Karen Morrison and Nick Hamshaw

Cambridge IGCSE®

Mathematics Core
and Extended
Coursebook
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Contents
Introduction
Acknowledgements

Unit 1
Chapter 1: Reviewing number concepts Chapter 3: Lines, angles and shapes
1.1 Different types of numbers 3.1 Lines and angles
1.2 Multiples and factors 3.2 Triangles
1.3 Prime numbers 3.3 Quadrilaterals
1.4 Powers and roots 3.4 Polygons
1.5 Working with directed numbers 3.5 Circles
1.6 Order of operations 3.6 Construction
1.7 Rounding numbers
Chapter 4: Collecting, organising and
Chapter 2: Making sense of algebra displaying data
2.1 Using letters to represent 4.1 Collecting and classifying data
unknown values 4.2 Organising data
2.2 Substitution 4.3 Using charts to display data
2.3 Simplifying expressions
2.4 Working with brackets
2.5 Indices

Unit 2
Chapter 5: Fractions Chapter 7: Perimeter, area and volume
5.1 Equivalent fractions 7.1 Perimeter and area in two dimensions
5.2 Operations on fractions 7.2 Three-dimensional objects
5.3 Percentages 7.3 Surface areas and volumes of solids
5.4 Standard form
5.5 Your calculator and standard form Chapter 8: Introduction to probability
5.6 Estimation 8.1 Basic probability
8.2 Theoretical probability
Chapter 6: Equations and transforming formulae
8.3 The probability that an event does not
6.1 Further expansions of brackets
happen
6.2 Solving linear equations
8.4 Possibility diagrams
6.3 Factorising algebraic expressions
8.5 Combining independent and mutually
6.4 Transformation of a formula
exclusive events

Unit 3
Chapter 9: Sequences and sets 11.3 Understanding similar shapes
9.1 Sequences 11.4 Understanding congruence
9.2 Rational and irrational numbers
Chapter 12: Averages and measures of spread
9.3 Sets
12.1 Different types of average
Chapter 10: Straight lines and quadratic equations 12.2 Making comparisons using averages
10.1 Straight lines and ranges
10.2 Quadratic expressions 12.3 Calculating averages and ranges for
Chapter 11: Pythagoras’ theorem and frequency data
similar shapes 12.4 Calculating averages and ranges for grouped
11.1 Pythagoras’ theorem continuous data
11.2 Understanding similar triangles 12.5 Percentiles and quartiles

Examination practice: structured questions for Units 1–3

Contents iii
 Unit 4
Chapter 13: Understanding measurement Chapter 15: Scale drawings, bearings and
13.1 Understanding units trigonometry
13.2 Time 15.1 Scale drawings
13.3 Upper and lower bounds 15.2 Bearings
13.4 Conversion graphs 15.3 Understanding the tangent, cosine
13.5 More money and sine ratios
15.4 Solving problems using
Chapter 14: Further solving of equations and
trigonometry
inequalities
15.5 Angles between 90° and 180°
14.1 Simultaneous linear equations
15.6 The sine and cosine rules
14.2 Linear inequalities
15.7 Area of a triangle
14.3 Regions in a plane
15.8 Trigonometry in three dimensions
14.4 Linear programming
14.5 Completing the square Chapter 16: Scatter diagrams
14.6 Quadratic formula and correlation
14.7 Factorising quadratics where the coefficient 16.1 Introduction to bivariate data
of x2 is not 1
14.8 Algebraic fractions

Unit 5
Chapter 17: Managing money Chapter 19: Symmetry and loci
17.1 Earning money 19.1 Symmetry in two dimensions
17.2 Borrowing and investing money 19.2 Symmetry in three dimensions
17.3 Buying and selling 19.3 Symmetry properties of circles
19.4 Angle relationships in circles
Chapter 18: Curved graphs
19.5 Locus
18.1 Plotting quadratic graphs (the parabola)
18.2 Plotting reciprocal graphs (the hyperbola) Chapter 20: Histograms and frequency distribution
18.3 Using graphs to solve quadratic equations diagrams
18.4 Using graphs to solve simultaneous linear 20.1 Histograms
and non-linear equations 20.2 Cumulative frequency
18.5 Other non-linear graphs
18.6 Finding the gradient of a curve

Unit 6
Chapter 21: Ratio, rate and proportion Chapter 23: Transformations and matrices
21.1 Working with ratio 23.1 Simple plane transformations
21.2 Ratio and scale 23.2 Vectors
21.3 Rates 23.3 Further transformations
21.4 Kinematic graphs 23.4 Matrices and matrix transformation
21.5 Proportion 23.5 Matrices and transformations
21.6 Direct and inverse proportion in
Chapter 24: Probability using tree diagrams
algebraic terms
24.1 Using tree diagrams to show outcomes
21.7 Increasing and decreasing amounts
24.2 Calculating probability from tree diagrams
by a given ratio
Chapter 22: More equations, formulae and
functions
22.1 Setting up equations to solve problems
22.2 Using and transforming formulae
22.3 Functions and function notation

iv Contents
Examination practice: structured questions for Units 4–6
Exercise Answers
Supplementary materials
Coverage grid
Calculator support
Core revision worksheets and answers
Extended revision worksheets and answers
Glossary
Index

Contents v
 Introduction
kis highly illustrated coursebook covers the complete Cambridge IGCSE Mathematics (0580)
syllabus. Core and Extended material is combined in one book, ojering a one-stop-shop for
all students and teachers. Useful hints are included in the margins for students needing more
support, leaving the narrative clear and to the point. ke material required for the Extended
course is clearly marked using colour panels; Extended students are given access to the parts of
the Core syllabus they need without having to use an additional book.
REWIND ke coursebook has been written with a clear progression from start to lnish, with some later
You learned how to plot lines from chapters requiring knowledge learned in earlier chapters. kere are useful signposts throughout
equations in chapter 10. W the coursebook that link the content of the chapters, allowing the individual to follow their own
course through the book: where the content in one chapter might require knowledge from a
previous chapter, a comment is included in a ‘Rewind’ box; and where content will be covered in
FAST FORWARD more detail later on in the coursebook, a comment is included in a ‘Fast forward’ box. Examples
You will learn much more about of both are included here.
sets in chapter 9. For now, just think Worked examples are used throughout to demonstrate each method using typical workings and
of a set as a list of numbers or other thought processes. kese present the methods to the students in a practical and easy-to-follow
items that are often placed inside way that minimises the need for lengthy explanations.
curly brackets. X
kere is plenty of practice ojered via ‘drill’ exercises throughout each chapter. ke exercises are
progressive questions that allow the student to practise methods that have just been introduced.
At the end of each chapter there are ‘Exam-style’ questions and ‘Past paper’ questions. ke
‘Exam-style’ questions have been written by the authors in the style of questions on exam papers.
ke ‘Past paper’ questions are real questions taken from past exam papers. Both these end of
chapter questions typically reect the ‘short’ Paper 1 (Core) and Paper 2 (Extended) questions,
though you will lnd some more structured ones in there as well. ke answers to all of these
questions are supplied at the back of the book, allowing self- and/or class- assessment. Students
can assess their progress as they go along, choosing to do more or less practice as required.
ke suggested progression through the coursebook is for Units 1-3 to be covered in the lrst year
of both courses, and units 4-6 to be covered in the second year of both courses. On this basis,
there is mixed exam practice at the end of Unit 3 and the end of Unit 6. kis is however, only
a suggested structure and the course can be taught in various dijerent ways; the signposting
throughout the coursebook means that it can be used alongside any order of teaching. ke
end of unit questions represent the longer answer ‘structured’ questions of Paper 3 (Core) and
Paper 4 (Extended) exam papers and will use a combination of methods from across all relevant
chapters. As with the end of chapter questions, these are a mixture of ‘Exam-style’ and ‘Past
paper’ questions. ke answers to these questions are on the Teacher’s resource so that they can be
used in classroom tests or for homework, if desired.
ke coursebook also comes with a glossary to provide a delnition for important / tricky terms.
Helpful guides in the margin of the book include:
Hints: these are general comments to remind you of important or key information that is useful
Remember ‘coefficient’ is the to tackle an exercise, or simply useful to know. key omen provide extra information or support
number in the term.
in potentially tricky topics.

vi Introduction
 Introduction

Tip: these are tips that relate to the exam. key cover common pitfalls based on the authors’
Tip experiences of their students, and give you things to be wary of or to remember in order to
It is essential that you score marks in the exam. Please note that this advice is not from the University of Cambridge
remember to work out International Examinations Syndicate and they bear no responsibility for any such advice given.
both unknowns. Every
pair of simultaneous linear In this e-book revision of the Cambridge IGSCE Mathematics Core and Extended Coursebook,
equations will have a pair the CD-ROM content is included as ‘supplementary materials’ at the back of the book. For
of solutions. all subsequent references to the CD-ROM, please refer to the supplementary materials. kese
materials include:

• A ‘coverage grid’ to map the contents of the syllabus to the topics and chapters in the
coursebook.
• A ‘Calculator support’ chapter. kis chapter covers the main uses of calculators that
students seem to struggle with, and includes some worksheets to provide practice at using
your calculator in these situations.
• Revision:
– Core revision worksheets (and answers) provide extra exercises for each chapter of the
book. kese worksheets contain only content from the Core syllabus.
– Extended revision worksheets (and answers) provide extra exercises for each chapter
of the book. kese worksheets contain the same questions as the Core worksheets, in
addition to some more challenging questions, and questions to cover content unique
to the Extended syllabus. Students are encouraged to do some (if not all) of the ‘Core’
questions on these worksheets, as well as the Extended ones (shaded) in order to fully
revise the course. If time is limited, you might lnd it easier to pick two or three ‘Core’
questions to do before moving on to the ‘Extended’ questions.
Also in the Cambridge IGCSE Mathematics series are two Practice Books – one for Core and one
for Extended – to ojer students targeted practice. kese follow the chapters and topics of the
coursebook to ojer additional exercises for those who want more practice. kese too, include
‘Hints’ and ‘Tips’ to help with tricky topics. kere is also a Teacher’s resource CD-ROM to ojer
support and advice

Introduction vii
Acknowledgements
e authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions
granted.
Past paper examination questions are reproduced by permission of University of Cambridge International Examinations.

Cover image Seamus Ditmeyer/Alamy; p. 1 © [Link]; p. 13 Dmitry Lavruhin/Shutterstock; p. 13 Hadriann/Shutterstock;

p. 13 Jason Cox/Shutterstock; p. 13 Ruslan Nabiyev/Shutterstock; p. 46 Ivangott/Shutterstock; p. 47 Claudio Baldini/ Shutterstock; p. 63
akiyoko/Shutterstock; p. 73 INSAGO/Shutterstock; p. 98 © ke Trustees of the British Museum; p. 119 Wikipedia; p. 128 Francesco
Dazzi/Shutterstock; p. 164 North Wind Picture Archive/Alamy; p. 148 Paolo Gianti/Shutterstock; pp. 153, 341, 487, 533 iStockphoto/
kinkstock; p. 155 Opachevsky Irina/Shutterstock; p. 156 Chad Littlejohn/Shutterstock; p. 159 sahua d/Shutterstock; p. 206 Photos.
com/kinkstock; pp. 223, 419, 428 Mike van der Wold; p. 235 Picslve/Shutterstock; p. 250 Vladislav Gurlnkel/Shutterstock; p. 259
Mike Tan C.T./Shutterstock; p. 261 Suzan/Shutterstock; p. 261 R-studio/Shutterstock; p. 264 Galyna Andrushko/Shutterstock; p. 299
Gustavo Miguel Fernandes/Shutterstock; p. 351 Stephanie Fray/Shutterstock; p. 375 Kristina Postnikova/Shutterstock; p. 397 Connors
Bros./Shutterstock; p. 441 Philippe Wojazer/AP/Press Association Images

viii Acknowledgements
 1
Key words
Reviewing number
concepts
• Natural number
• Integer
• Prime number
• Symbol
• Multiple
• Factor
• Composite numbers
• Prime factor
• Square root
• Cube
• Directed numbers
• BODMAS

In this chapter you

will learn how to:
• identify and classify
different types of numbers
• find common factors and
common multiples of
numbers
• write numbers as products
of their prime factors
• calculate squares, square
roots, cubes and cube roots
of numbers
• work with integers used in
real-life situations
• revise the basic rules for
Uis statue is a replica of a 22 000-year-old bone found in the Congo. Ue real bone is only 10 cm long and it
operating with numbers
• perform basic calculations
using mental methods and
is carved with groups of notches that represent numbers. One column lists the prime numbers from 10 to 20.
It is one of the earliest examples of a number system using tallies.
with a calculator.

Our modern number system is called the Hindu-Arabic system because it was developed by
Hindus and spread by Arab traders who brought it with them when they moved to dijerent
places in the world. ke Hindu-Arabic system is decimal. kis means it uses place value based
on powers of ten. Any number at all, including decimals and fractions, can be written using
place value and the digits from 0 to 9.

Unit 1: Number 1
1 Reviewing number concepts

1.1 Different types of numbers

Make sure you know the correct mathematical words for the types of numbers in the table.

You should already be familiar Number DeVnition Example

with most of the concepts in this
chapter. It is included here so that Natural number Any whole number from 1 to inlnity, 1, 2, 3, 4, 5, . . .
you can revise the concepts and sometimes called ‘counting numbers’. 0 is not
check that you remember them. included.

FAST FORWARD
Odd number A whole number that cannot be divided 1, 3, 5, 7, . . .
exactly by 2.
You will learn about the difference
between rational and irrational Even number A whole number that can be divided 2, 4, 6, 8, . . .
numbers in chapter 9. X exactly by 2.
Integer Any of the negative and positive whole . . . −3, −2, −1, 0, 1, 2,
numbers, including zero. 3, . . .
Prime number A whole number greater than 1 which has 2, 3, 5, 7, 11, . . .
only two factors: the number itself and 1.

Find the ‘product’ means ‘multiply’. Square number ke product obtained when an integer is 1, 4, 9, 16, . . .
So, the product of 3 and 4 is 12, multiplied by itself.
i.e. 3 × 4 = 12.
Fraction A number representing parts of a whole , , , , , 2 12
1 1 1 1 13
2 4 3 8 3
number, can be written as a common (vulgar)
fraction in the form of ab or as a decimal using 0.5, 0.2, 0.08, 1.7
the decimal point.

Exercise 1.1 1 Here is a set of numbers: {−4, −1, 0, 12 , 0.75, 3, 4, 6, 11, 16, 19, 25}
FAST FORWARD
List the numbers from this set that are:
You will learn much more about
(a) natural numbers (b) even numbers (c) odd numbers
sets in chapter 9. For now, just think
(d) integers (e) negative integers (f) fractions
of a set as a list of numbers or other
(g) square numbers (h) prime numbers (i) neither square nor prime.
items that are often placed inside
curly brackets. X
2 List:
(a) the next four odd numbers amer 107
(b) four consecutive even numbers between 2008 and 2030
(c) all odd numbers between 993 and 1007
(d) the lrst lve square numbers
(e) four decimal fractions that are smaller than 0.5
(f) four vulgar fractions that are greater than 12 but smaller than 34 .

3 State whether the following will be odd or even:

(a) the sum of two odd numbers
Remember that a 'sum' is the (b) the sum of two even numbers
result of an addition. The term is
often used for any calculation in
(c) the sum of an odd and an even number
early mathematics but its meaning (d) the square of an odd number
is very specific at this level. (e) the square of an even number
(f) an odd number multiplied by an even number.

2 Unit 1: Number
 1 Reviewing number concepts

Living maths
4 kere are many other types of numbers. Find out what these numbers are and give an
example of each.
(a) Perfect numbers.
(b) Palindromic numbers.
(c) Narcissistic numbers. (In other words, numbers that love themselves!)

Using symbols to link numbers

Mathematicians use numbers and symbols to write mathematical information in the shortest,
clearest way possible.
You have used the operation symbols +, −, × and ÷ since you started school. Now you will also
use the symbols given in the margin below to write mathematical statements.

Exercise 1.2 1 Rewrite each of these statements using mathematical symbols.

(a) 19 is less than 45
= is equal to (b) 12 plus 18 is equal to 30
≠ is not equal to (c) 0.5 is equal to 12
≈ is approximately equal to (d) 0.8 is not equal to 8.0
< is less than (e) −34 is less than 2 times −16
≤ is less than or equal to (f) therefore the number x equals the square root of 72
> is greater than (g) a number (x) is less than or equal to negative 45
≥ is greater than or equal to (h) π is approximately equal to 3.14
∴ therefore (i) 5.1 is greater than 5.01
the square root of (j) the sum of 3 and 4 is not equal to the product of 3 and 4
(k) the dijerence between 12 and −12 is greater than 12
(l) the sum of −12 and −24 is less than 0
(m) the product of 12 and a number (x) is approximately −40
2 Say whether these mathematical statements are true or false.
Remember that the 'difference'
between two numbers is the result (a) 0.599 > 6.0 (b) 5 × 1999 ≈ 10 000
of a subtraction. The order of the (c) 8 1 = 8 101 (d) 6.2 + 4.3 = 4.3 + 6.2
subtraction matters. (e) 20 × 9 ≥ 21 × 8 (f) 6.0 = 6
(g) −12 > −4 (h) 19.9 ≤ 20
(i) 1000 > 199 × 5 (j) 16 = 4
(k) 35 × 5 × 2 ≠ 350 (l) 20 ÷ 4 = 5 ÷ 20
(m) 20 − 4 ≠ 4 − 20 (n) 20 × 4 ≠ 4 × 20
3 Work with a partner.
(a) Look at the symbols used on the keys of your calculator. Say what each one means
in words.
(b) List any symbols that you do not know. Try to lnd out what each one means.

1.2 Multiples and factors

You can think of the multiples of a number as the ‘times table’ for that number. For example, the
multiples of 3 are 3 × 1 = 3, 3 × 2 = 6, 3 × 3 = 9 and so on.

Multiples
A multiple of a number is found when you multiply that number by a positive integer. ke lrst
multiple of any number is the number itself (the number multiplied by 1).

Unit 1: Number 3
1 Reviewing number concepts

Worked example 1
(a) What are the first three multiples of 12?
(b) Is 300 a multiple of 12?

(a) 12, 24, 36 To find these multiply 12 by 1, 2 and then 3.

12 × 1 = 12
12 × 2 = 24
12 × 3 = 36

(b) Yes, 300 is a multiple of 12. To find out, divide 300 by 12. If it goes exactly, then 300 is a multiple of 12.
300 ÷ 12 = 25

Exercise 1.3 1 List the lrst lve multiples of:

(a) 2 (b) 3 (c) 5 (d) 8
(e) 9 (f) 10 (g) 12 (h) 100
2 Use a calculator to lnd and list the lrst ten multiples of:
(a) 29 (b) 44 (c) 75 (d) 114
(e) 299 (f) 350 (g) 1012 (h) 9123
3 List:
(a) the multiples of 4 between 29 and 53
(b) the multiples of 50 less than 400
(c) the multiples of 100 between 4000 and 5000.
4 Here are lve numbers: 576, 396, 354, 792, 1164. Which of these are multiples of 12?

5 Which of the following numbers are not multiples of 27?

(a) 324 (b) 783 (c) 816 (d) 837 (e) 1116

The lowest common multiple (LCM)

ke lowest common multiple of two or more numbers is the smallest number that is a multiple
of all the given numbers.

Worked example
p 2
Find the lowest common multiple of 4 and 7.

M4 = 4, 8, 12, 16, 20, 24, 28 , 32 List several multiples of 4. (Note: M4 means multiples of 4.)
M7 = 7, 14, 21, 28 , 35, 42 List several multiples of 7.
LCM = 28 Find the lowest number that appears in both sets. This is the LCM.

Exercise 1.4 1 Find the LCM of:

FAST FORWARD (a) 2 and 5 (b) 8 and 10 (c) 6 and 4
Later in this chapter you will see (d) 3 and 9 (e) 35 and 55 (f) 6 and 11
how prime factors can be used to (g) 2, 4 and 8 (h) 4, 5 and 6 (i) 6, 8 and 9
find LCMs. X (j) 1, 3 and 7 (k) 4, 5 and 8 (l) 3, 4 and 18

4 Unit 1: Number
 1 Reviewing number concepts

2 Is it possible to lnd the highest common multiple of two or more numbers?

Give a reason for your answer.

Factors
A factor is a number that divides exactly into another number with no remainder. For example,
2 is a factor of 16 because it goes into 16 exactly 8 times. 1 is a factor of every number. ke
largest factor of any number is the number itself.

Worked example 3
Find the factors of:
F12 means the factors of 12.
(a) 12 (b) 25 (c) 110

To list the factors in numerical order (a) F12 = 1, 2, 3, 4, 6, 12 Find pairs of numbers that multiply to give 12:
go down the left side and then up 1 × 12
the right side of the factor pairs. 2×6
Remember not to repeat factors. 3×4
Write the factors in numerical order.

(b) F25 = 1, 5, 25 1 × 25
5×5
Do not repeat the 5.

(c) F110 = 1, 2, 5, 10, 11, 22, 55, 110 1 × 110

2 × 55
5 × 22
10 × 11

Exercise 1.5 1 List all the factors of:

(a) 4 (b) 5 (c) 8 (d) 11 (e) 18
(f) 12 (g) 35 (h) 40 (i) 57 (j) 90
(k) 100 (l) 132 (m) 160 (n) 153 (o) 360
2 Which number in each set is not a factor of the given number?
(a) 14 {1, 2, 4, 7, 14}
(b) 15 {1, 3, 5, 15, 45}
(c) 21 {1, 3, 7, 14, 21}
(d) 33 {1, 3, 11, 22, 33}
(e) 42 {3, 6, 7, 8, 14}
FAST FORWARD
3 State true or false in each case.
Later in this chapter you will learn
more about divisibility tests and (a) 3 is a factor of 313 (b) 9 is a factor of 99
how to use these to decide whether (c) 3 is a factor of 300 (d) 2 is a factor of 300
or not one number is a factor of (e) 2 is a factor of 122 488 (f) 12 is a factor of 60
another. X (g) 210 is a factor of 210 (h) 8 is a factor of 420
4 What is the smallest factor and the largest factor of any number?

Unit 1: Number 5