learners are required to demonstrate their ability to:-

1. Computation
1.1 perform calculations with and/or without a calculating aid.
1.2 estimate, approximate and use appropriate degrees of accuracy.
1.3 use common systems of units.

2. Application
2.1 recognise, understand and apply appropriate mathematical procedures in a given situation.
2.2 recognise, understand and apply properties of shapes, positions, movements and transformations in 2
and/or 3 dimensions.
2.3 understand and apply relationships and their representation.
2.4 collect, process, represent (in tabular, graphical and diagrammatic forms) and interpret data.
2.5 use geometrical instruments.

3. Reasoning
3.1 recognise and justify generalisations of patterns and structures in a variety of situations and forms.
3.2 formulate problems into mathematical terms, select, apply and communicate appropriate techniques of
solution and interpret the solutions in terms of the problems, e.g. investigation and project work.

Assessment

The scheme of assessment will consists of school based assessment and a terminal examination.
School based assessment in the form of tests (e.g. diagnostic, aptitude, achievement, oral, practice, attitude,
performance), exercises, assignments, discussions, investigation and project work, and any other form of school
based assessment will be undertaken by teachers to improve instruction and to guide progressions. School based
assessment or course work will contribute towards the certification of the learner.
Terminal examination will be administered and its details will be provided by the examining body -
Examinations, Research and Testing Division.

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 NUMBERS

Topics General Objectives Specific Objectives

Learners should be able to:- Learners should be able to:-
Numbers and operations
Types of Numbers understand concepts of - identify, represent and use numbers (whole
numbers numbers, natural (including zero), integer, rational,
irrational, real)
- demonstrate an understanding of application of
classes of numbers (odd, even, rectangle, triangle,
square, cube, prime, etc.) in a variety of situations
Calculator acquire further knowledge - use efficiently the facilities of a scientific calculator
and skills on the use of a
calculator
Patterns and explore sequences - complete a sequence
Sequences - describe in words the pattern of a linear sequence
- state in algebraic form a pattern of a linear
sequence
- generate a sequence of numbers
- use patterns of sequences to represent a given
situation and solve problems
- state in algebraic form a pattern of a simple non-
linear sequence
Estimation and understand and use the - approximate to specified number of decimal places,
Approximation concept of estimation and number of significant figures or place value in a
approximation given context
- approximate to a reasonable degree of accuracy
- estimate quantities
- approximate computations
- check reasonableness of results
Directed Numbers use and apply directed - solve problems involving directed numbers in
numbers practical situations
Fractions use and apply fractions - solve problems involving fractions, percentages
(including interest) and ratio/proportions in
practical situations
Indices acquire further knowledge on - interpret integral and simple fractional indices
indices and apply them - solve problems involving integral and simple
fractional indices
- simplify expressions involving fractional indices
- interpret and solve problems involving fractional
indices
express and use numbers in - express numbers in standard form to a specified
standard form number of decimal places or significant figures
- order numbers in standard form
- solve problems involving numbers in standard
form

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 MEASURES

Topics General Objectives Specific Objectives

Learners should be able to:- Learners should be able to:-
Mensuration
Perimeter, Area, develop further knowledge on - solve practical problems involving perimeters and
Volume, Mass and measures and apply it areas of compound shapes
Density 1
- apply the formula A= ab sin C
2
- calculate surface area and volume of cylinders,
prisms, pyramid, cones and spheres (for cone,
pyramid and sphere the formula are to be given)
- solve practical problems involving density, volume
and mass.
- solve practical problems involving compound
shapes and solids
1
- derive the formula A= ab sin C
2
Estimates
Limits of Accuracy understand and use limits of - give appropriate upper and lower bounds for data
accuracy given to a specified accuracy (e.g. measured
lengths)
- obtain appropriate upper and lower bounds to
solutions of simple problems (e.g. calculations of
the perimeter or the area of rectangle) given data
to a specified accuracy
Graphs
Travel Graphs acquire knowledge on travel - draw displacement-time and velocity-time graphs
graphs - interpret displacement-time and velocity-time
graphs
- calculate velocity using displacement-time graphs
- calculate acceleration using velocity-time graphs
(straight line segments)
- calculate distance travelled as area under velocity-
time graphs (straight line segments)
- draw displacement-time graphs given velocity-
time graphs and vice versa

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 ALGEBRA

Topics General Objectives Specific Objectives

Learners should be able to:- Learners should be able to:-
Formulae
Substitution understand and use formulae - substitute for variables and evaluate a specified
variable in a given formula
Subject of the - change the subject of simple formula to a specified
Formula variable
- change the subject of the formula to a specified
variable
Expressions
Expressions manipulate expressions 3.2.1.1 simplify algebraic expressions including
binomial products
- manipulate simple algebraic fractions
- factorise expressions of the form ax ± ay,
ax + bx + kay + kby, a x − b y , x + bx +c
2 2 2 2 2

and a + 2ab + b , where a, b, c and k are

2 2

constants
- manipulate algebraic fractions
- factorise expressions of the form
ax + bxy + cy and ax + bx + c where a, b
2 2 2

and c are constants

Equations and Inequalities
Linear and form and solve equations - solve fractional equations with numerical and/or
Quadratic Equations one term linear algebraic denominator and at most
two-term linear algebraic numerators in one
variable
- form and solve linear equations in practical
situations
- solve two simultaneous linear equations in two
variables, using graphical, substitution and
elimination methods
- solve quadratic equations by factorisation, formula
and graphical methods
- solve fractional equations with numerical and
linear algebraic denominators/numerators leading
to a linear or quadratic equation
- solve two simultaneous equations, one linear and
the other quadratic equation
- form and solve quadratic equations in practical
situations

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 - form and solve linear simultaneous equations in
practical situations
- solve quadratic equations by completing the
square

−b ± b 2 − 4ac
- derive the formula x= , given
2a
ax 2 + bx + c = 0 , where a ≠ 0, b and c are
constants
- solve cubic equations by trial and improvement
and/or graphical methods
Inequalities form and solve inequalities - solve simple linear inequalities
- indicate the region containing the points whose
coordinates satisfy at least one inequality of the
form ax + by < c, ax +by ≤ c, ax + by > c,
ax + by ≥ c where a, b, and c are integers
- form and solve linear inequalities in practical
situations
- solve quadratic inequalities algebraically and
graphically
Functions
Graphs acquire knowledge on graphs - find the equations of line graphs
- interpret equations of line graphs of the form
y = mx + c
y = ax + bx + c
2
- graph functions of the form
y = ax
3
and
- recognise and interpret graphs of
y = ax + bx + c and y = ax
2 3

- graph functions of the form y = kx a ,where a =

2, 3; and k is a constant
k
y= , where a = 1, 2, 3; and k is a constant
xa
y = a , where a is a positive integer
x

- recognise and interpret graphs of the form,

1

y = kx a where a = 2, 3; and k is a constant

k
y = a , where a = 1, 2, 3; and k is a
x
constant y = a , where a is a positive integer
x

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 - estimate the gradient at a point by drawing a
tangent
- interpret the gradient at a point by drawing a
tangent
- interpret and apply translations in the context of a
graphical representation
Graphs in Practical Situations
Graphs acquire knowledge on graphs - draw graphs from practical situations
- interpret graphs representing practical situations

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 GEOMETRY

Topics General Objectives Specific Objectives

Learners should be able to:- Learners should be able to:-
Geometrical Terms and Relationships
Geometrical terms acquire further knowledge on - use and interpret geometrical terms
and relationships geometrical terms and - use properties of angles to calculate specified
relationships angles and/or length of line segments including
angle properties of special triangles and
quadrilaterals
- use properties of polygons to calculate specified
angles and/or sides
Circles
Angle properties of acquire knowledge on - calculate specified angles or line segments using the
circle properties of a circle properties:- angle in a semi-circle is 90°, angle
between tangent and radius at a point of contact is
90°, angle at the centre of a circle is twice the angle
at the circumference subtended by the same arc,
angles at the circumference subtended by the same
arc are equal, opposite angles in a cyclic
quadrilateral are supplementary
- calculate specified angles or line segments using
the property: angle between tangent and chord
through the point of contact is equal to the angle
subtended by the same chord at the circumference
in the alternate segment
Symmetry properties - calculate specified angles or line segments using the
of circle properties :- equal chords are equidistant from the
centre, chords equidistant from the centre are equal
in length, perpendicular through the centre to a
chord bisects the chord, tangents from an external
point to the circle are equal in length
Symmetry
Reflectional understand and use properties - recognise and describe line symmetry
symmetry of symmetry
Rotational symmetry - recognise and describe rotational symmetry
Symmetry properties - recognise and use symmetry properties of plane
of polygons shapes
- recognise and use symmetry properties of prisms
(including cylinder) and pyramids (including
cone)

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Trigonometry
Bearings understand and use bearings - interpret and use three-figure bearings to describe
journeys
Trigonometric ratios understand and apply - apply Pythagorean theorem and the sine, cosine and
and Pythagorean trigonometric ratios and tangent ratios for acute angles to calculate a side or
theorem Pythagorean theorem an angle of a right-angled triangle including
problems involving angles of elevation, depression
and bearings
- solve problems using sine and cosine ratios for
angles in the range of 0° to 180°
- solve problems using sine and cosine ratios for
angles between 180° and 360°
Sine and Cosine Rule understand and use sine and - solve problems using the sine rule (formula is to be
cosine rules provided)
- solve problems using the cosine rule (formula is to
be provided)
- solve simple trigonometric problems in 3-D
Co-ordinate Geometry
Distances understand and use - calculate the distance between two points
coordinates in Cartesian
plane
Coordinates of - calculate the coordinates of the midpoint of a line
midpoint of the line segment given the coordinates of its endpoints
segment - calculate the coordinates of the end point of a line
segment given the coordinates of its midpoint and
one endpoint
Loci in 2-D
Loci in 2-D understand and use loci in 2- - draw and/or state the locus of points at a given
D distance from a given point
- draw and/or state the locus of points at a given
distance from a given line
- draw and/or state the locus of points equidistant
from two given points
4- draw and/or state the locus of points equidistant
from two given intersecting lines
- draw and/or state the locus of points equidistant
from two given parallel lines
- use the locus of points at a given distance from a
given point and the method of intersecting loci to
locate specific points
- use the locus of points at a given distance from a
given line and the method of intersecting loci to
locate specific points
- use the locus of points equidistant from two given
points and the method of intersecting loci to locate
specific points
- use the locus of points equidistant from two given
intersecting lines and the method of intersecting
loci to locate specific points

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 - use the locus of points from two given parallel
lines and the method of intersecting loci to locate
specific points
- use the construction of angle bisectors,
perpendicular bisector of a line segment, the
drawing of a line parallel to a given line in loci
problems
- determine the locus of a point moving in a 2-D
plane according to given rules (none being an
inequality)
Transformations
Reflection understand and use - reflect simple plane figures on a co-ordinate grid
transformations

- recognise and describe fully a reflection given a

shape and its image on a co-ordinate grid
Rotation - rotate simple plane shapes about any point through
multiples of right-angles on a co-ordinate grid
- recognise and describe fully a rotation given a
shape and its image on a co-ordinate grid
Translation - translate plane figures on a co-ordinate grid
- recognise and describe a translation given a shape
and its image on a co-ordinate grid using a vector
Enlargement - draw an enlargement of a simple shape on a co-
ordinate grid
- recognise and describe fully an enlargement
- make, use and interpret scale drawings e.g. maps
- use the relationship between lengths of line
segments and areas of similar plane shapes to
solve problems
- use the relationship between lengths of line
segments, surface areas and volumes of similar
solids to solve problems
- describe a single transformation which is
equivalent to a combination of two
transformations

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Vectors
Vectors understand and use vectors  x
- represent vectors by , a, a, a or →
 y AB
- represent vectors by directed line segments
- add and subtract vectors
- multiply vectors by a scalar
- calculate the magnitude of a vector
- use the sum and the difference of two vectors to
express given vectors in terms of two coplanar
vectors

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 STATISTICS & PROBABILITY

Topics General Objectives Specific Objectives

Learners should be able to:- Learners should be able to:-
Data Handling
Data Processing collect and manipulate - collect raw data (discrete and continuous)
statistical data - represent data in a frequency table
- construct and interpret a histogram (equal
intervals), frequency polygon and cumulative
frequency curve
- understand the reasons for organising, presenting
data in a tabular or diagrammatic form and point
out advantages and/or disadvantages that particular
representations may have
- construct and interpret histograms with unequal
intervals
Measures of Central acquire further knowledge on - find mean, median, mode and modal class
Tendency measures of central tendency - estimate median from a cumulative frequency curve
and by linear interpolation from a cumulative
frequency table
- interpret measures of central tendency (median,
mean, mode)
Measures of acquire knowledge on - calculate range and interquartile range
Dispersion measures of dispersion - estimate quartiles and percentiles from a
cumulative frequency curve and by linear
interpolation from a cumulative frequency table
- calculate variance and standard deviation
- interpret measures of dispersion (interquartile
range, variance and standard deviation)
Scatter Graphs understand and use scatter - plot and interpret scatter graphs
diagrams - draw the line of best fit by inspection
- find the equation of the line of best fit
Probability
Simple Probability understand and use - understand and use the vocabulary of probability in
probability practical situations
- understand and use the probability scale
- calculate probability of a single event
- distinguish between theoretical and experimental
probability
- calculate the probability of simple combined
events, using possibility diagrams and tree
diagrams where appropriate
Mutually Exclusive - understand the meaning of mutually exclusive
and Independent and independent events.
Events - use addition and multiplication of probabilities, as
appropriate, in simple cases

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