C A M BR I DGE IGCS E ™

M AT H E MATICS
NEW EDITION RESOURCES MATCHING THE REVISED
CAMBRIDGE IGCSE™ MATHEMATICS, INTERNATIONAL
MATHEMATICS AND ADDITIONAL MATHEMATICS
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Wide ranging print and digital

resources designed specifically for
the international classroom.

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CO R E A ND EXTEN DED 0580/0980 Also available as eBooks!

Ensure full coverage of the revised Cambridge

STUDENT’S BOOKS IGCSE™ Mathematics syllabuses using a tried-
and-tested approach to improve mathematical
skills with an emphasis on problem solving and
interrogating findings in new topics.

 Trust an experienced team of authors offering advice

on how to put theory into practice using plenty of  Encourage full understanding of mathematical
exercises with scaffolding for the appropriate levels principles with commentaries and worked solutions
clearly marked and extended questions colour coded

 Check understanding with end

of chapter student assessments to
consolidate learning and test skills

WORKBOOK 7 INDICES, STANDARD FORM AND SURDS

7 Indices, standard form and surds Exercise 7.7*

Evaluate the following without using a calculator.
1 1
1 49 2 2 225 2
Exercises 7.1–7.4 ............................................................................ ............................................................................
1 Simplify the following using indices. 1 1
3 125 3 4 1000 000 3
2 × 7 × 7 × 7 × 7 × 11 × 11 ........................................................................................................................

 Develop and strengthen skills and

............................................................................ ............................................................................
2 Simplify the following. 1 1
5 343 3 6 625 4

knowledge with a wealth of additional

163 × 16–2 × 16–2 …… ..........................................................................................................................
............................................................................ .............................................................................
3 Work out the following. 1 1
7 81 4 8 1728 3

exercises that perfectly supplement the 3 × 10–2 .......................................................................................................................................................

............................................................................ .............................................................................
4 Work out the following.

Student’s Book 144 × 6–2 ...........................................................................................................................................

Exercise 7.8*
5 Find the value of x. Work out the following without using a calculator.
2
0
1 172 2 272
3

10x = 1 000 000 .............................................................................................................................. 2 3

6 Find the value of z in each of the following.

............................................................................ .............................................................................
a 3(z + 2) = 81 b 2–z = 128–1 1

3 642
0
4 13
2

......................................................................... ......................................................................... 4 2

 Keep track of students’ work with

Exercises 7.5–7.6 ............................................................................ .............................................................................

ready-to-go, write-in exercises 1 Write 463 million in standard form. ....................................................................................................... 5 42

2
2
1

6 64
−1
2 × 23

2 Write 0.000 000 000 367 in standard form. .............................................................................................

3 Deduce the value of x. ............................................................................ .............................................................................

0.04x = 1.024 × 10–7 ....................................................................................................................................
−1 −1
7 121 2 × 11 2 8 729 3 ÷ 3 −2
4 Using a calculator, work out the answer to the following calculation. Give your answer in
standard form.
(4.25 × 106) ÷ (1.7 × 104) ...........................................................................................................................

 Ensure students know what to * 5 Without using a calculator, work out the answer to the following calculation. Give your answer
in standard form. 9
............................................................................
1
4 2 × 4 −2 × 1
............................................................................
1
10 27 3 × 81 −2
4

expect for their assessment with a wide (3.25 × 106) × (9.0 × 103) ..........................................................................................................................

* 6 Without using a calculator work out the following. Give your answer in standard form.

breadth of practice questions a (2.5 × 104) + (1.3 × 106) b (4.8 × 105) – (5.2 × 103)
............................................................................. .............................................................................

Photocopying prohibited Cambridge IGCSE™ Core and Extended Mathematics Workbook 11 12 Photocopying prohibited Cambridge IGCSE™ Core and Extended Mathematics Workbook

9781398373921_Part_1.indd 11 19/01/23 9:04 AM 9781398373921_Part_1.indd 12 19/01/23 9:04 AM

Student’s Book and Workbook are endorsed by

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 TEACHER’S GUIDE WITH BOOST SUBSCRIPTION

The Teacher’s Guide includes a print handbook and a subscription to Boost, where you will find
a range of online resources to support your teaching.

 Confidently deliver the revised syllabus with guidance,

detailed teacher notes and schemes of work
9781398373624.indd 27

Suggested Scheme of Work

Cambridge IGCSE Mathematics Core syllabus
This Scheme of Work has been devised to follow a logical route through the textbook for students following the Core curriculum and using the Core
textbook. Its aim is for students to complete the course by the end of the second term in the second year of study; this will then allow time for revision
and exam practice. The chapters have been divided into fifteen blocks each with 14 hours of teaching time; this roughly equates to four weeks’ work,
depending upon individual timetables. The timings are generous to allow for some flexibility in this area.
If necessary, the blocks can be interchanged to allow for local conditions, preferences, etc. Where prior knowledge is required before starting a block, this
 Access advice and tips on best
is listed in the ‘Notes’ column in the Scheme of Work; please read this carefully to ensure necessary learning has taken place before attempting the work.
Similarly, the order in which each chapter is completed can be rearranged within each block if resources or timetabling dictates but, once again, some
practice for teaching the Cambridge
International syllabus in the
care needs to be taken to ensure the necessary prior learning has taken place.
Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge
Assessment International Education.
Chapter Topic Approx. Learning objectives © UCLES Resources in Vocabulary Mathematical Notes
classroom with CPD videos
time Cambridge investigations and ICT
allocation IGCSE Core in Cambridge IGCSE
Mathematics 5e Core Mathematics 5e
Block 1 14 hours
Chapter 1 Number and 9 hours C1.1/E1.1 Types of number Page 4 cube number; cube root; Primes and squares
language Identify and use factor; highest common Page 98
• natural numbers factor; integer; irrational
• integers (positive, zero and negative) number; lowest common
• prime numbers multiple; multiple; natural
• square numbers number; negative number;
• cube numbers positive number; power;
• common factors prime factor; prime

Suggested Scheme of Work

• common multiples number; rational number;
• rational and irrational numbers reciprocal; square
• reciprocals. number; square root
C1.3/E1.3 Powers and roots
Calculate with the following:
• squares
• square roots
• cubes
• cube roots
27

• other powers and roots of numbers.

18/01/23 8:07 AM

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with a full range of
guidance, activities
and videos

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IN T E R NATI ON AL ( 0607 ) eBook available

Develop students’ mathematical skills by using technology

STUDENT’S BOOK to its full potential; trust a team of experienced authors to
offer advice on how to advance knowledge of mathematical
techniques covered in the revised Cambridge IGCSE™
International Mathematics syllabus.

 Put theory into practice with lots of exercise questions and

worked examples from a team of experienced authors

 Build confidence with fully

updated and illustrated step-by-
step instructions on the use of
graphic display calculators

Student assessments

Student assessment 3
1 Using the triangular prism shown calculate:
B
A

6 cm
FF C
5 cm
E 9 cm D

a the length AD
b the length AC
c the angle AC makes with the plane CDEF
d the angle AC makes with the plane ABFE.
2 Draw a graph of y = cos q°, for 0°  q °  360°. Mark the angles 0°,
90°, 180°, 270°, 360° and also the maximum and minimum values
of y.
3 The cosine of which other angle between 0 and 180° has the same
value as:
a cos 128° b −cos 80°?
4 For the triangle below calculate:
Q

17 cm

120°
P S R
a the length PS
b angle QRS
c the length SR.
5

A, B and the top 146 m

θ
of the pyramid 12°
are in the same 1.8 m A B
vertical plane.
25 m

The Great Pyramid at Giza is 146 m high. Two people A and B are
looking at the top of the pyramid. The angle of elevation of the top
of the pyramid from B is 12°. The distance between A and B is 25 m.
If both A and B are 1.8 m tall, calculate:
a the distance from B to the centre of the base of the pyramid
b the angle of elevation q of the top of the pyramid from A
c the distance between A’s head and the top of the pyramid.  Includes end-of-
chapter assessments to
483 consolidate learning and
test skills, with full worked
9781398373945_Topic_7_Chap_65.indd 483 31/01/23 12:37 PM
solutions and numerical
answers available
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 BOOST EBOOK: TEACHER EDITION

Our digital teacher edition provides additional online support and gives access to reporting
of the auto-marked Knowledge Tests included in the Student’s eBook.
Includes:
 Reporting for the 36 Knowledge Tests at the end of each topic
 Numerical answers for all questions and ICT investigations in the Student’s Book
 Scheme of work
 Worked solutions for review exercises
 ESL support

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AD D ITION AL (0606/4037) eBook available

STUDENT’S BOOK Confidently deliver the revised Cambridge IGCSE™ and O

Level Additional Mathematics syllabuses and develop fluency
in students’ mathematical skills with a comprehensive
Student’s Book focusing on the application of mathematical
techniques to solve problems through a variety of activities.

 Facilitate engagement with mathematical concepts using

discussion points to prompt deeper thinking

“
The book uses clear
explanations and numerous
worked examples to reinforce
key skills and illustrate
how to communicate

”
mathematically.
Stephen Wrigley, author

5 SimultaneouS equationS

“
The exercise questions increase in Solution
Let $f be the fixed amount and $m be the cost per kilometre. Writing this
difficulty, allowing students to build information as a pair of simultaneous equations:
f + 3m = 4.6
confidence and improve their fluency in f + 7 m = 9.4
the methods before using their skills to Subtracting the first equation from the second:

”
4 m = 4.8
tackle more challenging problems. ⇒ m = 1.2
At this stage you Substituting into the first equation:
Stephen Wrigley, author must remember f + 3 × 1.2 = 4.6
to answer the ⇒ f = 1.0
question as it is
set. A journey of six kilometres will cost 1.0 + 6(1.2) = $8.20.

Exercise 5.1 1 Solve the following pairs of simultaneous equations graphically:

a) y = x + 2 b) x + 2 y = 3
y = 2x − 3 2 x − y = −4
Use the substitution method to solve the simultaneous equations in
 Demonstrate full understanding questions 2–5.
2 a) 2 x + y = 13 b) x + 2 y = 13
of mathematical principles with y = 2x + 1 x = 2y + 1
3 a) 3 x + 4 y = 2 b) 4 x + 3 y = 2
clear graphs, diagrams and y = 4 x + 10 x = 4 y + 10
4 x − 3 y = −2
illustrations to support theory, y = 3x − 2
with annotation text providing 5 x + 4 y = −13
x = 3y + 1
additional explanations Use the elimination method to solve the simultaneous equations in
questions 6–9.
6 a) x + y = 4 b) x + 2 y = 4
x− y= 2 x − 2y = 2
7 a) 3 x + y = 9 b) 3 x + 2 y = 9
2x − y = 1 x − y = 0.5
8 2 x + 3 y = −4
4x + 2y = 0
9 5 x − 2 y = −23
3 x + y = −5
10 3 pencils and 4 rulers cost $5.20. 5 pencils and 2 rulers cost $4. Find the
cost of 6 pencils and a ruler.
11 At the cinema, 3 packets of popcorn and 2 packets of nuts cost $16 and
2 packets of popcorn and 1 packet of nuts cost $9. What is the cost of
one packet of each?

82

9781398373952_Ch05.indd 82 19/12/22 7:52 AM

Try free for 30 days by downloading an eInspection copy at

hoddereducation.com/cambridge-igcse-mathematics
 “
The chapters of the book have reference to mathematics in the real-world and are enriched with quotes
from inspiring historic and more contemporary mathematicians and scientists; these aspects give a hugely

”
beneficial glimpse at the relevance and importance of the mathematics being studied.
Stephen Wrigley, author

BOOST EBOOK: TEACHER EDITION

Our digital teacher edition provides additional online support and gives access to reporting
of the auto-marked Knowledge Tests included in the Student’s eBook.
Includes:
 Reporting for the Knowledge Tests at the end of each topic
 Mark schemes with worked solutions for review exercises
 ESL support
REVIEW EXERCISE 3

Review exercise 3
Ch 7 1 Solutions to this question by accurate drawing will not be accepted.
The points A ( 3, 2 ) , B ( 7, −4 ) , C ( 2, −3) and D ( k, 3) are such that CD is perpendicular to AB.
Find the equation of the perpendicular bisector of CD. [6]
Cambridge O Level Additional Mathematics (4037)
Paper 22 Q5, February/March 2019
Cambridge IGCSE Additional Mathematics (0606)
Paper 22 Q5, February/March 2019
Ch 7 2 It is thought that the relationship y = ax n, where a and n are constants, connects the variables
x and y. An experiment was carried out recording the values of y for certain values of x.
a) Transform the relationship y = ax n into straight line form. [2]
The values of ln x and ln y were plotted and a line of best fit was drawn. It is given that the
line of best fit crosses through the points with coordinates (1.35, 4.81) and (5.55, 2.29).
b) Calculate the constants a and n. [4]
Ch2, 5, 7, 8 3 The diagram shows the circle x 2 + y 2 − 4 x + 4 y − 17 = 0 and the lines l1, y = x + 1, and l2 . The
line l1 intersects the circle at points P and Q and the line l2 intersects the circle at points
R ( 5, 2 ) and S ( 7, −2 ). The lines intersect at point T.
y l1

T
Q
R

O x

P S

l2

a) Find the coordinates of the point of intersection of l1 and l2 . [5]

b) Give the coordinates of the points P and Q. [4]
c) Find the area of the triangle PST. [2]
Ch 8 4 Two circles with equations x 2 + y 2 + 6 x − 8 y + 9 = 0 and x 2 + y 2 − 2 x − 15 = 0 intersect at
points A and B.
a) Find the coordinates of the points A and B. [4]
b) State the equation of the line that passes through the points A and B. [1]
Cambridge IGCSE™ and O Level Additional Mathematics Ch 8 5 a) Show that the point (2, 8) lies inside the circle ( x + 1) 2 + ( y − 4) 2 = 100. [2]
b) A second circle has equation ( x − 2) 2 + ( y − 8) 2 = 25. Deduce that the two circles touch
at only one point. You are not required to find the point of intersection. [1]

204

Note-taking template
Many learners will benefit from guidance on how to take notes when they are listening in lessons. One way
to do this is to provide them with a template that supports them to listen actively. 9781398373952_Ch10.indd 204 26/12/22 8:42 PM

“
Lesson objectives: The Review Exercises
What do I want to learn in this lesson? further challenge students,
helping them to develop their
problem-solving skills and
Questions to ask Key information New terminology
giving valuable experience

”
of practice questions.
Stephen Wrigley, author

We are working towards

endorsement for this series.

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WHAT’S PUBLISHING AND WHEN?

Title ISBN Price Pub date

Cambridge IGCSE Core Mathematics
9781398373938 £29 April 2023
Fifth edition
Cambridge IGCSE Core Mathematics £29 for 2-year
9781398373754 April 2023
Fifth edition Boost eBook access
Cambridge IGCSE Core and Extended Mathematics
9781398373914 £29 March 2023
Fifth edition
Cambridge IGCSE Core and Extended Mathematics £29 for 2-year
9781398373600 March 2023
Fifth edition Boost eBook access
Cambridge IGCSE Core and Extended Mathematics
Workbook Fifth edition 9781398373921 £8.99 March 2023

Cambridge IGCSE Core and Extended Mathematics

9781398373624 £125 May 2023
Teacher's Guide with Boost Subscription*
Cambridge IGCSE International Mathematics
9781398373945 £38 April 2023
Third edition
Cambridge IGCSE International Mathematics £38 for 2-year
9781398373761 April 2023
Third edition Boost eBook access
Cambridge IGCSE International Mathematics
9781398376748 £50 April 2023
Boost eBook: Teacher edition*
Cambridge IGCSE and O Level Additional
9781398373952 £30 April 2023
Mathematics Second edition
Cambridge IGCSE and O Level Additional £30 for 2-year
9781398373723 April 2023
Mathematics Second edition Boost eBook access
Cambridge IGCSE and O Level Additional
9781398376830 £50 April 2023
Mathematics Boost eBook: Teacher edition*

*Teacher’s Guide with Boost Subscription and Boost eBook: Teacher edition access is valid for the life of the syllabus

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