Basic Mathematics Syllabus For Ordinary Secondary Education Form I – IV

This Basic Mathematics syllabus is a revised version prepared to replace the 1996 syllabus, which has been phased out. The revision focused on a paradigm change from a content-based to a competency-based curriculum. Moreover, the revision was inevitable because the 1996 syllabus did not sufficiently consider the current social, cultural, global, technological, and subject biases and cross-cutting issues, particularly in Tanzanian Society.

In addition, the revision has also considered the requirements for the Secondary Education Development Plan (SEDP). This syllabus was introduced for implementation in January 2005.

• Aims and Objectives of Education in Tanzania

The general aims and objectives of education in Tanzania are to:

• Guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human resources, and the effective utilization of those resources to bring about individual and national development.
• Promote the acquisition and appreciation of the culture, customs, and traditions of the people of Tanzania.
• Promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional, and other forms of knowledge, skills, and attitudes to develop and improve the condition of man and society.
• Develop and promote self-confidence, an inquiring mind, understanding and respect for human dignity and rights, and readiness to work hard for self-advancement and national development.
• Enable and expand the scope of acquisition, improvement, and upgrading of mental, practical, productive, and other skills needed to meet the changing needs of industry and the economy.
• Enable every citizen to understand the fundamentals of the National Constitution as well as the enshrined human and civic rights, obligations and responsibilities,
• Promote love and respect for work, self- and wage employment, and improved performance in the production and service sectors.
• Inculcate principles of national ethics and integrity, national and international cooperation, peace, and justice through the study, understanding, and adherence to the provisions of the national constitution and another international basic charter.
• Enable a rational use, management, and conservation of the

 

• Aims and Objectives of Secondary Education in Tanzania

In Tanzania, secondary education refers to post-primary formal education offered to learners who have completed seven years of primary education and have met the requisite entry qualifications.

The aims and objectives of secondary education are to:

• Consolidate and broaden the scope of baseline ideas, knowledge, skills, and attitudes acquired and developed at the primary educational level.
• Enhance the development and appreciation of national unity, identity and ethics, personal integrity, respect for human rights, cultural and moral values, customs, traditions, and civic responsibilities and obligations.
• Promote the development of competency in linguistic ability and effective use of communication skills in Kiswahili and at least one foreign language.
• Provide opportunities for acquiring knowledge, skills, attitudes, and understanding in prescribed or selected fields of study.
• Prepare students for tertiary and higher education and vocational, technical, and professional training.
• Inculcate a sense and ability for self-study, self-confidence, and self-advancement in new frontiers of science and technology, academic and occupational knowledge, and
• Prepare the student to join the world of

 

• General Competences

By the end of the four-year course, the student should have the ability to:

• Think critically and logically in interpreting and solving
• Use mathematical languages to explain and clarify mathematical
• Apply mathematical knowledge and techniques in other

 

• General Objectives

By the end of the four-year course, the student should be able to:

• Promote the development and application of mathematical skills in solving practical problems in daily life.
• Apply mathematical concepts in interpreting situations at local and global
• Develop a foundation of mathematical knowledge, techniques, and life skills for studying mathematics and related
• Structure and Organization of the Syllabus

This Basic Mathematics syllabus has a slightly different structure than 1997. The following items were added for improvement:

• General competencies for the whole
• Competences for each class, from Form One to Form Four.
• Suggested areas for
• Number of periods per sub-
• Column for sub-

The structure of the syllabus is as follows:

• Class Level Competences

Competencies are skills, knowledge, and attitudes the learners attain after learning. Competences have been stated for each class/level of the Basic Mathematics course. The class-level objectives are derived from the class-level competencies.

• Class Level Objectives

One or more objectives have been stated for each competence intended to be achieved. The general objectives for Form One to Form Four are stated in general terms to indicate the scope of content to be covered within each level.

• Topics

The topics have been derived from the class-level competencies and objectives. Some issues in the 1997 Basic Mathematics syllabus have been retained. Also, some content from Cross-Cutting Issues (CCI) and the phased-out bias subjects have been integrated. Topics have been arranged logically, from simple to difficult ones. Both block and spiral arrangements of topics have been adopted.

• Sub-Topic

Topics have been divided into sub-topics. The subtopics have been arranged to attain a logical order.

• Specific Objectives

Each subtopic has one or more specific objectives. These objectives are the expected outcomes in classroom instruction and reflect attaining competencies within the cognitive, affective, and psychomotor domains.

• Teaching and Learning Strategies

The Column of teaching and learning strategies indicates what the teacher and students are expected to do in teaching and learning. Students are encouraged to work in small groups for maximum participatory and cooperative learning. The teacher shall be a facilitator to promote, guide, and help students learn activities. The whole teaching and learning process should be participatory and interactive, where the students learn by doing a series of logical activities.

These suggested teaching and learning (T/L) strategies are not exhaustive. The teacher and students may use other learner-centered strategies that suit the T/L environment.

• Teaching and Learning Resources

In teaching Basic Mathematics, a wide variety of teaching–learning resources will be needed, both in quality and quantity. If commercial T/L resources are unavailable, the teacher should work with students to collect or improvise alternative resources available in the environment.

• Assessment

For every specific instructional objective, there is/are some suggested question(s) or areas for assessment. Formative and summative assessments should be geared towards mastery of the competencies and skills developed within the course.

• Number of Periods

The number of periods is an estimated time to teach a topic/subtopic. Each period is 40 minutes. The number of periods has been considered for the time needed to cover the subtopic adequately. Some topics need more time than others, depending on their nature and weight. The teacher is advised to maximize the time allocated in classroom instruction. Lost instructional time should always be compensated for.

DECLARATION

Ordinary-level secondary education is a four-year course designed to prepare students for the Advanced Level or other tertiary education. A student will be recognized as a Form Four graduate when he/she completes and passes secondary education examinations conducted by the National Examination Council of Tanzania.

This document is declared the Syllabus of Basic Mathematics for ordinary-level secondary education courses.

Commissioner for Education Ministry of Education and Vocational Training

FORM ONE

CLASS LEVEL COMPETENCIES

The student should have the ability to:

1. Distinguish different types of
2. Estimate and compute numbers accurately.
3. Convert units and
4. Handle mathematical instruments in constructing and drawing geometrical
5. Solve problems on geometry, ratio, profit and loss, and simple
6. Graph and interpret linear

CLASS LEVEL OBJECTIVES

By the end of the Form One course, the student should be able to:

1. Perform computations on
2. Use approximations in solving simple
3. Convert and do computations on basic
4. Construct and draw geometrical
5. Find the angles in geometrical
6. Solve linear equations in one or two
7. Find perimeters and areas of simple geometrical
8. Compute ratios, profit and loss, and simple
9. Draw graphs of linear
10. Solve linear inequalities in one unknown.

FORM TWO

CLASS LEVEL COMPENTENCES

Students should have the ability to:

1. Find relationships among logarithms, exponents, radicals, right triangles, and trigonometric ratios.
2. Use mathematical tables in
3. Verify laws and prove
4. Do scale drawing and geometrical
5. Factorize and solve
6. Organize and interpret
7. Apply set operations in solving

CLASS LEVEL OBJECTIVES

By the end of the Form Two course, students to:

1. Derive and apply the laws of exponents, radicals, and logarithms in mathematical
2. Do calculations using mathematical
3. Prove and apply congruency and similarity of
4. Represent reflections, rotations, translations, and enlargement
5. Represent and interpret statistical data collected from real-life situations like Road Safety, HIV/AIDS, the environment, and crimes.
6. Perform operations on sets and apply sets to solve

FORM THREE

CLASS LEVEL COMPETENCIES

Students should have the ability to:

1. Use Mathematical knowledge, skills, and concepts in solving real-life-related
2. Analyse and interpret statistical
3. Generate sequences and
4. Prove circle
5. Prepare simple trading
6. Draw

CLASS LEVEL OBJECTIVES

By the end of the Form Three course, the student should be able to:

1. Apply the knowledge on rates and variation in real-life situations
2. Locate places on the earth’s surface and find the distance between any two
3. Represent data statistically and conclude from numerical statistical information (mean, mode, and medium).
4. Apply computations on sequences and series to discover mathematical patterns and solve problems on compound interest.
5. Draw graphs of relations and functions and identify their properties
6. Prove and apply circle theorems
7. Solve real-life problems involving double entry and trial

FORM FOUR CLASS LEVEL COMPETENCIES

Students should have the ability to:

1. Solve general mathematical problems on coordinate
2. Perform mathematical experiments and predict outcomes.
3. Compute surface area and volume of objects.
4. Draw graphs and three-dimensional
5. Do computations on matrices and

CLASS LEVEL OBJECTIVES

By the end of the Form Four course, the student should be able to:

1. Apply mathematical knowledge and skills to form lines, calculate the distance between two points, and problems on parallel and perpendicular lines in two-dimensional geometry
2. Drive and apply the formulae for surface area and volume of geometrical figures
3. Find vectors’ sum, difference, and scalar multiplication and use the knowledge to solve practical problems.
4. Use 2 x 2 matrices to solve simultaneous equations and solve problems on
5. Calculate the probability of an event and perform a simple combination of probabilities
6. Draw a graph of sine and cosine functions and apply sine and cosine rules to solve
7. Use oblique projections to draw three-dimensional figures and find the angle between a line and a plane and the angle between two planes.

Complete BASIC MATHEMATICS Syllabus in PDF Format

BASIC MATHEMATICS SYLLABUS FOR ORDINARY SECONDARY EDUCATION FORM I – IV

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