SYLLABUS

Cambridge IGCSE®
Mathematics (US)

0444
For examination in June and November 2016

This syllabus is available only to Centers participating in the

NCEE Excellence for All initiative in the USA.

If you have any questions about this syllabus, please contact Cambridge at
[email protected] quoting syllabus code 0444.

Cambridge Secondary 2 Version 1

 Changes to syllabus for 2016

This syllabus has been updated, but there are no significant changes.

You are strongly advised to read the whole syllabus before planning your teaching program.

Note

Administration materials appear in UK English and are standard for all our international
customers. Please read the Cambridge Glossary alongside this syllabus. This is available from
our website.

Cambridge International Examinations retains the copyright on all its publications. Registered Centers are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centers to photocopy any material that is acknowledged to a third party even for internal use within a
Center.

® IGCSE is the registered trademark of Cambridge International Examinations.

© Cambridge International Examinations 2015

Contents

1. Introduction .................................................................................................................... 2
1.1 Why Choose Cambridge?
1.2 Why Choose Cambridge IGCSE?
1.3 Why Choose Cambridge IGCSE Mathematics?
1.4 Cambridge ICE (International Certificate of Education)
1.5 How Can I Find Out More?

2. Teacher Support ............................................................................................................. 5

2.1 Support Materials
2.2 Resource Lists
2.3 Training

3. Assessment at a Glance ................................................................................................. 6

4. Syllabus Goals and Assessment Objectives................................................................... 8

4.1 Syllabus Goals
4.2 Assessment Objectives
4.3 Grade Descriptions

5. Curriculum Content ...................................................................................................... 12

6. Other Information ......................................................................................................... 38

7. Appendix....................................................................................................................... 39
6.1 Mathematical Formulae for Core Components 1 and 3
6.2 Mathematical Formulae for Extended Components 2 and 4
Introduction

1. Introduction

1.1 Why Choose Cambridge?

Cambridge International Examinations is part of the University of Cambridge. We prepare school students
for life, helping them develop an informed curiosity and a lasting passion for learning. Our international
qualifications are recognized by the world’s best universities and employers, giving students a wide range
of options in their education and career. As a non-profit organization, we devote our resources to delivering
high-quality educational programs that can unlock students’ potential.

Our programs set the global standard for international education. They are created by subject experts,
are rooted in academic rigor, and provide a strong platform for progression to employment or to other
qualifications. Over 10,000 schools in 160 countries work with us to prepare nearly a million students for
their future with an international education from Cambridge.

Cambridge Students
Cambridge programs and qualifications develop not only subject knowledge but also skills. We encourage
Cambridge students to be:
• confident in working with information and ideas—their own and those of others
• responsible for themselves, responsive to and respectful of others
• reflective as students, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.

Recognition
Cambridge IGCSE is recognized by leading universities and employers worldwide, and is an international
passport to progression and success. It provides a solid foundation for moving on to higher-level studies.
Learn more at www.cie.org.uk/recognition

Support for Teachers

A wide range of materials and resources is available to support teachers and students in Cambridge schools.
Resources suit a variety of teaching methods in different international contexts. Through subject discussion
forums and training, teachers can access the expert advice they need for teaching our qualifications. More
details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers

Support for Exams Officers

Exams officers can trust in reliable, efficient administration of exams entries and excellent personal support
from our customer services. Learn more at www.cie.org.uk/examsofficers

Our systems for managing the provision of international qualifications and education programs for students
aged 5 to 19 are certified as meeting the internationally recognized standard for quality management, ISO
9001:2008. Learn more at www.cie.org.uk/ISO9001

2 Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016.

 Introduction

1.2 Why Choose Cambridge IGCSE?

Cambridge IGCSEs are international in outlook but retain a local relevance. The syllabi provide opportunities
for contextualized learning, and the content has been created to suit a wide variety of schools, avoid cultural
bias, and develop essential lifelong skills, including creative thinking and problem solving.

Our goal is to balance knowledge, understanding, and skills in our programs and qualifications to enable
students to become effective learners and to provide a solid foundation for their continuing educational
journey.

Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare students to the best of their ability and work with us in the
pursuit of excellence in education.

Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and
A Levels, the Cambridge AICE (Advanced International Certificate of Education) Group Award,
Cambridge Pre-U, and other education programs, such as the US Advanced Placement program
and the International Baccalaureate Diploma program. Learn more about Cambridge IGCSEs at
www.cie.org.uk/cambridgesecondary2

Guided Learning Hours

Cambridge IGCSE syllabi are designed with the assumption that candidates have about 130 guided learning
hours per subject over the duration of the course, but this is for guidance only. The number of hours
required to gain the qualification may vary according to local curricular practice and the candidates’ prior
experience with the subject.

1.3 Why Choose Cambridge IGCSE Mathematics?

Cambridge IGCSE Mathematics is accepted by universities and employers as proof of mathematical
knowledge and understanding. Successful Cambridge IGCSE Mathematics candidates gain lifelong skills,
including:
• the development of their mathematical knowledge;
• confidence by developing a feel for numbers, patterns, and relationships;
• an ability to consider and solve problems and present and interpret results;
• communication and reason using mathematical concepts;
• a solid foundation for further study.

Prerequisites
We recommend that candidates who are beginning this course should have previously studied an
appropriate Junior High School mathematics program.

Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment or to proceed to further qualifications.

Candidates who have followed IGCSE 0444 Mathematics (US) will have the prerequisite skills to progress to
Cambridge IGCSE 0459 Additional Mathematics (US).

Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016. 3

Introduction

Candidates who are awarded grades C to A* in Cambridge IGCSE Mathematics are well prepared to follow
courses leading to Cambridge International AS and A Level Mathematics or the equivalent. Candidates must
study the extended curriculum to be able to progress on to Cambridge AS Level Mathematics.

1.4 Cambridge ICE (International Certificate of Education)

Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to benefit from
offering a broad and balanced curriculum by recognizing the achievements of candidates who pass
examinations in a number of different subjects.

Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2

1.5 How Can I Find Out More?

If You Are Already a Cambridge School
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at [email protected]

If You Are Not Yet a Cambridge School

Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge. Email us at
[email protected] to find out how your organization can register to become a Cambridge school.

4 Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016.

 Teacher Support

2. Teacher Support

2.1 Support Materials

We send Cambridge syllabi, past question papers, and examiner reports to cover the last examination series
to all Cambridge schools.

You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabi
together with specimen papers or past question papers and examiner reports from one series.

For teachers at registered Cambridge schools a range of additional support materials for specific
syllabi is available from Teacher Support, our secure online support for Cambridge teachers. Go to
http://teachers.cie.org.uk (username and password required).

2.2 Resource Lists

We work with publishers providing a range of resources for our syllabi including print and digital materials.
Resources endorsed by Cambridge go through a detailed quality assurance process to ensure they provide a
high level of support for teachers and learners.

We have resource lists that can be filtered to show all resources, or just those that are endorsed by
Cambridge. The resource lists include further suggestions for resources to support teaching.

2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.

Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016. 5

Assessment at a Glance

3. Assessment at a Glance

This qualification is assessed via two components.

Candidates who have followed the Core curriculum take components 1 and 3.

Candidates who have followed the Extended curriculum take components 2 and 4.

Component Weighting Raw Nature of

mark assessment

1 Written paper 1 hour

Short-answer questions based on the Core
curriculum. 35% 56 External
Calculators are not permitted.
Grades available: C–G

2 Written paper 1 hour, 30 minutes

Short-answer questions based on the
Extended curriculum. 35% 70 External
Calculators are not permitted.
Grades available: A*–E

3 Written paper 2 hours

Structured questions based on the Core
curriculum. 65% 104 External
Electronic calculators are required.†
Grades available: C–G

4 Written paper 2 hours, 30 minutes

Structured questions based on the Extended
curriculum. 65% 130 External
Electronic calculators are required.†
Grades available: A*–E

†
Algebraic or graphic calculators are not permitted.

The mathematical formulae provided in the written papers is given in the appendix.

6 Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016.

 Assessment at a Glance

Availability
This syllabus is examined in the June and November examination series.

Combining This with Other Syllabi

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus, except:
• syllabi with the same title (or the title Mathematics) at the same level

Candidates who follow the Extended Curriculum of the Cambridge IGCSE Mathematics (US) (0444) and the
Cambridge IGCSE Additional Mathematics (US) (0459) syllabus content will cover the Common Core State
Standards for Mathematics (CCSSM) for Grades 9–12.

Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016. 7

Syllabus Goals and Assessment Objectives

4. Syllabus Goals and Assessment Objectives

4.1 Syllabus Goals

Cambridge IGCSE Mathematics syllabus is designed as a two-year course for examination at age 16-plus.
The goals of this syllabus should enable students to:
1. develop their mathematical knowledge and oral, written, and practical skills in a way that encourages
confidence and provides satisfaction and enjoyment
2. read mathematics, and write and talk about the subject in a variety of ways
3. develop a feel for numbers, carry out calculations, and understand the significance of the results
obtained
4. apply mathematics in everyday situations and develop an understanding of the part that mathematics
plays in the world around them
5. solve problems, present the solutions clearly, check and interpret the results
6. develop an understanding of mathematical principles
7. recognize when and how a situation may be represented mathematically, identify and interpret relevant
factors, and, where necessary, select an appropriate mathematical method to solve the problem
8. use mathematics as a means of communication with emphasis on the use of clear expression
9. develop an ability to apply mathematics in other subjects, particularly science and technology
10. develop the abilities to reason logically, to classify, to generalize, and to prove
11. appreciate patterns and relationships in mathematics
12. produce and appreciate imaginative and creative work arising from mathematical ideas
13. develop their mathematical abilities by considering problems and conducting individual and cooperative
enquiry and experiment, including extended pieces of work of a practical and investigative kind
14. appreciate the interdependence of different branches of mathematics
15. acquire a foundation appropriate to their further study of mathematics and of other disciplines.

8 Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016.

 Syllabus Goals and Assessment Objectives

4.2 Assessment Objectives

The examination will test the ability of candidates to:
1. organize, interpret, and present information accurately in written, tabular, graphical, and diagrammatic
forms
2. perform calculations by suitable methods
3. use an electronic calculator and also perform some straightforward calculations without a calculator;
4. understand systems of measurement in everyday use and make use of them in the solution of problems
5. estimate, approximate, and work to degrees of accuracy appropriate to the context and convert between
equivalent numerical forms
6. use mathematical and other instruments to measure and to draw to an acceptable degree of accuracy
7. interpret, transform, and make appropriate use of mathematical statements expressed in words or
symbols
8. recognize and use spatial relationships in two and three dimensions, particularly in solving problems
9. recall, apply, and interpret mathematical knowledge in the context of everyday situations
10. make logical deductions from given mathematical data
11. recognize patterns and structures in a variety of situations, and form generalizations
12. respond to a problem relating to a relatively unstructured situation by translating it into an appropriately
structured form
13. analyze a problem, select a suitable strategy, and apply an appropriate technique to obtain its solution
14. apply combinations of mathematical skills and techniques in problem solving
15. set out mathematical work, including the solution of problems, in a logical and clear form using
appropriate symbols and terminology
16. present concise reasoned arguments to justify solutions or generalizations, using symbols, diagrams or
graphs and related explanations.

4.3 Grade Descriptions

Grade descriptions are provided to give a general indication of the standards of achievement likely to have
been shown by candidates awarded particular grades. The grade awarded will depend in practice upon the
extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of
a candidate’s performance in the examination may be balanced by a better performance in others.

Grade F
At this level, candidates are expected to identify and obtain necessary information. They would be expected
to recognize if their solutions to problems are sensible. An understanding of simple situations should enable
candidates to describe them, using symbols, words, and diagrams. They draw simple, basic conclusions with
explanations where appropriate.
• With an understanding of place value, candidates should be able to perform calculations using the four
rules on positive integers and decimal fractions (one operation only), using a calculator where necessary.
They should be able to convert between fractions, decimals, and percentages for the purpose of
comparing quantities between 0 and 1 in a variety of forms, and reduce a fraction to its simplest form.
Candidates should appreciate the idea of direct proportion, and the solution of simple problems involving
ratio should be expected. Basic knowledge of percentage is needed to apply to simple problems
involving percentage parts of quantities. They need to understand and apply metric units of length,
mass, and capacity, together with conversion between units in these areas of measure. The ability to

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Syllabus Goals and Assessment Objectives

recognize and continue a straightforward pattern in sequences and understand the terms multiples,
factors, and squares is needed as a foundation to higher grade levels of applications in the areas of
number and algebra.
• At this level, the algebra is very basic, involving the construction of simple algebraic expressions,
substituting numbers for letters, and evaluating simple formulae. Candidates should appreciate how a
simple linear equation can represent a practical situation and be able to solve such equations.
• Knowledge of names and recognition of simple plane figures and common solids is basic to an
understanding of shape and space. This will be applied to the perimeter and area of a rectangle and
other rectilinear shapes. The skill of using geometrical instruments, ruler, protractor, and compasses is
required for applying to measuring lengths and angles and drawing a triangle given three sides.
• Candidates should be familiar with reading data from a variety of sources and be able to extract data
from them, in particular timetables. The tabulation of the data is expected in order to form frequency
tables and draw a bar chart. They will need the skill of plotting given points on a graph. From a set of
numbers, they should be able to calculate the mean.

Grade C
At this level, candidates are expected to show some insight into the mathematical structures of problems,
which enables them to justify generalizations, arguments, or solutions. Mathematical presentation and
stages of derivations should be more extensive in order to generate fuller solutions. They should appreciate
the difference between mathematical explanation and experimental evidence.
• Candidates should now apply the four rules of number to positive and negative integers, fractions,
and decimal fractions, in order to solve problems. Percentage should be extended to problems
involving calculating one quantity as a percentage of another and its application to percentage change.
Calculations would now involve several operations and allow candidates to demonstrate fluent and
efficient use of calculators, as well as giving reasonable approximations. The relationship between
decimal and standard form of a number should be appreciated and applied to positive and negative
powers of 10. They should be familiar with the differences between simple and compound interest and
apply this to calculating both.
• Candidates now need to extend their basic knowledge of sequences to recognize, and in simple cases
formulate, rules for generating a pattern or sequence. While extending the level of difficulty of solving
linear equations by involving appropriate algebraic manipulation, candidates are also expected to solve
simple systems of equations in two unknowns. Work with formulae extends into harder substitution and
evaluating the remaining term, as well as transforming simple formulae. The knowledge of basic algebra
is extended to the use of parentheses and common factor factorization. On graph work, candidates
should be able to plot points from given values and use them to draw and interpret algebraic graphs of
linear and quadratic functions.
• Candidates are expected to extend perimeter and area beyond rectilinear shapes to circles. They are
expected to appreciate and use area and volume units in relation to finding the volume and surface
area of a prism and cylinder. The basic construction work, with appropriate geometrical instruments,
should now be extended and applied to accurate scale diagrams to solve a two-dimensional problem.
The Pythagorean Theorem and trigonometry of right-angled triangles should be understood and
applied to solving, by calculation, problems in a variety of contexts. The calculation of angles in a
variety of geometrical figures, including polygons and to some extent circles, should be expected from
straightforward diagrams.
• Candidates should be able to use a frequency table to construct a pie chart. They need to understand
and construct a scatter diagram and apply this to a judgment of the correlation existing between two
quantities.

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 Syllabus Goals and Assessment Objectives

Grade A
At this level, candidates should make clear, concise, and accurate statements, demonstrating ease and
confidence in the use of symbolic forms and accuracy of arithmetic manipulation. They should apply the
mathematics they know in familiar and unfamiliar contexts.
• Candidates should understand and use direct and inverse proportion. A further understanding of
percentages should be evident by relating percentage change to change to a multiplying factor and vice
versa, e.g., multiplication by 1.03 results in a 3% increase.
• Knowledge of the four rules for fractions should be applied to the simplification of algebraic fractions.
Building on their knowledge of algebraic manipulation, candidates should be able to manipulate linear
and quadratic equations and systems of linear equations. They should be able to use positive, negative,
and fractional exponents in both numerical and algebraic work, and interpret the description of a
situation in terms of algebraic formulae and equations. Their knowledge of graphs of algebraic functions
should be extended to the intersections and slopes of these graphs.
• The basic knowledge of scale factors should be extended to two and three dimensions and applied to
calculating lengths, areas, and volumes between actual values and scale models. The basic right-angled
trigonometry knowledge should be extended to an understanding of and solving problems on non-right-
angled triangles.
• At this level, candidates should be able to process data, discriminating between necessary and
redundant information.

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Curriculum Content

5. Curriculum Content

Candidates may follow either the Core Curriculum or the Extended Curriculum. Candidates aiming for
Grades A*–C should follow the Extended Curriculum.

1. Number—Core curriculum Notes / Examples

1.1 Knowledge of: natural numbers, integers
(positive, negative, and zero), prime numbers,
square numbers, rational and irrational numbers,
real numbers.

Use of symbols: =, ≠, ø, ù, <, >

1.2 Use of the four operations and parentheses. Applies to integers, fractions, and decimals.
Choose mental or written methods
appropriate to the number or context.
1.3 Multiples and factors, including greatest common GCF and LCM will be used and knowledge
factor, least common multiple. of prime factors is assumed.
1.4 Ratio and proportion.
1.5 Understand and use the language and notation of
fractions, decimals, and percentages; recognize
equivalences between decimals, fractions, ratios,
and percentages and convert between them.

Order quantities given in different forms by

magnitude, by first converting into same form.
1.6 Percentages, including applications such as interest Excludes reverse percentages.
and profit. Includes both simple and compound
interest.

1.7 Meaning and calculation of exponents (powers, e.g., work out 4–3 as a fraction.
indices) including positive, negative, and zero
exponents.

Explain the definition of radical exponents as an

extension to integral exponents.

Explain the rules for exponents. e.g., work out 24 × 2–3

Scientific notation (Standard Form) a × 10n where Convert numbers in and out of scientific
1 ø a < 10 and n is an integer. notation.
Calculate with values in scientific notation.

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 Curriculum Content

1. Number—Extended curriculum Notes / Examples

1.1 Knowledge of: natural numbers, integers Understand that the sum or product of
(positive, negative, and zero), prime numbers, two rational numbers is rational; that the
square numbers, rational and irrational numbers, sum of a rational number and an irrational
real numbers. number is irrational; and that the product of
a non-zero rational number and an irrational
Use of symbols: =, ≠, ø, ù, <, > number is irrational.
1.2 Use of the four operations and parentheses. Applies to integers, fractions, and decimals.
Choose mental or written methods
appropriate to the number or context.
1.3 Multiples and factors, including greatest common GCF and LCM will be used and knowledge
factor, least common multiple. of prime factors is assumed.
1.4 Ratio and proportion.
1.5 Understand and use the language and notation of
fractions, decimals, and percentages; recognize
equivalences between decimals, fractions, ratios,
and percentages and convert between them.

Order quantities given in different forms by

magnitude, by first converting into same form.
1.6 Percentages, including applications such as interest Includes reverse percentages.
and profit. Includes both simple and compound
interest.
Includes percentiles.
1.7 Meaning and calculation of exponents (powers, 1

e.g., 5 = 5
2

indices) including positive, negative, zero, and 1 2

Evaluate 5–2, 100 , 8-

2 3

fractional exponents.

Explain the definition of radical exponents as an

extension to integral exponents.

Explain the rules for exponents. Work out 24 × 2–3

Scientific notation (Standard Form) a × 10n where Convert numbers in and out of scientific
1 ø a < 10 and n is an integer. notation.
Calculate with values in scientific notation.

Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016. 13

Curriculum Content

1. Number—Core curriculum Notes / Examples

1.8 Radicals, calculation of square root and cube root e.g., the area of a square is 54.76 cm2.
expressions. Work out the length of one side of the
square.

Find the value of the cube root of 64.

1.9 Use units to understand problems and guide the Also relates to graphs and geometrical
solution to multi-step problems. measurement topics.

Quantities—choose and interpret units and scales, Includes converting between units,
define appropriate quantities (including money). e.g., different currencies.

Estimating, rounding, decimal places, and significant Use estimation to check answers and
figures—choose a level of accuracy appropriate for consider whether the answer is reasonable
a problem. in the context of the problem.
1.10 Calculations involving time: seconds (s), minutes 1 year = 365 days.
(min), hours (h), days, months, years including the Includes familiarity with both 24-hour and
relation between consecutive units. 12-hour clocks and extraction of data from
dials and schedules.
1.11 Speed, distance, time problems.

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 Curriculum Content

1. Number—Extended curriculum Notes / Examples

1.8 Radicals, calculation and simplification of square e.g., simplify 200 + 18
Write ^2 + 3 h in the form a + b 3
root and cube root expressions. 2

1.9 Use units to understand problems and guide the Also relates to graphs and geometrical
solution to multi-step problems. measurement topics.

Quantities—choose and interpret units and scales, Includes converting between units,
define appropriate quantities (including money). e.g., different currencies.

Estimating, rounding, decimal places, and significant Use estimation to check answers and
figures—choose a level of accuracy appropriate for consider whether the answer is reasonable
a problem. in the context of the problem.
1.10 Calculations involving time: seconds (s), minutes 1 year = 365 days.
(min), hours (h), days, months, years including the Includes familiarity with both 24-hour and
relation between consecutive units. 12-hour clocks and extraction of data from
dials and schedules.
1.11 Speed, distance, time problems.

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Curriculum Content

2. Algebra—Core curriculum Notes / Examples

2.1 Extended Curriculum only.

2.2 Extended Curriculum only.

2.3 Create expressions and create and solve linear Explain each algebraic step of the solution.
equations, including those with fractional May be asked to interpret solutions to a
expressions. problem given in context.
Construct a viable argument to justify a
solution method.
2.4 Exponents (indices). Includes rules of exponents with negative
exponents.
Simple examples only,
e.g., q 3 × q –4, 8x 5 ÷ 2x 2
2.5 Rearrangement and evaluation of simple formulae. e.g., make r the subject of:
• p = rt – q
r-t
• w= y

e.g., when x = –3 and y = 4, find the value

of xy 2.

2.6 Create and solve systems of linear equations in two

variables algebraically.
2.7 Identify terms, factors, and coefficients.

2.8 Expansion of parentheses (simple examples only). e.g., expand and simplify 4(5c – 3d ) – 7c
Simplify expressions.

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 Curriculum Content

2. Algebra—Extended curriculum Notes / Examples

2.1 Writing, showing, and interpretation of inequalities
on the real number line.
2.2 Create and solve linear inequalities. e.g., Solve 3x + 5 < 7
Solve –7 ø 3n – 1 < 5
2.3 Create expressions and create and solve linear Explain each algebraic step of the solution.
equations, including those with fractional May be asked to interpret solutions to a
expressions. problem given in context.
Construct a viable argument to justify a
solution method.
2.4 Exponents (indices). Includes rules of exponents with negative
and fractional exponents.
3

e.g., simplify 2 x # 5 x- 4
2

2.5 Rearrangement and evaluation of formulae. Includes manipulation of algebraic

expressions to prove identities.
Formulae may include exponents or cases
where the subject appears twice.
e.g., make r the subject of

• V = 34 r r 3
2r - 3
• p = r+s

e.g., y = m2 – 4n2
Find the value of y when m = 4.4 and
n = 2.8

2.6 Create and solve systems of linear equations in two See functions 3.2
variables algebraically and graphically.
2.7 Identify terms, factors, and coefficients. e.g., interpret P (1 + r )n as the product of P
Interpret algebraic expressions in terms of a and a factor not depending on P.
context.
2.8 Expansion of parentheses, including the square of a e.g., expand (2x – 5)2 = 4x 2 – 20x + 25
binomial. Simplify expressions.

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Curriculum Content

2. Algebra—Core curriculum Notes / Examples

2.9 Factorization: common factor only. e.g., 6x 2 + 9x = 3x(2x + 3)

2.10 Extended Curriculum only.

2.11 Extended Curriculum only.

2.12 Extended Curriculum only.

2.13 Continuation of a sequence of numbers or e.g., find the nth term of:
patterns; recognize patterns in sequences; • 5 9 13 17 21
generalize to simple algebraic statements, including • 2 4 8 16 32
determination of the nth term.

2.14 Extended Curriculum only.

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 Curriculum Content

2. Algebra—Extended curriculum Notes / Examples

2.9 Use equivalent forms of an expression or function
to reveal and explain properties of the quantities or
function represented.
Factorization:
common factor 6x 2 + 9x = 3x(2x + 3)
difference of squares 9x 2 – 16y 2 = (3x – 4y )(3x + 4y )
trinomial 6x 2 + 11x – 10 = (3x – 2)(2x + 5)
four term. xy – 3x + 2y – 6 = (x + 2)(y – 3)
Use the structure of an expression to
identify ways to rewrite it, for example, see
x4 – y4 as (x2)2 – (y2)2, thus recognizing it as
a difference of squares that can be factored
as (x2 – y2)(x2 + y2).
2.10 Algebraic fractions:
4 x2 - 9 3 -4
simplification, including use of factorization e.g., simplify , ,
8 x - 10 x - 3 2 x + 1 x
2
addition or subtraction of fractions with linear
7 x ' 21 x
denominators
4 y2 8
multiplication or division and simplification of two
fractions.
2.11 Create and solve quadratic equations by:
inspection e.g., x ² = 49
factorization 2x ² + 5x – 3 = 0
using the quadratic formula 3x ² – 2x – 7 = 0
completing the square. Write x ² – 6x + 9 in the form (x – a)2 + b and
state the minimum value of the function.
Quadratic formula will be given.
2.12 Solve simple rational and radical equations in one e.g., solve x + 2 = 6, x–3 = 27, 2y 4 = 32
variable and discount any extraneous solutions.
2.13 Continuation of a sequence of numbers or e.g., find the nth term of:
patterns; recognize patterns in sequences; • 5 9 13 17 21
generalize to simple algebraic statements, including • 2 4 8 16 32
determination of the nth term. • 2 5 10 17 26
• 3 6 12 24 48
Derive the formula for the sum of a finite geometric For a common ratio that is not 1.
series, and use the formula to solve problems. e.g., calculate mortgage payments.

2.14 Express direct and inverse variation in algebraic

x, y \ 1
e.g., y \ x, y \ 1
x , y \ x2
terms and use this form of expression to find
unknown quantities.

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Curriculum Content

3. Functions—Core curriculum Notes / Examples

3.1 Use function notation.
Knowledge of domain and range.
Mapping diagrams. Understand that a function assigns to each
element of the domain exactly one element
of the range. If f is a function and x is an
element of its domain then f(x) denotes the
output of f corresponding to the input of x.
3.2 Understand and explain that the graph of an
equation in two variables is the set of all its
solutions plotted in the co-ordinate plane.

Construct tables of values for functions of the form

a
ax + b, ± x 2 + ax + b, x (x ≠ 0) where a and b are
integral constants; draw and interpret such graphs.

Solve associated equations approximately by

graphical methods.
3.3 Write a function that describes a relationship e.g., C(x) = 50,000 + 400x models the
between two quantities. cost of producing x wheelchairs. Write a
function that represents the cost of one
wheelchair.
3.4 Extended Curriculum only.

3.5 Recognition of the following function types from the Some of a, b, c may be 0
shape of their graphs:
linear f(x) = ax + b
quadratic f(x) = ax2 + bx + c
a
reciprocal f(x) = x

Interpret the key features of the graphs—to

include intercepts; intervals where the function is
increasing, decreasing, positive, negative; relative
maxima and minima; symmetries; end behavior.

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 Curriculum Content

3. Functions—Extended curriculum Notes / Examples

3.1 Use function notation. e.g., f(x); f:x
Knowledge of domain and range.
Mapping diagrams. Understand that a function assigns to each
element of the domain exactly one element
of the range. If f is a function and x is an
element of its domain then f(x) denotes the
output of f corresponding to the input of x.
3.2 Understand and explain that the graph of an
equation in two variables is the set of all its
solutions plotted in the co-ordinate plane.

Construct tables of values and construct graphs

of functions of the form axn where a is a rational
constant and n = –2, –1, 0, 1, 2, 3 and simple sums
of not more than three of these and for functions of
the type ax where a is a positive integer.

Solve associated equations approximately by

graphical methods.
3.3 Write a function that describes a relationship e.g., C(x) = 50,000 + 400x models the cost
between two quantities. of producing x wheelchairs. Write a function
that represents the cost of one wheelchair.
3.4 Compare properties of two functions each e.g., given a graph of one quadratic function
represented in a different way (algebraically, and an algebraic expression for another, say
graphically, numerically in tables, or by verbal which has the larger maximum.
descriptions).
3.5 Recognition of the following function types from the Some of a, b, c, and d may be 0
shape of their graphs:
linear f(x) = ax + b
quadratic f(x) = ax2 + bx + c
cubic f(x) = ax3 + bx2 + cx + d
a
reciprocal f(x)= x
exponential f(x) = ax with 0 < a < 1 or a > 1
trigonometric f(x) = a sin(bx); a cos(bx); tanx

Interpret the key features of the graphs—to Including period and amplitude.
include intercepts; intervals where the function is
increasing, decreasing, positive, negative; relative
maxima and minima; symmetries; end behavior and
periodicity.

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3. Functions—Core curriculum Notes / Examples

3.6 Relate the domain of a function to its graph and, e.g., if the function h(n) gives the number
where applicable, to the quantitative relationship it of person-hours it takes to assemble
describes. n engines in a factory, then the positive
integers would be an appropriate domain
for the function.
3.7 Extended Curriculum only.

3.8 Extended Curriculum only.

3.9 Extended Curriculum only.

3.10 Extended Curriculum only.

3.11 Extended Curriculum only.

3.12 Description and identification, using the language

of transformations, of the changes to the graph of
y = f(x) when y = f(x) + k, y = k f(x), y = f(x + k) Where k is an integer.
for f(x) given in section 3.5.
3.13 Extended Curriculum only.

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 Curriculum Content

3. Functions—Extended curriculum Notes / Examples

3.6 Relate the domain of a function to its graph and, e.g., if the function h(n) gives the number
where applicable, to the quantitative relationship it of person-hours it takes to assemble n
describes. engines in a factory, then the positive
integers would be an appropriate domain
for the function.
3.7 Calculate and interpret the average rate of change e.g., average speed between 2 points
of a function (presented symbolically or as a table)
over a specified interval.
Estimate the rate of change from a graph. e.g., use a tangent to the curve to find the
slope
3.8 Behavior of linear, quadratic, and exponential Observe, using graphs and tables, that a
functions: quantity increasing exponentially eventually
linear f(x) = ax + b exceeds a quantity increasing linearly,
quadratic f(x) = ax2 + bx + c quadratically, or (more generally) as a
exponential f(x) = ax with 0 < a < 1 or a > 1 polynomial function.
Use the properties of exponents to interpret
expressions for exponential functions,
e.g., identify percent rate of change in
functions such as y = (1.02)t, y = (0.97)t,
y = (1.01)12t, y = (1.2)t/10, and classify them as
representing exponential growth or decay.
3.9 Construct linear and exponential functions, including e.g., find the function or equation for the
arithmetic and geometric sequences, given a graph, relationship between x and y
a description of a relationship, or two input-output x –2 0 2 4
pairs (include reading these from a table). y 3 5 7 9

3.10 Simplification of formulae for composite functions e.g., f(x) = 6 + 2x, g(x) = 7x,
such as f(g(x)) where g(x) is a linear expression. f(g(x)) = 6 + 2(7x) = 6 + 14x
3.11 Inverse function f –1. Find an inverse function.
Solve equation of form f(x) = c for a simple
function that has an inverse.
Read values of an inverse function from a
graph or a table, given that the function has
an inverse.
3.12 Description and identification, using the language
of transformations, of the changes to the graph of
y = f(x) when y = f(x) + k, y = k f(x), y = f(x + k) for Where k is an integer.
f(x) given in section 3.5.
3.13 Graph the solutions to a linear inequality in two e.g., identify the region bounded by the
variables as a half-plane (region), excluding the inequalities
boundary in the case of a strict inequality. Graph the y > 3, 2x + y < 12, y ø x.
solution set to a system of linear inequalities in two
variables as the intersection of the corresponding
half-planes.

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4. Geometry—Core curriculum Notes / Examples

4.1 Vocabulary:
Know precise definitions of acute, obtuse, right
angle, reflex, equilateral, isosceles, congruent,
similar, regular, pentagon, hexagon, octagon,
rectangle, square, kite, rhombus, parallelogram,
trapezoid, and simple solid figures.
4.2 Definitions:
Know precise definitions of angle, circle,
perpendicular line, parallel line, and line segment,
based on the undefined notions of point, line,
distance along a line, and distance around a
circular arc.
4.3 Line and rotational symmetry in 2D. e.g., know properties of triangles,
quadrilaterals, and circles directly related
to their symmetries.

4.4 Angles around a point. Formal proof is not required, but

Angles on a straight line and intersecting straight candidates will be expected to use
lines. reasoned arguments, including
Vertically opposite angles. justifications, to establish geometric
Alternate and corresponding angles on parallel lines. results from given information.
Angle properties of triangles, quadrilaterals, and
polygons.
Interior and exterior angles of a polygon.
4.5 Construction.
Make formal geometric constructions with compass
and straight edge only.
Copy a segment; copy an angle; bisect a segment;
bisect an angle; construct perpendicular lines,
including the perpendicular bisector of a line
segment.
Construct an equilateral triangle, a square, and a
regular hexagon inscribed in a circle.
Construct the inscribed and circumscribed circles of
a triangle.
Construct a tangent line from a point outside a given
circle to the circle.
Angle measurement in degrees.
Read and make scale drawings.

24 Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016.

 Curriculum Content

4. Geometry—Extended curriculum Notes / Examples

4.1 Vocabulary:
Know precise definitions of acute, obtuse, right
angle, reflex, equilateral, isosceles, congruent,
similar, regular, pentagon, hexagon, octagon,
rectangle, square, kite, rhombus, parallelogram,
trapezoid, and simple solid figures.
4.2 Definitions:
Know precise definitions of angle, circle,
perpendicular line, parallel line, and line segment,
based on the undefined notions of point, line,
distance along a line, and distance around a
circular arc.
4.3 Line and rotational symmetry in 2D and 3D. e.g., know properties of triangles,
quadrilaterals, and circles directly related
to their symmetries.
For example, given a rectangle,
parallelogram, trapezoid, or regular
polygon, describe the rotations and
reflections that carry it onto itself.
Recognize symmetry properties of the
prism and the pyramid.
4.4 Angles around a point. Formal proof is not required, but
Angles on a straight line and intersecting straight candidates will be expected to use
lines. reasoned arguments, including
Vertically opposite angles. justifications, to establish geometric
Alternate and corresponding angles on parallel lines. results from given information.
Angle properties of triangles, quadrilaterals, and
polygons.
Interior and exterior angles of a polygon.
4.5 Construction.
Make formal geometric constructions with compass
and straight edge only.
Copy a segment; copy an angle; bisect a segment;
bisect an angle; construct perpendicular lines,
including the perpendicular bisector of a line
segment.
Construct an equilateral triangle, a square, and a
regular hexagon inscribed in a circle.
Construct the inscribed and circumscribed circles of
a triangle.
Construct a tangent line from a point outside a given
circle to the circle.
Angle measurement in degrees.
Read and make scale drawings.

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Curriculum Content

4. Geometry—Core curriculum Notes / Examples

4.6 Vocabulary of circles. Formal proof is not required but

Properties of circles: candidates will be expected to use
• tangent perpendicular to radius at the point of reasoned arguments, including
contact justifications, to establish geometric
• angle in a semicircle results from given information.

4.7 Similarity. Use scale factors and/or angles to check

Calculation of lengths of similar figures. for similarity.

4.8 Extended Curriculum only.

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 Curriculum Content

4. Geometry—Extended curriculum Notes / Examples

4.6 Vocabulary of circles. Formal proof is not required but
Properties of circles: candidates will be expected to use
• tangent perpendicular to radius at the point of reasoned arguments, including
contact justifications, to establish geometric
• tangents from a point results from given information.
• angle in a semicircle
• angles at the center and at the circumference on
the same arc
• cyclic quadrilateral

Use the following symmetry properties of a circle:

• equal chords are equidistant from the center
• the perpendicular bisector of a chord passes
through the center
• tangents from an external point are equal in
length
4.7 Similarity. Use scale factors and/or angles to check
Calculation of lengths of similar figures. for similarity.
Area and volume scale factors. Use of the relationships between areas of
similar figures and extension to volumes
and surface areas of similar solids.
4.8 Congruence.
Recognize that two shapes are congruent and use
this to solve problems.

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Curriculum Content

5. Transformations and vectors—Core curriculum Notes / Examples

5.1 Vector notation:
directed line segment AB ;
x 
component form  
y 

5.2 Extended Curriculum only.

5.3 Extended Curriculum only.

5.4 Extended Curriculum only.

5.5 Extended Curriculum only.

5.6 Transformations on the cartesian plane: Representing and describing

translation, reflection, rotation, enlargement (dilation). transformations.
Description of a translation using column vectors.
5.7 Extended Curriculum only.
5.8 Extended Curriculum only.

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 Curriculum Content

5. Transformations and vectors—Extended curriculum Notes / Examples

5.1 Vector notation:
a; directed line segment AB ;
x 
component form  
y 
use appropriate symbols for vectors and their
magnitudes e.g., v, |v|

5.2 Find the components of a vector by subtracting the See also section 5.6, translations using
co-ordinates of an initial point from the co-ordinates column vectors.
of a terminal point.
Use position vectors.
5.3 x 
Calculate the magnitude of a vector  y  as
 
^x 2 + y 2 h .

5.4 Add and subtract vectors. Both algebraic (component) and geometric
(parallelogram rule) addition/subtraction.
Understand that the magnitude of a sum
of two vectors is typically not the sum of
the magnitudes.
Understand vector subtraction v – w as
v + (–w), where –w is the additive inverse
of w, with the same magnitude as w and
pointing in the opposite direction.
5.5 Multiply a vector by a scalar. KJ- 4ON
e.g., 3 KK OO = 3 (5) = 15
3
L P
x   cx 
c   =  
y   cy 

If c|v| ≠ 0, the direction of cv is either

along v (for c > 0) or against v (for c < 0).

5.6 Transformations on the cartesian plane: translation, Representing and describing

reflection, rotation, enlargement (dilation), stretch. transformations.
Description of a translation using column vectors.
5.7 Inverse of a transformation.
5.8 Combined transformations. e.g., find the single transformation that
can replace a rotation of 180° around the
origin followed by a translation by vector
KJK 4 ONO
K- 2O
L P

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Curriculum Content

6. Geometrical measurement—Core curriculum Notes / Examples

6.1 Units: mm, cm, m, km All units will be metric; conversion
mm2, cm2, m2, ha, km2 between units is expected.
mm3, cm3, ml, cl, l, m3
g, kg Units of time as given in section 1.10.
6.2 Perimeter and area of rectangle, triangle, and Formula will be given for area of triangle.
compound shapes derived from these.
Area of trapezoid and parallelogram.
6.3 Circumference and area of a circle. Formulae will be given for circumference
and area of a circle.
Arc length and area of sector. From sector angles in degrees and
simple examples only.
6.4 Surface area and volume of a prism (in particular, Formulae will be given for the lateral
cuboid, and cylinder). surface area of cylinder and the surface
Surface area and volume of a sphere. area of a sphere, and the volume of a
prism, a cylinder, and a sphere.
6.5 Extended Curriculum only.

6.6 Use geometric shapes, their measures, and their e.g., modeling a tree trunk or a human
properties to describe objects. torso as a cylinder.
6.7 Extended Curriculum only.

6.8 Extended Curriculum only.

6.9 Extended Curriculum only.

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 Curriculum Content

6. Geometrical measurement—Extended curriculum Notes / Examples

6.1 Units: mm, cm, m, km All units will be metric; conversion
mm2, cm2, m2, ha, km2 between units expected.
mm3, cm3, ml, cl, l, m3
g, kg Units of time as given in section 1.10.
6.2 Perimeter and area of rectangle, triangle, and
compound shapes derived from these.
Area of trapezoid and parallelogram.
6.3 Circumference and area of a circle.
Arc length and area of sector. From sector angles in degrees only.

6.4 Surface area and volume of a prism and a pyramid (in Formulae will be given for the lateral
particular, cuboid, cylinder, and cone). surface area of a cylinder and a cone, the
Surface area and volume of a sphere. surface area of a sphere, and the volume
of a pyramid, a cone, and a sphere.
6.5 Areas and volumes of compound shapes. Involving combinations of the shapes in
section 6.4.
6.6 Use geometric shapes, their measures, and their e.g., modeling a tree trunk or a human
properties to describe objects. torso as a cylinder.
6.7 Identify the shapes of two-dimensional cross
sections of three-dimensional objects, and identify
three-dimensional objects generated by rotations of
two-dimensional objects.
6.8 Apply concepts of density based on area and volume e.g. persons per square mile, BTUs per
in modeling situations. cubic foot.
6.9 Apply geometric methods to solve design problems. e.g., design an object or structure to
satisfy physical constraints or minimize
cost; working with typographic grid
systems based on ratios.

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Curriculum Content

7. Co-ordinate geometry—Core curriculum Notes / Examples

7.1 Plotting of points and reading from a graph in the
cartesian plane.
7.2 Distance between two points. Questions on this topic would be
structured via diagrams.

7.3 Midpoint of a line segment. Questions on this topic would be

structured via diagrams.

7.4 Slope of a line segment.

7.5 Interpret and obtain the equation of a straight line as e.g., obtain the equation of a straight line
y = mx + b. graph given a pair of co-ordinates on the
line.

7.6 Slope of parallel line.

Find the equation of a line parallel to a given line that
passes through a given point.

8. Trigonometry—Core curriculum Notes / Examples

8.1 Use trigonometric ratios and the Pythagorean Problems involving bearings may be
Theorem to solve right-angled triangles in applied included. Know angle of elevation and
problems. depression.

8.2 Extended Curriculum only.

8.3 Extended Curriculum only.

8.4 Extended Curriculum only.

8.5 Extended Curriculum only.

32 Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016.

 Curriculum Content

7. Co-ordinate geometry—Extended curriculum Notes / Examples

7.1 Plotting of points and reading from a graph in the
cartesian plane.
7.2 Distance between two points. e.g., use co-ordinates to compute the
perimeters of polygons and areas of
triangles using the distance formula.
7.3 Midpoint of a line segment.
Find the point on a directed line segment between
two given points that partitions the segment in a
given ratio.
7.4 Slope of a line segment.
7.5 Interpret and obtain the equation of a straight line as e.g., obtain the equation of a straight line
y = mx + b. graph given a pair of co-ordinates on the
Interpret and obtain the equation of a straight line as line.
ax + by = d (a, b, and d are integers)
7.6 Slope of parallel line. Understand and explain how the slopes of
Find the equation of a line parallel to a given line that parallel and perpendicular lines are related.
passes through a given point.
Slope of perpendicular line.
Find the equation of a line perpendicular to a given
line that passes through a given point.

8. Trigonometry—Extended curriculum Notes / Examples

8.1 Use trigonometric ratios and the Pythagorean Theorem Problems involving bearings may be
to solve right-angled triangles in applied problems. included.
Know the exact values for the trigonometric ratios of Know angle of elevation and depression.
0°, 30°, 45°, 60°, 90°.
8.2 Extend sine and cosine values to angles between
0° and 360°.
Explain and use the relationship between the sine and
cosine of complementary angles.
Graph and know the properties of trigonometric
functions.
8.3 Sine Rule (Law of Sines). Formula will be given. ASA, SSA
(ambiguous case included where the
angle is obtuse).
8.4 Cosine Rule (Law of Cosines). Formula will be given. SAS, SSS.
8.5 Area of triangle. Formula will be given.

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Curriculum Content

9. Probability—Core curriculum Notes / Examples

9.1 Probability P(A) as a fraction, decimal, or percentage. Includes an understanding that the
Significance of its value, including using probabilities probability of an event occurring = 1 – the
to make fair decisions. probability of the event not occurring.
Describe events as subsets of a sample
space (the set of outcomes) using
characteristics (or categories) of the
outcomes, or as unions, intersections,
or complements of other events (“or,”
“and,” “not”).
The knowledge and use of set notation is
not expected.
9.2 Relative frequency as an estimate of probability. Decide if a specified model is consistent
with results from a given data-generating
process, e.g., using simulation,
e.g., a model says a spinning coin falls
heads up with probability 0.5. Would a
result of 5 tails in a row cause you to
question the model?
9.3 Expected number of occurrences.
9.4 Extended Curriculum only.

9.5 Possibility diagrams. Simple cases only.

Tree diagrams including successive selection with or
without replacement.

34 Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016.

 Curriculum Content

9. Probability—Extended curriculum Notes / Examples

9.1 Probability P(A) as a fraction, decimal, or percentage. Includes an understanding that the
Significance of its value, including using probabilities probability of an event occurring = 1 – the
to make fair decisions. probability of the event not occurring.
Describe events as subsets of a sample
space (the set of outcomes) using
characteristics (or categories) of the
outcomes, or as unions, intersections,
or complements of other events (“or,”
“and,” “not”).
The knowledge and use of set notation is
not expected.
9.2 Relative frequency as an estimate of probability. Decide if a specified model is consistent
with results from a given data-generating
process, e.g., using simulation,
e.g., a model says a spinning coin falls
heads up with probability 0.5. Would a
result of 5 tails in a row cause you to
question the model?
9.3 Expected number of occurrences.
9.4 Combining events: Understand that two events are
Apply the addition rule P(A or B) = P(A) + P(B) – P(A independent if the probability of A and B
and B) occurring together is the product of their
Apply the multiplication rule P(A and B) = P(A) × P(B). probabilities and use this characterization
to determine if they are independent.
9.5 Possibility diagrams.
Tree diagrams including successive selection with or
without replacement.

Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016. 35

Curriculum Content

10. Statistics—Core curriculum Notes / Examples

10.1 Reading and interpretation of graphs or tables of data.

10.2 Discrete and continuous data.

10.3 Compound bar chart, dot plots, line graph, pie chart,
simple frequency distributions, scatter diagram.
10.4 Mean, mode, median, and range from lists of discrete
data.

10.5 Extended Curriculum only.

10.6 Extended Curriculum only.

10.7 Extended Curriculum only.

10.8 Understanding and description of correlation (positive,

negative, or zero) with reference to a scatter diagram.
Straight line of best fit (by eye) through the mean on a
scatter diagram.

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 Curriculum Content

10. Statistics—Extended curriculum Notes / Examples

10.1 Reading and interpretation of graphs or tables of data. Make inferences to support or cast doubt
on initial conjectures; relate results and
conclusions to the original question.
10.2 Discrete and continuous data.
10.3 Compound bar chart, dot plots, line graph, pie chart,
simple frequency distributions, scatter diagram.
10.4 Mean, mode, median, and range from lists of discrete The term estimated mean may be
data. used in questions involving grouped
Mean, modal class, median, and range from grouped continuous data.
and continuous data.
10.5 Histograms with frequency density on the vertical Includes histograms with unequal class
axis. intervals.
10.6 Cumulative frequency table and curve and box plots.
Median, quartiles, percentiles, and inter-quartile range.
10.7 Use and interpret statistics appropriate to the shape
of the data distribution to compare center (median,
mean) and spread (inter-quartile range) of two or more
different data sets.
10.8 Understanding and description of correlation (positive,
negative, or zero) with reference to a scatter diagram.
Straight line of best fit (by eye) through the mean on a
scatter diagram.

Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016. 37

Other Information

6. Other Information

Equality and Inclusion

Cambridge International Examinations has taken great care in the preparation of this syllabus and
assessment materials to avoid bias of any kind. To comply with the UK Equality Act (2010), Cambridge has
designed this qualification with the goal of avoiding direct and indirect discrimination.

The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed to if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.

Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.

Information on access arrangements is found in the Cambridge Handbook, which can be downloaded from
the website www.cie.org.uk/examsofficers

Language
This syllabus and the associated assessment materials are available in English only.

Grading and Reporting

Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F, or G indicating the standard
achieved, A* being the highest and G the lowest. “Ungraded” indicates that the candidate’s performance
fell short of the standard required for grade G. “Ungraded” will be reported on the statement of results but
not on the certificate. The letters Q (result pending), X (no results), and Y (to be issued) may also appear on
the statement of results but not on the certificate.

Entry Codes
To maintain the security of our examinations, we produce question papers for different areas of the world,
known as “administrative zones.” Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes can be found in the Cambridge Guide to Making Entries.

38 Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016.

 Appendix

7. Appendix

6.1 Mathematical Formulae for Core Components 1 and 3

1
Area, A, of triangle, base b, height h. A = 2 bh

Area, A, of circle, radius r. A = πr2

Circumference, C, of circle, radius r. C = 2πr

Lateral surface area, A, of cylinder of radius r, height h. A = 2πrh

Surface area, A, of sphere of radius r. A = 4πr2

Volume, V, of prism, cross-sectional area A, length l. V = Al

Volume, V, of cylinder of radius r, height h. V = πr2h

4
Volume, V, of sphere of radius r. V = 3 πr3

Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016. 39

Appendix

6.2 Mathematical Formulae for Extended Components 2 and 4

 b r b2  4 a c
For the equation ax2 + bx + c = 0 x
2a
Lateral surface area, A, of cylinder of radius r, height h. A = 2πrh

Lateral surface area, A, of cone of radius r, sloping edge l. A = πrl

Surface area, A, of sphere of radius r. A = 4πr2

1
Volume, V, of pyramid, base area A, height h. V = 3 Ah

1
Volume, V, of cone of radius r, height h. V = 3 πr2h

4
Volume, V, of sphere of radius r. V = 3 πr3

A a b c
= =
sin A sin B sin C

c b
a2 = b2 + c2 – 2bc cos A

1
Area = 2 bc sin A
B a C

40 Cambridge IGCSE Mathematics (US) 0444. Syllabus for examination in 2016.

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