Syllabus

Cambridge IGCSE Mathematics (US)

Syllabus Code 0444
For Examination in 2012
Contents

Cambridge IGCSE Mathematics (US)

Syllabus Code 0444

1. Introduction ..................................................................................... 2
1.1 Why Choose Cambridge?
1.2 Why Choose Cambridge IGCSE Mathematics (US)?
1.3 Cambridge International Certificate of Education (ICE)
1.4 How Can I Find Out More?

2. Assessment at a Glance .................................................................. 4

3. Syllabus Goals and Objectives......................................................... 6

3.1 Goals
3.2 Assessment Objectives

4. Curriculum Content ......................................................................... 8

5. Additional Information ................................................................... 34

5.1 Guided Learning Hours
5.2 Recommended Prerequisites
5.3 Progression
5.4 Component Codes
5.5 Grading and Reporting
5.6 Resources

6. Appendix ....................................................................................... 36
6.1 Mathematical Formulae for Core Components (1 and 3)
6.2 Mathematical Formulae for Extended Components (2 and 4)

Cambridge IGCSE Mathematics (US) 0444. For examination in 2012.

University of Cambridge International Examinations 2011
1. Introduction

1.1 Why Choose Cambridge?

University of Cambridge International Examinations (CIE) is the worlds largest provider of international
qualifications. Around 1.5 million candidates from 150 countries enter Cambridge examinations every year.
What makes educators around the world choose Cambridge?

Recognition
Cambridge International General Certificate of Secondary Education (IGCSE) is internationally recognized
by schools, universities, and employers as equivalent to UK GCSE. Cambridge IGCSE is excellent
preparation for GCE A and AS Levels, the Advanced International Certificate of Education (AICE), the
US Advanced Placement Program, and the International Baccalaureate (IB) Diploma. Learn more at
www.cie.org.uk/recognition.

Support
CIE provides a world-class support service for teachers and exams officers. We offer a wide range of
teacher materials to Centers, plus teacher training (online and face-to-face) and candidate support materials.
Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support
from CIE Customer Services. Learn more at www.cie.org.uk/teachers.

Excellence in Education
Cambridge qualifications develop successful candidates. They build not only understanding and knowledge
required for progression to college, work, or further examinations, but also learning and thinking skills that
help candidates become independent learners and equip them for life.

Nonprofit, Part of the University of Cambridge

CIE is part of Cambridge Assessment, a nonprofit organization, and part of the University of Cambridge.
The needs of teachers and learners are at the core of what we do. CIE invests constantly in improving its
qualifications and services. We draw upon education research in developing our qualifications.

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1. Introduction

1.2 Why Choose Cambridge IGCSE Mathematics?

Cambridge IGCSE Mathematics is accepted by universities and employers as proof of mathematical
knowledge and understanding. Successful IGCSE Mathematics candidates gain lifelong skills, including:
the development of their mathematical knowledge;
confidence by developing a feel for numbers, patterns, and relationships;
an ability to consider and solve problems and present and interpret results;
communication and reason using mathematical concepts;
a solid foundation for further study.

1.3 Cambridge International Certificate of Education (ICE)

Cambridge ICE is the group award of the IGCSE. It requires the study of subjects drawn from the five
different IGCSE subject groups. It gives Centers the opportunity to benefit from offering a broad and
balanced curriculum by recognizing the achievements of students who pass examinations in at least seven
subjects, including two languages, and one subject from each of the other subject groups.

The Cambridge portfolio of IGCSE qualifications provides a solid foundation for higher-level courses such
as GCE A and AS Levels and the International Baccalaureate Diploma as well as excellent preparation for
employment.

A wide range of IGCSE subjects is available and these are grouped into five curriculum areas. Mathematics
(0444) falls in Group IV, Mathematics.

Learn more about ICE at www.cie.org.uk/qualifications/academic/middlesec/ice.

1.4 How Can I Find Out More?

If You Are Already a Cambridge Center
You can make entries for this qualification through your usual channels, e.g., CIE Direct. If you have any
queries, please contact us at [email protected].

If You Are Not a Cambridge Center

You can find out how your organization can become a Cambridge Center. Email us at
[email protected]. Learn more about the benefits of becoming a Cambridge Center at
www.cie.org.uk.

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2. Assessment at a Glance

Cambridge IGCSE Mathematics (US)

Syllabus Code 0444
This qualification is assessed via two components.
Candidates who have followed the Core curriculum take components 1 and 3.
Candidates who have followed the Extended curriculum take components 2 and 4.

Component Weighting Raw Nature of

mark assessment

1 Written paper 1 hour

Short-answer questions based on the Core
curriculum. 35% 56 External
Calculators are not permitted.
Grades available: CG

2 Written paper 1 hour, 30 minutes

Short-answer questions based on the Extended
curriculum. 35% 70 External
Calculators are not permitted.
Grades available: A*E

3 Written paper 2 hours

Structured questions based on the Core
curriculum. 65% 104 External
Electronic calculators are required.
Grades available: CG

4 Written paper 2 hours, 30 minutes

Structured questions based on the Extended
curriculum. 65% 130 External
Electronic calculators are required.
Grades available: A*E

Algebraic or graphic calculators are not permitted.

The mathematical formulae provided in the written papers is given in the appendix.

Combining This with Other Syllabi

Candidates can combine this syllabus in an examination session with any other CIE syllabus, except:
syllabi with the same title (or the title Mathematics) at the same level

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2. Assessment at a Glance

BLANK PAGE

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3. Syllabus Goals and Objectives

3.1 Goals
Cambridge IGCSE Mathematics syllabus is designed as a two-year course for examination at age 16-plus.
The goals of this syllabus should enable students to:
1. develop their mathematical knowledge and oral, written, and practical skills in a way which encourages
confidence and provides satisfaction and enjoyment;
2. read mathematics, and write and talk about the subject in a variety of ways;
3. develop a feel for numbers, carry out calculations, and understand the significance of the results
obtained;
4. apply mathematics in everyday situations and develop an understanding of the part which mathematics
plays in the world around them;
5. solve problems, present the solutions clearly, check and interpret the results;
6. develop an understanding of mathematical principles;
7. recognize when and how a situation may be represented mathematically, identify and interpret relevant
factors and, where necessary, select an appropriate mathematical method to solve the problem;
8. use mathematics as a means of communication with emphasis on the use of clear expression;
9. develop an ability to apply mathematics in other subjects, particularly science and technology;
10. develop the abilities to reason logically, to classify, to generalize, and to prove;
11. appreciate patterns and relationships in mathematics;
12. produce and appreciate imaginative and creative work arising from mathematical ideas;
13. develop their mathematical abilities by considering problems and conducting individual and cooperative
enquiry and experiment, including extended pieces of work of a practical and investigative kind;
14. appreciate the interdependence of different branches of mathematics;
15. acquire a foundation appropriate to their further study of mathematics and of other disciplines.

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3. Syllabus Goals and Objectives

3.2 Assessment Objectives

The examination will test the ability of candidates to:
1. organize, interpret, and present information accurately in written, tabular, graphical, and diagrammatic
forms;
2. perform calculations by suitable methods;
3. use an electronic calculator and also perform some straightforward calculations without a calculator;
4. understand systems of measurement in everyday use and make use of them in the solution of
problems;
5. estimate, approximate, and work to degrees of accuracy appropriate to the context and convert between
equivalent numerical forms;
6. use mathematical and other instruments to measure and to draw to an acceptable degree of accuracy;
7. interpret, transform, and make appropriate use of mathematical statements expressed in words or
symbols;
8. recognize and use spatial relationships in two and three dimensions, particularly in solving problems;
9. recall, apply, and interpret mathematical knowledge in the context of everyday situations.
10. make logical deductions from given mathematical data;
11. recognize patterns and structures in a variety of situations, and form generalizations;
12. respond to a problem relating to a relatively unstructured situation by translating it into an appropriately
structured form;
13. analyze a problem, select a suitable strategy, and apply an appropriate technique to obtain its solution;
14. apply combinations of mathematical skills and techniques in problem solving;
15. set out mathematical work, including the solution of problems, in a logical and clear form using
appropriate symbols and terminology.

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4. Curriculum Content

Candidates may follow either the Core Curriculum or the Extended Curriculum. Candidates aiming for
Grades A*C should follow the Extended Curriculum.

1. NumberCore curriculum Notes / Exemplars

1.1 Knowledge of: natural numbers, integers
(positive, negative, and zero), prime numbers,
square numbers, rational and irrational numbers,
real numbers.

Use of symbols: =, , , , <, >

1.2 Use of the four operations and parentheses. Applies to integers, fractions, and decimals.
1.3 Multiples and factors, including, greatest common GCF and LCM will be used and knowledge
factor, least common multiple. of prime factors is assumed.
1.4 Ratio and proportion.
1.5 Language and notation of fractions, decimals, and
percentages; recognize equivalences between
decimals, fractions, ratios, and percentages and
convert between them.

Order quantities given in different forms by

magnitude, by first converting into same form.
1.6 Percentages, including applications such as interest Excludes reverse percentages.
and profit. Includes both simple and compound
interest.

1.7 Meaning and calculation of exponents (powers, e.g., work out 43 as a fraction.
indices) including positive, negative, and zero
exponents.

Rules for exponents. e.g., work out 24 23

Scientific notation (Standard Form) a 10n where Convert numbers in and out of scientific
1 a < 10 and n is an integer. notation.
Calculate with values in scientific notation.

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4. Curriculum Content

1. NumberExtended curriculum Notes / Exemplars

1.1 Knowledge of: natural numbers, integers Understand that the sum or product of
(positive, negative, and zero), prime numbers, two rational numbers is rational; that the
square numbers, rational and irrational numbers, sum of a rational number and an irrational
real numbers. number is irrational; and that the product of
a non-zero rational number and an irrational
Use of symbols: =, , , , <, > number is irrational.
1.2 Use of the four operations and parentheses. Applies to integers, fractions, and decimals.
1.3 Multiples and factors, including, greatest common GCF and LCM will be used and knowledge
factor, least common multiple. of prime factors is assumed.
1.4 Ratio and proportion.
1.5 Language and notation of fractions, decimals, and
percentages; recognize equivalences between
decimals, fractions, ratios, and percentages and
convert between them.

Order quantities given in different forms by

magnitude, by first converting into same form.
1.6 Percentages, including applications such as interest Includes reverse percentages.
and profit. Includes both simple and compound
interest.
Includes percentiles.
1.7 Meaning and calculation of exponents (powers, 1
e.g., 5 2 = 5
indices) including positive, negative, zero and 1 -2
Evaluate 52, 100 2 , 8 3
fractional exponents.

Rules for exponents. Work out 24 23

Scientific notation (Standard Form) a 10n where Convert numbers in and out of scientific
1 a < 10 and n is an integer. notation.
Calculate with values in scientific notation.

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4. Curriculum Content

1. NumberCore curriculum Notes / Exemplars

1.8 Radicals, calculation of square root and cube root e.g., the area of a square is 54.76 cm2.
expressions. Work out the length of one side of the
square.

Find the value of the cube root of 64.

1.9 Quantitieschoose and interpret units and scales, Also relates to graphs and geometrical
define appropriate quantities (including money). measurement topics.
Includes converting between units,
Estimating, rounding, decimal places, and significant e.g., different currencies.
figureschoose a level of accuracy appropriate for a
problem.
1.10 Calculations involving time: seconds (s), minutes 1 year = 365 days.
(min), hours (h), days, months, years including the Includes familiarity with both 24-hour and
relation between consecutive units. 12-hour clocks and extraction of data from
dials and schedules.
1.11 Speed, distance, time problems.

2. AlgebraCore curriculum Notes / Exemplars

2.1 Extended Curriculum only.

2.2 Extended Curriculum only.

2.3 Create expressions and create and solve linear Explain each algebraic step of the solution.
equations, including those with fractional May be asked to interpret solutions to a
expressions. problem given in context.
2.4 Exponents (indices). Includes rules of indices with negative
indices.
Simple examples only,
e.g., q 3 q 4, 8x 5 2x 2

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4. Curriculum Content

1. NumberExtended curriculum Notes / Exemplars

1.8 Radicals, calculation and simplification of square
e.g., simplify 200 + 18
root and cube root expressions.
Write (2 + 3 ) in the form a + b 3
2

1.9 Quantitieschoose and interpret units and scales, Also relates to graphs and geometrical
define appropriate quantities (including money). measurement topics.
Includes converting between units,
Estimating, rounding, decimal places, and significant e.g., different currencies.
figureschoose a level of accuracy appropriate for a
problem.
1.10 Calculations involving time: seconds (s), minutes 1 year = 365 days.
(min), hours (h), days, months, years including the Includes familiarity with both 24-hour and
relation between consecutive units. 12-hour clocks and extraction of data from
dials and schedules.
1.11 Speed, distance, time problems.

2. AlgebraExtended curriculum Notes / Exemplars

2.1 Writing, showing, and interpretation of inequalities
on the real number line.
2.2 Create and solve linear inequalities. e.g., Solve 3x + 5 < 7
Solve 7 3n 1 < 5
2.3 Create expressions and create and solve linear Explain each algebraic step of the solution.
equations, including those with fractional May be asked to interpret solutions to a
expressions. problem given in context.
2.4 Exponents (indices). Includes rules of indices with negative and
fractional indices.
3 -4
e.g., simplify 2x 2 # 5x

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4. Curriculum Content

2. AlgebraCore curriculum Notes / Exemplars

2.5 Rearrangement and evaluation of simple formulae. e.g., make r the subject of:

p = rt q
r-t
w=
y

e.g., when x = 3 and y = 4, find the value

of xy 2.

2.6 Create and solve simultaneous linear equations in

two variables algebraically.
2.7 Identify terms, factors, and coefficients.

2.8 Expansion of parentheses (simple examples only). e.g., expand and simplify 4(5c 3d ) 7c
Simplify expressions.
2.9 Factorization: common factor only. e.g., 6x 2 + 9x = 3x(2x + 3)

2.10 Extended Curriculum only.

2.11 Extended Curriculum only.

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4. Curriculum Content

2. AlgebraExtended curriculum Notes / Exemplars

2.5 Rearrangement and evaluation of formulae. Formulae may include indices or cases
where the subject appears twice.
e.g., make r the subject of
4 3
V= 3 rr
2r - 3
p=
r+s

e.g., y = m2 4n2
Find the value of y when m = 4.4 and
n = 2.8

2.6 Create and solve simultaneous linear equations in See functions 3.2
two variables algebraically and graphically.
2.7 Identify terms, factors, and coefficients. e.g., interpret P (1 + r )n as the product of P
Interpret algebraic expressions. and a factor not depending on P.
2.8 Expansion of parentheses, including the square of a e.g., expand (2x 5)2 = 4x 2 20x + 25
binomial. Simplify expressions.
2.9 Factorization:
common factor 6x 2 + 9x = 3x(2x + 3)
difference of squares 9x 2 16y 2 = (3x 4y )(3x + 4y )
trinomial 6x 2 + 11x 10 = (3x 2)(2x + 5)
four term. xy 3x + 2y 6 = (x + 2)(y 3)
2.10 Algebraic fractions: 2
4x - 9 3 - 4,
simplification, including use of factorization e.g., simplify 2 ,
8x - 10x - 3 2x + 1 x
addition or subtraction of fractions with linear
7x ' 21x
denominators 4y
2
8
multiplication or division and simplification of two
fractions.
2.11 Create and solve quadratic equations by:
inspection e.g., x = 49
factorization 2x + 5x 3 = 0
using the quadratic formula 3x 2x 7 = 0
completing the square. Write x 6x + 9 in the form (x a)2 + b and
state the minimum value of the function.
Quadratic formula will be given.

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4. Curriculum Content

2. AlgebraCore curriculum Notes / Exemplars

2.12 Extended Curriculum only.

2.13 Continuation of a sequence of numbers or e.g., find the nth term of:
patterns; recognize patterns in sequences; 5 9 13 17 21
generalize to simple algebraic statements, including 2 4 8 16 32
determination of the nth term.

2.14 Extended Curriculum only.

3. FunctionsCore curriculum Notes / Exemplars

3.1 Use function notation.
Knowledge of domain and range.
Mapping diagrams.
3.2 Understand that the graph of an equation in two
variables is the set of all its solutions plotted in the
co-ordinate plane.

Construct tables of values for functions of the form

a
ax + b, x 2 + ax + b, x (x 0) where a and b are
integral constants; draw and interpret such graphs.

Solve associated equations approximately by

graphical methods.
3.3 Write a function that describes a relationship e.g., C(x) = 50,000 + 400x models the
between two quantities. cost of producing x wheelchairs. Write a
function that represents the cost of one
wheelchair.
3.4 Extended Curriculum only.

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4. Curriculum Content

2. AlgebraExtended curriculum Notes / Exemplars

2.12 Solve simple rational and radical equations in one
e.g., solve x + 2 = 6, x3 = 27, 2y 4 = 32
variable, and discount any extraneous solutions.
2.13 Continuation of a sequence of numbers or e.g., find the nth term of:
patterns; recognize patterns in sequences; 5 9 13 17 21
generalize to simple algebraic statements, including 2 4 8 16 32
determination of the nth term. 2 5 10 17 26
2.14 Express direct and inverse variation in algebraic
e.g., y x, y x
terms and use this form of expression to find 1 1
unknown quantities. y ,y 2
x x

3. FunctionsExtended curriculum Notes / Exemplars

3.1 Use function notation.
Knowledge of domain and range.
Mapping diagrams.
3.2 Understand that the graph of an equation in two
variables is the set of all its solutions plotted in the
co-ordinate plane.
Construct tables of values and construct graphs
of functions of the form axn where a is a rational
constant and n = 2, 1, 0, 1, 2, 3 and simple sums
of not more than three of these and for functions of
the type ax where a is a positive integer.
Solve associated equations approximately by
graphical methods.
3.3 Write a function that describes a relationship e.g., C(x) = 50,000 + 400x models the
between two quantities. cost of producing x wheelchairs. Write a
function that represents the cost of one
wheelchair.
3.4 Compare properties of two functions each e.g., given a graph of one quadratic function
represented in a different way (algebraically, and an algebraic expression for another, say
graphically, numerically in tables, or by verbal which has the larger maximum.
descriptions).

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4. Curriculum Content

3. FunctionsCore curriculum Notes / Exemplars

3.5 Recognition of the following function types from the Some of a, b, c may be 0
shape of their graphs:
linear f(x) = ax + b
quadratic f(x) = ax2 + bx + c
a
reciprocal f(x) = x

Interpret the key features of the graphsto

include intercepts; intervals where the function is
increasing, decreasing, positive, negative; relative
maxima and minima; symmetries; end behavior.

3.6 Relate the domain of a function to its graph and, e.g., if the function h(n) gives the number
where applicable, to the quantitative relationship it of person-hours it takes to assemble
describes. n engines in a factory, then the positive
integers would be an appropriate domain
for the function.
3.7 Extended Curriculum only.

3.8 Extended Curriculum only.

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4. Curriculum Content

3. FunctionsExtended curriculum Notes / Exemplars

3.5 Recognition of the following function types from the Some of a, b, c and d may be 0
shape of their graphs:
linear f(x) = ax + b
quadratic f(x) = ax2 + bx + c
cubic f(x) = ax3 + bx2 + cx + d
a
reciprocal f(x)= x
exponential f(x) = ax with 0 < a < 1 or a > 1
trigonometric f(x) = asin(bx); acos(bx); tanx

Interpret the key features of the graphsto Including period and amplitude.
include intercepts; intervals where the function is
increasing, decreasing, positive, negative; relative
maxima and minima; symmetries; end behavior and
periodicity.
3.6 Relate the domain of a function to its graph and, e.g., if the function h(n) gives the number
where applicable, to the quantitative relationship it of person-hours it takes to assemble n
describes. engines in a factory, then the positive
integers would be an appropriate domain
for the function.
3.7 Calculate and interpret the average rate of change e.g., average speed between 2 points
of a function (presented symbolically or as a table)
over a specified interval.
Estimate the rate of change from a graph. e.g., use a tangent to the curve to find the
slope
3.8 Behavior of linear, quadratic, and exponential Observe, using graphs and tables, that a
functions quantity increasing exponentially eventually
linear f(x) = ax + b exceeds a quantity increasing linearly,
quadratic f(x) = ax2 + bx + c quadratically, or (more generally) as a
exponential f(x) = ax with 0 < a < 1 or a > 1 polynomial function.
Use the properties of exponents to interpret
expressions for exponential functions,
e.g., identify percent rate of change in
functions such as y = (1.02)t, y = (0.97)t,
y = (1.01)12t, y = (1.2)t/10, and classify them as
representing exponential growth or decay.

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4. Curriculum Content

3. FunctionsCore curriculum Notes / Exemplars

3.9 Extended Curriculum only.

3.10 Extended Curriculum only.

3.11 Extended Curriculum only.

3.12 Description and identification, using the language

of transformations, of the changes to the graph of
y = f(x) when y = f(x) + k, y = k f(x), y = f(x + k) Where k is an integer.
for f(x) given in section 3.5.
3.13 Extended Curriculum only.

4. GeometryCore curriculum Notes / Exemplars

4.1 Vocabulary:
acute, obtuse, right angle, reflex, equilateral,
isosceles, congruent, similar, regular, pentagon,
hexagon, octagon, rectangle, square, kite, rhombus,
parallelogram, trapezoid, and simple solid figures.

4.2 Definitions:
Know precise definitions of angle, circle,
perpendicular line, parallel line, and line segment,
based on the undefined notions of point, line,
distance along a line, and distance around a
circular arc.

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4. Curriculum Content

3. FunctionsExtended curriculum Notes / Exemplars

3.9 Construct linear and exponential functions, including e.g., find the function or equation for the
arithmetic and geometric sequences, given a graph, relationship between x and y
a description of a relationship, or two input-output x 2 0 2 4
pairs (include reading these from a table). y 3 5 7 9

3.10 Simplification of formulae for composite functions e.g., f(x) = 6 + 2x, g(x) = 7x,
such as f(g(x)) where g(x) is a linear expression. f(g(x)) = 6 + 2(7x) = 6 + 14x
3.11 Inverse function f 1. Find an inverse function.
Solve equation of form f(x) = c for a simple
function that has an inverse.
Read values of an inverse function from a
graph or a table, given that the function has
an inverse.
3.12 Description and identification, using the language
of transformations, of the changes to the graph of
y = f(x) when y = f(x) + k, y = k f(x), y = f(x + k) for Where k is an integer.
f(x) given in section 3.5.
3.13 Graph the solutions to a linear inequality in two e.g., identify the region bounded by the
variables as a half-plane (region), excluding the inequalities
boundary in the case of a strict inequality. Graph the y > 3, 2x + y < 12, y x.
solution set to a system of linear inequalities in two
variables as the intersection of the corresponding
half-planes.

4. GeometryExtended curriculum Notes / Exemplars

4.1 Vocabulary:
Know precise definitions of acute, obtuse, right
angle, reflex, equilateral, isosceles, congruent,
similar, regular, pentagon, hexagon, octagon,
rectangle, square, kite, rhombus, parallelogram,
trapezoid, and simple solid figures.
4.2 Definitions:
Know precise definitions of angle, circle,
perpendicular line, parallel line, and line segment,
based on the undefined notions of point, line,
distance along a line, and distance around a
circular arc.

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4. GeometryCore curriculum Notes / Exemplars

4.3 Line and rotational symmetry in 2D. e.g., know properties of triangles,
quadrilaterals, and circles directly related
to their symmetries.

4.4 Angles around a point. Proof of properties will not be tested, but
Angles on a straight line and intersecting straight candidates should be able to use these
lines. properties to find unknown angles.
Vertically opposite angles.
Alternate and corresponding angles on parallel lines.
Angle properties of triangles, quadrilaterals, and
polygons.
Interior and exterior angles of a polygon.
4.5 Construction.
Make formal geometric constructions with compass
and straight edge only.
Copy a segment; copy an angle; bisect a segment;
bisect an angle; construct perpendicular lines,
including the perpendicular bisector of a line
segment.
Construct an equilateral triangle, a square, and a
regular hexagon inscribed in a circle.
Construct the inscribed and circumscribed circles of
a triangle.
Construct a tangent line from a point outside a given
circle to the circle.
Angle measurement in degrees.
Read and make scale drawings.

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4. Curriculum Content

4. GeometryExtended curriculum Notes / Exemplars

4.3 Line and rotational symmetry in 2D and 3D. e.g., know properties of triangles,
quadrilaterals, and circles directly related
to their symmetries.
Recognize symmetry properties of the
prism and the pyramid.
4.4 Angles around a point. Proof of properties will not be tested, but
Angles on a straight line and intersecting straight candidates should be able to use these
lines. properties to find unknown angles.
Vertically opposite angles.
Alternate and corresponding angles on parallel lines.
Angle properties of triangles, quadrilaterals, and
polygons.
Interior and exterior angles of a polygon.
4.5 Construction.
Make formal geometric constructions with compass
and straight edge only.
Copy a segment; copy an angle; bisect a segment;
bisect an angle; construct perpendicular lines,
including the perpendicular bisector of a line
segment.
Construct an equilateral triangle, a square, and a
regular hexagon inscribed in a circle.
Construct the inscribed and circumscribed circles of
a triangle.
Construct a tangent line from a point outside a given
circle to the circle.
Angle measurement in degrees.
Read and make scale drawings.

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4. Curriculum Content

4. GeometryCore curriculum Notes / Exemplars

4.6 Vocabulary of circles.
Properties of circles:
tangent perpendicular to radius at the point of
contact
angle in a semicircle

4.7 Similarity. Use scale factors and/or angles to check

Calculation of lengths of similar figures. for similarity.

4.8 Extended Curriculum only.

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4. GeometryExtended curriculum Notes / Exemplars

4.6 Vocabulary of circles.
Properties of circles:
tangent perpendicular to radius at the point of
contact
tangents from a point
angle in a semicircle
angles at the center and at the circumference on
the same arc
cyclic quadrilateral

Use the following symmetry properties of a circle:

equal chords are equidistant from the center
the perpendicular bisector of a chord passes
through the center
tangents from an external point are equal in
length
4.7 Similarity. Use scale factors and/or angles to check
Calculation of lengths of similar figures. for similarity.
Area and volume scale factors. Use of the relationships between areas of
similar figures and extension to volumes
and surface areas of similar solids.
4.8 Congruence. Justify why two triangles are congruent
Use the definition of congruence to show that two with geometric reasons and reference to
triangles are congruent if, and only if, corresponding ASA, SAS, SSS, or RHS.
pairs of sides and corresponding pairs of angles are
congruent.

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4. Curriculum Content

5. Transformations and vectorsCore Curriculum Notes / Exemplars

5.1 Vector notation:
directed line segment AB ;
x
component form
y

5.2 Extended Curriculum only.

5.3 Extended Curriculum only.

5.4 Extended Curriculum only.

5.5 Extended Curriculum only.

5.6 Transformations on the cartesian plane: Representing and describing

translation, reflection, rotation, enlargement (dilation). transformations.
Description of a translation using column vectors.
5.7 Extended Curriculum only.
5.8 Extended Curriculum only.

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4. Curriculum Content

5. Transformations and vectorsExtended curriculum Notes / Exemplars

5.1 Vector notation:
a; directed line segment AB ;
x
component form
y
use appropriate symbols for vectors and their
e.g., v, |v|
magnitudes

5.2 Find the components of a vector by subtracting the See also section 5.6, translations using
co-ordinates of an initial point from the co-ordinates column vectors.
of a terminal point.
Use position vectors.
5.3 x
Calculate the magnitude of a vector y as

^ x 2 + y 2h .

5.4 Add and subtract vectors. Both algebraic (component) and geometric
(parallelogram rule) addition/subtraction.

5.5 Multiply a vector by a scalar.

e.g., 3 e o = 3(5) = 15
-4
3
x cx
c =
y cy
If c|v| 0, the direction of cv is either
along v (for c > 0) or against v (for c < 0).

5.6 Transformations on the cartesian plane: translation, Representing and describing

reflection, rotation, enlargement (dilation), stretch. transformations.
Description of a translation using column vectors.
5.7 Inverse of a transformation.
5.8 Combined transformations. e.g., find the single transformation that
can replace a rotation of 180 around the
origin followed by a translation by vector

e o.
4
-2

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4. Curriculum Content

6. Geometrical measurementCore curriculum Notes / Exemplars

6.1 Units: mm, cm, m, km All units will be metric; conversion
mm2, cm2, m2, ha, km2 between units is expected.
mm3, cm3, ml, cl, l, m3
g, kg Units of time as given in section 1.10.
6.2 Perimeter and area of rectangle, triangle, and Formula will be given for area of triangle.
compound shapes derived from these.
Area of trapezoid and parallelogram.
6.3 Circumference and area of a circle. Formulae will be given for circumference
and area of a circle.
Arc length and area of sector. From sector angles in degrees and
simple examples only.
6.4 Surface area and volume of a prism (in particular, Formulae will be given for the lateral
cuboid, and cylinder). surface area of cylinder and the surface
Surface area and volume of a sphere. area of a sphere, and the volume of a
prism, a cylinder and a sphere.
6.5 Extended Curriculum only.

6.6 Use geometric shapes, their measures, and their e.g., modeling a tree trunk or a human
properties to describe objects. torso as a cylinder.

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4. Curriculum Content

6. Geometrical measurementExtended curriculum Notes / Exemplars

6.1 Units: mm, cm, m, km All units will be metric; conversion
mm2, cm2, m2, ha, km2 between units expected.
mm3, cm3, ml, cl, l, m3
g, kg Units of time as given in section 1.10.
6.2 Perimeter and area of rectangle, triangle, and
compound shapes derived from these.
Area of trapezoid and parallelogram.
6.3 Circumference and area of a circle.
Arc length and area of sector. From sector angles in degrees only.

6.4 Surface area and volume of a prism and a pyramid (in Formulae will be given for the lateral
particular, cuboid, cylinder, and cone). surface area of a cylinder and a cone, the
Surface area and volume of a sphere. surface area of a sphere, and the volume
of a pyramid, a cone and a sphere.
6.5 Areas and volumes of compound shapes. Involving combinations of the shapes in
section 6.4.
6.6 Use geometric shapes, their measures, and their e.g., modeling a tree trunk or a human
properties to describe objects. torso as a cylinder.

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4. Curriculum Content

7. Co-ordinate geometryCore curriculum Notes / Exemplars

7.1 Plotting of points and reading from a graph in the
cartesian plane.
7.2 Distance between two points. Questions on this topic would be
structured via diagrams.

7.3 Midpoint of a line segment. Questions on this topic would be

structured via diagrams.

7.4 Slope of a line segment.

7.5 Interpret and obtain the equation of a straight line as e.g., obtain the equation of a straight line
y = mx + b. graph given a pair of co-ordinates on the
line.

7.6 Slope of parallel line.

Find the equation of a line parallel to a given line that
passes through a given point.

8. TrigonometryCore curriculum Notes / Exemplars

8.1 Use trigonometric ratios and the Pythagorean Theorem Problems involving bearings may be
to solve right-angled triangles in applied problems. included. Know angle of elevation and
depression.

8.2 Extended Curriculum only.

8.3 Extended Curriculum only.

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4. Curriculum Content

7. Co-ordinate geometryExtended curriculum Notes / Exemplars

7.1 Plotting of points and reading from a graph in the
cartesian plane.
7.2 Distance between two points. e.g., use co-ordinates to compute the
perimeters of polygons and areas of
triangles using the distance formula.
7.3 Midpoint of a line segment.
Find the point on a directed line segment between
two given points that partitions the segment in a
given ratio.
7.4 Slope of a line segment.
7.5 Interpret and obtain the equation of a straight line as e.g., obtain the equation of a straight line
y = mx + b. graph given a pair of co-ordinates on the
Interpret and obtain the equation of a straight line as line.
ax + by = d (a, b, and d are integers)
7.6 Slope of parallel line.
Find the equation of a line parallel to a given line that
passes through a given point.
Slope of perpendicular line.
Find the equation of a line perpendicular to a given
line that passes through a given point.

8. TrigonometryExtended curriculum Notes / Exemplars

8.1 Use trigonometric ratios and the Pythagorean Theorem Problems involving bearings may be
to solve right-angled triangles in applied problems. included.
Know the exact values for the trigonometric ratios of Know angle of elevation and depression.
0, 30, 45, 60, 90.
8.2 Extend sine and cosine values to angles between
0 and 360.
Explain and use the relationship between the sine and
cosine of complementary angles.
Graph and know the properties of trigonometric
functions.
8.3 Sine Rule. Formula will be given. ASA, SSA
(ambiguous case included where the
angle is obtuse).

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4. Curriculum Content

8. TrigonometryCore curriculum Notes / Exemplars

8.4 Extended Curriculum only.
8.5 Extended Curriculum only.

9. ProbabilityCore curriculum Notes

9.1 Probability P(A) as a fraction, decimal, or percentage. Includes an understanding that the
Significance of its value, including using probabilities probability of an event occurring = 1 the
to make fair decisions. probability of the event not occurring.
Describe events as subsets of a sample
space (the set of outcomes) using
characteristics (or categories) of the
outcomes, or as unions, intersections,
or complements of other events (or,
and, not).
The knowledge and use of set notation is
not expected.
9.2 Relative frequency as an estimate of probability. Decide if a specified model is consistent
with results from a given data-generating
process, e.g., using simulation,
e.g., a model says a spinning coin falls
heads up with probability 0.5. Would a
result of 5 tails in a row cause you to
question the model?
9.3 Expected number of occurrences.
9.4 Extended Curriculum only.

9.5 Possibility diagrams. Simple cases only.

Tree diagrams including successive selection with or
without replacement.

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4. Curriculum Content

8. TrigonometryExtended curriculum Notes / Exemplars

8.4 Cosine Rule. Formula will be given. SAS, SSS.
8.5 Area of triangle. Formula will be given.

9. ProbabilityExtended curriculum Notes / Exemplars

9.1 Probability P(A) as a fraction, decimal, or percentage. Includes an understanding that the
Significance of its value, including using probabilities probability of an event occurring = 1 the
to make fair decisions. probability of the event not occurring.
Describe events as subsets of a sample
space (the set of outcomes) using
characteristics (or categories) of the
outcomes, or as unions, intersections,
or complements of other events (or,
and, not).
The knowledge and use of set notation is
not expected.
9.2 Relative frequency as an estimate of probability. Decide if a specified model is consistent
with results from a given data-generating
process, e.g., using simulation,
e.g., a model says a spinning coin falls
heads up with probability 0.5. Would a
result of 5 tails in a row cause you to
question the model?
9.3 Expected number of occurrences.
9.4 Combining events:
the addition rule P(A or B) = P(A) + P(B) P(A and B)
the multiplication rule P(A and B) = P(A) P(B).
9.5 Possibility diagrams.
Tree diagrams including successive selection with or
without replacement.

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4. Curriculum Content

10. StatisticsCore curriculum Notes / Exemplars

10.1 Reading and interpretation of graphs or tables of data.
10.2 Discrete and continuous data.
10.3 Compound bar chart, dot plots, line graph, pie chart,
simple frequency distributions, scatter diagram.
10.4 Mean, mode, median, and range from lists of discrete
data.

10.5 Extended Curriculum only.

10.6 Extended Curriculum only.

10.7 Extended Curriculum only.

10.8 Understanding and description of correlation (positive,

negative, or zero) with reference to a scatter diagram.
Straight line of best fit (by eye) through the mean on a
scatter diagram.

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4. Curriculum Content

10. StatisticsExtended curriculum Notes / Exemplars

10.1 Reading and interpretation of graphs or tables of data.
10.2 Discrete and continuous data.
10.3 Compound bar chart, dot plots, line graph, pie chart,
simple frequency distributions, scatter diagram.
10.4 Mean, mode, median, and range from lists of discrete The term estimated mean may be
data. used in questions involving grouped
Mean, modal class, median, and range from grouped continuous data.
and continuous data.
10.5 Histograms with frequency density on the vertical Includes histograms with unequal class
axis. intervals.
10.6 Cumulative frequency table and curve and box plots.
Median, quartiles, percentiles, and inter-quartile range.
10.7 Use statistics appropriate to the shape of the data
distribution to compare center (median, mean) and
spread (inter-quartile range) of two or more different
data sets.
10.8 Understanding and description of correlation (positive,
negative, or zero) with reference to a scatter diagram.
Straight line of best fit (by eye) through the mean on a
scatter diagram.

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5. Additional Information

5.1 Guided Learning Hours

IGCSE syllabi are designed with the assumption that candidates have about 130 guided learning hours per
subject over the duration of the course. (Guided learning hours include direct teaching and any other
supervised or directed study time. They do not include private study by the candidate.)

However, this figure is for guidance only, and the number of hours required may vary according to local
curricular practice and the candidates prior experience with the subject.

5.2 Recommended Prerequisites

We recommend that candidates who are beginning this course should have previously studied an
appropriate Junior High school mathematics program.

5.3 Progression
IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment or to proceed to further qualifications.
Candidates who are awarded grades C to A* in IGCSE Mathematics are well prepared to follow courses
leading to AS and A Level Mathematics or the equivalent.
Candidates must study the extended curriculum to be able to progress on to AS Level Mathematics.

5.4 Component Codes

Because of local variations, in some cases the component codes that appear in instructions about making
entries for examinations and schedules will be different from those printed in this syllabus, but the
component names will be unchanged to make identification straightforward.

5.5 Grading and Reporting

IGCSE results are shown by one of the grades A*, A, B, C, D, E, F, or G, indicating the standard achieved,
Grade A* being the highest and Grade G the lowest. Ungraded indicates that the candidates
performance fell short of the standard required for Grade G. Ungraded will be reported on the statement
of results but not on the certificate. For some language syllabi CIE also reports separate oral endorsement
grades on a scale of 1 to 5 (1 being the highest).

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5. Additional Information

5.6 Resources
Copies of syllabi, the most recent question papers, and Principal Examiners reports for teachers are
available on the Syllabus and Support Materials CD-ROM, which is sent to all CIE Centers.

Resources are also listed on CIEs public website at www.cie.org.uk. Please visit this site on a regular
basis as the resource lists are updated through the year.

Access to teachers email discussion groups, suggested schemes of work (unit lesson plans), and regularly
updated resource lists may be found on the CIE Teacher Support website at http://teachers.cie.org.uk.
This website is available to teachers at registered CIE Centers.

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6. Appendix

6.1 Mathematical Formulae for Core

Components 1 and 3

1
Area, A, of triangle, base b, height h. A = 2 bh

Area, A, of circle, radius r. A = r2

Circumference, C, of circle, radius r. C = 2r

Lateral surface area, A, of cylinder of radius r, height h. A = 2rh

Surface area, A, of sphere of radius r. A = 4r2

Volume, V, of prism, cross-sectional area A, length l. V = Al

Volume, V, of cylinder of radius r, height h. V = r2h

4
Volume, V, of sphere of radius r. V = 3 r3

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6. Appendix

6.2 Mathematical Formulae for Extended

Components 2 and 4

 b r b2  4 a c
For the equation ax2 + bx + c = 0 x
2a

Lateral surface area, A, of cylinder of radius r, height h. A = 2rh

Lateral surface area, A, of cone of radius r, sloping edge l. A = rl

Surface area, A, of sphere of radius r. A = 4r2

1
Volume, V, of pyramid, base area A, height h. V = 3 Ah

1
Volume, V, of cone of radius r, height h. V = 3 r2h

4
Volume, V, of sphere of radius r. V = 3 r3

A a b c
= =
sin A sin B sin C

c b a2 = b2 + c2 2bc cos A

1
Area = 2 bc sin A
B a C

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University of Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: [email protected] Website: www.cie.org.uk
University of Cambridge International Examinations 2011