GENAT302

BDCPC301 - Apply Algebra and Trigonometry

Competence
RQF Level: 3 Learning Hours
60
Credits: 6
Sector: All Sector except HOSPITALITY AND TOURISM, ARTS AND CRAFTS, ICT AND MULTIMEDIA

Trade: All trades except Food and Beverages Operations, Front Office and Housekeeping
operations, Tourism, Fashion design, Fine and Plastic Arts, Music and Performing Arts, Computer
Systems and Architecture, Multimedia Production, Software Development, Networking and Internet
Technologies, Software Programming and Embedded Systems

Module Type: General

Issue Date: April 2022

CURRICULUM: GENAT302-TVET CERTIFICATE 3 - All Sectors except HOSPITALITY AND

TOURISM, ARTS AND CRAFTS, ICT AND MULTIMEDIA

COPYRIGHT: © Rwanda TVET Board, 2022

Purpose statement This general module describes the knowledge, skills and attitude required to apply
fundamental algebra and trigonometry. The ability to do fundamental algebra and
trigonometry is absolutely vital to successfully passing any field. At the end of this module,
the trainee of Level Three will be able to solve graphically and algebraically linear or
quadratic equations and inequalities. He/she will also be able to apply fundamentals of
trigonometry. As Algebra and trigonometry are tools of different fields, this module will be
useful to trainee as a means of both measuring and improving their understanding of
Mathematics and he/she will be prepared to perform well in any field that requires some
knowledge of mathematics especially algebra and trigonometry.
Delivery modality Training delivery 100% Assessment Total 100%
Theoretical content 30% 30%
Practical work:
 Group project 20% Formative
50%
and presentation 70% assessment 70%
 Individual project 50%
/Work
Summative Assessment 50%

Elements of Competency and Performance Criteria

Elements of Performance criteria
competency
1. Solve algebraically 1.1. A linear equation and inequality are correctly solved in accordance with the
or graphically required steps
linear and
quadratic 1.2. The parameter from given equations is properly discussed based on
equations established conditions

1.3. Two simultaneous linear equations are properly solved in accordance with the
required steps
1.4. A quadratic equation is effectively solved in accordance with the required
steps
2. Apply matrices 2.1. Matrices properties are properly described based on mathematical
in solving operations.
simultaneous 2.2. Determinant is correctly computed in line with matrix order.
linear equations
2.3. Simultaneous linear equations are correctly solved based on Cramer’s
method.
3. Apply 3.1. Angles are appropriately described based on rotating an initial side, from a
fundamentals of fixed point to terminal considered position.
trigonometry 3.2. Trigonometric ratios are appropriately determined based on isosceles right-
angled triangle and equilateral triangle.
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 3.3. Trigonometric identities are appropriately described based on comparison
of trigonometric ratios of two defined angles.
3.4. Trigonometric equations are correctly solved based on trigonometric ratios.
3.5. A given triangle is appropriately solved based on Pythagorean Theorem and
trigonometric ratios.
4. Apply 4.1 Complex numbers are adequately described based on calculation process.
fundamentals of 4.2 Operations on complex numbers are properly performed based on imaginary
complex numbers unit.
4.3 Complex number is correctly expressed in polar or exponential form based on
modulus and argument.

Course content
Learning outcomes At the end of the module the learner will be able to:

1. Solve algebraically or graphically linear and

quadratic equations
2. Apply matrices in solving simultaneous linear
equations
3. Apply fundamentals of trigonometry
4. Apply fundamentals of complex numbers
Learning outcome 1: Solve algebraically or Learning hours: 20
graphically linear and quadratic equations

Indicative content
 Solving linear equations and inequalities
 Algebraic method
 Graphical method
 Discussion on parameter from a given equation
 Solving two simultaneous linear equations
 Algebraic method
 Graphical method
 Solving a quadratic equation
 Algebraic method
Factorizing method
Square root property
Completing the square
Quadratic formula
 Graphical method
Construction of a parabola
 Determination of solutions set

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 Resources required for the learning outcome

Equipment Black/white board, Computer, projector, Reference books

Materials Piece of chalks/ markers

Tools Geometric instruments

Facilitation techniques  Demonstration and simulation

 Individual and group work
 Trainer guided
 Group discussion
Formative assessment  Written assessment
methods  Performance assessment

Learning outcome 2: Apply matrices in Learning hours: 10

solving simultaneous linear equations

Indicative content

 Description of matrices properties

 Matrices definition
 Operations on matrices
Addition
subtraction
Multiplication
 Computation of determinant
 Matrix of order 2
 Matrix of order 3
 Solving simultaneous linear equations
 Cramer’s rule
Existence of uniqueness of solution
Two simultaneous linear equations
 Three simultaneous linear equations
Resources required for the indicative content

Equipment Black/white board, Computer, projector, Reference books

Materials Piece of chalks/ markers

Tools Scientific calculator

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Facilitation techniques  Demonstration and simulation
 Individual and group work
 Trainer guided
 Group discussion
Formative assessment  Written assessment
methods  Performance assessment

Learning outcome 3: Apply Learning hours: 15

fundamentals of trigonometry
Indicative content

 Description of angles
 Angle definition by rotation
 Angles measurement
Radian
Degree
 Units conversion
 Pythagorean theorem

 Determination of trigonometric ratios

 Definition of trigonometric ratios
 Calculation of trigonometric ratios of special angles
30 0
45 0
60 0
900
 Description of trigonometric identities
 Relationship between trigonometric ratios of some angles
Complementary angles
Supplementary angles
 Trigonometric ratios of Sum or difference of two angles
 Trigonometric ratios of double angle

 Solving trigonometric equations

 Equations reducible to the form;
sin  x     k , k  1
cos  x     k , k  1
tan  x     b
sin nx  k
cos nx  k
 Equation of the form a sin x  b cos x  c

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  Solving a given triangle
 Sine law
 Cosine law

Resources required for the indicative content

Equipment Computer, projector, black/white board, Reference books, Hand-out notes , Internet
connection
Materials Markers, Didactic materials
Tools Scientific calculator

Facilitation techniques  Demonstration and simulation

 Individual and group work
 Practical exercise
 Trainer guided
Formative assessment  Written assessment
methods  Performance assessment

Learning outcome 4: Apply fundamentals of Learning hours: 15

complex numbers
Indicative content
 Description of complex numbers
 Definition and properties of ' i '
 Real part
 Imaginary part
 Argand diagram
 Preforming operations on complex numbers
 Addition
 Subtraction
 Multiplication
 Division
 Modulus of a complex number
 Square roots of a complex number
 Solving equations in complex numbers
 Expression of complex numbers
 Argument
 polar form
Product and quotient
Power of complex number in polar form
De Moivre’s theorem
 Exponential form
Linearization
Resources required for the indicative content

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Equipment Computer, projector, black/white board, Reference books, Hand-out notes , Internet
connection
Materials Markers, Didactic materials
Tools Scientific calculator

Facilitation techniques  Demonstration and simulation

 Individual and group work
 Practical exercise
 Trainer guided
Formative assessment  Written assessment
methods  Performance assessment

References:
1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.
2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd
edition.
3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles &
Process, Nelson Canada A Division of International Thomson Limited.
6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition,
Pearson Education.
7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples,
Stanley Thornes (Publishers) LTD.
8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book
Senior Six. Kigali: Fountain.
9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior
Five. Kigali: Fountain.
10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior
Four. Kigali: Fountain.
11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics
Publishing Pty. Limited.
12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board

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