IGCSE Mathematics Spec B TSM

International GCSE
Mathematics (Specification B) (4MB0)
Teacher’s guide
First examination 2011

Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic and
vocational qualifications and testing to schools, colleges, employers and other places of
learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A
Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to
BTEC Higher National Diplomas. Pearson Education Ltd administers Edexcel GCSE
examinations.
Through initiatives such as onscreen marking and administration, Pearson is leading the way in
using technology to modernise educational assessment, and to support teachers and learners.
Acknowledgements
This guide has been produced by Edexcel on the basis of consultation with teachers, examiners,
consultants and other interested parties. Edexcel would like to thank all those who contributed
their time and expertise to its development.
References to third-party material made in this document are made in good faith. We do not
endorse, approve or accept responsibility for the content of materials, which may be subject to
change, or any opinions expressed therein. (Material may include textbooks, journals,
magazines and other publications and websites.)
Authorised by Martin Stretton

Prepared by Ali Melville
All the material in this publication is copyright
© Pearson Education Limited 2012
Introduction
The Edexcel International General Certificate of Secondary Education (International GCSE) in
Mathematics (Specification B) is designed for schools and colleges. It is part of a suite of
International GCSE qualifications offered by Edexcel.
About this guide

This guide is for teachers who are delivering, or planning to deliver, the Edexcel International
GCSE in Mathematics (Specification B) qualification. The guide supports you in delivering the
course content and explains how to raise the achievement of your students. The guide provides:
 an outline delivery plan
 outline teaching ideas
 details of Assessment Objectives (AO)
 example questions.
Contents
Why choose this qualification? 1
Support from Edexcel 2
Section A: Qualification content 3
Introduction 3
Information for Edexcel centres 3
Information for centres starting the Edexcel International GCSE in Mathematics
(Specification B) for the first time 7
Section B: Assessment 9
Assessment overview 9
Assessment Objectives and weightings 9
Assessment summary 10
Examination questions 11
Using the mark scheme 11
Section C: Planning and teaching 21

Course planner 21
Teaching ideas 24
Appendices 43
Appendix 1: Formulae for Paper 2 45
Why choose this qualification?
The Edexcel International GCSE in Mathematics (Specification B) has been developed to:
 enable students to acquire knowledge and skills with confidence, satisfaction and enjoyment
 provide papers that are balanced in terms of topics and difficulty
 give a basis for students wishing to progress to Edexcel’s AS and Advanced GCEs in
Mathematics, or equivalent qualifications
 offer grades A* to E.
Go to www.edexcel.com for more information about this International GCSE and related
resources.
Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0) – 1

Issue 1 – July 2012 © Pearson Education Limited 2012
Support from Edexcel
We are dedicated to giving you exceptional customer service. Details of our main support
services are given below. They will all help you to keep up to date with International GCSE
2009.
Website
Our website www.edexcel.com is where you will find the resources and information you need to
successfully deliver International GCSE qualifications. To stay ahead of all the latest
developments visit the microsite and sign up for our email alerts.
Ask Edexcel
Ask Edexcel is our free, comprehensive online enquiry service. Use Ask Edexcel to get the
answer to your queries about the administration of all Edexcel qualifications. To ask a question
please go to www.edexcel.com/ask and fill out the online form.
Ask the Expert

This free service puts teachers in direct contact with over 200 senior examiners, moderators and
external verifiers who will respond to subject-specific queries about International GCSE 2009
and other Edexcel qualifications.
You can contact our experts via email or by completing our online form. Visit
www.edexcel.com/asktheexpert for contact details.
Regional offices
If you have any queries about the International GCSE 2009 qualifications, or if you are
interested in offering other Edexcel qualifications your Regional Development Manager can
help you. Go to www.edexcel.com/international for details of our regional offices.
Training
A programme of professional development and training courses, covering various aspects of the
specification and examination is available. Go to www.edexcel.com for details.
2 Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0)

Section A: Qualification content
Introduction
The Edexcel International GCSE in Mathematics (Specification B) has been designed to replace
the legacy Edexcel Ordinary Level GCE in Mathematics B (7361).
There have been no major changes to the specification content and only minimal changes to the
style of assessment. This means that you can teach the Edexcel International GCSE in
Mathematics (Specification B) without having to spend a lot of time updating schemes of work,
and that past papers can still be used as examination practice for your students.
The specification content now includes expanded examples and explanation, so that you can be
confident about the skills, knowledge and understanding your students need for this
qualification.
The qualification also now offers an A* grade award.
Information for Edexcel centres

Teachers who have taught the O Level GCE in Mathematics B (7361) specification will see that
most of the content remains the same. There is a slight re-ordering of the sections; and minor
additions and removals have been made and are identified in the following section. Whilst it
may seem that there are significant additions in some areas, most of these additions have been
examined over the years but were not an explicit part of the specification.
The one significant topic which has been added is the trigonometry of non-right-angled triangles
and, as a result, the sine and cosine rule have been introduced. The notes section of the new
specification clarifies what students are expected to know and demonstrate. This is particularly
evident in the section on Statistics and Probability where the key phrases of mutually exclusive
events, independent events and conditional probability are introduced.

Changes to content from Edexcel O Level GCE in Mathematics B
(7361) to this International GCSE qualification
The table below sets out the relationship between the legacy O Level GCE in Mathematics B
qualification (7361) and this International GCSE qualification.
Legacy Edexcel qualification International GCSE New content/deleted content*

content reference content reference
Number 1 Number
Indices Powers and roots.
Simple manipulation of surds.
Rationalising the denominator
where the denominator is a pure
surd.
Mensuration 7 Mensuration
Mensuration of the rectangle, Trapezium.
parallelogram, triangle, circle
Cuboid, pyramid and prism.
Mensuration of the cylinder,
right circular cone and sphere
Sets 2 Sets
Binary operations and tables;
identity and inverse elements.
Algebra 3 Algebra
The manipulation of simple Numerical, linear or quadratic.
algebraic fractions, the
denominators being numerical
or linear
Variation 4 Direct and indirect proportion.
1
y  x3

Functions 4 Functions
Use functional notations of the
form f(x) = …. and f: x ı
Determination of gradients, Stationary points.
rates of change, maxima and
minima
Matrices 5 Matrices
Singular matrices.
Determinants, singular
matrices
Vectors 8 Vectors
Parallel vectors, unit vectors.
Find the resultant of two or more
vectors.
Apply vector methods to simple
geometrical problems.
Geometry 6 Geometry
Use of Pythagoras’s theorem In 2D and 3D.
Congruent shapes.
Trigonometry 9 Trigonometry
Use of the sine and cosine rule.
(Non-ambiguous cases)

Statistics and Probability 10 Statistics and Probability
Determination of the mean and Change: Determination of the
median of a small number of mean, median and mode for a
quantities discrete data set.
Determination of a modal class
and the median for grouped
continuous data.
Use of addition rule for two or
more mutually exclusive events.
Expanded Use of the product rule for two or
more independent events.
Sum and product rules of
probability and their Determination of the probability
application to simple of two or more independent
problems. events.
Use of simple conditional
probability for combined events.
*Any content that has been deleted from the legacy qualification is indicated in italics.
Changes to assessment from Edexcel O Level GCE in Mathematics B

(7361) to this International GCSE qualification
There have been no major changes to the scheme of assessment. However, the questions in
Paper 1 are now ordered in terms of demand of question, rather than in order of marks.
The A* can now be awarded for students achieving that grade.

Information for centres starting the Edexcel International GCSE
in Mathematics (Specification B) for the first time
The table below shows where some mathematical topics appear in the specification. The
Edexcel International GCSE in Mathematics (Specification B) is equivalent to an extended
curriculum, with grades A*-E.
Mathematical content Specification area where it appears

Number, set notation and language 1: Number and 2: Sets
Squares, square roots and cubes 1: Number
Directed numbers 1: Number
Vulgar and decimal fractions and percentages 1: Number
Standard form 1: Number
The four rules 1: Number
Estimation and limits of accuracy 1: Number
Ratio, proportion, rate 1: Number
Percentages 1: Number
Use of an electronic calculator 1: Number
Measures, time, money, personal and 1: Number
household finance
Graphs in practical situations 4: Functions
Graphs of functions and straight line graphs 4: Functions
Algebraic representation and formulae 3: Algebra
Algebraic manipulation 3: Algebra
Functions 4: Functions
Indices 1: Number and 3: Algebra
Inequalities 3: Algebra
Geometrical terms and relationships 6: Geometry
Geometrical constructions, locus 6: Geometry
Symmetry 6: Geometry
Angle properties 6: Geometry
Mensuration 7: Mensuration
Trigonometry 9: Trigonometry
Statistics and probability 10: Statistics and probability
Vectors 8: Vectors
Matrices 5: Matrices
Transformations 6: Geometry and 5: Matrices

Section B: Assessment
Assessment overview
Paper 1 Percentage Marks Time Availability
External 33 1 100 1 hour and 30 January and June
examination paper 3 minutes examination series
First assessment
June 2011
Paper 2 Percentage Marks Time Availability

External 66 2 100 2 hours and 30 January and June
examination paper 3 minutes examination series
First assessment
June 2011
Assessment Objectives and weightings

% in
International
GCSE
AO1: demonstrate knowledge, understanding and skills in number and 60%
algebra:
 numbers and the numbering system
 calculations
 solving numerical problems
 equations, formulae and expressions
 sequences, functions and graphs
 matrices
AO2: demonstrate knowledge, understanding and skills in shape, space and 30%
measures:
 geometry
 vectors and transformation geometry
 trigonometry
AO3: demonstrate knowledge, understanding and skills in handling data: 10%
 statistics
 probability
TOTAL 100%

Assessment summary
Paper 1 Description Knowledge and skills
External examination  Calculators are allowed. All areas of content are covered.
paper
 100 marks available.  Number
 33 1 % of the final grade.  Algebra
3
 Shape, space and measure
 About 26 to 30 questions.
 Data handling
 Shorter questions at the
beginning of the paper. All Assessment Objectives are
assessed.
 Questions ramped in
difficulty through the paper.
 Grades A*-E available.
 Questions taken from all
areas of the specification
content.
Paper 2 Description Knowledge and skills

External examination  Calculators are allowed. All areas of content are covered.
paper
 100 marks available.  Number
 66 2 % of the final grade.  Algebra
3
 Shape, space and measure
 About 12 questions.
 Data handling
 Longer questions than in
Paper 1. All Assessment Objectives are
assessed.
 Questions ramped in
difficulty through the paper.
 Grades A*-E available.
 Questions taken from all
areas of the specification
content.

Examination questions
The following four questions illustrate the type and standard of questions that will be set in the
examination. Questions 1 and 2 are targeted at grade C students and Questions 3 and 4 are
targeted at grade A students. In each question, the required knowledge is identified and a model
answer is provided. You should find the extra comments useful, as experience has shown that
some students find questions on these topics difficult.
Using the mark scheme

The mark scheme gives the responses we expect from students. Indicative answers are given but
during the standardisation of examiners process the mark scheme is updated and expanded to
cover unexpected, correct student responses.
General comments on mark schemes

 M marks are ‘method marks’. They are awarded for knowing a method and attempting to
apply it. Any formulae used must be correct, either by quoting the formula in its general
form before substituting the required numbers, or by having a completely correct
substitution.
 A marks are ‘accuracy marks’. They can be awarded only if the relevant method mark(s)
have been earned.
 B marks are independent of method marks. They are used, for example, when the question
requires students to ‘write something down’ or where a student has made progress in a small
part of the question.

Question 1
Targeting grade C: Question 24, January 2004, Paper 1
W
V
U 3x° y°
4x°
x° 2x°
T S
In quadrilateral TSVU, TUV = 4x, STU = x, TSV = 2x and SVU = 3x.
The point W on UV produced is such that SVW = y.
Calculate:
(a) x
(b) y.
(c) State, with a reason, what type of quadrilateral is TSVU.

(5 marks)
Knowledge needed
1. Angle sum of a quadrilateral.
2. Sum of angles on a straight line.
3. Properties of named quadrilaterals.

Mark scheme and comments
(a) Sum of the internal angles of a quadrilateral = 360.
So, x + 2x + 3x + 4x = 360 which gives x = 36.
A correct equation earns 1 M mark and the correct answer 1 A mark.
(b) Sum of angles on a straight line = 180.
So, 3 × 36 + y = 180 which gives y = 72.
Answer earns 1 B mark.
(c)
Internal angles are

supplementary (add up
to 180°)
As x = 36 so UVS = 3 × 36 = 108 and TSV = 2 × 36 = 72.

By adding these two angles together we get 180, so the figure is a trapezium.
Reason: Supplementary angles between parallel lines (or an equivalent correct reason).
Trapezium earns 1 B mark reason earns 1 B mark.
NB: The diagram was deliberately drawn not to look like a trapezium – remember that diagrams
in questions are not necessarily drawn to scale. Many students make fundamental errors on
geometry questions as they often make incorrect assumptions about the diagram.
As well as angle properties of general polygons, questions are often asked about the angles of
regular polygons. The key piece of knowledge for most of these questions is that the sum of all
the exterior angles is 360.

Question 2
Targeting grade C: Question 23, May 2001, Paper 1
Given that
Find the modulus of c. Give your answer correct to one decimal place.
(4 marks)
Knowledge/methods needed
1. Basic technique of multiplying a vector by a scalar.
2. The meaning of the word modulus in the context of a vector.
3. Pythagoras’s theorem.

This is a typical ‘opening’ style question for this topic and the student needs, firstly, to
determine the vector c.
Method for writing down 3 × a + 4 × b gains 1 M mark. Answer 1 A mark

Now the modulus of the vector is the length of the vector.
The figure shows a representation of this

vector. Forming the right-angled triangle
we have the length of the two shorter
sides. Using Pythagoras we can determine
the length of c as follows:
the modulus (or length) of c is

 { (-10)2 + (6)2 }
=  136
= 11.7
Using Pythagoras correctly earns 1 M mark. Answer 1 A mark.

NB: The question asks for an answer to one decimal place. If students ignore these, or similar,
instructions on the paper, they could lose marks – remind students to underline requirements for
the format or accuracy of the answer, or for units.

Question 3
Targeting grade A: Question 6, May 2002, Paper 2
The republic of Quadrisle is comprised of four islands; North, South, East and West.
The figure shows that these islands are joined by seven bridges.
Fatima lives on East island at location X. On one particular day she decides to go for a walk.
Her walk starts from her home at X, and crosses bridges to adjacent islands.
From any island she chooses a bridge to walk across at random.
Calculate the probability that:
(a) after the first bridge is crossed she will be on North island
(b) after the first bridge is crossed she will not be on West island
(c) after the second bridge is crossed she will be on South island
(d) after the second bridge is crossed she will be back on East island.
(7 marks)

Knowledge/methods needed
1. The numerical value assigned to the likelihood of an event happening is called the
probability of the event and is usually expressed as a fraction in the range 0 (impossible)
to 1 (certainty).
2. When events are equally likely to happen a sample space can be drawn to identify all
possible events. The probability of an event happening is determined by the number of
favourable outcomes  number of possible outcomes.
3. If the probability of an event happening is p, the probability of the event not happening is
1 – p.
From each island, a bridge is chosen at random so each bridge is equally likely to be chosen
from those available.
1
Because there are seven bridges in total many students use fractions involving 7 ths, rather than
looking at each island in turn and applying equal probabilities to the bridges leading from each
island.
This type of question (which is proving to be quite popular on examination papers) can be
approached by using a network diagram and applying probabilities to the diagram in a similar
way to a tree diagram.
Although initially this diagram might look

complicated, it indicates, by the lines, the routes
from each island to each of the other islands.
The black arrows indicate the movement and
the fractions indicate the probability that that
particular bridge will be chosen for that move.
So how does this help us?
(a) Fatima starts from E and therefore can choose two of five bridges.
1 1 2
The probability that she will be at N after one bridge is + = . 1 B mark
5 5 5
Note the addition rule for two mutually exclusive events.
1
(b) After crossing one bridge, the probability that Fatima will be at W is .
5
1 4
So, the probability that Fatima will not be at W is 1 – = . 1 B mark
5 5
Note the use of the complement.

(c) To find the probability that Fatima will be at S after crossing two bridges, we need to
identify the only possible route ….. E  W  S.
1 1 1
The probability that Fatima follows this route is × = .
5 3 15
Method for combining two correct probabilities together earns 1 M mark. Answer 1 A mark.
Note the use of two independent events.
(d) Like part (c), we need to identify all the possible routes by which Fatima can end up back at
E having crossed two bridges. Each route will require multiplying two probabilities together
and then we will need to add these compound probabilities together.
1 1 1
The routes are: E  W  E, = × = .
5 3 15
+
2 2 4
E  N  E, = × = .
5 3 15
+
2 2 4
E  S  E, = × = .
5 3 15
two routes from E to S two routes from S to E
1 4 4 9 3
The required probability is + + = = .
15 15 15 15 5
For any one correct pair of probabilities 1 M mark
All three pairs of probabilities 1 A mark
Answer 1 A mark

Question 4
Targeting grade A: Question 7, January 2004, Paper 2
A coach was hired for a student trip to Paris from London.

The hire cost was £1008 and this was to be divided equally between all students travelling on
the trip.
Let x be the number of students who originally planned to go on the trip.
(a) Write down, in terms of x, an expression for the original cost, in £, per student.
Six students were unable to go on the trip.

The total hire cost had then to be divided equally between the remaining students.
(b) Write down, in terms of x, an expression for the new cost, in £, per student.
As a consequence of the six students being unable to go on the trip, the cost per student
increased by £ 4.00
(c) Write down an equation in terms of x, and show that it simplifies to the quadratic equation
x2 – 6x – 1512 = 0.
(d) Solve the quadratic equation in part (c) to find the number of students who originally
planned to go on the trip.
(8 marks)

Whilst this question is fundamentally solving a quadratic equation, students need to interpret the
problem in a literal context.
Knowledge/skills needed
1. Ability to interpret given information into appropriate algebraic expressions.
2. Interpreting the given data to produce an equation.
3. Removing algebraic fractions in an equation.
4. Solving a quadratic equation by factorisation (or by formula).

(a) Cost per student = total cost/number of students
1008
= . 1 B mark
x
(b) As there are now six fewer students, the cost per student is
1008
= . 1 B mark
x6
(c) This is the difficult part of the question. We need to form an equation using the two
expressions from parts (a) and (b) and the extra piece of information given: the cost per
student increased by £ 4.00.
This last statement means that the expression 1008/(x – 6) is £ 4.00 more than 1008/x.
1008 1008
So, = +4 1 M mark
x6 x
To remove the algebraic denominators we need to multiply all three terms by x(x – 6).
1008 1008
So, x(x – 6). = x(x – 6). + x(x – 6).4 (M1 dep)
x6 x
1008x = 1008(x – 6) + 4x(x – 6)
Which gives 1008x = 1008x – 6048 + 4x2 – 24x which simplifies to:
4x2 – 24x + 6048 = 0 1 A mark
Now 4 is a common factor of all three terms so this equation reduces to:
x2 – 6x + 1512 = 0. 1 A mark
This final A mark is for arriving at the required answer correctly – no errors on the way.
(d) Whilst students may feel more comfortable in solving this quadratic by using the formula, it
will factorise. So how do we find factors of such a large number, 1512?

Useful hint
Because it is so large, we can find an estimate simply by finding the square root of the number
and adding on half the x value. Using this method we arrive at 38.9 + 3 which is approximately
42. Now dividing 1512 by 42 we can find the second factor which is 36.
Note that this method to determine an estimate only works effectively for large constant terms.
Using these two numbers we can factorise the quadratic into the following:
(x – 42)(x + 36) = 0 1 M mark
So, x = 42 or x = –36. Because only one of these answers is positive, this leads us
to the required answer of 42 students who originally planned to go on the trip. 1 A mark

Section C: Planning and teaching
Course planner
Each centre where this course is delivered will allocate appropriate time to deliver the
qualification content. This will vary from centre to centre and, whilst the specification content is
expected to take two years to deliver, you could use a delivery model requiring only one year of
tuition, but please note the first assessment opportunity is in the June 2011 series.
The planner given, therefore, is not intended to be prescriptive in terms of time. However, you
can use the order of topics as an outline to plan schemes of work. The course planner identifies
four strands, Number, Algebra, Geometry and Statistics.
Each of these strands is repeated. For instance, on a two-year course each strand, numbered (1),
could be covered in the first year with the strands numbered (2) being covered in the second
year.
Number and Algebra provide the understanding that underpins the rest of the course so these
must be covered first. Geometry and Statistics can be covered in either order. As the two
Algebra strands are content heavy, they can be sub-divided, with the * topics being left to later
in the course. However, you should bear in mind that some of the techniques identified by an *
in Algebra (1) may be needed in Geometry (1). Similarly, matrices in Algebra (2) may be linked
with the work on vectors in Geometry (2).

Year 1
Content area Topic
Number (1)  Processes of number manipulation – integers, fractions and decimals
 Prime numbers and factors – HCF and LCM
 Indices using positive integers only
 Percentages
 Weights, measures and money
Algebra (1)  Basic algebraic processes
 Manipulation of algebraic fractions, the denominators being numerical or
linear
 Construction, interpretation and use of formulae
 Factorisation of simple algebraic expressions
 Solution of linear equations
 Solution of simultaneous equations*
 Solution of quadratic equations by factorisation*
 Variation*
 Sequences
 Drawing and interpreting graphs from given equations* (see specification
for types of equations)
 Gradients*
Geometry (1)  Length, area and volume
 The circle
 Mensuration of standard two- and three-dimensional shapes
 Angle and geometrical properties of lines and polygons
 Symmetry
 Pythagoras
 Simple uses of basic trigonometry
 Simple properties of chords and tangents of circles
 Concept of a vector and simple manipulation of vectors
Statistics (1)  Graphical representation of numerical data
 Measures of central tendency – mean, median and mode
 Use of simple probability

Year 2
Content area Topic
Number (2)  Ratio and proportion
 Significant figures and standard form
 Indices using fractional and negative powers
 Surds – to include concept of rationals and irrationals
 Sets
Algebra (2)  Factor theorem
 The manipulation of algebraic fractions, the denominators being
quadratic
 Solution of quadratic equations by methods other than factorisation
 Linear inequalities
 Applying algebraic techniques to solve problems*
 Functions*
 Calculus and simple applications*
 Matrices and transformations*
Geometry (2)  Similarity and congruency
 Loci and constructions
 Angle and intersecting chord properties of a circle
 Applying vector methods
 Bearings, angles of elevation and depression
 Sine and cosine rule
 Applying trigonometry to two- and three-dimensional problems
Statistics (2)  Histograms
 Addition and product rules of probability
 Conditional probability

Teaching ideas
Notes on set language and notation
Typical questions
Given defined sets ℰ , A & B
a) describe A ∩ B
b) list the members of A  B
c) what is meant by ‘6  A’?
d) is it true that A ∩ B = Ø? Explain your answer.
Definition: Algebraic, for example {ℰ = Integers}, P = {x: 0 < x < 10}
Venn diagrams: Different cases, for example
Symbols: A‘ (the complement of A), ⊂ (‘is a subset of’)
Typical questions
Given defined sets ℰ , A, B, and C
a) draw a Venn diagram.
b) shade A U B ∩ C ‘
c) list the members of B‘ ∩ C
d) is it true that A ⊂ B?
e) describe a given shaded region in a Venn diagram
f) draw a Venn diagram in which certain conditions are true.
Symbols: n(A) (the number of members in A)
Typical questions
Given n(ℰ ) = 23, n(A) = 16, n(B) = 10, n(A U B) = 20
a) draw a Venn diagram
b) show the number of members in each region.

Specimen questions on set language and notation
1. ℰ = {Positive integers less than 20}

A = {x: 0 < x < 9}
B = {Even numbers}
C = {Multiples of 5}
(a) List the members of A ∩ B/.

(b) Find the value of n(A U C).
(c) Complete the statement A ∩ B ∩ C = . . .
(d) Is it true that (A ∩ C /) ⊂ B? Explain your answer.
2. There are 30 people in a group. 17 own a car. 11 own a bicycle. Five do not own a car or a
bicycle.
Find how many people in this group own a car but not a bicycle.
3. Draw a Venn diagram with circles representing three sets, A, B and C.

Shade the region representing A ∩ (B U C/).
4. A B
ℰ
Make two copies of this Venn diagram.
(a) On one diagram draw a circle to represent set C, such that
C⊂A and
/
C ∩ B = C.
(b) On the other diagram draw a circle to represent set D, such that
D ⊂ A/ ,
D∩B≠Ø and
D U B ≠ D.

5. Draw a Venn diagram with circles representing three sets, A, B and C, such that all the
following are true:
A ∩ C ≠ Ø, A ∩ C/ ≠ Ø and B ⊂ (A U C)/
6. ℰ = { x: x is an integer and 1 < x < 30 }

A = {Multiples of 3}
B = {Multiples of 4}
(a) Find the value of n(A ∩ B).
Sets A and B are represented by circles in the Venn diagram.
ℰ A B
(b) C = {Odd numbers}
(i) Copy the Venn diagram, and draw a circle to represent set C.
(ii) Shade the region A ∩ (B U C)/.
(ii) Write down all the values of x such that x Є A ∩ (B U C)/.
7. ℰ = {Positive integers less than 15}

E = {Even numbers}
M = {Multiples of 3}
ℰ E M
(a) Copy the Venn diagram and fill in each member of ℰ in the correct region.
(b) Write down the value of n(E ∩ M /).

8. ℰ = {Quadrilaterals}
P = {Parallelograms}
K = {Kites}
S = {Squares}
(a) What is the mathematical name for a member of P ∩ K?

(b) Complete the statement P U S = . . .
(c) Draw a Venn diagram showing sets P, K and S.
9.
ℰ A B
Use set notation to describe the shaded region.
10. There are 40 members in a sports club. Two play all three sports. 23 play squash. 24 play
tennis. 18 play golf. 14 play squash and tennis. Eight play tennis and golf.
One member makes the refreshments and does not play any sport. How many members play
squash and golf?

Answers
1. (a) 1, 3, 5, 7, 9 (b) 11 (c) Ø (d) No. Eg 3, 7 or 9
2. 14
3. A B
4. (a) A B (b) A B D
C
A B
5.
C
C A B
6. (a) 2 (b)(i)(ii) (iii) 6, 18
7. (a) (b) 5
8. (a) Rhombus (b) P (c) P K

S
9. (AUB)∩C/ or (A∩C/)U(B∩C/) 10. 6

Notes on function notation
Notation and definitions: f(x) = x2 f: x → x2 |
Domain is all values of x to which the function is applied.
Range is all values of f(x).
Domain and/or range may be given in words, as a list or algebraically, for example 0 < x < 10.
If the domain is not given, it is assumed to be {x: x is any number}.
Which functions?
Usually, for example linear, quadratic, cubic, x , 1/linear.

Sometimes harder functions, for example \/linear, 1/\/linear, linear/linear, \/quadratic,
1/quadratic, a + b/x, ax + b/x
Note: ‘ ’ indicates the positive value of the square root.
Typical questions
 Given a function and its domain, find the range.
 Given a function applied to all numbers, find the range.
 Given a function, which values cannot be included in the domain?
 Given f(x), find f(–2).
 Given f(x) = 3, find the value(s) of x (not necessarily involving the notation f -1).
Composite functions
fg(x) means f(g(x)), ie do g first followed by f.

Typical questions
 Given functions f and g, find fg(–3), gf(2).
 Given functions f and g, find fg in the form fg : x   or fg (x )  
 Given functions f and g, and the domain of f, find the range of gf.
 Given functions f and g, which values need to be excluded from the domain of gf?
Inverse functions
Functions required
Usually, for example linear, 1/linear, or x2 (with domain restricted to positive numbers).
Sometimes harder functions, for example \/linear, linear/linear, a + b/x.
Any method for finding f -1 is acceptable, for example:

Algebraic: write as y = . . . ; rearrange to make x the subject; interchange x and y
Flow chart: reverse each operation, in reverse order.
Typical questions
 Given the function f, find f -1(3).
 Given the function f, find f -1 in the form f -1: x   or f -1 (x )  
 Without working, write down the value of ff -1(5).
 Given functions f and g, find the function f –1g.
 Given functions f and g, solve the equation f (x) = g –1(x).

Specimen questions on function notation
1. Here are three functions.
1
f(x) = 3 – 2x g(x) = h(x) = 3x  1
x2
(a) Find (i) f(-1) (ii) f( 34 ) (iii) g(4.5) (iv) g(-2) (v) h(5) (vi) h 2 23 
(b) (i) Given that f(x) = -7, find x.

(ii) Given that g(x) = 2, find x.
(iii) Given that h(x) = 5, find x.
2. Three functions, p, q and r, are defined as follows.

2x  3
p(x) = x2 – 3x + 4 q(x) = r(x) = sin xo
x 1
(a) Find (i) p(–4) (ii) p( 34 ) (iii) q(4) (iv) q(–2) (v) r(45) (vi) r(180)
(b) (i) Find the values of x for which p(x) = 2.

3
(ii) Find the value of x for which q(x) = 4 .
(iii) Find the values of x, in the domain 0 < x < 180, for which r(x) = 0.5
3. State which values of x cannot be included in the domain of these functions.

5 1
(i) f: x  5 x (ii) g:x  (iii) h:  (iv) j: x  ( x 2  4)
2x  7 x3
1 1 x3
(v) l: x  2 x  (vi) k: x  (vii) m: x→
x (3 x  2) 6 x
1
4. f: x  x3 g: x 
x8
(a) Find (i) fg(–4), (ii) gf(5).

(b) Find (i) gf(x), (ii) fg(x).
(c) What value(s) must be excluded from the domain of (i) gf(x), (ii) fg(x)?
(d) Find and simplify gg(x).

5. Three functions are defined as follows.
p(x) = (x + 4)2 with domain {x: x is any number}

q(x) = 8 – x with domain {x: x > 0}
r(x) = cos xo with domain {x: 0 < x < 180}
(a) Find the range of each of these functions.

(b) Find the values of x such that p(x) = q(x).
6. Find the inverse function of each of the following functions.

1 2
(a) f(x) = 2x –3 (b) g(x) = 5 – x (c) h(x) = (d) j(x) = 3 –
3x  4 x
2x  1
(e) k(x) =
5 x
7. Find the inverse function of each of the following functions.

1
(a) p: x  3x  2 (for x > 2
3 ) (b) q: x  (for x > –2)
x2
(c) r: x  x2 + 5 (for x > 0) (d) s: x  (x – 3)2 (for x > 3)
2
8. The function f(x) is defined as f(x) = .
x 1
Solve the equation f(x) = f -1(x).
9. Here are two functions.

2
f(x) = g(x) = x2 + 3
5 x
(a) Calculate g(–2).
1
(b) Given that f(z) = 8 , calculate the value of z.
(c) Which value of x must be excluded from the domain of f(x)?

(d) Find the inverse function, f –1, in the form f –1 : x  . . .
(e) Calculate f –1g(1).

10. Functions f and g are defined as follows.
1
f: x  4  x g: x 
 x  2 2
(a) Calculate (i) f(25) (ii) g(0.5) (iii) fg(–1).
(b) Given that fg(x) = 4.04, find the value of x.
(c) Find the function f –1(x).
(d) Calculate gf –1(4).
2 x 2  3x
11. p(x) = q(x) =
3 x 1 x
(a) Find the function pq(x).

(b) Hence describe the relationship between the functions p and q.
(c) Write down the exact value of pq ( 2 ) .

Answers
NB: In the examination, equivalent answers are acceptable, for example decimal instead of
fraction.
1. (a) (i) 5 (ii) 1 12 (iii) 52 (iv) –0.25 (v) 4 (vi) 3 (b) (i) 5 (ii) 2.5 (iii) 8
2. (a) (i) 32 (ii) 2 165 (iii) 1 (iv) 7 (v) 0.707 (vi) 0 (b) (i) 1 or 2 (ii) 3 (iii) 30 or 150
3. (i) x > 5 (ii) x = 3.5 (iii) x < -3 (iv) –2 < x < 2 (v) x = 0 (vi) x = - 23 (vii) x < 3 or x > 6
1 1 1 1 x8
4. (a) (i) (ii) (b) (i) (ii) (c) (i) x = –2 (ii) x = –8 (d)
64 133
x 8
3
x  83 8 x  65
5. (a) p:  0; q: < 8; r: –1 to 1 (b) –8 or –1
x3 1  4x 2 5x  1
6. (a) (b) 5 – x (c) (d) (e)
2 3x 3 x 2 x
x2  2 1 2
7. (a) (b) (c) x5 (d) x 3
3 x2
8. 1 or –2
2
9. (a) 7 (b) 11 (c) –5 (d) 5 (e) – 4 12
x
10. (a) (i) 9 (ii) 0.16 (iii) 5 (b) 23 (c) (x – 4)2 (d) 1
4
11. (a) pq(x) = x (b) Inverses of each other (c) 2

Notes on calculus
Basic concepts and notation Differentiation from first principles is not

Ideas of gradient of tangent and gradient of required.
curve.
dy If you wish to give an introduction to the
y = xn  grad = . concept of a limiting gradient, the following is
dx
= nxn-1, adequate, though it will NOT be tested:
firstly for +ve integer n; then also n = 0, –1, –2.

On the curve y = x2,
Differentiation of polynomials.
P(3, 32); Q1(3.1, (3.1)2); Q2(3.01, (3.01)2); etc
Usually no rearrangement will be required.
Find gradients of PQ1, PQ2, PQ3 . . .
If rearrangement is required, this will usually be
asked for explicitly.
Typical questions
The notation f /(x) and the terms
5 2 2
 Differentiate x – 3x + 5 or x + 3x – 4. ‘derivative’ and ‘derived
function’ are not required.
5x  3 dy
 Given y = , find .
2 dx
dy
 y = (x + 3)2. Expand and find .
dx
Turning points
The language used will be ‘turning points’,
dy ‘maximum’, ‘minimum’; not ‘stationary
At turning points, = 0. points’.
dx
Points of inflexion are not required.
b
Find TPs for quadratic, cubic, ax  Consideration of the
x gradient on either side is
Distinguish max/min by rough shape, not required.
For example, shape of y = ax2 + bx + c is ∩ when a < 0. d2 y
is not required.
b dx 2
For ax  , if distinguishing max/min is required, the question
x But students may use these
will ask for the curve to be drawn first. methods if they wish.
Typical questions
 y = quadratic or cubic. Find the TP(s). State, with a reason,
whether each is a max or min.

Rate of change
dy
Know that is the rate of change of y with respect to x.
dx
Kinematics
ds dv d2 y
Quadratic, cubic, at  b/t only. Notation and not
dt dt dx 2
Typical questions
Given s in terms of t, find v and/or a at time t or at given time.
Find maximum distance from a starting point.
Find t for given s, v, or a (requiring solutions of equations only within specification).
Applications to coordinate geometry

Only very simple applications will be tested, possibly requiring understanding of
y = mx + c.
Usually students will be led through step-by-step.

Specimen questions on calculus
1. Differentiate
(a) x3 + x2 – 5x – 4 (b) 2x4 – 5x2 + 2x – 3 (c) 3x5 + 7x3 – x + 2.5
x 3 3x 2 2 x 7  x2
(d) 5 – 2x + 4x2 – 2x3 (e)   (f)
6 4 3 2
dy
2. Find for the following.
dx
2 6
(a) y = 2x3 + 4x2 + x –1 (b) y = 6x + 3 – 4x –1 + 3x –2 (c) y = 
x x2
3. Find an expression for the gradient of each of these curves.

4 3x 2  2 x  4
(a) y = x5 – 3x3 + 2x – 4 (b) y = 3x + (c) y =
x2 3
4. Find the gradient of the tangent at the given point on each of the following curves.
(a) y = x2 – 5x – 6, at the point where x = 2 (b) y = x3 – 2x2 – 3x, at the point (–4, –52)
4 x 2  3x
(c) y = 3x – , at the point where x = ½ (d) y = at the point (3, 1.5)
x2 12
5. Expand and differentiate

(a) (x + 3)2 (b) (2x – 3)(x + 5) (c) (4 – x)(2 + 3x) (d) x2(4 – 2x)
6. A curve has equation y = x2 – 3x + 5.

dy
(a) Find .
dx
(b) Find the gradient of the curve at the point with coordinates (2, 3).
(c) Find the coordinates of the point on the curve where the gradient = –5.

7. A curve has equation y = x3 – 6x2 + 9x – 2.
(a) Find the coordinates of the point on this curve at which the tangent is parallel to the line
y = –3x + 5.
(b) Find the coordinates of the two turning points on this curve.
8. For the curve with equation y = x2 – 4x + 5

dy
(a) find
dx
(b) find the turning point
(c) state, with a reason, whether this turning point is a maximum or a minimum.
9. Find the maximum value of y where y = 3 + 6x – 2x2. Explain how you know that it is a
maximum.
10. A publisher has to choose a price, £x, for a new book.

The total amount of money she will receive from sales is £y, where y = 20 000x – 5000x2.
(a) Find the price which gives the maximum amount of money from sales.
(b) Find the maximum amount of money from sales.
11. The temperature, To, of a liquid at time t seconds is t2 – 6t + 9.

(a) Find the rate of change of the temperature after two seconds.
(b) Find the time when the rate of change of temperature is –3 o/second.
12. A car is moving along a straight road. It passes a point O.

After t seconds its distance, s m, from O is given by
s = 10t – t2 for 0 < t < 10
(a) Find the time when the car passes through O again.
ds
(b) Find .
dt
(c) Find the maximum distance of the car from O.
(d) Find the speed of the car three seconds after passing O.
(e) Find the acceleration of the car.

8
13. A curve has equation y = 2x + .
x
(a) Find the turning points.
8
(b) Copy and complete the table of values for y = 2x + .
x
x –4 –3 –2 –1 1 2 3 4
y –8.7 –8 10
(c) Copy the grid and draw the curve for – 4 < x < 4.
(d) State which of the turning points is a maximum.

14. A curve has equation y = x3 – 3x2 + 2x.
dy
(a) Find .
dx
(b) Find the x coordinates of the turning points, giving your answers correct to two decimal
places.
(c) Copy and complete the table of values for y = x3 –3x2 + 2x.
x 0 1 2
y
(d) Copy the grid and draw the graph of y = x3 –3x2 + 2x for 0 < x < 2.
1 2
15. A curve has equation y = x2 + 3x + 2

dy
(a) Find .
dx
The curve cuts the y axis at A.
(b) (i) Write down the coordinates of A.
(ii) Find the gradient of the tangent at A.
(iii) Write down the equation of the tangent at A.

16. Square corners, with side x cm, are cut from a square card with side 6 cm.
Then the edges are folded up to make a box.
(a) Show that the volume of the box is V cm3 where V = 36x – 24x2 + 4x3.
dV
(b) Find .
dx
(c) Find the maximum possible volume of the box.

Answers
1. (a) 3x2 + 2x – 5 (b) 8x3 – 10x + 2 (c) 15x4 + 21x2 – 1 (d) –2 + 8x – 6x2
x 2 3x 2
(e)   (f) –x
2 2 3
2 12
2. (a) 6x2 + 8x – x –2 (b) 6 + 4x –2 – 6x –3 (c)  
x2 x3
8 2
3. (a) 5x4 – 9x2 + 2 (b) 3  (c) 2 x 
x3 3
4. (a) –1 (b) 61 (c) 67 (d) 0.75
5. (a) 2x + 6 (b) 4x + 7 (c) 10 – 6x (d) 8x – 6x2
6. (a) 2x – 3 (b) 1 (c) (-1, 9)
7. (a) (2, 0) (b) (1, 2) (3, –2)
8. (a) 2x – 4 (b) (2, 1) (c) Min. Quadratic with positive coeff of x2
9. 7.5. Max because quadratic with negative coeff of x2
10. (a) £2 (b) £20 000
11. (a) – 2 o/sec (b) 1.5 secs
12. (a) 10s (b) 10 – 2t (c) 25m (d) 4m/s (e) – 2 m/s2
13. (a) (–2, –8) (2, 8) (b) –10, –10, 8, 8.7, 10 (d) (–2, –8)
14. (a) 3x2 – 6x + 2 (b) 0.42, 1.58 (c) 0, 0, 0 (d)
15. (a) 2x + 3 (b) (i) (0, 2) (ii) 3 (iii) y = 3x + 2
16. (b) 36 – 48x + 12x2 (c) 16 cm3

Appendices
Appendix 1: Formulae for Paper 2 45

Appendix 1: Formulae for Paper 2
Circumference of a circle 2πr
Area of a circle πr2
Area of a triangle C 1 bc sinA
2
a
b
A B
c
Area of a trapezium 1 (a + b)h
2
Curved surface area of right circular cylinder 2πrh

Curved surface area of right circular cone πrl
Surface area of sphere 4πr2
Volume of pyramid 1 × base area × height
3
Volume of right circular cone 1 πr2h

3
Volume of sphere 4 πr3

3
Sum of interior angles of polygon (2n – 4) right angles
 b  (b 2 - 4ac)
Solutions of ax2+bx +c = 0 x
2a
a b
Determinant of matrix   ad - bc
c d 
a b 1 d  b 
Inverse of matrix    
c d  ad  bc   c a 
Sine rule
C
a b c
 
a sin A sin B sin C
b
Cosine rule
A B
c a 2  b2  c 2  2bc cos A
Db030812S:\LT\PD\IGCSE TSM\IGCSE Mathematics (spec B) TSM.doc.1-52/4

July 2012
For more information on Edexcel and BTEC qualifications

please visit our website: www.edexcel.com
Pearson Education Limited. Registered in England and Wales No. 872828

Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121

IGCSE Mathematics Spec B TSM

Uploaded by

Copyright:

Available Formats

IGCSE Mathematics Spec B TSM

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IGCSE Mathematics Spec B TSM

Uploaded by

Copyright:

Available Formats

International GCSE

Mathematics (Specification B) (4MB0)

First examination 2011

Authorised by Martin Stretton

About this guide

Section C: Planning and teaching 21

Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0) – 1

Ask the Expert

2 Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0)

Information for Edexcel centres

Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0) – 3

Legacy Edexcel qualification International GCSE New content/deleted content*

4 Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0)

Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0) – 5

Changes to assessment from Edexcel O Level GCE in Mathematics B

6 Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0)

Mathematical content Specification area where it appears

Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0) – 7

Paper 2 Percentage Marks Time Availability

Assessment Objectives and weightings

Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0) – 9

Paper 2 Description Knowledge and skills

10 Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0)

Using the mark scheme

General comments on mark schemes

Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0) – 11

Targeting grade C: Question 24, January 2004, Paper 1

(c) State, with a reason, what type of quadrilateral is TSVU.

12 Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0)

So, x + 2x + 3x + 4x = 360 which gives x = 36.

A correct equation earns 1 M mark and the correct answer 1 A mark.

(b) Sum of angles on a straight line = 180.

So, 3 × 36 + y = 180 which gives y = 72.

Answer earns 1 B mark.

Internal angles are

As x = 36 so UVS = 3 × 36 = 108 and TSV = 2 × 36 = 72.

Trapezium earns 1 B mark reason earns 1 B mark.

Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0) – 13

Targeting grade C: Question 23, May 2001, Paper 1

Mark scheme and comments

Method for writing down 3 × a + 4 × b gains 1 M mark. Answer 1 A mark

The figure shows a representation of this

the modulus (or length) of c is

Using Pythagoras correctly earns 1 M mark. Answer 1 A mark.

14 Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0)

Targeting grade A: Question 6, May 2002, Paper 2

Calculate the probability that:

Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0) – 15

Although initially this diagram might look

So how does this help us?

16 Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0)

two routes from E to S two routes from S to E

For any one correct pair of probabilities 1 M mark

All three pairs of probabilities 1 A mark

Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0) – 17

Targeting grade A: Question 7, January 2004, Paper 2

A coach was hired for a student trip to Paris from London.

Six students were unable to go on the trip.

Mark scheme and comments

18 Teacher’s guide – Edexcel International GCSE in Mathematics (Specification B) (4MB0)