Cambridge IGCSE Core Mathematics Fifth Edition

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The Cambridge IGCSE™ Core Mathematics Student’s Book Fifth edition will help you to
navigate the learning objectives confidently. It is supported by a print Teacher’s Guide
with digital teaching and learning access, and interactive eBook on the Boost platform
with free worksheets* available at hoddereducation.com/cambridgeextras.
Cambridge IGCSE™ Core Mathematics Fifth edition ISBN 9781398373938
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 Cambridge IGCSE
TM

Mathematics
Core
Fifth edition

Ric Pimentel
Frankie Pimentel
Terry Wall

9781398373938.indb 1 23/03/23 2:24 PM

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Endorsement indicates that a resource has passed Cambridge International’s rigorous quality-assurance process and is
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© Frankie Pimentel, Ric Pimentel and Terry Wall 2023

First edition published 1997
Second edition published 2006
Third edition published 2013
Fourth edition published 2018
This fifth edition published 2023 by
Hodder Education,
An Hachette UK Company
Carmelite House, 50 Victoria Embankment, London EC4Y 0DZ
www.hoddereducation.com
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A catalogue record for this title is available from the British Library.
ISBN: 978 1 3983 7393 8

9781398373938.indb 2 23/03/23 2:24 PM

 Contents
I ntroduction v
TOPIC 1 Number 2
Chapter 1 Number and language 4
Chapter 2 Accuracy 16
Chapter 3 Calculations and order 24
Chapter 4 Integers, fractions, decimals and percentages 32
Chapter 5 Further percentages 45
Chapter 6 Ratio and proportion 51
Chapter 7 Indices and standard form 61
Chapter 8 Money and finance 70
Chapter 9 Time 84
Chapter 10 Set notation and Venn diagrams 89
Mathematical investigations and ICT 1 95
TOPIC 2 Algebra and graphs 100
Chapter 11 Algebraic representation and manipulation 102
Chapter 12 Algebraic indices 109
Chapter 13 Equations 112
Chapter 14 Sequences 126
Chapter 15 Graphs in practical situations 133
Chapter 16 Graphs of functions 140
Mathematical investigations and ICT 2 153
TOPIC 3 Coordinate geometry 156
Chapter 17 Coordinates and straight line graphs 158
Mathematical investigations and ICT 3 175
TOPIC 4 Geometry 176
Chapter 18 Geometrical vocabulary 178
Chapter 19 Geometrical constructions and scale drawings 188
Chapter 20 Symmetry 198
Chapter 21 Angle properties 202
Mathematical investigations and ICT 4 224
TOPIC 5 Mensuration 226
Chapter 22 Measures 228
Chapter 23 Perimeter, area and volume 234
Mathematical investigations and ICT 5 269

9781398373938_FM.indd 3 24/03/23 4:40 PM

 CONTENTS

TOPIC 6 Trigonometry 270

Chapter 24 Bearings 272
Chapter 25 Right-angled triangles 275
Mathematical investigations and ICT 6 291
TOPIC 7 Vectors and transformations 294
Chapter 26 Transformations 296
Mathematical investigations and ICT 7 307
TOPIC 8 Probability 310
Chapter 27 Probability 312
Mathematical investigations and ICT 8 325
TOPIC 9 Statistics 328
Chapter 28 Mean, median, mode and range 330
Chapter 29 Collecting, displaying and interpreting data 335
Mathematical investigations and ICT 9 352
Glossary 354
Index 364
Answers can be found at www.hoddereducation.com/CambridgeExtras

iv

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 Introduction
This book has been written for students studying the Core content of
the Cambridge IGCSETM and IGCSE (9–1) Mathematics syllabuses
(0580/0980) for examination from 2025. It carefully and precisely
follows the syllabus from Cambridge Assessment International
Education. It provides the detail and guidance that are needed to
support you throughout the course and help you to prepare for your
examinations.

How to use this book

To make your study of mathematics as rewarding and successful as
possible, this book, endorsed by Cambridge International, offers the
following important features:

Learning objectives
Each topic starts with an outline of the subject material and syllabus
content to be covered.

Organisation
Topics follow the order of the syllabus and are divided into chapters.
However in some cases, the order of chapters is determined by
continuity of the mathematics they cover, rather than the order of the
syllabus. All instances where students should refer to other chapters
are clearly explained in the text. Within each chapter there is a blend of
teaching, worked examples and exercises to help you build confidence
and develop the skills and knowledge you need. In particular, there
is an increased emphasis on non-calculator methods as well as
suggestions for the use of scientific calculators.
At the end of each chapter there are comprehensive student assessment
questions. You will also find sets of questions linked to Boost eBook
on our Boost platform (boost-learning.com), which offer practice in
topic areas that students often find difficult.

ICT, mathematical modelling and

problem-solving
Problem-solving is key to mathematical thinking, and ICT can play a
crucial role in this. Therefore, each topic ends with a section involving
investigations and the use of ICT. The ICT investigations go beyond
the requirements of the syllabus, but are included for interest and to
encourage students to explore the context of the mathematics in
real-life situations.

9781398373938.indb 5 23/03/23 2:24 PM

 Diagrams and working
Students are encouraged to draw diagrams when tackling questions
where appropriate, and to show their full worked solutions. This is
helpful for checking your own work, and also applies to any questions
where use of a calculator is allowed.

Calculator and non-calculator questions

All exercise questions that should be attempted without a calculator
are indicated by . Students should do as many calculations as
possible without using a calculator. This will help understanding and
confidence.
Some areas of mathematics, such as those using powers & roots, π,
trigonometry and calculations with decimals, are more likely to require
a calculator.

Additional material
There are a few instances where we consider it to be appropriate to
include some additional content that lies beyond the scope of the
syllabus but is useful in supporting the syllabus content and helpful in
deepening understanding. Where any content beyond the scope of the
syllabus, this is indicated by a note.

Core worksheets
Additional worksheets covering all topics in this book and answers
are free available on www.hoddereducation.com/CambridgeExtras.
These worksheets have not been through the Cambridge International
endorsement process.

Key terms and glossary

It is important to understand and use mathematical terms; therefore, all
key terms are highlighted in bold and explained in the glossary.

Answers and worked solutions

Answers to all questions are available and can be downloaded free on
hoddereducation.com/cambridgeextras
Worked solutions for the Student Assessment questions are available in
Cambridge IGCSE Core and Extended Mathematics Teacher's Guide
with Boost Subscription.

vi

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 Callouts and Worked Exercises
Notes examples These appear throughout
the text, and allow you to
These commentaries The worked examples cover apply what you have learned.
provide additional important techniques and Tree diagrams There are plenty of routine
explanations and encourage question styles. They are questions covering important
full understanding of designed to are
reinforce
shown in a chart: the
Graphical solution of a quadratic
Exercise 27.4 (cont) 3 equation
A library keeps a record of the books that are borrowed during one
day. The results mathematical techniques.
mathematical principles.
Graphical solution of a quadratic explanations, and give you 24
22

Notes give equation

additional step-by-step help for solving
20
18 Estimating answers to calculations

Number of books
16

clarifications and
these aretips. problems.
14
To solve an equation, you need to find the values of x when y = 0. On 12 2 5 × 4 600
4 Estimate the answer to .
a graph, the values of x where the curve crosses the x-axis. 10 8
An approximate answer can be calculated using the knowledge that
These are known as the roots of the equation. 8
25 = 32 and 4 625 = 5.
6 4
Therefore 2 × 600 ≈ 30 × 5 ≈ 150
5
4 8 8 8
Worked examples 2 ≈ 20
0 Romance Thriller Horror Historical Cookery Biography Other
1 Draw a graph of y = x 2 − 4 x + 3 for –2  x  5. Book type Exercise 2.4 1 Without using a calculator, estimate the answers to:
a 62 × 19 b 270 × 12 c 55 × 60
d 4950 × 28 e 0.8 × 0.95 f 0.184 × 475
x –2 –1 0 1 2 3 4 5 a) How many books were borrowed that day? 2 Without using a calculator, estimate the answers to:
b) A book is chosen at random from the ones borrowed. Calculate a 3946 ÷ 18 b 8287 ÷ 42 c 906 ÷ 27
y 15 8 3 0 –1 0 3 8 the probability that it is: d 5520 ÷ 13 e 48 ÷ 0.12 f 610 ÷ 0.22
3 Without using a calculator, estimate the answers to:
i a thriller ii a horror or a romance
y a 78.45 + 51.02 b 168.3 – 87.09 c 2.93 × 3.14
iii not a horror or a romance iv not a biography. (9.8) 3
16 d 84.2 ÷ 19.5 e 4.3 × 752 f
15.6 (2.2) 2
14
Tree diagrams
3
g 78 × 6 h 38 × 63 i 4
25 × 4
25
12 53 4
9900

10 4 Using estimation, identify which of the following are definitely incorrect.

When more than two combined events are being considered, two-way Explain your reasoning clearly.
8 a 95 × 212 = 20 140 b 44 × 17 = 748
tables cannot be used. Another method of representing information
6 c 689 × 413 = 28 457 d 142 656 ÷ 8 = 17 832
diagrammatically is needed. Tree diagrams are a good way of doing this. e 77.9 × 22.6 = 2512.54 f 8.42 × 46 = 19 366
4 0.2
5 Estimate the shaded area of the following shapes. Do not work out an
2
exact answer.

x
Worked examples a 17.2 m
−2 −1 1 2 3 4 5
These are the 1 If a coin is tossed three times, show all the possible outcomes on a tree
values of x where diagram, writing each of the probabilities at the side of the branches.
6.2 m

2 Use the graph to solve the equation x 2 – 4 x + 3 = 0.

the graph crosses Toss 1 Toss 2 Toss 3 Outcomes
the x-axis. The solutions are x = 1 and x = 3 b 9.7 m
1
–
2 H HHH
1 2.6 m
Exercise 16.4 Find the roots of each of the quadratic equations below by plotting a graph –
2 H
1 4.8 m
for the ranges of x stated. –
2
T HHT 3.1 m
H
a x 2 – x – 6 = 0, –4  x  4 On a tree diagram, 1
1
–
2 H HTH
Note 2
b – x + 1 = 0, –4  x  4 outcomes are –
2 1
–
2 T
c
written at the
2
c x – 6 x + 9 = 0, 0  x  6
28.8 cm
1
– T HTT
A diagram may 2
d – x – x + 12 = 0 , –5  x  4
2
end of branches
help you answer e x 2 – 4 x + 4 = 0, –2  x  6 1
and probabilities
–
2 H THH 4.4 cm
16.3 cm
these questions. 1
by they side
In the previous worked example in which = x 2 −of
4 xthe
+ 3, a solution was
1
–
2
–
2
H 11 cm
1 T THT
found to the equation x 2− 4 x + 3 = 0branches.
by reading the values of x where T
–
2
1
the graph crossed the x-axis. The graph can, however, also be used to –
2 H TTH 19
solve other related quadratic equations. 1
–
2 T
1
– T TTT
2

315

Mathematical 145
Student assessments
investigations and ICT  nd-of-chapter questions to test your
E
More real-world problem-solving activities understanding of the key topics and help
are provided at the end of each section to put to prepare you for your exams.
what you've learned into practice.

23 Perimeter, area
and volume

Student assessment
ons 1
vestigati
1 A rowing lake, rectan

atical in
gular in shape, is 2.5
Calculate the surfa km long by 500 m wide.

Mathe m ceramic tiles 40 cm

ce
2 A rectangular floor area of the water in km2.
12 m long by 8 m wide
is to be covered in
6
and ICT
long by 20 cm wide.
a) Calculate the numb
er of tiles required
b) The tiles are bough to cover the floor.
t in boxes of 24 at a
d circ les y shows a right- in the What is the cost of
the tiles needed to
cost of $70 per box.

agora s anras m usuall es, as

3 A flower bed is
in the shape of a right- cover the floor?

P ythlan ’ theore h of its three sid 4 m and 5 m. Sketc angled triangle of sides
Pythago
h the flower bed, and 3 m,
ation for wn on eac perimeter. calculate its area and
ares dra
The exp with squ 4 A drawing of a buildi
triangle ng shows a rectan
angled wide with a triangular gle 50 cm high and
diagram. tower 20 cm high and 10 cm
on top of it. Find the 10 cm wide at the base
area of the drawing
5 The squares of
a chessboard are each of the building.
b2
area of the chessboard of side 7.5 cm. What
b ? is the
c a
c2 a2

2 is equa l
Student assessment
hypoten
use, a , 2 c2 . 2
b +
are on the o sides, 1 Calculate the circum
the squ on the other tw ferenc
mple, the
area of ares circles. Give your answe e and area of each of the following
the squ rs to 1 d.p.
In this exa of the areas of 2. a)
to the sum 2 = b2 + c b)
mu la a
es the for side of
This giv triangle
. off each low. 5.5 cm
angled i-circle be
a right- uct a sem r to the one
1 Draw s, constr simila 16 mm
compasse should look
a pair of gram
2 Using gle. Your dia
the trian
2 A semi-circular
shape is cut out of
shown. Calculate the the side of a rectan
shaded area to 1 d.p. gle as

ir
culate the
ircle, cal 4 cm
h semi-c
ter of eac
the diame the areas
asuring sum of
3 By me use the goras’
on the hypoten Do es Pytha
as. i-circle es?
are
the sem er two sid
area of on the oth 6 cm
4 Is the i-c irc les drawn i-circles? an gle s are
tri
of the sem ll hold for sem equilate
ral
theorem
sti ll hold if
orem sti
ras’ the
Pythago
5 Does on each side?
lygons.
drawn er reg ular po
oth
igate for
6 Invest

290 264

vii

9781398373938.indb 7 23/03/23 2:24 PM

 Assessment
The information in this section is based on the Cambridge International
syllabus. You should always refer to the appropriate syllabus document
for the year of examination to confirm the details and for more
information. The syllabus document is available on the Cambridge
International website at www.cambridgeinternational.org
For Cambridge IGCSETM Mathematics you will take two papers. For
the Core syllabus, you will take Paper 1 and Paper 3. You may use a
scientific calculator only for Paper 3. Paper 1 is a non-calculator paper.

Paper Length Type of questions

Paper 1 Non-calculator (Core) 1 hour 30 minutes Structured and unstructured questions
Paper 3 Calculator (Core) 1 hour 30 minutes Structured and unstructured questions

Examination techniques
Make sure you check the instructions on the question paper, the length
of the paper and the number of questions you have to answer.
Allocate your time sensibly between each question. Be sure not to
spend too long on some questions or this might mean you do not have
enough time to complete all of them.
Make sure you show your working to show how you’ve reached your
answer.

Command words
The command words that may appear in examinations are listed below.
The command word will relate to the context of the question.

Command word What it means

Calculate Work out from given facts, figures or information
Construct Make an accurate drawing
Describe State the points of a topic / give characteristics and main features
Determine Establish with certainty
Explain Set out purposes or reasons/make the relationships between things clear / say why
and/or how and support with relevant evidence
Give Produce an answer from a given source or recall/memory
Plot Mark point(s) on a graph
Show (that) Provide structured evidence that leads to a given result
Sketch Make a simple freehand drawing showing the key features
State Express in clear terms
Work out Calculate from given facts, figures or information with or without the use of a calculator
Write Give an answer in a specific form
Write down Give an answer without significant working

viii

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 From the authors
Mathematics comes from the Greek word meaning knowledge or
learning. Galileo Galilei (1564–1642) wrote ‘the universe cannot be
read until we learn the language in which it is written. It is written in
mathematical language.’ Mathematics is used in science, engineering,
medicine, art, finance, etc., but mathematicians have always studied
the subject for pleasure. They look for patterns in nature, for fun, as a
game or a puzzle.
A mathematician may find that his or her puzzle solving helps to solve
‘real life’ problems. However, trigonometry was developed without a
‘real life’ application in mind, before it was then applied to navigation
and many other things. The algebra of curves was not ‘invented’ to send
a rocket to Jupiter.
The study of mathematics is across all lands and cultures. A
mathematician in Africa may be working with another in Japan to
extend work done by a Brazilian in the USA.
People in all cultures have tried to understand the world around
them, and mathematics has been a common way of furthering that
understanding, even in cultures which have left no written records.
Each topic in this textbook has an introduction that tries to show
how, over thousands of years, mathematical ideas have been passed
from one culture to another. So, when you are studying from this
textbook, remember that you are following in the footsteps of earlier
mathematicians who were excited by the discoveries they had made.
These discoveries changed our world.
You may find some of the questions in this book difficult. It is easy
when this happens to ask the teacher for help. Remember though that
mathematics is intended to stretch the mind. If you are trying to get
physically fit, you do not stop as soon as things get hard. It is the same
with mental fitness. Think logically. Try harder. In the end you are
responsible for your own learning. Teachers and textbooks can only
guide you. Be confident that you can solve that difficult problem.
Ric Pimentel
Terry Wall
Frankie Pimentel

ix

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 TOPIC 1
Number

Contents
Chapter 1 Number and language (C1.1, C1.3)
Chapter 2 Accuracy (C1.9, C1.10)
Chapter 3 Calculations and order (C1.5, C1.6, C1.14, C2.6)
Chapter 4 Integers, fractions, decimals and percentages (C1.4, C1.6)
Chapter 5 Further percentages (C1.4, C1.13)
Chapter 6 Ratio and proportion (C1.11, C1.12)
Chapter 7 Indices and standard form (C1.7, C1.8)
Chapter 8 Money and finance (C1.13, C1.14, C1.16)
Chapter 9 Time (C1.14, C1.15)
Chapter 10 Set notation and Venn diagrams (C1.2)

Learning objectives
C1.1 C1.4
Identify and use: 1 Use the language and notation of the following in
● natural numbers appropriate contexts:
● integers (positive, zero and negative) ● proper fractions
● prime numbers ● improper fractions
● square numbers ● mixed numbers
● cube numbers ● decimals
● common factors ● percentages.
● common multiples 2 Recognise equivalence and convert between these
● rational and irrational numbers forms.
● reciprocals. C1.5
C1.2 Order quantities by magnitude and demonstrate
Understand and use set language, notation and Venn familiarity with the symbols =, ≠, >, < ,  and .
diagrams to describe sets. C1.6
C1.3 Use the four operations for calculations with integers,
Calculate with the following: fractions and decimals, including correct ordering of
● squares operations and use of brackets.
● square roots C1.7
● cubes 1 Understand and use indices (positive, zero and
● cube roots negative integers).
● other powers and roots of numbers. 2 Understand and use the rules of indices.

9781398373938.indb 2 23/03/23 2:24 PM

 C1.8 C1.13
1 Use the standard form A × 10n where n is a positive 1 Calculate a given percentage of a quantity.
or negative integer and 1  A < 10. 2 Express one quantity as a percentage of another.
2 Convert numbers into and out of standard form. 3 Calculate percentage increase or decrease.
3 Calculate with values in standard form. 4 Calculate with simple and compound interest.
C1.9 C1.14
1 Round values to a specified degree of accuracy. 1 Use a calculator efficiently.
2 Make estimates for calculations involving numbers, 2 Enter values appropriately on a calculator.
quantities and measurements. 3 Interpret the calculator display appropriately.
3 Round answers to a reasonable degree of accuracy C1.15
in the context of a given problem. 1 Calculate with time: seconds (s), minutes (min),
C1.10 hours (h), days, weeks, months, years, including the
Give upper and lower bounds for data rounded to a relationship between units.
specified accuracy. 2 Calculate times in terms of the 24-hour and
C1.11 12-hour clock.
Understand and use ratio and proportion to: 3 Read clocks and timetables.
● give ratios in simplest form C1.16
● divide a quantity in a given ratio 1 Calculate with money.
● use proportional reasoning and ratios in context. 2 Convert from one currency to another.
C1.12 C2.6
1 Use common measures of rate. Represent and interpret inequalities, including on a
2 Apply other measures of rate. number line.
3 Solve problems involving average speed.

The development of number

In Africa, bones have been discovered with marks cut into them that are
probably tally marks. These tally marks may have been used for counting
time, such as numbers of days or cycles of the Moon, or for keeping records
of numbers of animals. A tallying system has no place value, which makes
it hard to show large numbers.
The earliest system like ours (known as base 10) dates to 3100bce in
Egypt. Many ancient texts, e.g. texts from Babylonia (modern Iraq) and
Egypt, used zero. Egyptians used the word nfr to show a zero balance in
accounting. Indian texts used a Sanskrit word, shunya, to refer to the idea
of the number zero. By the fourth century bce, the people of south-central
Mexico began to use a true zero. It was represented by a shell picture and
became a part of Mayan numerals. By ce130, Ptolemy was using a symbol,
a small circle, for zero. This Greek zero was the first use of the zero we use
today.
The idea of negative numbers was recognised as early as 100bce in the Fragment of a Greek
Chinese text Jiuzhang Suanshu (Nine Chapters on the Mathematical Art). papyrus, showing an early
This is the earliest known mention of negative numbers in the East. In the version of the zero sign
third century bce in Greece, Diophantus had an equation whose solution
was negative. He said that the equation gave an absurd result.
European mathematicians did not use negative numbers until the seventeenth century, although
Fibonacci allowed negative solutions in financial problems where they could be debts or losses.

9781398373938.indb 3 23/03/23 2:24 PM

 1 Number and language

Natural numbers
A child learns to count ‘one, two, three, four, …’ These are sometimes
called the counting numbers or whole numbers.
The child will say ‘I am three’, or ‘I live at number 73’.
If we include the number zero, then we have the set of numbers called
the natural numbers.
The set of natural numbers = {0, 1, 2, 3, 4, …}.

Integers
On a cold day, the temperature may drop to 4 °C at 10 p.m. If the
temperature drops by a further 6 °C, then the temperature is ‘below
zero’; it is −2 °C.
If you are overdrawn at the bank by $200, this might be shown as −$200.
The set of integers = {…, −3, −2, −1, 0, 1, 2, 3, …}.

Integers are therefore an extension of natural numbers. Every natural

number is an integer.

Prime numbers
1 is not a prime A prime number is one whose only factors are 1 and itself.
number.
Reciprocal
The reciprocal of a number is obtained when 1 is divided by that
number. The reciprocal of 5 is 15 , the reciprocal of 25 is 12 , which simplifies
to 25 . 5

Exercise 1.1 1 In a 10 by 10 square, write the numbers 1 to 100.

Cross out number 1.
Cross out all the even numbers after 2 (these have 2 as a factor).
Cross out every third number after 3 (these have 3 as a factor).
a Continue with 5, 7, 11 and 13, then list all the prime numbers less
than 100.
b What do you notice about the numbers that are left?
2 Write the reciprocal of each of the following:
3
a 18 b 7
12 c 5

d 1 12 e 3 43 f 6

9781398373938.indb 4 23/03/23 2:24 PM

 Prime factors

Square numbers
Exercise 1.2 In a 10 by 10 square, write the numbers 1 to 100.
Shade in 1 and then 2 × 2, 3 × 3, 4 × 4, 5 × 5, etc.
These are the square numbers.
The 2 is called 3 × 3 can be written 32 (you say ‘three squared’ or ‘three raised to the
an index; plural power of two’)
indices. 7 × 7 can be written 72

Cube numbers
3 × 3 × 3 can be written 33 (you say ‘three cubed’ or ‘three raised to the
power of three’)
5 × 5 × 5 can be written 53 (‘five cubed’ or ‘five raised to the power of
three’)
2 × 2 × 2 × 5 × 5 can be written 23 × 52

Exercise 1.3 Write the following using indices:

a 9×9 b 12 × 12
c 8×8 d 7×7×7
e 4×4×4 f 3×3×2×2×2
g 5×5×5×2×2 h 4×4×3×3×2×2

Factors
The factors of 12 are all the whole numbers which will divide exactly
into 12:
1, 2, 3, 4, 6 and 12.

Exercise 1.4 List all the factors of the following numbers:

a 6 b 9 c 7 d 15 e 24
f 36 g 35 h 25 i 42 j 100

Prime factors
The factors of 12 are 1, 2, 3, 4, 6 and 12.
Of these, 2 and 3 are prime numbers, so 2 and 3 are the prime factors
of 12.

Exercise 1.5 List the prime factors of the following numbers:

a 15 b 18 c 24 d 16 e 20
f 13 g 33 h 35 i 70 j 56

An easy way to find prime factors is to divide by the prime numbers in

order, smallest first.

9781398373938.indb 5 23/03/23 2:24 PM

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