Interactive

Interactive Learner Guide

Cambridge IGCSETM / Cambridge IGCSETM(9–1)

Mathematics 0580 / 0980
For examination from 2020
 In order to help us develop the highest quality resources, we are undertaking a continuous programme of
review; not only to measure the success of our resources but also to highlight areas for improvement and to
identify new development needs.

We invite you to complete our survey by visiting the website below. Your comments on the quality and
relevance of our resources are very important to us.

www.surveymonkey.co.uk/r/GL6ZNJB

Would you like to become a Cambridge consultant and help us develop support materials?

Please follow the link below to register your interest.

www.cambridgeinternational.org/cambridge-for/teachers/teacherconsultants/

Copyright © UCLES 2018

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is
the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the
University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for
their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a
third party, even for internal use within a Centre.

2
Contents

About this guide 4

Section 1: Syllabus content – what you need to know about 5

Section 2: How you will be assessed 6

Section 3: What skills will be assessed 11

Section 4: Example candidate response 13

Section 5: Revision 24

3
About this guide

This guide introduces you to your Cambridge IGCSE Mathematics course and how you will be assessed. You should use
this guide alongside the support of your teacher.

It will help you to:

99 understand what skills you should develop by taking this course

99 understand how you will be assessed

99 understand what we are looking for in the answers you write

99 plan your revision programme

99 revise, by providing revision tips and an interactive revision checklist (Section 6).

Key benefits
The course will help you to build your skills and knowledge across a range of mathematical techniques. You will be able
to develop your problem solving and reasoning skills in a variety of situations.
The Extended course will provide you with a strong foundation to continue to study mathematics qualifications beyond
IGCSE. The Core course will equip you with skills needed to support your learning in other subjects and in your general
working life.

4
Section 1: Syllabus content – what you need to know about
This section gives you an outline of the syllabus content for this course. Only the top-level topics of the syllabus
have been included here, which are the same for both the Core and Extended courses. In the ‘overview’ column you
are given a very basic idea of what each topic covers. Highlighted cells show Extended-only content.

Learners taking the Extended course need to know all of the Core content as well as some extra content.
This extra content requires learners to explore topics and sub-topics of the Core syllabus in more detail, to
cover some more complex techniques, and to learn new sub-topics.

Ask your teacher for more detail about each topic, including the differences between the Core and Extended
courses. You can also find more detail in the revision checklists in Section 6 of this guide.

Topic Overview
Number Number, sets and Venn diagrams, squares and cubes, directed numbers, fractions,
decimals and percentages, ordering, indices, ‘four rules’, estimates, bounds, ratio,
proportion, rate, percentage, time, money and finance.
Growth and decay (Extended only).
Algebra and graphs Basic algebra, algebraic manipulation, equations, formulae sequences, drawing,
sketching and interpreting graphs of functions
Algebraic fractions, harder simultaneous equations, proportion, linear
programming, functions, gradients of curves, derived functions and differentiation
(Extended only).
Co-ordinate geometry Straight-line graphs
Vectors and transformations Vectors (column), transformations
Magnitude of a vector, represent vectors by directed line segments, position
vectors (Extended only).
Geometry Language, construction, symmetry, angle properties, congruence, similarity
Mensuration Measures, mensuration
Trigonometry Bearings, trigonometry in right-angled triangles
Sine rule, cosine rule, trig graphs, solving simple trig equations (Extended only).
Probability Probability
Conditional probability (Extended only).
Statistics Statistics

Make sure you always check the latest syllabus, which is available at www.cambridgeinternational.org

5
Section 2: How you will be assessed
You will be assessed at the end of the course using two written examinations. The papers that you will sit are
different for the Core and Extended courses.

Core Extended

• Paper 1 – Short-answer questions • Paper 2 – Short-answer questions

• Paper 3 – Structured questions • Paper 4 – Structured questions

Make sure you find out from your teacher which course you will be following.

Components at a glance
The table summarises the key information about each component.

How long and Percentage of the

Component Skills assessed
how many marks qualification
Core Paper 1 1 hour
(Short-answer 56 marks 35%
Mathematical techniques as listed in
questions) the Core syllabus, and applying those
Paper 3 2 hours techniques to solve problems.
(Structured 65%
104 marks
questions)
Extended Paper 2 1 hour 30 minutes Mathematical techniques as listed in
(Short-answer the Core and Extended syllabus, and 35%
70 marks
questions) applying those techniques to solve
Paper 4 2 hours 30 minutes problems.
(Structured 65%
130 marks
questions)

6
About the components
It is important that you understand the different types of question in each paper, so you know what to expect.

Core: Paper 1 (Short-answer questions) and Paper 3 (Structured questions)

You need to answer all questions on each paper.

Paper 1 Paper 3

The number of marks

for each part is shown.

Write your working and

answers in the spaces provided.

You can use an electronic calculator

in both papers. Ask your teacher to
recommend a suitable calculator.

Paper 1 contains lots of short-

answer questions. These are usually
worth 1–3 marks each. Some might
be broken up into two parts.

Paper 3 contains structured questions. Each

question is split into many parts, with each
part usually being worth 1–4 marks. Here for
example, question 1 is split over two pages.
Often the answers to later parts will depend
on the answers to earlier parts.

7
Extended: Paper 2 (Short–answer questions) and Paper 4 (Structured questions)
You need to answer all questions on both papers.

Paper 2 Paper 4

The number of marks

for each part is shown.

Write your working and

answers in the spaces provided.

You can use an electronic calculator

in both papers. Ask your teacher to
recommend a suitable calculator.

Paper 2 questions are short-answer

questions. Most questions are
worth 1–3 marks, with some being
worth 4 or 5 marks. Some questions
might be broken up into two parts.

Paper 4 contains structured questions. Each

question is split into many parts, with each
part usually being worth 1–6 marks. Here for
example, question 2 is split over two pages.
Often the answers to later parts will depend
on the answers to earlier parts.

8
General advice for all Papers

1. Read the questions carefully to make sure that you

understand what is being asked.

Make sure that you give your answer in the form

2. Give your answers to the accuracy indicated in
asked for in the question, e.g. some questions ask
the question. If none is given, and the answer isn’t
for answers to be given in terms of π. For lengths,
exact, then:
areas and volumes, give answers in decimals (not
in surds or in terms of π) unless you are told to
• give your answer to given an exact answer.
three significant figures 12.3  12.298 x

• if the answer is in degrees, then give it to Use the value of π from your calculator, or use
one decimal place 23.1°  23° x 3.142, which is given on the front page of the
question paper.
3. Include units with your answers if they are not
given on the paper. For example, 1 kg of apples
costs … £1.20  1.20 x
You can gain marks for the correct working even if
you have an incorrect answer, or cannot complete
4. Show your working. Show as much working as the whole question.
you can for all your questions.

5. If you make a mistake, clearly cross out any

working or answers that you do not want the If you need more space, ask for extra of paper
examiner to mark. and clearly indicate where the rest of the answer
is written. On the additional paper, make it clear
which questions(s) you are answering.

Equipment for the exam

Make sure you have:
• a blue or black pen (a spare pen is always a good idea)
• a pencil (for graphs and diagrams)
• an electronic calculator
• a protractor
• a pair of compasses
• a ruler.

Timing
• If you are stuck on a question, don't waste too much time trying to answer it – go on to the next question and
come back to the one you are stuck on at the end.
• Use any time that you have left at the end of the exam to go back and check your answers and working.

9
Section 3: What skills will be assessed
The areas of knowledge, understanding and skills that you will be assessed on are called assessment objectives
(AOs). There are two AOs for this course.

AO1 AO2
Demonstrate knowledge and Reason, interpret and communicate
understanding of mathematical mathematically when solving
techniques problems

AO1 Demonstrate knowledge and understanding of mathematical techniques

You need to show that you can recall and apply mathematical knowledge, terminology and definitions to carry out
single or multi-step solutions in mathematical and everyday situations.

This means that you need to show that you can:

Use tables, graphs and diagrams
• organise, process and present information accurately in
written, tabular, graphical and diagrammatic forms

• use and interpret mathematical notation correctly

• perform calculations and procedures by suitable methods,

including using a calculator

• understand systems of measurement in everyday use and

make use of these
An example of 'degress of accuracy' include
• estimate, approximate and work to degrees of accuracy significant figures or decimal places.
appropriate to the context and convert between equivalent
numerical forms An example of converting between
'equivalent numerical forms' include
e.g. a pair of compasses, a protractor and a ruler.
between fractions, decimals and
• use geometrical instruments to measure and to draw to an percentages; or between normal numbers
acceptable degree of accuracy and standard form.

• recognise and use spatial relationships in two and three

dimensions.

AO1 is assessed in all papers.

10
AO2 Reason, interpret and communicate mathematically when solving problems
You need to demonstrate that you can analyse a problem, select a suitable strategy and apply appropriate
techniques to obtain a solution.
This means that you need to show that you can:
• make logical deductions, make inferences and draw
conclusions from given mathematical data

Recognise and extent patterns

• recognise patterns and structures in a variety of
situations, and form generalisations

• present arguments and chains of reasoning in a logical

and structured way

• interprete and communicate information accurately and

change from one form of presentation to another

• assesses the validity of an argument and critically

evaluate a given way of presenting information

Take information and organise it to answer

• solve unstructured problems by putting them into a
a problem.
structured form involving a series of processes

• apply combinations of mathematical skills and

techniques using connections between different areas of
mathematics in problem solving

• interprete results in the context of a given problem and

evaluate the methods used and solutions obtained.

AO2 is assessed in all papers.

11
 Cambridge IGCSE Mathematics 0580 syllabus for 2020, 2021 and 2022. Details of the assessment

Section 4: Command words

A command word is the part of the question that tells you what you need to do with your knowledge. For example,
Command
you might need towords
describe something, explain something, argue a point of view or list what you know. The table
below includes command words used in the assessment for this syllabus. The use of the command word(s) within an
The table below includes command words used in the assessment for this syllabus. The use of the command word
question will relate to the context.
will relate to the subject context.

Command word What it means

Calculate work out from given facts, figures or information, generally using a calculator
Construct make an accurate drawing
Describe state the points of a topic/give characteristics and main features
Determine establish with certainty
Explain set out purposes or reasons/ make the relationships between things evident/ provide why
and/or how and support with relevant evidence
Give produce an answer from a given source or recall/memory
Plot mark point(s) on a graph
Show (that) provide structured evidence that leads to a given result
Sketch make a simple freehand drawing showing the key features
Work out calculate from given facts, figures or information with or without the use of a calculator
Write give an answer in a specific form
Write down give an answer without significant working

The question below is taken from Paper 4 and illustrates the use of two command words.

The command words ‘Write down’ indicates that you

do not need to show your working, and the answer
should just be written down. The mark allocation [1]
also supports this.

The command words ‘Show that’ indicate that

you need to provide evidence in the form of a clear
mathematical explanation, to demonstrate that you
know how to obtain the given result. In other words,
you need to show a method that leads to the result.
The answer space in this case does not contain a
dotted answer line as there is no single ‘answer’ to
be found. Your working that leads to the given result
should be written in the blank working space.

12
Section 5: Example candidate response
This section takes you through an example question and learner response from one of the 2020 specimen papers
for this course. It will help you to identify the command words and other key instructions within questions and to
understand what is required in your response.

All information and advice in this section is specific to the example question and response
being demonstrated. It should give you an idea of how your responses might be viewed by an
examiner but it is not a list of what to do in all questions. In your own examination, you will
need to pay careful attention to what each question is asking you to do.

This section is structured as follows:

Question
The command words and instructions in the question have
been highlighted and explained. This should help you to
understand clearly what is required by the question.

Mark scheme
This tells you as clearly as possible what an examiner expects
from an answer to award marks.

Example candidate response

This an exemplar answer written in the style of
a high level candidate.

How the answer could have been improved

This summarises what could be done to gain more marks.

Common mistakes
This will help you to avoid common mistakes made by
candidates. So often candidates lose marks in their exams
because they misread or misinterpret the questions.

13
Question
The question used in this example is from Specimen Paper 3 (Core). It represents the type of structured question
you will see in both Paper 3 (Core) and Paper 4 (Extended). A structured question means that it is broken into
several parts. Often, later parts will depend on your answers to earlier parts.

This means that you

cannot find the answer by
Work out indicates measuring the diagram.
that the answer should
be calculated from the
given information; so
measurement will not
score marks.
The allocation of 1 mark
indicates that the answer
can be obtained with
minimum working.

Give reasons for your answer indicates that your answer

should be supported with reasons using the correct
mathematical terminology. You must justify your answer.

Use trigonometry to calculate indicates that you should

use this method with the given information to find the
answer, and that a calculator is needed to solve the
problem. If you did not use trigonometry, you would not
be awarded any marks.

14
Show that indicates the answer is given and you
need to write down all of the steps in a method
that leads to the given answer. You need to
provide evidence that you understand and know
how the answer is reached.

Work out indicates that you should calculate

the answer from the given information. The mark
allocation of 4 marks suggests that you will need
to include several steps of working in order to get
to the answer.

15
Learner Guide

Mark scheme
Your examination papers will be marked and the overall number of marks for each paper will be recorded. Your marks across all papers will then be converted to a grade.
Final answer: This value is what the examiner expects to see. The answer has to be exactly as given in the mark scheme, unless there are acceptable alternatives. The mark
scheme will always make it clear if there are acceptable alternative answers.
Method marks: Sometimes method marks are awarded for lines of working, as well as for the final answer. This means that you could get the final answer incorrect but still
get some marks if you include the correct working. The mark scheme does not include all possible methods, so if you use a method not included in the mark scheme but it is
accurate and relevant, then the examiner will still award marks for the appropriate parts of the working – unless the questions asks you to use a specific method.

Answer Mark Notes

(a)(i) 35 example of a 1 This is the only acceptable answer for this part of the question.
(a)(ii) 74 final answer 1 This is the only acceptable answer for this part of the question.
(b) 43° and correct mathematical 3 Two marks are awarded for the final answer of 43°.
reasons
The third mark is awarded for a fully correct reason, for example, 'angles on a straight line add up to 180° and 'angles in a
triangle add up to 180°'. There are other correct reasons that could be also be used.
If 43° is not obtained, one method mark can be awarded if the following calculation is seen in the working:
180 – 128 or 128 – 85
(c) 32.2 or 32.23… 2 This is the only acceptable answer for this part of the question.
The answer has to be rounded correct to three significant figures, or can be given with more figures in the answer.
Those that did not get this answer can score one method mark for showing the following in their working:
sin = 8 ÷ 15
2 This does not have to be shown in one step, as long as the method shown is the same as this overall. Those that do not
(d)(i) 3002 + 2252 show this can have one method mark for showing the following in their working:
300° + 225° example of a method mark
(d)(ii) 15 35 4 The answer 3 35pm is also acceptable for 4 marks.
If the correct answer is not found, one method mark is available for showing 375 ÷ 450 in their working; and a second
method mark can be awarded for sight of them multiplying their answer to this by 60 to change it to hours. A third
method mark can be awarded for adding their answer in hours to 14 45 – this shows the correct method, so only one mark
is lost for an incorrect final answers.

16
Example candidate response
Now let’s look at the sample candidate’s response to question 8. The examiner's comments are in the orange boxes.
The candidate was awarded 8 marks out of 13.

0 out of 1
The candidate's working suggests they
understand that the angle sum of a triangle
is 180° but they did not include brackets
around '74 + 71'. The answer 177° is not
sensible for this question.

180 – 74 + 71 = 177
177

1 out of 1
The candidate recognises that there
are parallel lines, and that angle y is a 74
corresponding angle to angle 74°.

2 out of 3
The candidate has given a correct answer for
w and shown correct working in two steps.
They have given a correct reason for 52° using
correct mathematical languge. But they have
not provided a reason to explain the angle 43°.
They lose a mark for not also stating 'angle
180 – 128 = 52 sum of a triangle is 180°'.
180 – 85 – 52 = 43

43 angles on a straight line add up to 180°

1 out of 2
The candidate has correctly used trigonometry
in their method. They are awarded one
method mark for the first line of working.
However, they have rounded 0.5333333…
(the result of 8 ÷ 15) to 0.52, and then
calculated the inverse sin of 0.52 rather than
0.5333333 ... This has resulted in an inaccurate
final answer. This is called ‘premature
sin p = 8 ÷ 15 = 0.53
approximation’ and it is a very common error
p = sin–1 (0.53) to make.
p = 32.005
32.0

17
 1 out of 2
AB2 = 3002 + 2252
The candidate has recognised the right-angled
= 140625
triangle and correctly used Pythagoras’
AB = 375 theorem in the first line of working. However,
they have missed out an important step by not
showing that you need to take the square root
of 140625 to get 375. As this is a ‘show that’
question and they missed a key step in the
method, they cannot be awarded full marks
as the complete working is not shown. One
method mark is earned for the first line.

D 375
T= = = 0.8333333…
S 450

0.8333333 hours = 0.8333333 × 60 minutes = 50 minutes

arrives at 14 45 + 50 mins = 3 35

3 out of 4
The candidate has found the time by correctly dividing
the distance by the speed, and recognised that this is
in hours. When converting the answer to a decimal,
they have not rounded the decimal but left its full value
on the calculator to get 50 mins; which is the correct 3 35
approach. Unfortunately, after converting the time from
24 hour clock to 12 hour clock, they did not include ‘pm’
to indicate that the time is in the afternoon, and so the
final answer is not quite right. So, 3 marks are awarded
for all of a correct method, but a mark is lost due to the
accuracy of the final answer.

18
How the answer could have been improved
This answer could have been improved by
• In part (a)(i) the answer of 177° was not sensible given the diagram in the question. If the candidate had checked
their answer for sense they would have realised they had made a mistake. It is always a good idea to check that
your answer seems sensible before you move on to another question.

• In part (b) the candidate did all the correct steps but failed to provide both reasons. There were two steps to the
method, which should have indicated to the candidate that there were two steps to justify and therefore two
reasons should have been provided. The mark allocation for the question [3] also indicates that more than one
reason would be required: one mark for the value of 43°, leaving two marks, one mark for each of two reasons.
The candidate should have read the question carefully and again, checked their response seemed reasonable.

• In part (c) the candidate rounded an intermediate answer, which affected the accuracy of the final answer. This
caused them to lose a mark despite using a correct method. You should only ever round the final answer, do not
round intermediate values. If you can, store the intermediate values in your calculator and so that you can use
the full value in your calcuations. If you're not able to do this, and you have to round the intermediate values, do
not round them to less than three significant figures.

• In part (d)(i) the candidate missed out a step in the method. As this was a 'show that' question, they needed to
show all the steps in the method. It's important to show all steps, even if they seem obvious.

• In part (d)(ii) the candidate made a silly error by not stating that the time was 'pm'. When working with time,
answers are accepted in either 24 clock or 12 clock time but if you give your answer in the 12 hour clock then it
must include am or pm as well.

Common mistakes
There were a number of common mistakes made by other candidates on this question.
• Accuracy of answers
In parts (c) and (d)(ii), a common error was premature rounding – rounding intermediate values in the method
before the final answer, which resulted in their final answer not being accurate. Other candidates gave the final
answer to less than three significant figures, ignoring the instruction on the front of the paper to round to three
significant figures.

• Using incorrect terminology when giving reasons

In part (b), the most common error was to not give full reasons to support the answer. Another common error was
to provide a reason that did not use the correct mathematical language, such as ‘They add up to 180°’, and ‘It is a
straight line’, which could not be awarded marks.

• Lack of knowledge
In part (c), a number of candidates had limited knowledge of trigonometry and did not choose the correct trig ratio,
which was the sine ratio. This is why good revision is important.

• Not checking answers

In part (a)(i), even though the diagram is drawn NOT TO SCALE, it is possible to see that the angle is an acute angle
and should therefore not be bigger than 90°. This should alert candidate that if their answer is over 90° it is not a
sensible answer and they should go back and check their working.

19
• Inefficient method shown
In part (c), the ‘Show that’ question, a number of candidates omitted an important step from the method; this is
often common in ‘Show that’ questions where every step must be shown no matter how obvious them seem.

General advice
In order to do your best when answering a mathematics question, make sure you:
• revise all of the topics for the syllabus you are studying before the exam
• understand what all the key terms and command words in the question mean
• read the questions carefully and consider what you need to do before you do it
• only round the final answer, not intermediate values
• show all steps in your working, and show them clearly
• round to the correct degree of accuracy
• use the correct mathematical terminology
• check your answers seem reasonable given the context or details of the question.

20
Section 6: Revision
It is important that you plan your revision in plenty of time for the examinations and that you develop a revision
technique that works for you. The advice in this section will help you revise and prepare for the examinations. It is
divided into general advice for all papers.
Use the tick boxes to keep a record of what you have done, what you plan to do or what you understand.

For more advice on revision, see the Cambridge Learner Revision Guide on our website.
Before the examination
Find out when the examinations are and plan your revision so you have time to revise. Create a revision
timetable and divide it into sections to cover each topic.

Spend most of your time focussing on specific skills, knowledge or issues that you have found more difficult
when practicing them either during revision or earlier in the course.

Write a summary of all the key information for a topic – use the checklists at the end of this section.

Know the meaning of the command words used in questions and how to apply them to the information
given. Look at past examination papers and highlight the command words and check what they mean.

Make revision notes and work on practice questions. Reading alone does not work, you need to be active
and practice your maths.

Work for shorter periods then have a break. Revise small sections of the syllabus at a time but do this
regularly.

Test yourself by trying out some past exam questions. Use the mark schemes to assess yourself and to be
familiar with how marks are awarded for different questions.

Be organised in advance with your notes, texts, exercise books, revision guides and revision websites so you
do not waste valuable revision time trying to find things.

Make notes of key mathematical words that you should use in questions that ask you to ‘describe’ or give
‘geometrical reasons for’, e.g. in describing transformations or giving reasons in circle theorem questions.
Look at the mark schemes for these types of questions from past papers to see how marks are awarded.

Make sure you have all of the correct mathematical equipment ready for the exam, particularly your
calculator. Make sure you are familiar with the all of the important functions on your calculator.

Practice the areas you can do well not just those that you find more difficult

Take breaks and do things to relax when you take your breaks, this will help you to be more productive when
you are revising

21
During the examination
Plan your time according to the marks for each question. For example, a question worth one mark requires
less time than a question one worth 4 marks. If a question has several parts, then the parts with more marks
will need more time.

Read each question very carefully.

Identify the command words – you could underline or highlight them.
Identify the other key words and information and perhaps underline them too particularly where
questions require reasoning or problem solving.

Read the questions careully and make you have answered the question that is being asked.

Show your working; this is particularly important for questions where you are asked to ‘show that …’.

Set your working out clearly so that it is easy to follow, this makes it easier to keep track of what you have
done and makes checking back through your work easier, and it makes it easier for the examiner to mark
your work; try to write it in a logical order in the answer space.

Write answers clearly; if you want to change an answer then you should cross the answer out and write a
replacement; if your answer is on the answer line, cross it out and write the replacement answer above it, do
not try to change numbers on the answer line as this can lead to unclear figures.

Check your working and answers to avoid errors.

Give your answer to the appropriate level of accuracy; either the accuracy indicated in the question or the
accuracy given on the front of the paper.

Avoid rounding intermediate values part way through your calculation; only round the final answer.

Check that the answer that you have given is sensible and realistic for what is being asked.

Use a pencil when drawing diagrams or completing graphs; this means that you can change your answer
more easily if you have made a mistake.

Take care when reading scales.

If you are asked for reasons for your answer then use the correct mathematical terms.

Use the mark allocation given with the questions/parts of questions to try to judge how much work is
needed to answer each part.

22
 On graph questions, straight lines should be ruled and curves should be drawn freehand with a smooth
curve.

Don’t spend too long on any one part of a question. If you are really stuck on a question, then move on and
come back to the question later if you have time. As a rough guide, each mark on the paper should take
about one minute.

Top tips for revision of Cambridge IGCSE Mathematics

1. Summarise, recall and apply
Make sure that you can recall and apply the key information and mathematical techniques on each topic that you
need for the exam.
i. Write a summary of the key information of a topic.
ii. Collect together some questions that test the knowledge and skills of this topic. Ask your teacher for practice
questions or suitable past examination questions, or use practice books or textbooks.
iii. Test your recall by covering over the summary and trying to remember the details, or use the summary as part of
the ‘Teach the topic’ (Tip 3) or ‘Question and answer cards’ (Tip 4) activities.
iv. After you have spent some time revising and practising the knowledge and skills, answer the questions that you
collected together on the topic. You might do this later on the same day as revising, or a few days later. Answer
as many questions as you can in order to practise applying your knowledge.
v. Try creating your own questions by adapting existing ones and use these for practice when you return to a topic.

2. Concept maps
Concept maps are a great way to revise the links between different factors or to explore a larger topic. They can also
be used to collect together your ideas.
i. Use a blank sheet of paper and turn it on its side (landscape).
ii. Put the topic title in the middle of the page and build the concept map outwards using lines called ‘branches’.
–– The first branches are from the central topic to sub-topics; draw these as thick lines.
–– Add new branches from the sub-topics to include more detail; draw these as thinner lines.
–– Add even more detail to a point by adding more branches.
This creates a hierarchy of information from ‘overview’ (the thick branches) to ‘fine detail’ (thinnest branches).
iii. Write single key words or phrases along a branch and add drawings for visual impact.
iv. Use different colours, highlighter pens, symbols and arrows to highlight key facts or issues.
It is a good idea to use a large piece of plain A3 (or larger) paper and lots of coloured pens.

23
3. Teach the topic
This is a very simple but effective technique that focusses on knowledge recall. It tests the brain and rehearses the
information you need to know for a certain topic and so will help your revision.
i. Create some topic cards with key bullet points of information on. Leave space for ticks.
ii. Give these to your parents, family or friends for example.
iii. Give yourself 10 minutes maximum to teach your audience the main points of the topic. You could use a mini-
whiteboard or flip chart to help.
iv. Your audience tick off all the points you mention in your presentation and give you a final score.
The brain loves competition, so if you do not score full marks, you can try again the next day, or compete against
friends. This system of repeat and rehearsal is very effective, especially with more complex topics, and doesn't take
much preparation.

4. Question and answer (Q&A) cards

This is very similar to 'Teach the topic' but less formal and less public for those who dislike performing in front of
others. It tests knowledge recall and rehearses the information you need to know for a certain topic.
i. Pick a topic and create two sets of cards: question cards and answer cards. You might find it helpful to make the
question cards a different size or use different coloured card for answers.
ii. Make sure you have the topic, or something appropriate depending on what you are focusing on, as a heading on
each card. The questions should test your knowledge and understanding of key areas of the course.
iii. A friend or family member uses the cards to test you in short 5 or 10 minute periods at any time during the day.
iv. You could also do this alone by reading the questions to yourself, giving the answer and then checking the
correct answer card.
v. This game can be adapted by using the cards to find matching pairs: turn all cards face down across the space
in front of you. Turn over two cards, leaving them where they are. If they match (one is a question card and
the other is the corresponding answer card) pick up the pair and put them to one side. If they don't match, try
to remember where they are and what is on each card, then turn them back over. Turn over two other cards.
Continue until you have matched all pairs.

5. Question paper and mark schemes

Looking at past question papers and the mark scheme helps you to familiarise yourself with what to expect and
what the standard is.
i. Ask your teacher for past paper questions with mark schemes for the course – ask your teacher for help to make
sure you are answering the correct questions and to simplify the mark scheme.
ii. Look at the revision checklist and identify which topic a given question relates to – you might need to ask your
teacher to help you do this.
iii. Once you have finished revising a topic or unit, time yourself answering some appropriate exam questions.
Check the mark schemes to see how well you would have scored, or give the answers to your teacher to check.
iv. Add details or notes to the mark scheme where you missed out on marks in your original answers using a
different coloured pen. Use these notes when you revise and try the question again later.
You can find plenty of past exam papers and mark schemes on the Cambridge International public website:
http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-0580/
past-papers/

24
Other useful revision advice for Cambridge IGCSE Mathematics
• Before the exam, make sure that you are familiar with your calculator, and confident in using it.

• Look at the Example Candidate Response earlier in this guide. Can you identify the strengths of the response and
where they have made mistakes or lost marks?

• When you are attempting a past paper (or questions from a past paper), complete it without referring to your
notes so that you get a true idea of your strengths and weaknesses. Then, go back through the paper using your
notes and a different coloured pen to make corrections and changes. After you have done as much as you can on
the paper, mark it using the mark scheme. Take notes of any points that you lost marks on.

• Don’t just revise the topics that you enjoy and are confident in. If you identify an area that you are weaker in
then try to revisit the topic by reviewing your notes and doing some practice questions, then use exam questions
to check whether you now understand.

• Return to topics later in your revision to check that you still remember and understand the topic, and to help to
ensure that you recall more of the material when you get to the examination.

Revision checklists for Cambridge IGCSE Mathematics

The tables on the following pages can be used as a revision checklist. They do not contain all the detailed
knowledge you need to know, just an overview. For more detail see the syllabus and talk to your teacher.
You can use the tick boxes in the checklists to show when you have revised and are happy that you do not need to
return to it. Tick the ‘R’, ‘A’, and ‘G’ column to record your progress, as follows:

• R = RED means you are really unsure and lack confidence in that area; you might want to focus your revision
here and possibly talk to your teacher for help
• A = AMBER means you are reasonably confident in a topic but need some extra practice
• G = GREEN means you are very confident in a topic

As your revision progresses, you can concentrate on the RED and AMBER topics, in order to turn them into GREEN
topics. You might find it helpful to highlight each topic in red, orange or green to help you prioritise.
You can use the ‘Comments’ column to:
• add more information about the details for each point
• include a reference to a useful resource
• include a list of formulae or notation
• add learning aids such as rhymes, poems or word play
• highlight areas of difficulty or things that you need to talk to your teacher about.

There is a set of checklist for the Core syllabus and a different set for the Extended syllabus.

25
Learner Guide

Extended syllabus content (includes required Core content)

Extended: Number
Question type You should be able to R A G Comments
Number Identify and use:
• natural numbers

• integers (positive, negative and zero)

• prime numbers

• write a number as a product of its prime factors

• square and cube numbers

• common factors and highest common factor of two or more

numbers

• common multiples and lowest common multiple of two or

more numbers

• rational numbers

• irrational numbers (e.g. π, √2 )

• real numbers

• reciprocals

46
Learner Guide

Extended: Number
Question type You should be able to R A G Comments
Set notation and Use language, notation and Venn diagrams to describe sets and
language represent relationships between sets as follows:

Definition of sets, e.g.

A = {x: x is a natural number}

B = {(x,y): y = mx + c}

C = {x: a ⩽ x ⩽ b}

D = {a, b, c, …}

Notation, e.g.
number of elements in set A n(A)

‘is an element of’ ∈

‘is not an element of’ ∉

complement of set A'

the empty set ∅

the universal set

A is a subset of B A⊆B

A is a proper subset of B A⊂B

A is not a subset of B A⊈B

A is not a proper subset of B A⊄B

union of A and B A∪B

intersection of A and B A∩B

47
Learner Guide

Extended: Number
Question type You should be able to R A G Comments
Squares, square Calculate:
roots, cubes and • squares of numbers
cube roots
• square roots of numbers

• cubes of numbers

• cube roots of numbers

• other powers and roots of numbers

Directed Use directed numbers in practical situations, for example

numbers temperature changes
Fractions, Use the language and notation of simple vulgar and decimal
decimals and fractions and percentages in appropriate contexts
percentages
Recognise equivalent fractions, decimals and percentages

Convert between fractions, decimals and percentages

Convert recurring decimals to fractions

Ordering Order quantities by magnitude and demonstrate familiarity

with the symbols =, ≠ , >, <, ⩾, ⩽

48
Learner Guide

Extended: Number
Question type You should be able to R A G Comments
Indices and Evaluate indices, including fractional negative and zero
standard
form (links e.g. 25, 5–2, 1000, 1001/2, 8–2/3
to Algebraic
manipulation) Use the rules of indices for:
• multiplication of indices, e.g. 43 × 45

• division of indices, e.g. 57 ÷ 53

• index numbers raised to an index, e.g. (43)2

Use the standard form A × 10n where n is a positive or negative

integer and 1 ⩽ A < 10
• convert into and out of standard form

• calculate with numbers in standard form

Four rules Use the four rules for calculations with:

• whole numbers
(+ – × ÷)

• decimals

• vulgar and mixed fractions

• correct ordering of operations (BIDMAS) and use of brackets

49
Learner Guide

Extended: Number
Question type You should be able to R A G Comments
Estimates Make estimates of numbers, quantities and lengths

Give approximations to a specified number of:

• significant figures

• decimal places

Round off answers to reasonable accuracy in the context of a

given problem
Bounds Give upper and lower bounds for data given to a specified
accuracy, e.g. measured lengths

Obtain appropriate upper and lower bounds to solutions of

simple problems given to a specified accuracy, e.g. the lower
and upper bounds for the area of a rectangle
Ratio, proportion, Understand ratio
rate
(links to Direct Divide quantities in a given ratio
and inverse
proportion) Increase and decrease a quantity by a given ratio

Understand numerical problems involving direct and inverse

proportion

Use ratio and scales in practical situations

Use common measures of rate (formulae for other rates, e.g.

density and pressure will be given in the question)

Calculate average speed

50
Learner Guide

Extended: Number
Question type What I need to do R A G Comments
Percentages Calculate a percentage of a quantity

Express one quantity as a percentage of another quantity

Calculate percentage increase or decrease

Calculate reverse percentages, e.g. finding the cost price given

the selling price and the percentage profit
Use of an Use a calculator efficiently
electronic
calculator Check accuracy of calculations

Time Calculate times in terms of the 24-hour and 12-hour clock

Read clocks, dials and timetables

Money Calculate using money

Convert from one currency to another

51
Learner Guide

Extended: Number
Question type You should be able to R A G Comments
Personal and Use given data to solve problems on:
small business
finance • earnings

• simple interest

• compound interest

–– you must know the compound interest formula

• discount

• profit and loss

Extract data from tables and charts

Exponential Use exponential growth and decay in population and finance,
growth and e.g. depreciation, bacteria growth
decay

52
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Basic algebra Use letters to express generalised numbers

Express basic arithmetic processes algebraically

Substitute numbers in complicated formulae

Construct and rearrange complicated formulae, e.g. where the

subject appears twice

Algebraic Manipulate directed numbers

manipulation
Use brackets:
• expand a single bracket e.g. expand 3x(2x – 4y)

• expand a pair of brackets e.g. (x – 4)(x + 7)

• expand products of more than two brackets, e.g.

(x + 4)(x – 7)(2x + 1)

Extract common factors, e.g. factorise 9x2 + 15xy

Factorise expressions of the form:

• ax + bx + kay + kby

• a²x² – b²y²

• a² + 2ab + b²

• ax² + bx + c

53
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Algebraic Manipulate algebraic fractions, e.g.
fractions
x x–4
• +
3 2
2x 3(x – 5)
• +
3 2
3a 5ab
• +
4 3
3a 9a
• ÷
4 10
1 2
• +
x–2 x–3

Factorise and simplify algebraic fractions such as

x2 – 2x
x – 5x + 6
2

Rules of indices Use and interpret positive, negative and zero indices

Use and interpret fractional indices, e.g. solve 32x = 2

Use the rules of indices to simplify algebra, e.g.

2 12
3x–4 × x
3

2 12
x ÷ 2x–2
5

( )
3
2x5
3

54
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Equations and • Derive and solve simple linear equations in one unknown
inequalities
• Derive and solve simultaneous linear equations in two
unknowns

• Derive and solve simultaneous equations involving one

linear and one quadratic

Solve quadratic equations by:

• factorisation

• completing the square

• using the formula

Derive and solve simple linear inequalities, including

representing solutions on a number line
Linear Represent inequalities graphically, including using the
programming conventions of
• broken lines for strict inequalities

• shading unwanted regions

Solve simple linear programming problems using graphical

representations of inequalities

55
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Number Continue a number sequence
sequences (links
to Squares, Recognise patterns in sequences
square roots,
cubes and cube Recognise relationships between different sequences
roots)
Find the nth term of sequences of:
• linear sequences

• quadratic sequences

• cubic sequences

• exponential sequences

and simple combinations of these

Direct and Express direct proportion algebraically

inverse
proportion Express inverse proportion algebraically
(links to Ratio,
proportion, rate) Use algebraic expressions of direct and inverse proportion to
find unknown quantities
Practical graphs Interpret and use graphs in practical situations including:
(links to • travel graphs
Coordinate
geometry) • conversion graphs

Draw graphs from given data

56
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Practical Apply the idea of rate of change to simple kinematics involving:
graphs (links
• distance–time graphs
to Coordinate
geometry)
• speed–time graphs
continued

• acceleration and deceleration

This may involve estimation and interpretation of the gradient

of a tangent at a point

Calculate distance travelled as an area under a linear speed–

time graph

57
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Graphs of Construct tables of values and draw graphs for functions of the
functions (links form:
to Coordinate
• axn where a is a rational constant and n = −2, −1, 0, 1, 2, 3
geometry)
and simple sums of not more than three of these

• abx + c where a and c are rational constants and b is a

positive integer

Solve associated equations approximately by graphical

methods, including finding and interpreting roots and finding
turning points of quadratics by completing the square

Draw and interpret graphs representing exponential growth

and decay problems

Recognise, sketch and interpret graphs of:

• linear

• quadratic

• cubic

• reciprocal

• exponential

(knowledge of turning points and asymtotes is required)

Tangents Estimate gradients of curves by drawing tangents

58
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Functions Use function notation, e.g.

f(x) = 3x – 5, f : x α 3x –5 to describe simple functions

Find inverse functions f –1 (x)

Form composite functions as defined by gf(x) = g(f(x))

Derivatives Understand the idea of a derived function

Use derivatives of the form axn and simple sums of not more
than three of these (a is a rational constant and n is a positive
integer or 0)

Apply differentiation to gradients and turning points (stationary

points)

Use any method to explain whether the turning point is a

maximum or a minimum, e.g. second derivative or gradient of
function on either side of turning point

59
Learner Guide

Extended: Co-ordinate geometry

Question type You should be able to R A G Comments
Straight line Work with co-ordinates in two dimensions
graphs
Gradient Find the gradient of a straight line graph

Calculate the gradient of a straight line from the co-ordinates

of two points on it
Length and Calculate the length and the co-ordinates of the midpoint of a
midpoint straight line segment from the co-ordinates of its end points
Equation of line Interpret and obtain the equation of a straight line graph

Parallel lines Determine the equation of a straight line parallel to a given

line, e.g. find the equation of a line parallel to y = 4x – 1 that
passes through (0, –3).
Perpendicular Find the gradient of parallel and perpendicular lines, e.g.
lines
• find the gradient of a line perpendicular to y = 3x + 1

• find the equation of a line perpendicular to one passing

through the co-ordinates (1, 3) and (–2, –9).

60
Learner Guide

Extended: Geometry
Question type You should be able to R A G Comments
Geometrical Use and interpret the geometrical terms:
language
• point

• line

• parallel

• perpendicular

• bearing

• right angle, acute, obtuse and reflex angles

• similar

• congruent

Use and interpret the vocabulary of:

• triangles; right-angled, scalene, isosceles, equilateral

• quadrilaterals

• circles

• polygons

• simple solid figures including nets

61
Learner Guide

Extended: Geometry
Question type What I need to do R A G Comments
Geometrical Measure and draw lines and angles
constructions
Construct a triangle given the three sides, using a ruler and a
pair of compasses only
Scale drawings Read and make scale drawings

Similar figures Calculate lengths of similar figures

Use relationships between areas of similar triangles and in

similar figures

Use relationships between volumes and surface areas of similar

solids
Congruent Use the congruence criteria for triangles (SSS, ASA, SAS, RHS)
triangles
Symmetry Recognise symmetry properties for triangles, quadrilaterals and
circles

Recognise line symmetry in two dimensions

Recognise and find the order of rotational symmetry in two

dimensions

62
Learner Guide

Extended: Geometry
Question type You should be able to R A G Comments
Symmetry Use the following symmetry properties of circles:
(continued)
• equal chords are equidistant from the centre

• perpendicular bisector of a chord passes through the centre

• tangents from an external point are equal in length

Recognise and use symmetry properties of:

• prism, cylinder, cone and pyramid

63
Learner Guide

Extended: Geometry
Question type You should be able to R A G Comments
Angle properties Calculate unknown angles, explaining the properties that
you are using in geometrical language, for the following
geometrical properties:
• angles at a point

• angles at a point on a straight line and intersecting straight

lines

• angles formed within parallel lines

• angle properties of triangles and quadrilaterals

• angle properties of regular polygons

• angle in a semi-circle

• angle between tangent and radius of a circle

• angles properties of irregular polygons

• angle at the centre of a circle is twice the angle at the

circumference

• angles in the same segment are equal

• angles in opposite segments are supplementary; cyclic

quadrilaterals

• alternate segment theorem

64
Learner Guide

Extended: Mensuration
Question type What I need to do R A G Comments
Measures Use current units of:
• mass

• length

• area

• volume

• capacity

Express quantities in terms of smaller or larger units, including

units of area and volume
Perimeter Carry out calculations involving:
• perimeter and area of a rectangle

• perimeter and area of a triangle

• perimeter and area of parallelogram

• perimeter and area of a trapezium

• perimeter and area of compound shapes made by

combining rectangles, triangles, parallelograms and/or
trapeziums

65
Learner Guide

Extended: Mensuration
Question type You should be able to R A G Comments
Circles Carry out calculations involving circumference and area of a
circle

Solve problems involving arc length and sector area of a circle

Surface area and Carry out calculations involving:

volume
• surface area and volume of a cuboid, prism and cylinder (no
formulae will be given for these shapes)
• surface area and volume of a sphere, pyramid and cone
(formulae will be given for these shapes)
Compound Carry out calculations involving:
shapes
• area of a shape made by combining cuboids, prisms and/or
cylinders
• volume of a shape made by combining cuboids, prisms and/
or cylinders

66
Learner Guide

Extended: Trigonometry
Question type You should be able to R A G Comments
Bearings Use and interpret three-figure bearings measured clockwise
from the North, i.e. 000°–360°
Trigonometry Find unknown sides and/or angles in right-angled triangles by
applying:
• Pythagoras’ theorem

• sine, cosine and tangent ratios for acute angles in right-

angled triangles

Solve problems in two dimensions involving angles of elevation

and depression

Know that the perpendicular distance from a point to a line is

the shortest distance to the line
Trig graphs and Recognise, sketch and interpret graphs of simple trigonometric
equations functions

Graph and know the properties of trigonometric functions

Solve simple trigonometric equations for values between 0°

and 360°, e.g. Solve sin x = √3 for values of x between 0° and
2
360°
General trig Solve problems using sine and cosine rules for any triangle

Find the area of any triangle using ½absinC

Trig in 3D Solve simple trigonometrical problems in three dimensions

including angle between a line and a plane

67
Learner Guide

Extended: Vectors and transformations

Question type You should be able to R A G Comments
Vectors in two Describe a translation by using a vector represented by:
dimensions (links x
to Trigonometry)
() 
y , AB or a

Add and subtract vectors

Multiply a vector by a scalar

Transformations Reflect simple shapes in horizontal or vertical lines

Rotate simple shapes through multiples of 90° about any point

Construct translations of simple shapes

Construct enlargements of simple shapes (positive, fractional

and negative scale factors)

Recognise and describe:

• reflections

• rotations

• translations

• enlargements (positive, fractional and negative scale

factors)

68
Learner Guide

Extended: Vectors and transformations

Question type You should be able to R A G Comments

()
Harder vectors x
Calculate the magnitude of a vector as √x2 + y2 and
y
understand that magnitude is denoted by modulus signs

|A B| or |a|

Represent vectors by directed line segments

Use the sum and difference of two vectors

Use position vectors

69
Learner Guide

Extended: Probability
Question type You should be able to R A G Comments
Probability (links Calculate the probability of a single event as a fraction, decimal
to Four rules) or percentage (not a ratio)

Probability scale Understand and use the probability scale from 0 to 1

Sum to 1 Understand that the probability of an event occurring = 1 – the

probability of the event not occurring
Relative Understand relative frequency as an estimate of probability
frequency
Work out expected frequencies using relative frequency

Combined events Calculate the probability of combined events using:

• tree diagrams

• possibility diagrams

• tables

70
Learner Guide

Extended: Statistics
Question type You should be able to R A G Comments
Classify Collect, classify and tabulate data

Interpret and Read, interpret and draw simple inferences from tables and
compare statistical diagrams

Compare sets of data using

• tables

• graphs

• statistical measures

Be aware of restrictions when making conclusions from data

Charts Construct and use
• bar charts

• pie charts

• pictograms

• stem – and – leaf diagrams

• frequency distributions

• histograms with equal and unequal intervals

• scatter diagrams

71
Learner Guide

Extended: Statistics
Question type You should be able to R A G Comments
Averages Calculate, for individual and discrete data
• mean

• median

• mode

• range

and distinguish between their use

Estimated mean Calculate an estimate of the mean for grouped and continuous
data

Identify the modal class from a grouped frequency distribution

Cumulative Construct and use cumulative frequency diagrams to estimate
frequency and interpret
• the median

• percentiles

• quartiles

• inter-quartile range

Construct and interpret box-and-whisker plots

Correlation Understand what is meant by positive, negative and zero

correlation with reference to a scatter diagram
Lines of best fit Draw, interpret and use a ruled line of best fit by eye

72