Ric Pimentel, Frankie Pimentel, Terry Wall, Sophie Goldie, Chris Allen - Cambridge IGCSE Core and Extended Mathematics Teacher's Guide With Boost Subscription-Hodder Education (2023)

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Cambridge IGCSE
Mathematics
Core and Extended
Ric Pimentel
Frankie Pimentel
Terry Wall
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ISBN: 9781398373624
 Ric Pimentel, Frankie Pimentel and Terry Wall 2023
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Contents
Contents
Introduction 4
ESL support and guidance 8
ESL support material 18
How to use the problem-solving videos 29
Suggested Scheme of Work: Core 40
Suggested Scheme of Work: Extended 56
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Introduction
Introduction
The Cambridge IGCSETM Mathematics courses are designed to develop students’ use of
mathematical techniques and their mathematical understanding through reasoning, problem-solving
and analytical thinking. This Teacher’s Guide will help you to plan the course and to enable
students to achieve their potential.
This resource should be used alongside the Cambridge IGCSETM Mathematics Core and
Extended Fifth Edition Student’s Book and Workbook, and Cambridge IGCSETM Core
Mathematics Fifth Edition Student’s Book. The Cambridge IGCSE Mathematics Core and
Extended Student’s Book includes all the Core and Extended content of the syllabus, at a pace
which is appropriate for Extended-level students. The Cambridge IGCSE Core Mathematics
Student’s Book covers the Core content only, at a pace which is more appropriate for Core-level
students. There are many questions in the textbooks and it should be noted that students are not
expected to answer every question in every exercise; you should be selective in using the material
in the best way for your students’ individual needs.
Syllabus and assessment

The following information is taken from the Cambridge IGCSE and IGCSE (9–1) Mathematics
syllabuses (0580 and 0980) for examination from 2025. You should always check the syllabus for
the relevant year, available from the Cambridge Assessment International Education website, for
full information and updates.
The assessment objectives (AOs) are:
AO1 Knowledge and understanding of mathematical techniques
Candidates should be able to:
» recall and apply mathematical knowledge and techniques
» carry out routine procedures in mathematical and everyday situations
» understand and use mathematical notation and terminology
» perform calculations with and without a calculator
» organise, process and present and understand information in written form, tables, graphs and
diagrams
» estimate, approximate and work to degrees of accuracy appropriate to the context and convert
between equivalent numerical forms
» understand and use measurement systems in everyday use
» measure and draw using geometrical instruments to an appropriate degree of accuracy
» recognise and use spatial relationships in two and three dimensions.
AO2 Analyse, interpret and communicate mathematically

Candidates should be able to:
» analyse a problem and identify a suitable strategy to solve it, including using a combination of
processes where appropriate
» make connections between different areas of mathematics
» recognise patterns in a variety of situations and make and justify generalisations
» make logical inferences and draw conclusions from mathematical data or results
» communicate methods and results in a clear and logical form
» interpret information in different forms and change from one form of representation to
another.
Assessment overview for Cambridge IGCSE TM Mathematics
All candidates take two papers. Core candidates are eligible for grades C−G, and the examination
comprises Paper 1 (1 hour 30 minutes, calculators are not allowed) and Paper 3 (1 hour 30
minutes, calculators are allowed). Extended candidates are eligible for grades A*−E and the
examination comprises Paper 2 (2 hours, calculators are not allowed) and Paper 4 (2 hours,
calculators are allowed).
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Introduction
Learner attributes
Cambridge International have developed ‘Cambridge learner attributes’ which summarise the
attitudes and life skills that students need to develop alongside their academic skills. These
attributes will help students to be successful while they are studying and beyond.
The approach in Cambridge IGCSE Mathematics encourages learners to be:
Confident, in using mathematical language and techniques to ask questions, explore ideas and
communicate.
Responsible, by taking ownership of their learning, and applying their mathematical knowledge
and skills so that they can reason, problem solve and work collaboratively.
Reflective, by making connections within mathematics and across other subjects, and in
evaluating methods and checking solutions.
Innovative, by applying their knowledge and understanding to solve unfamiliar problems
creatively, flexibly and efficiently.
Engaged, by the beauty, patterns and structure of mathematics, becoming curious to learn about
its many applications in society and the economy.
Teaching the course

There are two separate sets of resources for teachers within this Teacher’s Guide: one to
accompany each of the Student’s Books. These include:
» suggested schemes of work
» numerical answers to all questions that appear in the Student’s Books
» numerical answers to all questions that appear in the Core and Extended Workbook and
the online Core worksheets (which have not been through the Cambridge International
endorsement process)
» worked solutions to student assessment questions that appear in the Student’s Books
» a bilingual glossary
» practice questions for each chapter with mark schemes
» ESL teaching guidance
» ESL activities
» ESL videos: these videos give more information about the ESL activities. They describe the
pedagogy and relevance of the activities, and provide some ideas for a sample classroom
procedure.
» CPD videos: these videos provide advice and tips on best practice for teaching the Cambridge
International syllabuses in the classroom, covering facilitating group work, learning command
words, techniques for presenting information and how to structure an answer. These videos
will show you how you can guide and support your students through their mathematics course.
» Problem-solving videos: these videos provide a step-by-step guide for students on common
mathematical techniques.
Suggested schemes of work
There are two suggested schemes of work which have been devised to follow a logical route
through the textbooks. One is for students following the Extended syllabus and using the Core
and Extended textbook; the other is for students following the Core syllabus who are using the
Core textbook. The aim is for students to complete the course by the end of the second term in
the second year of study; this will then allow time for revision and exam practice.
The chapters have been divided into a number of blocks, each with an approximate allocation of
teaching time that roughly equates to four weeks’ work, depending upon individual timetables.
The timings are generous to allow for some flexibility in this area. If necessary, the blocks can be
interchanged to allow for local conditions, preferences, etc. Where prior knowledge is required
before starting a block, this is listed in the ‘Notes’ column in the scheme of work. Please read this
carefully to ensure necessary learning has taken place before attempting the work.
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Introduction
Similarly, the order in which each chapter is completed can be rearranged within each block
if resources or timetabling dictates but, once again, some care needs to be taken to ensure the
necessary prior learning has taken place.
Numerical answers
Numerical answers are provided for all questions (and student assessments) that appear in each of
the Student’s Books and Workbook.
Numerical answers can also be downloaded from www.hoddereducation.com/Cambridgeextras,
where they are available as a single file.
Worked solutions
This Teacher’s Guide provides worked solutions for every question in the student assessments
in the Student’s Book. The worked solutions supplement the numerical answers that are also
provided in this guide.
The worked solutions can be used in different ways:
» The teacher can mark in more depth, as students’ mistakes are easier to isolate.
» Students can mark their own work, which encourages them to engage with the solutions and to
see good practice in laying out solutions. Mathematics is about communication and it is essential
that students gain experience in reading and following mathematical lines of enquiry themselves.
» Students can mark each other’s work, which is excellent practice as it helps to expose
misconceptions and allows for students to apply critical thinking when they try to understand
another student’s errors and their reasons for making them. Students often respond better
to their peers’ comments and may be more likely to read and act on criticism from a fellow
student. The ‘marker’ gains experience in communicating mathematically.
» The worked solutions provide a bank of examples which you can display on an interactive
whiteboard to aid their teaching and exposition of a new topic.
Practice questions and mark schemes
There are separate practice questions for every chapter in each Student’s Book. These consist
mainly of Cambridge International past paper questions, identified with a reference to the
original papers in which they appear. There are two instances in Core and Extended where a new
question has been written by the authors, identified with ‘Author-written question’, one in Chapter
7 and the other in Chapter 22. These provide extra practice questions and help students to prepare
for their examinations. Mark schemes, written by the authors, are provided.
ESL support
Many students on this course will have English as a second language. In recognition of this,
this Teacher’s Guide has included a set of printable ESL resources to help support you in your
teaching and your students in their learning.
A bilingual glossary template, with all the key terms populated, is included in the ESL support.
Some teachers may prefer to add the translations before giving students a copy of the glossary. It
is useful for students to learn new mathematical words in both English and their first language, to
ensure that they have a complete understanding of the meanings.
There are also five ESL videos, which provide more information about the ESL activities. The
videos describe the pedagogy and relevance of the activities, and provide some ideas for a sample
classroom procedure. The ESL videos are only available to teachers in the Boost eBook: Teacher
edition.
Knowledge tests and reporting
This Teacher’s Guide includes formative knowledge tests for the Student’s Books. The knowledge
tests are auto marked, with results provided via a numerical score. Results are available to
students straightaway, and teachers will be able to view results via the Boost dashboard, helping
them to see where learners are secure or need more support.
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Introduction
The knowledge tests can be accessed by students at any time. Alternatively, you can assign them
to students in Boost at the time that you wish them to be completed.
Teachers can generate different report types, as well as access a high-level overview of the
assessment data, by selecting ‘View test results’ from the dashboard or selecting ‘Reports’ from
the left-hand side menu.
To find out more about knowledge tests and the reports available, click the Help icon in the top-
right of Boost.
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ESL support and guidance
Teaching Cambridge IGCSE™ Mathematics to learners with
English as a second language (ESL)
As Cambridge IGCSE Mathematics is an international qualification taught in many different
countries around the world, it is often taught to learners who do not speak English as a first
language. This introduction will highlight some aspects of language challenges that learners may
have and suggest strategies to address them.
We have provided a set of language development activities and supporting resources to help
teachers and learners, as follows:
» Card matching: a game for learners to practise matching key mathematical terms with their
definitions in English.
» Categorisation activity: a game for learners to practise categorising mathematical terms.
» Crosswords: crossword puzzles for practising key mathematical terms.
» Diagram labelling: a diagram for learners to practise labelling to review key concepts. The
idea can be extended to other concepts that lend themselves to labelling.
» Graphic organisers: a set of graphic organisers to help learners practise organising new
terms for review. The idea can be extended to other concepts that lend themselves to graphic
organisers.
» Jigsaw reading: a simple language development activity to help learners practise defining key
mathematical terms.
» Listening activities: detailed listening practice to help learners develop their listening skills in
English.
» Note-taking template: provides learners with guidance on how to take notes while listening.
Learners complete the template, record new terms, key information and lesson objectives.
» Terminology record sheet: used as an alternative to a glossary, this record sheet allows for
more information to be recorded.
» Bilingual glossary: a list of key English terms, organised by chapter. Learners fill in
translations in their own language and make notes if needed. This can be used as a reference
by learners.
» Flashcards: a ready-made set of flashcards for learners or teachers to use to practise key
mathematical terms.
You will find the bilingual glossaries and flashcards on Boost (boost-learning.com). There are
some general principles which are likely to support all your learners but also will provide extra
support for any learners with language needs.
Learning objectives
When defining learning objectives for your lessons, give thought to the kind of language that
learners will need to successfully participate in the lesson and to use the knowledge that you plan
to teach. Make sure that you define a language objective; this will help you to plan appropriate
activities and assessment for learners. If you are teaching a monolingual class, it will also help you
to plan when to allow learners to use their first language in lessons.
Contextualise
Take the opportunity at the start of every lesson to link what is to be presented to what has
already been taught and what learners already know. Learners who have spent time in a different
country to other learners may have personal perspectives on some topics. Giving second-language
speakers of English this chance to think about the topic before starting the lesson will make it
easier to understand the language used.
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Managing input
How will information be presented to the class? Are there ways that this can be made more
accessible for learners whose first language is not English? Consider the use of transcripts,
background reading and how long each piece of input lasts. If learners are listening or reading in
their second language, they are likely to benefit from shorter sections of input interspersed with
questions, discussion and collaborative tasks.
Collaborative learning
If learners are obliged to work together and communicate with each other, they will have to put
new language learnt to use, consolidating it in their memory. This means that they will have to
use information they have listened to or read in the lesson, and this provides opportunities for the
teacher to see any gaps in their knowledge or understanding.
Assessment for learning

Regular formative assessment, learning checks and developmental feedback are particularly
important when teaching learners who do not have English as a first language. It allows teachers
to check how well learners have understood and can express lesson content. It also helps learners
to see which aspects of their language skills require development.
Teaching vocabulary to second-language speakers of English

Mathematics is a subject with a considerable specialist vocabulary and a need for precision. These
two factors can make it challenging for learners with English as a second or additional language.
As they are less likely than native speakers to have as large a mathematical vocabulary, they are
likely to need to develop their knowledge of mathematical language. However, mathematics is not
solely expressed in terms of specialist terminology – many parts of a Cambridge IGCSE course
rely on everyday vocabulary. While we can reasonably expect a native speaker of English to
know almost all the general vocabulary used on a course, there may be surprising gaps in second-
language English speakers’ general vocabulary knowledge.
The vocabulary of mathematics

Mathematics is a subject that has its own vocabulary. This can be broken down into different
categories, which present different challenges.
Specific concepts
Much of the vocabulary that learners of mathematics have to learn is specific concepts which
are denoted by specific terms. Some examples of these are: factorise, integer and hyperbola.
Some concepts are expressed through combinations of mathematical terms such as: terminating
decimals, inverse proportion and exponential equations, while others may be made up of roots and
suffixes such as: grad- (gradient, gradual) and equi-/equa- (equidistant, equilateral, equation).
General terms with mathematical meaning

Mathematical concepts and operations can also be expressed through general terms which
may have a range of meanings, but acquire a specific meaning when used in the domain of
mathematics. Learners may know inequality as a social concept rather than as an expression
using Boolean operators. Power in “8 to the power of 4” has a different meaning in mathematics
to the meaning that it has generally in English. There are also general terms which indicate that
a particular operator is required, e.g. and, together, all for addition; difference, fewer, remain for
subtraction; by, of, product for multiplication and per, split, cut up, parts for division.
General terms
Mathematical problems are often expressed using general vocabulary, and learners have to be
able to understand this general vocabulary in order to select appropriate mathematical operations
to perform.
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Command words
Learners also need to be aware of the meaning of, and the difference between, the different
command words that are used in practice questions. This knowledge is essential for learners to
be able to address tasks correctly. The command words that can be used in Cambridge IGCSE
Mathematics are:
» Calculate
» Construct
» Describe
» Determine
» Explain
» Give
» Plot
» Show (that)
» Sketch
» State
» Work out
» Write
» Write down
The precise meanings of these command words are set out in the Cambridge IGCSE Mathematics
syllabuses. Learners should be aware that the choice of command word in a question will
determine how they should answer the question.
All of these areas of language could potentially cause difficulties for learners who have English
as a second language. They are unlikely to have learnt specialist mathematical terms in general
language lessons. The terminology used with higher-level mathematical concepts may also be
unknown to native English speakers, and so this language will be taught explicitly to learners as a
matter of course. Teachers should, however, check that learners with English as second language
know the language used to express more basic concepts. The third area described above, where
general language is used to describe the context, is also likely to cause more problems for second-
language speakers of English than for learners who have English as a first language.
Vocabulary difficulties
Some learners are not able to understand or use terminology correctly. Some learners may use
general vocabulary where more specific vocabulary would be preferable. For example, they may
describe translation and (negative) enlargement using terms like move and shrink, which are not
appropriate. Learners should use appropriate mathematical terminology.
Learners may sometimes confuse similar terms. These may be terms that relate to similar
concepts, such as confusion between tangents, chords and diameter – all straight lines associated
with circles. Or terms that are made up of similar words, such as highest common factor and
lowest common multiple.
Some concepts associate only with a specific context and learners may sometimes attempt to link
concepts inappropriately. For example, they may use congruent and similar with lines rather than
triangles. It is clear that learners need to be able to not only recall a wide range of mathematical
terms, but that they also need to be able to differentiate between terms that are related in
meaning or similar in form and to understand where they can be used.
Strategies for developing learners’ mathematical vocabulary

Principles
There are a number of principles to consider when looking for effective ways of developing
vocabulary. Firstly, the frequency with which learners encounter new vocabulary is crucial in
ensuring that they are able to easily recognise, recall and use vocabulary items. Teachers should
ensure that learners encounter each new vocabulary item on numerous occasions. Learners
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should also have new vocabulary presented in context – this helps to make the meaning clear, and
also gives a more memorable frame to support recall. Thirdly, it has been suggested that the depth
to which learners engage with new vocabulary increases their ability to memorise it. Teachers
should make sure that learners get opportunities to actively use new vocabulary.
Teacher strategies
Presenting new vocabulary within context is unlikely to be difficult in a Cambridge IGCSE
class. It will be beneficial for learners to expose themselves to as much mathematical language
as possible, both inside and outside the class. Learners should be encouraged to actively identify
useful new vocabulary items whenever they are listening to lessons or reading mathematical texts.
It is also vital for teachers to build in as much terminology review and recap as possible. Time
should be spent at the start of each lesson reviewing key concepts that have been presented in
recent lessons and encouraging learners to recall the terms for themselves. There are various
engaging activities that can be used for this, including using the vocabulary flashcards provided
in Boost. Regular formative assessment will increase the frequency with which learners review
these concepts. Online quiz applications, such as Kahoot or Quizlet, also provide opportunities
for further practice. Additionally, as learners often confuse similar terminology, it is likely to be
beneficial to spend some time getting them to work specifically on identifying the differences
between related terms, as well as distinguishing between them.
It is important to ensure that learners engage with the terms presented and have the opportunity
to use them actively as well as passively. Teachers should build in pair and group work to lessons,
to ensure that learners have the chance to use new terms when communicating with each other.
This is likely to lead to deeper engagement with new vocabulary.
Learner strategies
Learners should be encouraged to keep notes of new vocabulary. There are a number of ways that
this could be done, through language journals, word cards or shared online documents. These
records should also contain information about related terms, how these terms differ and how
they can be used. As well as keeping records, learners could also form study groups where they
talk through the topics studied, ensuring that they use new vocabulary. Learners should also be
encouraged to actively practise recalling language from their records. This could be done through
word games or quizzes similar to those used in class.
Developing second-language learners’ mathematical

reading skills
Reading in Cambridge IGCSE Mathematics
Language learning classes rarely focus on mathematical language development, so learners with
English as their second language may find the reading required by their mathematical studies
challenging.
Although mathematics does not tend to require learners to read large amounts of text, reading
skills are still crucial to success in the subject. Cambridge IGCSE Mathematics learners need
to be able to read the explanations of different concepts and techniques in order to study
independently. They also need be able to understand tasks presented as problems. As well
as being able to understand concepts expressed in prose, learners also have to be skilled in
understanding information presented in tables, charts and diagrams.
Reading skills
Reading is often considered to be made up of two different types of skills – bottom-up skills,
which come from understanding the meaning of the words and structures on the page, and top-
down skills, which come from the readers’ own understanding of the topic and situation described
in a particular text. Successful reading involves the interaction of these two different sets of skills.
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Consider this example problem:

In a sale the price of a jacket originally costing $1700 is reduced by $400. Any item not sold on the
last day of the sale is reduced by a further 50%. If the jacket is sold on the last day of the sale:
a calculate the price it is finally sold for.
b calculate the overall percentage reduction in price.
Bottom-up skills
The previous section has detailed the challenges that mathematical vocabulary can present for
second-language speakers of English. Unsurprisingly, vocabulary knowledge is a very important
part of being able to read successfully. In the example above, sale, reduction, further and
percentage are crucial to understanding the meaning of the question. For unknown vocabulary,
learners may be able to look at the prefixes or suffixes of the words and use their knowledge
of these morphological features, e.g. that the -ion ending of reduction suggests that it is a noun
related to the verb reduce used previously. In addition to vocabulary, learners need to understand
the structures and language features used to talk about mathematics. In this case, learners need
to understand that the question is part of a conditional sentence, and that the if indicates that they
need work out the price on the final day of the sale.
Top-down skills
In order to understand mathematical problems, learners need to use a certain amount of
background knowledge to be able to fully understand the problem. This background knowledge
is sometimes referred to as schematic knowledge or schemata. Being able to use this background
knowledge while reading allows learners to read more effectively.
Learners typically use their understanding of how mathematical problems are usually structured
to help them to understand how to find the key information that they need. In the example above,
the situation is presented, followed by further relevant information and then finally, the question.
This is very different from general prose, which usually starts with a topic sentence giving the
main content, followed by supporting information.
Learners will use their understanding of particular mathematical functions to anticipate the
significance of the information presented in a text. In a question about percentages, readers will
realise that they need to find out which figures they need to find percentages of. Once they see
that they are dealing with percentages, a skilled reader will ask themselves relevant questions as
they read, for example:
Which number is reduced by 50%?
Is the jacket reduced by $400 or to $400?
Do I need to find the percentage of the price, or the percentage off the price?
Where problems refer to a real-world situation, an understanding of situations similar to those
described in the task will support learners in understanding the problem and finding the solution.
If learners come from a culture where organised sales do not happen, they may find it harder to
process the mechanics of the situation. Understanding the context also helps learners to be able to
use common-sense checks to make sure that the problem has been understood correctly.
Strategies to support learners

Bottom-up reading skills are dependent on language knowledge, which can be developed
using the strategies described in the vocabulary section above. Extensive practice of reading
mathematical texts will help learners to consolidate this knowledge, as well as identify new
language items they need to learn. Learners should be encouraged to exploit reading texts to find
useful new vocabulary items. However, as well as developing learners’ language knowledge, it is
also important to support them in using their top-down skills and becoming strategic readers.
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Consider what learners already know

When presenting a new text in class, teachers should ask learners what they already know about
a topic. This helps them to find a purpose when reading the text – they can confirm, add to, or
refute their current understanding. This review of prior knowledge also provides an opportunity
to recap key vocabulary related to the text.
Use text features

Once learners are thinking about the subject of a text, features in the text can be used to get them
to predict what they will find when they read it. Learners should look at the title, subheadings and
diagrams or tables in order to inform these predictions.
Skimming and scanning

Learners can be asked to skim a text to confirm their predictions. Skimming is reading a text
quickly to get the general meaning. In order to get learners to skim effectively, teachers should set
a short time limit and communicate this to the class. Once learners have found the main meaning
of the text, they should be encouraged to scan for specific information. Scanning is similar to
skimming, but learners are required to look quickly through the text to find a specific piece of
information. Again, it is important to set a short time limit for these activities and ensure that
learners stick to it.
Close reading
On subsequent readings of a text, learners could be asked to identify any command words, relevant
and irrelevant information, and language indicating the need for the use of specific processes. In
the example above, it is important for learners to identify which sums the figures refer to.
If learners do not know the meaning of something, ask questions to support them to work it out
rather than giving them the answer straight away – it is important to encourage them to develop
strategies for doing this independently in the future. Learners should be encouraged to check
their understanding of the problem as they go through it with both their real-world knowledge
of the context, to check that it makes logical sense, and with their knowledge of a range of
mathematical concepts and techniques.
Vocabulary focus
To help learners to develop their vocabulary knowledge, they could be asked to find words in a
text that fit particular definitions. They could be encouraged to find synonyms in the text. They
could also be asked to complete gapped sentences with words from the text.
Comprehension focus
Questions that check learners’ comprehension of a text, through direct questions, by identifying
true and false sentences, or by something like listing the steps of a process in a flow chart, will
give learners a focus for reading. This will also provide teachers with an opportunity to assess
learners’ reading skills.
Talking through texts

Another useful technique is to ask learners to talk through problems as they read them. This gives
them the opportunity to see how problems and processes are linked, and gives guidance on how
they should approach these problems in future. This may be a particularly useful technique to use
as part of formative assessment to ensure that teachers are able to make an accurate judgement of
a learner’s mathematical knowledge without it being affected by their English language level.
Note-taking practice
Learners can be trained to take notes more effectively; they should set themselves a purpose
before reading, note any important new vocabulary to look up and any questions that the text
raises. One way these skills can be developed in learners is to provide different templates which
support different note-taking strategies. Learners could also practise taking notes in class from
short extracts, and then compare them with the notes taken by their classmates.
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Developing second-language learners’ speaking skills in

mathematics classes
The importance of speaking in mathematics lessons
While it is not a part of the Cambridge IGCSE Mathematics assessment, being able to speak
about mathematics is important for learners who have English as a second language. We have
already seen that there is a considerable amount of language that is specific to mathematics,
or that is used in a specific way in mathematics. In order to be able to use a new language item
confidently and accurately, learners have to be able to use it in context. There are generally few
opportunities to talk about many of the concepts required for Cambridge IGCSE in everyday
life, and it is also unlikely that learners who speak English as a second language will have been
taught mathematical language in their language classes. For this reason, it is important to provide
opportunities for learners to use them in class.
There are more general benefits to speaking in the mathematics classroom. Speaking aids
reasoning and makes thought processes more transparent. This makes it easier for peers
and teachers to support learners to find the most appropriate reasoning for a mathematical
concept or problem. As mentioned in the Reading section, if learners are able to talk through
their understanding of a problem or concept, it is easier for the teacher to identify any
misunderstandings and support the learner to correct them.
Being able to talk confidently about mathematics in English may also be very important for
learners in their future studies or employment.
Features to develop in speech

Strategies for speaking development usually address one of two areas: accuracy and fluency. Both
of these can be developed in mathematics classes.
Accuracy
We have already seen how accuracy is very important in mathematical language; this is also
important in speech. It is important that learners are able to use appropriate mathematical
terminology to describe concepts. Pronunciation is a key aspect of this as learners need other
people to be able to understand them. However, a focus on accuracy needs to be balanced with a
focus on fluency.
Fluency
Fluency is the second area that mathematics teachers need to consider when supporting speaking
skills. Learners may have less confidence in talking about concepts they are less familiar with, or
when speaking in their second language. This means that teachers should adopt strategies which
will help learners’ confidence. Teachers should be aware of the interaction between accuracy and
fluency. If too much focus is placed on accuracy, learners may become reluctant to speak; as a
result, it is important to decide which errors to correct when feeding back to the class.
Principles for developing speaking skills

Repetition
When teaching new language items, it is vital for learners to be given the opportunity to repeat
what they are taught. This provides the chance to support learners’ accuracy in speech. When
you present new terminology, take the time to drill pronunciation so that any difficulties can be
addressed and to give learners a better chance to remember the new language.
Building confidence
Learners may need to build up their confidence in speaking English. This means that it may be
beneficial for them to speak in pairs or small groups before speaking in front of the whole class.
It also means that teachers should be careful when correcting errors, so as not to discourage
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learners. Care should also be taken to ensure that more confident learners do not monopolise
opportunities to speak during the lesson.
Wait time
When questioning learners, it is important to give them enough time to think through their
answers. This is particularly the case for learners who speak English as a second language. Not
only do they have to consider the mathematical concepts and how to apply them, but they have to
work out how to formulate their reply in English.
Learner talking time

When allocating time for learners to talk, teachers should consider how much time each learner
has to speak. If few learners speak at any one time, this means that each individual will only
speak for a limited time in the lesson.
Strategies to support learners’ speaking skills

Questioning techniques
When questioning learners to check understanding, consider how to ensure that as many of them
as possible are included. Use nominated questions, rather than waiting for the first answer. Ask
open questions that allow space for discussion. Consider the use of strategies such as pose-pause-
pounce-bounce questioning that allows a number of learners to comment on an answer, before it
is finally given. These strategies ensure that a wider range of learners participates actively.
Modelling language
Before asking learners to speak, provide an example answer for them to use as a model. You may
also want to write parts of the model on the board to serve as a prompt.
Recasting
A strategy for supporting learners’ accuracy, either with terminology or pronunciation, is to repeat
what a learner has said, correcting any error made. To be effective, learners should be encouraged
to repeat the correction.
Prompt cards
Prompt cards with language for common functions, such as hypothesising, can be used to support
discussion of mathematical concepts. Encourage learners to use the functional language cards
as a scaffold for their spoken English. Providing support like this will increase both learners’
confidence and their accuracy.
Pair and group discussions

Giving learners the opportunity to speak in pairs and groups increases the amount of time that
they spend speaking in class. It also allows them to build up their confidence before having to
speak in front of the whole class. It is important to consider how to organise group discussions in
order to ensure that all learners participate.
Snowball discussions
A snowball discussion starts as a pair discussion of a concept or problem and groups are then
joined together to form progressively larger groups. It allows learners to compare a range of
different views, without initially having to speak in front of a large number of peers.
Jigsaw discussions
Learners work in groups on separate aspects of a topic, one aspect per group. They then form new
groups with members of other groups, and share the knowledge gained to complete a task which
requires the use of content from all aspects of the topic.
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Developing listening skills with learners who have

English as a second language
Listening in lessons is clearly an important skill for learners of mathematics, and naturally this
can be challenging for those who have English as a second language.
Listening skills
As with reading skills, we should consider the interaction between different kinds of skills and
knowledge when we are listening to a class.
Bottom-up skills
In order to understand a lesson, learners need to be able to use knowledge of language. When
listening, there are two aspects to this. First, learners need to have sufficient knowledge of the
grammar and vocabulary that will feature in the lesson. As we have seen, there is a considerable
amount of this which is either specific to mathematics or is used in a specific way in mathematics.
In listening, it is also important for learners to be able to decode the words spoken from the
stream of sound that is heard. This can be challenging because spoken language does not always
closely reflect the written form, and gaps in the stream of speech do not fall in the same place
as gaps between words. Consider how acute angle could sound like a cute angle or even a queue
tangle. Learners may hear letters that are not in the written word, e.g. the word ward can be
often be heard in co-ordinates, so learners may expect to find the letter w. Many words have
different pronunciations depending on their position and significance in a sentence, e.g. of may
be pronounced more like uv when it is used in something like the difference of (diff-ren-suv) two
squares.
Top-down skills
In addition to being able to decode spoken sound, listeners also use background knowledge
to build understanding when they are listening. In mathematics lessons, learners will use their
knowledge of mathematical concepts to predict what will be described and to check their
understanding of the lesson. Effective listeners will also use their understanding of the format of
a lesson and what they expect the teacher to do to support their understanding of what is being
described.
Lesson stages
Pre-listening stage
Both top-down and bottom-up skills can be supported before learners have to listen to English in
the lesson. It is useful to remind learners of relevant topics that have already been studied. This
will allow learners to be better able to use their top-down schematic knowledge when they are
listening to the lesson. Where possible, learners should do some background reading before the
lesson about the topic to be presented, and should be encouraged to predict what they will learn
about during the lesson. Teachers can also support learners’ knowledge of language by providing
examples and definitions for any new language before it is presented. It would also be useful for
learners to hear these words, said with natural pronunciation.
During listening
Train learners to use different kinds of note-taking strategies in lessons. Giving learners templates
of graphic organisers for this can help them to effectively consider both their top-down schematic
knowledge and their bottom-up knowledge of the language and sounds of English. Learners could
be encouraged to note down linked ideas, or to consider possible applications for a mathematical
technique to improve their prediction skills. At the same time, they should also be encouraged to
note down new language as it is presented.
Teachers can also make it simpler for learners when they are presenting to the class. While it is
important for teachers to use appropriate mathematical language, they should consider how fast
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and clearly they are speaking. They should also try to avoid using language that is too complex or
likely to be unfamiliar to learners. When speaking, teachers should take care to write down key
terminology on the board, which will support learners to understand these words as they hear
them through the lesson.
After listening
It is important to check understanding after any period of extended listening, as learners may
have only partially understood the content presented. Consider how the learning checks that you
use include all learners. You may want to give learners the opportunity to compare notes after
listening so they can check whether they have understood correctly. Nominated questions to check
understanding are also useful for this.
Language development activities

Dictation activities can be particularly useful in helping learners to develop their ability to
recognise words for a stream of English speech. The aim of these activities is to raise awareness of
features of connected speech in English to make it easier for learners to understand. So it is best
to focus on these aspects when correcting, rather than spelling or grammar, etc.
How many words?

Dictate short sentences of mathematical language and ask learners to listen for how many words
are in each sentence. Ask learners to suggest their answers and what they heard before revealing
the answers. Discuss with the class reasons for any misheard sentences.
Gapped dictation
Give learners a short extract of mathematical language with groups of words blanked out. Dictate
the whole text to learners and ask them to fill in the gaps with the groups of words that they hear.
Ask learners to suggest their answers and what they heard before revealing the correct answers.
Discuss with the class reasons for any misheard sentences.
Dictation comparison
There are many variations of dictation activities, where learners listen and attempt to write
down exactly what was said. These can be very valuable tools to get learners to think about their
listening. Dictate a short extract of mathematical language (repeating as necessary), and then
ask learners to compare what they have written to the text itself. By looking at the kind of errors
made, they can work out what common chunks of mathematical language sound like.
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ESL support material
Card matching
In card matching activities, learners can be asked to match cards with definitions. Examples are
shown below. Alternatively, a worksheet could be provided, where learners can simply match
words and definitions by drawing a line between them or by numbering them, etc. Making card
sets also allows you to play games such as ‘snap’ or ‘Pelmanism’, which provide engaging games
for learners.
acute angle An angle that lies between 0° and 90°.
acute-angled triangle A triangle, where all three angles are less than 90°.
The perpendicular distance of a triangle from its base to

height
its third vertex.
A triangle with two equal angles and two sides of equal

iscoceles triangle
length.
obtuse angle An angle that lies between 90° and 180°.
obtuse-angled triangle A triangle with one angle that is greater than 90°.
polygon A closed two-dimensional shape made up of straight lines.
quadrilateral A 4-sided polygon.
reflex angle An angle that lies between 180° and 360°.
A polygon with all sides of equal length and all angles of

regular polygon
equal size.
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Categorisation activity
Copy and cut out one set of the cards with the words shown below for each group of learners.
Ask learners to work in groups to sort the cards according to whether the terms refer to earnings
or profit and loss.
Net pay Overtime Cost price
Gross earnings Piece work Selling price
Bonus Earnings Discount
Basic pay Profit & Loss Average
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Crosswords
Crosswords are an engaging way to give learners practice in recalling new vocabulary during the
course. There are a number of online tools for creating these activities quickly and easily. Here is
an example.
Across
2 The type of number that is the result when an integer is multiplied by itself.
3 The part of the circumference of a circle between two radii.
5 The type of number (positive or negative) that can be written as a fraction.
6 A type of angle that lies between 0° and 90°.
8 A positive or negative whole number (including zero).
9 Any number (positive or negative) that cannot be written as a fraction.
10 A number with exactly two factors: one and itself.
Down
1 Any factor of a number that is also a prime. (Two words)
3 The side of a right-angled triangle that is next to a specific non-right-angle.
4 A number that divides into another number exactly.
6 The point of a pyramid where the triangular faces of the pyramid meet.
7 The whole non-negative numbers (integers) used in counting (0, 1, 2, 3, …).
1
6 7
8 9
10
Down: 1 prime factor; 3 adjacent; 4 factor; 6 apex; 7 natural

Across: 2 square; 3 arc; 5 rational; 6 acute; 8 integer; 9 irrational; 10 prime
KEY
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Diagram labelling
Where concepts can be easily illustrated through diagrams, diagram labelling activities can be a
way of giving learners practice at recalling terminology. In the example below, learners could be
given a list of terminology to use, or could be asked to recall it from memory. The activity could
be done individually or in groups.
b
c segment
a g
f diameter
chord
sector
d radius
centre
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Graphic organisers: Venn diagram

Ask learners to draw a Venn diagram, like the one shown below, to compare similar concepts.
You could give learners the characteristics in a list for them to match to the concept, or just ask
them to complete the diagram from scratch.
Rhombus Paralellogram
Opposite
All sides are equal. angles are Opposite sides
equal. are equal.
Two pairs
Diagonals intersect
of parallel
at right angles.
sides.
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Jigsaw reading
Jigsaw reading is an activity that enables learners to practise using a range of skills, but it can be
particularly useful in developing speaking skills, as learners are required to teach each other the
information they have read.
In the following example, learners would be divided into groups (AAAA, BBBB, CCCC, DDDD,
etc.) and each group would be asked to read about how to carry out a separate mathematical
operation on fractions, using the jigsaw cards below. Learners would then use the notes sheet to
make notes about the operation they have read about.
Learners are then regrouped. This time each group should have one person from each of the
previous groups in their group (ABCD, ABCD, ABCD, etc.). Learners should then explain
the mathematical operation they have read about to their new group, while the other learners
complete their notes sheet.
Finally, learners work together to complete a set of questions, requiring knowledge from all of the
original groups.
Jigsaw cards
Adding fractions
In order to add fractions, they need to have the same denominator. If the fractions that you wish to add have
different denominators, find the lowest common denominator and rewrite the fractions with this denominator, e.g.:
1+1= 4 + 3
6 8 24 24
Once the denominators are the same, the fractions can be added by adding the numerators together, e.g.:
4 + 3 = 7
24 24 24
Subtracting fractions
In order to subtract fractions, they need to have the same denominator. If the fractions that you wish to subtract have
different denominators, find the lowest common denominator and rewrite the fractions with this denominator, e.g.:
1− 1 = 5 − 3
3 5 15 15
Once the denominators are the same, the fractions can be subtracted by subtracting the numerators, e.g.:
5 − 3 = 2
15 15 15
Multiplying fractions
To multiply fractions, multiply the numerators together to find the numerator of the product. Similarly, the
denominators of the fractions are multiplied to find the denominator of the product. If any of the fractions are
expressed as mixed numbers, they should be rewritten as improper fractions before the multiplication.
3 1 × 2 1 = 7 × 9 = 7 × 9 = 63 = 7 7
2 4 2 4 2×4 8 8
Dividing fractions
In order to divide one fraction by another fraction, invert the second fraction and then multiply the fractions
together. To multiply fractions, multiply the numerators together to find the numerator of the product. Similarly,
the denominators of the fractions are multiplied to find the denominator of the product. If any of the fractions are
expressed as mixed numbers, they should be rewritten as improper fractions first.
1 1 ÷ 2 1 = 4 ÷ 11 = 4 × 5 = 4 × 5 = 20
3 5 3 5 3 11 3 × 11 33
Questions
Work with the other members of your group to find the answers to these questions:
a 11 + 2 1 ÷ 35 × 4 1 b 73 − 21 × 21 ÷ 1
3 2 6 2 5 4 4 2
2 1
c 6 +4 −3 ×3 7 1 d 3 ÷1 + 7 1 − 42
3 2
3 5 8 3 4 3 5 7
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Notes sheet
Adding fractions Subtracting fractions
Numerators Numerators
Denominators Denominators
Notes Notes
Multiplying fractions Dividing fractions

Numerators Numerators
Denominators Denominators
Notes Notes
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Listening activities
When learners have to listen to information in lessons, it is good practice to ask questions to
check their understanding of the topics taught, but it is also beneficial to use activities that help to
develop learners’ ability to understand spoken English. Activities based on dictation are useful for
this. Below are some example activities, with suggested content to give to the learners.
Count the words

Listen to your teacher read out five sentences. Count the words in each sentence that you hear
and write the number in the first column. Then try to remember what you heard and write the
sentence in the second column. When your teacher gives you the answer, write this in the third
column.
Circle any differences. Why do you think you heard something different? Discuss with a partner.
No. of words Sentence heard Answer

1
Possible sentences to use

1 An equation is formed when the value of an unknown quantity is needed.
2 The two most common ways of solving simultaneous equations algebraically are by elimination
and by substitution.
3 A function is a particular type of relationship between two variables.
4 A column vector describes the movement of the object in both the x direction and the y
direction.
5 Combined events look at the possibility of two or more events.
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Gapped dictation
Read the text below. Now listen to your teacher read the complete text. In the gaps, write the
groups of missing words that you hear in the text. Each gap needs to be completed with two to
four words.
In many instances using a calculator produce answers which are not

. A calculator will give the answer to as many
as will fit on its screen. In most cases this is not needed. Unless
an answer is exact or a different accuracy is specifically asked for in a question, answers should be given to
significant figures. Angles should
be given correct to decimal place and money should be given
to decimal places.
Solution
In many instances calculations carried out using a calculator produce answers which are not whole
numbers. A calculator will give the answer to as many decimal places as will fit on its screen. In
most cases this degree of accuracy is not needed. Unless an answer is exact or a different accuracy
is specifically asked for in a question, answers should be given to 3 significant figures. Angles
should be given correct to 1 decimal place and money should be given to 2 decimal places.
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Note-taking template
Many learners will benefit from guidance on how to take notes when they are listening in lessons.
One way to do this is to provide them with a template that supports them to listen actively.
Lesson objectives:
What do I want to learn in this lesson?
Questions to ask Key information New terminology
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Terminology record sheet

As an alternative to a glossary, learners could use terminology record sheets when they come
across new words. This will help learners to study and remember new vocabulary.
Term: Translation:
Definition: Related terms:
Example/diagram:
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How to use the problem-solving
videos
The most essential skill for Cambridge IGCSE Mathematics students to acquire is the ability to
.
read a problem, understand what the question is asking and know which mathematical approaches
they need to solve it.
These videos have been created with the aim of helping learners develop this skill. They have
all been developed to encourage the student to reflect on what they have done and understand
how the strategies developed in solving the problem can be applied to other similar types of
question.
Below is a list of the videos and which syllabuses, topics and chapters they support. Each one
works through a problem in a step-by-step way to encourage the learner to think about what skills
and processes to use. Each one comes with an introduction designed to encourage the learner
to think about how to approach the problem and how they can apply what they learn to other
questions.
Video title Cambridge IGCSE Core Cambridge IGCSE Core and

Mathematics Extended Mathematics
Forming equations Topic 2: Algebra and graphs Topic 2: Algebra and graphs
Chapter 13: Equations Chapter 13: Equations and
inequalities
From equations to graphs Topic 2: Algebra and graphs
Chapter 18: Graphs of functions
Parallel lines and angles Topic 4: Geometry Topic 4: Geometry
Chapter 21: Angle properties Chapter 25: Angle properties
Distance-time graphs (1) Topic 2: Algebra and graphs Topic 2: Algebra and graphs
Chapter 15: Graphs in practical Chapter 17: Graphs in practical
situations situations
Distance-time graphs (2) Topic 2: Algebra and graphs Topic 2: Algebra and graphs
Matching sequences Topic 2: Algebra and graphs Topic 2: Algebra and graphs
Chapter 14: Sequences Chapter 15: Sequences
Sequences from patterns Topic 2: Algebra and graphs Topic 2: Algebra and graphs
Chapter 14: Sequences Chapter 15: Sequences
Using graphs to solve problems Topic 2: Algebra and graphs Topic 2: Algebra and graphs
Highest Common Factor and Lowest Topic 1: Number Topic 1: Number
Common Multiple Chapter 1: Number and language Chapter 1: Number and language
Reverse price calculations with Topic 1: Number
percentages Chapter 5: Further percentages
Quadrilaterals Topic 2: Algebra and graphs Topic 2: Algebra and graphs
Chapter 11: Algebraic representation Chapter 11: Algebraic representation
and manipulation. and manipulation
Topic 4: Geometry Topic 4: Geometry
Chapter 21: Angle properties. Chapter 25: Angle properties
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How to use the problem-solving videos
Forming equations
Questions
1 In a cutlery drawer in a restaurant, the total mass of 42 forks is 1974 g.
What will be the total mass of the forks when all 60 forks are in the drawer?
2 A loaf of bread costs x cents.
A cake costs (x−5) cents.
The total costs of 6 loaves of bread and 11 cakes is $13.56.
Find the cost of a loaf of bread and the cost of a cake.
These are two different sorts of problems that require you to make an equation to find the answer.
In the first case, you need to do two separate calculations − finding the mass of one fork, and then
multiplying that answer by 60 to find the mass of 60 forks.
The second problem is different. The cost of the cake is described in terms of the cost of a loaf of
bread (x−5).
The video also shows you how to approach these problems.
It helps you to think about:
» What the problem would actually look like − the knives in the drawer or the bread and cakes
on the shelf.
» What you have been asked to find out − the mass of 60 forks rather than 42 or the cost of one
loaf and the cost of one cake.
» What other things you will need to bring to the problem − how you can describe the 6 loaves
and 11 cakes.
» The need to have just one unknown fact on one side of an equation.
» The rules about rearranging the parts of an equation so that you do the same action to both
sides of the equation.
So you could write this process down as:
» What is this problem asking me?
» What would it look like in reality?
» What do I know?
» What am I being asked to find out?
» What knowledge about this area of maths do I have that I can bring to the problem?
You might need to go through those steps several times at different stages of solving the problem,
but this is an approach that will help you to work out the answer. Remember to write down your
thinking as you go through the problem, as sometimes the method is just as important as the final
answer.
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From equations to graphs

Question
Sketch the graph of 2x2 − 16 − y − 4x = 0.
This type of problem is asking you to draw a graph that would be produced by the equation.
The video shows you how to approach this problem and takes a simpler example to remind you of
the process and thinking involved. It requires:
» you to know that it must be a quadratic expression because it has a term in x2, a term in y and a
term in x
» just one unknown on one side of an equation − in this case you can rearrange the equation to
show y in terms of x
» understanding the rules about rearranging the parts of an equation so that you do the same
action to both sides of the equation
» factorisation and how to find values of x and y in relation to 0.
» Work out the value of x = 0 for the y-intercept.
» Then write y in terms of x and make it as easy to read as possible.
» Complete the square for a quadratic by collecting all the x together for the minimum value.
y
6
4
2
(−2,0) (4, 0)
0 x
–3 –2 –1 1 2 3 4 5 6
–2
–4
–6
–8
–10
–12
–14
(0, −16)
–16
–18
(−1, −18)
–20
You will need to make sure that you understand each of the steps in this process. Remember that
you have been asked to sketch the graph, so you are not being asked to work out the exact values
of many points, just to show its shape as accurately as you can.
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Parallel lines and angles
E
B
This type of diagram will be used in problems which draw on your knowledge of parallel lines and
lines crossing them, but also the properties of triangles. This video will show you how to approach
diagrams like this and takes facts you know about parallel lines and angles of lines crossing them
to work out the values of the angles.
When you come to solving this problem, it will help you to think about these questions:
» What do you know about parallel lines?
» How can you label each of the points where lines cross?
» What can you say about the angles at each of the points?
» How does knowing some of the facts about triangles help you?
» What information have I been given about the values of any of the angles?
» The intersection of two lines with a parallel line means which angles in the diagram must have
the same value?
» The diagram has two triangles in it. What does that mean about the value of the angles inside
the triangles?
It always helps to write down the facts you know from theorems about geometrical problems.
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Distance-time graphs
Question
The grid shows the travel graph for a car travelling from Ambleside to Brownsford, 14 kilometres
away.
y
16
14
Distance from Ambleside (km)
12
10
0
11:00 11:10 11:20 11:30 11:40 11:50
x
Time
a Calculate the average speed, in kilometres per hour, for the journey from Ambleside to
Brownsford.
b The car waits at Brownsford for 8 minutes before returning home at a constant speed of 70
km/h. Complete the travel graph.
Graphs like this are often used to plot journey times or changes in temperature. It is really
important to make sure that you know what is being shown on the different axes, and also the
units that are being used.
When you come to solving this problem, it will help to think about these questions:
» What does each part of the graph show?
» What does each vertical interval represent?
» What does each horizontal unit represent? How does that relate to the units you need to use to
give the answer?
» To solve part a of the question you need to work out the average speed of the journey. What
formula do you need to use?
So, you could write this process down as:
» Say what you see. Describe the diagram to yourself.
» Make sure you know what units are being used, and how they relate to the units you need to
use to give the answer.
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Sequences
Question
Below is a sequence of diagrams constructed using square tiles.
1 2 3
a How many square tiles would there be in diagram 4?

b Which diagram would contain 42 square tiles?
c Find an expression for the number of squares in diagram n, where n is the same integer.
Matching sequences explores the way in which sequences of numbers can be described using
mathematical expressions.
When you come to solving this problem, it will help you to think about these steps:
» What can you see in each of the diagrams?
» What are you being asked to find?
» Break down the diagram into parts.
» Draw the next item by building up the legs, the seat and the back.
» This will give you the answer for part a.
» Solving part b can be achieved by drawing the diagrams until you get to 42, but it is much
better solved by using mathematic sequences to help you.
» What do you know about the way sequences are described mathematically?
So, you could write this process down as:
» Say what you see. Describe the diagram to yourself.
» Break down the diagram into parts.
» Look for a mathematical relationship between your answers.
» Write down the expression that sums up that relationship.
There are six different sequences.
The initial five terms of five of the sequences are shown in the table on the left.
Expressions representing five of the sequences are shown in the table on the right.
A 3 6 9 12 15 1 3n
B −3 −6 −9 −12 −15 2 −3n − 10
C 13 16 19 22 25 3 10 − 3n
D −13 −16 −19 −22 −25 4 3n + 10
E 7 4 1 −2 −5 5 −3n

Match up the lists of terms with the correct expressions.

One set of terms will need its expression to be written.
One expression will need its set of terms to be written.
Notice that in the question you are told that the set of terms on the left does not have a correctly
matching expression on the right. You are also told that one of the expressions on the right does
not match the list of terms on the left.
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Initial term Expression

A 3, 6, 9, 12, 17 1 3n
Creating a table to put the answers in is very important, so that there is no doubt which initial
term you have matched to each expression.
When you come to solving this particular problem, it helps to think about these steps:
» Looking for relationships between the initial terms − positive and negative, for example.
» Looking for relationships between the sets of expressions can be helpful too.
» Make sure that when you find a sequence of terms that does not have an expression you work
out the expression, because there is one missing!
» And there also is an extra expression for which you’ll need to create the sequence of terms.
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Using graphs to solve problems

Question
Emily is hiring a bike. Which is the better deal?
Joe’s Wheels
Chris’s Bikes
$7 hire fee
$4 per hour
plus $2 per hour
This is an interesting question, because it does not give us enough information to answer straight
away. It will depend on how long Emily wants to hire the bike for. It is best to read the answer
from a graph so that a decision can be made based on what the graph shows.
When you come to solving this problem, it will help to think about these steps:
» What are you being asked to find out?
» The two deals are different, so how can you make them comparable?
» Two sets of data can be plotted on a graph and you can then compare them.
» How can you tell that the graph will be a straight line graph?
» Say what you see. Describe the problem to yourself.
» How can you describe each pricing system?
» What do you then have to do to compare them?
» Make sure you label the axes of the graph so that you know what it is showing.
Visualising what the answer will look like is important to help you solve the problem. Ask
yourself questions as you go through the process − what do I know, how can I show this, what I am
expecting to see?
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Highest Common Factor and Lowest Common Multiple

Questions
1 A party has 50 guests who all shake hands with each other. How many handshakes are there
altogether?
2 This question is suitable for students following either the Core or Extended syllabus.
Safi has a piece of paper is 24 cm wide and 30 cm long.
Safi cuts the paper into equal sized squares, without any paper left over.
Find the smallest number of squares that Safi can cut the paper into.
3 This question is for students following the Extended syllabus.
Find the Highest Common Factor (HCF) of 64, 48 and 72.
4 Tom and Lindsay set the alarms on their phones to sound at 5:30 am. Both alarms sound
at 5:30 am.
Tom’s alarm then sounds every 8 minutes. Lindsay’s alarm then sounds every 6 minutes.
At what time will both alarms then sound together?
These four questions all use your knowledge of numbers, especially the Highest Common Factor
and the Lowest Common Multiple.
The video also shows you how to approach each problem in turn.
For question 1, start by thinking about 4 people shaking each other’s hands.
For question 2, start by drawing a diagram.
You could try cutting the paper into 30 × 24 = 720 squares of size 1 cm by 1 cm.
However, the question asks for the smallest number of squares.
You need to find the Highest Common Factor of 24 and 30.
Factors of 24 are 1, 2, 3, 4, 6, 8, 12 and 24
Factors of 30 are 1, 2, 3, 5, 6, 10, 15 and 30
So, the highest common factor is 6.
4 × 6 = 24 (width)
and 5 × 6 = 30 (length)
Safi can cut 4 squares along the width of the paper and 5 squares along the length.
So, Safi cuts 4 × 5 = 20 squares altogether.
For question 3, work out the factors for one of the numbers and then compare it with the second.
For question 4, make a chart of each phone alarm time. You can then compare them to find out
the answer.
To solve these problems, it will help you to think about these questions:
» How can you simplify the problem?
» Have you read the question carefully?
» How can you record your thinking? For example, writing down the steps or labelling the parts
of the problem.
When you watch the video, think about how the problem is simplified:
» What is changed by taking a simpler example?
» How did the solution use labels or layout to help prepare for the bigger question?
» What were the key words in the question to make sure you could find the right answer?
» What knowledge about this area of maths do I have that I can bring to the problem?
It is often best to simplify practical questions to make sure you understand what sort of answer
you should expect.
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Reverse price calculations with percentages

Question
In a sale all prices are reduced by 20%. The sale price of a coat is $54.
What was the original price?
We all buy things in the sales and it is good to know how much we are saving when we buy
something that is reduced by a percentage figure.
When you come to solving this problem, it will help you to think about these steps:
» What are you being asked to find out?
» What do you know now?
» How can you use the price and the size of the discount to find out the original price?
» Finding out what 1% of the item is worth always enables you to find the answer.
» This is also true if you know that something has gone up by 6%, as in another example shown
in the video.
» Whenever you have to find out about a percentage change, find out what 1% is worth.
» If there has been a reduction in price, then you will need to divide by a number less than 100. If
there has been an increase, then you will need to divide by a number greater than 100.
» You can always check your answer by working out the value of the reduction and subtracting
this from the full amount.
» You can do the same to check an increase, by adding the value of the increase to the original
price.
Visualising what the answer will look like is important to help you solve the problem. Ask
yourself questions as you go through the process − what do I know, how can I show this, what I am
expecting to see?
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Quadrilaterals
Question
Solve for p in the quadrilateral below.
p° + 30°
2p°
p° + 70°
110° − p°
This type of problem is asking you to use your knowledge of angle facts in quadrilaterals – and
your knowledge of algebra – to find the value of p.
The video shows you how to approach this problem, using a standard problem-solving strategy
that requires you to ask:
» What do I know from the information given in the diagram?
» What do I want to find out?
» What can I introduce?
It will help to think about these steps:
» You know that any quadrilateral can be split into two triangles.
» You also know that the three angles in a triangle add up to 180 degrees – and therefore the
angles in a quadrilateral will add up to 360 degrees.
» You now need to use algebraic manipulation to find the solution.
» This means collecting common terms and simplifying.
» Once you have done that, finding the value of p is straightforward.
» What information is given in the diagram that I can use?
» Apply knowledge of angles in quadrilaterals.
» Apply algebraic manipulation to find the answer.
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9781398373624.indd 40
Suggested Scheme of Work: Core

40
This Scheme of Work has been devised to follow a logical route through the textbook for students following the Core content of the syllabus and using
the Core textbook. Its aim is for students to complete the course by the end of the second term in the second year of study; this will then allow time for
revision and preparation for their exams. The chapters have been divided into fifteen blocks each with 14 hours of teaching time; this roughly equates to
four weeks’ work, depending upon individual timetables. The timings are generous to allow for some flexibility in this area.
If necessary, the blocks can be interchanged to allow for local conditions, preferences, etc. Where prior knowledge is required before starting a block, this
is listed in the ‘Notes’ column in the Scheme of Work; please read this carefully to ensure necessary learning has taken place before attempting the work.
Similarly, the order in which each chapter is completed can be rearranged within each block if resources or timetabling dictates but, once again, some
care needs to be taken to ensure the necessary prior learning has taken place.
Learning objectives included in the schemes of work below are reproduced from the Cambridge IGCSETM and IGCSE (9–1) Mathematics syllabuses
(0580/0980) for examination from 2025. This Cambridge International copyright material is reproduced under licence and remains the intellectual
property of Cambridge Assessment International Education.
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Resources in Cambridge IGCSE Core Mathematics Fifth Edition

Block 1: Total time 14 hours
Subject area Approx. time Learning objectives Vocabulary Mathematical investigations Notes
allocation and ICT
Chapter 1 9 hours C1.1 Types of number cube number; cube root; Mystic Rose, Pages 95–97 This chapter covers the
Number and Identify and use: factor; highest common factor; This fully worked example different types of number and
language • natural numbers integer; irrational number; takes students through the vocabulary that students need
• integers (positive, zero and negative) lowest common multiple; process of carrying out a to be familiar with.
• prime numbers multiple; natural number; mathematical investigation In Exercise 1.9 (Page 8),
• square numbers negative number; positive and the value of systematic students need to recall some
• cube numbers number; power; prime factor; working. Students should work work from Lower Secondary
• common factors prime number; rational through the problem and then including Pythagoras’ theorem
• common multiples number; reciprocal; square compare their methods with and the formula for the
• rational and irrational numbers number; square root the worked solution. circumference and area of a
• reciprocals. Primes and squares, Page 98 circle.
This is an investigation into The chapter covers non-
C1.3 Powers and roots
which prime numbers can calculator work as well
Calculate with the following:
be written as the sum of two as giving the students the
• squares
squares. opportunity to practise using
• square roots
their calculator to find powers
• cubes
and roots.
• cube roots
• other powers and roots of numbers.
Chapter 2 5 hours C1.9 Estimation accuracy; decimal place; This chapter involves rounding
Accuracy 1 Round values to a specified degree of estimate; lower bound; to powers of 10, decimal places
accuracy. rounding; significant figure; and significant figures. It also
2 Make estimates for calculations involving upper bound includes using an appropriate
numbers, quantities and measurements. degree of accuracy and

3 Round answers to a reasonable degree of estimation. It is important
accuracy in the context of a given problem. for students to use estimation
as a means of checking their
C1.10 Limits of accuracy
calculations.
Give upper and lower bounds for data
In Exercise 2.4 on Pages 19–20,
rounded to a specified accuracy.
they need to find area and
volume of simple compound
2D and 3D shapes.
Remind students to round any
inexact answers to 3 s.f. Also
when working with angles, give
inexact angles correct to 1 d.p.
41
– see Block 11 Chapter 25.

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Chapter 3 8 hours C1.5 Ordering addition; division; indices; Football leagues, Page 98 This chapter focuses on
Calculations Order quantities by magnitude and inequality; multiplication; Students use systematic ordering decimals and
and order demonstrate familiarity with the symbols =, ≠, order of operations; working to investigate how fractions, and order of
>, < , ⩾, ⩽ . subtraction many games there are in total operations with integers.
when t teams play each other C1.6 is split into two parts. In
C1.6 The four operations
twice. Block 3, Chapter 4 students
Use the four operations for calculations with
will learn to: use the four
integers, fractions and decimals, including
operations for calculations
correct ordering of operations and use of
with fractions and decimals,
brackets.
including correct ordering of
C1.14 Using a calculator operations and use of brackets.
1 Use a calculator efficiently.
2 Enter values appropriately on a calculator.
3 Interpret the calculator display
appropriately.
C2.6 Inequalities
Represent and interpret inequalities,
including on a number line.
Chapter 28 3 hours C9.2 Interpreting statistical data average; frequency; mean; Reading age, Page 352 Students learn about measures
Mean, median, 1 Read, interpret and draw inferences from median; mode; range Students compare the reading of spread and types of average.
mode and range tables and statistical diagrams. ages of two newspaper articles. They learn to calculate
2 Compare sets of data using tables, graphs averages for raw, frequency
and statistical measures. and grouped data and how to
3 Appreciate restrictions on drawing determine which average is
conclusions from given data. the most suitable for a given
data set.
C9.3 Averages and range
C9.3 is also covered in Block6
Calculate the mean, median, mode, and range
Chapter 2.
for individual data and distinguish between
the purposes for which these are used.
Chapter 22 3 hours C5.1 Units of measure area; capacity; centimetre; Fountain borders, Page 224 This chapter focuses on units
Measures Use metric units of mass, length, area, volume gram; kilogram; kilometre; This investigation looks at and conversions.
and capacity in practical situations and length; litre; mass; metre; the number of tiles needs
convert quantities into larger or smaller units. millilitre; millimetre; volume to border different sized
fountains. Students need to
work systematically to solve
the problem.
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allocation and ICT
Chapter 4 9 hours C1.4 Fractions, decimals and percentages decimal; denominator; In this chapter C1.6 is
Integers, 1 Use the language and notation of the equivalent fraction; fraction; revisited.
fractions, following in appropriate contexts: improper fraction; mixed In Block 2, Chapter 3, Pages
decimals and • proper fractions number; numerator; order of 27–30 students learnt to:
percentages • improper fractions operations; percentage; proper C1.6 Use the four operations
• mixed numbers fraction; simplest form for calculations with integers,
• decimals including correct ordering of
• percentages. operations and use of brackets.
2 Recognise equivalence and convert This objective is revisited to
between these forms. include a greater focus on
non-calculator methods when
C1.6 The four operations
working with larger integers
Use the four operations for calculations with
and calculations with fractions.
integers, fractions and decimals, including
correct ordering of operations and use of
brackets.
Chapter 11 5 hours C2.1 Introduction to algebra expand; expression; factorise; The rest of C2.5 is covered in
Algebraic 1 Know that letters can be used to represent formula; subject; substitute Block 7, Chapter 13:
representation generalised numbers. 1 Construct simple
and 2 Substitute numbers into expressions and expressions, equations and
manipulation formulas. formulas.
2 Solve linear equations in
C2.2 Algebraic manipulation
one unknown.
1 Simplify expressions by collecting like
3 Solve simultaneous

terms.
linear equations in two
2 Expand products of algebraic expressions.
unknowns.
3 Factorise by extracting common factors.
C2.5 Equations
4 Change the subject of simple formulas.
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Chapter 18 7 hours C4.1 Geometrical terms acute; bearing; centre; Tiled walls, Page 225 This chapter is an introduction
Geometrical 1 Use and interpret the geometrical terms: circle; circumference; cone; Students can investigate the to geometrical vocabulary and
vocabulary • point congruent; construction; cube; number of spacers (T shaped properties of shapes.
• vertex cuboid; cylinder; decagon; or + shaped) used to separate
• line diameter; edge; equilateral the tiles in different tiling
• parallel triangle; exterior angle; face; patterns.
• perpendicular frustum; hemisphere; hexagon;
• bearing interior angle; irregular
• right angle polygon; isosceles triangle;
• acute, obtuse and reflex angles kite; line; net; obtuse and
• interior and exterior angles reflex angles; octagon; parallel;
• similar parallelogram; pentagon;
• congruent perpendicular; perpendicular
• scale factor. bisector; plane; point; polygon;
2 Use and interpret the vocabulary of: prism; pyramid; quadrilateral;
• triangles radius (plural radii); rectangle;
• special quadrilaterals regular polygon; rhombus;
• polygons right angle; right-angled
• nets triangle; scale factor; scalene
• simple solids. triangle; similar; solid shape;
3 Use and interpret the vocabulary of a sphere; square; surface;
circle. trapezium; vertex
C4.4 Similarity
Calculate lengths of similar shapes.
Chapter 7 7 hours C1.7 Indices I index; powers; rules of indices; Towers of Hanoi, Page 292 Core candidates are only
Indices and 1 Understand and use indices (positive, zero standard form Students investigate the classic expected to calculate
standard form and negative integers). problem of the Towers of with standard form on the
2 Understand and use the rules of indices. Hanoi. calculator paper.
The rule for the number of
C1.8 Standard form
moves to move n discs is 2 n − 1
1 Use the standard form A × 10 n where n is a
positive or negative integer, and 1 ⩽ A < 10.
2 Convert numbers into and out of standard
form.
3 Calculate with values in standard form.
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allocation and ICT
Chapter 19 11 hours C4.2 Geometrical constructions construct; net; plan; scale ICT activity 1, Pages 98–99 Block 4 must be completed
Geometrical 1 Measure and draw lines and angles. Students explore growth tiling first.
constructions 2 Construct a triangle, given the lengths patterns. Part of C4.3 is covered in
and scale of all sides, using a ruler and pair of Block 10, Chapter 24:
drawings compasses only. 2 Use and interpret
3 Draw, use and interpret nets. three-figure bearings.
C4.3 Scale drawings
1 Draw and interpret scale drawings.
Chapter 12 3 hours C2.4 Indices II index; laws of indices; powers Chequered boards, Page 153 Block 4 must be completed
Algebraic 1 Understand and use indices (positive, zero This is an investigation into first.
indices and negative). the total number of black
2 Understand and use the rules of indices. and white squares on an m
by n chequered board. It is a
variation of the problem ‘How
many square are there on a
chess board?’

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allocation and ICT
Chapter 29 14 hours C9.1 Classifying statistical data bar chart; composite bar ICT activity, Pages 352–353 This block focuses on the
Collecting, Classify and tabulate statistical data. chart; correlation; discrete In this activity students use a collection, display and
displaying and data; dual bar chart; grouped spreadsheet and graphing tools interpretation of data, and
C9.2 Interpreting statistical data
interpreting frequency table; line of best fit; to make a timetable of their continues work on averages
1 Read, interpret and draw inferences from
data pictogram; pie chart; scatter day. from Chapter 28 (covered in
tables and statistical diagrams.
diagram; stem and leaf; tally Block 2).
2 Compare sets of data using tables, graphs
table; two-way table
and statistical measures.
3 Appreciate restrictions on drawing
conclusions from given data.
C9.3 Averages and range
Calculate the mean, median, mode and range
for individual data and distinguish between
the purposes for which these are used.
C9.4 Statistical charts and diagrams
Draw and interpret:
a bar charts
b pie charts
c pictograms
d stem-and-leaf diagrams
e simple frequency distributions.
C9.5 Scatter diagrams
1 Draw and interpret scatter diagrams.
2 Understand what is meant by positive,
negative and zero correlation.
3 Draw by eye, interpret and use a straight
line of best fit.
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allocation and ICT
Chapter 13 8.5 hours C2.5 Equations elimination; linear equation; ICT activity 1, Pages 154–155 Block 6 must be completed
Equations 1 Construct simple expressions, equations simultaneous equation; Students explore the use a first.
and formulas. substitution graphing software to solve Part of C2.5 is covered in
2 Solve linear equations in one unknown. linear simultaneous equations. Block 3, Chapter 11:
3 Solve simultaneous linear equations in 4 Change the subject of
two unknowns. simple formulas.
Chapter 6 5.5 hours C1.11 Ratio and proportion average speed; compound Modelling: Stretching a spring, This chapter involves solving
Ratio and Understand and use ratio and proportion to: measure; density; direct Page 154 problems involving direct and
proportion • give ratios in their simplest form proportion; inverse proportion; In this activity students carry inverse proportion and the use
• divide a quantity in a given ratio population density; pressure; out a practical experiment to of compound measures.
• use proportional reasoning and ratios in rate; ratio explore how the extension of
context. a spring is proportional to the
C1.12 Rates mass suspended from it.
1 Use common measures of rate.
2 Apply other measures of rate.
3 Solve problems involving average speed.

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allocation and ICT
Chapter 23 11 hours C5.2 Area and perimeter arc; area; circumference; Metal trays, Page 269 Answers may need to be given
Perimeter, area Carry out calculations involving the compound shape; cone; This is an investigation into in terms of π.
and volume perimeter and area of a rectangle, triangle, cuboid; cylinder; diameter; a maximum box for the same Formula for
parallelogram and trapezium. parallelogram; perimeter; surface area. • area of a triangle
C5.3 Circles, arcs and sectors prism; pyramid; radius, • area of a circle
1 Carry out calculations involving the rectangle; sector; sphere; • circumference of a circle
circumference and area of a circle. surface area; trapezium; • curved surface area of a
2 Carry out calculations involving arc triangle; volume cylinder
length and sector area as fractions of the • curved surface area of a
circumference and area of a circle, where cone
the sector angle is a factor of 360°. • surface area of a sphere
C5.4 Surface area and volume • volume of a sphere
Carry out calculations and solve problems • volume of a pyramid
involving the surface area and volume of a: • volume of a cone
• cuboid • volume of a cylinder
• prism • volume of a prism
• cylinder will be given.
• sphere
• pyramid
• cone.
C5.5 Compound shapes and parts of shapes
1 Carry out calculations and solve problems
involving perimeters and areas of:
• compound shapes
• parts of shapes.
2 Carry out calculations and solve problems
involving surface areas and volumes of:
• compound solids
• parts of solids.
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Chapter 21 14 hours C4.6 Angles alternate angles; centre; ICT activity, Page 225 It is important that students
Angle 1 Calculate unknown angles and give circumference; corresponding Students use a spreadsheet to learn to give formal reasons
properties simple explanations using the following angles; cyclic quadrilateral; help them explore interior and for each step in their working,
geometrical properties: exterior angle; interior exterior angles in polygons. for example, use terms such
• sum of angles at a point = 360° angle; parallel; polygon; as alternate angles instead of
• sum of angles at a point on a straight radius; segment; semicircle; Z-angles.
line = 180° supplementary; tangent;
• vertically opposite angles are equal vertically opposite angles
• angle sum of a triangle = 180° and
angle sum of a quadrilateral = 360°.
2 Calculate unknown angles and give
geometric explanations for angles formed
within parallel lines:
• corresponding angles are equal
• alternate angles are equal
• co-interior (supplementary) angles
sum to 180°.
3 Know and use angle properties of regular
polygons.
C4.7 Circle theorems
Calculate unknown angles and give
explanations using the following geometrical
properties of circles:

• angle in a semicircle = 90°
• angle between tangent and radius = 90°.
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allocation and ICT
Chapter 10 4 hours C1.2 Sets complement; element; Probability drop, Page 325 Venn diagrams will be limited
Set notation and Understand and use set language, notation intersection; set; union; An investigation into Pascal’s to two sets only.
Venn diagrams and Venn diagrams to describe sets. universal set; Venn diagram triangle.
Chapter 27 7 hours C8.1 Introduction to probability event; expected frequency; ICT activity, Page 327 Probability notation is not
Probability 1 Understand and use the probability scale outcome; probability scale; This is a practical activity required. Combined events
from 0 to 1. relative frequency; sample exploring relative frequencies. will be with replacement only.
2 Calculate the probability of a single event. space diagram; tree diagram; Dice sum, Page 326
3 Understand that the probability of an Venn diagram Students explore the most
event not occurring = 1 – the probability of likely outcome from rolling
the event occurring. different sized dice.
C8.2 Relative and expected frequencies
1 Understand relative frequency as an
estimate of probability.
2 Calculate expected frequencies.
C8.3 Probability of combined events
Calculate the probability of combined events
using, where appropriate:
• sample space diagrams
• Venn diagrams
• tree diagrams.
Chapter 24 3 hours C4.3 Scale drawings three-figure bearings Pythagoras and circles, The rest of C4.3 is covered in
Bearings 2 Use and interpret three-figure bearings. Page 291 Block 5, Chapter 19:
An activity that investigates 1 Draw and interpret scale
Pythagoras’ theorem using drawings.
area of squares, semicircles
and equilateral triangle.
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allocation and ICT
Chapter 25 14 hours C6.1 Pythagoras’ theorem adjacent; cosine hypotenuse; Pythagorean triples, Page 293 Block 10 must be completed
Right-angled Know and use Pythagoras’ theorem. opposite; Pythagoras’ theorem; An internet activity exploring first.
triangles sine; tangent Pythagorean triples. Angles will be given in
C6.2 Right-angled triangles
degrees. Answers should
1 Know and use the sine, cosine and tangent
be written in degrees and
ratios for acute angles in calculations
decimals to one decimal place.
involving sides and angles of a right-
angled triangle.
2 Solve problems in two dimensions using
Pythagoras’ theorem and trigonometry.

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Chapter 5 5.5 hours C1.13 Percentages percentage; percentage Blocks 1, 4 and 10 must be
Further 1 Calculate a given percentage of a quantity. increase / decrease completed first.
percentages 2 Express one quantity as a percentage of Part of C1.13 is covered in
another. Chapter 8:
3 Calculate percentage increase or decrease. 4 Calculate with simple and
compound interest.
C1.4 Fractions, decimals and percentages
1 Use the language and notation of the
following in appropriate contexts:
• proper fractions
• improper fractions
• mixed numbers
• decimals
• percentages.
2 Recognise equivalence and convert
between these forms.
Chapter 8 8.5 hours C1.13 Percentages compound interest; cost price; ICT activity 2, Page 99 It is important that students
Money and 4 Calculate with simple and compound currency conversion; deposit; This activity involves using are confident with the work
finance interest. discount; earnings; profit a spreadsheet to make a from Chapter 5 before moving
and loss; selling price; simple currency converter. onto this chapter.
C1.14 Using a calculator
interest
2 Enter values appropriately on a calculator.
appropriately.
C1.16 Money
1 Calculate with money.
2 Convert from one currency to another.
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Chapter 17 11 hours C3.1 Coordinates axes; coordinates; gradient; Plane trails, Page 175 Block 2 must be completed
Coordinates Use and interpret Cartesian coordinates in intercept; origin; parallel Students investigate the ways first.
and straight-line two dimensions. in which vapour trails from
graphs planes intersect each other.
C3.2 Drawing linear graphs
Draw straight-line graphs for linear equations.
C3.3 Gradient of linear graphs
Find the gradient of a straight line.
C3.5 Equations of linear graphs
Interpret and obtain the equation of a
straight-line graph in the form y = mx + c.
C3.6 Parallel lines
Find the gradient and equation of a straight
line parallel to a given line.
Chapter 9 3 hours C1.14 Using a calculator 12-hour clock; 24-hour clock; Painted cube, Page 307 Ensure students understand
Time 1 Use a calculator efficiently. distance; speed; time Students investigate how many that say 1.25 hours is not 1
2 Enter values appropriately on a calculator. faces of small cubes making up hour 25 minutes.
3 Interpret the calculator display a larger cube are painted when Students may need to solve
appropriately. the outside of the larger cube problems involving different
is painted. time zones.
C1.15 Time
1 Calculate with time: seconds (s), minutes
(min), hours (h), days, weeks, months, years,

including the relationship between units.
2 Calculate times in terms of the 24-hour
and 12-hour clock.
3 Read clocks and timetables.
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Chapter 20 4 hours C4.5 Symmetry line symmetry; order of Triangle count, Page 308
Symmetry Recognise line symmetry and order of rotational symmetry; Students investigate the
rotational symmetry in two dimensions. rotational symmetry number of triangles formed
when a larger triangle is
divided according to two
different rules.
Chapter 26 10 hours C7.1 Transformations anticlockwise; clockwise; ICT activity, Page 309 Students need to know that
Transformations Recognise, describe and draw the following enlargement; reflection; Students use a geometry horizontal lines are in the form
transformations: rotation; scale factor; package to explore y = a and vertical lines are in
1 reflection of a shape in a vertical or transformation; translation; enlargements. the form x = b.
horizontal line. vector; vertex
2 rotation of a shape about the origin,
vertices or midpoints of edges of the
shape, through multiples of 90°.
3 enlargement of a shape from a centre by a
()
scale factor.
x
4 translation of a shape by a vector .
y
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allocation and ICT
Chapter 15 5 hours C2.9 Graphs in practical situations conversion graph; distance; Blocks 8 and 11 must be
Graphs in 1 Use and interpret graphs in practical distance–time graph; gradient; completed first.
practical situations including travel graphs and speed; time; travel graph
situations conversion graphs.
2 Draw graphs from given data.
Chapter 16 6 hours C2.10 Graphs of functions equations; intersection; ICT activity 2, Page 155 Block 13 must be completed
Graphs of 1 Construct tables of values, and draw, linear function; reciprocal Students use graphing first.
functions recognise and interpret graphs for function; root; simultaneous software to find the solutions
functions of the forms: linear function; simultaneous to quadratic equations
• ax + b quadratic function; symmetry and equations involving
• ± x 2 + ax + b reciprocals.
• a (x ≠ 0)
x
where a and b are integer constants.
2 Solve associated equations graphically,
including finding and interpreting roots by
graphical methods.
C2.11 Sketching curves
Recognise, sketch and interpret graphs of the
following functions:
a linear
b quadratic.
Chapter 14 3 hours C2.7 Sequences cubic sequence; linear House of cards, Page 153 Students should use

Sequences 1 Continue a given number sequence or sequence; nth term; quadratic Students can explore the differences to help them find
pattern. sequence; sequence; square sequences produced from rules for the nth term.
2 Recognise patterns in sequences, numbers; term-to-term rule building houses of cards.
including the term-to-term rule, and
relationships between different sequences.
3 Find and use the nth term of sequences:
a linear
b simple quadratic
c simple cubic.
55
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Suggested Scheme of Work: Extended

56
This Scheme of Work has been devised to follow a logical route through the textbook for students following the Extended syllabus and using the Core
and Extended textbook. Its aim is for students to complete the course by the end of the second term in the second year of study; this will then allow
time for revision and preparation for examinations. The chapters have been divided into fourteen blocks each with 15 hours of teaching time; this
roughly equates to four weeks’ work, depending upon individual timetables. The timings are generous to allow for some flexibility in this area.
If necessary, the blocks can be interchanged to allow for local conditions, preferences, etc. Where prior knowledge is required before starting a block, this
is listed in the ‘Notes’ column in the Scheme of Work; please read this carefully to ensure necessary learning has taken place before attempting the work.
Similarly, the order in which each chapter is completed can be rearranged within each block if resources or timetabling dictates but, once again, some
care needs to be taken to ensure the necessary prior learning has taken place.
Learning objectives included in the schemes of work below are reproduced from the Cambridge IGCSETM and IGCSE (9–1) Mathematics syllabuses
(0580/0980) for examination from 2025. This Cambridge International copyright material is reproduced under licence and remains the intellectual
property of Cambridge Assessment International Education.
Resources in Cambridge IGCSE Core and Extended Mathematics Fifth Edition
Subject area Approx. time Learning objectives Vocabulary Mathematical Notes
allocation investigations and ICT
Chapter 1 4 hours E1.1 Types of number cube number; cube root; Mystic Rose, Pages This chapter covers the different types of
Number and Identify and use: factor; highest common 102–104 number and vocabulary that students need
language • natural numbers factor; integer; irrational This fully worked example to be familiar with.
• integers (positive, zero and negative) number; lowest common takes students through In Exercise 1.6 (Page 8), students need to
• prime numbers multiple; multiple; natural the process of carrying recall some work from Lower Secondary
• square numbers number; negative number; out a mathematical including Pythagoras’ theorem and the
• cube numbers positive number; power; investigation and the formula for the circumference and area of
• common factors prime factor; prime value of systematic a circle.
• common multiples number; rational number; working. Students should The chapter covers non-calculator work as
• rational and irrational numbers reciprocal; square work through the problem well as giving the students the opportunity
• reciprocals. number; square root and then compare their to practise using their calculator to find
methods with the worked powers and roots.
E1.3 Powers and roots
solution.
Calculate with the following:
Primes and squares,
• squares
Page 104
• square roots
This is an investigation
• cubes
into which prime numbers
• cube roots
can be written as the sum
• other powers and roots of numbers.
of two squares.
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Chapter 2 5 hours E1.9 Estimation accuracy; decimal place; This chapter involves rounding to powers of
Accuracy 1 Round values to a specified degree of estimate; lower bound; 10, decimal places and significant figures.
accuracy. rounding; significant It also includes using an appropriate degree
2 Make estimates for calculations figure; upper bound of accuracy and estimation. It is important
involving numbers, quantities and for students to use estimation as a means of
measurements. checking their calculations.
3 Round answers to a reasonable In exercise 2.4 on Pages 16–17, they need to
degree of accuracy in the context of a find area and volume of simple compound
given problem. 2D and 3D shapes.
The chapter ends with finding upper and
E1.10 Limits of accuracy
lower bounds and then calculating with upper
1 Give upper and lower bounds for data
and lower bounds.
rounded to a specified accuracy.
In exercise 2.7 on Pages 21–22, they need to
2 Find upper and lower bounds of the
use the formula for area of a circle and the
results of calculations which have
formulas for density and speed.
used data rounded to a specified
Remind students to round any inexact
accuracy.
answers to 3 s.f. Also when working with
angles, give inexact angles correct to 1 d.p. -
see Block 11 Chapter 25.
Chapter 3 4 hours E1.5 Ordering addition; division; indices; Football leagues, Page 104 This chapter focuses on ordering decimals
Calculations and Order quantities by magnitude and inequality; multiplication; Students use systematic and fractions, and order of operations with
order demonstrate familiarity with the symbols order of operations; working to investigate integers.
=, ≠, >, <, ⩾, ⩽. subtraction how many games there E1.6 is split into two parts. In Block 2,
E1.6 The four operations are in total when t teams Chapter 4 students will learn:

Use the four operations for calculations play each other twice. E1.6 Use the four operations for
with integers, fractions and decimals, calculations with INTEGERS, fractions
including correct ordering of operations and decimals, including correct ordering of
and use of brackets. operations and use of brackets.
E2.6 is split into three parts.
E2.6 Inequalities
In Block 5, Chapter 13 Pages 148–150,
1 Represent and interpret inequalities,
students will learn:
including on a number line.
E2.6.2 Construct, solve and interpret linear
inequalities.
In Block 5, Chapter 14, Pages 153–156
students will learn
E2.6.3 Represent and interpret linear
inequalities in two variables graphically.
E2.6.4 List inequalities that define a given
57
region.
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58

Chapter 35 3 hours E9.2 Interpreting statistical data average; discrete data; Reading ages, Pages Students learn about measures of spread
Mean, median, 1 Read, interpret and draw inferences frequency; grouped 545–546 and types of average. They learn to
mode and range from tables and statistical diagrams. frequency table; mean; In this investigation calculate averages for raw, frequency and
2 Compare sets of data using tables, median; modal class; students find out grouped data and how to determine which
graphs and statistical measures. mode; range how reading ages average is the most suitable for a given
3 Appreciate restrictions on drawing are determined and data set.
conclusions from given data. investigate the reading
age of newspaper articles.
E9.3 Averages and measures of spread
1 Calculate the mean, median, mode,
quartiles, range and interquartile
range for individual data and
distinguish between the purposes for
which these are used.
2 Calculate an estimate of the mean
for grouped discrete or grouped
continuous data.
3 Identify the modal class from a
grouped frequency distribution.
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Chapter 4 6 hours E1.4 Fractions, decimals and decimal; denominator; Hidden treasure, Pages In this chapter E.1.6 is revisited.
Integers, percentages equivalent fraction; 286–287 In Block 1, Chapter 3, Pages 25–30 students
fractions, 1 Use the language and notation of the fraction; improper Students explore an about ordering decimals and fractions, and
decimals and following in appropriate contexts: fraction; mixed number; algorithm to work out order of operations with integers.
percentages • proper fractions numerator; order of which contestant in a This objective is revisited to include a
• improper fractions operations; percentage; game show will win the greater focus on non-calculator methods
• mixed numbers proper fraction; recurring hidden treasures. when working with larger integers and
• decimals decimal; simplest form calculations with fractions.
• percentages.
2 Recognise equivalence and convert
between these forms.
E1.6 The four operations
Use the four operations for calculations
with integers, fractions and decimals,
including correct ordering of operations
and use of brackets.
Chapter 11 9 hours E2.1 Introduction to algebra algebraic fraction; Chapter 11 is split between Block 2 and
Algebraic 1 Know that letters can be used to bracket; expand; Block 5. In this first section, there is a
representation represent generalised numbers. expression; factorise; focus on expanding brackets, simple
and manipulation 2 Substitute numbers into expressions formula; quadratic factorisation, substitution into formulas and
and formulas. expression; subject changing the subject of a simple formula.

The rest of E2.2 is covered in Block 5
E2.2 Algebraic manipulation
4 Factorise expressions of the form:
1 Simplify expressions by collecting
• ax + bx + kay + kby
like terms.
• a 2 x 2 − b 2y 2
2 Expand products of algebraic
• a 2 + 2ab + b2
expressions.
• ax 2 + bx + c
3 Factorise by extracting common
• ax 3 + bx 2 + cx
factors.
5 Complete the square for expressions in
E2.3 Algebraic fractions the form ax 2 + bx + c.
1 Manipulate algebraic fractions. The rest of E2.5 on constructing and
2 Factorise and simplify rational solving equations is covered in Block 5,
expressions. Chapter 13.
Changing the subject of more complicated
E2.5 Equations
formulas is covered later in Block 5,
59
7 Change the subject of formulas.

Chapter 11.
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60

Chapter 26 6 hours E5.1 Units of measure area; capacity; centimetre; Metal trays, Page 388 This chapter focuses on units and
Measures Use metric units of mass, length, gram; kilogram; This is an investigation conversions.
area, volume and capacity in practical kilometre; length; litre; into a maximum box for
situations and convert quantities into mass; metre; millilitre; the same surface area.
larger or smaller units. millimetre; volume
Chapter 22 5 hours E4.1 Geometrical terms acute; bearing; centre; Fountain borders, Page This chapter is an introduction to
Geometrical 1 Use and interpret the geometrical circle; circumference; 345 geometrical vocabulary and properties
vocabulary and terms: cone; congruent; This investigation looks at of shapes. It also covers constructions of
construction • point construction; cube; the number of tiles needs triangles and scale drawings.
• vertex cuboid; cylinder; to border different sized E4.3 is split between Block 3, Chapter 22
• line decagon; diameter; edge; fountains. Students need and Block 9, Chapter 28 with the following
• plane equilateral triangle; to work systematically to covered in Chapter 28:
• parallel exterior angle; face; solve the problem. E4.3 Scale drawings
• perpendicular frustum; hemisphere; 2 Use and interpret three-figure bearings.
• perpendicular bisector hexagon; interior angle;
• bearing irregular polygon;
• right angle isosceles triangle; kite;
• acute, obtuse and reflex angles line; net; obtuse and
• interior and exterior angles reflex angles; octagon;
• similar parallel; parallelogram;
• congruent pentagon; perpendicular;
• scale factor. perpendicular bisector;
2 Use and interpret the vocabulary of: plane; point; polygon;
• triangles prism; pyramid;
• special quadrilaterals quadrilateral; radius
• polygons (plural radii); rectangle;
• nets regular polygon; rhombus;
• solids. right angle; right-
3 Use and interpret the vocabulary of a angled triangle; scale
circle. factor; scalene triangle;
E4.2 Geometrical constructions similar; solid shape;
1 Measure and draw lines and angles. sphere; square; surface;
2 Construct a triangle, given the trapezium; vertex
lengths of all sides, using a ruler and
pair of compasses only.
3 Draw, use and interpret nets.
E4.3 Scale drawings
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Chapter 16 4 hours E2.8 Proportion direct proportion; inverse Modelling: Stretching a This chapter focuses on different types of
Proportion Express direct and inverse proportion proportion; proportion; spring, Page 255 proportion.
in algebraic terms and use this form of variation This is practical
expression to find unknown quantities. investigation exploring
how the extension of a
spring varies with the
mass suspended from it.

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62

Chapter 36 8 hours E9.1 Classifying statistical data bar chart; class width; Heights and percentiles, This chapter focuses on the collection,
Collecting, Classify and tabulate statistical data. composite bar chart; Pages 544–545 display and interpretation of data.
displaying and correlation; dual bar Students interpret an
E9.2 Interpreting statistical data
interpreting data chart; frequency density; unfamiliar percentile
1 Read, interpret and draw inferences
grouped frequency table; chart showing heights
from tables and statistical diagrams.
histogram; line of best versus ages. The activity
2 Compare sets of data using tables,
fit; pictogram; pie chart; introduces the idea of
graphs and statistical measures.
scatter diagram; stem and percentiles which they
3 Appreciate restrictions on drawing
leaf; tally table; two-way will meet again in Block
conclusions from given data.
table 11, Chapter 37.
E9.4 Statistical charts and diagrams
Draw and interpret:
a bar charts
b pie charts
c pictograms
d stem-and-leaf diagrams
e simple frequency distributions
E9.5 Scatter diagrams
1 Draw and interpret scatter diagrams.
2 Understand what is meant by positive,
negative and zero correlation.
3 Draw by eye, interpret and use a
straight line of best fit.
E9.7 Histograms
1 Draw and interpret histograms.
2 Calculate with frequency density.
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Chapter 7 7 hours E1.7 Indices I equation; exponential; Towers of Hanoi, Students learn the laws of indices, standard
Indices, standard 1 Understand and use indices (positive, index; laws of indices; Pages 440–441 form and surds. Students following the
form and surds zero, negative, and fractional). powers; standard form; Students investigate the extension syllabus need to carry out
2 Understand and use the rules of surds classic problem of the calculations involving standard form
indices. Towers of Hanoi. without the use of a calculator.
The rule for the number
E1.8 Standard form
of moves to move n discs
1 Use the standard form A × 10 n where
is 2 n − 1.
n is a positive or negative integer, and
1 ⩽ A < 10.
2 Convert numbers into and out of
standard form.
3 Calculate with values in standard
form.
E1.18 Surds
1 Understand and use surds, including
simplifying expressions.
2 Rationalise the denominator.
E2.4 Indices II
1 Understand and use indices (positive,
zero, negative and fractional).
2 Understand and use the rules of
indices.

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64

Chapter 12 3 hours E2.4 Indices II index; indices Chequered boards, Block 4 must be completed first.
Algebraic indices 1 Understand and use indices (positive, Page 254
zero, negative and fractional). This is an investigation
2 Understand and use the rules of into the total number of
indices. black and white squares
on an m by n chequered
board. It is a variation of
the problem ‘How many
square are there on a
chess board?’
Chapter 11 4 hours E2.2 Algebraic manipulation algebraic fraction; Chapter 11 is also covered in Block 2 and
Algebraic 4 Factorise expressions of the form: bracket; expand; the material in Block 2 must be covered
representation • ax + bx + kay + kby expression; factorise; first.
and manipulation • a 2 x 2 − b 2y 2 formula; quadratic In Block 5, there is a focus on more
• a 2 + 2ab + b2 expression; subject complicated algebraic manipulation:
• ax 2 + bx + c factorising quadratic equations, algebraic
• ax 3 + bx 2 + cx fractions and changing the subject of more
complicated formulas.
E2.3 Algebraic fractions
The below part of E2.2 is covered in Block 2:
1 Manipulate algebraic fractions.
1 Simplify expressions by collecting like
2 Factorise and simplify rational
terms.
expressions.
2 Expand products of algebraic
E2.5 Equations expressions.
7 Change the subject of formulas. 3 Factorise by extracting common factors.
The rest of E2.2 is covered in Block 5,
Chapter 13:
5 Complete the square for expressions in
the form ax 2 + bx + c.
The rest of E2.5 on constructing up and
solving equations is also covered in Chapter
13 which is the next chapter in this block.
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Chapter 13 5 hours E2.2 Algebraic manipulation completing the square; This chapter focuses on setting up and
Equations and 1 Simplify expressions by collecting elimination; inequality; solving a variety of equations: linear,
inequalities like terms. linear equation; quadratic simultaneous and quadratic. It also covers
2 Expand products of algebraic equation; quadratic solving linear inequalities.
expressions. formula; simultaneous The rest of E2.5 is covered in Chapter 11
3 Factorise by extracting common equation; substitution 7 Change the subject of formulas.
factors. E2.6 is split into three parts.
4 Factorise expressions of the form: In Block 1, Chapter 3, students will learn:
• ax + bx + kay + kby 1 Represent and interpret inequalities,
• a 2 x 2 − b 2y 2 including on a number line.
• a 2 + 2ab + b2 In Block 5, Chapter 14, students will learn to:
• ax 2 + bx + c 3 Represent linear inequalities in two
• ax 3 + bx 2 + cx. variables graphically.
5 Complete the square for expressions 4 List inequalities that define a given
in the form ax 2 + bx + c. region.
E2.5 Equations
1 Construct expressions, equations and
formulas.
2 Solve linear equations in one unknown.
3 Solve fractional equations with
numerical and linear algebraic
denominators.
4 Solve simultaneous linear equations
in two unknowns.

5 Solve simultaneous equations, involving
one linear and one non-linear.
6 Solve quadratic equations by
factorisation, completing the square
and by use of the quadratic formula.
E2.6 Inequalities
2 Construct, solve and interpret linear
inequalities.
Chapter 14 3 hours E2.6 Inequalities inequality; region ICT activity, Page 287 E2.6 is split into three parts.
Graphing 3 Represent linear inequalities in two Students can use a In Block 1, Chapter 3, students will learn:
inequalities and variables graphically. graphing package to 1 Represent and interpret inequalities,
regions 4 List inequalities that define a given explore inequalities and including on a number line.
region. regions. In Block 5, Chapter 13, students will learn:
2 Construct, solve and interpret linear
65
inequalities.
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66

Chapter 27 15 hours E5.2 Area and perimeter arc; area; circumference; Tennis balls, Pages Answers may need to be given in terms of π.
Perimeter, area Carry out calculations involving the compound shape; 388–389 Formulas for
and volume perimeter and area of a rectangle, cone; cuboid; cylinder; This is an investigation • area of a triangle
triangle, parallelogram and trapezium. diameter; frustrum; into a packing problem • area of a circle
parallelogram; perimeter; involving 12 tennis balls. • circumference of a circle
E5.3 Circles, arcs and sectors
prism; pyramid; radius; ICT activity, Page 389 • curved surface area of a cylinder
1 Carry out calculations involving the
rectangle; sector; sphere; This is an ICT • curved surface area of a cone
circumference and area of a circle.
surface area; trapezium; investigation in which • surface area of a sphere
2 Carry out calculations involving arc
triangle; volume students find the • volume of a sphere
length and sector area as fractions
maximum volume cone • volume of a pyramid
of the circumference and area of a
made from a sector with a • volume of a cone
circle.
fixed radius. • volume of a cylinder
E5.4 Surface area and volume • volume of a prism
Carry out calculations and solve will be given.
problems involving the surface area and
volume of a:
• cuboid
• prism
• cylinder
• sphere
• pyramid
• cone.
E5.5 Compound shapes and parts of
shapes
1 Carry out calculations and solve
problems involving perimeters and
areas of:
• compound shapes
• parts of shapes.
2 Carry out calculations and solve
problems involving surface areas and
volumes of:
• compound solids
• parts of solids.
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Chapter 25 11 hours E4.6 Angles alternate angles; ICT activity 2, Page 347 Block 6 must be completed first.
Angle properties 1 Calculate unknown angles and centre; circumference; Students use a geometry Angles properties include basic properties
give simple explanations using the corresponding angles; package to demonstrate of angles round a point and along a line,
following geometrical properties: cyclic quadrilateral; the circle theorems: angles on parallel lines, angles in polygons
• sum of angles at a point = 360° exterior angle; interior • angle subtended at and circle theorems.
• sum of angles at a point on a angle; parallel; polygon; the centre of a circle Further circle theorems are covered in
straight line = 180° radius; segment; semi- by an arc is twice the Block 10, Chapter 24 Pages 318–320.
• vertically opposite angles are circle; supplementary; size of the angle on
equal tangent; vertically the circumference
• angle sum of a triangle = 180° and opposite angles subtended by the same
angle sum of a quadrilateral = 360°. arc
2 Calculate unknown angles and give • angles in the same
geometric explanations for angles segment of a circle are
formed within parallel lines: equal
• corresponding angles are equal • exterior angle of a
• alternate angles are equal cyclic quadrilateral is
• co-interior (supplementary) equal to the interior
angles sum to 180°. opposite angle.
3 Know and use angle properties of
regular polygons.
E4.7 Circle theorems I

Calculate unknown angles and give
explanations using the following
geometrical properties of circles:
• angle in a semicircle = 90°
• angle between tangent and radius = 90°
• angle at the centre is twice the angle
at the circumference
• angles in the same segment are equal
• opposite angles of a cyclic
quadrilateral sum to 180°
(supplementary)
• alternate segment theorem.
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Chapter 6 4 hours E1.11 Ratio and proportion average speed; compound ICT activity 2, Page 105 This chapter involves solving problems
Ratio and Understand and use ratio and measure; density; direct Students use a graphing involving direct and inverse proportion and
proportion proportion to: proportion; inverse package to investigate the use of compound measures.
• give ratios in their simplest form proportion; population velocities at different
• divide a quantity in a given ratio density; pressure; rate; points of a 100 m sprint.
• use proportional reasoning and ratios ratio
in context.
E1.12 Rates
1 Use common measures of rate.
2 Apply other measures of rate.
3 Solve problems involving average
speed.
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Chapter 23 4 hours E4.4 Similarity congruent; scale factor; ICT activity 1, Pages It is important that students have a sound
Similarity and 1 Calculate lengths of similar shapes. similar 346–347 grasp of similarity before they tackle
congruence 2 Use the relationships between lengths Students use a geometry trigonometry in Block 9.
and areas of similar shapes and package to investigate the
lengths, surface areas and volumes of ratio of corresponding
similar solids. sides in similar triangles.
3 Solve problems and give simple
explanations involving similarity.
Chapter 33 5 hours E8.1 Introduction to probability event; expected ICT activity: Buffon’s Students need to study Chapter 33 before
Probability 1 Understand and use the probability frequency; outcome; needle experiment, Page they study probability further in Block 14,
scale from 0 to 1. probability scale; relative 503 Chapter 34.
2 Understand and use probability frequency; Venn diagram Buffon’s needle is a classic
notation. probability experiment
3 Calculate the probability of a single used to produce an
event. estimate for π.
4 Understand that the probability
of an event not occurring = 1 – the
probability of the event occurring.
E8.2 Relative and expected frequencies
1 Understand relative frequency as an
estimate of probability.

2 Calculate expected frequencies.
Chapter 15 6 hours E2.7 Sequences cubic; exponential House of cards, Page 254 Includes subscript notation and linear,
Sequences 1 Continue a given number sequence or sequence; linear sequence; Students can explore the quadratic, cubic and exponential sequences
pattern. nth term; quadratic; term- sequences produced from and simple combinations of these.
2 Recognise patterns in sequences, to-term rule building houses of cards.
including the term-to-term rule,
and relationships between different
sequences.
3 Find and use the nth term of
sequences.
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Chapter 28 2 hours E4.3 Scale drawings three-figure bearings Block 2 must be completed first.
Bearings 2 Use and interpret three-figure E4.3 is split into two parts and scale
bearings. drawings are covered in Block 3, Chapter 22:
Chapter 29 8 hours E6.1 Pythagoras’ theorem adjacent; cosine; ICT activity, Page 441 Angles will be given in degrees. Answers
Trigonometry Know and use Pythagoras’ theorem. depression; elevation; Students can explore the should be written in degrees and decimals
hypotenuse; opposite; use of a graphing package to one decimal place.
E6.2 Right-angled triangles
Pythagoras’ theorem; sine; to solve trigonometric Part of E6.2 is covered in Block 13,
1 Know and use the sine, cosine and
tangent equations. Chapter 30:
tangent ratios for acute angles in
3 Know that the perpendicular distance
calculations involving sides and
from a point to a line is the shortest
angles of a right-angled triangle.
distance to the line.
2 Solve problems in two dimensions
using Pythagoras’ theorem and
trigonometry.
4 Carry out calculations involving
angles of elevation and depression.
E6.3 Exact trigonometric values
Know the exact values of:
1 sin x and cos x for x = 0°, 30°, 45°, 60°
and 90°
2 tan x for x = 0°, 30°, 45°, 60°.
E6.4 Trigonometric functions
1 Recognise, sketch and interpret the
graphs for 0° ⩽ x ⩽ 360°:
• y = sin x
• y = cos x
• y = tan x.
2 Solve trigonometric equations
involving sin x, cos x or tan x, for
0° ⩽ x ⩽ 360°.
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Chapter 5 5 hours E1.13 Percentages percentage; percentage Part of E1.13 is covered in Block 12,
Further 1 Calculate a given percentage of a increase / decrease; Chapter 8:
percentages quantity. reverse percentage 4 Calculate with simple and compound
2 Express one quantity as a percentage interest.
of another.
3 Calculate percentage increase or
decrease.
5 Calculate using reverse percentages.

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Chapter 21 12 hours E3.1 Coordinates axes; bisector; Plane trails, Pages This chapter includes finding the equation
Straight-line Use and interpret Cartesian coordinates coordinates; gradient; 285–286 of the perpendicular bisector.
graphs in two dimensions. intercept; midpoint; Students investigate the
origin; parallel; number of crossing points
E3.2 Drawing linear graphs
perpendicular; segment between the vapour trails
Draw straight-line graphs for linear
from p planes.
equations.
E3.3 Gradient of linear graphs
1 Find the gradient of a straight line.
2 Calculate the gradient of a straight
line from the coordinates of two
points on it.
E3.4 Length and midpoint
1 Calculate the length of a line
segment.
2 Find the coordinates of the midpoint
of a line segment.
E3.5 Equations of linear graphs
Interpret and obtain the equation of a
straight-line graph.
E3.6 Parallel lines
Find the gradient and equation of a
straight line parallel to a given line.
E3.7 Perpendicular lines
Find the gradient and equation of a
straight line perpendicular to a given line.
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Chapter 24 3 hours E4.5 Symmetry bisector; centre; Tiled walls Page 346 Students should study Chapter 24 before
Symmetry 1 Recognise line symmetry and order tangent; chord; cone; Students can investigate they study Block 11, Chapter 32.
of rotational symmetry in two cylinder; equidistant; the number of spacers
dimensions. line symmetry; order of (T shaped or + shaped)
2 Recognise symmetry properties rotational symmetry; used to separate the tiles
of prisms, cylinders, pyramids and perpendicular; prism; in different tiling patterns.
cones. pyramid; rotational
symmetry
E4.8 Circle theorems II
Use the following symmetry properties
of circles:
• equal chords are equidistant from the
centre
• the perpendicular bisector of a chord
passes through the centre
• tangents from an external point are
equal in length.

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Chapter 32 7 hours E7.1 Transformations enlargement; reflection; Triangle count, Pages Blocks 1 and 4 must be completed first.
Transformations Recognise, describe and draw the rotation; scale factor; 476–477
following transformations: translation Students investigate
1 reflection of a shape in a straight line. the number of triangles
2 rotation of a shape about a given formed when a larger
centre through multiples of 90°. triangle is divided
3 enlargement of a shape from a centre according to two different
by a scale factor. rules.
4 translation of a shape by a vector ()x
y
.
Chapter 37 4 hours E9.6 Cumulative frequency diagrams cumulative frequency; ICT activity, Page 546 The material on box - and - whisker plots
Cumulative 1 Draw and interpret cumulative cumulative frequency Students gather height (Pages 539–540) is extension material only.
frequency frequency tables and diagrams. diagram; interquartile data from students in
2 Estimate and interpret the range; median; their class and draw a
median, percentiles, quartiles and percentiles; quartiles cumulative frequency
interquartile range from cumulative diagram of the results.
frequency diagrams.
Chapter 20 4 hours E2.13 Functions composite; domain; Students are introduced to function using
Functions 1 Understand functions, domain and function; inverse; mappings and mapping diagrams.
range and use function notation. mapping; range
2 Understand and find inverse
functions f−1(x).
3 Form composite functions as defined
by gf(x) = g(f(x)).
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Chapter 8 4 hours E1.13 Percentages compound interest; ICT activity 1, Page 105 Blocks 2 and 9 must be completed first.
Money and 1 Calculate a given percentage of a cost price; currency In this activity students
finance quantity. conversion; deposit; investigate how the share
2 Express one quantity as a percentage depreciation; discount; price of their chosen
of another. earnings; exponential company changes over
3 Calculate percentage increase or decay; exponential time.
decrease. growth; profit and loss;
4 Calculate with simple and compound selling price; simple
interest. interest
5 Calculate using reverse percentages.
E1.14 Using a calculator
2 Enter values appropriately on a
calculator.
appropriately.
E1.16 Money
1 Calculate with money.
2 Convert from one currency to
another.

E1.17 Exponential growth and decay
Use exponential growth and decay.
Chapter 9 1.5 hours E1.14 Using a calculator 12-hour clock; 24-hour A painted cube, Page 475 Ensure students understand that say 1.25
Time 1 Use a calculator efficiently. clock; distance; speed; Students investigate how hours is not 1 hour 25 minutes.
2 Enter values appropriately on a time many faces of small cubes Students may need to solve problems
calculator. making up a larger cube involving different time zones.
3 Interpret the calculator display are painted when the
appropriately. outside of the larger cube
is painted.
E1.15 Time
1 Calculate with time: seconds (s),
minutes (min), hours (h), days,
weeks, months, years, including the
relationship between units.
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2 Calculate times in terms of the 24-

hour and 12-hour clock.
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3 Read clocks and timetables.

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Chapter 31 3.5 hours E7.2 Vectors in two dimensions collinear; magnitude; ICT activity, Page 477 Modulus bars |a| are used to show the
Vectors 1 Describe a translation using a vector parallel; position vector; Students use a geometry magnitude of a vector.
represented by ()
x
y
, AB or a.
scalar; vector package to explore the
addition, subtraction, and
2 Add and subtract vectors. multiplication of vectors.
3 Multiply a vector by a scalar.
E7.3 Magnitude of a vector
Calculate the magnitude of a vector
as x 2 + y 2.
()
x
y
E7.4 Vector geometry

1 Represent vectors by directed line
segments.
2 Use position vectors.
3 Use the sum and difference of two or
more vectors to express given vectors
in terms of two coplanar vectors.
4 Use vectors to reason and to solve
geometric problems.
Chapter 10 6 hours E1.2 Sets complement; element; Numbered balls, Page 440 Venn diagrams will be limited to two or
Set notation and Understand and use set language, empty set; intersection; Students investigate three sets only.
Venn diagrams notation and Venn diagrams to describe set; subset; union; number sequences using
sets and represent relationships between universal set; Venn the rule:
sets. diagram If the last term was even,
Definition of sets divide by 2 to find the
e.g. next term
A = {x: x is a natural number} If the last term was odd,
B = {(x, y): y = mx + c} add 1 to find the next
C = {x: a ⩽ x ⩽ b} term.
D = {a, b, c, …}
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Chapter 17 8 hours E2.9 Graphs in practical situations acceleration; conversion Block 9 must be completed first.
Graphs in 1 Use and interpret graphs in practical graph; deceleration;
practical situations including travel graphs and distance; distance–time
situations conversion graphs. graph; speed; speed–time
2 Draw graphs from given data. graph; time; travel graph
3 Apply the idea of rate of change to
simple kinematics involving distance–
time and speed–time graphs,
acceleration and deceleration.
4 Calculate distance travelled as area
under a speed–time graph.
Chapter 30 7 hours E6.2 Right-angled triangles adjacent; cosine; cosine It is important that students are confident
Further 3 Know that the perpendicular distance rule; depression; with earlier wok on Pythagoras’ theorem
trigonometry from a point to a line is the shortest elevation; hypotenuse; and right-angled trigonometry before they
distance to the line. opposite; perpendicular; study this chapter.
plane; Pythagoras’ E6.2 has been split over two chapters:
E6.3 Exact trigonometric values
theorem; sine; sine rule; Block 9, Chapter 29:
Know the exact values of:
tangent 1 Know and use the sine, cosine and
1 sin x and cos x for x = 0°, 30°, 45°, 60°
tangent ratios for acute angles in
and 90°.
calculations involving sides and angles
2 tan x for x = 0°, 30°, 45°, 60°.
of a right-angled triangle.

E6.5 Non-right-angled triangles 2 Solve problems in two dimensions using
1 Use the sine and cosine rules in Pythagoras’ theorem and trigonometry.
calculations involving lengths and 4 Carry out calculations involving angles
angles for any triangle. of elevation and depression.
2 Use the formula Bear in mind that inexact answers should
1
area of triangle = ab sin C. be given to 3 s.f. and angles to 1 d.p.
2
E6.6 Pythagoras’ theorem and
trigonometry in 3D
Carry out calculations and solve
problems in three dimensions using
Pythagoras’ theorem and trigonometry,
including calculating the angle between a
line and a plane.
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Chapter 18 6 hours E2.10 Graphs of functions asymptote; cubic function; ICT activity, Page 255 Blocks 8 and 11 must be completed first.
Graphs of 1 Construct tables of values, and draw, decay; exponential Students use a graphics Students learn to estimate gradients of
functions recognise and interpret graphs for function; growth; calculator or graphing curves by drawing tangents.
functions of the following forms: intersection; linear package to explore the The rest of E2.12 is covered in Chapter 19:
• axn (includes sums of no more function; quadratic graphs of exponential 2 Use the derivatives of functions of the
than three of these) function; reciprocal functions and use form axn , where a is a rational constant
• abx + c. function; simultaneous the graphs to solve and n is a positive integer or zero, and
1 1 equations; symmetry; exponential equations. simple sums of not more than three of
Where, n = −2, −1, − , 0, , 1, 2, 3; a
2 2 turning point these.
and c are rational numbers; and b is a 3 Apply differentiation to gradients and
positive integer. stationary points (turning points).
2 Solve associated equations 4 Discriminate between maxima and
graphically, including finding and minima by any method.
interpreting roots by graphical
methods.
3 Draw and interpret graphs
representing exponential growth and
decay problems.
E2.12 Differentiation
1 Estimate gradients of curves by
drawing tangents.
Chapter 19 5 hours E2.12 Differentiation derivative; differentiation; It is essential that students have covered the
Differentiation 2 Use the derivatives of functions of gradient; maximum work from Chapter 18 first.
and the gradient the form axn , where a is a rational (maxima); minimum E2.12 is also covered in Chapter 18:
function constant and n is a positive integer (minima); stationary 1 Estimate gradients of curves by drawing
or zero, and simple sums of not more point; tangent tangents.
than three of these.
3 Apply differentiation to gradients and
stationary points (turning points).
4 Discriminate between maxima and
minima by any method.
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Chapter 34 4 hours E8.3 Probability of combined events conditional probability; Probability drop, Page 501 Students study combined events and
Further Calculate the probability of combined event; outcome; An investigation into conditional probability.
probability events using, where appropriate: probability; sample space Pascal’s triangle.
• sample space diagrams diagram; tree diagram; Dice sum, Page 502
• Venn diagrams Venn diagram Students should already
• tree diagrams. know the possible scores
when two six-sided dice
E8.4 Conditional probability
are rolled together. This
Calculate conditional probability using
activity extends the idea
Venn diagrams, tree diagrams and tables.
to m-and n-sided dice.

79
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Syllabus and assessment

AO2 Analyse, interpret and communicate mathematically

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Teaching the course

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Assessment for learning

Teaching vocabulary to second-language speakers of English

The vocabulary of mathematics

General terms with mathematical meaning

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Strategies for developing learners’ mathematical vocabulary

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Developing second-language learners’ mathematical

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Consider this example problem:

Strategies to support learners

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Consider what learners already know

Use text features

Skimming and scanning

Talking through texts

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Developing second-language learners’ speaking skills in

Features to develop in speech

Principles for developing speaking skills

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Learner talking time

Strategies to support learners’ speaking skills

Pair and group discussions

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Developing listening skills with learners who have

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Language development activities

How many words?

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acute angle An angle that lies between 0° and 90°.

The perpendicular distance of a triangle from its base to

A triangle with two equal angles and two sides of equal

obtuse angle An angle that lies between 90° and 180°.

polygon A closed two-dimensional shape made up of straight lines.

quadrilateral A 4-sided polygon.

reflex angle An angle that lies between 180° and 360°.

A polygon with all sides of equal length and all angles of

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Net pay Overtime Cost price

Gross earnings Piece work Selling price

Bonus Earnings Discount

Basic pay Profit & Loss Average

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Down: 1 prime factor; 3 adjacent; 4 factor; 6 apex; 7 natural

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Graphic organisers: Venn diagram

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Multiplying fractions Dividing fractions

Ric Pimentel, Frankie Pimentel, Terry Wall, Sophie Goldie, Chris Allen - Cambridge IGCSE Core and Extended Mathematics Teacher's Guide With Boost Subscription-Hodder Education (2023)

Ric Pimentel, Frankie Pimentel, Terry Wall, Sophie Goldie, Chris Allen - Cambridge IGCSE Core and Extended Mathematics Teacher's Guide With Boost Subscription-Hodder Education (2023)