Curriculum
The overarching goal of the national Mathematics curriculum is to ensure that all pupils will achieve a level of mastery of Mathematics to serve them well in life, and for those who have the interest and ability, to pursue mathematics at the highest possible level.
In Paya Lebar Methodist Girls’ School (Secondary), in order to prepare the majority of our pupils for the GCE OLevel Examination, the schoolbased Mathematics curriculum is structured to enable our pupils to:

acquire mathematical concepts and skills for continuous learning in Mathematics and to support learning in other subjects;

develop thinking, reasoning, communication, application and metacognitive skills through a mathematical approach to problemsolving;

connect ideas within Mathematics and between Mathematics and other subjects through applications of Mathematics; and

build confidence and foster interest in Mathematics.
The schoolbased Mathematics curriculum of PLMGS (Secondary) is based on the national Mathematics Framework as seen in Diagram 1, developed by the Mathematics Unit of Curriculum Planning and Development Division (CPDD), Ministry of Education (MOE), Singapore. The central focus of this framework is mathematical problemsolving, i.e. using mathematics to solve problems. This framework sets the direction for and provides guidance in the teaching, learning, and assessment of mathematics at all levels, from primary to preuniversity; and also reflects the 21st Century Competencies.
Diagram 1: The Mathematics Framework, Math Unit of CPDD, MOE (Singapore)
This framework emphasises conceptual understanding, skills proficiency and mathematical processes; whilst focussing on attitudes and metacognition as well, because these five components are interrelated to one another.
The GCE OLevel Mathematics syllabus is organised along three content strands with a listing of mathematical processes that cut across the three strands as seen in Diagram 2.
Content Strand 1: Number & Algebra 
Content Strand 2: Geometry & Measurement 
Content Strand 3: Statistics & Probability 

Mathematical Processes 
Diagram 2: Overview of GCE OLevel Mathematics Syllabus
In brief, the content strand ‘Number & Algebra’ is the basic building block of school Mathematics. A good understanding of numbers in terms of their meanings, properties and operations provides the foundation for the learning of Mathematics. Basic algebra concepts and skills, and algebraic thinking are essential for problemsolving and these should be developed progressively.
The topics / subtopics organised under the content strand of ‘Number & Algebra’ are given in Table 1.
No.  Topic / SubTopics 

N1  Numbers and their Operations 
N2  Ratio and Proportion 
N3  Percentage 
N4  Rate and Speed 
N5  Algebraic Expressions and Formulae 
N6  Functions and Graphs 
N7  Equations and Inequalities 
N8  Set Language and Notation 
N9  Matrices 
N10  Problems in RealWorld Contexts 
Table 1: Topics / SubTopics of Content Strand ‘Number & Algebra’
In brief, the content strand‘Geometry’ is the study of points, lines, angles, figures and their properties and relationships. The study of geometry develops spatial visualisation and reasoning skills, which are critical in solving geometrical problems in the real world.
The content strand‘Measurement’ involves finding physical quantities such as length, mass, area, volume and time. Units such as centimetres, kilogrammes, square metres, cubic metres and seconds are attached to numbers in order to make sense of the quantities. Both ‘Geometry’ and ‘Measurement’ deal with shapes and figures that serve as models of real objects.
The topics / subtopics organised under the content strand of ‘Geometry & Measurement’ are given in Table 2.
No.  Topic / SubTopics 

G1  Angles, Triangles and Polygons 
G2  Congruence and Similarity 
G3  Properties of Circles 
G4  Pythagoras’ Theorem and Trigonometry 
G5  Mensuration 
G6  Coordinate Geometry 
G7  Vectors in Two Dimensions 
G8  Problems in RealWorld Contexts 
Table 2: Topics / SubTopics of Content Strand ‘Geometry & Measurement’
In brief, the content strand ‘Statistics’ provides the methods and tools to summarise, represent, analyse and interpret data such that useful information can be derived for decisionmaking and in understanding a situation.
The content strand ‘Probability’ provides the means to understand chance, randomness and uncertainty that can be seen in the everyday life. A good understanding of statistics and probability will enhance a person’s understanding of the world of data and information around them.
The topics / subtopics organised under the content strand of ‘Statistics & Probability’ are given in Table 3.
No.  Topic / SubTopics 

S1  Data Analysis 
S2  Probability 
Table 3: Topics / SubTopics of Content Strand ‘Statistics & Probability’
In brief, the content strand ‘Mathematical Processes’ refers to the process skills involved in acquiring and applying mathematical knowledge. Examples of the process skills are reasoning, communication and connections, applications and modelling, and thinking skills and heuristics, which are critical in mathematical problemsolving and beyond.
The topics / subtopics organised under the content strand of ‘Mathematical Processes’ are given in Table 4.
No.  Topic / SubTopics 

MP1  Reasoning, Communication and Connections 
MP2  Applications and Modelling 
MP3  Thinking Skills and Heuristics 
Table 4: Topics / SubTopics of Content Strand ‘Mathematical Processes’
Throughout the four years of secondary education in GCE OLevel Mathematics, our pupils will be provided with learning experiences and opportunities for them to:

enhance conceptual understanding through the use of various mathematical tools including ICT tools;

apply concepts and skills learnt in realworld context;

communicate their reasoning and connections through various mathematical tasks and activities; and

build confidence and foster interest in Mathematics.
By the end of the fourth year in offering GCE OLevel Mathematics, our pupils will take the national GCE OLevel Examination. The assessment objectives of GCE OLevel Mathematics serve to test pupils’ abilities to:

understand and apply mathematical concepts and skills in a variety of contexts;

organise and analyse data and information; formulate and solve problems; including those in realworld contexts, by selecting and applying appropriate techniques of solution; interpret mathematical results; and

solve higherorderthinking problems; make inferences; write mathematical explanation and arguments.
The ‘Scheme of Assessment’ for GCE OLevel Mathematics is summarised in Table 5.
Paper  Description  Duration  Marks  Weighting 

1  There will be about 25 short answer questions. Candidates are required to answer all questions.  2 hours  80  50% 
2  There will be 10 to 11 questions of varying marks and lengths. Candidates are required to answer all questions.  2½ hours  100  50% 
Table 5: Scheme of Assessment’ for GCE OLevel Mathematics