Cambridge IGCSE Mathematics 0580

Scheme of Work St Peter’s College

Please use the hyperlinks to the CIE scheme that has a more detailed description of the lesson objectives, key notes, tests and resources.

Test and resources hyperlinks will go mostly to the DR FROST website. This is used to track the pupils so ensure your classes are all set up.
Please note for hyperlinks to work, you will need to have downloaded the document to pdf form

Revision Guides - Click

Revision Past Papers - Click

Websites for help – Click

Testing - Click

Books – Option 1 Option 2

Teaching Resources - Click

Topics highlighted in Yellow are very important and match those listed below that are very common in the IGCSE. These should be well understood by
all pupils.
Topics that are in Red have been taught in Year 9, this material does not need to be covered but it will be part of assessments.

Contents

Topic Suggested teaching time (hours / % of the

op course)

1 Number Extended: 19–26 hours (15–20%)

2 Algebra and Graphs

Differentiation Extended 39–46 hours (30–35%)

3 Geometry 10 hours (8%)

4 Co-ordinate Geometry 6–9 hours (5–7%)

5 Mensuration 10 hours (8%)

6 Trigonometry 6–9 hours (5–7%)

7 Vectors and Transformations 6–9 hours (5–7%)

8 Probability 9 hours (7%)

9 Statistics 10 hours (8%)

Topics that are an absolute must to master

Below is a selection of topics that come up in nearly every Paper 4. It is vital that pupils can do these

1. Cumulative Frequency or Histogram

2. Differentiation and applications of
3. Trigonometry inc sin or cosine rule
4. Functions
5. Vectors* (this is often very difficult for lower ability pupils so judge whether it is worth the teaching time)
6. Circle Theorems
7. Drawing a graph using a grid after completing a table of co-ordinates
a. Solving an equation using the graph
8. Probability
9. Co-ordinate Geometry
10. Algebra collections (solving linear and quadratic equations, algebraic fractions, sim equations)

There will be compulsory tests for classes to be completed at the end of these topics. You will find these tests by clicking on the hyperlinks in the
Scheme of Work. It is expected that pupils understand these topics well so please ensure pupils that score badly have access to improving their grades.
Chapter Topic Approx Syllabus references Resources in Vocabulary Mathematical
time no textbook investigations
lessons and ICT in
textbook
Term 1
Chapter 1 Number and E1.1 Identify and use natural IGCSE Integer, prime, Primes and
language numbers, integers (positive, negative Mathematics Core square, factor, squares Page 98
and zero), prime numbers, square and and Extended cube, square root, ICT activity 1
cube numbers, common factors and page 4 cube root, natural Page 99
common multiples, rational and number, rational IGCSE
3 irrational numbers number, real Mathematics Core
(e.g. π, ), real numbers, reciprocals. number and Extended
E1.3 Calculate with squares, square page 98
roots, cubes and cube roots and other IGCSE
powers and roots of numbers. Mathematics
E1.4 Use directed numbers in Core and
practical situations. Extended page
99
Chapter 7 Indices and 4 E1.7 Understand the meaning of IGCSE Index, indices,
standard form indices (fractional, negative and zero) Mathematics Core powers,
and use the rules of indices. and Extended exponential,
Use the standard form A × 10 n where page 62 standard form
n is a positive or negative integer, and
1 ⩽ A < 10.
Chapter 2 Accuracy 3 E1.10 Give appropriate upper and IGCSE Approximatio
lower bounds for data given to a Mathematics n, rounding,
specified accuracy. Core and decimal
Obtain appropriate upper and lower Extended page places,
bounds to solutions of simple 13 significant
problems given data to a specified figure,
accuracy. estimation
Block 2
Chapter 4 Integers, 6 E1.5 Use the language and IGCSE Denominator, Mystic rose -
fractions, notation of simple vulgar and Mathematics numerator, Page 96
decimals and decimal fractions and percentages Core and proper IGCSE
percentages in appropriate contexts. Extended page fraction, Mathematics
Recognise equivalence and 30 improper Core and
convert between these forms. fraction, Extended page
vulgar 96
E1.8 Use the four rules for fraction,
calculations with whole numbers, mixed
decimals and fractions (including number,
mixed numbers and improper percentage,
fractions), including correct recurring
ordering of operations and use of
brackets.
Chapter 11 Algebraic 9 For this section of work, it is IGCSE Expand,
representation important that you relate to the Mathematics bracket,
and work completed in Year 9. It is Core and factorise,
manipulation essential pupils improve their Extended page equation,
skills in Algebra. 102 expression,
Use the following formula

Algebra Properties

E2.1 Use letters to express

generalised numbers and express
basic arithmetic processes
algebraically.
Substitute numbers for words and
letters in complicated formulae.
Construct and rearrange
complicated formulae and
equations.
E2.2 Manipulate directed
numbers.
 Use brackets and extract common
factors.
Expand products of algebraic
expressions.
Factorise where possible
expressions of the form:
ax + bx + kay + kby
a2x2 – b2y2
a2 + 2ab + b2
ax2 + bx + c
E2.3 Manipulate algebraic
fractions.
Factorise and simplify rational
expressions.

Block 3 Chapt 36 is done in Year 9. You will need to assess but not teach, perhaps a 1 off lesson.
Chapter 36 Collecting, 0/1 E9.1 Collect, classify and tabulate IGCSE Tally chart, Modelling:
displaying and statistical data. Mathematics pictogram, bar Stretching a
interpreting E9.2 Read, interpret and draw Core and chart, stem spring Page
data inferences from tables and Extended page and leaf, 246
statistical diagrams. 510 grouped IGCSE
frequency Mathematics
Compare sets of data using tables, table, pie Core and
graphs and statistical measures. chart, scatter Extended page
Appreciate restrictions on drawing diagram, 246
conclusions from given data. correlation,
E9.3 Construct and interpret bar histogram
charts, pie charts, pictograms,
stem-and-leaf diagrams, simple
frequency distributions,
histograms with equal and unequal
intervals and scatter diagrams.
E9.7 Understand what is meant by
positive, negative and zero
 correlation with reference to a
scatter diagram.
E9.8 Draw, interpret and use lines
of best fit by eye.
Chapter 35 Mean, median 3 E9.4 Calculate the mean, median, IGCSE Average,
mode and mode and range for individual and Mathematics mean, median,
range discrete data and distinguish Core and mode, spread,
between the purposes for which Extended page range, grouped
they are used. 504 data
E9.5 Calculate an estimate of the
mean for grouped and continuous
data.
Identify the modal class from a
grouped frequency distribution.
Chapter 37 Cumulative 4 E9.6 Construct and use IGCSE Cumulative,
frequency cumulative frequency diagrams. Mathematics quartiles,
Estimate and interpret the median, Core and interquartile
percentiles, quartiles and Extended page range,
interquartile range. 532 box-and-whisk
Construct and interpret er plot
box-and-whisker plots.
Term 2 – Term 2 is a very important term and has lots of important content. I have taken off the lesson numbers for
Algebra, as I shall leave it to teachers BUT you must cover all the material!

Block 5
Chapter 11 Algebraic E2.1 Use letters to express IGCSE
representation generalised numbers and express Mathematics
and basic arithmetic processes Core and
manipulation algebraically. Extended page
Substitute numbers for words and 102
letters in complicated formulae.
Construct and rearrange
complicated formulae and
equations.
Chapter 13 Equations and E2.5 Derive and solve linear IGCSE Linear
inequalities equations in one unknown. Mathematics equation,
Derive and solve simultaneous Core and simultaneous
linear equations in two unknowns. Extended page equation,
Derive and solve simultaneous 126 elimination,
equations, involving one linear substitution
and one quadratic.
Derive and solve quadratic
equations by factorisation,
completing the square and by use
of the formula.
Derive and solve linear
inequalities.

Block 6
Chapter 25 Angle 6 E4.7 Calculate unknown angles IGCSE Parallel, ICT activity 1
property using the following geometrical Mathematics alternate Page 342
properties: Core and angles, IGCSE
angles at a point Extended page corresponding Mathematics
angles at a point on a straight line 318 angles, Core and
and intersecting straight lines vertically Extended page
angles formed within parallel lines opposite 342
 angle properties of triangles and angles,
quadrilaterals polygon,
angle properties of regular exterior angle,
polygons interior angle,
angle in a semicircle tangent
angle between tangent and radius
of a circle
angle 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.
Chapter 27 Perimeter, 15 E5.2 Carry out calculations IGCSE Perimeter, Metal trays
area and involving the perimeter and area Mathematics area, base, Page 386
volume of a rectangle, triangle, Core and height, vertex, Tennis balls
parallelogram and trapezium and Extended page compound Page 387
compound shapes derived from 351 shape, ICT activity
these. parallelogram, Page 388
E5.3 Carry out calculations trapezium, IGCSE
involving the circumference and circumference, Mathematics
area of a circle. radius, Core and
Solve problems involving the arc diameter, Extended page
length and sector area as fractions surface area, 386
of the circumference and area of a cuboid, IGCSE
circle. cylinder, Mathematics
E5.4 Carry out calculations prism, arc, Core and
involving the surface area and sector, sphere, Extended page
volume of a cuboid, prism and pyramid, cone 387
cylinder. IGCSE
Carry out calculations involving Mathematics
the surface area and volume of a Core and
sphere, pyramid and cone.
 E5.5 Carry out calculations Extended page
involving the areas and volumes 388
of compound shapes.
Chapter 23 Similarity and 6 E4.4 Calculate lengths of similar IGCSE Similar, scale,
congruence figures. Mathematics factor,
Use the relationships between Core and congruent
areas of similar triangles, with Extended page
corresponding results for similar 293
figures and extension to volumes
and surface areas of similar solids.
E4.5 Use the basic congruence
criteria for triangles (SSS, ASA,
SAS, RHS).
TERM 3 Block 8
Chapter 28 Bearings 1 E6.1 Interpret and use three-figure IGCSE Three-figure Core and
bearings. Mathematics bearings Extended page
Core and 341
Extended page IGCSE
392 Mathematics
Core and
Extended page
342
Chapter 29 Trigonometry 8 E6.2 Apply Pythagoras’ theorem IGCSE Opposite,
and the sine, cosine and tangent Mathematics adjacent,
ratios for acute angles to the Core and hypotenuse,
calculation of a side or of an angle Extended page sine, cosine,
of a right-angled triangle. 394 tangent,
Solve trigonometric problems in Pythagoras
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.
Ensure Practical questions are
solved

Chapter 15 Sequences 6 E2.7 Continue a given number IGCSE Arithmetic

sequence. Mathematics sequence,
Recognise patterns in sequences Core and geometric
including the term to term rule and Extended page sequence,
relationships between different 153 quadratic,
sequences. cubic, nth
Find and use the nth term of term
sequences.
Chapter 6 Ratio and 4 E1.11 Demonstrate an IGCSE Ratio method,
proportion understanding of ratio and Mathematics unitary
proportion. Core and method,
Increase and decrease a quantity inverse
 by a given ratio. Extended page proportion,
Calculate average speed. 50 compound
Use common measures of rate. measures
Chapter 16 Proportion 4 E2.8 Express direct and inverse IGCSE Proportion,
proportion in algebraic terms and Mathematics variation,
use this form of expression to find Core and inverse
unknown quantities. Extended page proportion
166
Chapter 5 Further 4 E1.12 Calculate a given IGCSE Percentage
percentages percentage of a quantity. Mathematics increase/decre
Express one quantity as a Core and ase, reverse
percentage of another. Extended page percentage
Calculate percentage increase or 43
decrease.
Carry out calculations involving
reverse percentages.

Chapter 8 Money and 4 E1.15 Calculate using money and IGCSE Currency Heights and
finance convert from one currency to Mathematics conversion, percentiles
another. Core and profit, loss, net Page 541
E1.16 Use given data to solve Extended page pay, gross Reading ages
problems on personal and 73 earnings, Page 542
household finance involving compound IGCSE
earnings, simple interest and interest, Mathematics
compound interest. simple Core and
Extract data from tables and interest
 charts. Extended page
541
Chapter 33 Probability 0/1 E8.1 Calculate the probability of a IGCSE Outcome, ICT activity:
single event as either a fraction, Mathematics probability Buffon’s
decimal or percentage. Core and scale, tree needle
E8.2 Understand and use the Extended page diagram, experiment
probability scale from 0 to 1. 476 relative Page 500
E8.3 Understand that the frequency IGCSE
probability of an event occurring = Mathematics
1 – the probability of the event not Core and
occurring. Extended page
E8.4 Understand relative 500
frequency as an estimate of
probability.
Expected frequency of
occurrences.

Chapter 34 Further 4 E8.5 Calculate the probability of IGCSE Two-way Probability

probability hour simple combined events, using Mathematics table, tree drop
s possibility diagrams, tree diagrams Core and diagram Page 498
and Venn diagrams. Extended page Dice sum
E8.6 Calculate conditional 488 Page 499
probability using Venn diagrams, IGCSE
tree diagrams and tables. Mathematics
Core and
Extended page
498
IGCSE
Mathematics
Core and
Extended page
499
35
TERM 4
Block 10
Chapter 21 Straight line 10 E3.1 Demonstrate familiarity with IGCSE Origin, x and y
graphs Cartesian coordinates in two Mathematics axes, gradient,
dimensions. Core and intercept,
E3.2 Find the gradient of a straight Extended page parallel line
line. 250 segment,
Calculate the gradient of a straight perpendicular
line from the coordinates of two
points on it.
E3.3 Calculate the length and the
coordinates of the midpoint of a
straight line from the coordinates of
its end points.
E3.4 Interpret and obtain the equation
of a straight line graph.
E3.5 Determine the equation of a
straight line parallel to a given line.
E3.6 Find the gradient of parallel and
perpendicular lines.

Chapter 17 Graphs in 4 E2.10 Interpret and use graphs in IGCSE Conversion ICT activity 1
practical practical situations including Mathematics graph, speed, Page 246
situations travel graphs and conversion Core and distance, time, IGCSE
graphs. Extended page travel graph, Mathematics
Draw graphs from given data. 172 acceleration, Core and
Apply the idea of rate of change to deceleration Extended page
simple kinematics involving 246
distance–time and speed–time
graphs, acceleration and
deceleration.
Calculate distance travelled as
area under a speed–time graph.
E2.12 Estimate gradients of
curves by drawing tangents.
Chapter 14 Linear 3 E2.6 Represent inequalities IGCSE Inequality
programming graphically and use this Mathematics
representation to solve simple Core and
linear programming problems. Extended page
147
Chapter 24 Symmetry 0 E4.6 Recognise rotational and line IGCSE Reflection,
symmetry (including order of Mathematics rotation, plane
rotational symmetry) in two Core and
dimensions. Extended page
Recognise symmetry properties of 310
the prism (including cylinder) and
the pyramid (including cone).
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.
Block 11
Chapter 32 Transfomation 6 E7.2 Reflect simple plane figures. IGCSE Reflection, Numbered
s Rotate simple plane figures Mathematics rotation, balls
through multiples of 90°. Core and translation, Page 436
Construct given translations and Extended page enlargement, Towers of
enlargements of simple plane 452 scale factor Hanoi
figures. Page 436
Recognise and describe ICT activity
reflections, rotations, translations Page 437
and enlargements. IGCSE
Mathematics
Core and
Extended page
436
 IGCSE
Mathematics
Core and
Extended page
437

23 lessons in total. Taking you up to EOY exams

TERM 1 YEAR 11

The year 11 section must be differentiated. You will need to look at your class and whether or not the material or how much of the material is
accessible and what you can cover in 1 term. The first two topics are a must as they are very common and valuable in IGCSE. The others are
also common but less accessible to pupils.

Click for an alternative SOW for lower ability

Block 13
Chapter 30 Further 7 E6.2 Apply Pythagoras’ theorem IGCSE Sine rule,
trigonometry hour and the sine, cosine and tangent Mathematics cosine rule
s ratios for acute angles to the Core and
calculation of a side or of an angle Extended page
of a right-angled triangle. 418
Solve trigonometric 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.
E6.3 Recognise, sketch and
interpret graphs of simple
trigonometric functions.
Graph and know the properties of
trigonometric functions.
Solve simple trigonometric
equations for values between 0°
and 360°.
E1.17 Use exponential growth and
decay in relation to population and
finance.
E6.4 Solve problems using the
sine and cosine rules for any
 triangle and the formula area of

triangle = .
E6.5 Solve simple trigonometrical
problems in three dimensions
including angle between a line and
a plane.
Block 14
Chapter 19 Differentiation 4 E2.13 Understand the idea of a IGCSE Gradient,
and the hour derived function. Mathematics tangent,
gradient s Use the derivatives of functions of Core and differentiation,
function the form axn, and simple sums of Extended page derivative
not more than three of these. 219
Apply differentiation to gradients
and turning points (stationary
points).
Discriminate between maxima and
minima by any method.
Chapter 18 Graphs or 7 E2.11 Construct tables of values IGCSE Linear House of cards
functions hour and draw graphs for functions of Mathematics function, Page 245
s the form axn (and simple sums of Core and simultaneous Chequered
these) and functions of the form Extended page equations, boards
abx + c. 193 quadratic Page 245
Solve associated equations function, IGCSE
approximately, including finding parabola, Mathematics
and interpreting roots by graphical reciprocal Core and
methods. function, Extended page
Draw and interpret graphs hyperbola, 245
representing exponential growth turning point,
and decay problems. intersection
Recognise, sketch and interpret
graphs of functions.
Chapter 10 Set notation 6 E1.2 Use language, notation and IGCSE Set, element,
and Venn hour Venn diagrams to describe sets Mathematics union,
diagrams s and represent relationships Core and intersection,
between sets. universal set,
 Definition of sets Extended page subset, Venn
e.g. A = {x: x is a natural number} 85 diagram
B = {(x, y): y = mx + c}
C = {x: a ⩽ x ⩽ b}
D = {a, b, c, …}
Chapter 31 Vectors 3.5 E7.1 Describe a translation by IGCSE Column,
hour using a vector represented by e.g. Mathematics vector,
s Core and translation,
Extended page scalar,
, or a. 440 magnitude
Add and subtract vectors.
Multiply a vector by a scalar.
E7.3 Calculate the magnitude of a

vector
as .
Represent vectors by directed line
segments.
Use the sum and difference of two
vectors to express given vectors in
terms of two coplanar vectors.
Use position vectors.
Chapter 20 Functions 4 E2.9 Use function notation, IGCSE Function,
hour e.g. f(x) = 3x – 5, f: x ⟼ 3x – 5, to Mathematics inverse,
s describe simple functions. Core and composite
Find inverse functions f−1(x). Extended page
Form composite functions as 239
defined by gf(x) = g(f(x)).
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE Mathematics 0580 and Cambridge IGCSE Mathematics (9–1) 0980 syllabuses and it provides some
ideas and suggestions of how to cover the content of the syllabus. We have designed the following features to help guide you through your course.

Syllabus ref. Learning objectives Suggested teaching activities

C1.4 and Use directed Draw a number line from –20 to 20. Point to various numbers (both positive and negative)
E1.4 numbers in practical and ask learners questions such as “what is 5 more than this number?”; “What is 6 less than
situations, e.g. this number?” You can keep it simple by using only integers. Extension activity: extend the
temperature task by using decimals or fractions.
changes, flood levels
Look at directed numbers in the context of practical situations such as temperature changes,
flood levels, bank credits and debits. Learners can investigate a variety of temperature
changes involving positive and negative temperatures, using the statistics for over 29 000
cities on weatherbase.com (www.weatherbase.com). (I) To check their understanding,
learners can then try the past paper question. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available for the 0580 syllabus to download at
www.cambridgeinternational.org/support (F)

C1.1: Paper 32 Jun 2017 Q 4; Paper 11 Jun 2017 Q 6 and 9; Paper 30 Jun 2017 Q 15
E1.1: Paper 41 Jun 2017 Q 10
C1.2: Specimen Paper 1 Q20 and Q21; Paper 21 Jun 17 Q17(a)
C1.3: Paper 12 Jun 2017 Q1 and 6; Paper 33 Jun 2016 Q 6, also consolidates C1.1
E1.3: Specimen Paper 2Q19 and Q27(b)
1 Number

Teacher advice, resources,

Syllabus ref. Learning objectives and tests Suggested teaching activities

Finding the LCM and HCF is

C1.1 and Identify and use natural A useful starting point would be to revise positive and negative numbers using
apparently getting more
E1.1 numbers, integers (positive, a number line and explain the difference between natural numbers and
common however it is likely
negative and zero), prime integers. Learners would find it useful to have a definition of the listed terms
that these will be asked as a
numbers, square numbers, (e.g. factor, multiple, square number) which can be found on the Maths
worded question, eg If I have
common factors and common Revision website (www.mathsrevision.net). If the link doesn’t work: from the
drive round a track at 80mph
multiples, rational and home page, select ‘GCSE > number > numbers’. (I)
and my friend drives at
irrational numbers (e.g. , 124mph how many times will
A fun activity is to allocate a number to each learner in the class and ask them
I get over taken
), real numbers, to stand up if their number exhibits a property that you call out. For example,
you might call out “a multiple of 4”; “a factor of 18”, etc. Use this to show
reciprocals
interesting facts, such as prime numbers will have 2 people standing up (this
emphasises that 1 is not prime); and square numbers will have an odd number
Includes expressing numbers
of people standing up. You can use this activity to highlight common
as a product of prime factors.
factors/common multiples for pairs of numbers. This could be extended to HCF
and LCM.
Finding the Lowest Common
Multiple (LCM) and Highest
A follow-on activity would be for learners to identify a number from a
Common Factor (HCF) of two
description of its properties. For example, say to the class “which number less
numbers.
than 50 has 3 and 5 as factors and is a multiple of 9?” You could also ask
learners to make up their own descriptions and test one another.

Another interesting task is to look a Fermat’s discovery, which shows that

some prime numbers are the sum of two squares, e.g. 29 = 25 + 4 = 5 2 + 2 2 .
P P P P

Learners could see what other prime numbers they can form in this way, and
any they can’t form in this way. Learners can look for a rule that tests if a prime
can be made like this. (I)

Look at how to write any integer as a product of prime numbers. One method
that can be used is the factor tree approach which can be found online.
Demonstrate this technique to your learners, then ask them to practise using
the method to write other numbers as products of primes. Then ask learners to
look at finding the product of primes of other numbers, for example 60, 450,
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

42, 315, but this time they should be encouraged to look for alternative
methods, for example by researching on the internet; another useful method is
the repeated division method. (I)

Give learners a definition of the terms rational, irrational and real numbers,
which you can find on the Maths is Fun website (www.mathsisfun.com). If the
link doesn’t work, from the home page: click on ‘Index > 10 upwards >
numbers > Irrational Numbers. The website also includes questions on rational
and irrational numbers for learners to try. These start simple and soon become
more challenging. (I) (F)
https://www.mathsgenie.co.u
Understand notation of Venn It is useful to start by introducing/revising simple Venn diagrams. For example,
C1.2 k/resources/5-venn-diagrams
diagrams. group people who wear glasses in one circle and people with brown hair in
.pdf
another circle, and ask learners to describe the people in the overlapping
Definition of sets region. You can encourage learners to actively participate by asking them to
e.g. place physical objects into the regions of a Venn diagram. You could even get
Tests or w/s
A = {x: x is a natural number} learners to create their own version of the Venn diagram by moving around the
https://www.drfrostmaths.com
classroom based on their appearance; for example, as per the glasses and
B = {a,b,c,…….} /worksheets.php?wid=5949
hair colour example above. You could introduce the idea of a union in the
intersection visually, and then link this to the notation that they need to use. (I)
Notation
Number of elements in set A;
There is some useful material on sets and set notation on the Maths Is Fun
n(A)
website (www.mathsisfun.com). Search for ‘Introduction to Sets’ and ‘Sets and
Universal set Venn Diagrams’ These resources also include some multiple choice questions
Union of A and B; that learners could use to check their understanding. (F)

Intersection of A and B; Venn diagrams are a great way to visualise the structure of set relationships.
They can be used to help visualise a broad range of problems across the
mathematics curriculum where you want to explore the relationships between
groups. For example, they can be used to help solve probability questions (see
syllabus ref. C8 .1, C8 .5, E8 .6, below). They can also be used across strands
as a way of enhancing conceptual understanding by the use of multiple
representations.

While Venn diagrams work well for two or even three sets, they very quickly
break down when the number of sets gets beyond three. It is important that
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

learners understand that they a tool for visualising a problem but not really the
solution to the problem that itself.

Resource Plus
Skills Pack: Venn diagrams

This Skills Pack includes lessons that cover the following:

● using Venn diagrams
● formal notation used with Venn diagrams
● constructing Venn diagrams to solve problems
● calculating simple probabilities using Venn diagrams.

E1.2 Use language, notation and It is useful to start with revising simple Venn diagrams. For example, group
Venn diagrams to describe people who wear glasses in one circle and people with brown hair in another
sets and represent circle, and ask learners to describe the people in the overlapping region.
relationships between sets.
This can be extended to general Venn diagrams concentrating more on the
Definition of sets shading of the regions representing the sets , , ,
e.g. A = {x: x is a natural , , , and helping learners to understand the
number} notation.
B = {(x,y): y = mx + c}
C = {x: a Y x Y b}
D = {a, b, c, …} Learners would find it useful to know that is the same as

and that is the same as . Make sure that learners

understand the language associated with sets and Venn diagrams.

Learners need to be able to distinguish between a subset and a proper subset.

Notation The work on Venn diagrams can be extended to look at unions and
Number of elements in set A; (A)
intersections when there are three sets.
“…is an element of…” A;
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

“…is not an element of…”;

∉ Resource Plus
Complement of set A;
Skills Pack: Venn diagrams

This Skills Pack includes lessons that cover the following:

The empty set; ● using Venn diagrams
Universal set; ● formal notation used with Venn diagrams
A is a subset of B; A ⊆ B ● constructing Venn diagrams to solve problems
A is a proper subset of B; A ⊂ B ● calculating simple probabilities using Venn diagrams.
A is not a subset of B; A⊈B
A is not a proper subset of B; A ⊄
B
Union of A and B;
Intersection of A and B;

https://www.drfrostmaths.com
C1.3 and Calculate with squares, Using simple examples, illustrate squares, square roots, cubes and cube roots
/worksheets.php?wdid=4044
E1.3 square roots, cubes and cube of integers.
3
roots and other powers and
roots of numbers, e.g. work Extend this by asking more able learners to find the square and cube of
fractions and decimals without using a calculator; you might need to cover
Please note.
out topic 1.8 first to help with this.
Exams will have these
questions but mixed with
Show how to find the square root of an integer by repeated subtraction of
Algebra.
consecutive odd numbers until you reach zero. For example, for 25 subtract in
You should do both together
turn 1, 3, 5, 7, and then 9 to get to 0. Five odd numbers have been subtracted
so the square root of 25 is 5. Ask learners to investigate this method for other,
larger, square numbers. (I)

Explain to learners that the square number 121 is palindromic (when the digits
are reversed it is the same number). Challenge learners to find all the
palindromic square numbers less than 1000. (I)

To check their understanding, learners can then try the specimen paper
question. (F)
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

C1.4 and E1.4 Use directed numbers in Draw a number line from –20 to 20. Point to various numbers (both positive
practical situations, e.g. and negative) and ask learners questions such as “what is 5 more than this
temperature changes, flood number?”; “What is 6 less than this number?” You can keep it simple by using
levels only integers. Extension activity: extend the task by using decimals or
fractions.

Look at directed numbers in the context of practical situations such as

temperature changes, flood levels, bank credits and debits. Learners can
investigate a variety of temperature changes involving positive and negative
temperatures, using the statistics for over 29 000 cities on weatherbase.com
(www.weatherbase.com). (I) To check their understanding, learners can then
try the past paper question. (F)
Changing a reoccurring
C1.5 and E1.5 Use the language and Give learners a definition of the relevant terms (e.g. numerator, denominator,
decimal into a fraction is a
notation of simple vulgar and equivalent fractions, simplify, vulgar fraction, improper fraction, mixed number,
common question but pupils
decimal fractions and decimal fraction, and percentage). Ask learners to produce a crossword with
find this very hard. It is very
percentages in appropriate the terms defined. Ask them to add any other terms that they can think of to do
easy to teach so pupils
contexts. with fractions, decimals and percentages. Crosswords can be easily created
understand how to do it, if
using the excellent online software at EclipseCrossword.com
you concentrate on getting
Recognise equivalence and (www.eclipsecrossword.com) (I)
rid of the reoccurring
convert between these forms.
numbers
Use clear examples and questions to cover converting between fractions,
decimals and percentages. Learners should understand how to use place
value (units, tenths, hundredths, etc.) to change a simple decimal into a

Includes the conversion of

https://www.drfrostmaths.com fraction. For example 0.3 has 3 in the tenths column so it is .
recurring decimals to
/worksheets.php?wid=5893
fractions, e.g. change to Look at the online lesson ‘converting repeating decimals to fractions’ at
a fraction Basic-Mathematics.com (www.basic-mathematics.com) to demonstrate how to
convert recurring decimals to fractions. It uses the following method:
x = 0.15151515….
100x = 15.15151515… subtract these to get
DO THIS 15 5
99x = 15 so x = 99 = 33
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

To check their understanding, learners can then try the past paper question.
(F)

C1.6 and E1.6 Order quantities by magnitude A good active learning approach to this topic is to give learners a set of cards
and demonstrate familiarity with the symbols =, ≠, >, <, ≥, ≤. Ask them to choose which card should go in
with the symbols between pairs of quantities that you give them. For example, 400 m and 4000
=, ≠, >, <, ≥ , ≤ cm; 20% and 0.2; –8 and –10, etc. Extend this by asking learners to consider
when, or if, more than one card can be used (e.g. ≠ can be used in place of >
or <).

Give learners a list of fractions, decimals and percentages. Ask them to order
these by magnitude using the inequality signs.

To check their understanding, learners can then try the past paper question.
(F)
Will be on the exam. Great
C1.7 and E.17 Understand the meaning of Start with by revising the meaning of positive indices and the basic rules of
ways to do this is to use
indices (fractional, negative indices such as 33 × 35 = 38, 54 ÷ 53 = 51 = 5, etc. Give simple examples to
tarsia cards or other fun
and zero) and use the rule of revise writing an integer as a product of prime numbers, including writing
activities
indices answers using index notation. Try to avoid using 2 as the number you work
Lookup simplifying Algebraic
with initially as this can encourage the misconception that 23 means 2 × 3
indices
because of the exception that is 22 . This exception can be discussed once the
concept is secure.

Find the value of , , An interesting challenge for learners is the puzzle ‘Power Crazy’ on the Nrich
website (https://nrich.maths.org). Ask learners to work in groups to complete
the challenge. This can be extended to ‘Excel investigation: Power Crazy’ on
the same website. This example also illustrates that a spreadsheet can be
Work out , , used as a tool to make calculations, but we need our brains to solve the
problem using reasoning.

Move on to negative, zero and fractional indices.

Use the standard form A × 10n Useful examples are and

where n is a positive or
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

negative integer, and 1 ≤ A < You can move on to introducing fractional indices by relating them to roots (of
10.
positive integers), for example so . The rules of
Convert numbers into and out
of standard form. indices can be used to show how values such as can be simplified.
Learners should try lots of examples and questions. (I)
Calculate with values in
The next step is to introduce standard form. The Maths Is Fun website
standard form.
(www.mathsisfun.com) can be used to make links between the rules of indices
and standard notation. Search for ‘Index notation and powers of 10’ .

Learners could explore the f following problem:

Using a = 6 × 103 and b = 3 × 102 determine which of these calculations gives
the largest solution and which gives the smallest.

It is important learners understand that standard form is way of writing very

large and very small numbers. For example, it is used on a scientific calculator
when a number is too large or too small to fit on the screen. Being able to write
numbers in standard form depends on a secure understanding of place value.
This understanding is fundamental in manipulating large and small numbers,
both mentally and in written form.

This video ‘Powers of ten and the relative size of things in the universe’
available on the Eames office official website (www.eamesoffice.com); it is also
available on YouTube (https://www.youtube.com/watch?v=0fKBhvDjuy0). This
is very good for helping learners to understand the concept of magnitude.

The next step is to give learners a range of examples showing how to write
numbers in standard form and vice-versa. Emphasise to learners that different
calculators display standard form in different ways and check that they know
how to input numbers in standard form into their calculator.

Extend this by using the four rules of calculation with numbers in standard
form, both with and without a calculator. Emphasise common errors, for
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

example, if learners are asked to work out the answer to 2.4 × 104 – 2 × 104 in
standard form it is common to see an answer of 0.4 × 104. Point out that
although 2.4 × 104 – 2 × 104 = 0.4 × 104 the answer is not in standard form,
since 0.4 is less than 1.

Ask learners to try the ‘Standard form worksheet’ from the TES website
(www.tes.com).

C1.8 and E1.8 Use the four rules for A good starting activity is to ask learners to work in groups to use four 4s and
calculations with whole the four rules for calculations to obtain all the whole numbers from 1 to 20, e.g.
numbers, decimals and 4 + 4 × 4 – 4 = 16.
fractions (including mixed
numbers and improper The next step is to look at long multiplication, and short and long division. You
fractions), including correct can see the traditional and repeated subtraction (chunking) examples on the
ordering of operations and use BBC bitesize website (www.bbc.co.uk/schools/gcsebitesize/maths); if the link
of brackets. doesn’t work, search for ‘Long multiplication and division’ on the BBC Bitesize
website. This should be revision for most but is worth spending a bit of time on
Applies to positive and to ensure learners are confident in the methods.
negative numbers.
Clarify the order of operations, including the use of brackets. Highlight common
errors such as working from left to right instead of using the order of operations
rule, BIDMAS (Brackets Indices Division Multiplication Addition and
Subtraction). Give learners some examples that illustrate the rules for
multiplying and dividing with negative numbers.

Extend this to using the four rules with fractions (including mixed numbers) and
decimals. It is important that learners can do these calculations both with and
without the use of a calculator as they may be expected to show working.
learners to try the practice questions. (I)

C1.9 and E1.9 Make estimates of numbers, A simple starting point is to revise rounding numbers to the nearest 10, 100,
quantities and lengths, give 1000, etc., or to a set number of decimal places. Show learners how to round a
approximations to specified number to a given number of significant figures, explaining the difference and
numbers of significant figures similarities between significant figures and decimal places.
and decimal places and round
off answers to reasonable
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

accuracy in the context of a It is helpful to explain common misconceptions such as 43.98 to 1 d.p. is 44.0
given problem. not 44. Emphasise that for this syllabus, non-exact answers are required to
three significant figures unless the question says otherwise. Revision of
estimating and rounding can be found on the Math.com website
(www.math.com); if the link doesn’t work, search for ‘Estimating and rounding
decimals’.
Make sure you inc questions
C1.10 and Give appropriate upper and Start this topic with examples to determine upper and lower bounds for data.
in which you divide so for
E1.10 lower bounds for data given to Use simple examples and then progressively harder ones, such as: ‘a length, l,
example highest value is
a specified accuracy, e.g. measured as 3 cm to the nearest millimetre has lower bound 2.95 cm and
UB/LB, speed distance time
measured lengths. upper bound 3.05 cm’. Emphasise that the bounds, in this case, are not 2.5
for example
and 3.5, which would be a common misconception. Show learners how this
information can be written using inequality signs, e.g. 2.95 cm ≤ l < 3.05 cm.
https://www.drfrostmaths.com
Obtain appropriate upper and
/worksheets.php?wid=5945
lower bounds to solutions of For extended learners, move on to looking at upper and lower bounds for
simple problems given data to quantities calculated from given formulae.
a specified accuracy, e.g. the
calculation of the perimeter or To check their understanding, learners can then try the past paper question.
the area of a rectangle. (F)

Resource Plus
Skills Pack: Accuracy and bounds

This Skills Pack includes lessons that cover the following:

● accuracy and bounds to the nearest 10, 100 or 1000
● … to 3 decimal places
● … to significant figures
● substituting bounds into formulae.

Very common to see

C1.11 and Demonstrate an Learners will find it useful to have a definition of ratio with a practical
questions on time and speed.
E1.11 understanding of ratio and demonstration, for example the ratio of different coloured beads on a necklace.
But be prepared to combine
proportion.
with changing units and other
Look at examples illustrating how a quantity can be divided into a number of
areas. LOOK up past paper
Calculate average speed. unequal parts. For instance: ‘share $360 in the ratio 2 : 3 : 7’. Move on to
questions
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

Use common measures of writing ratios in an equivalent form, e.g. 6 : 8 can be written as 3 : 4, leading on
rate. to the form 1 : n.
Be aware this is basic
proportion. Algebraic
To include numerical problems An interesting alternative to exercise questions is the ratio jigsaw called ‘Tarsia
involving K comes later and
involving direct and inverse – ratio (general)’ on the TES website (www.tes.co.uk) which learners can work
is harder.
proportion. Use ratio and in groups to complete. A fun homework task would be for learners to produce
scales in practical situations. their own ‘ratio’ jigsaw. They can produce their own jigsaw using blank
Tarsia file
Formulae for other rates will equilateral triangles and paper. However, if they prefer to do this task
be given in the question e.g. electronically then Tarsia software can be downloaded from the internet. (I)
pressure and density.
The next step is to look at ratio problems where you are not given the total. For
example, ‘Two lengths are in the ratio 4 : 7. if the shorter length is 48 cm, how
long is the longer length?’
Extend this to examples where you are given the difference. For example, ‘The
mass of two objects are in the ratio 2 : 5. One object is 36 g heavier than the
other, what is the mass of each object?

The Nrich website (https://nrich.maths.org) has a series of problems of

different levels of difficulty. Search for ‘ratio and proportion’ to obtain a list.
They also have a set of problems on ‘Ratio, proportion and rates of change’ as
well as some short problems; search for ‘Ratio proportion and rates of change
– short problems’. (I)

The Maths Is Fun website (www.mathsisfun.com) has a good summary of the

difference between direct and inverse proportion; search for ‘Directly
proportional and inversely proportional’.

Two variables are proportional if there is always a constant ratio between

them. The constant is called the constant of proportionality. To express the
statement "y is directly proportional to x" mathematically, write y = cx,
where c is the proportionality constant. This can also be written as . To
express the statement "y is inversely proportional to x" mathematically, write an

equation or "y is directly proportional to .

 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

Increase and decrease a

quantity by a given ratio. This can be demonstrated visually by drawing a graph of y against , as per
the example here (https://www.desmos.com/calculator/audngjzwg8).

There is a lack of an explicit consensus of the role of a negative constant of

proportionality.

Look at drawing graphs to determine whether two quantities are in direct

proportion. Ask learners to solve a variety of problems involving direct
proportion by either the ratio method or the unitary method. Look at quantities
in inverse proportion, for example, the number of days to perform a job and the
number of people working on the job. You will be able to link proportion to
measures of rate and scales, for example exchange rates, average speed,
density, map scales and other practical examples. For some ideas, read the
online blog ‘It started with a map, November 2012’ from colinbillett
(https://colinbillett.wordpress.com).

For extended learners provide some good examples and questions on

increasing and decreasing a quantity by a given ratio.

Use specimen paper for question one which includes percentage change and
compound interest questions to check students understanding (F).
Use specimen paper 4, Q1(a) to check students’ ability to apply ratio,
percentages and fraction in context and
Specimen Paper 3, Q4(a) (b) to further check their understanding of ratio in
context and also compound interest (F).
You will always find these
C1.12 and Calculate a given percentage The best starting point is to revise converting between percentages and
questions on the exam,
E1.12 of a quantity. decimals. You can use examples that require the learners to find percentages
please ensure they are
of quantities, such as: to find 15% of $24 they would calculate 0.15 × 24 = 3.6
understood by ALL.
Express one quantity as a so the answer is $3.60. (Remind learners that in money calculations it is
percentage of another. conventional to use 2 d.p. for dollar answers). You should encourage learners
Again this is a good and fun
to practice mental arithmetic methods too, for example: divide by 10 to find
task to do on Tarsia. But
Calculate percentage increase 10%, halve this to find 5% and add these results to find 15%.
please make sure pupils
or decrease.
understand the difference
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

and when tio use what

Then, use examples to show how to express one quantity as a percentage of
method. You should not treat
another including where there is a mixture of units.
these as individual tasks.
They should be linking all
Extend the work on finding percentages of quantities to looking at how to
together
calculate percentage increases and decreases. For example, to increase
something by 15% you need to multiply by 1.15; to decrease something by
15% you need to multiply by 0.85. Provide practice examples. (I)
Carry out calculations Eliminate the misconception that increasing a quantity by 50% and then
Please teach this by
involving reverse percentages, decreasing the resulting quantity by 50% leads back to the original value.
showing that you cannot
e.g. finding the cost price
just add a % back on to get
given the selling price and the For extended learners you will need to move on to calculations involving
the original
percentage profit. reverse percentages. There are two good videos explaining two different
approaches for reverse percentages questions:
● ‘Reverse percentages’ on YouTube by ‘MrArnoldsMaths’
(https://www.youtube.com/watch?v=OQ9T1-0Up6I)
● ‘Reverse percentages’ on the B grade maths website
(http://bgrademaths.blogspot.co.uk)
Ask learners to compare these methods and to decide which method they
think is easier.

The STEM learning website (https://www.stem.org.uk/resources) has an

excellent lesson on reverse percentages; search for ‘Using Percentages to
Increase Quantities N7.’ The resource makes links between percentages,
decimals and fractions and represents percentage increase and decrease as a
multiplication and recognises the inverse relationship between increases and
decrease. This material tackles the misconception that an increase of 50%
followed by a decrease in 50% will take you back to the original value.

‘Singapore Maths’ bar modelling can be used effectively to visualise reverse

percentage problems. The Great Maths Teaching Ideas website
(www.greatmathsteachingideas.com) includes an introduction on how to use a
bar model with basic proportional reasoning problems; search for ‘Bar
modelling – a powerful visual approach for introducing number topics’. This
can be easily extended to include reverse percentage problems.
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

C1.13 and Use a calculator efficiently. Start this topic by using examples to show how to estimate the answer to a
E1.13 calculation by rounding each figure in the calculation to 1 significant figure.
Apply appropriate checks of Learners then check their estimates by doing the original calculation using a
accuracy. calculator. Find good examples and ask learners to practice. (I)

An interesting extension activity, linking this work to percentages, would be to

investigate the percentage error produced by rounding calculations using
addition/subtraction and multiplication/division. (You would need to explain
percentage error beforehand.)

C1.14 and Calculate times in terms of the A basic starting point would be to revise the units used for measuring time,
E1.14 24-hour and 12-hour clock. with examples showing how to convert between hours, minutes and seconds.
It is useful to use television schedules and bus/train timetables to help with
Read clocks, dials and calculations of time intervals, and conversions between 12-hour and 24-hour
timetables. clock formats.

Ask learners to work in pairs or small groups to create a timetable for buses or
trains running between two local towns. To extend a topic that is relatively easy
for more able learners, there is an interesting case study online called
‘Scheduling an aircraft’ on the Centre for Innovation in Mathematics Teaching
website (www.cimt.org.uk).

It is useful for learners to look at world time differences and the different time
zones. You could ask them to research and annotate a world map with times in
various cities assuming it is 12:00 pm where you live. Times can be found
online at timeanddate.com (www.timeanddate.com) by searching for the
worldclock. (I)

A common error associated with time calculations occurs when learners use a
calculator and are given a decimal answer, e.g. ‘5.3’. Make sure your learners
understand that this means ‘5 hours 18 minutes’ not ‘5 hours 3 minutes’ or ‘5
hours 30 minutes’. You can illustrate this using the online decimal time
converter at springfrog.com (www.springfrog.com), which can be found by
searching for the ‘Convert between hours minutes & seconds and decimal
time’ page.
 Teacher advice, resources,
Syllabus ref. Learning objectives and tests Suggested teaching activities

C1.15 and Calculate using money and Use examples to show how to solve straightforward problems involving
E1.15 convert from one currency to exchange rates. It is useful for learners if you link this work to syllabus section
another. 2.9 (using conversion graphs). Up-to-date exchange rates can be found from a
daily newspaper or online.

To check their understanding, learners can then try the past paper question.
(F)

Resource Plus
Skills Pack: Unit con
The Skills Pack includes les
● converting between simple units of
● area and
● compound m
● interpreting travel and conversion

Often asked and often

C1.16 and Use given data to solve Look at simple problems on personal and household finance, using practical
compared.
E1.16 problems on personal and examples where possible. For example, taking information from published
household finance involving tables or advertisements. It would be useful for learners if you introduce a
Please when teaching
earnings, simple interest and range of simple words and concepts to describe different aspects of finance,
compound interest do
compound interest. such as tax, percentage profit, deposit, loan.
different examples that cover
different unknowns. I.e cover
Includes discount, profit and Two websites with a lot of resources linked to personal finance ranging in
finding final amount after 5
loss. difficulty are:
years, calculate the number
● Young money (www.young-money.org.uk)
of years, calculate the %
Extract data from tables and ● Make money make sense (www.moneymakesense.co.uk)
interest required for …..
charts. Both these websites cover the key areas of banks, bills, borrowing, budgeting,
debt and wages. The second website also covers ethical considerations. The
Includes discount, profit and resources are quite UK-specific in the detail but could easily be adapted for
loss. use in other countries.

Knowledge of compound Introduce the formula I = PRT, where I = interest earned, P is the investment,
interest formula is required. R is the percentage rate and T is the time. Use this formula to solve a variety
of problems involving simple interest, including those requiring learners to use
rearranged versions of the formula.
 Learners are required to calculate compound interest, ideally in a single
calculation, using the formula:

where P is the amount invested, r is the

percentage rate of interest and n is the number of years of compound
interest. For example, the compound interest earned on an investment of
$500 over 4 years at a rate of 3% interest is 500 × 1.034.

An interesting homework task is to ask learners to research the cost of

borrowing money from different banks. (I)
These are becoming quite
E1.17 Use exponential growth and Khan Academy (www.khanacademy.org/) provides some good examples to
common and are being
decay in relation to population introduce the topic of exponential growth and decay; search for ‘Exponential
expanded on in 2025. It is
and finance, e.g. depreciation, growth & decay word problems’. This site uses the approach n = akt where n =
well worth doing with the
growth of bacteria. number at time t, a is the initial value and k is the rate. Ask learners to
more advanced pupils
compare the similarities between this exponential growth formula and the
compound interest formula.

Past and specimen papers

Past/specimen papers and mark schemes are

available for the 0580 syllabus to download at
www.cambridgeinternational.org/support (F)

C1.1: Paper 32 Jun 2017 Q 4; Paper 11 Jun 2017 Q 6

and 9; Paper 30 Jun 2017 Q 15
E1.1: Paper 41 Jun 2017 Q 10
C1.2: Specimen Paper 1 Q20 and Q21; Paper 21 Jun
17 Q17(a)
C1.3: Paper 12 Jun 2017 Q1 and 6; Paper 33 Jun
2016 Q 6, also consolidates C1.1
E1.3: Specimen Paper 2 Q19 and Q27(b)
C1.4: Paper 11 Jun 2017 Q10; Paper 12 Jun 2017 Q7
C.1.6: Paper 13 Nov 2017 Q5(b); Paper 12 Nov 17 Q5
E 1.10: Paper 21 Jun 17 Q2(d); Paper 22 Jun 16 Q 13
C1.14: Paper 31 Jun 2017 Q6
C1.9: Paper 13 Nov 2017 Q10; Paper 21 Nov 17 Q3
C 1.11: Specimen Paper 4 Q1(a); Specimen Paper 3
Q4(a) (b)
E1.11: Specimen Paper 4 Q1
C1.15: Paper 12 Jun 2017 Q19
C1 .16: Paper 12 Jun 2017 Q 23; Specimen Paper 4
Q1 (b) and (c).
E1.16: Specimen Paper 4 Q1 (d)
2 Algebra and graphs

Syllabu Learning Teacher advice, resources and tests

Suggested teaching activities
s ref. objectives

C2.1 Use letters to An effective start to this topic is revising basic algebraic notation. For
and express example, a + a = 2a, b × c = bc (emphasising that cb is the same as bc
E 2.1 generalised but that the convention is to write letters in alphabetical order). Also
numbers and look at simple examples with indices d × d = d2 and e × e × e × e = e4.
express basic Explain to learners how to substitute numbers into a formula, including
arithmetic formulae that contain brackets.
processes
algebraically. Ask learners to work in groups to look at the difference between simple
algebraic expressions which are often confused. For example, ‘Find
Substitute the difference between 2x, 2 + x and x2 for different values of x’. Ask
numbers for learners “is there a number that makes them all equal?”
words and
letters in Once the basics are secure move on to transforming simple formulae,
formulae. for example rearranging y = ax + b to make x the subject. Learners
need to understand how to construct simple expressions and
Rearrange equations from word problems.
simple formulae.
Extension activity: The puzzle ‘Perimeter expressions’ on the Nrich
Construct website (https://nrich.maths.org) is an excellent activity. (I)
simple
expressions and For extended learners you will need to build on all of the work above.
set up simple Moving on to more complicated formulae when substituting, for
equations. example those with many orders of operations to consider. You can link
the work on transforming formulae to the work on solving equations,
asking learners to think about the balance method used in both.

A useful assessment tool is Paper 21Jun 2013 Q15. (I) Examples of

Substitute constructing more complicated equations and expressions can be
numbers for found in Paper 41 Jun 2013 Q5 (a)(b)(c). (F)
words and
letters in The final step is to explain to learners how to transform complex
complicated formulae such as x2 + y2 = r2, s = ut + ½at2, expressions involving
formulae. square roots, etc. You can use a series of examples to illustrate how to
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

Construct and transform formulae containing algebraic fractions (with possible links to
transform 1 1 1
the work in topic 2.3) for example 𝑓 = 𝑢 + 𝑣 .
complicated
formulae and
The most challenging formula to transform, which deserves time
equations, e.g.
spending on it, is where the subject appears twice. Using examples
transform
showing the factorising and dividing through methods, you can discuss
formulae where
the benefits of each. You can link this work to topic 2.2.
the subject
A good past paper question on this topic is Nov 2012 Q16. (F)
appears twice.
Please take the time to interweave chapt 1 negative
C2.2 Manipulate An important starting point is to revise all aspects of directed numbers
indices.
and directed with all four operations and link this to positive and negative algebraic
E2.2 numbers. terms with the four operations. The inability to deal with negative
numbers can otherwise cause an unnecessary stumbling block in
This is a very important piece of work. It is a must that all
Use brackets algebraic work.
master this. Hence there will be an assessment for this.
and extract
common factors, You will need to use examples, with both positive and negative
e.g. numbers, to illustrate expanding brackets. Start simply with a single
expand 3x(2x – term being multiplied over a bracket containing two or more terms.
4y) Extend this technique to multiplying two simple linear brackets together
factorise 9x2 + for example (x – 3)(x + 7). It may be useful to build on the grid method
15xy of multiplication linked to the partitioning of numbers. Learners may
then find it useful to see a 2 × 2 algebraic multiplication grid to help
Expand with their understanding. It is important to stress the doing and undoing
products of link between expanding brackets and factorising
algebraic
expressions The next step is to use examples, with both positive and negative
(two brackets numbers, to illustrate factorising simple expressions with one bracket.
only), e.g. Explain that factorising is the reverse of expanding.
expand (x + 4)(x
– 7); for For extended learners, move on to examples where they will need to find
extended the products of algebraic expressions, for example (x2 + 3x – 4)(x – 5).
include products Building on the earlier factorising work, use examples to show learners
of more than how to factorise three-term quadratic equations, initially where the
two brackets, coefficient of x2 is 1.
e.g. (x + 4)(x –
7)(2x + 1)
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

Include examples of simple difference of two squares, such as x2 – 16,

Factorise where emphasising that these can be solved using the same method as
possible three-term quadratics bearing in mind that the coefficient of the x term
expressions of is 0. There are some good questions to get your learners practicing
the form: factorising simple quadratics on slide 5 of the PowerPoint presentation
ax + bx + kay + ‘Factorising quadratic expressions’ on the TES website
kby (www.tes.co.uk).
a2x2 – b2y2
a2 + 2ab + b2 A really challenging topic is that of factorising quadratics where the
ax2 + bx + c coefficient of x2 is not 1. It is worth spending a considerable amount of
time on this topic, including revisiting it throughout the course to ensure
methods are not forgotten. A higher order thinking skill is to ask
learners to compare different methods for tackling a question. This is
particularly useful for more able learners. Ask them to compare the two
different methods for factorising quadratics of the form ax2 + bx + c,
where a ≠ 1. The first method can be found on slide 16 of the power
point presentation listed above, (which uses splitting the x term into
two terms and then factorising by grouping). The second method can
be found on Mr Barton Maths website (http://mrbartonmaths.com) in
his eBook ‘The Maths E-Book of Notes and Examples’ in the section
‘More factorising quadratics’. He uses a trial and error approach.

Finally, give learners example problems requiring them to factorise the

difference of two squares, for example 16x2 – 25y2. It is also worth
mentioning two-term quadratic factorising examples such as 18x2 –
24x. Emphasise that these are often poorly answered. Point out that
because they are quadratics learners often try to use two sets of
brackets instead of just the one set of brackets required.

E2.3 Manipulate Building on the work on factorising in topic 2.2, show learners how to
algebraic
(note fractions, e.g.
there is factorise and simplify rational expressions such as .
no C2.3)
Provide learners with plenty of examples and questions. It is worth
linking this work on simplifying rational expressions to the work on
Syllabu Learning Teacher advice, resources and tests
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using the four rules with algebraic fractions, so that learners always
give the most simplified answer. (I)
,
You will need to spend time revising adding and subtracting simple
,
fractions with learners, for example . Explain the process of
, finding a common denominator by, in this case, multiplying the two
denominators. Ask learners to discuss when the lowest common
denominator doesn’t need to be the product of the two denominators,
,
e.g. .

The next step is to move on to algebraic fractions starting with

Factorise and
simplify rational
numerical denominators, for example , then
expressions,

extending this to algebraic denominators such as . You will

e.g.
need to emphasise common errors that occur when subtracting

algebraic fractions. For example, in explain that it is

common to see sign errors on the numerator when x – 5 is multiplied
by –4.

Move on to examples demonstrating multiplying and dividing with

numerical fractions, reminding learners that instead of dividing by a
fraction you multiply by its reciprocal.

Extend this by looking at algebraic fractions such as ,

.
Syllabu Learning Teacher advice, resources and tests
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Provide example questions for learners to practice. Paper 21 Jun 2013

Q22 is also worth doing. (I) (F)
https://www.drfrostmaths.com/worksheets.php?wid=592
C2.4 ad Use and A good starting point is to give learners examples that revise the rules
0
E2.4 interpret of indices work from Unit 1 topic 1.7. Extend this to using and
positive, interpreting positive, negative and zero indices and using the rules of
https://www.drfrostmaths.com/worksheets.php?wid=592
negative and indices with algebraic terms. For example, simplify: 3x4 × 5x, 10x3 ÷
3
zero indices. 2x2, (x6)2.
https://www.drfrostmaths.com/worksheets.php?wid=592
Use the rules of
1
indices, e.g. For extended learners, move on to looking at fractional indices. For
simplify 3x4 ×
5x, 10x3 ÷ 2x2,
(x6)2 and for example, simplify: , , , and solving
extended x
exponential simple equations such as, 32 = 2.
This is the second stage to indices. Recap on the first 3
learners, e.g.
rules. Then start these.
Again Tarsia Puzzle are great for these
,
Lookup simplifying Algebraic indices

Use and
interpret
fractional
indices, e.g. 32x
=2
One of the most common IG topics. You are likely to get
C2.5 Derive and Begin this work with revising how to solve simple linear equations,
both sorts in an exam so this should be understood by
and solve simple including those with negatives, for example
all.
E2.5 linear equations 3x + 2 = –1. You should also include examples showing how to solve
However, you have got to ensure pupils understand how
in one unknown. linear equations with brackets such as 5(x + 4) = 3(x + 10).
to factorise and solve quadratics, how to solve linear
eqs. Incorporate this into starters
Syllabu Learning Teacher advice, resources and tests
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Derive and For a fun active learning resource, ask learners to work in groups to
solve complete the ‘Simple equations jigsaw’ activity from the TES website
Strongly recommend Tarsia Puzzles here to keep it
simultaneous (www.tes.com . Many more jigsaws are available at Mr Barton Maths
interesting
linear equations website (http://mrbartonmaths.com), which also contains the link for
in two downloading the Tarsia software to view the jigsaws.
Linear Sim Equ
unknowns.
Simultaneous equations can be set up for a range of real life problems.
https://www.drfrostmaths.com/worksheets.php?wid=568
Derive and A good introduction to simultaneous equations is to use a
2
solve non-algebraic approach that builds on learners’ informal approaches to
simultaneous these problems. For example, 3 coffees and 2 teas cost $6.50, and 5
Quad and Linear
equations, coffees and 2 teas cost $9.50. Showing learners how the simultaneous
https://www.drfrostmaths.com/worksheets.php?wid=568
involving one equation from these statements can be formed and emphasising that
4
linear and one the cost of tea and coffee does not change. You can start with concrete
quadratic. examples and visual images to build on learners informal
understanding. It is important for learners to understand that to solve
Derive and problems that involve two unknowns it is necessary for them to have
solve quadratic two equations. The aim of solving simultaneous equations is to remove
equations by one of the unknowns, then they can approach the problem using what
factorisation, they already know about solving simple linear equations in one
completing the unknown.
square and by
use of the Extend this by looking at examples to illustrate how to solve
formula. simultaneous linear equations with two unknowns by elimination,
substitution and finding approximate solutions using graphical methods
Derive and (linking to topic 2.10). You can use software packages such as
solve linear Desmos (www.desmos.com) or Geogebra Graphing Calculator
inequalities, (www.geogebra.org) to allow learners to explore the solutions of
including simultaneous equations graphically. (I)
representing
and interpreting
inequalities on a Extended learners need solve simultaneous equations involving one
number line; linear and one quadratic equation. They can also be asked to compare
interpretation of the two methods for solving simultaneous equations (elimination and
results may be substitution) and discuss which methods they might use and why for
required. specific examples. In many cases, substitution may be more
appropriate when a quadratic equation is involved.
Syllabu Learning Teacher advice, resources and tests
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Extended learners will then need to explore all the different methods
for solving quadratic equations, namely by factorisation, using the
quadratic formula and completing the square (for real solutions only).
The Maths is Fun website (www.mathsisfun.com) has a good
explanation of completing the square that uses multiple
representations to help secure learners conceptual understanding of
the process. (If the link breaks, search ‘Completing the square’.)

The best starting point is using examples of the form ax2 + bx + c = 0

then extend this by looking at equations requiring rearranging into this
form first. Paper 41 Jun 2017 Q8(b), is a good example. (F)(I)

A more challenging activity involves learners needing to construct their

own equations from information given and then solve them to find the
unknown quantity or quantities. This could involve the solution of linear
equations, simultaneous equations or quadratic equations.

To introduce the topic of solving linear inequalities, it is a good idea

starting with just numbers, for example
7 > 5, showing that that multiplying or dividing an inequality by a
negative number reverses the inequality sign, i.e. –7 < –5.

Use examples to illustrate how to solve simple linear inequalities

including representing the inequality on a number line. Interpretation of
results may be required. You can use software packages such as
Geogebra (www.geogebra.org) to create interactive activities for
learners to explore and demonstrate their understanding of inequalities
on a number line. You can also explore the resources on the Geogebra
website for some examples by searching for inequalities on a number
line. (I)(F)

The most challenging inequalities for learners to solve are those where
the inequality needs to be split into two parts and each part solved
separately. Paper 22 Jun 2017 Q13 and Paper 23 Jun 2017 Q16 are
good examples of inequalities questions. (F)
Syllabu Learning Teacher advice, resources and tests
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E2.6 Represent A good starting point is to begin by asking learners to draw several
inequalities straight lines on a set of axes, possibly on mini white boards, for
(note graphically and example y = 2, x = –5, y = 3x and x + 2y = 10. Ask learners to consider
there is use this a point on one side of each of these lines, the origin if possible, and
no C2.6) representation use substitution to see if the inequalities y < 2, x > – 5, y < 3x and x +
to solve simple 2y > 10 are true for their chosen point. Ask learners to work in groups
linear to do their own examples.
programming
problems. Extend this work by asking learners to look at examples illustrating
how to solve linear programming problems by graphical means,
The conventions highlighting the convention of using broken lines for strict inequalities <
of using broken and > and solid lines for the inequalities ≤ and ≥.
lines for strict
inequalities and Finally, learners will need to understand how to construct inequalities
shading from constraints given, showing that several possible solutions to a
unwanted problem exist, indicated by the unshaded region on a graph. Provide
regions will be learners with examples and questions.
expected.

Sequences and nth term is becoming ever more

C2.7 Continue a Give learners the definition of a sequence of numbers. Begin by asking
popular in IG exams. The questions are usually
and given number them to work in groups to investigate some simple sequences, such as
worth quite a few marks with at least 2 for a cubic or
E2.7 sequence. finding the next two numbers in a sequence of even, odd, square,
exponential.
triangle or Fibonacci numbers.
Recognise
I would not recommend spending time teaching this
sequences of Extend this to looking at finding the term-to-term rule for a sequence.
but trial and error or spotting this is worth doing.
square, cube For example, the sequence 3, 9, 15, 21, 27, ..., has a term-to-term rule
and triangular of +6; the sequence 40, 20, 10, 5, 2.5, …, has a term to term rule of
numbers. ÷2. Learners will need to have some appreciation of the limitations of a
term-to-term rule, i.e. that they are not very useful for finding terms that
Recognise are a long way down the sequence. This leads on nicely to finding the
patterns in position-to-term rule for a sequence by examining the common
sequences difference, for example the nth term in the sequence 3, 9, 15, 21, 27,
including the …, is 6n – 3.
term to term rule
and
Syllabu Learning Teacher advice, resources and tests
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relationships The Nrich website (https://nrich.maths.org) has a nice activity called

between ‘Seven squares – group worthy task’ that looks at challenges learners
different to describe generic patterns verbally, numerically and algebraically. It
sequences; does not assume prior knowledge of algebra and could be a good way
subscript to introduce, practise or assess algebraic fluency. You could use mini
notation might whiteboards or coloured matchsticks to support this activity. (F)
be used.
An interesting investigation is to look at square tables placed in a row
Find and use so that 4 people can sit around one table, 6 people can sit around 2
the nth term of tables joined, 8 people can sit around 3 tables joined, and so on. Ask
sequences in learners to work out how many people can sit around n tables. To add
linear, simple an extra challenge, ask learners to investigate tables of different
quadratic and shapes and sizes, and to try to relate the nth term formula to the
cubic practical situation explaining how the numbers in the formula relate to
sequences; for the arrangements of the tables. (I)
extended
learners this is Extension activity: With more able learners you could look at deriving
required for the formula for a linear sequence with nth term = a + (n – 1)d where a
linear, quadratic, is the first term and d is the common difference, this formula is not
cubic and essential knowledge. (I)
exponential
sequences and Another approach is looking at patterns and relationships between
simple different sequences. For example, the sequence 2, 5, 10, 17, 26, …, is
combinations of the square numbers + 1. You can give learners several examples of
these. these asking them to find the nth term, using just simple quadratic and
cubic sequences, i.e. of the form an2 ± c or an3 ± c. (I)

For extended learners, extend theCcore work by looking at examples

of finding the nth term of harder quadratic sequences. A useful
resource is the video and applet listed below, which can be found
online at Waldomaths (http://waldomaths.com). Learners can work in
groups using the applet to investigate finding the nth term of harder
quadratic sequences.

● Quadratic sequences 1 video:

http://www.waldomaths.com/video/QuadSeq01/QuadSeq01.jsp
Syllabu Learning Teacher advice, resources and tests
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● ‘nth term of quadratic sequences’ applet:

http://www.waldomaths.com/QuadSeq2L.jsp

For even greater challenge, you can extend this further by investigating
cubic sequences:
● ‘Cubic sequences 1 – finding the nthe term’ video:
http://www.waldomaths.com/video/CubSeq01/CubSeq01.jsp
● ‘nth term of cubic sequences’ applet:
http://www.waldomaths.com/CubSeq1L.jsp

Other methods for finding nth terms are possible. Ask learners to
search online for alternative methods for finding nth terms. (I)

Subscript notation may be used. The introduction to sequences on the

Maths is Fun website (http://www.mathsisfun.com) includes an
explanation of subscript notation. Search for ‘Sequences’.

Finally, learners will need to look at exponential sequences with a

common multiplier (or ratio) instead of a common difference.

Extension activity: With more able learners, derive the formula for the
nth term = ar (n-1) where a is the first term and r is the common ratio, this
formula is not essential knowledge.
A very common paper 4 topic
E2.8 Express direct Learners will need to be able to solve a variety of problems involving
and inverse direct or inverse variation.
proportion in
algebraic terms Encourage efficient notation that moves from the question to each step
and use this in turn. For example,
form of ● y varies directly with x (or y is directly proportional to x) to y ∝ x ⇒
expression to y = kx
find unknown 1
● t varies inversely as the square root of v to v ⇒ t ∝ 2 ⇒ t = 2
𝑘
quantities. 𝑣 𝑣
where k is a constant.

Emphasise the common error of reversing direct and inverse variation.

Once the formula has been established ask learners to use given
Syllabu Learning Teacher advice, resources and tests
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values to work out the value of the constant, k, and then use the
formulae with the evaluated k.

E2.9 Use function There is a whole page on functions in every paper 4.

Give learners a definition of a function, f(x): that it is a rule applied
(note notation, e.g. Please make sure pupils understand as much as
to values of x. Look at evaluating simple functions for specific
there is f(x) = 3x – 5, f: x possible.
values, for example linear functions, describing the functions using
no C2.9) ⟼ 3x – 5, to Be aware. You will have to cover clever questions on f(x) notation and mapping notation.
describe simple inverse functions by looking at the domains of the
functions. normal function. These can get very hard but once The next step is to introduce the inverse function as an operation
Find inverse you have done 1 thae idea is the same. which ‘undoes’ the effect of a function. Demonstrate how learners
functions f Please also be careful of the idea of finding the range can evaluate simple inverse functions for specific values,
–1(x). etc by relating to the actual shape or function of the describing the functions using the f-1(x) notation and mapping
Form composite graph. Ie range of ex ; f(x) > 0 due to the nature of the notation. Link this to the work on transforming formulae from topic
functions as graph 2.1. Explain to learners that to find the inverse of the function f(x) =
defined by gf(x) 2x – 5, a useful method is to rewrite this as
= g(f(x)). y = 2x – 5, then to interchange the x and y to get x = 2y – 5, then
to make y the subject y = (x + 5)/2 and finally to re-write using the
inverse function notation as f-1(x) = (x + 5)/2.

Using linear and/or quadratic functions, f(x) and g(x), show learners
how to form composite functions such as gf(x), and how to evaluate
them for specific values of x. Ask learners to investigate for a
variety of different functions gf(x) and fg(x) to see that these are not
often the same. Emphasise that it is important that learners know
the correct order to apply the functions.

Provide learners with examples and questions, either prepared

yourself or from textbooks.

Extension activity: The video ‘Finding inverse functions: linear’ on

the Khan academy website (www.khanacademy.org) also talks about
what the graph of an inverse function looks like. Knowing that the
graph of an inverse function is a reflection in the line y = x is a useful
extension for the more able learners.
Syllabu Learning Teacher advice, resources and tests
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C2.10 Interpret and A good starting point is to draw and use straight line graphs to convert
and use graphs in between different units, for example between metric and imperial units,
E2.10 practical or between different currencies. Exchange rates can be found online
situations and can be useful for setting questions. Learners need to be confident
including travel in solving problems using compound measures. It will be useful to link
graphs and this work to the work from topic 1.11 and 1.15.
conversion
graphs, e.g. It is important for learners to be able to draw a variety of graphs from
interpret the given data, for example to determine whether two quantities are in
gradient of a proportion, e.g. y and x (or for more able learners y and x2). You will be
straight line able to link this to the work in topic 2.8 on direct and inverse variation
graph as a rate (for extended learners).
of change.
For extended learners, you will want to provide examples of how to
Draw graphs draw and use distance–time graphs to calculate average speed (linking
from given data. this to the calculating gradients work in topic 5.2). Learners should be
able to interpret the information shown in travel graphs and to be able
Apply the idea to draw travel graphs from given data. Ask learners to draw a travel
of rate of graph for an imaginary journey and to write a set of questions about
change to this journey. For example, “What was the average speed?” (I) When
simple learners have drawn their graphs and written their question they can
kinematics then give these to other members of a group to answer.
involving
distance–time The STEM learning e-library (https://www.stem.org.uk/resources) has
and speed–time an example of a lesson that can be used to deepen or assess learners
graphs, understanding in this section. Search for ‘Interpreting distance–time
acceleration and graphs A6’. (I)(F)
deceleration; You will need to ensure that learners have studied topic 4.2 and that
may include they can confidently calculate areas of rectangles, triangles,
estimation and trapeziums and compound shapes derived from these.
interpretation of
the gradient of a Extend this work by looking at examples of speed–time graphs being
tangent at a used to find acceleration and deceleration and to calculate distance
point. travelled as area under a linear speed–time graph.

Calculate
distance
Syllabu Learning Teacher advice, resources and tests
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travelled as area Challenge can be provided by looking at examples where learners are
under a required to convert between different units. For example, where
speed–time different units are being used in the question and in the graph.
graph. Resource Plus
Skills Pack: Unit conversions
The Skills Pack includes lessons on:
● converting between simple units of measure
● area and volume
● compound measures
● interpreting travel and conversion graphs.

This has been a guaranteed question for the past few

C2.11 Construct tables Begin this topic by drawing a series of lines with x = constant and y =
years. DO NOT fail to teach all of this as one concept.
of values for constant. Ask learners to identify the equations of the lines that you
All boys should be able to construct the tables and
functions of the have drawn. Emphasise the importance of using a ruler and a sharp
graphs and have an idea of solving. The advanced will
form ax + b, ±x2 pencil in mathematical diagrams throughout this topic.
be able to go further and solve graphs and functions and
+ ax + b,
even solve eg f(x) - 2= 3x. Being draw a line of 3x+2
Move on to examples of drawing diagonal straight-line graphs from a
and see where it crosses.
table of values where the gradient and intercept are integers. You can
(x ≠ 0), link this to the work on gradient in topic 5.2.
where a and b This will not be in a test but you should put up past
are integer GCSE questions
Extension activity: ‘Graphing linear equations’ is an online lesson
constants. from math.com (http://www.math.com) where learners can work as a
group to explore and compare the methods for drawing lines from
Draw and equations.
interpret such
graphs. Extend this to looking at drawing quadratic functions of the form ± x2 +
ax + b, and simple reciprocal functions such as
Solve linear and
quadratic
equations (x ≠ 0). Learners should be able to draw a variety of these graphs
approximately, confidently and accurately from a table of values.
including finding
and interpreting Introduce the terms parabola and hyperbola (although these are not
roots by required).
graphical
methods.
Syllabu Learning Teacher advice, resources and tests
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You can then discuss with learners the symmetry properties of a

Recognise, quadratic graph and how this is useful; knowledge of turning points is
sketch and not required.
interpret graphs
of functions; The STEM learning e-library (https://www.stem.org.uk/resources) has
linear and an example of a good lesson that could be used to consolidate or
quadratic only. assess learners’ ability to identify and interpret different graphs.
Knowledge of Search for ‘Interpreting functions graphs and tables’. Note the
turning points is software mentioned in the lesson is not necessary for the activity but
not required. can enrich it if available. (I)(F)

The next step is to show how the solutions to a quadratic equation may
be approximated using a graph. Extend this work to show how the
solution(s) to pairs of equations (for example y = x2 – 2x – 3 and y = x)
can be estimated using a graph. This work can be linked to the work
on simultaneous equations from topic 2.5.
This has been a guaranteed question for the past few
E2.11 Construct tables Software drawing packages such as Geogebra (www.geogebra.org)
years. DO NOT fail to teach all of this as one concept.
of values and are useful for learners to use to investigate different features of graphs.
All boys should be able to construct the tables and
draw graphs for Geogebra is free to download.
graphs and have an idea of solving. The advanced will
functions of the
be able to go further and solve graphs and functions and
form axn (and Start by asking learners to draw functions of the form a/x2; a/x; ax3; ax;
even solve eg f(x) - 2= 3x. Being draw a line of 3x+2
simple sums of where a is a constant, using a graph drawing package like Geogebra.
and see where it crosses.
these) and Ask learners to work in groups to use the software to gain an
functions of the awareness of what each of the different types of graphs look like.
This will not be in a test but you should put up past
form abx + c, Learners should recognise common types of functions from their
GCSE questions
where a and c graphs, for example from the parabola, hyperbola, quadratic, cubic and
are rational exponential graphs.
constants, b is a
positive integer, The Maths is Fun website (https://www.mathsisfun.com) can be used
and n = –2, –1, to explore the effect of transforming graphs. Search for ‘Function
0, 1, 2, 3; sums transformations’. This page explains how all transformations can be
would not done in one go using the arrangement: af(b(x + c)) + d. Remind
include more students that for quadratic equations completing the square arranges
than three the quadratic function in this form.
functions.
GeoGebra can be used to allow learners to explore transformations of
Syllabu Learning Teacher advice, resources and tests
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Solve functions independently, and you can also find existing examples in the
associated resource section of the Geogebra website. (I)
equations
approximately, Once learners understand the effect of transforming a quadratic
including finding equation written in the form af(b(x + c)) + d, they will be able to derive
and interpreting how they find the turning point for different quadratic equations by
roots by completing the square and relating this to a transformation of the graph
graphical of x2.
methods; Find
turning points of The STEM learning e-library (www.stem.org.uk) has a good resource
quadratics by to consolidate or assess students understanding of how to use
completing the transformations of the graph of x2 to identify key properties such as
square. turning points; it is called ‘Linking the properties and forms of quadratic
functions C1’. (I) (F)
Draw and
interpret graphs The Maths is Fun website (www.mathsisfun.com) also has a useful
representing page describing different asymptotes. This includes questions for
exponential learners to explore on their own, including detailed explanations to
growth and support the solutions. Learners could explore these questions
decay problems. alongside the use of GeoGebra graphing calculator package. (I)

Recognise, Move on to asking learners to draw the graphs from tables of values. A
sketch and useful video ‘Exponential function graph’ can found on the Khan
interpret graphs academy website (www.khanacademy.org). Extend the work to include
of functions; simple sums of not more than three functions in the form axn, where a
linear, quadratic, is a rational constant, and n = –2, –1, 0, 1, 2, 3. Ask learners to solve
cubic, reciprocal associated equations approximately using these graphs.
and exponential.
Learners should be encouraged to sketch a range of graphs by
Knowledge of recognising key points on these graphs. They should realise that
turning points sketching a graph is different from drawing a graph and that both are
and asymptotes useful; they may be asked to do both. Learners should understand that
is required. a sketch of a graph does not need to be 100% accurate and to scale; it
is important however, that the most important features are there and
clearly labelled. Questions that they could be encouraged to ask
themselves should include:
● What happens when x = 0? When y = 0?
Syllabu Learning Teacher advice, resources and tests
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● What happens when x tends towards infinity?

● Are there any asymptotes? Horizontal? Vertical? Oblique?
● They could also link this to trigonometrical functions by considering
whether the graph is going to be periodic. (Links to topic E6.3).

The final step is to look at examples of how to draw and interpret

graphs representing exponential growth and decay problems. It will be
useful to learners to link this to the work from topic 1.17.

E2.12 Estimate Ensure learners have studied topic 5.2 (finding the gradient of a
gradients of straight line) before beginning this topic.
curves by
drawing Learners should already be able to confidently find the gradient of a
tangents. straight line. Give learners a definition of the term tangent. Move on to
looking at examples that show how to find the gradient at a point on a
curve by drawing a tangent at that point.
Another topic that will have a whole question dedicated
E2.13 Link this work to work learners have already done on the gradient of a
Understand the to this in Paper 4.
idea of a derived straight line graph and distance–time graphs. Remind them about the
This is a hard topic as it relies on so many other skills.
function. equation for finding the gradient of a straight line.
As this is a late topic it is a great opportunity to start with
and interleave Y=mx+c, solving quadratics and you have
The Maths is Fun website (www.mathsisfun.com) provides good
to start with indice rules
Use the introductions to calculus. Search ‘Introduction to Calculus’ and
derivatives of ‘Introduction to derivatives’.
functions of the
form axn, and Introduce learners to this general formula and use this to
simple sums of explore what happens to functions of the form axn as the
not more than change in x tends towards zero:
three of these,
where a is a DIFFERENTIATION TEST - A Must but not electronic
rational constant due to nature of the answers
and n is a https://www.drfrostmaths.com/resource.php?rid=354
positive integer The STEM learning e-library( www.stem.org.uk) has a good resource
or 0. that could be used to consolidate or assess students understanding of
 derivatives of functions of the form axn . Search ‘Matching functions
and derivatives’ (I)(F)
Apply
differentiatio
n to
gradients
and turning
points
(stationary
points), e.g.
2x3 + x – 7

Discriminate
between
maxima and
minima by any
method.

Past and specimen papers

Past/specimen papers and mark schemes are available for the 0580
syllabus to download at www.cambridgeinternational.org/support (F)

E 2.1: Paper 3 Jun 2017 Q23; Paper 42 Nov 2017Q8

C2.2: Paper 21 Jun 2017Q5
E2.2: Paper 22 Jun 2017 Q22(b)
E2.3: Paper 23 Nov 2017 Q2( c); Paper 21 Nov 2017 Q19
E2.4: Paper 22 Jun 2017 Q22(a)
C2.5: Paper 43 Jun 2017 7(a); Paper 22, Nov 2016 Q8
E2.5: Specimen Paper 2 Q28; Paper 41 Jun 2017 Q8b (Quadratics);
Paper 22 Jun 2017 Q13 (Inequality); Paper 23 Jun 2017
Q16(Inequality)
E2.6: Paper 23, Jun 2017 Q11
C2.7: Paper 41, Jun 2017, Q9
E2.8: Paper 22 Jun 2017 Q21
E2.9: Specimen Paper 4 Q7; Paper 41 Nov 2017 Q4; Paper 23 Jun
2017 Q12
E2.11: Specimen Paper 4 Q3(iv)
E2.13: Specimen Paper 4 Q11
3 Coordinate geometry

Syllabu Learning Teacher advice, resources and tests

Suggested teaching activities
s ref. objectives

C3.1 Demonstrate Revise coordinates in two dimensions. Draw a picture by joining dots on a
and familiarity square grid. Draw x and y axes on the grid and write down the
E3.1 with coordinates of each dot. (I)
Cartesian
coordinates Ask other learners to draw these pictures from a list of coordinates only.
in two
dimensions.
One of the most important chapters of the course. This is
C3.2 Find the Use a diagram to help you define a line with a positive gradient as one
also very important for A level.
and gradient of a sloping upwards, and a line with a negative gradient as one sloping
E3.2 straight line. downwards.
Please make sure all pupils can do this topic it really
needs to be mastered at the expense of others. It can
Calculate the Use simple examples to show how to calculate the gradient (positive,
come up in 3 separate questions in the IG paper.
gradient of a negative or zero) of a straight line from a graph using vertical distance
straight line divided by horizontal distance in a right-angled triangle:
Please do not just teach this by formula, please ensure
from the
pupils understand what
coordinates
of two points
on it.
Extend this to consider the gradient of the line x = constant.

Use examples to show how to calculate the gradient of a straight line from
the coordinates of two points on it, firstly by drawing the line and then

without drawing the line. Use . Explain

the common error of subtracting the coordinates the opposite way around
on the numerator to the denominator causing the sign to be incorrect. The
Maths is Fun website (www.mathsisfun.com) has a clear explanation for
this objective. Search “Equation of a line from two points”.

The underground maths website (https://undergroundmathematics.org)

uses an interactive applet to help learners explore how to calculate the
gradient of a straight line from the coordinates of two points. You can use
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

this to arrive at the general formula y−y1=m(x−x1). The link includes a

clear explanation and examples, and links it to the work learners have
already done on transformations of graphs (E2.11). Search for ‘The
equation of a straight line’. (I)
Resource Plus
Skills Pack: Straight line graphs
The Skills Pack includes a lesson on finding the gradient of a straight
line.

E3.3 Calculate the Revise Pythagoras’ theorem from Unit 4. Use examples to show how to
length and calculate the length of a straight line segment from the coordinates of its
(note the end points using a sketch.
there is coordinates
no C3.3) of the Extension activity: To challenge the learners, do this using the formula
midpoint of a 2 2
straight line (𝑥1 − 𝑥2) + (𝑦1 − 𝑦2) .
from the
coordinates Use examples to show how to find the coordinates of the midpoint of a
of its end straight line from the coordinates of its end points. Include examples
points. working backwards, e.g. when an end point and a midpoint are known,
find the other end point. (I)
This has been a guaranteed question for the past few
C3.4 Interpret and Revise drawing a graph of y = mx + c from a table of values. Interpret the
years. DO NOT fail to teach all of this as one concept.
and obtain the meaning of m and c from the equation using the terms gradient and
E3.4 equation of a intercept. Starting with a straight line graph, show how its equation (y =
straight line mx + c) can be obtained. (I)
graph in the
form To interpret the meaning of an equation, explain how an equation simply
y = mx + c. gives the relationship between the x and y coordinates on the line, e.g. for
the equation y = 2x this means the y ordinate is always double the x
Problems will ordinate. Use this to identify if a point lies on the line, e.g. which of these
involve points: (2, 8), (–4, 8), (7, 14), (20, 10), (0, 0) lies on the line y = 2x?
finding the
equation Ask learners to come up similar questions. (I) Then give these questions
where the to others in a group to identify which points do not lie on a given line.
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

graph is Resource Plus

given. Skills Pack: Straight line graphs
The Skills Pack includes a lesson on interpreting and obtaining the
equation of a straight line graph.

C3.5 Determine Use examples to show how to find the equation of a straight line parallel
and the equation to a given line, e.g. find the equation of a line parallel to y = 4x – 1 that
E3.5 of a straight passes through (0, –3).
line parallel
to a given Resource Plus
line. Skills Pack: Straight line graphs
The Skills Pack includes a lesson on determining the equation of a
e.g. find the straight line parallel to a given line.
equation of a
line parallel
to y = 4x – 1
that passes
through
(0, –3).
https://www.drfrostmaths.com/worksheets.php?wid=573
E3.6 Find the Use examples to show that parallel lines have the same gradient. Include
8
gradient of examples where the equation is given implicitly, e.g. which of these lines
parallel and are parallel? y = 2x, y + 2x = 10, y – 2x + 3, 2y = 2x + 7, etc.
(note perpendicula
there is r lines, e.g. Use an odd-one-out activity with three or more examples, where one of
no C3.6) the lines is not parallel to the others and ask learners to identify which one
find the is the odd-one-out and why. Ask learners to come up with their own set of
gradient of a odd one out examples.
line
perpendicula Find the gradient of perpendicular lines by using the fact that if two lines
r to y = 3x + are perpendicular the product of their gradients is –1, e.g. find the gradient
1 of a line perpendicular to y = 3x + 1.

find the Use a variety of examples linking earlier topics from this unit, e.g. find the
equation of a equation of a line perpendicular to one passing through the coordinates
line (1, 3) and (–2, –9).
perpendicula
r to one You could use the following resources to assess learners’ understanding
passing of this objective along with objective E.3.2 and C3.4) (I) (F):
through the ● Parallel lines:
coordinates http://www.mathsisfun.com/algebra/line-parallel-perpendicular.html
(1, 3) and ● Lots of lines!:
(–2, –9). https://undergroundmathematics.org/geometry-of-equations/lots-of-lin
es

Resource Plus
Skills Pack: Straight line graphs
The Skills Pack includes a lesson on finding the gradient of parallel and
perpendicular lines.

Past and specimen papers

Past/specimen papers and mark schemes are available for the 0580 syllabus to
download at www.cambridgeinternational.org/support (F)

E3.2: Paper 41 Jun 2017 Q7(a)

C3.4: Specimen Paper 3 Q7(a); Specimen Paper 2 Q5
E3.6: Paper 41 Jun 2017 Q7 (c) and (d)
4 Geometry

Syllabu Learning Teacher advice, resources and tests

Suggested teaching activities
s ref. objectives

C4.1 Use and interpret Use flashcards at Quizlet (https://quizlet.com) to look at the
and the geometrical geometrical terminology.
E4.1 terms: point, line,
parallel, bearing, Introduce the terminology for bearings, similarity and congruence
right angle, acute, briefly as similar shapes and three-figure bearings will be studied in
obtuse and reflex more detail in topics 3.4 and 6.1.
angles,
perpendicular, Illustrate common solids, e.g. cube, cuboid, tetrahedron, cylinder,
similarity and cone, sphere, prism, pyramid. Define the terms vertex, edge and
congruence. face.

Use and interpret Explore some geometric solids and their properties on the
vocabulary of Illuminations website (https://illuminations.nctm.org) (I); search for
triangles, ‘Geometric solids’.
quadrilaterals,
circles, polygons
and simple solid
figures including
nets.

C4.2 Measure and draw Reinforce accurate measurement of lines and angles through
and lines and angles. various exercises. For example, each learner draws two lines that
E4.2 intersect. Measure the length of each line to the nearest millimetre
Construct a and one of the angles to the nearest degree. Each learner should
triangle given the then measure another learner’s drawing and compare answers.
three sides using a
ruler and a pair of Ask learners to draw any triangle and then measure the three
compasses only. angles and check that they add up to 180°.

Show how to construct a triangle using a ruler and a pair of

compasses only, given the lengths of all three sides. The Maths is
fun website (www.mathsisfun.com) has a useful animation,
‘Constructing a triangle with 3 known sides’, to demonstrate.
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

C4.3 Read and make Use an example to revise the topic of scale drawing.
and scale drawings.
E4.3 Show how to calculate the scale of a drawing given a length on the
drawing and the corresponding real length. Point out that
measurements do not need to be included on a scale drawing and
that many scale drawings usually have a scale written in the form
1 : n.

Draw various situations to scale and interpret results. For example,

ask learners to draw a plan of a room in their house to scale and
use it to determine the area of carpet needed to cover the floor, plan
an orienteering course, etc. (I)

Explore the set of resources on the Khan Academy website

(https://www.khanacademy.org/) by searching for ‘scale drawings’.
Similar shapes is a very common GCSE question, if the
C4.4 Calculate lengths If necessary, revise what is meant by ‘similar’ and provide examples.
pupils are lucky it will be simple but please make sure
and of similar figures. Give learners practice of calculating lengths in similar figures.
you have discussed the idea of area and volume = SF2
E4.4
and SF3
For extended learners, expand on the work on calculating lengths of
Use the similar figures to using the relationships between areas, surface
relationships areas and volumes of similar shapes and solids.
between areas of
similar triangles,
with corresponding
results for similar
figures and
extension to
volumes and
surface areas of
similar solids.
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

See below in Circle theorems. This is a topic that CIE

C4.5 Recognise Discuss the conditions for congruent triangles. Point out that when
have made a note of that will be included from 2020 so
and congruent naming triangles that are congruent, it is usual to state letters in
be sure to go through it as it may become common
E4.5 shapes. corresponding order. For example, stating that ΔABC is congruent to
ΔEFG implies that the angle at A is the same as the angle at E.

Extend the work on congruent shapes to introduce similar

triangles/shapes. Use the fact that corresponding sides are in the
same ratio to calculate the length of an unknown side. Link this work
to work on transformations since rotation, reflection and translation
leave shapes congruent and enlargements form similar shapes.

Use the basic The Khan Academy website (https://www.khanacademy.org) has a

congruence criteria number of resources under ‘Triangle congruence’ that include the
for triangles (SSS, basic congruent criteria.
ASA, SAS, RHS).

C4.6 Recognise Define the terms line of symmetry and order of rotational symmetry
rotational and line for two dimensional shapes. Revise the symmetries of triangles
symmetry (equilateral, isosceles) and quadrilaterals (square, rectangle,
(including order of rhombus, parallelogram, trapezium, kite) including considering
rotational diagonal properties. Discuss the infinite symmetry properties of a
symmetry) in two circle.
dimensions.
Includes properties You can use classifying and ‘odd-one-out’ activities to engage
of triangles, learners with comparing and contrasting the properties of these
E4.6 quadrilaterals and shapes related to their symmetries. An example of this type of
circles directly activity can be found on the STEM e-library (www.stem.org.uk);
related to their search for ‘Classifying shapes SS1’.
symmetries.
For extended learners, define the terms plane of symmetry and
order of rotational symmetry for three dimensional shapes. Use
Recognise diagrams to illustrate the symmetries of cuboids (including a cube),
symmetry prisms (including a cylinder), pyramids (including a cone). Look at
properties of the diagrams for the symmetry properties of a circles paying attention to
prism (including chords and tangents.
cylinder) and the
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

pyramid (including
cone).

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.
Circle Theorems will always be on the GCSE. There is
C4.7 Calculate unknown Revise basic angle properties by drawing simple diagrams that
usually a whole page of these.
and angles using the illustrate angles at a point; angles on a straight line and intersecting
E4.7 following lines; angles formed within parallel lines and angle properties of
It is also common to find them linked with other Shape
geometrical triangles and quadrilaterals.
and Space topics such as Trigonometry and Congruent
properties:
triangles so please try and do this in class. Use
● angles at a Define the terms irregular polygon, regular polygon, concave and
questions that incorporate many topics
point convex. Use examples that include: triangles, quadrilaterals,
● angles at a pentagons, hexagons and octagons. Show that each exterior angle
point on a of a regular polygon is 360°/n, where n is the number of sides, and
ABSOLUTE MUST
straight line that the interior angle is 180° minus the exterior angle. Solve a
https://www.drfrostmaths.com/worksheets.php?wid=601
and variety of problems that use these formulae. Draw a table of
3
intersecting information for regular polygons. Use as headings: number of sides,
straight lines name, exterior angle, sum of interior angles, interior angle. (I)
● angles formed
within parallel
lines
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

● angle Use diagrams to show the angle in a semicircle and the angle
properties of between tangent and radius of a circle are 90°. Use the dynamic
triangles and pages on timdevereux.co.uk to see the circle theorems come to life.
quadrilaterals
● angle Provide the solution to an examination style question on the topic of
properties of angles that contains a mistake in the working. Ask learners to
PLEASE do not teach
regular identify the mistake.
this way, please teach interior and exterior angles in
polygons
polygons by 360/ext ang = no sides
● angle in a For extended learners, move on to look at angle properties of
semicircle irregular polygons. By dividing an n-sided polygon into several
● angle between triangles, show that the sum of the interior angles is 180(n – 2)
tangent and degrees and that the interior and exterior angles sum to 180°.
radius of a
circle Explain the theory that angles in opposite segments are
● angle supplementary. Investigate cyclic quadrilaterals. For example,
properties of explain why all rectangles are cyclic quadrilaterals. What other
irregular quadrilateral is always cyclic? Is it possible to draw a parallelogram
polygons that is cyclic?, etc. Use examples to show that the angle at the
● angle at the centre of a circle is twice the angle at the circumference and that
centre of a angles in the same segment are equal.
circle is twice
the angle at Introduce learners to the process of proof by demonstrating one of
the the circle theorems and then asking them to reproduce the proof
circumference independently, or by creating a proof and then cutting it up and
● angles in the asking learners to reconstruct it. This second approach can be
same segment made more challenging by leaving steps out of the proof for learners
are equal to identify and complete. You could also ask learners to provide
● angles in feedback on exemplars. (I)
opposite
segments are Solve a variety of problems using all the circle theorems making
supplementary sure that learners know the correct language for describing the
; cyclic reasoning for their answers.
quadrilaterals
● alternate
segment
theorem.
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

andidates will be
expected to use
the correct
geometrical
terminology when
giving reasons for
answers.

Past and specimen papers

Past/specimen papers and mark schemes are available for the 0580
syllabus to download at www.cambridgeinternational.org/support (F)

C4.2: Specimen Paper Q10

C4.4: Paper 12 Jun 2017 Q18
E4.4: Paper 21 Jun 2017 Q11; Paper 21 Nov 2017 Q20
C4.5: Specimen Paper 3 Q9(c)
C4.7: Paper 21 Jun 2017 Q14
E4.7: Paper 22 Jun 2017 Q26; Specimen Paper 2 Q26
5 Mensuration

Syllabu Teacher advice,

Learning objectives resources and tests Suggested teaching activities
s ref.

C5.1 Use current units of mass, A good starting point is to use practical examples to illustrate how to convert between:
and length, area, volume and millimetres, centimetres, metres and kilometres; grams, kilograms and tonnes;
E5.1 capacity in practical situations millilitres, centilitres and litres. For example, by looking at various measuring scales.
and express quantities in
terms of larger or smaller Extend this work to look at converting between units of area mm2, cm2 and m2 and
units. volume mm3, cm3 and m3.

Convert between units More able learners will probably find it interesting to explore the link between the work
including units of area and on converting between area units to the work on ratio and similar shapes, and can
volume. look at using scales on maps to work with areas.

Resource Plus
Skills Pack: Unit conversions
The Skills Pack includes lessons on:
● converting between simple units of measure
● area and volume
● compound measures
● interpreting travel and conversion graphs.

C5.2 Carry out calculations Begin this topic by reminding learners how to calculate the perimeter and area of a
involving the perimeter and rectangle, square and a triangle. This can be extended to look at how to calculate the
area of a rectangle, triangle, area of a parallelogram and a trapezium, and a variety of compound shapes.
parallelogram and trapezium
and compound shapes An interesting investigation is to look at using isometric dot paper to find the area of
derived from these. shapes that have a perimeter of 5, 6, 7, ... , units.

Ask learners to find out what shape quadrilateral has the largest area when the
perimeter is, for example 24 cm.
Syllabu Teacher advice,
Learning objectives resources and tests Suggested teaching activities
s ref.

C5.3 Carry out calculations A useful starting point is revising how to calculate the circumference and area of a
and involving the circumference circle, using straightforward examples. Learners are expected to know the formulae.
E5.3 and area of a circle; Answers
may be asked for in multiples Extend this by looking at how to find compound areas involving circles, for example, a
of π. circle with the radius of 5.3 cm is drawn touching the sides of a square. Ask learners
“What area of the square is not covered by the circle?” the question can be extended
Solve simple problems to consider the area of waste material when cutting several circles of this size out of
involving the arc length and an A4 sheet of paper. (I)
sector area as fractions of the
circumference and area of a The Khan academy website (www.khanacademy.org) includes a good explanation of
circle; (for Core, where the arc length and sector area. Search ‘Arc length from subtended angle’ and ‘Area of a
sector angle is a factor of sector’. The quiz for arc length includes challenge questions to check learners’
360). understanding. (F)

The next step is to use examples to illustrate how to calculate the arc length and the
sector area by using fractions of full circles. Learners will need to combine their work
on sector area with area of a triangle work (syllabus reference 6.3) to find segment
areas.
Expect to see a volume or
C5.4 Carry out calculations Starting with simple examples, draw the nets of a variety of solids asking learners if
surface area question BUT
involving the surface area and they are able to identify the solid from the net. It is useful for learners to understand
you will need to find
volume of a cuboid, prism and that there are many different right and wrong ways to draw the net of a cube. Less
examples that deal with
cylinder; answers may be able learners might appreciate the opportunity to work in groups to draw nets on card
problem solving activities,
asked for in multiples of π. and to use these to make various geometrical shapes.
rounding, scale factors etc.
Carry out calculations Next, demonstrate a purpose and use for drawing nets. For example, in the packaging
These are very common
involving the surface area industry there are many different interesting nets used to create boxes, particularly
but more common in
and volume of a sphere, those that require little or no glue. An interesting homework activity would be to ask
addition with another topic
pyramid and cone; formulae learners to collect lots of different packaging boxes to investigate the nets used to
will be given for the surface create them.
Please teach wisely
area and volume of the
sphere, pyramid and cone in You can then ask learners to look at how to calculate the surface area of a cuboid and
the question. a cylinder, using the nets to help. Extend this to illustrating how to calculate the volume
of a cuboid and a variety of prisms, including cylinders. Learners will find it useful to
know the formula volume of prism = cross-sectional area × length. A useful resource
on this topic can be found on the Annenberg learner website (www.learner.org);
‘Geometry 3D shapes > surface area’.

Move on to using nets to illustrate how to calculate the surface area of a triangular
prism, a pyramid and a cone. It will be useful for learners to understand how to obtain
 the formula π r(r + s) for the surface area of a cone (where s = slant length). You will
also want to explain how to calculate the surface area of a sphere using the formula
4πr2.

Use examples to illustrate how to calculate the volume of a pyramid (including a cone)
1
using the formula 3 × area of base × perpendicular height. Also look at how to
4
calculate the volume of a sphere using the formula 3
π r3. Diagrams and formulae can
be found at www.thoughtco.com; search for ‘Math Formulas for Geometric Shapes’.
Emphasise to learners that they should know which formulae to learn and which will
be given. Whilst some formulae will be given, you could challenge those with good
memories to learn the given formulae too.

C5.5 Carry out calculations The final section is all about extending all the work from sections 4.1 to 4.4 to find the
involving the areas and surface area and volume of a wide variety of composite shapes.
volumes of compound
shapes; answers may be
asked for in multiples of π.

Past and specimen papers

Past/specimen papers and mark schemes are available for the 0580 syllabus to download at
www.cambridgeinternational.org/support (F)

C5.1: Paper 23 Nov 2017 Q10

E5.3: Paper 42 Jun 17 Q5(b) and (c); Paper 22 Nov 2017 Q23
C5.4: Paper 41 Jun 2017 Q5; Paper 42 Nov 2017 Q2
C5.5: Paper 42, Nov 2017, Q2
6 Trigonometry

Syllabu Teacher advice, resources

Learning objectives and tests Suggested teaching activities
s ref.

Very important pupils

C6.1 Interpret and use three-figure Introduce three-figure bearings and use examples of measuring and drawing
understand bearings as it is
and bearings; measured clockwise involving bearings. You may want to link this work to that on scale drawings in topic
very common to see these in
E6.1 from the North, i.e. 000°–360° 3.3.
a trig question
Use examples to show how to calculate bearings, e.g. calculate the bearing of B
from A if you know the bearing of A from B.

Use a map to determine distance and direction (bearing) between two places, e.g.
learners’ home and school, etc. Maps from around the world can be found online at
maps.google.com (I)
Goes without saying that
C6.2 Apply Pythagoras’ theorem and Revise squares and square roots. Use simple examples involving right-angled
there will be one
and the sine, cosine and tangent triangles to illustrate Pythagoras’ theorem. Start with finding the length of the
E6.2 ratios for acute angles to the hypotenuse then move on to finding the length of one of the shorter sides. See
calculation of a side or of an ‘Pythagoras’ theorem’ examples on the Maths is fun website
angle of a right-angled triangle. (www.mathsisfun.com).

Angles will be quoted in This could be extended by exploring some of the ‘Pythagoras proofs’ on the Nrich
degrees. Answers should be website (https://nrich.maths.org).
written in degrees and decimals
to one decimal place. Extend this work to cover diagrams where the right-angled triangle isn’t explicitly
drawn, or the problem is presented without a diagram, e.g. ‘find the diagonal length
across a rectangular field or the height of a building’. You may also want to use
examples of triangles in different orientations and where the labels are different.
For example, where the hypotenuse is labelled a not c. This will check whether
students really understand the theorem or whether they are just following a
prescribed routine. (F)

When introducing trigonometry, spend some time on labelling the sides of triangles
with a marked angle: adjacent, hypotenuse and opposite. Ask learners to work in
groups to draw right-angle triangles with a 30° angle of various sizes. Learners
work out the ratio ‘opposite side ÷ adjacent side’ for all the different triangles to find
they should all be a similar value.

Then use examples involving the sine, cosine and tangent ratios to calculate the
length of an unknown side of a right-angled triangle given an angle and the length
Syllabu Teacher advice, resources
Learning objectives and tests Suggested teaching activities
s ref.

of one side. Use a mix of examples, some examples where division is required and
some examples where multiplication is required. For learners who struggle with
rearranging the trigonometrical ratios it is possible to use the ‘formula triangle
Solve trigonometric problems in approach’.
two dimensions involving
angles of elevation and For more able learners, encourage the rearranging approach. Move on to
depression. examples involving inverse ratios to calculate an unknown angle given the length of
two sides of a right-angled triangle.
Know that the perpendicular Solve a wide variety of problems in context using Pythagoras’ theorem and
distance from a point to a line is trigonometric ratios (include work with any shape that may be partitioned into
the shortest distance to the line right-angled triangles). (I)

Use examples to illustrate how to solve problems involving bearings using

trigonometry. (F)

For extended learners define angles of elevation and depression. Use examples to
illustrate how to solve problems involving angles of elevation and depression using
trigonometry.

Draw a sine curve and discuss its properties. Use the curve to show, for example,
sin 150° = sin 30°. Repeat for the cosine curve.
These are becoming quite
E6.3 Recognise, sketch and interpret Build on the work learners did recognising and interpreting graphs of functions
common and are being
(note graphs of simple trigonometric (E2.11). Learners need to know the values of sin(θ), cos(θ) and tan(θ) for θ = 0, 30,
expanded on in 2025. It is
there is functions. 60, 90, and 180. The Khan Academy website (www.khanacademy.org) includes a
well worth doing with the
no C6.3) useful proof ‘Trig ratios of special triangles’.
more advanced pupils
Graph and know the properties Use the unit circle to help learners understand the relationship between different
of trigonometric functions. trigonometric equations, for example cos 30° and cos 150°. The Maths is Fun
web site (www.mathsisfun.com) demonstrates this well with a useful ‘Unit circle’
Solve simple trigonometric applet:
equations for values between
http://www.mathsisfun.com/geometry/unit-circle.html
http://www.mathsisfun.com/algebra/trig-interactive-unit-circle-flash.html
0° and 360°, e.g. sin x =
for values of x between 0° and www.khanacademy.org/math/trigonometry/unit-circle-trig-func) includes ‘The unit
360°. circle definition of sine, cosine, and tangent.’ It uses radians consistently, so
introduce radians to learners if using this site
Syllabu Teacher advice, resources
Learning objectives and tests Suggested teaching activities
s ref.

‘Tangled Trig Graphs’ is a problem on the Nrich website (https://nrich.maths.org)

that will be accessible to learners who have studied the unit circle and
transformations of graphs (E2.11)

E6.4 Solve problems using the sine

and cosine rules for any Rearrange the formula for the area of a triangle to the form
triangle and the formula
1
(http://regentsprep.org has a useful resource to support this). Illustrate its use with
area of triangle = 2 ab sin C, a few simple examples. Explain that the letters in the formula may change from
problem to problem, so learners should try to remember the pattern of two sides
and the sine of the included angle.
E.g. for values
between 0° and 360°; includes Extend this to see if learners can use the formula to work out other problems, e.g.
problems involving obtuse ‘calculate the area of a segment of a circle given the radius and the sector angle’
angles. (using their knowledge of sector area work from topic 4.3) or ‘calculate the area of
a parallelogram given two adjacent side lengths and any angle’. (I)
Use examples to show how to solve problems using the sine rule, explaining that
𝑎 𝑏 sin𝑠𝑖𝑛 𝐴
the version sin𝑠𝑖𝑛 𝐴 = sin𝑠𝑖𝑛 𝐵 is preferable for finding a side and the version 𝑎
sin𝑠𝑖𝑛 𝐵
= 𝑏
is preferable for finding an angle.

Use examples to show how to solve problems using the cosine rule. Make sure that
learners either learn both rearrangements of the formula:
● to find a side a2 = b2 + c2 – 2bccosA
2 2 2
𝑏 +𝑐 −𝑎
● to find an angle cosA = 2𝑏𝑐
or can confidently rearrange from one to the other.

Give learners a set of questions where they can either use the sine rule or the
cosine rule. Ask them not to work out the answers but instead to decide which rule
to use. Explain how learners can tell whether they need the sine rule or the cosine
rule, i.e. use the cosine rule when you know all three sides in a triangle or an
enclosed angle and two sides, otherwise use the sine rule.

The Maths is Fun website (www.mathsisfun.com) has a useful page on ‘Area of

triangles without right angles’.

E6.5 Solve simple trigonometrical Introduce problems in three dimensions by finding the length of the diagonal of a
problems in three dimensions cuboid and determining the angle it makes with the base. Extend by using more
complex figures, e.g. a pyramid.
including angle between a line
and a plane.

Past and specimen papers

Past/specimen papers and mark schemes are available for the 0580 syllabus to download at
www.cambridgeinternational.org/support (F)

C6.1: Paper 41 Jun 2017 Q8

E6.2: Paper 43 Jun 2017 Q9 (a) and (b)
E6.3: Specimen Paper 4 Q8
E6.4: Paper 41 Nov 2017 Q10(a)
E6.5: Paper 21 Jun 2017 Q13
7 Vectors and transformations

Syllabu
Learning objectives Suggested teaching activities
s ref.

Vectors and in 7.3 are again always in the GCSE. Pupils

C7.1 Describe a translation Use the concept of translation to explain a vector. Use
find these hard so they are a topic that I would recommend
and by using a vector simple diagrams to illustrate column vectors in two
only teaching to the top students.
E7.1 represented by dimensions, explaining the significance of positive and
→
negative numbers.
e.g. ( ), 𝐴𝐵, or a.
𝑥
𝑦

Introduce the various forms of vector notation.

Add and subtract
vectors. Show how to add and subtract vectors algebraically by
making use of a vector triangle.
Multiply a vector by a
scalar. Show how to multiply a column vector by a scalar and
illustrate this with a diagram.

The ‘vector journeys’ problem on the Nrich website

(https://nrich.maths.org) gives learners the opportunity
to explore the use of vectors. There are also support
and extension activities linked to this resource.
Another guaranteed question in Paper 4. Make sure pupils
C7.2 Reflect simple plane Draw an arrow shape on a squared grid. Use this to
know all transformations. Enlargements using fractional
and figures in horizontal or illustrate the following: reflection in a line (mirror line);
and negative scale factors can be tricky so teach use grid
E7.2 vertical lines. rotation about any point (centre of rotation) through
lines to check.
multiples of 90° (in both clockwise and anti-clockwise
Rotate simple plane directions); and translation by a vector. Several different
To help, desmos is excellent for teaching this
figures about the origin, examples of each transformation should be shown. Use
www.desmos.com
vertices or midpoints of the word image appropriately.
edges of the figures,
through multiples of Investigate how transformations are used to make
90°. tessellations and produce an Escher-type drawing. For
https://www.drfrostmaths.com/worksheets.php?wdid=4046
inspiration and step by step guides, see the website
0
Construct given www.tessellations.org. (I) Ask learners to research the
translations and work of Maurits Cornelis Escher linked to tessellations;
enlargements of simple this can be set at homework. (I)
plane figures; positive
and fractional scale Use a pre-drawn shape on (x, y) coordinate axes to
factors for complete several transformations using the equations of
enlargements only; also lines to represent mirror lines and coordinates to
includes negative scale represent centres of rotation. Work with (x, y) coordinate
 factors for axes to show how to find: the equation of a simple
enlargements for mirror line given a shape and its (reflected) image; the
extended learners. centre and angle of rotation given a shape and its
(rotated) image; and the vector of a translation.
Recognise and Emphasize all the detail that is required to describe
describe reflections, each of the transformations.
rotations, translations
and enlargements; Draw a triangle on a squared grid. Use this to illustrate
positive and fractional enlargement by a positive integer scale factor about any
scale factors for point (centre of enlargement). Use both methods:
enlargements only; also counting squares and drawing rays. Show how to find
includes negative scale the centre of enlargement given a shape and its
factors for (enlarged) image.
enlargements for
extended learners.

E7.3 Calculate the Vectors and in 7.3 are again always in the GCSE. Revise the work from section 7.1. Use diagrams to help
(note magnitude of a vector Pupils find these hard so they are a topic that I would illustrate how to calculate the magnitude of a vector; link
there is 2 2 recommend only teaching to the top students. this to the work on Pythagoras’ theorem from topic 6.2.
no C7.3) (𝑥 𝑦 ) as 𝑥 +𝑦
→
Represent vectors by Explain the notation required, i.e. 𝐴𝐵 or a for vectors
→
directed line segments. | |
and for their magnitudes 𝐴𝐵 or |a| (with modulus signs).

Use the sum and Define a position vector and solve various problems in
difference of two vector geometry. Explain to learners that in their
vectors to express answers to questions, they are expected to indicate a in
given vectors in terms some definite way, e.g. by an arrow or by underlining,
of two coplanar vectors. →
thus 𝐴𝐵 or a.
Use position vectors.

Vectors will be printed

→
as 𝐴𝐵, or a and their
magnitudes denoted by
modulus signs, e.g.

or .

Past and specimen papers

Past/specimen papers and mark schemes are available for the 0580 syllabus to download at
www.cambridgeinternational.org/support (F)
 C7.1: Paper 11 Jun 2017 Q13
C7.2: Paper 42 Jun 2017 Q 2(a)
E7.3: Paper 21 Jun 2017 Q18

8 Probability

Syllabu Teacher advice, resources and tests

Learning objectives Suggested teaching activities
s ref.

Probability is an important topic in GCSE

C8.1 Calculate the Use theoretical probability to predict the likelihood of a single event.
and probability of a single For example, find the probability of choosing the letter M from the
E8.1 event as either a letters of the word MATHEMATICS. Use the formula:
fraction, decimal or
percentage.

Problems could be set

involving extracting
information from tables Discuss when fractions, decimals or percentages are preferable for
or graphs.
representing probabilities, e.g. if the probability is then a fraction is
preferable because it is exact.

Learners use example questions that you’ve prepared or from

textbooks. (I)
Syllabu Teacher advice, resources and tests
Learning objectives Suggested teaching activities
s ref.

C8.2 Understand and use Discuss probabilities of 0 and 1, leading to the outcome that a
and the probability scale probability lies between these two values. Revise the language of
E8.2 from 0 to 1. probability associated with the probability scale. Use the probability
scale by estimating frequencies of events occurring based on
probabilities.

Ask learners to produce their own probability scale with events marked
on it. Fix a string across the room. On one end, attach a card that says
‘Certain’ and on the other end attach a card that says ‘Impossible’. In
between, attach cards ‘Fairly likely’, ‘Very likely’, ‘Not very likely’,
‘Equally likely’ and others, if wanted. Pre-prepare cards that refer to
each of the learners in the group and some to events that are either
topical or of interest to the learners. It is useful if one card refers to an
event that is almost certain and another to something that is almost
impossible. Attach the topical event cards anywhere on the string
between ‘Certain’ and ‘Impossible’. Ask learners to discuss among
themselves the order in which they should appear. Next, label the
‘Impossible’ card as ‘Probability 0’ and the ‘Certain’ card as ‘Probability
1’ and explain that probabilities are measured between 0 and 1. Ask
for suggestions for numerical values (in decimals or fractions) for the
topical card events. Write these values on blank cards and attach them
above the event cards.

Ask learners to find out the meaning of mutually exclusive and

exhaustive. (I)

C8.3 Understand that the Use examples to show that the ‘probability of an event occurring = 1 –
probability of an event the probability of the event not occurring’, including those where there
occurring = 1 – the are only two outcomes and those when there are more than two
probability of the event outcomes.
not occurring.
Syllabu Teacher advice, resources and tests
Learning objectives Suggested teaching activities
s ref.

Paper 2 will often have a basic probability question.

C8.4 Understand relative Compare estimated experimental probabilities, or relative frequency,
Usually easy and pupils tend to be fine at this
and frequency as an with theoretical probabilities. Learners need to recognise that when
E8.4 estimate of probability. experiments are repeated different outcomes may result, and
increasing the number of times an experiment is repeated generally
Expected frequency of leads to better estimates of probability.
occurrences.
Conduct a class experiment into rolling dice 300 times, e.g. 15 pairs of
learners rolling a dice 20 times each. Collect and combine results from
groups to create a large sample set, show how estimates change as
more data is added to the set.

Repeat the experiment where the theoretical probability is not known,

e.g. the chance of a drawing pin landing point down when thrown in
the air. Try ‘Buffon’s Needle’ activity on the Maths is fun website
(hwww.mathsisfun.com).

Carry out experiments to sample the number of unknown coloured

counters in a bag. Ask learners to suggest how many of each type of
coloured counter there are in the bag, given the known total.

C8.5 Calculate the Roll two different dice, or spin two spinners, and list all the outcomes.
probability of simple Use simple examples to illustrate how possibility diagrams and tree
combined events, using diagrams can help to organise data.
possibility diagrams,
tree diagrams and Use possibility diagrams and tree diagrams to help calculate
Venn diagrams. probabilities of simple combined events, paying close attention to how
diagrams are labelled.
In possibility
diagrams, outcomes The article ‘Probability calculations from tree diagrams’ on the Nrich
will be represented website (https://nrich.maths.org/9648) suggests a set of activities that
by points on a grid, introduce students to combined events in an intuitive way using tree
and in tree diagrams, diagrams as a means of recording and visualising the outcomes of
outcomes will be combined events. The examples are set at different levels of
written at the end of complexity.
branches and
probabilities by the The article ‘Tree diagrams, 2-way Tables and Venn Diagrams’ also on
side of the branches. the Nrich website (https://nrich.maths.org/9861) considers a range of
diagrammatic representations for probability. The resources include
some detailed examples of how different representations could be
 For Core, Venn used to support the solution to example problems. These could be
diagrams will be limited used to stimulate discussion with learners.
to two sets. Resource Plus
Skills Pack: Probability of combined events
The Skills Pack includes lessons on:
● possibility space diagrams
● area and volume
● drawing and interpreting tree diagrams
● tree diagrams & more complex probabilities.

Questions that use tree diagrams or possibly venn

E8.6 Calculate conditional Try the ‘In a box’ probability problem on the Nrich website
diagrams are very common in paper 4. There is nearly
probability using Venn (https://nrich.maths.org/919). (I)
always a question that can be answered easily if the
diagrams, tree
pupils have learnt to use tree diagrams effectively
diagrams and tables. Resource Plus
Well worth mastering and testing Skills Pack: Probability of combined events
For example, two dice The Skills Pack includes a lesson on conditional probability, and tree
are rolled. Given that diagrams & more complex probabilities.
https://www.drfrostmaths.com/worksheets.php?wid=582
the total showing on the
1
two dice is 7, find the
probability that one of
the dice shows the
number 2.

Past and specimen papers

Past/specimen papers and mark schemes are available for the 0580 syllabus to download at
www.cambridgeinternational.org/support (F)

C8.1: Paper 32 Jun 2017 Q3(a)

C8.3: Paper 12 Jun 2017 Q2; Paper 33 Jun 2017 Q7 (d(i))
C8.4: Paper 33 Jun 2017 Q7(d(ii)); Paper 43 Jun 2017 Q5 (c)
C8.5: Specimen Paper 2 Q22; Paper 23 Jun 2017 Q6
E8.6: Specimen Paper 4 Q2(b(iii)); Paper 42 Jun 2017 Q6
9 Statistics

Syllabu Learning Teacher advice, resources and tests

Suggested teaching activities
s ref. objectives

C9.1 Collect, classify Use simple examples to revise collecting data and presenting it in a
and and tabulate frequency (tally) chart. For example, record the different makes of
E9.1 statistical data. car in a car park, or record the number of words on the first page of
a series of different books.

Ask learners to conduct an experiment of this type, tabulating their

data.

Use examples to classify data using statistical terminology, e.g.

discrete, continuous, numerical (quantitative), non-numerical
(qualitative). Use examples to show how to draw simple inferences
from statistical diagrams, and tables including two-way tables.

C9.2 Read, interpret Explore the Gapminder website (https://www.gapminder.org/) for

and and draw simple some interesting ways of displaying data and access to a wide
E9.2 inferences from range of data sets.
tables and
statistical Learners can be encouraged to bring in examples of data used in
diagrams. the media. Discuss how the data is represented. Is it designed to be
informative, or to deliver a particular message, or to sell something?
Compare sets of
‘Interpreting Bar Charts, Pie Charts, Box and Whisker Plots S5’ on
data using tables,
the STEM learning website (www.stem.org.uk) gives learners the
graphs and
opportunity to interpret bar charts and pie charts, and helps them
statistical
appreciate the benefits and limitations of these representations. The
measures.
second part of the resource also compares box-and-whisker plots,
which his useful for topic E9.6.
Appreciate
restrictions on
drawing
conclusions from
given data.
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

C9.3 Construct and Use the data collected in the activity recommend for topic 9.1 to
and interpret bar construct a pictogram, a bar chart and a pie chart. Point out that the
E9.3 charts, pie charts, bars in a bar chart can be drawn apart.
pictograms,
stem-and-leaf Use an example to show how discrete data can be grouped into
diagrams, simple equal classes. Draw a histogram to illustrate the data (i.e. with a
frequency continuous scale along the horizontal axis). Point out that this
distributions, information could also be displayed in a bar chart (i.e. with bars
histograms with separated) because data is discrete.
equal intervals and
scatter diagrams. Investigate the length of words used in two different newspapers
and present the findings using statistical diagrams (links to
newspapers can be found online at http://onlinenewspapers.com).

Record sets of continuous data, e.g. heights, masses, etc., in

grouped frequency tables. Use examples that illustrate equal class
widths for core learners and unequal class widths for extended
learners. Draw the corresponding histograms. Emphasize the fact
that for continuous data bars of a histogram must touch.
Extended learners
also cover On the Mr Barton Maths website eBook ‘The Maths E-Book of Notes
histograms with and Examples’ (http://mrbartonmaths.com), there is a section on bar
unequal intervals; charts and histograms. Use this section to illustrate to extended
for unequal learners why frequency density is a fairer way to represent data
intervals on than frequency on the vertical axis. Label the vertical axis of a
histograms, areas histogram as ‘frequency density’ and show that the area of each bar
are proportional to is proportional to the frequency. Show how to calculate frequency
frequencies and densities from a frequency table with grouped data and how to
the vertical axis is calculate frequencies from a given histogram.
labelled ‘frequency
density’. Explain how to draw scatter diagrams with simple examples (you
may choose to do this at the same time as topic 9.6).
Explore the Gapminder website (https://www.gapminder.org/) for
innovative approaches to scatter diagrams and videos that you
could use to engage learners using some real life topical contexts.

C9.4 Calculate the Show how to work out the mean, the median and the mode from a
and mean, median, list of data or from a frequency table.
E9.4 mode and range
for individual and
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

discrete data and Explain that if there are two middle values, they need to find the
distinguish half-way point for the median, because there can only be one
between the median but that there can be more than one mode or no mode.
purposes for which
they are used. Use simple examples to highlight how these averages may be used.
For example, in a discussion about average salaries the owner of a
company with a few highly paid managers and a large work force
may wish to quote the mean wage rather than the median. ‘Mean,
median and mode’ on the mathsteacher.com website
(www.mathsteacher.com) has examples of when to use the different
averages for different situations.

Use the ‘Life Expectancy’ PowerPoint and resources on the

Gapminder website (https://www.gapminder.org/) to explore
averages in a topical real-life situation.

Include examples where the mean is given and the number of

people, total or an individual value needs to be found.

Explain how the mode can be recognised from a frequency

diagram.
There will be a C.F or Histogram question every year in
E9.5 Calculate an Use examples to show how to calculate an estimate for the mean of
paper 4. These questions will usually combine averages,
estimate of the data in a grouped frequency table using the mid-interval values.
interquartiles etc.
mean for grouped Explain how the modal class can be found in a grouped frequency
and continuous distribution.
This is an absolute must to master.
data.
Histograms are harder and can cause problems but CF
Look at the examples and questions on the ‘Centre for innovation in
is usually accessible to all.
Identify the modal mathematics teaching’ website (http://www.cimt.org.uk/). (I)
class from a
https://www.drfrostmaths.com/worksheets.php?wid=578
grouped frequency The Maths is Fun website (www.mathsisfun.com) has a good
0
distribution. explanation of how to estimate the mean for grouped data, including
identifying the modal class. See ‘Mean, Median and Mode from
Grouped Frequencies’.
https://www.drfrostmaths.com/worksheets.php?wid=579
0
Extension activity: Explain how to find the interval that contains
the median; for more able learners you could show them the idea of
linear interpolation.
Syllabu Learning Teacher advice, resources and tests
Suggested teaching activities
s ref. objectives

E9.6 Construct and use Explain cumulative frequency and use an example to illustrate how
cumulative a cumulative frequency table is constructed. Draw the
frequency corresponding cumulative frequency curve emphasising that points
diagrams. are plotted at upper class limits; the curve must always be
increasing; and highlight its distinctive shape. Explain that this can
Estimate and be approximated by a cumulative frequency polygon.
interpret the
median, Use a cumulative frequency curve to help explain and interpret
percentiles, percentiles. Introduce the names given to the 25th, 50th and 75th
quartiles and percentiles and show how to estimate these from a graph. Show
inter-quartile how to estimate the inter-quartile range from a cumulative frequency
range. diagram. Explain how to use a cumulative frequency curve to
complete a frequency table.
Construct and
interpret ‘Interpreting frequency graphs, cumulative frequency graphs, box
box-and-whisker and whisker plots S6’ on the Stem learning website
plots. (www.stem.org.uk) gives learners the opportunity to interpret simple
frequency distributions and cumulative frequency diagrams,
including using box-and-whisker diagrams, to display the median,
percentiles, quartiles and inter-quartile range.

The second part of the ‘Interpreting Bar Charts, Pie Charts, Box and
Whisker Plots S5’ on the STEM learning website (www.stem.org.uk)
compares box-and-whisker plots.

Use specimen Paper 2, Q24 (reference also to E1.16 Personal and

household finances). (I) (F)
C9.7 Understand what Use simple examples of scatter diagrams to explain the terms and
and is meant by meanings of positive, negative and zero correlation. Revise drawing
E9.7 positive, negative scatter diagrams and describe the resulting correlation. Explain why
and zero and where scatter graphs are useful, e.g. in making predictions.
correlation with
reference to a Ask learners to collect some bivariate data of their choice and to
scatter diagram. predict the correlation, if any, that they expect to find. For example,
height and arms span for members of the class. Use collected data
to draw a scatter diagram and to then look for the expected
correlation. Discuss the results.

You could use the ‘How does income relate to life expectancy’
presentation on the Gapminder website
(https://www.gapminder.org/) to demonstrate the use of correlation
to explore social problems.

Explain that if there are too few points on a scatter diagram a

correlation may appear apparent when in fact there is no real
relationship between the variables. Learners should understand that
a correlation does not prove cause and effect it just provides
evidence to support a potential relationship and/or identify an area
for further research. For example, it may be that a third unidentified
variable is causing the apparent correlation. Learners could do a
web search for the ‘Televisions, Physicians, and Life Expectancy’
problem to demonstrate this phenomenon. (I)

The ‘David and Goliath’ problem on the Nrich website

(https://nrich.maths.org/7360) is a nice activity. (I)

C9.8 Draw, interpret and Explain, with diagrams, that the purpose of a good line of best fit is
and use lines of best fit to have the sum of the vertical distances from each point to the line
E9.8 by eye. as small as possible. In simpler terms, ask learners to aim for a
similar number of points on each side of the line and as many points
as possible on the line or as close to it as possible.

Draw diagrams showing bad lines of best fit explaining what is

wrong with them. For example, a common error made by learners is
to draw the line of best fit through the origin when that doesn’t fit
with the trend of the data.

Past and specimen papers

Past/specimen papers and mark schemes are available for the 0580 syllabus to download at
www.cambridgeinternational.org/support (F)
C9.1: Paper 13 Jun 2017 Q6; Paper 32 Jun 2017 Q3(a)
C9.3: Paper 31 Jun 2017 Q3(a(i,ii,iii)); Specimen Paper 1 Q3
E9.3: Paper 42 Jun 2017 Q3; Paper 43 Jun 2017 Q 5
E9.5: Paper 41 Jun 2017 Q2(c)
E 9.6: Specimen Paper 2 Q24 (reference also to E1.16 Personal and household finances)
C9.7: Paper 11 Jun 2017 Q22 (a) (b)
C9.8: Paper 11 Jun 2017 Q22 9(c)
 0580 Revision
Below you will find links to past papers, their Mark Scheme’s, Written Solutions and Video Tutorials.
Paper 2

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Paper 4
Question Mark Scheme Written Video tutorial
Paper Solutions
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For anymore papers and solutions, visit

https://mystudycompass.com/
 Websites for help
To help explain and test 99% of all topics www.Mathsgenie.co.uk

This is a great site that will explain all material needed and has a set of exam style questions and answers. It’s my go to site.

To help in all areas of maths but a little harder to navigate due to the size www.examsolutions.net

An amazing site for help in any topic in maths

For all revision www.savemyexams.co.uk

A one stop shop for when you think you have understood all the content

Teaching Resources
Resourceaholic – Ideas and resources for teaching secondary school maths
https://www.resourceaholic.com/

TES – Over 900,000 resources made by teachers for teachers

https://www.tes.com/teaching-resources

Maths Made Easy – Free online GCSE Maths course

https://mmerevise.co.uk/gcse-maths-revision/

Twinkle Maths - provide an extensive resource of KS3, KS4 and GCSE maths resources.
https://www.Twinkl.co.nz/resources

Exam-mate – exam preparation tool containing a bank of IGCSE, AS and A Level past papers complete with mark schemes. You can
search by year, by topics, or by questions; and
https://www.exam-mate.com
TERM 1 YEAR 11

The year 11 section must be differentiated. My advice is to cover everything in this shortened version

Scroll down for an alternative SOW for lower ability

Block 13
Chapter 30 Further 7 IGCSE Sine rule,
trigonometry hour E6.3 Recognise, sketch and Mathematics cosine rule
s interpret graphs of simple Core and
trigonometric functions. Extended page
418
These would E1.17 Use exponential growth and
be hard decay in relation to population and
finance.
E6.4 Solve problems using the
sine and cosine rules for any
triangle and the formula area of

triangle = .

Block 14
Chapter 19 Differentiation 4 E2.13 Understand the idea of a IGCSE Gradient,
and the hour derived function. Mathematics tangent,
gradient s Use the derivatives of functions of Core and differentiation
function the form axn, and simple sums of Extended page , derivative
not more than three of these. 219
Apply differentiation to gradients
and turning points (stationary
points).
Discriminate between maxima and
minima by any method.
Chapter 18 Graphs or 7 E2.11 Construct tables of values IGCSE Linear House of
functions hour and draw graphs for functions of Mathematics function, cards
s the form axn (and simple sums of Core and simultaneous Page 245
 these) and functions of the form Extended page equations, Chequered
abx + c. 193 quadratic boards
Solve associated equations function, Page 245
approximately, including finding parabola, IGCSE
and interpreting roots by graphical reciprocal Mathematics
methods. function, Core and
Draw and interpret graphs hyperbola, Extended page
representing exponential growth turning point, 245
and decay problems. intersection
Recognise, sketch and interpret
graphs of functions.
Chapter 10 Set notation E1.2 Not that common but fairly IGCSE Set, element,
and Venn easy to understand Mathematics union,
diagrams Core and intersection,
Extended page universal set,
85 subset, Venn
diagram
Chapter 31 Vectors E7.1 Describe a translation by IGCSE Column,
using a vector represented by e.g. Mathematics vector,
Core and translation,
Extended page scalar,
, or a. 440 magnitude
Add and subtract vectors.
Multiply a vector by a scalar.
E7.3 Calculate the magnitude of a

vector
as .
Represent vectors by directed line
segments.
Use position vectors.
Chapter 20 Functions 4 E2.9 Use function notation, IGCSE Function,
hour e.g. f(x) = 3x – 5, f: x ⟼ 3x – 5, to Mathematics inverse,
s describe simple functions. Core and composite
Find inverse functions f−1(x). Extended page
Form composite functions as 239
defined by gf(x) = g(f(x)).