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EDEXCEL O-LEVELS
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Mathematics-B T
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Formula and
Revision Guide

Subahani Noor A Mohammed

NUMBERS  Real Numbers are made up of all possible
Natural Numbers: Numbers which are used for rational and irrational numbers.
counting purpose are called natural numbers.  An integer is a whole number.
Ex: 1, 2, 3, 4, ……………., 100, ……………. .  A prime number is divisible only by itself and by
Whole Numbers: Natural numbers including 0 are one (1). 1 is not a prime number. It has only two
whole numbers. factors. 1 and the number itself.
Ex: 0, 1, 2, 3, 4, ………………. .  The exact value of rational number can be
Integers: positive natural numbers, negative written down as the ratio of two whole
naturals along with 0 are called integers. numbers.
Ex: ………, -4, -3, -2, -1, 0, 1, 2, 3, 4, ………..  The exact value of irrational number cannot be
written down.
Rational Numbers: Numbers which are in the form
𝑝  A square number is the result of multiplying a
of 𝑞 (𝑞 ≠ 0) where p and q are positive or negative number by itself.
whole numbers are called rational numbers. Ex. 1², 2², 3², …….. i.e. 1, 4, 9, ………
1 3 5 49
Ex: 2 , 4 , − 7 , −56 , … …  A cube number is the result of multiplying a
number by itself three times
Irrational Numbers: Any square root of a prime Ex. 1³, 2³, 3³, ……. i.e. 1, 8, 27, ……..
number or numbers like 𝜋 cannot be expressed as  The factors of a number are the numbers which
rational numbers. Such types of numbers are called divide exactly into two.
as irrational numbers. eg. Factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18
Ex: √5, √17, …  Multiples of a number are the numbers in tis
times table.
Terminating Decimals eg. Multiples of 6 are 6, 12, 18, 24, 30, …
These are decimal numbers which stop after a
certain number of decimal places.
7 Significant figures;
For example, 8 = 0.875 (stops after 3 decimal
Example;
places)
8064 = 8000 (correct to 1 significant figure)
Recurring Decimals 8064 = 8100 (correct to 2 significant figures)
These are decimal numbers which keep repeating a 8064 = 8060 (correct to 3 significant figures)
digit or group of digits. 0.00508 = 0.005 (correct to 1 significant figures)
137 0.00508 = 0.0051 (correct to 2 significant figures)
Ex: 259 = 0.528 957 528 957 528 957 …. is s
2.00508 = 2.01 (correct to 3 significant figures)
recurring decimal. The six digits 528 957 repeat in
this order. Recurring decimals are written with dots Decimal Places;
over the first and last digits, Example;
e.g. 0.528 957 0.0647 = 0.1 (correct to 1 decimal place)
0.0647 = 0.06 (correct to 2 decimal places)
 The order id operation follows the BODMAS 0.0647 = 0.065 (correct to 3 decimal places)
rule : 2.0647 = 2.065 (correct to 3 decimal places)
Brackets
power Of Standard Form:
Divide The number 𝑎 × 10𝑛 is in standard dorm when
Multiply 1 ≤ 𝑎 < 10 and n is a positive or negative integer.
Add Eg: 2400 = 2.4 x 103
Subtract 0.0035 = 3.5 x 10-3
 Even numbers: numbers which are divisible by
2, eg;1, 3, 5, 7 …
 Mass:
Conversion Factors:
1 kg = 1000 gm, where kg means kilogram
Length : Km means kilometer
1 gm = 1000 mgm, gm means gram
m means meter
1 km = 1000 m 1 tonne=1000 kg, mgm means milligram
cm means centimeter
1 m = 100 cm
mm means millimeter Volume:
1 cm = 10 mm
1 litre = 1000 cm³
1 m³ = 1000 litres
1 kilo litre = 1000 litre
1 dozen = 12
Time:
1 hour = 60 minutes = 3600 seconds 1 week = 7 days
1 minute = 60 seconds
1 day = 24 hours
1 year = 12 months = 53 weeks
= 365 days

Percentages:

 Percent means per hundred.

 To express one quantity as percentage of another, first write the fist quantityas a fraction of the
second and then multiply it by 100.
 Profit = S.P – C.P
 Loss = C.P – S.P
𝑆𝑃−𝐶𝑃
 Profit Percentage = 𝐶𝑃 × 100
𝐶𝑃−𝑆𝑃
 Loss Percentage = 𝐶𝑃 × 100
where CP is the cost price and SP is the selling price

Simple Interest: Compound Interest:

To find the interest: 𝑟
𝐴 = 𝑝 (1 + 100)
𝑃𝑅𝑇
 𝑖 = 100 where
Where,
P = money invested or borrowed
A stands for the amount of money accruing after n
R = Rate of interest per annual
T = Period of time (in years) year.
P stands for principal
To find the amount R stands fort the rate per cent per annual
 𝐴 = 𝑃 + 𝑙 where A = amount n stands for the number of years for wbhich the
Speed, Distance and Time:  Units of speed : km/h, m/sec
 Units of distance : km, m
 Distance = speed x time
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
 Units of time : hr, sec
 Speed = 𝑡𝑖𝑚𝑒
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
 Time = 𝑠𝑝𝑒𝑒𝑑
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
 Average speed = 𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒

ALGEBRA
Quadratic Equations:
An equation in which the highest power of the variable is 2 is called quadratic equation. Thus
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 where a, b, c are constants and a ≠ 0 is a general equation.
Solving quadratic equation by method of,
a) Factorization
b) Using the quadratic equation
c) Completing the square

(a) Solution by factors:

Consider the equation 𝑐 × 𝑑 = 0, where c and f are numbers.. The product 𝑐 × 𝑑 can only be zero if
either c or d (or both) is equal to zero
i.e. c = 0, d = = or c = d = 0

(b) Solution by formula:

The solutions of quadratic equation
−𝑏±√𝑏 2 −4𝑎𝑐
ax² + bx + c = 0 are given by the formula: 𝑥= 2𝑎
(c) Completing the square

 General form = 𝑎(𝑥 + 𝑏)2 + 𝑐

Expansion of algebraic expressions

 𝑎(𝑏 + 𝑐) = 𝑎𝑏 + 𝑎𝑐  (𝑎 + 𝑏)3 = 𝑎3 + 3𝑎2 𝑏 + 3𝑎𝑏 2 + 𝑏 3

 (𝑎 + 𝑏)2 = 𝑎2 + 2𝑎𝑏 + 𝑏 2  (𝑎 − 𝑏)3 = 𝑎3 − 3𝑎2 𝑏 + 3𝑎𝑏 2 − 𝑏 3
 (𝑎 − 𝑏)2 = 𝑎2 − 2𝑎𝑏 + 𝑏 2  𝑎3 + 𝑏 3 = (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏 2 )
 𝑎2 + 𝑏 2 = (𝑎 + 𝑏)2 − 2𝑎𝑏  𝑎3 − 𝑏 3 = (𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏 2 )
 𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏)
Ordering:
= is equal to < is less than
≠ is not equal to ≥ is greater than or equal to
> is greater than ≤ is less than or equal to

Indices:

𝑏 −𝑛 𝑎𝑛
𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛 =
𝑎−𝑛 𝑏 𝑛
1
𝑎𝑚 ÷ 𝑎𝑛 = 𝑎𝑚−𝑛 𝑎−𝑛 = 𝑛
𝑎
(𝑎𝑚 )𝑛 = 𝑎𝑚𝑛 0
𝑎 =1
1
(𝑎𝑏)𝑛 = 𝑎𝑛 𝑏 𝑛 √𝑎 = 𝑎 2
𝑎 𝑛 𝑎𝑛 1
( ) = 𝑛 𝑛
√𝑎 = 𝑎 𝑛
𝑏 𝑏

Variation:

Direct Variation: Inverse Variation:

y is proportional to x y is inversely proportional to x
1
y∝x y∝𝑥
𝑘
y = kx y=𝑥

MENSURATION
PYTHAGORAS’ THEOREM
For all the right angled triangles “ the square on the hypotenuse is equal to the sum of the squares on
the other two sides”
𝑎2 = 𝑏 2 + 𝑐 2
Area and Perimeter :
Shape/Figure Diagram Area Perimeter
Rectangle
Area = L × b Perimeter = 2 (L+b)

Square
Perimeter = 4a
Area = a × a
Parallelogram
Area = b × h
Perimeter = 2(a+b)
Area = ba sin 𝜃
Triangle 1
Area = 2 𝑎𝑏 sin 𝜃
1 Perimeter = a + b + c
Area = × base × height
2
Rhombus Area = 𝑎2 sin 𝜃
1
Area = 2 × product of Perimeter = 4a
diagonals
Kite
1 Perimeter = sum of all
Area = 2 × d1 × d2
sides

Trapezium
1 Perimeter = Sum of all
Area = (𝑏1 + 𝑏2 )ℎ
2 sides

Circle
Area = 𝜋𝑟 2 Perimeter = 2𝜋𝑟

Semicircle 1
Area = 2 𝜋𝑟 2 Perimeter = 𝜋𝑟 + 2𝑟
Sector 𝜃
Arc length = 360 × 2𝜋𝑟
𝜃
Area = 360 × 𝜋𝑟 2 𝜃
Perimeter = 360 × 2𝜋𝑟 +
2𝑟
Surface Area and Volume :
Figure/Shape Diagram Surface Area Volume
Cylinder Curved Surface Area =
2𝜋𝑟ℎ
Volume = 𝜋𝑟 2 ℎ
Total Surface Area =
2𝜋𝑟(ℎ + 𝑟)
Cone Curved Surface Area = 𝜋𝑟𝑙
Where 𝑙 = √(𝑟 2 + ℎ2 ) 1
Volume = 3 𝜋𝑟 2 ℎ
Total Surface area =
𝜋𝑟(𝑙 + 𝑟)
Sphere
4
Surface Area = 4𝜋𝑟 2 Volume = 𝜋𝑟 3
3

Pyramid Total Surface Area = Base 1

Volume = 3 × base area ×
Area + Area of the faces in
the shape perpendicular height
Cuboid Diagonal = √𝑙 2 + 𝑏 2 + ℎ2
Surface Area = 2𝑙𝑏 + 2𝑙ℎ + Volume = 𝑙 × 𝑏 × ℎ
2ℎ𝑏
Cube
Diagonal = √3𝑎2
Volume = 𝑎3
Surface Area = 6𝑎2
Prism
Surface Area = sum of areas Volume = Area of the
of faces cross-section × 𝑙
Frustum

Volume = Vol. larger cone

Surface Area = Sum of areas – Vol. Smaller cone
1
of faces Volume = 3 𝜋(𝑅)2 𝐻 −
Frustum 1
𝜋(𝑟)2 ℎ
3
 GEOMETRY

(a) The angles on a straight line add up to 180˚ Parallel Lines

when lines never meet, no matter how far they are
extended, they are said to be parallel

a + b = 180˚

(b) angle at a point

The angles at a point add

upto 360ᵒ  Vertically opposite angles are equal.
a + b + c + d = 360ᵒ a = c; b = d, p = s and q = r
 Corresponding angles are equal
Types of angles a = q; b = p; c = r and d = s
Given an angle, if θ is an acute angle  Alternate angles are equal
θ < 90ᵒ, than θ is an acute angle c = q and d = p
 Sum of the angles of a triangle is 180ᵒ.

90ᵒ < θ < 180ᵒ, then θ is an obtuse angle

𝐴̂ + 𝐵̂ + 𝐶̂ = 180°
 Sums of the angles of a quadrilateral is 360ᵒ
180ᵒ < θ < 360ᵒ, than θ is aa reflex angle

Loci and construction

The locus of a point is a set of points satisfying a given set of conditions.

(a) Locus of points at a distance x from a given point, O.

Locus: The circumference of a circle center O, radius x.
(b) Locus of a point at a distance x from a straight line AB

Locus: A pair of parallel lines to a given line AB.

(c) Locus of points equidistance between 2 points.

Locus: Perpendicular bisector of two points

(d) Locus of points equidistance from two given lines AB and AC.

Locus: Angle bisector of ∠𝐵𝐴𝐶

Triangles:
Different types of triangles:

1. An isosceles triangle has 2 side and 2 adjacent angles the same.

AB = AC, ∠𝐴𝐵𝐶 = ∠𝐵𝐶𝐴

2. An equilateral triangle has 3 sides and 3 angles the same

AB = BC = CA and ∠𝐴𝐵𝐶 = ∠𝐵𝐶𝐴 = ∠𝐶𝐴𝐵 = 60ᵒ

3. A triangle in which one angle is a right angle is called the right angled
triangle
∠𝐴𝐵𝐶 = 90ᵒ

Angle properties of triangle

1. The sum of the angles of a triangle is 180ᵒ.

2. In every triangle, the greater angle is opposite to the longest side. The smallest angle is
opposite to the shortest side.
3. Exterior angle is equal to the sum of the opposite interior angles.
x = a+b
Congruent Triangles:
Two triangles are said to be congruent if they are equal in every aspect.

AB = XY ∠𝑎 = ∠𝑥
BC = YZ ∠𝑏 = ∠𝑦
AC = XZ ∠𝑐 = ∠𝑧

Conditions for congruency:

i) SSS (side, side, side)
ii) SAS (side, angle, side)
iii) AAS ( angle, angle, side)

Similar Triangles:
If two triangles are similar then they have a pair of corresponding
equal angles and the three ratios of corresponding sides are equal.

∠𝑎 = ∠𝑥; ∠𝑏 = ∠𝑦 and ∠𝑐 = ∠𝑧
𝐴𝐵 𝐵𝐶 𝐴𝐶
∴ 𝑋𝑌 = 𝑌𝑍 = 𝑋𝑍

Area of similar triangles:

The ratio if the areas of similar triangles is equal to the ratio of the square on corresponding sides.

𝐴1 𝐴𝐵 2 𝐵𝐶 2 𝐴𝐶 2 𝐿 2 𝑟 2
∴ 𝐴2 = (𝑌𝑋 ) = (𝑋𝑍) = (𝑌𝑍 ) = (𝐿1 ) = (𝑟1 )
2 2
Volume of similar triangles:
The ratio if the areas of similar triangles is equal to the ratio of the cube on corresponding sides.

L1 𝑉1 𝐿 3 𝑟 3
L2 ∴ 𝑉2 = (𝐿1 ) = (𝑟1 )
2 2
Polygon

(i) Sum of all interior of a polygon = (2𝑛 − 4) × 90° 𝑜𝑟 (𝑛 − 2)180°

(ii) Sum of exterior angles of a polygon = 360˚
(iii) Interior angle + exterior angle = 180˚
360
(iv) Each exterior angle = 𝑛
(2𝑛−4) × 90˚ (𝑛−2)×180°
(v) each interior of a regular polygon = 𝑜𝑟
𝑛 2
𝑛𝑎2
(vi) Area of regular polygon = 180 [n= number of sides, a= length of side]
4 𝑡𝑎𝑛( )
𝑛

Symmetry:

 A line of symmetry divides a two-dimensional shape into two congruent (identical) shapes.
 A plane of symmetry divides a three-dimensional shape into two congruent solid shapes.
 A two-dimensional shape has rotational symmetry if, when rotated about a central point. It
fits its outline. The number of times it fits its outline during a complete revolution is called
the order of rotational symmetry.

Shape Number of line of Order of rotational

symmetry symmetry
Square 4 4
Rectangle 2 2
Parallelogram 0 2
Rhombus 2 2
Trapezium 0 1
Kite 1 1
Equilateral triangle 3 3
Regular Hexagon 6 6
 Circle

 Angles subtended by an arc in the same segment of a circle are equal.

 The angle subtended by an arc at the center is twice the angle subtended at the circumference

 The angle in a semi-circle is a right angle. [or if a triangle is inscribed in a semi-circle the angle
opposite the dimeter is a right angle]. ∠𝐴𝑃𝐵 = 90ᵒ

 Opposite angles of a cyclic quadrilateral add upto 180ᵒ (supplementary). The corners touch the
circle. 𝐴̂ + 𝐶̂ = 180ᵒ, 𝐵̂ + 𝐷
̂ = 180ᵒ
  The exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.
a = b, x = y

Tangent to a circle:

 The angle between a tangent and the radius drawn to the point of contact is 90ᵒ.

∠𝐴𝐵𝑂 = 90°
A B Tangent

 From any point outside a circle just two tangents to the circle may be drawn and they are of
equal length.
TP = SP

 Alternate Segment Theorem

The angle between a tangent and a chord through the point of contact is equal to the angle
subtended by the chord in the alternate segment.

𝑃𝑇̂𝐵 = 𝑇𝐴̂𝐵 and 𝑄𝑇̂𝐴 = 𝑇𝐵

̂𝐴
 Intersecting chord theorem: If two chords of a circle intersects inside of circle, the product of
the segments of one chord is equal to the product of the segments of the other chord.
AP × BP = CP × DP

 Intersecting chord theorem: If two chords of a circle intersect outside , the product of the
segments of one chord is equal to the product of the segments of the other chord.
PB × PA = PD × PC

 Secant-tangent theorem: if PT is a tangent and the chord AB intersect oitside of the circle at
the point P

𝑇𝑃2 = AP × BP

Trigonometry
For the right-angle triangle shown,
𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 𝑂
 Sin X = =𝐻
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 𝐴
 Cos X = =
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝐻

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 𝑂
 Tan X = 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 = 𝐴

Sine Rule (for any triangle) :

𝑎 𝑏 𝑐 sin 𝐴 sin 𝐵 sin 𝐶
= sin 𝐵 = sin 𝐶 Or = =
sin 𝐴 𝑎 𝑏 𝑐
 Cosine Rule (for any triangle):
To find the length of a side: To find an angle when all three sides are given

 𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 cos 𝜃 𝑏 2 + 𝑐 2 − 𝑎2
 cos 𝐴 =
2𝑏𝑐
 𝑏 2 = 𝑎2 + 𝑐 2 − 2𝑎𝑐 cos 𝜃 𝑎2 + 𝑐 2 − 𝑏2
 𝑐 2 = 𝑎2 + 𝑏 2 − 2𝑎𝑏 cos 𝜃  cos 𝐵 =
2𝑎𝑐
𝑎2 + 𝑏 2 − 𝑐 2
 cos 𝐶 =
2𝑎𝑏

Angle of elevation/ Angle of depression :

Bearing
The bearing of a point B from another point A is;
(a) and angle measured from the north at A. angle of depression
(b) in a clockwise direction
(c) Written as three-figure number (i.e. from 000ᵒ to 360ᵒ)
Eg: The bearing of B from A is 050ᵒ and the bearing of
A from B is 180° + 50° = 230°

Coordinate geometry

(i) On x-axis, y = 0 and on y-axis, x = 0

B (𝑥2 , 𝑦2 )

If A (𝑥1 , 𝑦1 ), and B (𝑥2 , 𝑦2 ), A (𝑥1 , 𝑦1 )

𝑦2 −𝑦1 𝑦1 −𝑦2
(ii) gradient of AB, m = 𝑥 or 𝑥
2 −𝑥1 1 −𝑥2

(iii) length of AB = √(𝑥1 − 𝑥2 )2 + (𝑦1 − 𝑦2 )2

𝑥1 +𝑥2 𝑦1 +𝑦2
(iv) Midpoint of AB = ( , )
2 2
(v) equation of a straight line,
1. 𝑦 − 𝑦1 = 𝑚 (𝑥 − 𝑥1 )
2. 𝑦 = 𝑚𝑥 + 𝑐 (Where c is the y-intercept)

(vi) When two lines are parallel, their gradient are equal
m1 = m2
(vii) When two lines are perpendicular,
m1 x m2 = –1

Distance – Time Graph

From O to A : Uniform speed

From A to B : Stationary (Speed = 0)
From B to C : Uniform speed
The gradient of the graph of a distance-time graph gives the speed of the moving body.

Speed – Time Graph

From O to A : Uniform acceleration

From A to B : Constant speed (acceleration = 0)
From B to C : Uniform deceleration / retardation

 The gradient of the distance-time graph is speed

 The area under the speed-time graph represents the distance travelled.
 The gradient of the speed-time graph is the acceleration. If the acceleration is negative, it is called
deceleration or retardation.

Velocity:
Velocity of the rate of change of distance with respect to the time.

Acceleration:
Acceleration of the rate of change of speed with respect to the time
 SETS:
Notations
ℰ = universal set ∈ = belongs to
∪ = union = all ∅ = empty set/ null set
⋂ =intersection = common ⊆ = subset
A’ = compliment of A n(A) = number of elements in set A
De Morgan’s Laws : (𝐴 ⋃ 𝐵) = (𝐴 ⋂ 𝐵′) and (𝐴 ∩ 𝐵)′ = (𝐴′ ∪ 𝐵′)
′ ′

Subset ⊆ Proper subset ⊂

B ⊂ A means every element of set B is also B ⊂ A means every element of B is an element of
set A
an element of set A. but 𝐵 ≠ 𝐴.

Disjoin sets Intersection ∩

Disjoin set do not have any element in common. A ∩ B is the set of elements which are in A and also
in B.
If A and B are disjoint sets, then A ∩ B = ∅

Union ∪ Complement
A ∪ B is the set of elements in either A, B The complement of A, written as A’ refers to the
or both A and B. elements in 𝜀 but not in A
‘
A
 Vectors:

 A vector quantity has both magnitude and direction.

 Vector a and b represented by the line segment can be added using the
parallelogram rule ort the nose-to-tail method

o A scale quantity has a magnitude but no direction. Ordinary numbers are scalars
o The negative sing reverses the direction of the vector.
o The result of a – b id a + – b
i.e. subtracting b is equivalent to adding the negative of b,

Addition and subtraction of vectors:

⃗⃗⃗⃗⃗
𝑂𝐴 + ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ (Triangular law)
𝐴𝐶 = 𝑂𝐶
⃗⃗⃗⃗⃗ + ⃗⃗⃗⃗⃗
𝑂𝐵 𝑂𝐴 = 𝑂𝐶⃗⃗⃗⃗⃗ (Parallelogram law of addition)

Column Vectors:
The top number is the horizontal component and the bottom number is the vertical component
𝑥
(𝑦)

Parallel vectors:
 Vectors are parallel if they have the same direction. Both components of one vector must
be in the same ratio to the corresponding components of the parallel vectors.
𝑎 𝑎
 In general the vector 𝑘 ( ) is parallel to ( )
𝑏 𝑏

Modulus of a vector:
The modulus of a vector a, is written as |a| and represents the length (or magnitude) of the
vector.
𝑚
In general =, if 𝑥 = ( ), |x| = √(𝑚2 + 𝑛2 )
𝑛
 Matrices
Addition and subtraction
Matrices of the same order are added (or subtracted) by adding (or subtracting) the corresponding
elements in each matrix.
𝑎 𝑏 𝑝 𝑞 𝑎+𝑝 𝑏+𝑞
[ ]+[ ]=[ ]
𝑐 𝑑 𝑟 𝑠 𝑐+𝑟 𝑑+𝑠
𝑎 𝑏 𝑝 𝑞 𝑎−𝑝 𝑏−𝑞
[ ]−[ ]=[ ]
𝑐 𝑑 𝑟 𝑠 𝑐−𝑟 𝑑−𝑠

Multiplication by a Number:
Each element of a matrix is multiplied by the multiplying number.
𝑎 𝑏 𝑘𝑎 𝑘𝑏
𝑘×[ ]=[ ]
𝑐 𝑑 𝑘𝑐 𝑘𝑑

Multiplying by another Matrix:

Matrices may be multiplied only if they are compatible. The number of columns in the left-hand
matrix must equal the number of rows in the right-hand matrix.
𝑎 𝑏 𝑝 𝑞 𝑎𝑝 + 𝑏𝑟 𝑎𝑞 + 𝑏𝑠
[ ]×[ ]=[ ]
𝑐 𝑑 𝑟 𝑠 𝑐𝑝 + 𝑑𝑟 𝑐𝑞 + 𝑑𝑠
 In matrices A² means A × A. [you must multiply the matrices together]

The inverse of a Matrix:

𝑎 𝑏 1 𝑑 −𝑏 1 0
If 𝐴 = [ ] then 𝐴−1 = (𝑎𝑑−𝑏𝑐) [ ] 𝐼=[ ]
𝑐 𝑑 −𝑐 𝑎 0 1

 Determinant of A is |A| = (ad – bc)

 𝐴𝐴−1 = 𝐴−1 𝐴 = 𝐼 there 𝐼 is the identity matrix
 𝐴𝐼 = 𝐼𝐴 = 𝐴
 If |A| = 0, then the matrix has no inverse.
𝑥 𝑟 𝑥+𝑟
 If 𝐶 = (𝑦) and 𝐷 = ( ) then 𝐶 + 𝐷 = (𝑦 + 𝑠)
𝑠
 Transformation:
a) Reflection:
When describing a reflection, the position of the mirror line is essential

b) Rotation:
To describe the rotation, the center of rotation, the angle or rotation and the direction of
rotation are required.

c) Translation:
𝑥
When describing a translation it is necessary to give the translation vector (𝑦) .
 + x represents movement to the right
 - x represents movement to the left
 + y represents movement to the top
 - y represents movement to the bottom

d) Enlargement:
To describe an enlargement, state:
i. The scale factor, K
ii. The center of enlargement (the invariant point)
𝐼𝑚𝑎𝑔𝑒 𝑙𝑒𝑛𝑔𝑡ℎ
𝑠𝑐𝑎𝑙𝑒 𝑓𝑎𝑐𝑡𝑜𝑟 = 𝑂𝑏𝑗𝑒𝑐𝑡 𝑙𝑒𝑛𝑔ℎ𝑡

 If K > 0, both the object and image lie on the same side of the center of enlargement.
 If K < 0, the object and the image lie on opposite side of the center of enlargement.
 (Area od image) = K² (Area of image)

e) Repeated Transformation:
XT(P) means ‘perform transformation T on P and then perform X on the image.’
XX(P) may be written X²P
 Transformation by Matrices:
Reflection

Matrix Transformation
1 0 Reflection in the x-axis
[ ]
0 −1
−1 0 Reflection in the y-axis
[ ]
0 1
0 1 Reflection in the line y = x
[ ]
1 0
0 −1 Reflection in the line y = -x
[ ]
−1 0

Rotation

Matrix Angle Direction Center

0 −1 90ᵒ Anticlockwise (0, 0)
[ ]
1 0
0 1 90ᵒ Clockwise (0, 0)
[ ]
−1 0
−1 0 180ᵒ Clockwise/Anticlockwise (0, 0)
[ ]
0 −1

Enlargement:

𝑘 0
Operator : [ ] where K = scale factor and center of enlargement = (0, 0)
0 𝑘
if K > 1, image > object
if K < – 1 , image > object but center of the enlargement will lie between the two shapes.
 Statistics:
Bar Graph:
A bar chart makes numerical information easy to see by showing it in a pictorial form.
The width of the bar has no significance. The length of each bar represents the quantity.

Pie Diagram:
The information displayed using sectors of a circle.

Histogram:
A histogram displays the frequency of either continuous or grouped discrete data in the form of
bars.
The bars are joined together.
The bars can be of varying width.
The frequency of the data is represented by the area of the bar and not he height.
[When class intervals are different it is the area of the bar which represents the frequency not the
height]. Instead of frequency being plotted on the vertical axis, frequency density is plotted.
𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
Frequency density = 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ

Mean:
The mean of a series of number is obtained by adding the numbers and dividing the result by the
number of numbers.
∑ 𝑓𝑥
Mean = ∑𝑓
where ∑ 𝑓𝑥 means ‘the sum of the products’
i.e. ∑(number × frequency)
and ∑ 𝑓 means ‘the sum of the frequencies’

Median:
The median of series of numbers is obtained by arranging the numbers in ascending order and
then choosing the number in the ‘middle’. If there are two ‘middle’ numbers the medina is the
average (mean) of these two numbers.

Mode:
The mode of a series of numbers is simply the number which occurs most often.

Frequency tables:
A frequency table shows a number x such as a score or a mark, against the frequency f of number
of times that x occurs.
Cumulative frequency:
Cumulative frequency is the total frequency to a given point.

Cumulative frequency Curve:

A cumulative frequency curve shows the median at the 50 th
percentile of the cumulative frequency.
The value at the 25th percentile is known as the lower quartile and
that at the 75th percentile as the upper quartile.
A measure of the spread or dispersion od the data is given by the
inter-quartile range where
Inter-quartile range = upper-quartile – lower-quartile

Probability:

 Probability is the study of chance, or the likelihood of an event happening

number of favourable outcome
 Probability of an event = total number of equally likely outcome
 If the probability = 0, it implies that the event is impossible
 If the probability = 1, it implies that the event is certain to happen
 All probabilities lies between 0 and 1
 Probabilities are written using fractions or decimals

Exclusive events:
Two events are exclusive if they cannot occur at the same time,
The OR rule:
for exclusive events A and B
p(A or B) = p(A) + p(B)

Independent events:
Two events are independent if the occurrence of one event is unaffected by the occurrence of the
other.
The AND rule:
p(A and B) = p(A) x p(B)

Probability of A when probability of B is given

It is written as p(B|A)
𝑝(𝐵 ∩ 𝐴)
∴ 𝑝(𝐵|𝐴) = 𝑝(𝐴)
Tree Diagram:
A tree diagram is a diagram used to represent probabilities when two or more events are
combines.

Calculus

𝑑𝑦 𝑑
(i) If = 𝑥 𝑛 , 𝑑𝑥 = 𝑑𝑥 𝑥 𝑛 = 𝑛𝑥 𝑛−1 B
𝑑𝑦
(ii) If 𝑦 = 𝑎𝑥 𝑛 , 𝑑𝑥 = 𝑎𝑛𝑥 𝑛−1 A
𝑑𝑦 𝑑
(iii) If 𝑦 = 𝑘 [k is any constant] , 𝑑𝑥 = 𝑑𝑥 (𝑘) = 0
𝑑𝑦
(iv)For a curve, 𝑦 = 𝑓(𝑥), gradient = 𝑑𝑥 = 𝑓 ′ (𝑥)
𝑑𝑦
(v) For the stationary/turning point (minimum or maximum) at A and B, gradient, 𝑑𝑥 = 0
𝑑2 𝑦
(vi) if > 0, then the stationary point is minimum
𝑑𝑥 2
𝑑2 𝑦
(vii) if < 0, then the stationary point is maximum
𝑑𝑥 2

Kinematic
time = t , distance/displacement = s or x , acceleration/deceleration = a ,
velocity/speed = v
𝑑𝑠
(i) velocity, v = 𝑑𝑡 ,
𝑑𝑣
(ii) acceleration, a= 𝑑𝑡 ,
(iii) if a particle comes to rest, v = 0
𝑑𝑣
(iv) at the maximum or minimum speed, 𝑎 = =0
𝑑𝑡
(v) Distance travelled in the 3rd second = S3 – S2 .
Mathematics (Specification B) content

1: Number 11
2: Sets 13
3: Algebra 14
4: Functions 15
5: Matrices 17
6: Geometry 18
7: Mensuration 19
8: Vectors and transformation geometry 20
9: Trigonometry 21
10: Statistics and probability 22
1 Number

What students need to learn Notes

A The ordinary processes of number The ‘four operations’ and combination of
manipulation them by use of brackets
B Prime numbers, factors, multiples To include finding HCF and LCM in
simple cases
C Indices, powers and roots Use index notation and index laws for
multiplication and division involving
integer, fractional and negative powers
D Simple manipulation of surds Students should understand what surds
represent and their use for exact
answers
Manipulation will be simple
For example:

5 3+2 3 =7 3
48 = 4 3
1
10 × =2 5
5
E Rationalising the denominator 15
7 −2
F Natural numbers, integers and rational and Recognitions of these sets
irrational numbers
Proofs of irrationality will not be
required
G Weights, measures and money Carry out calculations using standard
units of mass, length, area, volume and
capacity, time and average speed
Metric and SI units only
Carry out calculations using money,
including converting between currencies
(where conversion is required, the rate
of conversion will always be given)
What students need to learn Notes
H Fractions, decimals, ratio, proportion and Students will be expected to interchange
percentage any of these methods of fractional
representation and to select the most
appropriate to given situations
Ratios and proportions are required in,
at most, three proportions, i.e.
a : b or a : b : c
Students will be expected to use the
four operations with fractions and
decimals, and use percentages, ratio
and/or proportion in problems
I Expressing numbers to a given degree of Correction to a given number of decimal
accuracy places or significant figures

J Solve problems using upper and lower

bounds where values are given to a degree
of accuracy
K Numbers in standard form a × 10n , where n is an integer and
1  a < 10
Solve problems involving standard form
Questions may involve the application of
any of the techniques listed in 1 to
problems of everyday personal,
domestic or community life
2 Sets

What students need to learn Notes

A The idea of a set
B Set language and notation Questions may be set involving these
ideas in the abstract or derived from
practical situations
C Union and intersection of sets Understand sets defined in algebraic
terms
D Number of elements in a set Use the notation n(A)
E Complementary sets Use the notation A′
F Subsets
G Universal set, null set
H Venn diagrams and their use in simple
logical problems
I Use of symbols to represent sets
3 Algebra

What students need to learn Notes

A The basic processes of algebra Collecting like terms, using the four
operations, the rules of indices, with
integers and fractional powers
B The construction, interpretation and use of To include change of subject of a
formulae and their manipulation formula and substitution
C The factorisation of simple algebraic
expressions
D Use of the factor theorem Including application to cubics and
factors of the form (ax + b) or (ax – b)
E Algebraic division of a cubic by a linear
factor
F The manipulation of simple algebraic Simple cases involving sum, difference,
fractions, the denominators being product and quotient of algebraic
numerical, linear or quadratic fractions
G Solution of equations of 1st, 2nd and 3rd Solution of quadratics to include solution
degree containing one unknown quantity by factorisation, by graph, by
completing the square or by formula
Problems that result in the solution of
such equations may also be set
H Solution of linear simultaneous equations in Simple questions may be set requiring
two unknowns the graphical solution of simultaneous
linear equations
I Solve simultaneous equations in two
unknowns, one equation being linear and
the other being quadratic
J Solution of linear inequalities, and the Simple questions may be set requiring
representations of solutions on the number the graphical solution of simultaneous
line and two-dimensional space linear inequalities
No questions will be set on linear
programming
K Solve quadratic inequalities in one unknown
and represent the solution set on a number
line
L The idea of a sequence Being able to recognise sequences with
a common difference or common integer
sequences, and to continue a given
sequence
4 Functions

What students need to learn Notes

A The idea of a function of a variable
B Function as a mapping or as a
correspondence between the elements of
two sets
C Use functional notations of the form
f(x) =… and f: x  …
D Domain and range of a function Questions will not be set on continuity,
but students will be expected to
recognise when parts of the domain
need to be excluded (e.g. x = 0 must be
excluded from the domain of the
1
function f where f(x) = )
x
E Composite functions ‘fg’ will mean ‘do g first then f’
F Inverse functions Finding the inverse of a function
G Variation, direct and indirect proportion To include only the following:

1
y ∝ x, y ∝
x
1
y ∝ x2 , y ∝
x2
1
y ∝ x3, y ∝ 3
x
1
y ∝ x, y ∝
x
H Rectangular Cartesian co-ordinates
I Recognise that equations of the form
y = mx + c are straight–line graphs with
gradient m and intercept on the y-axis at
the point (0, c)
J Graphs and graphical treatment of the Students will be expected to draw and
equation: interpret graphs from given equations
E F Use of the intersection of two curves
y = Ax 3 + 2 Cx
Bx + D+ + +2 (graphs) to solve equations
x x
in which the constants are numerical and at
least three of them are zero
K The gradients of graphs above by drawing Students will be expected to draw a
reasonable tangent to the graph at a
named point and to construct an
appropriate right-angled triangle from
which to calculate the gradient
What students need to learn Notes

L Differentiation of integer powers of x dy

Use of notation
dx
M Determination of gradients, rates of change, Students will either be required to
maxima and minima, stationary points and differentiate or use graphical methods to
turning points arrive at solutions and relate their
calculations to their graphs and vice
versa
N Applications to linear kinematics and to This includes the drawing and
other simple practical problems interpretation of distance/time and
speed/time graphs, and other graphs of
a similar nature
Students need to be able to understand
the relationship between displacement
or distance, velocity and speed, and
acceleration, for example:
ds dv
= v and =a
dt dt
5 Matrices

What students need to learn Notes

A Representation of data by a matrix
B Addition and multiplication of matrices An understanding of ideas of how to
perform row and column multiplication,
of order not more than 3 × 3, for these
operations will be expected
C Multiplication of a matrix by a scalar
D Unit (identity) matrix and zero (null) matrix Of order not more than 3×3
E Determinants and inverses of non-singular Knowledge of singular matrices is not
2 × 2 matrices required

F Transformations of the plane associated Transformations include:

with 2 × 2 matrices
Reflections in x = 0, y = y = ±x
0 and
Rotations about the origin
Enlargements with centre at the origin
G Combination of transformations The matrix AB represents the
transformation represented by B
followed by the transformation
represented by A
6 Geometry

What students need to learn Notes

A Geometrical properties of Euclidean space, In solving any problem or rider,
as listed below students may use any knowledge they
possess
Solutions may be by traditional methods
(e.g. congruent triangles), vectors, the
use of transformations such as
translation, reflection, rotation and
enlargement, or a mixture of these
Formal proofs of theorems will not be
required
B Geometrical reasoning
C Angle properties of parallel lines, triangles Angles on a straight line, angles around
and polygons, including regular polygons a point
Angles measured anticlockwise will be
taken as positive; clockwise as negative
D Properties of the parallelogram, rectangle,
square, rhombus, trapezium and kite
E Symmetry about a point, line or plane Recognise line and rotational symmetry
Complete shapes with a given axis
ofsymmetry and order of
rotational symmetry
F Use of Pythagoras’ theorem in 2D and 3D Including its use in any acute–
angled triangle where an altitude is
given or constructed
The angle bisector theorems are
excluded
G Similarity: areas and volumes of similar Understanding how scale factors are
figures related to area and volume
H Prove the similarity of two triangles
I Congruent shapes
J Understand and use SSS, SAS, ASA and
RHS conditions to prove the congruence of
triangles
K Chord, angle and tangent properties of To include knowledge of the intersecting
circles chord properties (both internal and
external) and the alternate segment
theorem
L Properties of a cyclic quadrilateral
M Loci in two dimensions ‘Tracing paper’ methods will not be
acceptable
N Constructions of bisector of an angle and of Constructions using only ruler and
perpendicular bisector (mediator) of a compasses
straight line
7 Mensuration

What students need to learn Notes

A Length, area, and volume
B Mensuration of two-dimensional shapes, Straightforward calculations, where
rectangle, parallelogram, trapezium, appropriate, of areas of the shapes
triangle, circle mentioned and also of
two-dimensional shapes that can be
divided into a collection of such shapes
(e.g. trapezia, polygons)
C Mensuration of three-dimensional shapes, Straightforward calculations, where
right circular cylinder, right circular cone appropriate, of volumes of the shapes
and sphere, cuboid, pyramid, prism mentioned and also of
three-dimensional shapes which can be
divided into a collection of such shapes
(e.g. cone, hemisphere)
D Length of an arc, area of a sector of a circle Radian measure is excluded
8 Vectors and transformation geometry

What students need to learn Notes

A Scalar and vector quantities Vectors will be in two dimensions only

B Understand and use vector notation The notations OA and a will be used, as
will column vectors
C Representation of a vector by a directed line
segment
D Parallel vectors, unit vectors and position
vectors
E Sum and difference of two vectors
F Modulus (magnitude) of a vector
G Multiplication of a vector by a scalar
H Find the resultant of two or more vectors
I Apply vector methods to simple
geometrical problems The problems may involve colinearity,
parallel lines and concurrency
J Transformations of the plane Reflections in any line
Rotations about any point
Translations
Enlargements
K Combination of transformations
L Multiplication of a vector by a matrix To include the finding of a matrix for a
given transformation of the plane, using

1   0
 0  and  1 
   
These transformations will be those for
which the origin is unchanged
9 Trigonometry

What students need to learn Notes

A Use of sine, cosine and tangent of angles Angles will be measured in degrees
up to 180° and decimals of a degree
B Solution of problems in two and three Use of the sine and cosine rule
1
dimensions by calculation and by drawing sin
Area of a triangle
ab
Questions on latitude2
C and longitude
will not be set =
Calculations of the angle between two
planes, or of the angle between a
straight line and a plane will not be set
C Angles of elevation and depression Angles will be given in degrees and
decimals of a degree
D Bearings The normal convention of bearings
being measured clockwise will be
adopted
10 Statistics and probability

What students need to learn Notes

A Graphical representation of numerical data To include bar charts, pie charts and
histograms
Cumulative frequency graphs are
excluded
B Determination of the mean, median and
mode for a discrete data set
C Calculation of an estimate of the mean of a Questions involving weighted or moving
larger number of quantities given in means will not be set
grouped frequencies
D Determination of a modal class and the
class containing the median for grouped
data
E Understand the language and basic To include the probability scale, sample
concepts of probability spaces, relative frequency, probabilities
and complements
F Use of addition rule for two or more Knowing that when A and B are
mutually exclusive events mutually exclusive events,
P(A or B) = P(A) + P(B)
G Use of product rule for two or more Knowing that when A and B are
independent events independent events,
P(A and B) = P(A) × P(B)
H Determination of the probability of two or The use of tree diagrams will be
more independent events expected
I Using simple conditional probability for
combined events
J Finding very simple conditional probability The notation P(A|B) will not be used
K Understand and use the term ‘expected
frequency’
3 Assessment information

Assessment requirements
Paper number Level Assessment information Number of marks
allocated in the
paper
Paper 1 Higher Assessed through a 1 hour 100
and 30 minute examination set
and marked by Pearson.
The paper is weighted at
33 13 % of the qualification,
targeted at grades 9–4 with
3 allowed.
Paper 2 Higher Assessed through a 2 hour 100
and 30 minute examination set
and marked by Pearson.
The paper is weighted at
66 23 % of the qualification,
targeted at grades 9–4 with
3 allowed.