Beruflich Dokumente
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Cambridge IGCSE
International Mathematics
0607
For examination in June and November 2014
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University of Cambridge International Examinations 2011
Contents
1. Introduction ..................................................................................................................... 2
1.1
1.2
1.3
1.4
1.5
Aims
Assessment objectives
Graphics calculator requirements
Problem-solving requirements
Introduction
1.
Introduction
1.1
University of Cambridge International Examinations is the worlds largest provider of international education
programmes and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for
excellence in education. Our qualifications are recognised by the worlds universities and employers.
Recognition
Every year, hundreds of thousands of learners gain the Cambridge qualifications they need to enter the
worlds universities.
Cambridge IGCSE (International General Certificate of Secondary Education) is internationally
recognised by schools, universities and employers as equivalent to UK GCSE. Learn more at
www.cie.org.uk/recognition
Excellence in education
We understand education. We work with over 9000 schools in over 160 countries who offer our
programmes and qualifications. Understanding learners needs around the world means listening carefully
to our community of schools, and we are pleased that 98% of Cambridge schools say they would
recommend us to other schools.
Our mission is to provide excellence in education, and our vision is that Cambridge learners become
confident, responsible, innovative and engaged.
Cambridge programmes and qualifications help Cambridge learners to become:
confident in working with information and ideas their own and those of others
Introduction
Assessment at a glance
2.
Assessment at a glance
Candidates may follow either the Core Curriculum or the Extended Curriculum. Candidates should attempt
to answer all questions on each paper. All papers must be taken in the same examination series at the end
of the course.
Core curriculum
Grades available CG
Extended curriculum
Grades available A*E
Paper 1
45 minutes
Paper 2
45 minutes
Paper 3
Paper 4
1 hour 45 minutes
2 hours 15 minutes
Paper 5
1 hour
Paper 6
1 hour 30 minutes
Assessment at a glance
Availability
This syllabus is examined in the May/June examination series and the October/November examination
series.
This syllabus is available to private candidates.
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach this syllabus.
syllabuses with the same title (or the title Mathematics) at the same level
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificates and Cambridge
O Level syllabuses are at the same level.
3.
3.1 Aims
Cambridge International Mathematics (IGCSE) syllabus is designed as a two-year course for examination at
age 16-plus. The aims of this syllabus should enable students to:
1. acquire a foundation of mathematical skills appropriate to further study and continued learning in
mathematics;
2. develop a foundation of mathematical skills and apply them to other subjects and to the real world;
3. develop methods of problem solving;
4. interpret mathematical results and understand their significance;
5. develop patience and persistence in solving problems;
6. develop a positive attitude towards mathematics which encourages enjoyment, fosters confidence and
promotes enquiry and further learning;
7. appreciate the beauty and power of mathematics;
8. appreciate the difference between mathematical proof and pattern spotting;
9. appreciate the interdependence of different branches of mathematics and the links with other
disciplines;
10. appreciate the international aspect of mathematics, its cultural and historical significance and its role in
the real world;
11. read mathematics and communicate the subject in a variety of ways.
Sketch a graph.
Other existing in-built applications should not be used and will gain no credit.
Calculators with symbolic algebraic logic are not permitted.
Any other applications and programs from external sources are not permitted.
4.
Candidates may follow either the Core Curriculum or the Extended Curriculum.
1
Notes
1.1
k = {0, 1, 2, }
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
Link
within
syllabus
4.5
Notes
1.1
k = {0, 1, 2, }
1.2
1.3
1.4
1.5
1.6
Absolute value | x |
1.7
1.8
1.9
1.10
1.11
1.12
1.13
Link
within
syllabus
4.5
3.2
11.7
e.g.
1
3 1
Notes
Link
within
syllabus
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Expansion of brackets
2.8
2.9
Algebraic fractions:
simplification
addition or subtraction of fractions with integer
denominators
multiplication or division of two simple fractions
9.2
e.g.
e.g.
e.g.
2x
6x
2x
p
q
2t
3q
2.10
2.11
2.12
2.13
10
e.g. 2x = x2
3.6
Notes
2.1
2.2
2.3
2.4
Indices
2.5
2.6
2.7
2.8
2.9
Algebraic fractions:
simplification, including use of factorisation
addition or subtraction of fractions with linear
denominators
multiplication or division and simplification of two
fractions
2.10
Link
within
syllabus
9.2
3.6
formula given
2.11
2.12
2.13
x, y
x 2, y
1/ x
x 3, y
e.g. 2x 1 = 1/x3
3.6
modelling
11
Notes
3.1
Notation
Domain and range
Mapping diagrams
Link
within
syllabus
3.2
3.3
3.4
3.5
3.6
2.11
including unfamiliar functions
not mentioned explicitly in this
syllabus
vertex of quadratic
3.7
3.8
3.9
3.10
12
5.4
k an integer
Notes
3.1
Notation
Domain and range
Mapping diagrams
3.2
3.3
3.4
3.5
3.6
some of a, b, c or d may be 0
Link
within
syllabus
modelling
7.6
7.8
compound interest
1.8
8.8
modelling
3.7
3.8
2.11
2.10
5.4
k an integer
3.9
Inverse function f 1
3.10
5.5
13
Notes
4.1
4.2
4.3
4.4
4.5
Similarity
Calculation of lengths of similar figures
1.5
4.6
7.2
7.8
Including:
chord length
distance of a chord from the centre of a circle
distances on a grid
4.7
14
Link
within
syllabus
Notes
Link
within
syllabus
4.1
4.2
4.3
4.4
4.5
Similarity
Calculation of lengths of similar figures
Use of area and volume scale factors
1.5
4.6
5.3 7.2
4.7
7.8
15
Notes
Core Curriculum
5.1
Link
within
syllabus
Notation:
Directed line segment
component form
x
y
5.2
5.3
5.4
3.8
5.5
5.6
16
Notes
6.1
6.2
6.3
6.4
6.5
Link
within
syllabus
4.1
5.1
Notation:
Vector a; directed line segment
component form
x
y
Notes
Link
within
syllabus
5.2
5.3
Magnitude | a |
4.6 7.2
5.4
3.8
5.5
Inverse of a transformation
3.9
5.6
Combined transformations
Notes
6.1
6.2
6.3
6.4
6.5
Link
within
syllabus
4.1
17
Notes
Link
within
syllabus
7.1
11.1
7.2
4.6
7.3
7.4
7.5
7.6
7.7
7.8
8.1
4.2
Notes
Link
within
syllabus
Notes
Link
within
syllabus
8.2
8.3
8.4
8.5
8.6
8.7
Applications:
three-figure bearings and North, East, South, West
problems in two dimensions
8.8
18
9.1
9.2
9.3
9.4
} or as a list
2.1
10.6
7.1
11.1
7.2
4.6
7.3
7.4
7.5
7.6
7.7
7.8
8.1
8.2
8.3
8.4
Sine Rule
8.5
Cosine Rule
8.6
Area of triangle
formula given
8.7
Applications:
three-figure bearings and North, East, South, West
problems in two and three dimensions
8.8
x in degrees
3.2
Notes
Link
within
syllabus
9.1
9.2
9.3
9.4
} or as a list
Notes
Link
within
syllabus
5.3
3.2
shade unwanted regions
3.2
Notes
4.2
Link
within
syllabus
3.8
2.1
10.6
19
10
Notes
10.1
10.2
10.3
10.4
Combining events
10.5
10.6
11
11.1
11.2
11.3
(Compound) bar chart, line graph, pie chart, stem and leaf
diagram, scatter diagram
11.4
11.5
9.3
Notes
20
11.8
11.9
Link
within
syllabus
7.1
11.6
11.7
Link
within
syllabus
10
10.1
10.2
10.3
10.4
Combining events:
the addition rule P(A or B) = P(A) + P(B)
the multiplication rule P(A and B) = P(A) P(B)
Notes
Link
within
syllabus
mutually exclusive
independent
10.5
10.6
11
11.1
11.2
11.3
(Compound) bar chart, line graph, pie chart, stem and leaf
diagram, scatter diagram
11.4
11.5
11.6
11.7
9.3
Notes
Link
within
syllabus
7.1
11.8
11.9
1.8
21
Appendix
5.
Appendix
22
1
bh
2
A=
A = r2
C = 2 r
A = 2rh
A = rl
A = 4 r2
V = Al
V=
V = r2h
V = 1 r2h
3
V=
1
Ah
3
4 3
r
3
Appendix
A = 2rh
A = rl
A = 4 r 2
V = 1 Ah
3
V = r2h
V = 1 r 2 h
3
V=
sin A
sin B
sin C
4 3
r
3
a2 = b2 + c2 2bc cos A
Area =
1
bc sin A
2
ax + bx + c = 0
23
Additional information
6.
Additional information
6.3 Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades C to A* in Cambridge IGCSE International Mathematics are well
prepared to follow courses leading to Cambridge International AS and A Level Mathematics, or the
equivalent.
24
Additional information
the minimum mark necessary for a Grade C obtains a percentage uniform mark of 60%.
the minimum mark necessary for a Grade D obtains a percentage uniform mark of 50%.
the minimum mark necessary for a Grade E obtains a percentage uniform mark of 40%.
the minimum mark necessary for a Grade F obtains a percentage uniform mark of 30%.
the minimum mark necessary for a Grade G obtains a percentage uniform mark of 20%.
no marks receives a percentage uniform mark of 0%.
Candidates whose mark is none of the above receive a percentage mark in between those stated, according
to the position of their mark in relation to the grade thresholds (i.e. the minimum mark for obtaining a
grade). For example, a candidate whose mark is halfway between the minimum for a Grade C and the
minimum for a Grade D (and whose grade is therefore D) receives a percentage uniform mark of 55%.
The percentage uniform mark is stated at syllabus level only. It is not the same as the raw mark obtained
by the candidate, since it depends on the position of the grade thresholds (which may vary from one series
to another and from one subject to another) and it has been turned into a percentage.
6.6 Access
Reasonable adjustments are made for disabled candidates in order to enable them to access the
assessments and to demonstrate what they know and what they can do. For this reason, very few
candidates will have a complete barrier to the assessment. Information on reasonable adjustments is found
in the Cambridge Handbook which can be downloaded from the website www.cie.org.uk
Candidates who are unable to access part of the assessment, even after exploring all possibilities through
reasonable adjustments, may still be able to receive an award based on the parts of the assessment they
have taken.
25
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