LESOTHO GENERAL CERTIFICATE

OF SECONDARY EDUCATION

Lesotho General Certificate of Secondary Education

Syllabus

Mathematics
0178

For examination in November 2018

National Curriculum Development Centre

in collaboration with
Examinations Council of Lesotho
Lesotho Senior Certificate Mathematics. Examination in 2018.

1. Introduction
The Lesotho Senior Certificate Mathematics curriculum is designed for Senior Secondary level of
education. It places emphasis on broad and balanced study across a wide range of subject areas.
The curriculum has been adopted from IGCSE Mathematics (0580). It is structured to provide
candidates with both practical skills and theoretical knowledge. It lays a solid foundation for pre-
tertiary qualifications as well as prepares candidates for a world-wide employment should they
decide to do so: as a proof of mathematical knowledge and understanding. The curriculum is
organised into the Core and Extended. The core curriculum is meant for candidates who do not
intend to pursue mathematically related careers, while the extended curriculum is suitable for
those candidates who have an inclination towards mathematically related careers, as well as more
able candidates. Lesotho IGCSE certificates prepare candidates for post-senior secondary
qualifications such as AS and A-Level Mathematics or equivalent qualifications.

The curriculum builds on the Junior Certificate Mathematics Curriculum. Any repetition in content
is meaningful; it is meant to refine candidates’ mathematical competences. Candidates who study
the LGCSE Mathematics should have studied the Junior Certificates Mathematics or equivalent.

Learning hours
The LGCSE Mathematics curriculum was designed on the assumption that candidates have about
five hours per week during their duration of the course.

Availability
Lesotho Senior Certificate Mathematics Examination will be examined in October /November
examination sessions. It is available to all candidates, including private candidates.

2. SYLLABUS AIMS AND OBJECTIVES

The syllabus demands candidates to show understanding of basic mathematical concepts and their
applications, together with an ability to show this by clear expression and careful reasoning.

In the examination, importance will be attached to skills in algebraic manipulation and to

numerical accuracy in calculations.

2.1 Syllabus Aims

The syllabus aims to enable candidates to:

• develop their mathematical knowledge and confidence by developing a feel for numbers,
patterns and relationships;

• Develop an ability to apply mathematical skills in other subjects, particularly in science and
technology.
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 • increase intellectual curiosity, develop mathematical language as a means of
communication and investigation and explore mathematical ways of reasoning;

• acquire and apply skills and knowledge relating to number, measure and space in
mathematical situations that they will meet in life;

• acquire a foundation appropriate to a further study of Mathematics and skills and

knowledge pertinent to other disciplines;

• appreciate the pattern, structure and power of Mathematics and derive satisfaction,
enjoyment and confidence from the understanding of concepts and the mastery of skills.

2.2 Assessment Objectives

The assessment objectives in Mathematics are mainly:

• A -Mathematical skills and techniques

• B -Applying mathematical techniques to solve problems

The objectives are reflected in the descriptions bellow.

A – Mathematical skills and techniques

The examination assesses the ability of candidates to:

1. recognise the appropriate mathematical procedures for a given situation

2. perform calculations by suitable methods, with and without a calculating aid

3. use the common systems of units

4. estimate, approximate and use appropriate degrees of accuracy in context and convert
between equivalent numerical form

5. interpret, use and present information in written, graphical, diagrammatic and tabular
form

6. use geometrical instruments and electronic calculator to solve mathematical problems

7. recognise and apply spatial relationships in two and three dimensions

8. recognise patterns and structures in a variety of situations and form and justify
generalisations

9. understand and use mathematical language and symbols and present mathematical
arguments in a logical and clear manner

10. apply and interpret Mathematics in a variety of situations, including daily life

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 B – Applying mathematical techniques to solve problems

In questions which are set in context and/or which require a sequence of steps to solve,
candidates should be able to;

1. make logical deductions from a given mathematical situation.

2. recognise patterns and structures in a variety of situations, and form generalisations.

3. Respond to a problem relating to a relatively unstructured situation by translating it into an

appropriately structured form.

4. Analyse a problem, select a suitable strategy and apply an appropriate technique to obtain
its solution

5. Apply combinations of mathematical skills and techniques in problem solving

6. Set-out mathematical work, including the solution of problems in a logical and clear form
using appropriate symbols and technology.

7. formulate problems into mathematical terms, select, apply and communicate appropriate
techniques of solution and interpret the solutions in terms of the problems.

3. THE CRITERIA OF ASSESSMENT

Candidates who have studied the core content of the curriculum sit papers 1 &3. Those who have
studied the extended curriculum sit papers 2 & 4. Grades available for the Core curriculum are C,
D, E, F and G while for the Extended curriculum are A*A, B, C, D, E, F, and G.

CORE EXTENDED
Paper 1 1 Hour Paper 2 1 ½ hours

Short answer questions Short answer questions

Candidates answer all questions Candidates answer all questions

60 marks Weighting 35% 70 marks Weighting 35%

Paper 3 2 hours Paper 4 2 ½ hours

Structured questions Structured questions

Candidates answer all questions Candidates answer all questions

100 marks Weighting 65% 130 marks Weighting 65%

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 The weighting of the assessment objectives in the question papers

Each paper may contain questions on any part of the relevant syllabus in the proportion reflected
in the tables below.

Question Total Marks Weighting of Assessment Objective

papers

A B
Paper 1 60 44 - 50 10 - 16
Paper 2 70 28 - 35 35 – 42
Paper 3 100 76 – 86 14 - 24
paper 4 130 52 - 65 65 - 78

% distribution of assessment objectives

Curriculum options
A B
Core ( 1 & 3 75 - 85 15 - 25
Extended ( 2 & 4) 40 - 50 50 -60

The weighting of the assessment of different areas of the syllabus is set out below.

Syllabus area % Weighting for syllabus areas

Core (Paper 1 &3) Extended (Paper 2 & 4)
Number 30-35 15-20
Algebra 20-25 35-40
Space and shape 30-35 30-35
Stats &probability 10-15 10-15

CALCULATION AIDS

Papers 1, 2 – the use of all calculating aids is prohibited.

Papers 3, 4 – all candidates should have a silent non- programmable electronic calculator with
trigonometric functions. Unless stated otherwise within an individual question, three figure accuracy will be
required. This means that four figure accuracy should be shown throughout the working, including cases
where answers are used in subsequent parts of the question. Premature approximation will be penalised,
where appropriate. In Papers 3 and 4, candidates with suitable calculators are encouraged to show the
explicit expressions before punching the calculator’s key. They are also encouraged to use the value of ʋ
from their calculators. The value of ʋ will be given as 3.142 to 3 decimal places for use by candidates.

Units

SI units will be used in questions involving mass and measures: the use of the centimetre will continue.

Both the 12-hour clock and the 24-hour clock may be used for quoting times of the day. In the 24-
hourclock, for example, 3.15 a.m. will be denoted by 03 15; 3.15 p.m. by 15 15 p.m, noon by 12 00 and
midnight by 24 00. Candidates will be expected to be familiar with the solidus notation for the expression
of compound units, e.g. 5 cm/s for 5 centimetres per second, 13.6 g/cm3 for 13.6 grams per cubic
centimetres.
Mathematical Instruments
Apart from the usual mathematical instruments, candidates may use flexicurves in this examination.

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 4. SYLLABUS CONTENT
Topic or Theme
Candidates should be able to:
CORE EXTENDED Notes to a teacher
1. Number

• use directed numbers in practical Teachers can use examples

situations. such as the temperature
change, cliffs, pit latrines and
• use natural numbers, integers tide levels.
(positive, negative and zero), prime
numbers, composite numbers, Emphasise uses of the prime
common factors and common factorized form of a number.
multiples, rational and irrational E. g Finding the LCM and
numbers, real numbers; HCM

• continue given number sequences, • generalise simple algebraic

recognise patterns within and across statements (including expressions
different sequences and generalise to for the nth term of the form
simple algebraic statements an p + bn p −1 + cn p − 2 where a, b
(including expressions for the nth and c are integers and 2 ≤ p ≤ 3 .
term of the form an2 + bn + c, where
a= 1) relating to such sequences;

• calculate squares, square roots,

cubes and cube roots of numbers.

2. Vulgar and decimal fractions and percentages

• use the language and notation of
simple vulgar and decimal fractions and
percentages in appropriate contexts;
• recognise equivalence and convert
between these forms.
3. Ordering
• order quantities by magnitude and
demonstrate familiarity with the symbols
=, т, >, <, ч,ш

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4. Basic Operations
use basic operations for calculations; NB: + and – are at the same
• with whole numbers, decimal level of precedence, much as
fractions vulgar (and mixed) fractions × and ÷
and directed numbers involving the
correct ordering of operations and
use of brackets.
5. Estimations and limits of accuracy Notes to a teacher
• make estimates of numbers,
quantities and lengths, give
approximations to specified numbers
of significant figures and decimal
places, and round off answers to a
reasonable accuracy in the context of
a given problem. • obtain appropriate upper and e.g Measured lengths
lower bounds to solutions of
• give appropriate upper and lower
simple problems given data to a e.g. the calculation of the
bounds for data given to a specified
specified accuracy. perimeter or the area of a
accuracy.
rectangle

6. Indices and Standard Form

• use and interpret positive, negative, • use and interpret negative
zero and +ve fractional indices with
fractional indices e. g
1 as a numerator.
where p, q ∈ Z
• use the standard form A × 10n where • solve equations involving indices.
n is an integer, and 1 ч A < 10.

7. Algebraic representation and manipulation

• use letters to express generalized Review of directed numbers
numbers may
help in teaching the topic.
• express basic arithmetic processes
algebraically

• substitute numbers for words and

letters in formulae

• manipulate simple algebraic

expressions

• use brackets and extract common

factors

• expand products of algebraic • factorise expressions of the form

expressions ax 2 + bx+ c where a is an
integer
• factorise expressions of the form
a) ax + ay
b) ax + bx+ kay+ kby
c) a 2x 2 – b 2y 2
d) a 2 + 2ab + b 2

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 e) ax 2 + bx+ c where a = 1

• simplify algebraic expressions • simplify fractional expressions

(fractions) with a numeric with algebraic denominators.
denominator 1 2
e. g +
x x−4 x−2 x−3
e. g +
3 2 x 2 − 2x
or
2x 2 − 7 x + 6

8. Geometrical Constructions & Loci Notes to a teacher

• measure lines and angles;

• construct simple geometrical figures

from given data, angle bisectors and
perpendicular bisectors using a
protractor or a set square as
necessary.

• read and make scale drawings.

• use the following loci and the • describe sets of points in three
method of intersecting loci to dimensions
construct sets of points in two
dimensions which are;
a) at a given distance from a given
point,
b) at a given distance from a given
straight line,
c) equidistant from two given (c) &(d) using straight edge
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points; and compasses only
d) equidistant from two given
intersecting straight lines.

9. Bearings
• interpret and use three-figure
bearings measured clockwise from
the north line (i.e. 000°–360°).

• Represent 2-stage journey • represent a 3-stage journey

diagrammatically diagrammatically

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10. Geometrical terms and relationships
• use, interpret and relate the
geometrical terms: point, line, plane,
parallel, perpendicular, right angle,
acute, obtuse and reflex angles,
interior and exterior angles, regular
and irregular polygons, pentagons,
hexagons, octagons, decagons;
similarity and congruence

• use and interpret vocabulary of

triangles, circles, special
quadrilaterals. Use of models and nets may
enhance understanding
• use and interpret vocabulary of
simple solid figures: cube, cuboid,
prism, cylinder, pyramid, cone, and
sphere.

11. Symmetry
• recognise line and rotational
symmetry (including the order of
rotational symmetry) in two
dimensions,
• recognise properties of triangles, • use the following symmetry
quadrilaterals and circles directly properties of circles:
related to their symmetries. (a) equal chords are equidistant from
• recognise symmetry properties of the centre;
prisms (including cylinder) and the (b) the perpendicular bisector of a
pyramid (including cone). chord passes through the centre;

12. Angle Notes to a teacher

• calculate unknown angles and give • calculate unknown angles and give
simple explanations using the following simple explanations using the
geometrical properties: following geometrical properties:

a) angles on a straight line;

b) angles at a point;
c) vertically opposite angles;
d) angles formed by parallel lines;
e) angle properties of triangles and
f) angles properties of
quadrilaterals; (j) angle properties of irregular
g) angle properties of regular polygons
polygons; k) angle at the centre of a circle
h) angle in a semi-circle is a right is twice the angle at the
angle; circumference;
i) angle between tangent and l) angles in the same segment
radius of a circle is a right angle. are equal;
m) angles in opposite segments
are supplementary;

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 n) tangents from an external
point are equal in length;
o) alternate segment theorem
p) intersecting chord theorem
13. Ratio, Proportion, Rate Notes to a teacher
• demonstrate an understanding of the • demonstrate an understanding of
elementary ideas of; the elementary ideas of inverse
a) ratio (including notation) proportion
b) direct proportion
c) common measures of rate
• divide a quantity in a given ratio;
• use ratios and proportions in
practical situations. E .g scale used in
maps
• calculate average speed; • express direct and inverse
variation in algebraic terms and
use this form of expression to find
unknown quantities.
14. Percentages
• calculate a given percentage of a
quantity.
• express one quantity as a percentage
of another.
• calculate percentage increase or • carry-out calculations involving e.g. finding the cost price
decrease. reverse percentages. given the selling price and
the percentage profit /loss
15. Use of an electronic calculator
• use an electronic calculator efficiently. Learners should be
• apply appropriate checks of accuracy. encouraged to estimate
and verify outcomes

16. Measures
• use current units of mass, length,
area, volume and capacity in practical
situations.
• express quantities in terms of larger
or smaller units.
• calculate times in terms of the 12-
hour and 24-hour clock.
• read clocks, dial and timetables. e.g speedometer, petrol
gauge, paraffin gauge and
weighing scales
17. Mensuration Notes to a teacher
• solve problems involving; Use of models and nets may
a) the perimeter and area of a be useful to enhance
rectangle and triangle, visualization and
b) the area of a parallelogram and a understanding.
trapezium,
c) the circumference and area of a Exposure to varied situations
circle, involving combinations of
d) arc length and sector area as different solids is
fractions of the circumference encouraged.
and area of a circle, Candidates should be
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 e) the surface area and volume of a • Solve problems involving prism, encouraged to show the
cuboid, cylinder and a triangular sphere, pyramid and cone explicit expression to be
prism. (formulae will be given for the evaluated before punching
sphere, pyramid and cone), calculators’ keys.

18. Similarity and Congruency

• give explanations and solve Candidates should be
problems involving similarity and encouraged to express
congruency; themselves clearly using
• use the relationships between: mathematical terms.
a) areas of similar figures
(including triangles) Candidates are expected to
b) volumes of similar solids show that two figures are
similar or congruent
19. Personal and household finance
• extract data from tables and charts
to solve problems involving money.
• calculate using money and convert
from one currency to another.
• use given data to solve problems on • use given data to solve problems § r ·
n

on compound interest up to the Use A = P¨1 + ¸

personal and household finance © 100 ¹
involving earnings, simple interest, nth term (knowledge of formula is
compound interest (up to the third required).
term), discount, profit and loss.

20. Solutions of Equations

• solve simple linear equations in one
unknown;
• solve fractional equations with solve fractional equations with
numerical denominator (s) algebraic denominators;
• transform simple formulae • transform more complicated
• solve simultaneous linear equations formulae; NB: Other methods of solving
in two unknowns, using substitution • solve by substitution a pair of simultaneous equations are
and elimination method. simultaneous equations of which treated under relevant
one is linear and one is quadratic. topics (graphs, matrices)
• construct linear equations in one • construct equations leading to
unknown from given situations. quadratic equations from given
situations.

• solve quadratic equations by • solve quadratic equations (where

factorisation where a=1 a is an integer ) by factorisation
and by use of the formula or by
completing the square.
21. Relations and Function Notation

• find the input and output of linear • use the given inputs and outputs
and quadratic mappings to express quadratic mappings
• use the given inputs and outputs to algebraically
express linear mappings algebraically

• recognise a function as a special • use function notation to describe e.g f(x) = 3x – 5 for the

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 relation and evaluate simple functions function or f: xї3x о 5
and their inverses
x+5
• evaluate simple functions using • manipulate simple functions to fо1(x) =
appropriate notations form composite functions 3
• Evaluate composite functions x+5
or fо1: x ї
3

f(x) = x 2 − 1 g(x) = 2 x + 1

then fg(x) = (2 x + 1) 2 − 1

22. Graphs of Functions

• demonstrate familiarity with
Cartesian coordinates in two
dimensions and plot given points;
• draw linear graphs from given Emphasise labeling of axes.
coordinates and find the gradient
from the graph; Application of graphs to
• calculate the gradient of a straight practical situations are not to
line from the coordinates of two be
points on it; included in this topic.
• interpret and obtain the equation of
a straight line graph in the form
y = mx + c;
• calculate the length and the
coordinates of the midpoint of a line
segment from the coordinates of its construct tables of values and draw
end points graphs for functions of the form:
• construct tables of values and draw ax n where a is a rational constant and
graphs for functions of the form: n = -2,-1, 0, 1, 2, 3 and simple sums of 1
e.g y = x 2 +
y = mx + c not more than three of these; x2
y = x2 + bx + c and ka x where a is a positive Including linear simultaneous
integer; equations.

• interpret graphs • interpret graphs of quadratic,

reciprocal and exponential
• solve linear simultaneous equations by functions;
graphical methods to obtain approximate • solve graphically a pair of
solutions; simultaneous equations of which
one is linear and one is quadratic
• solve other equations graphically
• estimate gradients of curves by
drawing tangents.

23. Graphs in practical situations

• draw graphs using data from
practical situations;
• interpret and use linear graphs in
practical situations.
• use and interpret travel and • apply the idea of rate of change
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 conversion graphs. to easy kinematics involving
distance-time and speed-time
graphs, acceleration and
retardation;
• calculate distance travelled as
area under a linear speed-time
graph

24. Set language and notation

• use set language and notation, to
describe sets e.g.
A = { x : x is a natural number}
B = {(x, y): y = mx + c}
C = {x : aч x чb}
D = {a, b, c... }

• use set language, notation, and Venn • use set language, notation, and
diagrams , to describe sets and Venn diagrams , to describe sets
represent relationships between two and represent relationships
sets as follows: between three sets .
A ∪ B : Union of A and B
A ∩ B : Intersection of A and B
n (A) : Number of elements in set A
∈ “ . . . is an element of . . . ”
∉ “. . . is not an element of. ”
A’ : Complement of set A Core questions will not
Ø: The empty set include more than one
{ }:empty set complement.

ߝǣ
Universal set Learners should be
A ⊆ B :A is a subset of B encouraged to always verify
A ⊂ B : A is a proper subset of B their results
A ⊄ B : A is not a subset of B
A ⊄ B : A is not a proper subset of B
25. Inequalities and linear programming Notes to a teacher
• solve simple linear inequalities in
one variable.
• represent and solve linear
inequalities in one or two
variables graphically.
• solve simple linear programming Candidates are expected to
problems with up to four linear always shade the unwanted
constraints of which two are the region and leave the wanted
axes or parallel to the axes region clear, unless
otherwise stated.
26. Pythagoras and Trigonometry
• use Pythagoras Theorem and the
sine, cosine and tangent ratios for
acute angles to the calculation of a
side or of an angle of a right-angled
triangle; • solve trigonometric problems in Practice on problems

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• solve trigonometric problems in two two dimensions including those involving elevation and
dimensions including those involving involving angles of elevation and depression are encouraged.
bearings; depression; Exposure to varied situations
problems is encouraged.
• extend sine and cosine ratios to
angles between 90° and 180°; Calculations of the angle
solve problems in two dimensions between two planes or of
using the sine and cosine rules for the angle between a straight
any triangle and the line and plane will not be
trigonometric formula for the required.

area of a triangle e.g (1/2)(ab)sinC

• solve simple trigonometric

problems in three dimensions.
27. Statistics
• collect, classify and tabulate Data can be drawn from a
statistical data; read, interpret and variety of sources such as
draw simple inferences from tables accounts and business
and statistical diagrams; studies.
• construct and use bar charts, pie
charts and pictograms.
• calculate the range, mean, median
and mode for individual data and
distinguish between the purposes for
which they are used;
• construct and use frequency tables • construct and use frequency
for ungrouped data to calculate the table for grouped data to
mean and the median, and to estimate the mean and the
identify the mode. median, and to identify the modal
class.
• for continuous and grouped data;
a) use frequency density to
construct and read
histograms with equal and
unequal intervals;
b) construct and use frequency
polygons and cumulative
frequency diagrams; estimate
the median, percentiles,
quartiles and inter-quartile
range
28. Probability

• calculate the probability of a single

event as either a fraction or a decimal
(not a ratio); • demonstrate understanding of
•demonstrate understanding of the probability involving;
independent events; (a) mutually exclusive events.
(b) dependent (conditional)
events
• calculate the probability of simple • calculate the probability of simple
combined events using possibility combined events using tree
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 • use the sum and difference of Vectors will be represented
two vectors to express given as or a and their
calculate the magnitude of a vector vectors in terms of two co-planar magnitudes
vectors, use position vectors. denoted by modulus signs,
x • solve vector equations in two
y as ξ x2 + y 2 unknowns. e.g. I AB I or IaI.

In all their answers to

questions candidates are
expected to indicate a in
some definite
way, e.g. by an arrow or by
underlining, thus or a;
30. Matrices
• display information in the form of a
matrix of any order.
• solve problems involving the
calculation of the sum and difference
of two matrices, and interpret the
results.

• calculate the product of a scalar • calculate the product of two

quantity and a matrix; matrices.
• solve problems involving the
calculation of the product of two
matrices, and interpret the
• use the algebra of 2 × 2 matrices results.
involving addition, subtraction and • use the algebra of 2 × 2 matrices
multiplication by scalar quantity. including the zero and identity
• calculate the determinant and
inverse of a 2 x 2 matrix.
(A–1 denotes the inverse of A.)
• Solve simultaneous linear
equations by matrix method.

31. Transformations

• Describe and perform the following • Describe and perform Shear and
transformations on simple plane stretch on simple plane figures
figures using; Reflection, rotation, • Combine transformations If M(a) = b and R(b) = c
translation, enlargement including • Identify and give precise the notation RM(a) = c will
negative and fractional scale factor. descriptions of transformations be used;
connecting given figures;
• Describe transformations using
coordinates, vectors and
matrices.
4.1 Grade descriptions
Grade descriptions give a general indication of the expected standards of achievement likely to have been
displayed by candidates awarded a particular grade. They are the expected success criteria for each level of
performance. The grades awarded to candidates will depend on the extent to which candidates have met
the overall assessment objectives. Short-comings in some aspects of a candidate’s performance in the
examination may be balanced by a better performance in other objectives.

Grade F

At this grade, candidates are expected to identify and obtain necessary information. They would be
expected to recognize if their results are sensible. An understanding of simple situations should enable
candidates to describe them, using symbols, words and diagrams. They draw simple, basic conclusions with
explanations where appropriate. In addition candidates should be able to;

• Perform the four rules on positive integers and decimals fractions (one operation only) using a
calculator where necessary, using their understanding of the place value. They should be able to
convert between fractions, decimals and percentages for the purpose of comparing quantities between
0 and 1 in a variety of forms, and reduce a fraction to its simplest form. Candidates should appreciate
the idea of direct proportion and the solution of simple problems involving ratios should be expected.
Basic knowledge of percentages is needed to apply to simple problems involving percentage parts of
quantities. They need to understand and apply metric units of length, mass and capacity together with
conversion between units in these areas of measure. The ability to recognize and continue a straight
forward pattern in sequence and understand the terms multiples, factors and squares is needed as a
foundation to higher grade levels of applications in the areas of number and algebra.

• At this level, algebra is very basic involving the construction of simple algebraic expressions,
substituting numbers for letters and evaluating simple formulae. Candidates should appreciate how a
simple linear equation can represent a practical situation and be able to solve such equations.

• Knowledge of names and recognition of simple plane figures and common solids is basic to an
understanding of shape and space. This will be applied to the perimeter and the area of a rectangle and
other rectilinear shapes. The skill of using geometrical instruments, ruler, protractor and compasses is
required for applying to measuring length and angles as well as drawing a triangle given three sides.

• Candidates should be familiar with reading data from a variety of sources and be able to extract data
from them, in particular timetables. The tabulation of the data is expected in order to form frequency
tables and draw a bar chart. They will need the skill of plotting given points on a graph and reading a
travel graph. From a set of numbers they should be able to calculate the mean.

Grade C

At this level candidates are expected to show some insight into the mathematical structures and problems,
which enable them to justify generalizations, arguments and solutions. Mathematical presentations and
stages of derivations should be more extensive in order to generate fuller solutions. They should

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appreciate the difference between mathematical explanation and experimental evidence. Candidates
should display the following additional competences:

• Ability to apply the four rules of number to positive and negative integers, fractions and decimal
fractions, in order to solve problems. Display the ability to extend percentages to problems involving
calculating one quantity as a percentage of another and its application to percentage change.
Calculations would now involve several operations and allow candidates to demonstrate fluent and
efficient use of calculators. As well as giving reasonable approximations. The relationship between
decimal and standard form of a number should be appreciated and applied to positive and negative
power of 10. They should be familiar with the differences between simple and compound interest and
apply this to calculating both.

• Candidates should be able to extend their knowledge of sequence to recognize, and in simple cases
formulate rules for generating a pattern or sequence. While extending the level of difficulty of solving
linear equations by involving appropriate algebraic manipulations, candidates are also expected to
solve simple simultaneous equations in two unknowns. Work with formulae extends into harder
substitution and evaluating the remaining term, as well as transforming simple formulae. The
knowledge of basic algebra is extended to the use of brackets and common factor factorization. On
graph work candidates should be able to plot points from given values and use them to draw and
interpret graphs in practical situations, including travel and conversion graph as well as algebraic
graphs of linear and quadratic functions.

• Candidates should be able to extend perimeter and area beyond rectilinear shapes to circles. They are
expected to appreciate and use units of area and volumes in relation to finding the volume and surface
area of the prism and cylinder. The basic construction work, with approximate geometrical
instruments, should now be extended and applied to accurate scale diagrams to solve a two –
dimensional problem. Pythagoras theorem and trigonometry of right-angled triangles should be
understood and applied to solving, by calculation, problems in a variety of contexts. The calculation of
angles in a variety of geometrical figures, including polygons and to some extent circles should be
expected from straightforward diagrams,

• Candidates should show the ability to use a frequency table to construct a pie chart. They need to
understand and construct a scatter diagram and apply this to a judgment of the correlation existing
between two quantities.

Grade A

Candidates who are awarded grade A should have shown the ability to make clear, concise and accurate
statements, demonstrate ease and confidence in the use of symbolic forms and accuracy or arithmetic
manipulation. They should apply the Mathematics they know in unfamiliar and contexts. In addition,
candidates in this category should be able to:

• Apply their knowledge of rounding to determine the bounds of intervals, which may follow calculations
of, for example, areas. They should show an understanding of the use of direct and inverse proportion.
A further understanding of percentages should be evident by relating percentage change to change to a
multiplying factor and vice-versa, e.g. multiplication by 1.03 results in 3% increase.

• Apply their knowledge of the four rules for fractions to the simplification of algebraic fractions. They
should build on their knowledge of algebraic manipulation to manipulate linear, simultaneous and
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 quadratic equations. Their ability to use positive, negative and fractional indices in both numerical and
algebraic work, and interpret the description of a situation in terms of algebraic formula and equations
should be evident. They should be able to extend their knowledge of graphs of algebraic functions to
the intersections and gradients of these graphs.

• Extend the basic knowledge of scale factor to two and three dimensions and apply to the calculation of
length, areas and volumes between actual values and scale models. Apply the basic right-handed
trigonometry knowledge to the three dimensional situations as well as being an understanding of and
solving problems on non-right angled triangles.

• Process data, discriminate between necessary and redundant information. Extend basic work o n
graphs in practical situations to making quantitative and qualitative deductions from distance/time and
speed graphs.

Grading and certification

Grades for LGCSE Mathematics are A*, A, B, C, D, E. F or G. These indicate the standard achieved. A* is the
highest available grade and G the lowest. Candidates who fail to achieve grade G will be ungraded. This will
be reported on the statement of results, but will not appear on the certificate. The letter Q (results
pending) and X (no result) may also appear on the statement of results but not on the certificate.

Only a syllabus in which a candidate has been awarded a grade will appear on the certificate

Inclusion of all candidates

The curriculum is available for all candidates, including private candidates. Candidates with special learning
needs should make arrangement with ECoL to enable them to access the assessments and receive
recognition for their achievements. Access arrangements might be denied if it gives these candidates unfair
advantage over others or they compromise the set assessment standards.

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