Specification Mathematics A

2 Mathematics (Specification A) content
Higher Tier
Foundation Tier
1: Numbers and the number system 11 Externally assessed
2: Equations, formulae and identities 15
3: Sequences, functions and graphs 17 Description
Knowledge of the Foundation Tier content is assumed for students being prepared for
4: Geometry and trigonometry 19
the Higher Tier. The Pearson Edexcel International GCSE in Mathematics (Specification A)
5: Vectors and transformation geometry 23 requires students to demonstrate application and understanding of the following:
6: Statistics and probability 24

Number
• Use numerical skills in a purely mathematical way and in real-life situations.
Higher Tier
Algebra
1: Numbers and the number system 29
• Use letters as equivalent to numbers and as variables.
2: Equations, formulae and identities 31 • Understand the distinction between expressions, equations and formulae.
3: Sequences, functions and graphs 33 • Use algebra to set up and solve problems.
• Demonstrate manipulative skills.
4: Geometry and trigonometry 36
• Construct and use graphs.
5: Vectors and transformation geometry 38
Geometry
6: Statistics and probability 39
• Use the properties of angles.
• Understand a range of transformations.
• Work within the metric system.
• Understand ideas of space and shape.
• Use ruler, compasses and protractor appropriately.
Statistics
• Understand basic ideas of statistical averages.
• Use a range of statistical techniques.
• Use basic ideas of probability.
Students should also be able to demonstrate problem-solving skills by translating

problems in mathematical or non-mathematical contexts into a process or a series of
mathematical processes.
Students should be able to demonstrate mathematical reasoning skills by:

• making deductions and drawing conclusions from mathematical information
• constructing chains of reasoning
• presenting arguments and proofs
• interpreting and communicating information accurately.
Pearson Edexcel International GCSE in Mathematics (Specification A) – 7 Pearson Edexcel International GCSE in Mathematics (Specification A) – 27
Specification – Issue 2 – November 2017 © Pearson Education Limited 2017 Specification – Issue 2 – November 2017 © Pearson Education Limited 2017
Assessment information AO1 Number and algebra
Each paper is assessed through a 2-hour examination set and marked by Pearson.
The total number of marks for each paper is 100. 1 Numbers and the number system
Questions will assume knowledge from the Foundation Tier subject content.
Each paper will assess the full range of targeted grades at Higher Tier (9–4).
Students should be taught to: Notes
Each paper will have approximately 40% of the marks distributed evenly over grades
4 and 5 and approximately 60% of the marks distributed evenly over grades 6, 7, 8 and 9. 1.1 See Foundation Tier
Integers
There will be approximately 40% of questions targeted at grades 5 and 4, across papers
2F and 2H, to aid standardisation and comparability of award between tiers. 1.2 See Foundation Tier
Fractions
Diagrams will not necessarily be drawn to scale and measurements should not be taken from
diagrams unless instructions to this effect are given. 1.3 A convert recurring decimals into fractions 29
Decimals 0.32 0.322...
= =
Each student may be required to use mathematical instruments, e.g. pair of compasses, 90
ruler, protractor.
1.4 A understand the meaning of surds Simplify:
A Higher Tier formulae sheet (Appendix 5) will be included in the written examinations. Powers and
roots 8 + 3 32
Tracing paper may be used in the examinations.
B manipulate surds, including rationalising Express in the form
A calculator may be used in the examinations (please see page 42 for further information).
a denominator
Questions will be set in SI units (international system of units). a + b 2 : (3 + 5 2) 2
Rationalise:
2 1
;
8 2− 3
C use index laws to simplify and evaluate Evaluate:
numerical expressions involving integer, 3
1
1
82 , 625 2 ,  
fractional and negative powers 3 − 2
 25 
1.5 A understand sets defined in algebraic If A is a subset of B,
Set language terms, and understand and use subsets then A ⊂ B
and notation
B use Venn diagrams to represent sets
and the number of elements in sets
C use the notation n(A) for the number of
elements in the set A
D use sets in practical situations
1.6 A use repeated percentage change Calculate the total
Percentages percentage increase
when an increase of
30% is followed by a
decrease of 20%
B solve compound interest problems
1.7 See Foundation Tier
Ratio and
proportion
28 Pearson Edexcel International GCE in Mathematics (Specification A) – Pearson Edexcel International GCSE in Mathematics (Specification A) – 29
Students should be taught to: Notes 2 Equations, formulae and identities
1.8 A solve problems using upper and lower The dimensions of a
Degree of bounds where values are given to a rectangle are 12 cm
accuracy degree of accuracy and 8 cm to the Students should be taught to: Notes
nearest cm 2.1 A use index notation involving fractional,
Calculate, to Use of symbols negative and zero powers
3 significant figures, 2.2 A expand the product of two or more Expand and simplify
the smallest possible Algebraic linear expressions
area as a percentage manipulation
(x + 2)(x + 3)(x – 1)
of the largest possible B understand the concept of a quadratic Factorise
area expression and be able to factorise such
expressions
6x2 – 5x – 6
1.9 A solve problems involving standard form
Standard form C manipulate algebraic fractions where the Express as a single
1.10 See Foundation Tier numerator and/or the denominator can fraction
Applying be numeric, linear or quadratic
3x + 1 x − 2
number −
x + 2 x −1
Electronic Simplify
calculators 2 x 2 + 3x
4x2 − 9
D complete the square for a given Write 2x2 + 6x – 1 in
quadratic expression the form
a(x + b)2 + c
E use algebra to support and construct
proofs
2.3 A understand the process of manipulating Make r the subject of
Expressions and formulae or equations to change the 4
formulae subject, to include cases where the V = π r3
subject may appear twice or a power of 3
the subject occurs Make a the subject of
4−a
3a + 5 =
r
Make l the subject of
l
T = 2π
g
2.4 See Foundation Tier For example
Linear
equations 2x − 3 x + 2 5
+ =
6 3 2
Students should be taught to: Notes 3 Sequences, functions and graphs
2.5 A set up problems involving direct or To include only the
Proportion inverse proportion and relate algebraic following:
solutions to graphical representation of Students should be taught to: Notes
the equations 1
y ∝ x, y ∝ 3.1 A understand and use common difference e.g. given 2nd term is
x Sequences (d) and first term (a) in an arithmetic 7 and 5th term is 19,
1 sequence find a and d
y ∝ x2 , y ∝
x2
B know and use nth term =a + ( n − 1)d
1
y ∝ x3, y ∝ 3 C find the sum of the first n terms of an e.g. given
x
arithmetic series (Sn) 4 + 7 + 10 + 13 + …
1
y ∝ x, y ∝
x find sum of first 50
terms
2.6 A calculate the exact solution of two 2x + 3y = 17
3.2 A understand the concept that a function is
Simultaneous simultaneous equations in two unknowns 3x – 5y = 35 Function a mapping between elements of two sets
linear equations
B interpret the equations as lines and the notation
B use function notations of the form
common solution as the point of
f(x) = … and f : x  …
intersection
2.7 A solve quadratic equations by 2x2 – 3x + 1 = 0, C understand the terms ‘domain’ and 1
‘range’ and which values may need to be f(x) =
Quadratic factorisation x(3x – 2) = 5 x−2
equations excluded from a domain
B solve quadratic equations by using the exclude x = 2
quadratic formula or completing the D understand and find the composite ‘fg’ will mean ‘do g
square function fg and the inverse function f-1 first, then f’
C form and solve quadratic equations from
3.3 A recognise, plot and draw graphs with y = x3
data given in a context
Graphs equation:
D solve simultaneous equations in two y = 2x – 11 and y = 3x 3 − 2 x 2 + 5 x − 4
unknowns, one equation being linear y = Ax 3 + Bx 2 + Cx + D in which:
x2 + y2 = 25 y = 2 x3 − 6 x + 2
and the other being quadratic
=V 60w(60 − w)
y = 11x – 2 and (i) the constants are integers and
some could be zero
y = 5x2
(ii) the letters x and y can be replaced
2.8 A solve quadratic inequalities in one x2  25, 4x2 > 25 with any other two letters or:
Inequalities unknown and represent the solution set x2 + 3x + 2 > 0
on a number line
1
B identify harder examples of regions Shade the region E F =y , x ≠ 0,
defined by linear inequalities
3 2
y= Ax + Bx + Cx + D + + 2 x
defined by the x x
inequalities x  4, 1
in which: y = 2 x 2 + 3x + ,
y  2x + 1, x
5x + 2y  20 x ≠ 0,
(i) the constants are numerical and at
least three of them are zero
1
=y (3x 2 − 5),
x
(ii) the letters x and y can be replaced
with any other two letters or: x ≠ 0,
5
=w ,d ≠0
=y sin
= x, y cos
= x, y tan x for angles of d2
any size (in degrees)
Students should be taught to: Notes Students should be taught to: Notes
B apply to the graph of y = f(x) the E apply calculus to linear kinematics and The displacement, s
transformations to other simple practical problems metres, of a particle
y = f(x) + a, y = f(ax), y = f(x + a), from a fixed point O
y = af(x) for linear, quadratic, sine and after t seconds is given
cosine functions by:
C interpret and analyse transformations of
functions and write the functions
algebraically =s 24t 2 − t 3 ,
D find the gradients of non-linear graphs By drawing a tangent 0  t  20
E find the intersection points of two The x values of the
graphs, one linear ( y1 ) and one intersection of the two Find expressions for
non-linear ( y2 ), and and recognise that graphs: the velocity and the
the solutions correspond to the solutions acceleration.
y = 2x + 1
of ( y2 − y1 ) = 0
y = x2 + 3x – 2
are the solutions of:
x2 + x – 3 = 0
Similarly, the x values
of the intersection of
the two graphs:
y=5
y = x3 – 3x2 + 7
are the solutions of:
x3 – 3x2 + 2 = 0
F calculate the gradient of a straight line Find the equation of
given the coordinates of two points the straight line
through
(1, 7) and (2, 9)
G find the equation of a straight line Find the equation of
parallel to a given line; find the equation the line perpendicular
of a straight line perpendicular to a to
given line
y = 2x + 5 through the
point (3, 7)
3.4 A understand the concept of a variable
Calculus rate of change
B differentiate integer powers of x
C determine gradients, rates of change, Find the coordinates of
stationary points, turning points the maximum and
(maxima and minima) by differentiation minimum points
and relate these to graphs
D distinguish between maxima and minima
by considering the general shape of the
graph only
AO2 Shape, space and measures Students should be taught to: Notes
C understand and use the sine and cosine
rules for any triangle
4 Geometry and trigonometry
D use Pythagoras’ theorem in three
dimensions
Students should be taught to: Notes 1

E understand and use the formula ab sin C
2
for the area of a triangle
Angles, lines
and triangles F apply trigonometrical methods to solve The angle between
problems in three dimensions, including two planes will not be
finding the angle between a line and a required
Polygons
plane
4.9 A find perimeters and areas of sectors of Radian measure is
Symmetry
Mensuration circles excluded
4.10 A find the surface area and volume of a
Measures
3D shapes and sphere and a right circular cone using
4.5 See Foundation Tier volume relevant formulae
Construction
4.11 A understand that areas of similar figures
4.6 A understand and use the internal and Similarity are in the ratio of the square of
Circle properties external intersecting chord properties corresponding sides
B recognise the term ‘cyclic quadrilateral’ B understand that volumes of similar figures
are in the ratio of the cube of
C understand and use angle properties of Formal proof of these
corresponding sides
the circle including: theorems is not
required C use areas and volumes of similar figures
(i) angle subtended by an arc at the
in solving problems
centre of a circle is twice the angle
subtended at any point on the
remaining part of the circumference
(ii) angle subtended at the
circumference by a diameter is a
right angle
(iii) angles in the same segment are
equal
(iv)the sum of the opposite angles of a
cyclic quadrilateral is 180°
(v) the alternate segment theorem
4.7 A provide reasons, using standard
Geometrical geometrical statements, to support
reasoning numerical values for angles obtained in
any geometrical context involving lines,
polygons and circles
4.8 A understand and use sine, cosine and
Trigonometry tangent of obtuse angles
and Pythagoras’
B understand and use angles of elevation
theorem
and depression
5 Vectors and transformation geometry AO3 Handling data
Students should be taught to: Notes 6 Statistics and probability

5.1 A understand that a vector has both
Vectors magnitude and direction
 Students should be taught to: Notes
B understand and use vector notation The notations OA and
including column vectors 6.1 A construct and interpret histograms For continuous
a will be used
Graphical variables with
C multiply vectors by scalar quantities representation unequal class
D add and subtract vectors of data intervals
E calculate the modulus (magnitude) of a Find the magnitude: B construct cumulative frequency diagrams
vector from tabulated data
5
 of  C use cumulative frequency diagrams
 −3 
  6.2 A estimate the median from a cumulative
F find the resultant of two or more vectors =
OA 3= a, AB 2b , Statistical frequency diagram
 measures
BC = c B understand the concept of a measure of
spread
so:
 C find the interquartile range from a The terms ‘upper
OC = 3a + 2b + c discrete data set quartile’ and ‘lower
 quartile’ may be used
CA =−c − 2b
D estimate the interquartile range from a
G apply vector methods for simple cumulative frequency diagram
geometrical proofs
6.3 A draw and use tree diagrams
5.2 See Foundation Tier Probability
Transformation B determine the probability that two or
geometry more independent events will occur
C use simple conditional probability when Picking two balls out
combining events of a bag, one after
the other, without
replacement
D apply probability to simple problems
3 Assessment information
Assessment requirements
Paper number Level Assessment information Number of marks
allocated in the
paper
Paper 1F Foundation Assessed through a 2-hour 100
examination set and marked
by Pearson.
The paper is weighted at 50%
of the qualification, targeted
at grades 5–1.
Paper 2F Foundation Assessed through a 2-hour 100
by Pearson.
at grades 5–1.
Paper 1H Higher Assessed through a 2-hour 100
by Pearson.
at grades 9–4 with 3 allowed.
Paper 2H Higher Assessed through a 2-hour 100
by Pearson.
at grades 9–4 with 3 allowed.
Sample assessment materials

Sample papers and mark schemes can be found in the Pearson Edexcel International GCSE
in Mathematics Sample Assessment Materials (SAMs) document.

Specification Mathematics A

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2 Mathematics (Specification A) content

6: Statistics and probability 24

Students should also be able to demonstrate problem-solving skills by translating

Students should be able to demonstrate mathematical reasoning skills by:

Students should be taught to: Notes 1

Students should be taught to: Notes 6 Statistics and probability

Sample assessment materials

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