MATHEMATICSSYLLABUS

Secondary One to Four

Express Course
Normal (Academic) Course
Implementation starting with
2013 Secondary One Cohort© 2012 Curriculum Planning and Development Division.
This publication is not for sale. Permission is granted to reproduce thispublication in its entirety for personal or non-commercial educational use
only. All other rights reserved.

Learning Mathematics
A 21st Century Necessity
Learning mathematics is a key fundamental in every education system thataims to prepare its citizens for a productive life in the 21st century.
As a nation, the development of a highly-skilled and well-educated manpoweris critical to support an innovation- and technology-driven economy. A strong
grounding in mathematics and a talent pool in mathematics are essential to support
the wide range of value-added economic activities and innovations. Many countries
are paying attention to the quality of their mathematics education. The growinginterest in TIMSS and PISA speaks of the global interest and importance placed onmathematics education.
At the individual level, mathematics underpins many aspects of our everyday
activities, from making sense of information in the newspaper to making informed
decisions about personal finances. It supports learning in many fields of study,
whether it is in the sciences or in business. A good understanding of basic
mathematics is essential wherever calculations, measurements, graphicalinterpretations and statistical analysis are necessary. The learning of mathematics
also provides an excellent vehicle to train the mind, and to develop the capacity tothink logically, abstractly, critically and creatively. These are important 21st century
competencies that we must imbue in our students, so that they can lead a productive
life and be life-long learners.
Students have different starting points. Not all will have the same interests
and natural abilities to learn mathematics. Some will find it enjoyable; others will findit challenging. Some will find the theorems and results intriguing; others will find theformulae and rules bewildering. It is therefore important for the mathematics
curriculum to provide differentiated pathways and choices to support every learner inorder to maximise their potential. The curriculum must engage the 21st century
learners, who are digital natives comfortable with the use of technologies and who
work and think differently. The learning of mathematics must take into cognisancethe new generation of learners, the innovations in pedagogies as well as theaffordances of technologies.
It is the goal of the national mathematics curriculum to ensure that all students
will achieve a level of mastery of mathematics that will serve them well in their lives,and for those who have the interest and ability, to pursue mathematics at the highest
possible level. Mathematics is an important subject in our national curriculum.
Students begin to learn mathematics from the day they start formal schooling, andminimally up to the end of secondary education. This gives every child at least 10
years of meaningful mathematics education.

O- & N(A)-Level Mathematics

2

About this document
This document provides an overview of the curriculum. It explains the designof the curriculum from the primary to the pre-university level, and provides details of
the O- & N(A)-Level Mathematics syllabuses, including the aims, content, outcomes
and the approaches to teaching and learning.
This document comprises 5 chapters as described below.
Chapter 1 provides an overview of the curriculum review, the goals and aims of thedifferent syllabuses of the entire mathematics curriculum (primary to pre-university)
as well as the syllabus design considerations across the levels.
Chapter 2 elaborates on the Mathematics Framework which centres aroundmathematical problem solving. The framework serves as a guide for mathematics
teaching, learning and assessment across the levels.
Chapter 3 focuses on the process of teaching and learning so as to bring aboutengaged learning in mathematics. It highlights the principles of teaching and phasesof learning as well as the learning experiences to influence the way teachers teachand students learn so that the aims of the curriculum can be met. The role ofassessment and how it can be integrated to support learning in the classroom is also
highlighted in this chapter.
Chapter 4 details the O-Level Mathematics syllabus in terms of its aims, syllabusorganisation, mathematical processes, content and learning experiences.

Chapter 5 details the N(A)-Level Mathematics syllabus in terms of its aims, syllabusorganisation, mathematical processes, content and learning experiences.

O- & N(A)-Level Mathematics

3

Contents
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5Introduction

5

Background
Goals and Aims
Syllabus Design

679Mathematics Framework

13

Problem Solving

14

Teaching, Learning and Assessment

19

Learning Experiences
Teaching and Learning
Assessment in the Classroom

20
21
26

O-Level Mathematics Syllabus

29

Aims of Syllabus
Syllabus Organisation
Mathematical Process Strand
Content and Learning Experiences by Level

30
30
31
34

N(A)-Level Mathematics Syllabus

41

Aims of Syllabus
Syllabus Organisation
Mathematical Process Strand
Content and Learning Experiences by Level

42
42
43
45

O- & N(A)-Level Mathematics

4Chapter 1
Introduction
Background
Goals and Aims
Syllabus Design

O- & N(A)-Level Mathematics

5

Background
Staying Relevant and Forward-Looking
As in all previous reviews, the 2010 full-term review aims to update thesyllabuses so that they continue to meet the needs of our students, build a strong
foundation in mathematics, and make improvement in the school mathematics
education. It takes into consideration the analyses of students’ performances innational examinations as well as international studies such as TIMSS and PISA. This
review also takes on board the curriculum-wide recommendations from envisaging
studies into the overall Singapore curriculum such as seeking a better balance
between content and skills, creating opportunities to develop 21st century
competencies, promoting self-directed and collaborative learning through ICT-based
lessons, and developing assessment to support learning.
It is clear at the start of the review that there is more to be considered thanjust focusing on the content. While there is a need to constantly review what
students learn, the changes in content will not be the key lever. In fact, little has beenchanged in the content as this has stabilised over the years. Instead, more focus has
now been given to skills and competencies that will make a better 21st century
learner – the process of learning becomes more important than just what is to betaught and remembered. The syllabuses are therefore written with the view that not
only will it inform teachers on what to teach, it will also influence the way teachers
teach and students learn. One key feature of this set of syllabuses is the explicationof learning experiences, besides the learning outcomes. This gives guidance toteachers on the opportunities that students should be given as part of their learning.
Ultimately, how students learn matters.
Curriculum review and design is ongoing work. The quality of the curriculum is
as much in its design as it is in its implementation. Teachers, who are the frontline ofcurriculum delivery, must believe in the value of the changes. Support, resources
and training will be provided to build capacity in our teachers. All these will be part ofthe continuous effort to deliver the best mathematics curriculum for the students.
The O- & N(A)-Level Mathematics syllabuses will be implemented level bylevel starting from Secondary One in 2013. The implementation schedule is asfollows:
Year
Level

2013
Sec 1

2014
Sec 2

2015
Sec 3

2016
Sec 4

This online syllabus document will be updated yearly according to theimplementation schedule.

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6

Goals and Aims
Different Syllabuses, Different Aims

The overarching goal of the mathematics curriculum is to ensure that all
students will achieve a level of mastery of mathematics that will serve them well inlife, and for those who have the interest and ability, to pursue mathematics at thehighest possible level.
The broad aims of mathematics education in Singapore are to enable students to:•••acquire and apply mathematical concepts and skills;
develop cognitive and metacognitive skills through a mathematical approachto problem solving; anddevelop positive attitudes towards mathematics.

The mathematics curriculum comprises a set of syllabuses spanning 12 years,
from primary to pre-university, and is compulsory up to the end of secondary
education. Each syllabus has its own specific set of aims to guide the design andimplementation of the syllabus. The aims also influence the choice of content, skills
as well as contexts to meet the specific needs of the students at the given level orcourse. Each syllabus expands on the three broad aims of mathematics educationdifferently to cater for the different needs and abilities of the students (see table ofaims on the next page).

What does it mean to teachers?
Understanding the aims of the syllabus helps teachers stay focused on thelarger outcomes of learning and guides teachers when they embark on the schoolbased curriculum innovations and customisations.

O- & N(A)-Level Mathematics

7

Overview of Aims Across the Levels
PrimaryLaying a Strong Foundation
The Primary Mathematics syllabus aims to enable all students to:•acquire mathematical concepts and skills for everyday use and continuous learning in mathematics;•
develop thinking, reasoning, communication, application and metacognitive skills through a mathematical
approach to problem solving; and•build confidence and foster interest in mathematics.
Secondary
Building Up Strengths
The O- and N(A)-Level Mathematics syllabuses aim to enable all
students to:•acquire mathematical concepts and skills for continuous
learning in mathematics and to support learning in othersubjects;•
develop thinking, reasoning, communication, application andmetacognitive skills through a mathematical approach toproblem solving;•connect ideas within mathematics and between mathematics
and other subjects through applications of mathematics; and•build confidence and foster interest in mathematics.

The N(T)-Level Mathematics syllabus
aims to enable students who are boundfor post-secondary vocational educationto:•acquire mathematical concepts andskills for real life, to support learningin other subjects, and to prepare forvocational education;•
developthinking,
reasoning,communication, application andmetacognitive skills through amathematical approach to problem
solving; and•build
confidenceinusing
mathematics and appreciate its
value in making informed decisions
in real life.

The O- and N(A)-Level Additional Mathematics syllabuses aim toenable students who have an aptitude and interest in mathematics
to:•acquire mathematical concepts and skills for higher studies inmathematics and to support learning in the other subjects, inparticular, the sciences;•develop thinking, reasoning and metacognitive skills through amathematical approach to problem solving;•connect ideas within mathematics and between mathematics
and the sciences through applications of mathematics; and•appreciate the abstract nature and power of mathematics.
Pre-University
Gearing Up for University Education
The H1 Mathematics syllabus aims toenable students who are interested inpursuing tertiary studies in business andthe social sciences to:•acquire mathematical concepts andskills to support their tertiary studies
in business and the social sciences;•developthinking,
reasoning,communication and modelling skills
through a mathematical approachto problem solving;•connect ideas within mathematics
and between mathematics andotherdisciplines
through
applications of mathematics; and•appreciate
the
value
of
mathematics in making informed
decisions in life.

O- & N(A)-Level Mathematics

The H2 Mathematics syllabus aims to enable students who areinterested in pursuing tertiary studies in mathematics, sciences andengineering to:•acquire mathematical concepts and skills to prepare for theirtertiary studies in mathematics, sciences and engineering;•develop thinking, reasoning, communication and modellingskills through a mathematical approach to problem solving andthe use of mathematics language;•connect ideas within mathematics and between mathematics
and other disciplines through applications of mathematics; and•appreciate the beauty of mathematics and its value in making
informed decisions in life.
The H3 Mathematics syllabus aims to enable students who have an
aptitude and passion for mathematics to:•acquire advanced mathematical concepts and skills to deepen
their understanding of mathematics, and to widen the scope of
applications of mathematics;•
develop rigorous habits of mind through mathematicalreasoning and proof, creative mathematical problem solving,
and use of mathematical models;•connect ideas within mathematics at a higher level andbetween mathematics and other disciplines throughapplications of mathematics; and•appreciate the beauty, rigour and abstraction of mathematics
through mathematical proof and applications.

8Syllabus Design
Spiral Curriculum, Connected Syllabuses
Mathematics is largely hierarchical in nature. Higher concepts and skills arebuilt upon the more foundational ones and have to be learned in sequence. A spiralapproach is adopted in the building up of content across the levels.
The mathematics curriculum consists of a set of connected syllabuses to caterto the different needs and abilities of students. This section gives an overview of thesyllabuses and their connections so that teachers are better able to appreciate themathematics curriculum as a whole.
DirectH3
Mathematics

Bridging needed

H1
Mathematics

H2
Mathematics
Pre-university

S3-4 Additional
Mathematics(O-Level)

S3-4 Additional
Mathematics(N(A)-Level)

S1-4 Mathematics(O-Level)

SecondaryS1-4 Mathematics(N(A)-Level)

P5-6 Standard Mathematics

S1-4
Mathematics(N(T)-Level)

P5-6 Foundation
Mathematics

PrimaryP1-4 Mathematics

O- & N(A)-Level Mathematics

9

The Primary Mathematics syllabus assumes no formal learning ofmathematics. However, basic pre-numeracy skills such as matching, sorting andcomparing are necessary in providing a good grounding for students to beginlearning at Primary 1 (P1).
The P1-4 syllabus is common to all students. The P5-6 Standard Mathematics
syllabus continues the development of the P1-4 syllabus whereas the P5-6
Foundation Mathematics syllabus re-visits some of the important concepts and skillsin the P1-4 syllabus. The new concepts and skills introduced in Foundation
Mathematics is a subset of the Standard Mathematics syllabus.
The O-Level Mathematics syllabus builds on the Standard Mathematics
syllabus. The N(A)-Level Mathematics syllabus is a subset of O-Level Mathematics,
except that it re-visits some of the topics in Standard Mathematics syllabus. The
N(T)-Level Mathematics syllabus builds on the Foundation Mathematics syllabus.
The O-Level Additional Mathematics syllabus assumes knowledge of O-Level
Mathematics content and includes more in-depth treatment of important topics. The
N(A)-Level Additional Mathematics syllabus is a subset of O-Level Additional
Mathematics syllabus. O-Level Additional Mathematics together with O-Level
Mathematics content provides the prerequisite knowledge required for H2
Mathematics at the pre-university level.
At the pre-university level, mathematics is optional. The H1 Mathematics
syllabus builds on the O-level Mathematics syllabus. H2 Mathematics assumes
some of the O-Level Additional Mathematics content. H3 Mathematics is anextension of H2 Mathematics.

O- & N(A)-Level Mathematics

10Flexibility and Choice
There are two mathematics syllabuses at the P5-6 level. Most students would
offer Standard Mathematics and for students who need more time to learn, they
could offer Foundation Mathematics.
There are five mathematics syllabuses in the secondary mathematics
curriculum. O-Level Mathematics, N(A)-Level Mathematics and N(T)-Level
Mathematics provide students from the respective courses the core mathematics
knowledge and skills in the context of a broad-based education. The moremathematically able students from the N(A) course can choose to take O-Level
Mathematics in four years instead of five years. Likewise, the more able N(T) course
students can also offer N(A)-Level Mathematics. The variation in pace and syllabus
adds to the flexibility and choice within the secondary mathematics curriculum. At theupper secondary level, students who are interested in mathematics and are moremathematically inclined may choose to offer Additional Mathematics as an elective at
the O-Level or N(A)-Level. This gives them the opportunity to learn moremathematics that would prepare them well for courses of study that require higher
mathematics.
For students who wish to study in the Engineering-type courses at thepolytechnics, Additional Mathematics will be a good grounding. The N(A)-Level andN(T)-Level Mathematics syllabuses will prepare students well for ITE courses.
Students who aspire to study Mathematics or mathematics-related courses at theuniversities could offer H2 Mathematics, and if possible, H3 Mathematics.

What does it mean to teachers?
Teachers need to have the big picture in mind so that they can better
understand the role of each syllabus, the connection it makes with the next level andthe dependency relationship between syllabuses. This enables teachers to better
understand what they have to do at their level, as well as to plan and advise students
in their learning of mathematics. For example, H2 Mathematics assumes some of the
O-Level Additional Mathematics content but may be offered by students without
Additional Mathematics background as long as effort is made to bridge the gap.

O- & N(A)-Level Mathematics

11

Chapter 2
Mathematics Framework
Problem Solving

O- & N(A)-Level Mathematics

13

Problem Solving
Concepts, Skills, Processes, Metacognition, Attitudes
The Mathematics Framework has been a feature of our mathematics curriculum
since 1990, and is still relevant to date. The central focus of the framework ismathematical problem solving, that is, using mathematics to solve problems. The
framework sets the direction for and provides guidance in the teaching, learning, andassessment of mathematics at all levels, from primary to pre-university. It reflects
also the 21st century competencies 1.
Beliefs
Interest
Appreciation
Confidence
Perseverance

Monitoring of one’s own thinking
Self-regulation of learning

Numerical calculation
Algebraic manipulation
Spatial visualisation
Data analysis
Measurement
Use of mathematical tools
Estimation

Reasoning, communicationand connections
Applications and modelling
Thinking skills and heuristics

Numerical
Algebraic
Geometric
Statistical
Probabilistic
Analytical

The framework stresses conceptual understanding, skills proficiency andmathematical processes, and gives due emphasis to attitudes and metacognition.
These five components are inter-related.

Concepts
Mathematical concepts can be broadly grouped into numerical, algebraic,
geometric, statistical, probabilistic, and analytical concepts. These content
categories are connected and interdependent. At different stages of learning and indifferent syllabuses, the breadth and depth of the content vary.

1stInformation on the MOE framework for 21 century competencies and student outcomes can befound on www.moe.gov.sg

O- & N(A)-Level Mathematics

14

To develop a deep understanding of mathematical concepts, and to makesense of various mathematical ideas as well as their connections and applications,students should be exposed to a variety of learning experiences including hands-on
activities and use of technological aids to help them relate abstract mathematicalconcepts with concrete experiences.

SkillsMathematical skills refer to numerical calculation, algebraic manipulation,
spatial visualisation, data analysis, measurement, use of mathematical tools, andestimation. The skills are specific to mathematics and are important in the learningand application of mathematics. In today’s classroom, these skills also include theabilities to use spreadsheets and other software to learn and do mathematics.
To develop proficiencies in mathematics skills, students should haveopportunities to use and practise the skills. These skills should be taught with anunderstanding of the underlying mathematical principles and not merely asprocedures.

Processes
Mathematical processes refer to the process skills involved in the process ofacquiring and applying mathematical knowledge. These include reasoning,communication and connections, applications and modelling, and thinking skills andheuristics that are important in mathematics and beyond.
In the context of mathematics, reasoning, communication and connections
take on special meanings:• Mathematical reasoning refers to the ability to analyse mathematicalsituations and construct logical arguments. It is a habit of mind that can be
developed through application of mathematics in different contexts.
• Communication refers to the ability to use mathematical language toexpress mathematical ideas and arguments precisely, concisely andlogically. It helps students develop their understanding of mathematics andsharpen their mathematical thinking.
• Connections refer to the ability to see and make linkages among
mathematical ideas, between mathematics and other subjects, andbetween mathematics and the real world. This helps students make senseof what they learn in mathematics.
Applications and modelling allow students to connect mathematics that they
have learnt to the real world, enhance understanding of key mathematical concepts
and methods as well as develop mathematical competencies. Students should haveopportunities to apply mathematical problem-solving and reasoning skills to tackle avariety of problems, including open-ended and real-world problems. Mathematicalmodelling is the process of formulating and improving a mathematical model 2 to2

A mathematical model is a mathematical representation or idealisation of a real-world situation. It
can be as complicated as a system of equations or as simple as a geometrical figure. As the word
“model” suggests, it shares characteristics of the real-world situation that it seeks to represent.

O- & N(A)-Level Mathematics

15

represent and solve real-world problems. Through mathematical modelling, students
learn to deal with ambiguity, make connections, select and apply appropriate
mathematical concepts and skills, identify assumptions and reflect on the solutions toreal-world problems, and make informed decisions based on given or collected data.
Mathematical Modelling Process (version 2010)

Real World

Mathematical World
Formulating• understand the problem• make assumptions tosimplify the problem• represent the problem
mathematically

Real-World
ProblemMathematical
Model

Reflecting• Reflect on the real-world
solution• Improve the model

Real-World
Solution

Solving• Select and use
appropriate
mathematical methods
and tools (including ICT)• Solve the problem andpresent the solution

Mathematical
SolutionInterpreting• Interpret themathematical solution in
the context of the realworld problem• Present the solution of
the real-world problem

Thinking skills and heuristics are essential for mathematical problem solving.
Thinking skills are skills that can be used in a thinking process, such as classifying,comparing, analysing parts and whole, identifying patterns and relationships,
induction, deduction, generalising, and spatial visualisation. Heuristics are general

O- & N(A)-Level Mathematics

16

rules of thumb of what students can do to tackle a problem when the solution to the
problem is not obvious. These include using a representation (e.g., drawing a
diagram, tabulating), making a guess (e.g., trial and error/guess and check, making a
supposition), walking through the process (e.g., acting it out, working backwards)
and changing the problem (e.g., simplifying the problem, considering special cases).

Metacognition
Metacognition, or thinking about thinking, refers to the awareness of, and theability to control one's thinking processes, in particular the selection and use ofproblem-solving strategies. It includes monitoring of one's own thinking, and selfregulation of learning.
To develop metacognitive awareness and strategies, and know when andhow to use the strategies, students should have opportunities to solve non-routine
and open-ended problems, to discuss their solutions, to think aloud and reflect onwhat they are doing, and to keep track of how things are going and make changes
when necessary.

Attitudes
Attitudes refer to the affective aspects of mathematics learning such as:• beliefs about mathematics and its usefulness;• interest and enjoyment in learning mathematics;• appreciation of the beauty and power of mathematics;• confidence in using mathematics; and• perseverance in solving a problem.
Students’ attitudes towards mathematics are shaped by their learning
experiences. Making the learning of mathematics fun, meaningful and relevant goesa long way to inculcating positive attitudes towards the subject. Care and attention
should be given to the design of the learning activities to build confidence in anddevelop appreciation for the subject. Above all, students’ beliefs can influence theirattitudes in learning, especially in student-centred learning where students areencouraged to take on more responsibility for their own learning.

What does it mean to teachers?
The five components of the Mathematics Framework are integral parts ofmathematics learning and problem solving. The intent of the framework is to help
teachers focus on these components in their teaching practice so as to provide amore engaging, student-centred, and technology-enabled learning environment, andto promote greater diversity and creativity in learning.

O- & N(A)-Level Mathematics

17

Chapter 3
Teaching, Learning
and Assessment
Learning Experiences
Teaching and Learning
Assessment in the Classroom

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19

Learning Experiences
It matters how students learn

Learning mathematics is more than just learning concepts and skills. Equallyimportant are the cognitive and metacognitive process skills. These processes arelearned through carefully constructed learning experiences. For example, toencourage students to be inquisitive, the learning experiences must include
opportunities where students discover mathematical results on their own. To support
the development of collaborative and communication skills, students must be given
opportunities to work together on a problem and present their ideas using
appropriate mathematical language and methods. To develop habits of self-directed
learning, students must be given opportunities to set learning goals and work
towards them purposefully. A classroom, rich with these opportunities, will provide
the platform for students to develop these 21st century competencies.
Learning experiences are stated in the mathematics syllabuses to influence
the ways teachers teach and students learn so that the curriculum objectives can beachieved. These statements expressed in the form “students should haveopportunities to …” remind teachers of the student-centric nature of theseexperiences. They describe actions that students will perform and activities thatstudents will go through, with the opportunities created and guidance rendered byteachers. The descriptions are sufficiently specific to provide guidance yet broad
enough to give flexibility to the teachers.
For each topic, the learning experiences focus on the mathematical processes
and skills that are integral parts of learning of that topic. There are also genericlearning experiences that focus on the development of good learning habits andskills such as:Students should have opportunities to:
•
•
•
•
•
•

take notes and organise information meaningfully;
practise basic mathematical skills to achieve mastery;use feedback from assessment to improve learning;
solve novel problems using a repertoire of heuristics;
discuss, articulate and explain ideas to develop reasoning skills; andcarry out a modelling project.

These learning experiences, whether they are topical or generic, are notexhaustive. Teachers are encouraged to do more to make learning meaningful andeffective.

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20

Teaching and Learning
Principles of Teaching and Phases of LearningThis section outlines three principles of mathematics teaching and the threephases of mathematics learning in the classrooms.

Principles of Teaching
Principle 1
Teaching is for learning; learning is for understanding; understanding is for reasoning
and applying and, ultimately problem solving.
Teaching is an interactive process that is focused on students’ learning. In thisprocess, teachers use a range of teaching approaches to engage students inlearning; students provide teachers with feedback on what they have learnt throughassessment; and teachers in turn provide feedback to students and make decisions
about instructions to improve learning.
The learning of mathematics should focus on understanding, not just recall offacts or reproduction of procedures. Understanding is necessary for deep learningand mastery. Only with understanding can students be able to reason
mathematically and apply mathematics to solve a range of problems. After all,problem solving is the focus of the mathematics curriculum.
Principle 2
Teaching should build on students’ knowledge; take cognisance of students’interests and experiences; and engage them in active and reflective learning.
Mathematics is a hierarchical subject. Without understanding of pre-requisiteknowledge, foundation will be weak and learning will be shallow. It is important forteachers to check on students’ understanding before introducing new concepts andskills.
Teachers need to be aware of their students’ interests and abilities so as todevelop learning tasks that are stimulating and challenging. This is important in orderto engage students in active and reflective learning where students participate andtake ownership of the learning.
Principle 3
Teaching should connect learning to the real world, harness ICT tools andemphasise 21st century competencies.
There are many applications of mathematics in the real world. Students
should have an understanding and appreciation of these applications and howmathematics is used to model and solve problems in real-world contexts. In this way,
students will see the meaning and relevance of mathematics.

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21

Teachers should consider the affordances of ICT to help students learn. ICT
tools can help students understand mathematical concepts through visualisations,
simulations and representations. They can also support exploration andexperimentation and extend the range of problems accessible to students. The ability
to use ICT tools is part of the 21st century competencies. It is also important todesign learning in ways that promote the development of other 21st century
competencies such as working collaboratively and thinking critically about themathematical solution.

Phases of Learning
Effective instruction of a unit typically involves three phases of learning:
Readiness, Engagement and Mastery.

Phase 1 - Readiness
Student readiness to learn is vital to learning success. In the readiness phaseof learning, teachers prepare students so that they are ready to learn. This requiresconsiderations of prior knowledge, motivating contexts, and learning environment.
•

Prior Knowledge
For students to be ready to learn, teachers need to know students’ priorknowledge in relation to the new learning. This requires knowing whether
students have the pre-requisite concepts and skills. Some form of
diagnostic assessment is necessary to check that students are ready tolearn.

O- & N(A)-Level Mathematics

22•

Motivating Contexts
For students to be ready to learn, teachers need to provide motivating
contexts for learning. These contexts should be developmentally
appropriate. For example, younger students may like contexts such as
stories and songs, and play-based activities such as games, whereas
older students may appreciate contexts related to everyday life so thatthey can see the relevance and meaningfulness of mathematics. For the
more advanced students, applications in other disciplines can serve as
motivation for learning.

•

Learning Environment
Shared rules help promote respectful and emotionally-safe interactions
between teacher and students and among students that are necessary for
productive and purposeful learning. Established procedures for organising
students and managing resources will also facilitate a smooth start andtransitions during lessons.

Phase 2 - Engagement
This is the main phase of learning where teachers use a repertoire ofpedagogies to engage students in learning new concepts and skills. Threepedagogical approaches form the spine that supports most of the mathematics
instruction in the classroom. They are not mutually exclusive and could be used indifferent parts of a lesson or unit. For example, the lesson or unit could start with anactivity, followed by teacher-led inquiry and end with direct instruction.
•

Activity-based LearningThis approach is about learning by doing. It is particularly effective forteaching mathematical concepts and skills at primary and lower secondary
levels, but is also effective at higher levels. Students engage in activities to
explore and learn mathematical concepts and skills, individually or ingroups. They could use manipulatives or other resources to constructmeanings and understandings. From concrete manipulatives andexperiences, students are guided to uncover abstract mathematicalconcepts or results.
For example, students use the virtual balance in AlgeToolsTM to learn theconcept of equations involving negative numbers, construct numerical andalgebraic equations, and learn the process of solving linear equations bymanipulating algebra discs on the virtual balance. During the activity,
students communicate and share their understanding using concrete andpictorial representations. The role of the teacher is that of a facilitator who
guides students through the concrete, pictorial and abstract levels of
understanding by providing appropriate scaffolding and feedback.

•

Teacher-directed Inquiry
This approach is about learning through guided inquiry. Instead of giving
the answers, teachers lead students to explore, investigate and findanswers on their own. Students learn to focus on specific questions and

O- & N(A)-Level Mathematics

23

ideas and are engaged in communicating, explaining and reflecting on
their answers. They also learn to pose questions, process information anddata and seek appropriate methods and solutions. This enhances thedevelopment of mathematical processes and 21st century competencies.
For example, students work together on a learning task in an ICT-enabledenvironment with guiding questions to investigate properties of geometricfigures. They discuss and share their observations and findings, makeconjectures regarding geometric properties and relationships, and justify
them. The role of the teacher is that of a facilitator who asks questions toprobe students’ thinking, and guides students through the process ofinquiry by directing them to specific questions and information toinvestigate, providing individual scaffolding, and challenging the abler
students to extend and deepen their learning. Students are encouraged tocommunicate using appropriate mathematical language. The teacher also
assesses students’ understanding, identifies gaps and misconceptions,and reinforces key concepts through continuous interactive assessments.
•

Direct Instruction
This approach is about explicit teaching. Teachers introduce, explain anddemonstrate new concepts and skills. Direct instruction is most effective
when students are told what they will be learning and what they are
expected to be able to do. This helps them focus on the learning goals.
Teachers draw connections, pose questions, emphasise key concepts,
and role-model thinking. Holding students’ attention is critical. Stimuli suchas videos, graphic images, real-world contexts, and even humour, aid inmaintaining a high level of attention.
For example, in teaching problem solving, the teacher demonstrates how
to use Polya’s four-step problem-solving strategy 3 and models thinking
aloud to make visible the thinking processes. The teacher probes students’conceptual understanding, corrects their misconceptions, and guides themin the process of solving problems. During lesson closure, the teacher
reviews the key learning points of the lesson to consolidate the learning.

Phase 3 - Mastery
This is the final phase of learning where teachers help students consolidate
and extend their learning. The mastery approaches include:• Motivated PracticeStudents need practice to achieve mastery. Practice can be motivating
and fun. Practice must include repetition and variation to achieve
proficiency and flexibility. Structuring practice in the form of games is one
good strategy to make practice motivating and fun, while allowing for3

G. Polya, "How to Solve It", 2nd Ed., Princeton University Press, 1957.

O- & N(A)-Level Mathematics

24

repetition and variation. There should be a range of activities, from simple
recall of facts to application of concepts.
•

Reflective Review
It is important that students consolidate and deepen their learning throughtasks that allow them to reflect on their learning. This is a good habit thatneeds to be cultivated from an early age and it supports the developmentof metacognition. Summarising their learning using concept maps, writing
journals to reflect on their learning and making connections between
mathematical ideas and between mathematics and other subjects should
be encouraged. Sharing such reflections through blogs makes learningsocial.

•Extended Learning
Students who are mathematically inclined should have opportunities toextend their learning. These can be in the form of more challenging tasks
that stretch their thinking and deepen their understanding.

O- & N(A)-Level Mathematics

25

Assessment in the Classroom
Supporting Teaching and Learning in Mathematics

Role of assessment
Assessment is an integral part of the interactive process of teaching andlearning, as illustrated in the diagram below. It is an ongoing process by whichteachers gather information about students’ learning to inform and support teaching.
An important product of assessment is feedback. Feedback must be timely and rich.
It must inform students where they are in their learning and what they need to do toimprove their learning. It must also inform teachers what they need to do to address
learning gaps and how to improve their instruction.

Assessment

Teaching

Learning

Assessment

Range of assessment
Assessments can be broadly classified as summative, formative, anddiagnostic.
•

Summative assessments, such as tests and examinations, measure what
students have learned. Teachers usually report the assessment result as ascore or a grade.

•

Formative and diagnostic assessments are used as assessment forlearning to provide timely feedback to students on their learning, and toteachers on their teaching.

Assessment in the classroom should focus on helping students improve theirlearning. Therefore, they are primarily formative and diagnostic in purpose.
Though teachers are comfortable with the use of traditional pen-and-paper
tests to find out how much students know and can do, there is value in exploring awider variety of assessment strategies. These strategies allow teachers to gather
information that is not easily available through traditional methods of assessment,
O- & N(A)-Level Mathematics

26

but are nevertheless valuable in supporting learning. Ultimately, the choice ofassessment strategies must be guided by its purpose, that is, it must be fit-forpurpose.

Integrating assessment with instruction
It is important that teachers know what and when to assess student learning,and how to embed the assessment in the learning process. Assessment can be
integrated into classroom discourse and activities using different assessment
strategies. For example, teachers may watch students solve problems and get themto explain their strategies. Teachers may also engage students in assessing theirown work and reflecting on their own learning and how to improve it. Both momentby-moment assessment and planned assessment should be considered.
Effective questioning can scaffold learning and probe understanding. It
creates teachable moments for teachers to correct a misconception, reinforce a point
or expand on an idea. The questions can be open-ended to encourage students toconsider alternative approaches. Sufficient wait-time is necessary so that students
can formulate their thoughts, communicate and share their ideas, and hear the ideasof others. In the process, students learn to articulate their thinking and deepen theirunderstanding, and develop confidence in talking about mathematics and using it.
Teachers can assess students’ thinking and understanding, and provide usefulfeedback to improve their learning.
Teachers can integrate performance assessments into the instructional
process to provide additional learning experiences for students. This type ofassessment requires students to apply their knowledge and skills in context, and thefocus is on mathematical processes rather than on mathematics content. A rubric isuseful to show teachers what to look for in students’ work, but more importantly, itshows what is expected of students in terms of processes and quality of work. The
rubric also provides a structured means of giving qualitative feedback. Teachers may
allow students to assess their own performances so that they can reflect on theirwork and make improvements.
Assessment for learning calls for new ways of assessment in the classroom. It
involves a change in teachers’ roles and in the expectations of students. By
integrating assessment and instruction, students will be more engaged in and willtake greater ownership of their learning.

O- & N(A)-Level Mathematics

27

Chapter 4
O-Level Mathematics
Syllabus
Aims of Syllabus
Syllabus Organisation
Content and Learning Experiences by Level

O-Level Mathematics

29

Aims of Syllabus
The O-Level Mathematics syllabus aims to enable all students to:•acquire mathematical concepts and skills for continuous learning inmathematics and to support learning in other subjects;• develop thinking, reasoning, communication, application and metacognitive
skills through a mathematical approach to problem-solving;• connect ideas within mathematics and between mathematics and othersubjects through applications of mathematics; and• build confidence and foster interest in mathematics.

Syllabus Organisation
The syllabus is organised along 3 content strands with a listing of mathematicalprocesses that cut across the 3 strands.

3 Content Strands + 1 Process Strand

Number and Algebra

Geometry andMeasurement

Statistics and Probability

Mathematical Processes

O-Level Mathematics

30

Strand: Mathematical Processes
Mathematical processes refer to the process skills involved in the process ofacquiring and applying mathematical knowledge. This includes reasoning,communication and connections, applications and modelling, and thinking skills andheuristics that are important in mathematical problem solving and beyond.
At the secondary level, students gradually move from inductive arguments todeductive arguments and justifications (e.g. to justify a mathematical statement usinga short chain of logical reasoning or to disprove a statement by a counter example).
They will continue to make connections among mathematical ideas, and between
mathematics and the real world. They should be able to read and critique argumentsthat are supported by mathematics.
Greater attention will be given to applications and modelling at the secondary level,
as students become more mature and aware of their immediate environment andphenomenon. Besides learning standard mathematical models, students should,
under teacher guidance, develop an awareness and understanding of themathematical modelling process.
They work on real-world problems either
individually or in groups. They would need to understand the real-world situation,
make assumptions about the situation, devise a mathematical model to solve theproblem, and interpret the solution in the context of the situation. The process ofmathematical modelling widens and deepens students’ understanding ofmathematics, and helps them develop important 21st century skills, including
collaboration, creativity, communication and critical thinking.
The teaching of process skills should be deliberate and yet integrated with thelearning of concepts and skills. Students should be exposed to problem solving
approaches such as the Polya’s model and the steps in a modelling process in class.
Teachers could “think aloud” to give attention to these processes and make themvisible to students. Students should be given opportunities to work in groups and use
ICT tools for modelling tasks. ICT tools empower students to work on problems
which would otherwise require more advanced mathematics or computations that are
too tedious and repetitive. Through practice, students will develop habits andstrategies that will help them be better and more independent learners.

O-Level Mathematics

31

No.

Processes

Indicators

MATHEMATICAL PROCESSESMP1 Reasoning,• Use appropriate representations, mathematical language
Communication(including notations, symbols and conventions) andand Connections
technology to present and communicate mathematical ideas• Reason inductively and deductively, including:∗ Explaining or justifying/verifying a mathematicalsolution/statement∗ Drawing logical conclusions∗ Making inferences∗ Writing mathematical arguments• Make connections within mathematics, between mathematics
and other disciplines, and between mathematics and the real
world
MP2

Applications andModelling

•

•

MP3

Thinking Skills
and Heuristics•••

O-Level Mathematics

Apply mathematics concepts and skills to solve problems in avariety of contexts within or outside mathematics, including:∗ Identifying the appropriate mathematical representations
or standard models for a problem∗ Using appropriate mathematical concepts, skills(including tools and algorithm) to solve a problem
Understand the nature of the mathematical modelling
process, including:∗ Formulating a real-world problem into a mathematicalmodel by making suitable assumptions and simplificationand identifying suitable mathematical representations∗ Applying mathematics to solve the problem∗ Interpreting the mathematical solution in the context ofthe problem∗ Refining and improving the model
Use thinking skills such as:∗ Classifying∗ Comparing∗ Sequencing∗ Generalising∗ Induction∗ Deduction∗ Analysing (from whole to parts)∗ Synthesizing (from parts to whole)
Use a problem-solving model such as Polya’s model
Use heuristics such as:∗ Drawing a diagram∗ Tabulating∗ Guess and check∗ Working backwards∗ Simplifying a problem∗ Considering special cases

32

Content & Learning Experiencesby LevelIn this section, the content is listed by levels and learning experiences statements
are included.
The learning experiences for the O-Level Mathematics syllabus should provide
opportunities for students to:••••enhance conceptual understanding through use of various mathematical tools
including ICT tools;
apply concepts and skills learnt in real-world context;
communicate their reasoning and connections through various mathematicaltasks and activities; andbuild confidence and foster interest in mathematics.

O-Level Mathematics

33

Content

Learning Experiences

Secondary One
NUMBER AND ALGEBRA

Students should have opportunities to:

N1. Numbers and their operations
1.1.
1.2.

1.3.
1.4.
1.5.
1.6.
1.7.

primes and prime factorisation
finding highest common factor (HCF) and lowest common
multiple (LCM), squares, cubes, square roots and cube roots
by prime factorisation
negative numbers, integers, rational numbers, real numbers
and their four operations
calculations with calculator
representation and ordering of numbers on the number line
use of <, >, ≤, ≥approximation and estimation (including rounding off numbers
to a required number of decimal places or significant figures,and estimating the results of computation)(a) Classify whole numbers based on their number of factors and explain why 0
and 1 are not primes.
(b) Discuss examples of negative numbers in the real world.
(c) Represent integers, rational numbers and real numbers on the number line asextension of whole numbers, fractions and decimals respectively.
TMTM(d) Use algebra discs or the AlgeDisc application in AlgeTools to makesense of addition, subtraction and multiplication involving negative integers
and develop proficiency in the 4 operations of integers.
(e) Work in groups to estimate quantities (numbers and measures) in a variety ofcontexts, compare the estimates and share the estimation strategies.
(f) Compare follow-through errors arising from intermediate values that are
rounded to different degrees of accuracy.
(g) Make estimates and check the reasonableness of answers obtained by
calculators.

N2. Ratio and proportion
2.1.
2.2.
2.3.

ratios involving rational numbers
writing a ratio in its simplest form
problems involving ratio(a) Discuss and explain how ratios are used in everyday life.
(b) Use the concept of equivalent ratios to find the ratio a:b:c given the ratios a:b
and b:c.
(c) Make connections between ratios and fractions, use appropriate
mathematical language to describe the relationship, and use algebra to solve
problems, e.g. “The ratio A to B is 2:3” can be represented as:
2x

A
B
3x
3
2
of B”, or “B isof A”.
The ratio 2:3 means “2 units to 3 units”, “A is
2
3
TM
TM
(d) Use the AlgeBar application in AlgeTools to formulate linear equations tosolve problems. (Students can draw models to help them formulate
equations.)

O-Level Mathematics

34

Content

Learning Experiences

Secondary One
NUMBER AND ALGEBRA

Students should have opportunities to:

N3. Percentage
3.1.
3.2.
3.3.
3.4.
3.5.
3.6.

expressing one quantity as a percentage of anothercomparing two quantities by percentage
percentages greater than 100%
increasing/decreasing a quantity by a given percentage(including concept of percentage point)
reverse percentages
problems involving percentages(a) Collect examples of percentages from newspapers and magazines anddiscuss the meaning of percentage in each example.
(b) Examine bills and receipts, etc. to find examples of the uses of percentages,
e.g. discount, service charge, GST and other taxes and check the calculated
values.
(c) Make connections between percentages and fractions/decimals, e.g.
1of the quantity”,“25% of a quantity is
4“20% of x is 0.2 x ”.
(d) Discuss misconceptions, e.g. “If A is 5% more than B, then B is 5% less than
A”.
TM
TM
(e) Use the AlgeBar application in AlgeTools to formulate linear equations tosolve problems (Students can draw models to help them formulate
equations).

N4. Rate and Speed
4.1.
4.2.
4.3.

concepts of average rate, speed, constant speed andaverage speed
conversion of units (e.g. km/h to m/s)
problems involving rate and speed(a) Discuss examples of rates e.g. currency exchange rates, interest rates, tax
rates, rate of rotation and speed.
(b) Find out and compare the speeds of bicycles, cars, trains, aeroplanes andspaceships and their respective units to have a sense of their magnitude.
(c) Explain the difference between average speed and constant speed and also
explain why average speed is not the average of speeds.

N5. Algebraic expressions and formulae
5.1.
5.2.

using letters to represent numbers
interpreting notations:• ab as a × b••

a

as a ÷ b or a x

1bba2 as a × a, a3 as a × a × a, a2b as a × a × b, . . .

O-Level Mathematics(a) Use spreadsheets, e.g. Microsoft Excel, to∗
explore the concept of variables and evaluate algebraic expressions.
∗compare and examine the differences between pairs of expressions, e.g.
2n and 2 + n , n 2 and 2n , 2n 2 and (2n) 2 .
TMTM(b) Use algebra discs or the AlgeDisc application in AlgeTools to makesense of and interpret linear expressions with integral coefficients, e.g.
4 x − 3 y and −3( x − 2) .

35

Content

Learning Experiences

Secondary One
NUMBER AND ALGEBRA••

3y as y + y + y or 3 × y
3 (x + y) as 3 × (x + y)3+ y1
as (3 + y) ÷ 5 or× (3 + y)5
5evaluation of algebraic expressions and formulaetranslation of simple real-world situations into algebraic
expressions
recognising and representing patterns/relationships by findingan algebraic expression for the nth term
addition and subtraction of linear expressions
simplification of linear expressions such as−2(3 x − 5) + 4 x
2 x 3( x − 5)−32
use brackets and extract common factors

•
5.3.
5.4.
5.5.
5.6.
5.7.

5.8.

Students should have opportunities to:TMTM(c) Use the AlgeDisc application in AlgeTools to construct and simplify linear
expressions with integral coefficients.
(d) Work in groups to select and justify pairs of equivalent expressions.
(e) Write algebraic expressions to express mathematical relationships, e.g. forthe statement “There are 3 times as many boys as girls”, if we let x be thenumber of girls, then the number of boys is 3 x . This can also be written asb = 3 g , where b and g are the number of boys and girls respectively.
(f) Explore number patterns and write algebraic expressions to represent thepatterns.

N6. Functions and graphs
6.1.
6.2.
6.3.
6.4.
6.5.

Cartesian coordinates in two dimensions
graph of a set of ordered pairs as a representation of a
relationship between two variables
linear functions =y ax + bgraphs of linear functions
the gradient of a linear graph as the ratio of the verticalchange to the horizontal change (positive and negative
gradients)

O-Level Mathematics(a) Play games, e.g. Battleship Game, that involve the use of 2D Cartesian
coordinates to specify points.
(b) Use a function machine to generate input and output values to illustrate theconcept of function as “only one output for every input” and represent thefunction in verbal, tabular, graphical and algebraic forms.
(c) Use a linear function to represent the relationship between two variables(such as distance and time when the speed is constant), show the
relationship graphically and identify that the rate of change is the gradient of
the graph.
(d) Use a spreadsheet or graphing software to study how the graph of =y ax + bchanges when either a or b varies.

36

Content

Learning Experiences

Secondary One
NUMBER AND ALGEBRA

Students should have opportunities to:N7. Equations and inequalities
7.1.
7.2.
7.3.
7.4.

concepts of equation and inequality
solving linear equations in one variable
solving simple inequalities in the form ax ≤ b , ax ≥ b , ax < band ax > b , where a and b are integers
solving simple fractional equations that can be reduced tolinear equations such as
x
3

+
3

x−2

7.5.

x−2
4

TM

(a) Use the virtual balance in AlgeTools to explore the concepts of equationand to construct, simplify and solve linear equations with integral coefficients..
TM
TM(b) Use the AlgeBar application in AlgeTools to formulate linear equations tosolve problems (Students can draw models to help them formulate
equations).
(c) Formulate inequalities from real-world contexts.

=
3

=6

formulating a linear equation in one variable to solve problems

N10. Problems in real-world contexts
10.1.

10.2.
10.3.
10.4.

solving problems based on real-world contexts:• in everyday life (including travel plans, transportschedules, sports and games, recipes, etc)
• involving personal and household finance (including
simple interest, taxation, instalments, utilities bills, money
exchange, etc)
interpreting and analysing data from tables and graphs,
including distance-time and speed-time graphsinterpreting the solution in the context of the problem
identifying assumptions made and the limitations of thesolution

O-Level Mathematics(a) Examine and make sense of data in a variety of contexts (including real data
presented in graphs, tables and formulae/equations).
(b) Work on tasks that incorporate some or all of the elements of themathematical modelling process.

37

Content

Learning Experiences

Secondary One
GEOMETRY AND MEASUREMENT

Students should have opportunities to:

G1. Angles, triangles and polygons
1.1.
1.2.

right, acute, obtuse and reflex angles
vertically opposite angles, angles on a straight line, angles ata point
1.3.
angles formed by two parallel lines and a transversal:
corresponding angles, alternate angles, interior angles
1.4.
properties of triangles, special quadrilaterals and regularpolygons (pentagon, hexagon, octagon and decagon),including symmetry properties
1.5.
classifying special quadrilaterals on the basis of theirproperties
1.6.
angle sum of interior and exterior angles of any convex
polygon
1.7.
properties of perpendicular bisectors of line segments andangle bisectors
1.8.
construction of simple geometrical figures from given data(including perpendicular bisectors and angle bisectors) using
compasses, ruler, set squares and protractors, whereappropriate
G5. Mensuration(a) Investigate the properties relating the sides and angles of a triangle, e.g. form
triangles with different lengths to discover that the sum of two sides is greaterthan the third side, and that the longest side is opposite the largest angle.
(b) Use GSP or other dynamic geometry software to explore a given type ofquadrilateral (e.g. parallelogram) to discover its properties, e.g. diagonals of aparallelogram bisect each other.
(c) Investigate the sum of the interior and exterior angles of polygons and obtainthe formulae for them.
(d) Recognise symmetric properties (rotational and line symmetry) in some special
quadrilaterals and regular polygons.
(e) Justify whether a mathematical statement is true or false.
(f) Use GSP or other dynamic geometry software to construct and study theproperties of the perpendicular bisector of a line segment and the bisector ofan angle.

5.1.
5.2.
5.3.
5.4.
5.5.

(a) Make connections between the area of a parallelogram and that of a rectangle,
and between the area of a trapezium and that of a parallelogram.
(b) Identify the height corresponding to any given side of a triangle or quadrilateralthat is taken as the base.
(c) Visualise and sketch 3D shapes from different views.
(d) Visualise and draw the nets of cubes, cuboids, prisms and cylinders for the
calculation of surface area.

area of parallelogram and trapezium
problems involving perimeter and area of plane figures
volume and surface area of prism and cylinder
2
2
3
3
conversion between cm and m , and between cm and m
problems involving volume and surface area of composite
solidsO-Level Mathematics

38

Content

Learning Experiences

Secondary One
GEOMETRY AND MEASUREMENT

Students should have opportunities to:

G8. Problems in real-world contexts
8.1.
8.2.
8.3.

solving problems in real-world contexts (including floor plans,surveying, navigation, etc) using geometry
interpreting the solution in the context of the problem
identifying the assumptions made and the limitations of thesolution

STATISTICS AND PROBABILITY(a) Work on tasks that incorporate some or all elements of the mathematicalmodelling process.

Students should have opportunities to:

S1. Data analysis
1.1.

1.2.
1.3.

analysis and interpretation of:• tables• bar graphs• pictograms• line graphs• pie charts
purposes and uses, advantages and disadvantages of thedifferent forms of statistical representations
explaining why a given statistical diagram leads tomisinterpretation of data

O-Level Mathematics(a) Construct tables, bar graphs, pictograms, line graphs and pie charts from given
data.
(b) Work collaboratively on a task to:• collect and classify data
• present data using an appropriate statistical representation (including
the use of software)• analyse data(c) Compare various statistical representations and justify why a particular
representation is more suitable than others for a given situation.
(d) Use data to make informed decisions, predictions and inferences.

39

Content

Learning Experiences

Secondary Two
NUMBER AND ALGEBRA

Students should have opportunities to:

N2. Ratio and proportion
2.4.
2.5.

map scales (distance and area)
direct and inverse proportion(a) Interpret the various scales used on maps, floor plans and other scaledrawings, and calculate the actual distance/length and area.
(b) Work in groups to make a scale drawing of an existing or dream classroom/
bedroom and explain the choice of the scale used.
(c) Discuss examples of direct and inverse proportion and explain the concepts
using tables, equations and graphs.

N5. Algebraic expressions and formulae
5.9.
5.10.
5.11.
5.12.

5.13.
5.14.
5.15.

expansion of the product of algebraic expressionschanging the subject of a formulafinding the value of an unknown quantity in a given formulause of:• (a + b)2 =a 2 + 2ab + b2
• (a − b)2 =a 2 − 2ab + b2•
a 2 − b2 = (a + b)(a − b)factorisation of linear expressions of the formax+ bx + kay + kby
factorisation of quadratic expressions ax 2 + bx + c
multiplication and division of simple algebraic fractions such as(a) Use algebra manipulatives, e.g. algebra discs, to explain the process of
expanding the product of two linear expressions of the form px + q , where p
and q are integers, to obtain a quadratic expression of the form ax 2 + bx + c .
TMTM(b) Use the AlgeDisc application in AlgeTools to factorise a quadratic
expression of the form ax 2 + bx + c into two linear factors where a, b and c areintegers.
(c) Work in groups to identify and explain common errors in algebraic
manipulations, e.g. ( x + y ) 2 =x 2 + y 2 .

 3a   5ab  2  3 
 4b 


3a 9a 2
÷
4 10

5.16.

addition and subtraction of algebraic fractions with linear or
quadratic denominator such as12+
x −2 x −3
12+
x2 − 9 x − 3
12+
x − 3 ( x − 3)2

O-Level Mathematics

40

Content

Learning Experiences

Secondary Two
NUMBER AND ALGEBRA

Students should have opportunities to:

N6. Functions and graphs
6.6.
quadratic functions y = ax 2 + bx + c
6.7.
graphs of quadratic functions and their properties:•••

positive or negative coefficient of x
maximum and minimum points
symmetry2(a) Show graphically the relationship between the area of a square and thelength of its side, and explain that the relationship is a function, but not a
linear function.
(b) Use a spreadsheet or graphing software to study how the graph ofy = ax 2 + bx + c changes when either a, b or c varies.

N7. Equations and inequalities
7.6.
7.7.

7.8.
7.9.

graphs of linear equations in two variables ( ax + by =c)solving simultaneous linear equations in two variables by:• substitution and elimination methods• graphical method
solving quadratic equations in one variable by factorisation
formulating a pair of linear equations in two variables to solve
problems(a) Use Graphmatica, applets or other software to draw the graph of ax + by =c(a straight line), check that the coordinates of a point on the straight line
satisfy the equation, and explain why the solution of a pair of simultaneous
linear equations is the point of intersection of two straight lines.
(b) Draw the lines x = a and y = b , and describe the lines and their gradients.

N10. Problems in real-world contexts
10.1.

10.2.
10.3.
10.4.

solving problems based on real-world contexts:• in everyday life (including travel plans, transportschedules, sports and games, recipes, etc)
• involving personal and household finance (including
simple interest, taxation, instalments, utilities bills, money
exchange, etc)
interpreting and analysing data from tables and graphs,
including distance-time and speed-time graphsinterpreting the solution in the context of the problem
identifying assumptions made and the limitations of thesolution

O-Level Mathematics(a) Examine and make sense of data in a variety of contexts (including real data
presented in graphs, tables and formulae/equations).
(b) Work on tasks that incorporate some or all of the elements of themathematical modelling process.

41

Content

Learning Experiences

Secondary Two
GEOMETRY AND MEASUREMENT

Students should have opportunities to:

G2. Congruence and similarity
2.1.
2.2.
2.3.

2.4.
2.5.
2.6.

congruent figuressimilar figuresproperties of similar triangles and polygons:• corresponding angles are equal• corresponding sides are proportional
enlargement and reduction of a plane figure
scale drawings
solving simple problems involving congruence and similarity(a) Examine whether two figures are congruent, by checking if one figure can bemapped onto the other figure under translation, rotation, and reflection.
(b) Identify similar triangles/rectangles from cut-outs of triangles/rectangles andexplain why they are similar.
(c) Identify and suggest applications of congruency and similarity in real-worldcontexts, e.g. photocopying, tessellation patterns, etc.

G4. Pythagoras’ theorem and trigonometry
4.1.
4.2.
4.3.

use of Pythagoras’ theorem
determining whether a triangle is right-angled given thelengths of three sides
use of trigonometric ratios (sine, cosine and tangent) of acuteangles to calculate unknown sides and angles in right-angled
triangles(a) Either (i) use strings of 12 units (e.g. 1 unit = 10 cm) to form a right-angled
triangle with sides of whole unit lengths (e.g. 3 units, 4 units and 5 units) andfind out if there is a relationship involving the three sides;or (ii) use cut-out pieces of two squares with sides 3 units and 4 units
respectively to form a square of sides 5 units.
(b) Discuss the use of trigonometric ratios in real life, e.g. finding the height ofa tree/a building by measuring the angle of elevation with a clinometer.

G5. Mensuration
5.6.

volume and surface area of pyramid, cone and sphere

O-Level Mathematics(a) Visualise and make connection between the volumes of pyramid and cone,
and the volumes of pyramid/cone and the related prism/cylinder.
(b) Make sense of the formulae for the volume and surface area of a sphere e.g.
by relating to the formulae for the volume and curved surface area of therelated cylinder.

42

Content

Learning Experiences

Secondary Two
GEOMETRY AND MEASUREMENT

Students should have opportunities to:

G8. Problems in real-world contexts
8.1.
8.2.
8.3.

solving problems in real-world contexts (including floor plans,surveying, navigation, etc) using geometry
interpreting the solution in the context of the problem
identifying the assumptions made and the limitations of thesolution

STATISTICS AND PROBABILITY(a) Work on tasks that incorporate some or all elements of the mathematicalmodelling process.

Students should have opportunities to:

S1. Data analysis
1.4.

1.5.
1.6.
1.7.
1.8.
1.9.

analysis and interpretation of:• dot diagrams• histograms• stem-and-leaf diagrams
purposes and uses, advantages and disadvantages of thedifferent forms of statistical representations
explaining why a given statistical diagram leads tomisinterpretation of datamean, mode and median as measures of central tendency fora set of data
purposes and use of mean, mode and mediancalculation of the mean for grouped data(a) Construct dot diagrams, histograms (including equal and unequal classintervals) and stem-and-leaf diagrams from given data.
(b) Predict, observe and explain how the different measures of central tendency
are affected by extreme data values (or outliers).
(c) Discuss the appropriate use of the measures of central tendency in different
contexts.

S2. Probability
2.1.
2.2.

probability as a measure of chanceprobability of single events (including listing all the possible
outcomes in a simple chance situation to calculate theprobability)

O-Level Mathematics(a) Discuss the concept of probability (or chance) using everyday events, including
simple experiments such as tossing a coin.
(b) Compare and discuss the experimental and theoretical values of probability
using computer simulations.

43Content

Learning Experiences

Secondary Three/FourNUMBER AND ALGEBRA
N1. Numbers and their operations
1.8.
use of standard form A× 10n , where n is an integer, and
1 ≤ A < 10
1.9.
positive, negative, zero and fractional indices1.10. laws of indicesN6. Functions and graphs
6.8.
sketching the graphs of quadratic functions given in the form:•
y =( x − p ) 2 + q•y=−( x − p ) 2 + q•y=( x − a )( x − b)y=−( x − a )( x − b)

•
6.9.
6.10.
6.11.

Students should have opportunities to:(a) Discuss examples of very large and very small numbers, e.g. world
population in billions ( 109 ) and size of atom in nanometres ( 10−9 ), andexpress the numbers in standard form.
(b) Describe and compare numbers written in index form, e.g. “Which is greater,
210 or 102 ?”, and explain how to multiply and divide such numbers using thelaws of indices.
(a) Use Graphmatica or other graphing software to explore the characteristics ofvarious functions.
(b) Work in groups to match and justify sketches of graphs with their respectivefunctions.

graphs of power functions y = ax n , where n = −2, −1, 0, 1, 2, 3,
and simple sums of not more than three of thesegraphs of exponential functions y = ka x , where a is a positive
integer
estimation of the gradient of a curve by drawing a tangent

N7. Equations and inequalities
7.10.

7.11.

solving quadratic equations in one variable by:• use of formula• completing the square for y = x 2 + px + q• graphical method
solving fractional equations that can be reduced to quadratic
equations such as
6
= x+3
x+4

O-Level Mathematics(a) Explain why there are no real solutions to a quadratic equationax 2 + bx + c = 0 when b 2 − 4ac is negative.
(b) Compare the methods of solving a linear inequality and the corresponding
linear equation, and their solutions.

44Content

Learning Experiences

Secondary Three/FourNUMBER AND ALGEBRA

7.12.
7.13.

Students should have opportunities to:

1
2
+
=
5
x−2 x−3solving linear inequalities in one variable, and representing thesolution on the number line
formulating a quadratic equation in one variable to solve
problems

N8. Set language and notation
8.1.
use of set language and the following notation:
Union of A and B
A∪ B
Intersection of A and B
A∩ B“… is an element of …”∈“… is not an element of …”∉Complement of set A
A′
The empty set
φ

8.2.
8.3.

Universal set
A is a (proper) subset of B
A is a not a (proper) subset of B
union and intersection of two sets
Venn diagrams(a) Use set language and notation to specify and describe sets of numbers,
shapes and objects, to determine whether an object belongs to a set or not,and to classify objects into distinct sets.
(b) Use Venn diagrams to represent relationships between two sets, andbetween a set and its elements.

ξ
A⊂ B
A⊄ B

N9. Matrices
9.1.
9.2.
9.3.
9.4.

display of information in the form of a matrix of any orderinterpreting the data in a given matrix
product of a scalar quantity and a matrix
problems involving addition, subtraction and multiplication of
matrices

O-Level Mathematics(a) Justify if two matrices can be multiplied by checking the orders of thematrices.
(b) Discuss some applications of matrix multiplication, e.g. decoding messages
and transformation matrices for movie making.

45

Content

Learning Experiences

Secondary Three/FourNUMBER AND ALGEBRA

Students should have opportunities to:N10. Problems in real-world contexts
10.1.

10.2.
10.3.
10.4.

solving problems based on real-world contexts:• in everyday life (including travel plans, transportschedules, sports and games, recipes, etc)
• involving personal and household finance (including
simple and compound interest, taxation, instalments,
utilities bills, money exchange, etc)
interpreting and analysing data from tables and graphs,
including distance-time and speed-time graphsinterpreting the solution in the context of the problem
identifying assumptions made and the limitations of thesolution

O-Level Mathematics(a) Examine and make sense of data in a variety of contexts (including real data
presented in graphs, tables and formulae/equations).
(b) Work on tasks that incorporate some or all of the elements of themathematical modelling process.

46

Content

Learning Experiences

Secondary Three/FourGEOMETRY AND MEASUREMENT

Students should have opportunities to:

G2. Congruence and similarity
2.7.

determining whether two triangles are:• congruent• similar
2.8.
ratio of areas of similar plane figures
2.9.
ratio of volumes of similar solids
G3. Properties of circles(a) Construct triangles with given conditions, e.g. “3 sides”, “3 angles”, “2 sides, 1
angle”, and “2 angles, 1 side”, and examine what conditions are necessary for
congruency/similarity.

3.1.

symmetry properties of circles:• equal chords are equidistant from the centre• the perpendicular bisector of a chord passes through thecentre• tangents from an external point are equal in length• the line joining an external point to the centre of the circle
bisects the angle between the tangents
3.2.
angle properties of circles:• angle in a semicircle is a right angle• angle between tangent and radius of a circle is a rightangle• angle at the centre is twice the angle at the circumference• angles in the same segment are equal• angles in opposite segments are supplementary
G4. Pythagoras’ theorem and trigonometry(a) Use paper folding to visualise symmetric properties of circles, e.g. “theperpendicular bisector of a chord passes through the centre”.
(b) Use GSP or other dynamic geometry software to explore the properties ofcircles, and use geometrical terms correctly for effective communication.

4.4.

(a) Visualise height, north direction, right-angled triangle, etc. from 2D drawings of
3D situations.
(b) Use the sine and cosine rules to articulate the relationships between the sides
and angles of a triangle, e.g. the lengths of the sides are proportional to sine of
the corresponding angles, Pythagoras theorem is a special case of the cosine
rule, etc.

4.5.
4.6.
4.7.

extending sine and cosine to obtuse angles
1
use of the formula ab sin C for the area of a triangle2
use of sine rule and cosine rule for any triangle
problems in two and three dimensions including those
involving angles of elevation and depression and bearings

O-Level Mathematics

47

Content

Learning Experiences

Secondary Three/FourGEOMETRY AND MEASUREMENT

Students should have opportunities to:

G5. Mensuration
5.7.
5.8.

arc length, sector area and area of a segment of a circle
use of radian measure of angle (including conversion between
radians and degrees)(a) Find the arc length and sector area by considering them as fractions of thecircumference and area of circle respectively.
(b) Visualise the size of an angle of 1 radian, and estimate the size of angles inradians.

G6. Coordinate geometry
6.1.
6.2.
6.3.
6.4.

finding the gradient of a straight line given the coordinates of
two points on it
finding the length of a line segment given the coordinates of
its end points
interpreting and finding the equation of a straight line graph in
the form =y mx + cgeometric problems involving the use of coordinates(a) Extend their intuitive understanding of gradient as ratio of vertical change tohorizontal change to a formal treatment using the coordinates of two points on
the line.
(b) Use GSP or other dynamic geometry software to explore and describe thegradients of straight lines, including the gradient of a vertical line as undefined,
and to investigate how the signs of y2 – y1 and x2 – x1 affect the sign of thegradient of a straight line.

G7. Vectors in two dimensions x  AB and a
AB
,
,
a
,

 y

7.1.

use of notations: 

7.2.
7.3.
7.4.

representing a vector as a directed line segment
translation by a vector
position vectors

7.5.

magnitude of a vector 

7.6.

use of sum and difference of two vectors to express given
vectors in terms of two coplanar vectors
multiplication of a vector by a scalargeometric problems involving the use of vectors

7.7.
7.8.

 x
 as
 y

O-Level Mathematics(a) Represent graphically the sum and difference of two vectors, and a multiple ofa vector.
(b) Give examples to illustrate the resultant of two vectors.

x2 + y248

Content

Learning Experiences

Secondary Three/FourGEOMETRY AND MEASUREMENT

Students should have opportunities to:

G8. Problems in real-world contexts
8.1.
8.2.
8.3.

solving problems in real-world contexts (including floor plans,surveying, navigation, etc) using geometry
interpreting the solution in the context of the problem
identifying the assumptions made and the limitations of thesolution

STATISTICS AND PROBABILITY(a) Work on tasks that incorporate some or all elements of the mathematicalmodelling process.

Students should have opportunities to:

S1. Data analysis
1.10.
1.11.
1.12.

1.13.
1.14.
1.15.

quartiles and percentiles
range, interquartile range and standard deviation as
measures of spread for a set of data
analysis and interpretation of:• cumulative frequency diagrams• box-and-whisker plots
purposes and uses, advantages and disadvantages of thedifferent forms of statistical representations
calculation of the standard deviation for a set of data (groupedand ungrouped)using the mean and standard deviation to compare two setsof data(a) Compare the means and standard deviations of two sets of data.
(b) Discuss examples of inappropriate representations of data from newspapers
and other sources, e.g. whether certain representations are misleading.

S2. Probability
2.3.
2.4.

probability of simple combined events (including using
possibility diagrams and tree diagrams, where appropriate)
addition and multiplication of probabilities(mutually exclusive events and independent events)

O-Level Mathematics(a) Discuss and differentiate between mutually exclusive and non-mutually
exclusive events, and between independent and dependent events.

49

Chapter 5
N(A)-Level Mathematics
Syllabus
Aims of Syllabus
Syllabus Organisation
Content by Strand
Content and Learning Experiences by Level

N(A)-Level Mathematics
50

Aims of Syllabus
The N(A)-Level Mathematics syllabus aims to enable all students to:•acquire mathematical concepts and skills for continuous learning inmathematics and to support learning in other subjects;• develop thinking, reasoning, communication, application and metacognitive
skills through a mathematical approach to problem-solving;• connect ideas within mathematics and between mathematics and othersubjects through applications of mathematics; and• build confidence and foster interest in mathematics.

Syllabus Organisation
The syllabus is organised along 3 content strands with a listing of mathematicalprocesses that cut across the 3 strands.

3 Content Strands + 1 Process Strand

Number and Algebra

Geometry andMeasurement

Statistics and Probability

Mathematical Processes

N(A)-Level Mathematics
51

Strand: Mathematical Processes
Mathematical processes refer to the process skills involved in the process ofacquiring and applying mathematical knowledge. This includes reasoning,communication and connections, applications and modelling, and thinking skills andheuristics that are important in mathematical problem solving and beyond.
At the secondary level, students gradually move from inductive arguments todeductive arguments and justifications (e.g. to justify a mathematical statement usinga short chain of logical reasoning or to disprove a statement by a counter example).
They will continue to make connections among mathematical ideas, and between
mathematics and the real world. They should be able to read and critique argumentsthat are supported by mathematics.
Greater attention will be given to applications and modelling at the secondary level,
as students become more mature and aware of their immediate environment andphenomenon. Besides learning standard mathematical models, students should,
under teacher guidance, develop an awareness and understanding of themathematical modelling process.
They work on real-world problems either
individually or in groups. They would need to understand the real-world situation,
make assumptions about the situation, devise a mathematical model to solve theproblem, and interpret the solution in the context of the situation. The process ofmathematical modelling widens and deepens students’ understanding ofmathematics, and helps them develop important 21st century skills, including
collaboration, creativity, communication and critical thinking.
The teaching of process skills should be deliberate and yet integrated with thelearning of concepts and skills. Students should be exposed to problem solving
approaches such as the Polya’s model and the steps in a modelling process in class.
Teachers could “think aloud” to give attention to these processes and make themvisible to students. Students should be given opportunities to work in groups and use
ICT tools for modelling tasks. ICT tools empower students to work on problems
which would otherwise require more advanced mathematics or computations that are
too tedious and repetitive. Through practice, students will develop habits andstrategies that will help them be better and more independent learners.

N(A)-Level Mathematics
52

No.

Processes

Indicators

MATHEMATICAL PROCESSESMP1 Reasoning,• Use appropriate representations, mathematical language
Communication(including notations, symbols and conventions) andand Connections
technology to present and communicate mathematical ideas• Reason inductively and deductively, including:∗ Explaining or justifying/verifying a mathematicalsolution/statement∗ Drawing logical conclusions∗ Making inferences∗ Writing mathematical arguments• Make connections within mathematics, between mathematics
and other disciplines, and between mathematics and the real
world
MP2

Applications andModelling

•

•

MP3

Thinking Skills
and Heuristics•••

Apply mathematics concepts and skills to solve problems in avariety of contexts within or outside mathematics, including:∗ Identifying the appropriate mathematical representations
or standard models for a problem∗ Using appropriate mathematical concepts, skills(including tools and algorithm) to solve a problem
Understand the nature of the mathematical modelling
process, including:∗ Formulating a real world problem into a mathematicalmodel by making suitable assumptions and simplificationand identifying suitable mathematical representations∗ Applying mathematics to solve the problem∗ Interpreting the mathematical solution in the context ofthe problem∗ Refining and improving the model
Use thinking skills such as:∗ Classifying∗ Comparing∗ Sequencing∗ Generalising∗ Induction∗ Deduction∗ Analysing (from whole to parts)∗ Synthesizing (from parts to whole)
Use a problem-solving model such as Polya’s model
Use heuristics such as:∗ Drawing a diagram∗ Tabulating∗ Guess and check∗ Working backwards∗ Simplifying a problem∗ Considering special cases

N(A)-Level Mathematics
53

Content & Learning Experiencesby LevelIn this section, the content is listed by levels and learning experiences statements
are included.
The learning experiences for the N(A)-Level Mathematics syllabus should provide
opportunities for students to:••••enhance conceptual understanding through use of various mathematical tools
including ICT tools;
apply concepts and skills learnt in real-world context;
communicate their reasoning and connections through various mathematicaltasks and activities; andbuild confidence and foster interest in mathematics.

N(A)-Level Mathematics
54

Content

Learning Experiences

Secondary One
NUMBER AND ALGEBRA

Students should have opportunities to:

N1. Numbers and their operations
1.1.
1.2.

1.3.
1.4.
1.5.
1.6.
1.7.

primes and prime factorisation
finding highest common factor (HCF) and lowest common
multiple (LCM), squares, cubes, square roots and cube roots
by prime factorisation
negative numbers, integers, rational numbers, real numbers
and their four operations
calculations with calculator
representation and ordering of numbers on the number line
use of <, >, ≤, ≥approximation and estimation (including rounding off numbers
to a required number of decimal places or significant figures,and estimating the results of computation)(a) Classify whole numbers based on their number of factors and explain why 0
and 1 are not primes.
(b) Discuss examples of negative numbers in the real world.
(c) Represent integers, rational numbers, and real numbers on the number line
as extension of whole numbers, fractions and decimals respectively.
TMTM(d) Use algebra discs or the AlgeDisc application in AlgeTools to makesense of addition, subtraction and multiplication involving negative integers
and develop proficiency in the 4 operations of integers.
(e) Work in groups to estimate quantities (numbers and measures) in a variety ofcontexts, compare the estimates and share the estimation strategies.
(f) Compare follow-through errors arising from intermediate values that are
rounded to different degrees of accuracy.
(g) Make estimates and check the reasonableness of answers obtained from
calculators.

N2. Ratio and proportion
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
2.7.

comparison between two or more quantities by ratio
relationship between ratio and fraction
dividing a quantity in a given ratio
ratios involving rational numbers
equivalent ratios
writing a ratio in its simplest form
problems involving ratio(a) Discuss and explain how ratios are used in everyday life.
(b) Use the concept of equivalent ratios to find the ratio a:b:c given the ratios a:b
and b:c.
(c) Make connections between ratios and fractions, use appropriate
mathematical language to describe the relationship, and use algebra to solve
problems, e.g. “The ratio A to B is 2:3” can be represented as:
2x

A
B
3x
“The ratio of 2:3 means “2 units to 3 units”, “A isN(A)-Level Mathematics

3
2of B”, or “B isof A”.
3
2

55

Content

Learning Experiences

Secondary One
NUMBER AND ALGEBRA

Students should have opportunities to:

N3. Percentage
3.1.
3.2.
3.3.
3.4.
3.5.
3.6.
3.7.
3.8.

expressing percentage as a fraction or decimal
expressing one quantity as a percentage of anothercomparing two quantities by percentage
percentages greater than 100%
increasing/decreasing a quantity by a given percentage(including concept of percentage point)
finding percentage increase/decrease
reverse percentages
problems involving percentages(a) Collect examples of percentages from newspapers and magazines anddiscuss the meaning of percentage in each example.
(b) Examine bills and receipts, etc. to find examples of the uses of percentages,
e.g. discount, service charge, GST and other taxes and check the calculated
values.
(c) Make connections between percentages and fractions/decimals, e.g.
1of the quantity”,“25% of a quantity is
4“20% of x is 0.2 x ”.
(d) Discuss misconceptions, e.g. “If A is 5% more than B, then B is 5% less thanA”.

N4. Rate and Speed
4.1.
4.2.
4.3.
4.4.
4.5.
4.6.

relationships between distance, time and speed
writing speed in different units (e.g. km/h, m/min, m/s andcm/s)concepts of average rate, speed, constant speed andaverage speed
conversion of units (e.g. km/h to m/s)
calculation of speed, distance or time given the other two
quantities
problems involving rate and speed

N(A)-Level Mathematics(a) Discuss examples of rates, e.g. currency exchange rates, interest rates, tax
rates, rate of rotation and speed.
(b) Find out and compare the speeds of bicycles, cars, trains, aeroplanes andspaceships and their respective units to have a sense of their magnitude.
(c) Explain the difference between average speed and constant speed and also
explain why average speed is not the average of speeds.

56

Content

Learning Experiences

Secondary One
NUMBER AND ALGEBRA

Students should have opportunities to:

N5. Algebraic expressions and formulae
5.1.
5.2.

using letters to represent numbers
interpreting notations:• ab as a × b
•
•
•
•

a

1

as a ÷ b or a xbb2
3
a as a × a, a as a × a × a, a2b as a × a × b, . . .
3y as y + y + y or 3 × y
3 (x + y) as 3 × (x + y)3+ y1
as (3 + y) ÷ 5 or× (3 + y)5
5evaluation of algebraic expressions and formulaetranslation of simple real-world situations into algebraic
expressions
recognising and representing patterns/relationships by findingan algebraic expression for the nth term
addition and subtraction of linear expressions
simplification of linear expressions with integral coefficientssuch as2( x − 3 y )
•

5.3.
5.4.
5.5.
5.6.
5.7.

(a) Use spreadsheets, e.g. Microsoft Excel, to∗
explore the concept of variables and evaluate algebraic expressions.
∗compare and examine the differences between pairs of expressions, e.g.
2n and 2 + n , n 2 and 2n , 2n 2 and (2n)2 .
TM
TM(b) Use algebra discs or the AlgeDisc application in AlgeTools to makesense of and interpret linear expressions with integral coefficients, e.g.
4 x − 3 y and −3( x − 2) .
TM
TM(c) Use the AlgeDisc application in AlgeTools to construct and simplify linear
expressions with integral coefficients.
(d) Work in groups to select and justify pairs of equivalent expressions.
(e) Write algebraic expressions to express mathematical relationships, e.g. forthe statement “There are 3 times as many boys as girls”, if we let x be thenumber of girls, then the number of boys is 3 x . This can also be written asb = 3 g , where b and g are the number of boys and girls respectively.
(f) Explore number patterns and write algebraic expressions to represent thepatterns.

4 x − 2(3 x − 5)3( x − y ) − (2 y + x) − y
N7. Equations and inequalities
7.1.
7.2.
7.3.

concepts of equation
solving linear equations with integral coefficients in one
variableformulating a linear equation in one variable to solve problems

N(A)-Level Mathematics

TM(a) Use the virtual balance in AlgeTools to explore the concepts of equation,and to construct, simplify and solve linear equations with integral coefficients.
TMTM(b) Use the AlgeBar application (for whole numbers) in AlgeTools toformulate linear equations to solve problems (Students can draw models to
help them formulate the equations.)

57

Content

Learning Experiences

Secondary One
NUMBER AND ALGEBRA

Students should have opportunities to:

N8. Problems in real-world contexts
8.1.

8.2.
8.3.
8.4.

solving problems based on real-world contexts:• in everyday life (including travel plans, transportschedules, sports and games, recipes, etc)
• involving personal and household finance (including
simple interest, taxation, instalments, utilities bills, money
exchange, etc)
interpreting and analysing data from tables and graphs,
including distance-time and speed-time graphsinterpreting the solution in the context of the problem
identifying assumptions made and the limitations of thesolution(a) Examine and make sense of data in a variety of contexts (including real data
presented in graphs, tables and formulae/equations).
(b) Work on tasks that incorporate some or all of the elements of themathematical modelling process.

Content

Learning Experiences

Secondary One
GEOMETRY AND MEASUREMENT

Students should have opportunities to:

G1. Angles, triangles and polygons
1.1.
1.2.
1.3.
1.4.

right, acute, obtuse and reflex angles
vertically opposite angles, angles on a straight line, angles at apoint
angles formed by two parallel lines and a transversal:
corresponding angles, alternate angles, interior angles
properties of triangles

N(A)-Level Mathematics(a) Investigate the properties relating the sides and angles of a triangle, e.g. form
triangles with different lengths to discover that the sum of two sides is greaterthan the third side, and that the longest side is opposite the largest angle.

58

Content

Learning Experiences

Secondary One
GEOMETRY AND MEASUREMENT

Students should have opportunities to:

G5. Mensuration
5.1.
5.2.
5.3.
5.4.
5.5.

area of parallelogram and trapezium
problems involving perimeter and area of plane figures
volume and surface area of prism and cylinder
2
2
3
3
conversion between cm and m , and between cm and m
problems involving volume and surface area of composite
solids(a) Make connections between the area of a parallelogram and that of a rectangle,
and between the area of a trapezium and that of a parallelogram, e.g. using
paper folding/cutting.
(b) Identify the height corresponding to any given side of a triangle or quadrilateralthat is taken as the base.
(c) Visualise and sketch 3D shapes from different views.
(d) Visualise and draw the nets of cubes, cuboids, prisms and cylinders for the
calculation of surface area.

G7. Problems in real-world contexts
7.1.
7.2.
7.3.

solving problems in real-world contexts (including floor plans,surveying, navigation, etc) using geometry
interpreting the solution in the context of the problem
identifying the assumptions made and the limitations of thesolution

STATISTICS AND PROBABILITY(a) Work on tasks that incorporate some or all elements of the mathematicalmodelling process.

Students should have opportunities to:

S1. Data analysis
1.1.

1.2.
1.3.

analysis and interpretation of:• tables• bar graphs• pictograms• line graphs• pie charts
purposes and uses, advantages and disadvantages of thedifferent forms of statistical representations
explaining why a given statistical diagram leads tomisinterpretation of data

N(A)-Level Mathematics(a) Construct tables, bar graphs, pictograms, line graphs and pie charts from given
data.
(b) Work collaboratively on a task to:• collect and classify data
• present data using an appropriate statistical representation (including
the use of software)• analyse data(c) Compare various statistical representations and justify why a particular
representation is more suitable than others for a given situation.
(d) Use data to make informed decisions, predictions and inferences.

59

Content

Learning Experiences

Secondary Two
NUMBER AND ALGEBRA

Students should have opportunities to:

N2. Ratio and proportion
2.8.
2.9.

map scales (distance and area)
direct and inverse proportion(a) Interpret the various scales used on maps, floor plans and other scaledrawings, and calculate the actual distance/length and area.
(b) Work in groups to make a scale drawing of an existing or dream classroom/
bedroom and explain the choice of the scale used.
(c) Discuss examples of direct and inverse proportion and explain the concepts
using tables, equations and graphs.

N5. Algebraic expressions and formulae
5.8.

5.9.
5.10.
5.11.

5.12.
5.13.

simplification of linear expressions with fractional coefficientssuch as2 x 3( x − 5)−32
expansion of the product of two linear expressions
use brackets and extract common factors
use of:(a + b) 2 =a 2 + 2ab + b 2••(a − b) 2 =a 2 − 2ab + b 2•

a 2 − b 2 = (a + b)(a − b)(a) Use algebra manipulatives, e.g. algebra discs to explain the process of
expanding the product of two linear expressions of the form px + q , where p
and q are integers, to obtain a quadratic expression of the form ax 2 + bx + c .
TMTM(b) Use the AlgeDisc application in AlgeTools , to factorise a quadratic
expression of the form ax 2 + bx + c into two linear factors where a , b and c
are integers.
(c) Work in groups to identify and explain some common errors in algebraic
manipulations, such as ( x + y )2=x 2 + y 2 .

factorisation of quadratic expressions ax 2 + bx + c
multiplication and division of simple algebraic fractions such as 3a  5ab  2 
 4b  3 

3a 9a 2
÷
4 10

N(A)-Level Mathematics

60

Content

Learning Experiences

Secondary Two
NUMBER AND ALGEBRA

Students should have opportunities to:

N6. Functions and graphs
6.1.
6.2.
6.3.
6.4.
6.5.

Cartesian coordinates in two dimensions
graph of a set of ordered pairs as a representation of a
relationship between two variables
linear functions =y ax + bgraphs of linear functions
the gradient of a linear graph as the ratio of the verticalchange to the horizontal change (positive and negative
gradients)(a) Play games, e.g. Battleship Game, that involve the use of 2D Cartesian
coordinates to specify points.
(b) Use a function machine to generate input and output values to illustrate theconcept of function as “only one output for every input” and represent thefunction in verbal, tabular, graphical and algebraic forms.
(c) Use a linear function to represent the relationship between two variables(such as distance and time when the speed is constant), show the
relationship graphically and identify that the rate of change is the gradient of
the graph.
(d) Use a spreadsheet or graphing software to study how the graph of =y ax + bchanges when either a or b varies.

N7. Equations and inequalities
7.4.
7.5.
7.6.
7.7.

solving linear equations in one variable (including fractionalcoefficients)
concept and properties of inequality
solving simple inequalities in the form ax ≤ b , ax ≥ b , ax < band ax > b , where a and b are integers.
solving simple fractional equations that can be reduced tolinear equations such as
x
3

+
3

x−2

7.8.
7.9.

7.10.

x−2
4

3
=

(a) Formulate inequalities from real-world contexts.
(b) Use Graphmatica, applets or other software to draw the graph of ax + by =c(a straight line), check that the coordinates of a point on the straight line
satisfy the equation, and explain why the solution of a pair of simultaneous
linear equations is the point of intersection of two straight lines.
(c) Draw the lines x = a and y = b , and describe the lines and their gradients.
TMTM(d) Use the AlgeBar application in AlgeTools to formulate linear equations tosolve problems (Students can draw models to help them formulate
equations.)=6

graphs of linear equations in two variables ( ax + by =c)solving simultaneous linear equations in two variables by:• substitution and elimination methods• graphical method
formulating a linear equation in one variable or a pair of linear
equations in two variables to solve problems

N(A)-Level Mathematics

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Content

Learning Experiences

Secondary Two
NUMBER AND ALGEBRA

Students should have opportunities to:

N8. Problems in real-world contexts
8.1.

8.2.
8.3.
8.4.

solving problems based on real-world contexts:• in everyday life (including travel plans, transportschedules, sports and games, recipes, etc)
• involving personal and household finance (including
simple interest, taxation, instalments, utilities bills, money
exchange, etc)
interpreting and analysing data from tables and graphs,
including distance-time and speed-time graphsinterpreting the solution in the context of the problem
identifying assumptions made and the limitations of thesolution(a) Examine and make sense of data in a variety of contexts (including real data
presented in graphs, tables and formulae/equations).
(c) Work on tasks that incorporate some or all of the elements of themathematical modelling process.

Content

Learning Experiences

Secondary Two
GEOMETRY AND MEASUREMENT

Students should have opportunities to:

G1. Angles, triangles and polygons
1.5.

1.6.
1.7.
1.8.
1.9.

properties of special quadrilaterals and regular polygons(pentagon, hexagon, octagon and decagon) including
symmetry properties
classifying special quadrilaterals on the basis of theirproperties
angle sum of interior and exterior angles of any convex
polygonproperties of perpendicular bisectors of line segments andangle bisectors
construction of simple geometrical figures from given data(including perpendicular bisectors and angle bisectors) using
compasses, ruler, set squares and protractors, whereappropriate

N(A)-Level Mathematics(a) Use GSP or other dynamic geometry software to explore a given type ofquadrilateral (e.g. parallelogram) to discover its properties, e.g. diagonals of aparallelogram bisect each other.
(b) Investigate the sum of the interior and exterior angles of polygons and obtainthe formulae for them.
(c) Recognise symmetric properties (rotational and line symmetry) in some special
quadrilaterals and regular polygons.
(d) Justify whether a mathematical statement is true or false.
(e) Use GSP or other dynamic geometry software to construct and study theproperties of the perpendicular bisector of a line segment and the bisector ofan angle.

62

Content

Learning Experiences

Secondary Two
GEOMETRY AND MEASUREMENT

Students should have opportunities to:

G2. Congruence and similarity
2.1.
2.2.
2.3.

congruent figuressimilar figuresproperties of similar triangles and polygons:• corresponding angles are equal• corresponding sides are proportional
G4. Pythagoras’ theorem and trigonometry(a) Examine the pictures of two congruent figures and check if one figure can bemapped onto the other under translation, rotation and reflection.
(b) Identify similar triangles/rectangles from cut-outs of triangles/rectangles andexplain why they are similar.

4.1.
4.2.

(a) Either (i) use a string of length 12 units (e.g. 1 unit = 10 cm) to form a rightangled triangle with sides of whole-unit lengths (e.g. 3 units, 4 units and 5
units) and find out if there is a relationship between the three sides;or (ii) use cut-out pieces of two squares with sides of 3 units and 4 units
respectively to form a square of sides 5 units.

use of Pythagoras’ theorem
determining whether a triangle is right-angled given thelengths of three sides

G5. Mensuration
5.6.

volume and surface area of pyramid, cone and sphere(a) Visualise and make connections between the volumes of pyramid and cone,
and the volumes of pyramid/cone and the related prism/cylinder.
(b) Make sense of the formulae for the volume and surface area of a sphere, e.g.
by relating to the formulae for the volume and curved surface area of therelated cylinder.

G7. Problems in real-world contexts
7.1.
7.2.
7.3.

solving problems in real-world contexts (including floor plans,surveying, navigation, etc) using geometry
interpreting the solution in the context of the problem
identifying the assumptions made and the limitations of thesolution

N(A)-Level Mathematics(a) Work on tasks that incorporate some or all elements of the mathematicalmodelling process.

63

Content

Learning Experiences

Secondary Two
STATISTICS AND PROBABILITY

Students should have opportunities to:

S1. Data analysis
1.4.

1.5.
1.6.
1.7.
1.8.
1.9.

analysis and interpretation of:• dot diagrams• histograms• stem-and-leaf diagrams
purposes and uses, advantages and disadvantages of thedifferent forms of statistical representations
explaining why a given statistical diagram leads tomisinterpretation of datamean, mode and median as measures of central tendency fora set of data
purposes and uses of mean, mode and mediancalculation of the mean for grouped data(a) Construct dot diagrams, histograms (including equal and unequal classintervals) and stem-and-leaf diagrams from given data.
(b) Predict, observe and explain how the different measures of central tendency
are affected by changing data values.
(c) Discuss the appropriate use of the measures of central tendency in different
contexts.

S2. Probability
2.1.
2.2.

probability as a measure of chanceprobability of single events (including listing all the possible
outcomes in a simple chance situation to calculate theprobability)

N(A)-Level Mathematics(a) Discuss the concept of probability (or chance) using everyday events, including
simple experiments, e.g. tossing a coin, and use language such as “certain”,“likely” and “unlikely”.
(b) Compare and discuss the experimental and theoretical values of probability
using computer simulations.

64Content

Learning Experiences

Secondary Three/FourNUMBER AND ALGEBRA

Students should have opportunities to:

N1. Numbers and their operations
1.8.
use of standard form A× 10n , where n is an integer, and
1 ≤ A < 10
1.9.
positive, negative, zero and fractional indices1.10. laws of indices(a) Discuss examples of very large and very small numbers, e.g. world populationin billions ( 109 ) and size of atom in nanometres ( 10−9 ), and express thenumbers in standard form.
(b) Describe and compare numbers written in index form, e.g. “Which is greater,
210 or 102 ?”, and explain how to multiply and divide such numbers using thelaws of indices.

N5. Algebraic expressions and formulae
5.14.

factorisation of linear expressions of the formax + bx + kay + kby
5.15.
5.16.
5.17.
5.18.

(a) Work in groups to identify and explain common errors in algebraic fractions.

expansion of the product of algebraic expressionschanging the subject of a formulafinding the value of an unknown quantity in a given formula
addition and subtraction of algebraic fractions with linear or
quadratic denominator such as12+x−2 x−3
12+
x2 − 9 x − 3
12+
x − 3 ( x − 3) 2

N6. Functions and graphs
6.6.
6.7.

quadratic functions y = ax 2 + bx + cgraphs of quadratic functions and their properties:2

6.8.

• positive or negative coefficient of x
• maximum and minimum points• symmetry
graphs of power functions y = ax n , where n = −2, −1, 0, 1, 2, 3,
and simple sums of not more than three of theseN(A)-Level Mathematics(a) Show graphically the relationship between the area of a square and the lengthof its side, and explain that the relationship is a function, but not a linear
function.
(b) Use a spreadsheet or graphing software to study how the graph ofy = ax 2 + bx + c changes when either a, b or c varies.
(c) Use Graphmatica or other graphing software to explore the characteristics ofvarious functions.
(d) Work in groups to match and justify sketches of graphs with their respectivefunctions.

65

Content

Learning Experiences

Secondary Three/FourNUMBER AND ALGEBRA

Students should have opportunities to:graphs of exponential functions y = ka , where a is a positive
integer
6.10. estimation of the gradient of a curve by drawing a tangent
N7. Equations and inequalities
7.11. solving quadratic equations in one variable by:• factorisation• use of formula
x

6.9.

•

(a) Explain why there are no real solutions to a quadratic equation y = ax 2 + bx + c
when b 2 − 4ac is negative.

completing the square for y = x 2 + px + q• graphical method
solving fractional equations that can be reduced to quadratic
equations such as
6
= x+3
x+4
1
2
+
=
5
x−2 x−3
7.13. formulating a quadratic equation in one variable to solve
problems
N8. Problems in real-world contexts
7.12.

8.1.

8.2.
8.3.
8.4.

solving problems based on real-world contexts:• in everyday life (including travel plans, transportschedules, sports and games, recipes, etc)
• involving personal and household finance (including
simple and compound interest, taxation, instalments,
utilities bills, money exchange, etc)
interpreting and analysing data from tables and graphs,
including distance-time and speed-time graphsinterpreting the solution in the context of the problem
identifying assumptions made and the limitations of thesolution

N(A)-Level Mathematics(a) Examine and make sense of data in a variety of contexts (including real data
presented in graphs, tables and formulae/equations).
(b) Work on tasks that incorporate some or all of the elements of the mathematicalmodelling process.

66

Content

Learning Experiences

Secondary Three/FourGEOMETRY AND MEASUREMENT

Students should have opportunities to:

G2. Congruence and similarity
2.4.
2.5.
2.6.

enlargement and reduction of a plane figure
scale drawings
solving simple problems involving congruence and similarity(a) Identify and suggest applications of congruency and similarity in real-worldcontexts, e.g. photocopying, tessellation patterns, etc.

G3. Properties of circles
3.1.

3.2.

symmetry properties of circles:• equal chords are equidistant from the centre• the perpendicular bisector of a chord passes through thecentre• tangents from an external point are equal in length• the line joining an external point to the centre of the circle
bisects the angle between the tangents
angle properties of circles:• angle in a semicircle is a right angle• angle between tangent and radius of a circle is a rightangle• angle at the centre is twice the angle at the circumference• angles in the same segment are equal• angles in opposite segments are supplementary(a) Use paper folding to visualise symmetric properties of circles, e.g. theperpendicular bisector of a chord passes through the centre.
(b) Use GSP or other dynamic geometry software to explore the properties ofcircles, and use geometrical terms correctly for effective communication.

G4. Pythagoras’ theorem and trigonometry
4.3.

4.4.
4.5.

use of trigonometric ratios (sine, cosine and tangent) of acuteangles to calculate unknown sides and angles in right-angled
triangles
extending sine and cosine to obtuse angles
1
use of the formula ab sin C for the area of a triangle
2

N(A)-Level Mathematics(a) Discuss the use of trigonometric ratios in real life, e.g. finding the height of atree/building by measuring the angle of elevation with a clinometer.
(b) Visualise height, north direction and right-angled triangle, etc. from 2D
drawings of 3D situations.
(c) Use the sine and cosine rules to articulate the relationships between the sides
and angles of a triangle e.g. the lengths of the sides are proportional to sine of
the corresponding angles, Pythagoras theorem is a special case of the cosine

67

Content

Learning Experiences

Secondary Three/FourGEOMETRY AND MEASUREMENT
4.6.
4.7.

use of sine rule and cosine rule for any triangle
problems in two and three dimensions including those
involving angles of elevation and depression and bearings
G5. Mensuration
5.7.
5.8.
5.9.
5.10.

arc length as fraction of the circumference and sector area as
fraction of the area of a circle
area of a segment
use of radian measure of angle (including conversion between
radians and degrees)
problems involving the arc length, sector area of a circle andarea of a segment

Students should have opportunities to:rule, etc.

(a) Find the arc length and sector area by considering them as fractions of thecircumference and area of circle respectively.
(b) Visualise the size of an angle of 1 radian and estimate the size of angles inradians.

G6. Coordinate geometry
6.1.
6.2.
6.3.
6.4.

finding the gradient of a straight line given the coordinates of
two points on it
finding the length of a line segment given the coordinates of
its end points
interpreting and finding the equation of a straight line
geometric problems involving the use of coordinates(a) Extend their intuitive understanding of gradient as ratio of vertical change tohorizontal change to a formal treatment using the coordinates of two points on
the line.
(b) Use GSP or other dynamic geometry software to explore and describe thegradients of straight lines, including the gradient of a vertical line as undefined,
and to investigate how the signs of y2 – y1 and x2 – x1 affect the sign of thegradient of a straight line.

G7. Problems in real-world contexts
7.1.
7.2.
7.3.

solving problems in real-world contexts (including floor plans,surveying, navigation, etc) using geometry
interpreting the solution in the context of the problem
identifying the assumptions made and the limitations of thesolution

N(A)-Level Mathematics(a) Work on tasks that incorporate some or all elements of the mathematicalmodelling process.

68Content

Learning Experiences

Secondary Three/FourSTATISTICS AND PROBABILITY
S1. Data analysis
1.10. quartiles and percentiles
1.11. range, interquartile range and standard deviation as measuresof spread for a set of data
1.12. analysis and interpretation of:• cumulative frequency diagrams• box-and-whisker plots
1.13. calculation of the standard deviation for a set of data (groupedand ungrouped)
1.14. using the mean and standard deviation to compare two sets ofdata
S2. Probability
2.3.
probability of simple combined events (including using
possibility diagrams and tree diagrams, where appropriate)
2.4.
addition and multiplication of probabilities(mutually exclusive events and independent events)

N(A)-Level Mathematics

Students should have opportunities to:(a) Compare the means and standard deviations of two sets of data.
(b) Discuss examples of inappropriate representations of data from newspapers
and other sources, e.g. whether certain representations are misleading.

(a) Discuss and differentiate between mutually exclusive and non-mutually
exclusive events, and between independent and dependent events.

69