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Additional
Mathematics
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• Workbook
• Teacher’s Guide
• eBooks*
• Additional Digital Resources* BROCHURE
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 MCE CAMBRIDGE IGCSE™ MATHEMATICS MCE CAMBRIDGE IGCSE™ MATHEMATICS

Overview

The MCE Cambridge IGCSE™ Core and Extended Mathematics and MCE Cambridge
What’s in Our Package?
IGCSE™ & O Level Additional Mathematics series have been developed to deliver the
latest Cambridge IGCSE and IGCSE (9-1) Mathematics syllabuses (0580/0980) and MCE Cambridge IGCSE™ Core & Extended Mathematics
Cambridge IGCSE and O Level Additional Mathematics syllabuses (0606/4037) for
examination from 2025. While the series are fully aligned to the Cambridge syllabuses, Student’s Book Workbook Teacher’s Guide
the pedagogies and teaching practices follow those used in Singapore — one of the top ISBN 9789814913065 ISBN 9789814913072 ISBN 9789814913089
performing countries in international assessments such as Trends in International Maths
and Science Study (TIMSS) and Programme for International Student Assessment (PISA).
Both series are anchored on the belief that all learners can learn and succeed in Maths Cambridge Cambridge Cambridge
regardless of their learning readiness. The series emphasise on developing learners’ IGCSE TM
IGCSE TM
IGCSE TM

conceptual understanding and problem-solving skills, allowing them to eventually Mathematics

Core and Extended
Mathematics
Core and Extended
Mathematics
Core and Extended
achieve mastery. STUDENT’S BOOK WORKBOOK

TEACHER’S
GUIDE

The series also comes complete with a comprehensive suite of print and digital resources Dr. Chua Boon Liang
Frederick Ho
Dr. Chua Boon Liang
Frederick Ho
Dr. Chua Boon Liang
Frederick Ho

that help the 21st century learners and teachers succeed. Dr. Yap Von Bing
Andrew Seah
David Loh
Dr. Yap Von Bing
Andrew Seah
David Loh
Dr. Yap Von Bing
Andrew Seah
David Loh
Melvin Tan Melvin Tan Melvin Tan
Wesley Lew Wesley Lew Wesley Lew

MCE Cambridge IGCSE™ & O Level Additional Mathematics

Student’s Book Workbook Teacher’s Guide

Why ISBN 9789814913096 ISBN 9789814913102 ISBN 9789814913119
choose

Cambridge Cambridge Cambridge

MCE Cambridge IGCSE & O Level TM
IGCSE & O Level TM
IGCSE & O Level TM

Additional Additional Additional

IGCSE™ Mathematics Mathematics
Mathematics Mathematics
WORKBOOK

1.
Dr. Chua Boon Liang Dr. Chua Boon Liang Dr. Chua Boon Liang
Frederick Ho Frederick Ho Frederick Ho
Dr. Yap Von Bing Dr. Yap Von Bing Dr. Yap Von Bing

Engage in motivating and

Wesley Lew Wesley Lew Wesley Lew

STUDENT’S TEACHER’S
BOOK GUIDE

meaningful learning experiences

Additional Digital Resources*

2. Adopt the idea of “slow-thinking” •

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 MCE CAMBRIDGE IGCSE™ MATHEMATICS MCE CAMBRIDGE IGCSE™ MATHEMATICS

Every Learner can Learn and Succeed in Maths when They are
Provided with Motivating and Meaningful Learning Experiences Recall and Review What They Know
Underpinning the MCE Cambridge IGCSE™ Mathematics series is the belief that every
learner can learn Maths if they are motivated and given the opportunities to construct their
Recall
own understanding and knowledge. For effective learning to take place, learners need to be
provided with meaningful, engaging and stimulating learning activities for them to explore To help students recall and revisit relevant pre-requisite
concepts and construct understanding. Learners must also be provided with opportunities concepts so that they can build on their existing schema
to apply the concepts and skills learnt in real-world contexts, articulate their reasoning and create new knowledge and learn new skills.
clearly and appreciate the power and beauty of mathematics. 15 mm
Chapter 12
For these reasons, our MCE Cambridge IGCSE™ Mathematics series have been written with
a focus to create meaningful and engaging learning experiences that develop learners’
conceptual understanding and problem-solving skills. Recall
1 Expand a(b + c) and
(a + b)2.
Engage with Relatable Contexts that Connect Maths to the Real World 2 Simplify (am)n.

3 State n
.
r

CHAPTER Binomial 4 State n!.

12
5

Theorem
State 0!.

Chapter Opener
To pique students’ interest, each
chapter begins with a Chapter
12.1 Binomial Expansion
TAKE NOTE

Opener on a real-world problem a2 + 2ab + b2 has

three terms: a2, 2ab

(a + b)2 = a2 + 2ab + 2
that provides them with the and b2.
Consider the identity
The expression (a +
The coefficients of
rationale and motivation to learn. because a2 = 1a2 and
a2 and b2 are both 1
b) contains two terms
b.

b2 = 1b2. connected by a “+” , a and b,

sign.
The visuals help students see the The coefficient of ab An expression contai
ning the sum of two
is 2. a binomial. terms is called
link in Mathematics to the real-
world problem, providing a sense
SE
of familiarity and making the real-

PAU
Think Is the expression (a
− b) a binomial? Wh
What are two other y?
world problem more relatable. examples of a binom
ial?

The discussion question prompt In this section, we wil

mple, (a + b)3, (a + 4
l learn to expand the
, (a + b)7 and (a + b)10
of binomials, for exa cube and higher po
students to start thinking and get wers
+ b) , where n is a no
When we expand (a b)
.
them engaged to learn. are multiplying the
n

products of n binom
n-negative integer, we
This expansion is kno ials into a sum of ter
wn as a binomial exp ms.

+ b)3, (a + b)4 and

ansion.
(a + b)5.
Let us now explore ho
w we can expand (a
paid a yearly interest.
When you save money in a bank, you are
se the bank offers you an annua l rate of 1% compound
Suppo
account for a total of
interest and you put $500 into a saving
The exact amou nt in your accou nt after 10 years is
10 years.
ximate answer
$500 × 1.0110. How would you get an appro
without the use of a calculator?

of (a + b)n,
how to:
At the end of this chapter, you will learn
for expan sion 2 Binomial Theorem
• use the Binomial Theorem

• use the general term r a b , 0 ≤ r ≤

for positive integer n
n n−r r n
MCE Cambridge IG
CSE & O Level Addit
1 ion al Mathematics Stu
dent’s Book

tional Mathematics Student’s Book

MCE Cambridge IGCSE & O Level Addi
4 5
 MCE CAMBRIDGE IGCSE™ MATHEMATICS MCE CAMBRIDGE IGCSE™ MATHEMATICS

Think and Make Observations, and Make Sense and Process Work on Practice Questions to Reinforce Concepts and Master
New Knowledge and Skills New Procedural Skills
For students to master mathematical concepts, it is important that they are given
sufficient guidance with clear explanations to learn through worked examples followed
Pause and Discover by practice of questions that are similar to these examples. Such practice should include
To sustain students’ interest, students are provided opportunities repetition and variation, including questions to achieve proficiency and flexibility. Outside
to explore, discover, and construct new mathematical knowledge of the classroom, meaningful and appropriate amount of practice questions should be
through scaffolded learning tasks found in Pause and Discover. given to students to reinforce and consolidate their learning, as well as to deepen their
Students will find these activities meaningful and engaging as they understanding of concepts and skills.
gain new knowledge and skills in the process of doing them.
ded Mathematics Student’s Book
MCE Cambridge IGCSE Core & Exten
SE
Student’s Book Worked Examples
PAU

15 mm
Try 1 Chapter 10 Chapter 10
Explain if the follow
ing pairs of figures
are congruent. SE
S Worked Example 6 Carefully selected questions are
the SSS Congruency Test)
(a) (Prove two triangles are congruent using
presented with step-by-step

PAU
Try 6
Prove that △ABC is congruent to △EDF
Q
Prove that △PQR
2.24 cm (b) .

3.16 cm
B P
A D
is congruent △XYZ.
solutions with clear explanations
A 1 cm
S
3.16 cm
E H
P
C F
to help scaffold students’ learning
2.24 cm T 1 cm
2.24 cm C 2.24 cm
8.4 cm
3.8 cm
2.6 cm 2.6 cm
3.8 cm and understanding.
1 cm R B C F Q 6.2 cm
R
G
E 1 cm D Y
D E
A B
6.2 cm
X
SE

Discover
8.4 cm
PAU

AB = ED (given)

AC = EF = 3.8 cm
In this activity, yo TAKE NOTE
u will learn to CB = FD = 2.6 cm
∴ △ABC ≡ △EDF
The vertices of (SSS)
determine if a tria congruent triangles
ngle determine if a tria must be written in a
and its translated ngle determine if a tria
image and its reflected im ngle corresponding order.
are congruent.
Worked Example 7
age and its rotated im
are congruent. age
are congruent. SE the SAS Congruency Test)
(Prove two triangles are congruent using

Prove that △GHL is congruent to △JKL.

PAU
Try 7
1
Prove that △LMN
G

is congruent △PRN.
Use a graphing sof MCE Cambridge IGC
tware or A SE & O Level
grid paper to const A' Additional Mathema
ruct the tics Student’s Book
two triangles T an M P
d T'.
T T'
N
H

Points A, B and C B Chapter 12

B'
are each C L R L
translated horizon C'
to the right to for
tally 3 units
m triangle T'.
Worked Example 2 K

The images of A, (Expand binomial with

B and C are difference of two varia
Expand (a − b)6.
bles using Pascal’s Trian
A', B' and C' respe gle)
ctively.

Rewrite (a − b)6 as (a
+ (−b))6.
J
(a) AB = A'B', BC
The learning activities are
∠A =
=
, ∠B =
and AC =
and ∠C = Student’s BookHLPause and Try
(given)From Worked Examp
scaffolded step-by-step. = LK
(a + b) = a + 6a
(given)
le 1,
6

(vert. opp ∠s)

6
JL GL = b + 15a4b2 + 20a3b3 +
∠GLH = ∠JLK
5
15a2b4 + 6ab5 + b6
(b) Are triangles
T and T' Consists of questions that (SAS)Replacing b in the expansion with
∴ △GHL ≡ △JKL
mirror questions in the worked(a + (−b)) = a + 6a (−b) + 15a (−b) + 20a (−b) + 15a (−b) + 6a(−
congruent? Why or −b, we get
why not? 6 6 5 4
SE 2 3 3 2 4
b) + (−b) . 5
PAU

6
Think Triangle T is transf
examples toCongr
help students
Similarity
(a − b) = a − 6a b +
ormed to T' by a tra 20 uence and Therefore,
triangle be congru nslation. Will any
ent to its translate 6

reinforce learning in class and

6
d image? 15a b − 20a b + 15a 5 4 2 3 3
b − 6ab + b 2 4 5 6

achieve mastery of important SE

PAU
(a) Compare the two
Think
procedural skills. expansions of (a + b)
What remains the sam
e? What is diffe
and (a − b) . 6 6 TAKE NOTE

rent? (−y)2 is not −y2.

(b) Can How can you
expand (a − b)6 without
(−y) × (−y) = y2.
using It is
the expansion of (a − 6
b) ?
(−y)3 = (−y) × (−y) ×
= −y3
SE
(−y)
Congruence and

PAU
Similarity Try 2
5
Using the expansion
of (a + b)7 in the Pause
MCE Cambridge and Try 1, expand (a −
b)7.
IGCSE Core & Ex
tended Mathem
atics Student’s Bo
ok
6 7
 MCE CAMBRIDGE IGCSE™ MATHEMATICS MCE CAMBRIDGE IGCSE™ MATHEMATICS

MCE Cambridge IGCSE MCE Cambridge IGCSE

& O Level Additional Ma Core & Extended Mathe
thematics Student’s Boo matics Workbook
k

Chapter 12 Chapter 10

Exercise 12.1 S Further Exercise 10.2 Congruency Tests

1. Expand each of the follo 1 In the diagram, ABCD is a

wing. quadrilateral. The diagonal
AD = BC and AB // DC. Nam s AC and BD intersect at
(a) (c + 2)4 (b) (1 − 6 B Basic Level e two pairs of congruent E. AE = BE, DE = CE,
h) (c) (3 + p)5 (d) (m − 1)3 triangles and state the reaso
n of congruence.
Student’s Book Exercise
2

2. Find, in descending pow A

ers of x, the expansion of B
each of the following.
(a) (2x + 3)5 (b) (3x2
− 1)4 (c) ( x − 2)6
Basic and Intermediate 4 (d) (3x + 1)5
2

3. Find, in ascending pow

level questions are found (a) (3 − y)5 (b) (1 +
ers of y, the expansion of
2y)6 (c) (2 + y )4
each of the following. E
(d) (1 − y2)3
in the exercises of the
3

4. The row of coefficients

in the expansion of (a + b)n
Student’s Books. 1, a, 55, b, 330, c, 462, d, 165,
e, f, 1
is
I Intermediate Level
D
C
Find the values of a, b, c, d,
e, f and n. Explain clearly
each value. how you obtained

of BC and ∠BAC = 84°. D

2 In the diagram, ABC is
respectively such that ∠BE
Workbook Further Exercise P = ∠CEP = 90° and PD =
a triangle. P is the midpoint
PE. Find ∠EP
5. Expand each of the follo and E lie on AB and AC
wing. C.
(a) (2a + 3b)4 (b) (c − 1 5
c
)
Questions that require A
6. Find the first four term
s in
the expansion of (2 + 3y)5
Hence, deduce the first four . higher-order thinking skills 84°
terms in the expansion of
(a) (2 − 3y)5
(b) (2 + 3y2)5
each of the following.
are found in the further D
E

exercises of the Workbook.

7. (a) Expand (2 − p)6. B
P
C
(b) Find, in ascending pow
ers of p, the first three term
(2 + p)(2 − p)6. s in the expansion of
3 In the diagram, ABC is a trian
(c) Find the coefficient of 3 gle. E and F lie on AB and
AC respectively such that
the areas of △BDE and △C
p in the expansion of (1 − 2 AB and DF is perpendicular DE is perpendicular to
p )(2 − p) .
6 to AC. AD is a perpendicular
bisector to BC. Given that
DF are equal. DE = DF, explain why
8. Find the first four term
s of
the expansion of (1 − 3x)6
(a) If the expansion in (a) in ascending powers of x.
were to be used to approxim A
what would be a suitable ate the value of (0.97)6,
value of x to take?
(b) By substituting the valu
e of x obtained in (b) into
find an approximate valu the expansion in (a),
e of (0.97)6.

SE & O Level
MCE Cambridge IGC E
tics Student’s Book
F

Ad dit ion al Ma the ma

B D
apter
ChFurth
WB 12
er Exercise 12.1
C

Workbook Chapter Opener Revisit

Review Questions PromptsConstudents to look back and

Binomial Theorem gruence and Similarity
11 5

State whether
solve the problem in the Chapter.
6 into a sum of terms, he mad
e three observations.
exp and ed (a + 1) vide the correct answer.
After John had n is false, pro
1. false. If his observatio
each of his obs erv atio ns is true or
Chapter 10
s in the sum.
(a) There are 6 term
15, 15, 6, 1.
ent s of the terms are 1, 6,
(b) The coeffici
term s in the sum .
(c) 6a and 6a are two
5

r each
of (c − 2) . State whethe
Chapter Opener Revisit
9
about the expansion
an mad e the follo wing two observations e, pro vide the corr ect answer.
2. Sus ervation is fals
true or false. If her obs
of her observations is Student Book:
is −9c. tions in the Chapter Opener of the
Let’s take a look at the original ques
in the exp ans ion
(a) The 2nd term 9 4
expansion is 5 c (−2
)5. build a resort. The resort consists of a
(b) The 5th term in the t for a square piece of land to
Student’s Book Review Questions An arch itect wan ts to crea te a blue prin
l. He comes up with two proposal
s
21, 7, 1. Using Pascal’s
Triangle,
ping arcade and a swimming poo
ent s in the expansion of
(a + b)7 is 1, 7, 21, 35, 35,
win g. hotel building, a theme park, a shop
row of coe ffici h of the follo
A consolidated list of questions the facilities.
ansion of eac
on how to divide the land to build
3. The
coefficients in the exp
write down the row of squares, which areas are in the
identical rectangles and two similar
(a) (a + b) at the end of the chapter to Proposal 1: The land is cut into two
8

(b) (a + b)
9
ratio 4 : 1.
w. help students combine their identical quadrilaterals that are not
rectangles or squares.
3x)6 using the Binomial
Theorem is shown belo Proposal 2: The land is cut into four
4. The expansion of (2 +
n simplify the term s. understanding of concepts and osals are feasible?
Fill in the boxes and the (2)3 (3x) How would you decide if the prop
(2 + 3x) 6 = 1(2)6 + (2)5 (3x) + 15(2) (3x)
2 +

+1( 3x)6
mastery of procedural skills.
(2) (3x)
+ 15(2) (3x) +

=
following.
n n , evaluate each of the
5. (a) Using the formula r r!(n − r)!
n n
(ii) n k
(i)
Extended Mathematics Workboo
MCE Cambridge IGCSE Core &
0 n
n
ting 0 and n .
n a relationship connec n
as n goes
(b) Hence, write dow
n
tions of and
3, 4 and 5, circle the loca 0 n
Triangle for n = 0, 1, 2,
(c) Draw the Pascal’s
from 0 to 5.
8 9
Fun with Maths!
 MCE CAMBRIDGE IGCSE™ MATHEMATICS MCE CAMBRIDGE IGCSE™ MATHEMATICS

Learning can be Enhanced when Learners are

Given Opportunities to Practise “Slow-Thinking”
Chapter 12
For effective learning to take place, the learning of mathematics must go beyond the
memorisation of facts and procedures. Instead, a greater emphasis should be placed on
Fun with Maths! Workbook Fun with Maths! developing the learners conceptual understanding and problem-solving skills.
and the Binomial Theorem.
(a + b)n by applying the Pascal’s Triangle,
You have learnt two methods of expanding
d for binom ial expan sion. Provides activities that The series adopts the idea of “slow thinking” to provide students with sufficient time and
You will now learn another interesting metho
Here are the steps for expanding (a + b)
n
: extend students’ creative opportunities at important junctures during learning activities to understand the why, and not
Step 1: The first 1st term is a .
n

an − 1b.
thinking skills and learning. just the what and how behind the mathematical definitions, formulae, rules, and procedures.
term is n and its variable component is
Step 2: The coefficient of the second 2nd
Step 3: For each subsequent term, its
coefficient is can be found using the formu la: Knowing the why empowers students to learn the new maths concepts and skills.
of a of the previo us term
Coefficient of the previous term × Power
Position of the previous term in the expan
sion
Such an approach enhances the students’ learning experiences as well as deepen their
from the decrea sing power s of a and the increasing powers of b.
Its variable component can be derived conceptual understanding. This helps keep students motivated and engaged throughout the
Step 4: The last term is b .
n

process of learning and hone their metacognition skills, which is an important 21st century skill
To expand (a + b) , note that there are
6 7 terms in the expansion of (a + b) .
6
that forms one of the key components in the Singapore Mathematics Curriculum Framework.
The 1st term is a .
6
Step 1

The coefficient of the 2nd term is 6. The

variable component is a b.
5 Here are examples of how students can practise “slow-thinking” in the series.
Step 2
So, the 2nd term is 6a b.
5

6×5 = 15.
out its coefficient,
to work
use the 2nd term and the formulaWork book 2 nt’s Book
Step 3 To find the 3rd term,
MCE Cambridge IGCSE & O Level Addi
tional Mathematics al Mathematics Stude
SE & O Level Addition
6×5
= 15
MCE Cambridge IGC
6a5b 2
Chapter 12
Term 2 Coefficient of term is 3
Pause and Discover
Monitoring Their Own Learning
The variable component is a b . So, the
4 2 3rd term is 15a b .
4 2
SE
Discover
Students are guided through

PAU
15 × 4 = 20.
of the 4th term is learn to
Now using the 3rd term, the coefficient In this activity, you will
Step 4 MCE Ca3mbridge IGCSE
& O Level Additional Ma expand (a + b) make five use the five use Pascal’s
scaffolded learning tasks in
for n = 3, 4
thematics Student’s Boo n
observations Triangle to
k observations
(a + b)n. Pause and Discover, where
15 × 4 = 20 expand
15 mm 15a4b2 3 about the to write the
and 5.
(a + b)n.
expansion of
Chapter 12 expansions.
Term 3 Coefficient of term is 4 they are given sufficient time
1 (a) Expand (a + b) .
(a + b)3 = (a + b) (a +
to construct new knowledge.
3

= (a + b) (a + 2ab + b
b)2 TAKE NOTE
b.
The variable is a b . So, the 4th term is 20a
3 3

(a2 + 2ab + b )
3 3 2)

= a (a2 + 2ab + b ) + b
Review
2
2
Distributive Law
The expansion of
2

=
in a similar manner.
The 5th and 6th terms can be worked out (a + b)Y is aY + bY.

ab2 +
Step 5 15 mm

= a3 + 3a b +
ion, the 4th term is the middle term. b3 Chapter 12
Since there are seven terms in this expans
2
If Y = (a + 1), then
Similarly, the 2nd and 6th terms
and 5th terms have the same coefficient. (a + b)(a + 1)

(b) Expand (a + b) .
By symme tick3rd
try,athe
Put if you are
+
able to = a(a + 1) + b(a + 1)

(a + b)4 = (a + b) (a +
have the same coeffic ient. do the follo win g tasks.
4

b) ( )2.

= (a + b) (
6th term is 6ab .
5 + b)3 above. If Y = (a + c + 1), then
Therefore, the 5th term is 15a b and the
2 4 (a
) Hint: Use the expansion of

=
(a + b)(a + c + 1)
Learning Outcomes
=
Worked Examp
= a(a + c + 1) +
The 7th term is b . le 3
6
I can do the following:
ab3 +
Step 6
a b +
b(a + c + 1)

= a4 + 4a b +
Use Pascal’s Triangle for expa  3 2 2 b4 (Expand binom
ial with sum
nsion of (a + b)n, 1. Write out the coefficients of a variable
for positive integer n. of the terms in and an integ
er using Pasca
Expand (a +
10 Binomial Theorem the expansion of (a + b)n
, for n up to 10, using ad?
2)5. l’s Triangle)
+ b) using (a + b) inste
2
Pascal’s Triangle. SE How can you expand (a
4

Think prefer? Why?

PAU
Which method do you The coefficien
ts of the six ter
2. Expand (a + b)n using Pasc ms in the expa
al’s Triangle. nsion of (a +
b)5 are 1, 5, 10
did it. , 10, 5, 1.
(c) Expand (a + b)5. Show clearly how you TAKE NOTE Step 1
There are six

State n! = n × (n − 1) × (n
Use the Binomial Theorem terms in the

− 2)×…× 3 × 2 × 1
for expansion of expansion.
1. The terms in The 1st term
(a + b)n, for positive integer the is 1(a5).
n. expansion of Step 2
for any positive integer n. are in descend
(a + 2)5
The variable
ing component of
is 1 less than the 2nd term
Pause and Think
powers of a. is (a4)(2) beca

State n =
the 1st term
2. n Pause and Try Its coefficient
is 5.
and the powe
r of 2 is 1 mo
re.
use the powe
r of a
n!(n − r)! , where n is a non-negative
such that 0 ≤ r ≤ n.
r So, the 2nd ter
At appropriate junctures,
integer and r is an integer m is 5(a4)(2),
Student’s Book Review Students
Step 3
devote time to formative
The variable
component of
which simpli

the 3rd term

fies to 10a4.

3. Recognise five observations

about the guiding questions found in Its coefficient
assessments that are found in Pause is 10.
is (a3)(22).

Provides a checklist that expansion of (a + b)n: So, the 3rd ter

m is 10(a3)(22
(i) There are n + 1 terms Pause and Think prompt and
Sterem
Binomial Theo
p4
Try so that timely feedback on
3 ) = 10(a3)(4)
= 40a3.
helps students evaluate in the expansion. The 4th and
5th terms can
be worked ou
(ii) The power of a starts
with n and students to think about The 4th term
students’ learning can be provided. is 10(a2)(23) =
80a2.
t in a similar ma
nner.
and monitor their mastery decreases to 0. The 5th term
is 5(a)(24 ) =
The power of b starts with and focus on key ideas. Step 5
80a.

of the mathematical 0 and The 6th term

is 1(25) = 32.
Hence, (a +
increases to n.
This develops and hones 2)5 = a5 + 10
a4 + 40a3 + 80
concepts and skills. a2 + 80a + 32
(iii) The coefficient of the
.
2nd term is
always n.
(iv) The coefficients of the
students’ metacognition. E
terms US
are symmetrical.

PA
Try 3
(v) The sum of the powers
Expand (a +
of a and b in
each term is always n. 3)4.

4. Apply the following:

10 (a + b)n = n an + n an−1
0 1 b + n an−2b2
2
11
+ 3n an−3b3 +…+ n an−r r
r b +…
+ n n abn−1 + n bn
−1 n
 MCE CAMBRIDGE IGCSE™ MATHEMATICS MCE CAMBRIDGE IGCSE™ MATHEMATICS

Every Learner can be a Self-Directed Learner
through a Personalised Practice Pathway
Different learners bring with them a wide range of knowledge, skills, and experiences. It is
important to recognise this diversity and acknowledge that no two learners are alike. To
cater to their diverse learning needs, our series aim to make the learning and practicing
of mathematics concepts and skills more personalised. Using an AI-driven software*, our
series has incorporated a personalised practice pathway to help every student attain
Mathematical mastery.
As a student attempts the practice questions, the AI engine monitors the student’s progress,
providing immediate feedback and depending on whether the student answers correctly
or incorrectly, generates questions based on the student’s current readiness level.
The software will automatically adjust the level of the question to cater to the progress
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is AI-driven to allow every student to progress independently through a series of questions
of progressive difficulty levels and become self-directed learners.
Personalised Learning
Pathway that is AI-driven.
Every Teacher can Facilitate Effective Learning
through the Comprehensive Suite of Resources
The post-covid world has changed the way lessons can be carried out. Regular lessons are
now not limited to being carried out within the confines of a physical classroom in schools,
they can also be carried out through home-based learning. In certain cases, hybrid lessons
are being carried out with some students attending lessons in person.
Our series provides a comprehensive solution for both teachers and students in the various
learning and teaching scenarios. It comes complete with both print and digital Student’s
Books, Workbooks and Teacher’s Guides, for use in the physical and online classrooms.
For Students
The suite of digital learning materials* includes the Student’s Book and Workbook eBooks.
These eBooks are annotatable so that students can scribble, take notes, or write their
answers and save them for viewing later. Within the Student Book eBook, digital resources
such as the interactive software (GeoGebra) and the Personalised Learning Pathway are
tagged at the point of use.
The Personalised Learning Pathway is AI-driven and caters to the needs of every student.
As the AI-driven practice questions come with immediate feedback, this functionality allows
every student to progress independently without the need for frequent teacher intervention.
Students are then able to become independent self-directed learners without being overly
reliant on teacher’s help.
Workbook eBooks
Cambridge
e IGCSE & O Level
Cambridg
TM

Cambridge Addition
C S E
Mathemaatil cs
TM

IG matics
IGCSE Mathe
TM

Mathematics ambridge
C Core and
Extended

IGCSE & O Le
OK
WORKBO

vel
ded TM WORKBOOK

Core and Exten

Addition
Mathemaatil cs
K n Liang
STUDENT’S BOO Dr. Chua
Boo
Ho Dr. Chua Boon
Frederick Liang
Bing Frederick Ho
Dr. Yap Von
h Dr. Yap Von Bing
Andrew Sea
id Loh Wesley Lew
Dav
Melvin Tan
n Liang Wesley Lew
Dr. Chua Boo
Frederick Ho
Dr. Yap Von Bing
Andrew Seah
David Loh
Melvin Tan
Wesley Lew
Dr. Chua Boo
n Liang
Frederick Ho
Dr. Yap Von Bing
Wesley Lew

STUDENT’S
BOOK
Digital Learning Materials*
Student’s Book Student’s Book and Workbook eBooks.
eBooks

Our digital resources are available on

*This resource will not go through the Cambridge International endorsement process. *These resources will not go through the Cambridge International endorsement process.
12 13
 MCE CAMBRIDGE IGCSE™ MATHEMATICS MCE CAMBRIDGE IGCSE™ MATHEMATICS

For Teachers
Suite of Digital Learning Resources*
Besides the Student’s Book and Workbook eBook (Teacher’s Edition), the suite of digital
Embedded within the eBooks, tagged at point of use. teaching resources* also includes the editable SOW, Lesson Plans, Worked Solutions for
the Student Book and Workbook as well as the Question Bank.
The digital teaching resources allow for flexibility and customisation depending on the
needs of the students. Additionally, teachers have a teacher’s account to the Personalised
practice pathway to track and monitor students’ progress. These resources are aimed
to help teachers reduce their time and workload in lesson preparation and are easily
accessible via the portal, anytime and anywhere.

Suite of Digital Teaching Resources*

The Teacher’s Guide consist of Scheme of Work,
Lesson Plans, Worked Solutions and Question Bank.

Interactive Software
(GeoGebra)

Personalised Learning Pathway

that is AI-driven provides
practice questions with hints,
auto-grading and feedback.

Scheme of Work (SOW)*

Help teachers in lesson preparation by
outlining all the learning requirements and
the suggested teaching periods or lessons.

*These resources will not go through the Cambridge International endorsement process. *These resources will not go through the Cambridge International endorsement process.
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 MCE CAMBRIDGE IGCSE™ MATHEMATICS MCE CAMBRIDGE IGCSE™ MATHEMATICS

Lesson Plans*
Introduce key mathematical
concepts with lesson suggestions
and ideas, to help teachers deliver
lessons effectively and efficiently.

Question Bank*
Consists of questions
with different difficulty
levels for teachers to
adapt and customise for Teacher Dashboard*
assessment purposes. To monitor and track
student’s progress.

Worked Solutions*
Provide the answers and full worked
solutions to the questions found
in the Student’s Book and the
Workbook to assist teachers in the
marking of students’ assignment
and homework

*These resources will not go through the Cambridge International endorsement process. *These resources will not go through the Cambridge International endorsement process.
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 MCE CAMBRIDGE IGCSE™ MATHEMATICS
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The Marshall Cavendish Education Maths Ahead Series is designed for students from
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our student book aims to empower learners through the following:
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