Secondary School Certificate

Examination Syllabus

GENERAL MATHEMATICS
CLASSES IX-X

(based on National Curriculum 2007)

 Published by
Aga Khan University Examination Board
Bungalow # 233 / E.I.Lines,
Daudpota Road, Karachi, Pakistan.

August 2008
Latest Revision June 2012

All rights reserved

This syllabus is developed by Aga Khan University Examination Board for distribution
to all its affiliated schools.
 Secondary School Certificate
Examination Syllabus

GENERAL MATHEMATICS
CLASSES IX-X

This subject is examined in both

May and September Examination sessions
S. No. Table of Contents Page No.

Preface 5

1. Aims/Objectives of the National Curriculum (2006) 7

2. Rationale of the AKU-EB Examination Syllabus 7

3. Topics and Student Learning Outcomes of the Examination Syllabus 10

4. Scheme of Assessment 52

5. Teaching-Learning Approaches and Classroom Activities 56

6. Recommended Texts and Reference Materials 56

7. Definition of Cognitive Levels and Command Words 58

Annex: SSC Scheme of Studies 61

For queries and feedback

Address: The Aga Khan University Examination Board

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PREFACE
In pursuance of National Education Policy (1998-2010), the Curriculum Wing of the
Federal Ministry of Education has begun a process of curriculum reform to improve the quality
of education through curriculum revision and textbook development (Preface, National
Curriculum documents 2000 and 2002).

AKU-EB was founded in August 2003 with the same aim of improving the quality of
education nationwide. As befits an examination board it seeks to reinforce the National
Curriculum revision through the development of appropriate examinations for the Secondary
School Certificate (SSC) and Higher Secondary School Certificate (HSSC) based on the
latest National Curriculum and subject syllabus guidance.

AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to
English and Urdu medium candidates for SSC and HSSC from private schools anywhere in
Pakistan or abroad, and from government schools with the relevant permissions. It has been
accorded this mandate to introduce a choice of examination and associated educational
approach for schools, thus fulfilling a key objective of the National Curriculum of Pakistan:
“Autonomy will be given to the Examination Boards and Research and Development cells
will be established in each Board to improve the system” (ibid. para. 6.5.3 (ii)).

AKU-EB is committed to creating continuity of educational experience and the best

possible opportunities for its students. In consequence it offered HSSC for the first time in
September, 2007 to coincide with the arrival of its first SSC students in college or higher
secondary school. Needless to say this is not an exclusive offer. Private candidates and
students joining AKU-EB affiliated schools and colleges for HSSC Part 1 are eligible to
register as AKU-EB candidates even though they have not hitherto been associated with
AKU-EB.

This examination syllabus exemplifies AKU-EB’s commitment to national educational

goals.

• It is in large part a reproduction, with some elaboration, of the Class IX and X National
Curriculum of the subject.

• It makes the National Curriculum freely available to the general public.

• The syllabus recommends a range of suitable textbooks already in print for student purchase
and additional texts for the school library.

• It identifies areas where teachers should work together to generate classroom activities and
materials for their students as a step towards the introduction of multiple textbooks,
another of the Ministry of Education’s policy provisions for the improvement of secondary
education (ibid. para. 6.3.4).

This examination syllabus brings together all those cognitive outcomes of the National
Curriculum statement which can be reliably and validly assessed. While the focus is on the
cognitive domain, particular emphasis is given to the application of knowledge and
understanding, a fundamental activity in fostering “attitudes befitting useful and peaceful

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citizens and the skills for and commitment to lifelong learning which is the cornerstone of
national economic development” (Preface to National Curriculum documents 2000 and
2002).

To achieve this end AKU-EB has brought together university academics, teacher trainers,
writers of learning materials and above all, experienced teachers, in regular workshops and
subject panel meetings.

AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools
to help them in planning their teaching. It is the syllabus, not the prescribed text book which
is the basis of AKU-EB examinations. In addition, the AKU-EB examination syllabus can
be used to identify the training needs of subject teachers and to develop learning support
materials for students. Involving classroom teachers in these activities is an important part of
the AKU-EB strategy for improving the quality of learning in schools.

The Curriculum Wing of the Federal Ministry of Education has recently released new
subject specifications and schemes of study to take effect in September, 2008. These
documents are a major step forward towards a standards-related curriculum and have been
welcomed by AKU-EB. Our current SSC syllabuses have been revised to ensure conformity
with the new National Curriculum 2006.

We stand committed to all students entering the SSC course as well as those who have
recently embarked upon the HSSC course in facilitating their learning outcome. Our
examination syllabus document ensures all possible support.

Dr. Thomas Christie

Director,
Aga Khan University Examination Board
July 2009

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1. Aims/Objectives of the National Curriculum (2000)1

The objectives of teaching Mathematics at the secondary level given in the National
Curriculum document (2007) are as follows:

1.1 “To enable students to acquire understanding of concepts of Mathematics and

apply them to the problems of the world they live in.

1.2 To provide the students with a sound basis for specialization in Mathematics at
higher stages or to apply it in scientific and technical fields.

1.3 To enable the students to reason consistently, to draw correct conclusions for
given hypotheses; and to inculcate in them a habit of examining any situation
critically and analytically.

1.4 To enable the students to communicate their thoughts through symbolic

expressions and graphs.

1.5 To develop sense of distinction between relevant and irrelevant data.

1.6 To give the students basic understanding and awareness of the power of
Mathematics in generalization and abstraction.

1.7 To foster in students the spirit of exploration and discovery.”

2. Rationale of the AKU-EB Examination Syllabus

2.1 General Rationale

2.1.1 In 2007, the Curriculum Wing of the Federal Ministry of Education (MoE)
issued a revised part-wise Scheme of Studies. All subjects are to be taught and
examined in both classes IX and X. It is therefore important for teachers,
students, parents and other stakeholders to know:

(a) that the AKU-EB Scheme of Studies for its SSC examination (Annex)
derives directly from the 2007 Ministry of Education Scheme of
Studies;
(b) which topics will be examined in Class IX and in Class X;
(c) at which cognitive level or levels (Knowledge, Understanding,
Application and other higher order skills) the topics and sub-topics will
be taught and examined;

1
Government of Pakistan (2000), National Curriculum; General Mathematics Classes IX-X, Islamabad,
Ministry of Education (Curriculum Wing)

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 2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such
guidance teachers and students have little option other than following a single
textbook to prepare for an external examination. The result is a culture of rote
memorization as the preferred method of examination preparation. The
pedagogically desirable objectives of the National Curriculum which
encourage “observation, creativity and other higher order thinking [skills]” are
generally ignored. AKU-EB recommends that teachers and students use
multiple teaching-learning resources for achieving the specific objectives of
the National Curriculum reproduced in the AKU-EB examination syllabuses.

2.1.3 The AKU-EB examination syllabuses use a uniform layout for all subjects to
make them easier for teachers to follow. Blank sheets are provided in each
syllabus for writing notes on potential lesson plans. It is expected that this
arrangement will also be found helpful by teachers in developing classroom
assessments as well as by question setters preparing material for the AKU-EB
external examinations. The AKU-EB aims to enhance the quality of education
through improved classroom practices and improved examinations.

2.1.4 The Student Learning Outcomes (SLOs) in Section 3 start with command
words such as list, describe, relate, explain, etc. The purpose of the command
words is to direct the attention of teachers and students to specific tasks that
candidates following the AKU-EB examination syllabuses are expected to
undertake in the course of their subject studies. The examination questions
will be framed using the same command words or the connotation of the
command words, to elicit evidence of these competencies in candidates’
responses. The definitions of command words used in this syllabus are given
in Section 7. It is hoped that teachers will find these definitions useful in
planning their lessons and classroom assessments.

2.1.5 The AKU-EB has classified SLOs under the three cognitive levels Knowledge
(K), Understanding (U) and Application of knowledge and skills (A) in order
to derive multiple choice questions and constructed response questions on a
rational basis from the subject syllabuses ensuring that the intentions of the
National Curriculum should be met in full. The weighting of marks to the
Multiple Choice and Constructed Response Papers is also derived from the
SLOs, command words and cognitive levels. In effect the SLOs derived from
the National Curriculum determine the structure of the AKU-EB subject
examination set out in Section 4 and 5.

2.1.6 Some topics from the National Curriculum have been elaborated and enriched
for better understanding of the subject and/or to better meet the needs of
students in the twenty-first century.

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2.2. Specific Rationale of the AKU-EB General Mathematics Examination Syllabus

2.2.1 The teaching of Mathematics at secondary level should focus on improving

mathematical skills and logical thinking to enable the students to keep pace
with the growing demands of science and technology and the related fields.

2.2.2 The current National Curriculum covers a wide array of topics that need to be
looked at critically and give more time for deeper conceptual understanding of
Mathematics. The mismatch in content weight has been balanced by allocating
marks for each cognitive level e.g. Knowledge, Understanding and
Application. This guidance will help both teachers and students to prepare for
the AKU-EB examination leading to increased student achievements.

2.2.3 While the National Curriculum provides a framework for the subject areas, the
AKU-EB syllabuses specifically outlines learning objectives for making
classroom practices more effective. In order to bring the use of mathematics
more closely in line with every day life and to avoid rote learning, students
should not be assessed on reproducing theorems. Rather they will be assessed
on the application of these theorems.

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3. Topics and Student Learning Outcomes of the Examination Syllabus

SSC Part-I (Class IX)

Cognitive level2
Topics Student Learning Outcomes
K U A
1. Percentage, Ratio and Candidates should be able to:
Proportion
1.1 Percentage 1.1.1 describe percentage; *
1.1.2 convert: *
i. percentage to a fraction and vice versa
ii. percentage to a decimal and vice versa;
1.2 Application of 1.2.1 calculate quantities when percentage is given; *
Percentages 1.2.2 solve simple problems involving percentages(e.g. percentage of marks obtained, *
percentage of certain element in a chemical compound, increase/decrease in
percentage etc);
1.3 Ratio 1.3.1 explain the concept that: *
i. a ratio is a relation between two or more quantities of the same kind
ii. a ratio has no units
iii. the importance of the order in which the ratio is expressed;
1.3.2 find the ratio in which a quantity is increased or decreased; *
1.3.3 solve real life problems involving ratio; *
1.4 Proportion a c  *
1.4.1 identify that a proportion is an equality of two ratios i.e. a : b : c : d or  = 
b d 
where a , d are known as extremes and b, c are called means;
1.4.2 describe direct, inverse and compound proportion; *
1.4.3 solve problems involving direct, inverse and compound proportion. *
2
K=Knowledge, U=Understanding, A=Application (for explanation see section 8: Definition of command words used in Student Learning Outcomes and in Examination
Questions)

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 NOTES

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 K U A
2. Zakat, Ushr and Candidates should be able to:
Inheritance
2.1 Zakat 2.1.1 describe the rate of Zakat (in order to find out how much Zakat is due as per *
Nisab);
2.1.2 calculate the amount of Zakat in respect of assets owned by a person; *
2.2 Ushr 2.2.1 describe the rate of Ushr levied on land owner/land holder ( in order to calculate *
the amount of Ushr in respect of produce of land );
2.2.2 calculate the amount of Ushr in respect of produce of land; *
2.3 Inheritance 2.3.1 describe the ratio of shares among legal inheritors of a property; *
2.3.2 calculate amount of share of each legal inheritor of a property. *
2.3.3 solve real life problems related to above concepts. *

3. Business Mathematics Candidates should be able to:

3.1 Profit and Loss 3.1.1 define cost price (C.P), selling price(S.P), profit, loss; *
3.1.2 calculate the cost price ,selling price, profit and profit percentage when SP > CP ; *
Profit = SP - CP
SP = profit + CP
CP = SP - profit
profit
Profit % = × 100
CP
CP × Profit %
Profit =
100
 100 + Profit % 
SP = CP ×  
 100 
100 × SP
CP =
100 + Profit %

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 K U A
3.1.3 calculate cost price, selling price, loss and loss percentage when SP < CP: *
Loss = CP − SP
SP = CP − loss,
CP = loss + SP,
loss
Loss % = × 100,
CP
CP × loss %
Loss = ,
100
 100 − loss % 
SP = CP ×  ,
 100 
100 × SP
CP = .
100 − loss %
3.1.4 solve real life problems involving profit and loss; *
3.2 Discount 3.2.1 explain marked price or list price or tag price, discount of an article; *
3.2.2 calculate the following: *
Discount = MP − SP
SP = MP − Discount
Discount
Discount % = × 100
MP
 100 − Discount % 
SP = MP ×  
 100 
100 × SP
MP =
100 − Discount %
3.2.3 solve related problems; *
3.3 Business 3.3.1 explain the meaning of "Business Partnership"; *
Partnership 3.3.2 calculate the profit among the Business Partners (at most four partners). *

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 K U A
4. Financial Mathematics Candidates should be able to:

4.1 Commercial 4.1.1 describe the difference between various types of bank accounts such as PLS *
Banking saving bank account, current deposit account, PLS term deposit account and
foreign currency account;
4.1.2 describe negotiable instruments like cheque, demand draft and pay order; *
4.1.3 describe on-line banking, transactions through ATM (Auto Teller Machine), *
debit card and credit card (Visa and Master);
4.2 Exchange of 4.2.1 convert the value of a given amount of the currency of one country in terms *
Currencies of another currency;
4.3 Simple Interest 4.3.1 define simple interest and terms related to it; *
4.3.2 solve problems related to simple interest; *
4.4 Insurance 4.4.1 define basic concept of insurance; *
4.4.2 describe life insurance and vehicle insurance; *
4.4.3 solve simple real life problems regarding purchase of life and motor vehicle *
insurance;
4.5 Leasing / 4.5.1 explain the following concepts: *
Financing i. leasing/financing of motor vehicle
ii. down payment
iii. processing charges
iv. payment in monthly instalments;
4.5.2 solve problems related to leasing/financing of motor vehicle under different *
conditions.

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 K U A
5. Consumer Candidates should be able to:
Mathematics
5.1 Taxes 5.1.1 describe tax, direct tax and indirect tax; *
5.1.2 distinguish between direct tax and indirect tax; *
5.1.3 explain the following basic concepts: *
i. sales tax
ii. excise duty
iii. property tax
iv. income tax;
5.1.4 calculate the amount of : *
i. sales tax, levied on various commodities
ii. excise duty, levied on different items
iii. property tax, imposed on property
iv. income tax, imposed on an individual with fixed income;
5.2 Utility Bills 5.2.1 calculate amount of bill for: *
i. electricity
ii. gas
iii. telephone
when previous and present meter readings are given;
5.3 Personal Income 5.3.1 calculate personal income (weekly, monthly and annually) of: *
i. a worker who is paid on daily basis
ii. a worker who is paid for overtime on hourly basis in addition to his daily
wages
iii. a salesman who is paid for overtime on hourly basis and commission on
different sales in addition to his regular pay;
5.3.2 calculate gross income of a salaried person who is paid on the basis of *
government pay scales or otherwise;
5.3.3 calculate net income taking into account assorted deductions (income tax etc). *

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 K U A
6. Exponents and Candidates should be able to:
Logarithms
6.1 Radicals and 6.1.1 identify radicals and radicands; *
Radicands 6.1.2 distinguish between radical form and exponential form of an expression; *
6.1.3 convert an expression given in radical form to an exponential form and vice versa; *
6.2 Laws of 6.2.1 identify base and exponent; *
Exponents/ 6.2.2 apply the laws of exponents to simplify expressions with real exponents; *
Indices
6.3 Scientific 6.3.1 convert a number in ordinary form (common form) to scientific notation and vice *
Notation versa;
6.4 Logarithm 6.4.1 explain meaning of logarithm and exponential form and their relationship with *
each
other ( i.e. a x = y ⇔ log a y = x, a > 0, y > 0 and a ≠ 1) ;
6.4.2 convert logarithmic form to exponential form and vice versa; *
6.4.3 define a common logarithm, characteristic and mantissa of log of a number; *
6.4.4 use tables to find the log of a number; *
6.4.5 find the antilog of a number by using antilog tables; *

6.5 Laws of 6.5.1 prove the following laws of logarithm: *

Logarithm i. log a (m n ) = log a m + log a n
m
ii. log a   = log a m − log a n
n
iii. log a m n = n log a m

6.5.2 apply the above laws to solve related problems. *

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 K U A
7. Arithmetic and Candidates should be able to:
Geometric Sequences
7.1 Sequence 7.1.1 describe a sequence or progression and its related terms; *
7.1.2 find the general term of a sequence; *
7.2 Arithmetic 7.2.1 describe an arithmetic sequence ; *
Sequence 7.2.2 solve problems involving arithmetic sequence; *
7.3 Arithmetic Mean 7.3.1 find the arithmetic mean between two numbers; *
7.3.2 find n arithmetic means between two numbers, where n is a natural number; *

7.4 Geometric 7.4.1 describe a geometric sequence; *

Sequence 7.4.2 solve problems involving geometric sequence; *

7.5 Geometric Mean 7.5.1 find the geometric mean between two numbers; *
7.5.2 find n geometric means between two numbers, where n is a natural number. *

8. Sets and Functions Candidates should be able to:

8.1 Set and 8.1.1 identify the sets denoted by N,Z,W,O,P ,Q and by other symbols ; *
Operations on 8.1.2 identify operations on set ( ∪, ∩, − or \ ) ; *
Sets
8.1.3 apply the following operations on sets: *
i. union
ii. inter-section
iii. difference
iv. complement;

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 K U A
8.2 Properties of 8.2.1 verify the following fundamental properties of union and intersection of two or *
Union and three given sets:
Intersection i. commutative property of union and intersection;
ii. associative property of union and intersection;

8.3 Venn Diagram 8.3.1 draw a Venn diagram to represent: *

i. union and intersection of sets,
ii. complement of a set;
8.3.2 draw a Venn diagram to verify: *
i. commutative laws for union and intersection of sets
ii. associative laws for union and intersection of sets
iii. De Morgan's laws;
8.4 Binary Relation 8.4.1 describe binary relation; *
8.4.2 find the domain and range of binary relation; *

8.5 Functions 8.5.1 define function; *

8.5.2 illustrate: *
i. into function
ii. one-one function
iii. into and one-one function (injective function)
iv. onto function (surjective function)
v. one-one and onto function (bijective function);

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 K U A
9. Linear Graphs Candidates should be able to:

9.1 Cartesian Plane 9.1.1 identify pair of real numbers as an ordered pair; *
and Linear 9.1.2 describe rectangular or Cartesian plane; *
Graphs 9.1.3 locate an ordered pair (a, b) as a point in the rectangular plane and recognize *
i. a as the x-coordinate (or abscissa),
ii. b as the y-coordinate (or ordinate);
9.1.4 draw different geometrical shapes (e.g., line segment, triangle and rectangle, *
etc.) by joining a set of given points;
9.1.5 construct a table for pairs of values satisfying a linear equation in two *
variables;
9.1.6 draw the graph of given linear equations: *
i. y = constant
ii. x = constant
iii. y = mx
iv. y = mx+c;
9.2 Conversion 9.2.1 interpret a given graph to develop a relation between quantities corresponding to *
Graphs other quantities;
9.2.2 use the graph for conversions of *
i. miles and kilometres
ii. acres and hectares
iii. degrees Celsius and degrees Fahrenheit
iv. Pakistani currency and other currencies (other inter-related quantities);

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 K U A
10. Basic Statistics Candidates should be able to:

10.1 Frequency 10.1.1 construct a grouped frequency table; *

Distribution and 10.1.2 draw and interpret bar charts and histograms with equal class intervals; *
Graphs 10.1.3 draw and interpret a frequency curve and a frequency polygon; *
10.1.4 draw and interpret a pie-chart; *
10.2 Cumulative 10.2.1 construct a cumulative frequency table; *
Frequency 10.2.2 draw a cumulative frequency polygon and frequency curve; *
Distribution
10.3 Measures of 10.3.1 calculate arithmetic mean, median and mode for ungrouped and grouped data; *
Central 10.3.2 apply the properties of arithmetic mean to solve related problems; *
Tendency 10.3.3 estimate median and mode graphically; *

10.4 Measures of 10.4.1 calculate the range, variance and standard deviation for ungrouped and grouped *
Dispersion data.

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SSC Part-II (Class X)
K U A
11. Algebraic Formulae Candidates should be able to:
and Applications

11.1 Algebraic 11.1.1 p ( x) *

Expressions define a rational expression as the quotient of two polynomials
q( x)
p(x) and q(x) where q(x) is not the zero polynomial;
11.1.2 discuss whether a given algebraic expression is a *
i. polynomial or not,
ii. rational expression or not;
11.1.3 p ( x) *
describe as a rational expression in its lowest terms;
q ( x)
11.1.4 simplify a given rational expression to its lowest terms; *
11.1.5 solve problems based on multiplication and division of rational expressions in its *
lowest terms;
11.1.6 find the value of algebraic expression for a given real number; *

11.2 Algebraic 11.2.1 derive the formulae: *

Formulae i.
2 2
( a + b ) + ( a − b ) = 2 ( a2 + b2 )
2 2
ii. ( a + b ) − ( a − b ) = 4ab
iii. a 2 − b 2 = (a − b )(a + b ) ;
11.2.2 find the value of a 2 + b 2 , a 2 − b 2 , a + b , a − b and ab, using the above *
formulae;
11.2.3 derive the formula (a + b + c) 2 = a 2 + b 2 + c 2 + 2ab + 2bc + 2ca ; *
11.2.4 find the values of a 2 + b 2 + c 2 , a + b + c and ab + bc + ca , when values of any *
two of these are given in the above formula;

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 K U A
11.2.5 derive the following formulae: *
i. (a ± b) 3 = a 3 ± 3ab(a ± b) ± b 3
ii. a 3 ± b 3 = (a ± b)(a 2 + ab + b 2 ) ;
11.2.6 solve problems based on the above formulae; *
11.2.7 find the continued product by using the formula: *
(e.g. ( x + y )( x − y ) ( x 2 + xy + y 2 )( x 2 − xy + y 2 ) );
11.3 Surds and their 11.3.1 explain the surds of second order; *
Application 11.3.2 apply basic operations on surds of second order to rationalize the denominators *
and evaluate it;
11.4 Rationalization 11.4.1 1 1 *
rationalize the denominator of real numbers (e.g. , ) and their
a+b x x + y
combinations, where x and y are natural numbers and a and b are integers.
12. Factorization Candidates should be able to:

12.1 Factorization 12.1.1 factorize the expression of the following types: *

i. kx + ky + kz
ii. ax + ay + bx + by
iii. a 2 ± 2ab + b 2 ,
iv. a 2 − b2 ,
v. (a 2 ± 2ab + b 2 ) − c 2 ,
vi. a 4 + a 2b 2 + b 4 or a 4 + 4b 4 ,
vii. ax 2 + bx + c,
a + 3a b + 3ab + b 
3 2 2 3

viii.  2 2 2 3 
a − 3a b + 3ab − b 
ix. a 3 ± b3

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 K U A
12.2 Remainder 12.2.1 apply remainder theorem to find remainder when a polynomial is divided by a *
Theorem and linear polynomial;
Factor theorem 12.2.2 define zeros of a polynomial (the value of the variable for which the value of *
polynomial becomes zero i.e. P(x) =0);
12.2.3 apply the concept of zero polynomial; *

12.3 Factorization of 12.3.1 apply factor theorem to factorize a cubic polynomial. *

a Cubic
Polynomial

13. Algebraic Candidates should be able to:

Manipulation
13.1 Higher Common 13.1.1 find the highest common factor (H.C.F) and the least common multiple (L.C.M) of *
Factor and Least algebraic expressions;
Common 13.1.2 apply the factor and division method to determine H.C.F and L.C.M; *
Multiple 13.1.3 apply H.C.F, L.C.M and their relationship in solving problems; *
13.2 Basic 13.2.1 simplify fractional expressions or rational expressions involving basic operations *
Operations on of +, −, ×, ÷ ;
Algebraic
Fractions
13.3 Square Root of 13.3.1 calculate the square root of algebraic expression by factorization and division. *
Algebraic
Expression

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 K U A
14. Linear Equations and Candidates should be able to:
Inequalities
14.1 Linear Equations 14.1.1 define linear equation in one variable; *
14.1.2 solve linear equation with real coefficients; *
14.1.3 convert equations, involving radicals, to simple linear form and find their *
solutions and their verifications;
14.1.4 solve word problems based on the linear equation and verify its solutions; *

14.2 Equations 14.2.1 define absolute value; *

involving 14.2.2 solve the equation involving absolute value in one variable; *
Absolute Value

14.3 Linear 14.3.1 define inequalities (>, <) and ≥, ≤ ; *

Inequalities 14.3.2 describe the properties of inequalities (i.e. trichotomy, transitive, additive and *
multiplicative);

14.4 Solving Linear 14.4.1 solve linear inequalities with real coefficients in one variable; *
Inequalities 14.4.2 represent the solution of linear inequalities on the number line. *

15. Quadratic Equations Candidates should be able to:

15.1 Quadratic 15.1.1 define quadratic equation; *

Equation 15.1.2 distinguish between quadratic equation and other equation; *

15.2 Solution of 15.2.1 solve a quadratic equation in one variable by: *

Quadratic i. factorization method
Equations ii. completing the square method;

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 K U A
15.3 Quadratic 15.3.1 apply method of completing square to derive quadratic formula; *
Formula 15.3.2 use quadratic formula to solve quadratic equations; *
15.3.3 solve word problems based on the quadratic equation and verify and validate *
solutions (e.g. negative value of dimension is not acceptable).
16. Matrices and Candidates should be able to:
Determinants
16.1 Introduction to 16.1.1 define matrix with real entries; *
Matrices 16.1.2 define: *
i. rows and columns of a matrix
ii. the order of a matrix
iii. equality of two matrices;
16.2 Types of Matrices 16.2.1 describe row matrix, column matrix, rectangular matrix, square matrix, zero/null *
(up to order 3 × 3 ) matrix, identity matrix, scalar matrix, diagonal matrix, symmetric matrix;
16.2.2 find the transpose of a matrix; *
16.3 Addition and 16.3.1 discuss whether the given matrices are conformable for addition/subtraction; *
Subtraction of 16.3.2 find the addition and subtraction of matrices; *
Matrices 16.3.3 verify commutative and associative laws under addition; *
(up to order 3 × 3 ) 16.3.4 define the additive identity of a matrix; *
16.3.5 find the additive inverse of a matrix; *

16.4 Multiplication of 16.4.1 discuss whether the given matrices are conformable for multiplication; *
Matrices 16.4.2 find the multiplication of a matrix by a real number; *
(up to order 2 × 2 ) 16.4.3 find the multiplication of two (or three) matrices; *
16.4.4 verify associative law under multiplication; *
16.4.5 verify distributive laws; *
16.4.6 verify with the help of examples that commutative law under multiplication does *
not hold in general (i.e. AB ≠ BA) ;
16.4.7 verify with the help of examples that ( AB) t = B t A t . *

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 K U A
16.5 Multiplicative 16.5.1 describe the determinant of a square matrix; *
Inverse of 16.5.2 calculate the determinant of a matrix; *
Matrix 16.5.3 define singular and non-singular matrix; *
(up to order 2 × 2 ) 16.5.4 solve problems related to singular and non – singular matrix; *
16.5.5 find the adjoint of a matrix and related problems; *
16.5.6 define multiplicative identity of a matrix; *
16.5.7 find the multiplicative inverse of a non-singular matrix A and verify that *
AA−1 = I = A−1 A , where I is the multiplicative identity matrix;
16.5.8 apply adjoint method to calculate the inverse of a non singular matrix; *
16.5.9 verify the result ( AB) −1 = B −1 A−1 with the help of examples; *

16.6 Solution of 16.6.1 solve a system of two linear equations and word problems in two unknowns using: *
Simultaneous i. Inverse Matrix method
Linear ii. Cramer's rule.
Equations

17. Fundamentals of Candidates should be able to:

Geometry
17.1 Properties of 17.1.1 illustrate adjacent, complementary and supplementary angles; *
Angles 17.1.2 illustrate vertically-opposite angles; *

17.2 Angles 17.2.1 calculate unknown angles involving adjacent angles, complementary angles, *
supplementary angles and vertically opposite angles;
17.2.2 calculate unknown angle associated to a triangle (interior and exterior angles); *

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 K U A
17.3 Parallel Lines 17.3.1 illustrate through figures the following properties of parallel lines: *
i. two lines which are parallel to the same given line are parallel to each
other
ii. if three parallel lines are intersected by two transversals in such a way that
the two intercepts on one transversal are equal to each other, the two
intercepts on the second transversal are also equal.
iii. a line through the midpoint of a side of a triangle parallel to another side
bisects the third side;
17.3.2 apply the above properties to solve related problems; *
17.3.3 illustrate corresponding angles, alternate angles, interior angles; *
17.3.4 apply the following relations in problem solving: *
i. pairs of corresponding angles are equal
ii. pairs of alternate interior angles are equal
iii. pair of interior angles on the same side of transversal is supplementary;

17.4 Congruent and 17.4.1 describe congruent and similar figures and symbols used to represent them; *
Similar Figures 17.4.2 describe the following properties of congruent triangles: *
i. SSS ≅ SSS
ii. SAS ≅ SAS
iii. AAS ≅ AAS
iv. RHS ≅ RHS ;
17.4.3 apply the properties of congruency and similarity in order to find the unknown *
measurements;

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 K U A
17.5 Quadrilaterals 17.5.1 apply the following properties of a square to find the unknown measurements: *
i. the four sides of a square are equal
ii. the four angles of a square are right angles
iii. diagonals of a square bisect each other and are equal;
17.5.2 apply the following properties of a rectangle to find the unknown measurements: *
i. opposite sides of a rectangle are equal.
ii. the four angles of a rectangle are right angles
iii. diagonals of a rectangle bisect each other;
17.5.3 apply the following properties of a parallelogram to find the unknown *
measurements:
i. opposite sides of a parallelogram are equal
ii. opposite angles of a parallelogram are equal
iii. diagonals of a parallelogram bisect each other;

17.6 Circle 17.6.1 define circle and its parts such as centre, radius, diameter, chord, arc, major *
and minor arcs, semicircle and segment of the circle;
17.6.2 describe sector and secant of a circle, concyclic points, tangent to a circle and *
concentric circles;
17.6.3 apply the following properties in different geometrical figures: *
i. the angle in a semicircle is a right angle
ii. the angles in the same segment of a circle are equal
iii. the central angle of a minor arc of a circle, is double that of the angle
subtended by the corresponding major arc.

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 K U A
18. Practical geometry Candidates should be able to:

18.1 Construction of 18.1.1 draw a triangle when: *

Triangle i. two sides and the included angle is given,
ii. one side and two of the angles is given,
iii. two of its sides and the angle opposite to one of them
(with all the three possibilities);
18.1.2 draw: *
i. angle bisectors
ii. altitudes
iii. perpendicular bisectors
iv. medians
of a given triangle and verify their concurrency;

18.2 Construction of 18.2.1 draw a rectangle when: *

Quadrilateral i. two adjacent sides are given
ii. diagonal and one side are given;
18.2.2 draw a square when its diagonal is given; *
18.2.3 draw a parallelogram when two adjacent sides and the angle included between *
them is given;

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 K U A
19. Areas and Volumes Candidates should be able to:

19.1 Pythagoras’ 19.1.1 state Pythagoras’ theorem; *

Theorem 19.1.2 solve right angled triangle using Pythagoras theorem; *
19.2 Areas 19.2.1 find the area of: *
i. a triangle when three sides are given (apply Heron's formula)
ii. a triangle whose base and altitude (height) are given
iii. an equilateral triangle when its one side is given
iv. a rectangle when its two adjacent sides are given
v. a parallelogram when base and altitude (height) are given
vi. a square when its one side is given;
19.2.2 find the area of a circle and a semi circle when radius / diameter is given; *
19.2.3 find the area enclosed by two concentric circles whose radii are given; *
19.2.4 solve problems related with areas of triangle, rectangle, square, parallelogram and *
circle;
19.3 Volumes 19.3.1 find the volume of: *
i. a cube when its one edge is given,
ii. a cuboid when its length, breadth and height are given,
iii. a right circular cylinder whose base radius and height are given,
iv. a right circular cone whose radius and height are given,
v. a sphere and a hemisphere when radius / diameter is given;
19.3.2 solve problems related to volume of cube, cuboid, cylinder, cone and sphere. *

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 K U A
20. Introduction to Candidates should be able to:
Coordinate Geometry

20.1 Distance 20.1.1 describe coordinate geometry; *

Formula 20.1.2 derive distance formula to find distance between two points given in Cartesian *
plane;
20.1.3 apply distance formula to find distance between two given points; *

20.2 Collinear Points 20.2.1 define collinear points; *

20.2.2 distinguish between collinear and non-collinear points; *
20.2.3 apply distance formula to show whether the given points are collinear or non *
collinear;
20.2.4 apply distance formula to show that the given three non-collinear points form: *
i. an equilateral triangle
ii. an isosceles triangle
iii. a right angled triangle
iv. a scalene triangle;

20.3 Midpoint 20.3.1 apply the formula to find the midpoint of the line segment joining two given *
Formula points.
20.3.2 solve problems related to midpoint formula. *

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4. Scheme of Assessment

Class IX

Table 1: Number of Student Learning Outcomes by Cognitive Level

Topic No. of SLOs

Topics Total
No. Sub-Topics K U A
1. Percentage, Ratio and Proportion 4 1 3 6 10
2. Zakat, Ushr and Inheritance 3 0 3 4 7
3. Business Mathematics 3 1 2 6 7
4. Financial Mathematics 5 2 5 4 11
5. Consumer Mathematics 3 0 3 5 8
6. Exponents and Logarithms 5 3 3 7 13
7. Arithmetic and Geometric
5 0 3 7 10
Sequences
8. Sets and Functions 5 3 2 5 10
9. Linear Graphs 2 1 4 3 8
10. Basic Statistics 4 0 2 8 10
Total 39 11 30 55 94
Percentage 11 31 58 100

Table 2: Allocation of Marks for the Multiple Choice Questions (MCQs),

and Constructed Response Questions (CRQs)

Marks
Topic No. of Multiple Constructed
Topics
No. Sub-Topics Choice Response Total
Questions Questions
1. Percentage, Ratio and
4 3 3 6
Proportion
2. Zakat, Ushr and Inheritance 3 2 4 6
3. Business Mathematics 3 3 5 8
4. Financial Mathematics 5 4 3 7
5. Consumer Mathematics 3 4 5 9
6. Exponents and Logarithms 5 3 5 8
7. Arithmetic and Geometric 3 4
5 7
Sequences
8. Sets and Functions 5 4 5 9
9. Linear Graphs 2 2 5 7
10 Basic Statistics 4 2 6 8
Total 39 30 45 75

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 Table 3: Paper Specifications

Topic Total
Topics Marks Distribution
No. Marks
MCQs 3 @ 1 Mark
1. Percentage, Ratio and Proportion 6
CRQ 1 @ 3 Marks
MCQs 2 @ 1 Mark
2. Zakat, Ushr and Inheritance *CRQs 2 @ 4 Marks each 6
Choose any ONE from TWO
MCQs 3 @ 1 Mark
3. Business Mathematics *CRQs 2 @ 5 Marks each 8
Choose any ONE from TWO
MCQs 4 @ 1 Mark
4. Financial Mathematics 7
CRQ 1 @ 3 Marks
MCQs 4 @ 1 Mark
5. Consumer Mathematics 9
CRQ 1 @ 5 Marks
MCQs 3 @ 1 Mark
6. Exponents and logarithms *CRQs 2 @ 5 Marks each 8
Choose any ONE from TWO
Arithmetic and Geometric MCQs 3 @ 1 Mark
7. 7
Sequences CRQ 1 @ 4 Marks
MCQs 4 @ 1 Mark
8. Sets and Functions *CRQs 2 @ 5 Marks each 9
Choose any ONE from TWO
MCQs 2 @ 1 Mark
9. Linear Graphs 7
CRQ 1 @ 5 Marks
MCQs 2 @ 1 Mark
10. Basic Statistics *CRQs 2 @ 6 Marks each 8
Choose any ONE from TWO
MCQs CRQs
Total Marks 75
30 45

* There will be TWO questions and the candidates will be required to attempt any
ONE by making a choice out of the TWO.

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 Class X

Table 4: Number of Student Learning Outcomes by Cognitive Level

Topic Topics No. of SLOs Total

No. Sub-Topics K U A
11. Algebraic Formulae and
4 1 3 12 16
Applications
12. Factorization 3 1 0 4 5
13. Algebraic Manipulation 3 0 0 5 5
14. Linear Equations and Inequalities 4 3 2 5 10
15. Quadratic Equations 3 1 1 4 6
16. Matrices and Determinants 6 5 4 17 26
17. Fundamentals of Geometry 6 1 7 9 17
18. Practical geometry 2 0 0 5 5
19. Areas and Volumes 3 1 0 7 8
20. Introduction to Coordinate Geometry 3 1 2 6 9
Total 37 14 19 74 107
Percentage 13 18 69 100

Table 5: Allocation of Marks for the Multiple Choice Questions (MCQs),

and Constructed Response Questions (CRQs)

Marks
Topic No. of Multiple Constructed Total
Topics
No. Sub-Topics Choice Response
Questions Questions
11. Algebraic Formulae and
4 3 5 8
Applications
12. Factorization 3 3 5 8
13. Algebraic Manipulation 3 3 4 7
14. Linear Equations and
4 3 5 8
Inequalities
15. Quadratic Equations 3 2 5 7
16. Matrices and Determinants 6 4 5 9
17. Fundamentals of Geometry 6 4 5 9
18. Practical geometry 2 1 4 5
19. Areas and Volumes 3 4 4 8
20. Introduction to Coordinate
3 3 3 6
Geometry
Total 37 30 45 75

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 Table 6: Paper Specifications

Topic Total
Topics Marks Distribution
No. Marks
MCQs 3 @ 1 Mark
Algebraic Formulae and
11. *CRQs 2 @ 5 Marks each 8
Applications
Choose any ONE from TWO
MCQs 3 @ 1 Mark
12. Factorization *CRQs 2 @ 5 Marks each 8
Choose any ONE from TWO
MCQs 3 @ 1 Mark
13. Algebraic Manipulation *CRQs 2 @ 4 Marks each 7
Choose any ONE from TWO
MCQs 3 @ 1 Mark
14. Linear Equations and Inequalities 8
CRQ 1 @ 5 Marks
MCQs 2 @ 1 Mark
15. Quadratic Equations *CRQs 2 @ 5 Marks each 7
Choose any ONE from TWO
MCQs 4 @ 1 Mark
16. Matrices and Determinants *CRQs 2 @ 5 Marks each 9
Choose any ONE from TWO
MCQs 4 @ 1 Mark
17. Fundamentals of Geometry 9
CRQ 1 @ 5 Marks
MCQ 1 @ 1 Mark
18. Practical Geometry 5
CRQ 1 @ 4 Marks
MCQs 4 @ 1 Mark
19. Areas and Volumes 8
CRQ 1 @ 4 Marks
Introduction to Coordinate MCQs 3 @ 1 Mark
20. 6
Geometry CRQ 1 @ 3 Marks
MCQs CRQs
Total Marks 75
30 45

* There will be TWO questions and the candidates will be required to attempt any
ONE by making a choice out of the TWO.

4.1 Tables 1 and 4 indicate the number and nature of SLOs in each topic in
classes IX and X respectively. This will serve as a guide in the construction of the
examination paper. It also indicates that more emphasis has been given to the
Understanding (31% in IX and 18% in X), Application and higher order skills
(58% in IX and 69% in X) to discourage rote memorization. Tables 1 and 4, however,
do not translate directly into marks.

4.2 There will be two examinations, one at the end of Class IX and one at the end of Class
X.

4.3 In each class, the theory paper will be in two parts: paper I and paper II. Both papers
will be of duration of 3 hours.

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4.4 Paper I theory will consist of 30 compulsory, multiple choice questions. These
questions will involve four response options.
4.5 Paper II theory will carry 45 marks and consist of a number of compulsory,
constructed response questions. There will be no choice among the topics in
constructed response questions but it may be within the topic.
4.6 All constructed response questions will be in a booklet which will also serve as an
answer script.

5. Teaching-Learning Approaches and Classroom Activities

5.1 As the AKU-EB syllabus focuses on understanding and higher order thinking skills,
teachers need to encourage activity and problem-based classroom practices.

5.2 The following strategies are recommended:

• Demonstration
• Discussion based teaching
• Inquiry approach
• Specialization/Generalization
• Problem Solving
• Seeking relationship
• Investigation
• Open-ended questions
• Presentations
• Brainstorming
• Group discussion
• Concept building through using and developing low/no cost material

6. Recommended Texts and Reference Materials

Recommended Books

1. Malik Muhammad Aslam, Maqsood Raza Ahmed (2012) first edition General
Mathematics 9. Lahore: Ali Brotheran.
2. Punjab Textbook Board (2007). Mathematics for Class X. Lahore: Punjab
Textbook Board.
Reference Books
1. Oxford University Press. New Syllabus D Mathematics Book 1. Karachi:
Oxford University Press.
2. Oxford University Press. New Syllabus D Mathematics Book 2. Karachi:
Oxford University Press.
3. Oxford University Press. New Syllabus D Mathematics Book 3. Karachi:
Oxford University Press.
4. Oxford University Press. New Syllabus D Mathematics addendum Book 4.
Karachi: Oxford University Press.

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 Reference Materials

• Utility Bills
• Bank Brochures
• Sample debit and credit cards
• Daily Newspapers (For inter conversion of currency value)

Recommended Websites

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7. Definition of Cognitive Levels and Command Words

7.1 Definition of Cognitive Levels

Knowledge

This requires knowing and remembering facts and figures, vocabulary and contexts,
and the ability to recall key ideas, concepts, trends, sequences, categories, etc. It can
be taught and evaluated through questions based on: who, when, where, what, list,
define, identify, label, tabulate, quote, name, state, etc.

Understanding

This requires understanding information, grasping meaning, interpreting facts,

comparing, contrasting, grouping, inferring causes/reasons, seeing patterns,
organizing parts, making links, summarizing, identifying motives, finding evidence,
etc. It can be taught and evaluated through questions based on: why, how, show,
demonstrate, paraphrase, interpret, summarize, explain, prove, predict, compare,
distinguish, discuss, chart the course/direction, report, etc.

Application

This requires using information or concepts in new situations, solving problems,

organizing information and ideas, using old ideas to create new ones, generalizing
from given facts, analyzing relationships, relating knowledge from several areas,
drawing conclusions, evaluating worth, etc. It can be taught and evaluated through
questions based on: differentiate, analyze, show relationship, propose an alternative,
prioritize, give reasons for, categorize, corroborate, compare and contrast, create,
design, solve, formulate, integrate, rearrange, reconstruct/recreate, reorganize, predict
consequences, etc.

7.2 Definition of Command Words

Knowledge

Define: Only a formal statement or equivalent paraphrase is required. No

examples need to be given.

Identify: Pick out, recognizing specified information from a given content or

situation.

State: To express the particulars of; to set down in detail or in gross; to

represent fully in words; to narrate; to recite; as, to state the facts of
a case, one’s opinion, etc.

Write: To compose, execute or produce in words, characters or figures.

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 Understanding

Construct: To set in order or something formulated or built systematically

or frame a concept, model, or schematic idea.

Describe: To state in words (using diagrams where appropriate) the main

points of the topic.

Discuss: To give a critical account of the points involved in the topic.

Distinguish: To identify those characteristics which always or sometimes

distinguish between two categories.

Explain: To give reason or use some reference to theory, depending on

the context.
Illustrate: To give clear examples to state, clarify or synthesize a point of
view.

Interpret: To translate information from observation, charts, tables, graphs,

and written material in a supportable manner.

Locate: To place or to set in a particular spot or position.

Application
Apply: To use the available information in different contexts to relate and
draw conclusions.

Calculate: Is used when a numerical answer is required. In general, working

should be shown, especially where two or more steps are involved.

Convert: To change or adapt from one system or units to another.

Derive: To arrive at a general formula by calculating step by step.

Draw: To make a simple freehand sketch or diagram. Care should be

taken with proportions and the clear labelling of parts.

Estimate: To calculate approximately (the amount, extent, magnitude,

position, or value of something).

Factorize: To resolve or break integers or polynomials into factors.

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 Find: Is a general term that may variously be interpreted as calculate,
measure, determine, etc.

In other contexts, describe and give an account of should be

interpreted more generally, i.e. the candidate has greater discretion
about the nature and the organization of the material to be included
in the answer. Describe and explain may be coupled in a similar
way to state and explain.
Rationalize: The simplification of an expression or equation by eliminating
radicals without changing the value of the expression or the roots
of the equation.

Simplify: To reduce (an equation, fraction, etc.) to a simple form by

cancellation of common factors, regrouping of terms in the same
variables, etc.

Solve: To work out systematically the answer of a given problem.

Use: To deploy the required attribute in a constructed response.

Verify: To check or determine the correctness and accuracy of Laws or

rules by investigation.

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 Annex
3
SSC Scheme of Studies
AKU-EB as a national board offers SSC and HSSC qualifications for both English and Urdu
medium schools. The revised SSC Scheme of Studies issued by the Curriculum Wing was
implemented from September 2007. Accordingly, each SSC subject will be taught across
both the classes IX and X. The Science and Humanities group subjects are offered at SSC
level. The marks allocated to subjects in the revised National Scheme of Studies of
September 2007 have been followed.
SSC I and II (Class IX and X) subjects on offer for examination
SSC Part-I (Class IX) Science Group
Marks
Subjects Medium
Theory Practical Total
English Compulsory-I 75 - 75 English
Urdu Compulsory-I OR Urdu
Urdu Aasan a OR 75 - 75 Urdu
History and Geography of Pakistan-I b English
Islamiyat-I OR Ethics-I c *30 - *30 English / Urdu
Pakistan Studies-I *45 - *45 English / Urdu
Mathematics-I 75 - 75 English / Urdu
Physics-I 65 10 75 English / Urdu
Chemistry-I 65 10 75 English / Urdu
Biology-I OR English / Urdu
65 10 75
Computer Science-I English
Total: *495 30 *525
SSC Part-II (Class X) Science Group
Marks
Subjects Medium
Theory Practical Total
English Compulsory-II 75 - 75 English
Urdu Compulsory-II OR Urdu
Sindhi a OR 75 - 75 Sindhi
History and Geography of Pakistan-IIb English
Islamiyat-II OR Ethics-II c *45 - *45 English / Urdu
Pakistan Studies-II *30 - *30 English / Urdu
Mathematics-II 75 - 75 English / Urdu
Physics-II 65 10 75 English / Urdu
Chemistry-II 65 10 75 English / Urdu
Biology-II OR English / Urdu
65 10 75
Computer Science-II English
Total: *495 30 *525
a. Candidates from the province of Sindh may appear in “Urdu Aasan” in SSC Part I and in “Sindhi” in Part II
examination.
b. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subject to
the Board’s approval.
c. For non-Muslim candidates only.
* The above will be implemented in
SSC Part I 2013 Examinations and onwards
SSC Part II 2014 Examinations and onwards

3
Government of Pakistan September 2007. Scheme of Studies for SSC and HSSC (Classes IX-XII). Islamabad: Ministry of Education,
Curriculum Wing.

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SSC Part-I (Class IX) Humanities Group
Subjects Marks Medium
English Compulsory-I 75 English
Urdu Compulsory-I OR Urdu
Urdu Aasan a OR 75 Urdu
History and Geography of Pakistan-I b English
Islamiyat-I OR Ethics-I c *30 English / Urdu
Pakistan Studies-I *45 English / Urdu
General Mathematics-I 75 English / Urdu
Any three of the following Elective Subjects 225
1. **Geography-I (75 each) English / Urdu
2. General Science-I English / Urdu
3. Computer Science-I (65+10 practical) English
4. Economics-I English / Urdu
5. Civics-I English / Urdu
6. **History of Pakistan-I English / Urdu
7. **Elements of Home Economics-I English / Urdu
8. **Food and Nutrition-I (65+10 practical) English / Urdu
9. **Art & Model Drawing-I English
10. **Business Studies-I English
11. **Environmental Studies-I English
Total: *525
SSC Part-II (Class X) Humanities Group
Subjects Marks Medium
English Compulsory-II 75 English
Urdu Compulsory-II OR 75 Urdu
Sindhi a Sindhi
History and Geography of Pakistan-II b OR English
Islamiyat-II OR Ethics-II c *45 English / Urdu
Pakistan Studies-II *30 English / Urdu
General Mathematics-II 75 English / Urdu
Any three of the following Elective Subjects 225
1. **Geography-II (75 each) English / Urdu
2. General Science-II English / Urdu
3. Computer Science-II (65+10 practical) English
4. Economics-II English / Urdu
5. Civics-II English / Urdu
6. **History of Pakistan-II English / Urdu
7. **Elements of Home Economics-II English / Urdu
8. **Food and Nutrition-II (65+10 practical) English / Urdu
9. **Art & Model Drawing-II English
10. **Business Studies-II English
11. **Environmental Studies-II English
Total: *525
SSC Part-I and Part-II (Class IX-X) (Additional Subjects)
SSC Part I SSC Part II Marks Medium
d d English
1. **Literature in English-I 1. **Literature in English-II
d
2. **Commercial Geography-I 2. **Commercial Geography-II d 75 each English
3. **Additional Mathematics-I d 3. **Additional Mathematics-II d English
a. Candidates from the province of Sindh may appear in “Urdu Aasan” in SSC Part I and in “Sindhi” in Part II
examination.
b. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subject to
the Board’s approval.
c. For non-Muslim candidates only. d. Subject will be offered as Additional Subject.
* The above will be implemented in
SSC Part I 2013 Examinations and onwards SSC Part II 2014 Examinations and onwards
**These subjects are offered ONLY in the May examination.
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