Syllabus: Cambridge IGCSE® International Mathematics 0607

Syllabus
Cambridge IGCSE®
International Mathematics 0607
For examination in June and November 2020, 2021 and 2022.
Version 1
Why choose Cambridge?
Cambridge Assessment International Education prepares school students for life, helping them develop an informed
curiosity and a lasting passion for learning. We are part of the University of Cambridge.
Our international qualifications are recognised by the world’s best universities and employers, giving students a
wide range of options in their education and career. As a not-for-profit organisation, we devote our resources to
delivering high-quality educational programmes that can unlock learners’ potential.
Our programmes and qualifications set the global standard for international education. They are created by subject
experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for
learners to progress from one stage to the next, and are well supported by teaching and learning resources.
Our mission is to provide educational benefit through provision of international programmes and qualifications for
school education and to be the world leader in this field. Together with schools, we develop Cambridge learners
who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future with
an international education from Cambridge International.
‘We think the Cambridge curriculum is superb preparation for university.’

Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Our systems for managing the provision of international qualifications and education programmes
for students aged 5 to 19 are certified as meeting the internationally recognised standard for
quality management, ISO 9001:2008. Learn more at www.cambridgeinternational.org/ISO9001
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of
the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their own
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Contents
1 Why choose this syllabus? ..................................................................................................... 2
2 Syllabus overview .................................................................................................................... 5

Aims 5
Content overview 6
Assessment overview 7
Assessment objectives 8
3 Subject content .......................................................................................................................10
4 Details of the assessment ................................................................................................... 34

Core assessment 34
Extended assessment 35
List of formulae 37
Command words 39
5 What else you need to know .............................................................................................. 40

Before you start 40
Making entries 41
After the exam 42
How students and teachers can use the grades 42
Grade descriptions 42
Changes to this syllabus for 2020, 2021 and 2022 43
Changes to this syllabus

For information about changes to this syllabus for 2020, 2021 and 2022, go to page 43.
The latest syllabus is version 1, published September 2017.
Any textbooks endorsed to support the syllabus for examination from 2017 are still suitable for use with this
syllabus.
Cambridge IGCSE International Mathematics 0607 syllabus for 2020, 2021 and 2022.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE® syllabuses are created especially for international students. For over 25 years, we have worked
with schools and teachers worldwide to develop syllabuses that are suitable for different countries, different types
of schools and for learners with a wide range of abilities.
Cambridge IGCSE International Mathematics supports learners in building competency, confidence and fluency in
their use of techniques and mathematical understanding. This course helps learners to develop a feel for quantity,
patterns and relationships. Learners will develop their reasoning, problem-solving and analytical skills in a variety of
abstract and real-life contexts.
Cambridge IGCSE International Mathematics provides a strong foundation of mathematical knowledge both for
candidates studying mathematics at a higher level and those who will require mathematics to support skills in
other subjects. The course is tiered to allow all candidates to achieve and progress in their mathematical studies.
Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Our approach encourages learners to be:
Cambridge
learner
‘The strength of Cambridge IGCSE qualifications is internationally recognised and has provided
an international pathway for our students to continue their studies around the world.’
Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
2 www.cambridgeinternational.org/igcse Back to contents page

Cambridge IGCSE International Mathematics 0607 syllabus for 2020, 2021 and 2022. Why choose this syllabus?
Recognition and progression

The combination of conceptual understanding with application of techniques and approaches in Cambridge IGCSE
International Mathematics, such as investigation and modelling, gives learners a solid foundation for further study.
Candidates who perform well should be able to progress to the advanced study of mathematics. Teachers and
learners should discuss anticipated achievement, taking into account learners’ individual strengths in the subject.
From Cambridge IGCSE International Mathematics learners can progress to Cambridge IGCSE Additional
Mathematics or straight to Cambridge International AS & A Level Mathematics, or other qualifications at that level.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence
of academic achievement. Many universities require a combination of Cambridge International AS & A Levels and
Cambridge IGCSEs to meet their entry requirements.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to
the standard of UK GCSE. This means students can be confident that their Cambridge IGCSE qualifications are
accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
‘Cambridge IGCSE is one of the most sought-after and recognised qualifications in the world. It
is very popular in Egypt because it provides the perfect preparation for success at advanced level
programmes.’
Mrs Omnia Kassabgy, Managing Director of British School in Egypt BSE
Back to contents page www.cambridgeinternational.org/igcse 3

Cambridge IGCSE International Mathematics 0607 syllabus for 2020, 2021 and 2022. Why choose this syllabus?
Supporting teachers
We provide a wide range of practical resources, detailed guidance, and innovative training and professional
development so that you can give your learners the best possible preparation for Cambridge IGCSE.
Teaching resources Exam preparation resources

• School Support Hub • Question papers
www.cambridgeinternational.org/support • Mark schemes
• Syllabus • Example candidate responses to understand
• Scheme of work what examiners are looking for at key grades
• Learner guide • Examiner reports to improve future teaching
• Discussion forum
• Resource list
• Endorsed textbooks and digital resources Support for
Cambridge
Training IGCSE Community
• Face-to-face workshops around the world You can find useful information, as well as
• Online self-study training share your ideas and experiences with other
teachers, on our social media channels and
• Online tutor-led training
community forums.
• Cambridge Professional Development
Find out more at
Qualifications
www.cambridgeinternational.org/social-media

2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:

•• develop mathematical skills and apply them to other subjects and to the real world
•• develop methods of problem-solving
•• interpret mathematical results and understand their significance
•• develop patience and persistence in solving problems
•• develop a positive attitude towards mathematics which encourages enjoyment, fosters confidence and
promotes enquiry and further learning
•• appreciate the elegance of mathematics
•• appreciate the difference between mathematical proof and pattern spotting
•• appreciate the interdependence of different branches of mathematics and the links with other disciplines
•• appreciate the international aspect of mathematics, its cultural and historical significance and its role in the
real world
•• read mathematics and communicate the subject in a variety of ways
•• acquire a foundation of mathematical skills appropriate to further study and continued learning in
mathematics.
Support for Cambridge IGCSE International Mathematics

Our School Support Hub www.cambridgeinternational.org/support provides Cambridge schools with a
secure site for downloading specimen and past question papers, mark schemes, grade thresholds and other
curriculum resources specific to this syllabus. The School Support Hub community offers teachers the
opportunity to connect with each other and to ask questions related to the syllabus.

Cambridge IGCSE International Mathematics 0607 syllabus for 2020, 2021 and 2022. Syllabus overview
Content overview
Candidates may follow either the Core curriculum or the Extended curriculum. Candidates aiming for grades A* to
C should follow the Extended curriculum.
All candidates will study the following topics:

1 Number
2 Algebra
3 Functions
4 Coordinate geometry
5 Geometry
6 Vectors and transformations
7 Mensuration
8 Trigonometry
9 Sets
10 Probability
11 Statistics
Graphic display calculator requirements

Candidates should be able to do the following using a graphic display calculator:
•• sketch a graph
•• produce a table of values for a function
•• find zeros and local maxima or minima of a function
•• find the intersection point of two graphs
•• find mean, median, quartiles
•• find the linear regression equation.
Other existing in-built applications should not be used and will gain no credit.
Calculators with symbolic algebraic logic are not permitted.
Any other applications and programs from external sources are not permitted.
Problem-solving requirements
Candidates should be able to:
•• select the mathematics and information to model a situation
•• select the appropriate tools, including ICT, to use in a situation
•• apply appropriate methods and techniques to analyse a situation
•• interpret and communicate the results of the analysis.

Assessment overview
All candidates take three papers.
Candidates who have studied the Core syllabus content should be entered for Paper 1, Paper 3 and Paper 5. These
candidates are eligible for grades C to G.
Candidates who have studied the Extended syllabus content should be entered for Paper 2, Paper 4 and Paper 6.
These candidates are eligible for grades A* to E.
Candidates should have a graphic display calculator for Papers 3, 4, 5 and 6.
Core candidates take: Extended candidates take:
Paper 1 (Core) 45 minutes Paper 2 (Extended) 45 minutes

40 marks 40 marks
Short-answer questions based on the Core Short-answer questions based on the
curriculum Extended curriculum
Calculators are not permitted Calculators are not permitted
Assessing grades C–G Assessing grades A*–E
Externally assessed Externally assessed
This paper will be weighted at 25% of the final This paper will be weighted at 20% of the final
total mark total mark
and: and:
Paper 3 (Core) 1 hour 45 minutes Paper 4 (Extended) 2 hours 15 minutes

96 marks 120 marks
Structured questions based on the Core Structured questions based on the Extended
curriculum curriculum
Graphic display calculators are required Graphic display calculators are required
and: and:
Paper 5 Investigation (Core) Paper 6 Investigation and modelling

1 hour 10 minutes (Extended) 1 hour 40 minutes
36 marks 60 marks
One investigative task based on the Core One investigative task and one modelling task
curriculum based on the Extended curriculum
Graphic display calculators are required Graphic display calculators are required
Total: 172 marks Total: 220 marks

Assessment objectives
The assessment objectives (AOs) are:
AO1 Demonstrate knowledge and understanding of mathematical techniques
Candidates should be able to recall and apply mathematical knowledge, terminology, and definitions to carry out
routine procedures or straightforward tasks requiring single or multi-step solutions in mathematical or everyday
situations, including:
•• organising, interpreting and presenting information accurately in written, tabular, graphical and diagrammatic
forms
•• using and interpreting mathematical notation, terminology, diagrams and graphs correctly
•• performing calculations and procedures by suitable methods, including using a calculator
•• understanding and using measurement systems in everyday use
•• estimating, approximating and working to degrees of accuracy appropriate to the context and converting
between equivalent numerical forms
•• recognising patterns and structures
•• using mathematical instruments to draw and measure to an acceptable degree of accuracy
•• using technology, including a graphic display calculator.
AO2 Reason, interpret and communicate mathematically when solving problems
Candidates should be able to analyse a problem, select a suitable strategy and apply appropriate techniques to
obtain its solution, including:
•• drawing logical conclusions from information and demonstrating the significance of mathematical or statistical
results
•• recognising patterns and structures in a variety of situations and forming generalisations
•• communicating methods and results in a clear and logical form, using appropriate terminology, symbols, tables,
diagrams and graphs
•• solving unstructured problems by putting them into a structured form involving a series of processes
•• applying combinations of mathematical skills and techniques to solve a problem
•• solving a problem by investigation, analysis, the use of deductive skills and the application of an appropriate
strategy
•• using spatial awareness in solving problems
•• using the concepts of mathematical modelling to describe a real-life situation and draw conclusions
•• using statistical techniques to explore relationships in the real world
•• using a graphic display calculator to interpret properties of functions and to solve problems
•• using appropriate strategies in dealing with an investigative and a modelling task
•• testing conjectures and determining their validity
•• testing a mathematical model for validity and fitness for purpose.

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective Weighting in Weighting in

IGCSE Core % IGCSE Extended %
AO1 Demonstrate knowledge and understanding of 70 45

mathematical techniques
AO2 Reason, interpret and communicate mathematically when 30 55

solving problems
Assessment objectives as a percentage of each component: Core curriculum
Assessment objective Weighting in components %
Paper 1 Paper 3 Paper 5
AO1 D
emonstrate knowledge and understanding of mathematical 80 80 30
techniques
AO2 Reason, interpret and communicate mathematically when solving 20 20 70

problems
Assessment objectives as a percentage of each component: Extended curriculum
Assessment objective Weighting in components %
Paper 2 Paper 4 Paper 6
AO1 Demonstrate knowledge and understanding of mathematical 60 45 35

techniques
AO2 Reason, interpret and communicate mathematically when solving 40 55 65

problems

3 Subject content
Candidates may follow either the Core curriculum or the Extended curriculum. Candidates aiming for grades A* to E
should follow the Extended curriculum.
C1 Number
Core curriculum Notes/Examples
C1.1 Vocabulary and notation for different sets of ℕ = {0, 1, 2, …}
numbers: natural numbers ℕ, primes, squares,
cubes, integers ℤ, rational numbers ℚ, irrational
numbers, real numbers ℝ, triangle numbers
C1.2 Use of the four operations and brackets
C1.3 Highest common factor (HCF), lowest common
multiple (LCM)
C1.4 Calculation of powers and roots
C1.5 Ratio and proportion Including use of e.g. map scales
Syllabus link: C5.5
C1.6 Extended curriculum only
C1.7 Equivalences between decimals, fractions and
percentages
C1.8 Percentages including applications such as Knowledge of reverse percentages is not
interest and profit required
Includes both simple and compound interest
C1.9 Meaning of exponents (powers, indices) in ℤ
Standard Form, a × 10n where 1 ⩽ a < 10 and
n∈ℤ
Rules for exponents
C1.11 Estimating, rounding, decimal places and
significant figures
C1.12 Calculations involving time: seconds (s), minutes 1 year = 365 days
(min), hours (h), days, months, years including
the relation between consecutive units
C1.13 Problems involving speed, distance and time

Cambridge IGCSE International Mathematics 0607 syllabus for 2020, 2021 and 2022. Subject content
E1 Number
Extended curriculum Notes/Examples
E1.1 Vocabulary and notation for different sets of ℕ = {0, 1, 2, …}
numbers: natural numbers ℕ, primes, squares,
cubes, integers ℤ, rational numbers ℚ, irrational
numbers, real numbers ℝ, triangle numbers
E1.2 Use of the four operations and brackets
E1.3 Highest common factor (HCF), lowest common
multiple (LCM)
E1.4 Calculation of powers and roots
E1.5 Ratio and proportion Including use of e.g. map scales
Syllabus link: E5.5
E1.6 Absolute value | x |
E1.7 Equivalences between decimals, fractions and
percentages
E1.8 Percentages including applications such as Includes both simple and compound interest
interest and profit Includes percentiles
Syllabus links: E3.2, E11.7, E3.10
E1.9 Meaning of exponents (powers, indices) in ℚ
Standard Form, a × 10n where 1 ⩽ a < 10 and
n∈ℤ
Rules for exponents
E1.10 Surds (radicals), simplification of square root 1
e.g.
expressions 3 -1
Rationalisation of the denominator
E1.11 Estimating, rounding, decimal places and
significant figures
E1.12 Calculations involving time: seconds (s), minutes 1 year = 365 days
(min), hours (h), days, months, years including
the relation between consecutive units
E1.13 Problems involving speed, distance and time

C2 Algebra
C2.1 Writing, showing and interpretation of Syllabus link: C9.2
inequalities, including those on the real number
line
C2.2 Solution of simple linear inequalities
C2.3 Solution of linear equations
C2.4 Simple indices – multiplying and dividing e.g. 8x5 ÷ 2x3
C2.5 Derivation, rearrangement and evaluation of
simple formulae
C2.6 Solution of simultaneous linear equations in two
variables
C2.7 Expansion of brackets Including e.g. (x – 5)(2x + 1)
C2.8 Factorisation: common factor only e.g. 6x2 + 9x = 3x(2x + 3)
C2.9 Algebraic fractions:
2x 2
simplification e.g.
6x

2x y
addition or subtraction of fractions with e.g. -
3 5
integer denominators
p 2t
multiplication or division of two simple e.g. q '
3q
fractions
C2.11 Use of a graphic display calculator to solve e.g. 2x = x2
equations, including those which may be Syllabus link: C3.6
unfamiliar

E2 Algebra
E2.1 Writing, showing and interpretation of Syllabus link: E9.2
inequalities, including those on the real number
line
E2.2 Solution of linear and quadratic inequalities e.g. 2x2 + 5x – 3 < 0
Solution of inequalities using a graphic display
calculator
E2.3 Solution of linear equations including those with
fractional expressions
E2.4 Indices
E2.5 Derivation, rearrangement and evaluation of
formulae
E2.6 Solution of simultaneous linear equations in two
variables
E2.7 Expansion of brackets, including the square of a
binomial
E2.8 Factorisation:
common factor e.g. 6x2 + 9x = 3x(2x + 3)
difference of squares e.g. 9x2 – 16y2 = (3x – 4y)(3x + 4y)
trinomial e.g. 6x2 + 11x – 10 = (3x – 2)(2x + 5)
four term e.g. xy – 3x + 2y – 6 = (x + 2)(y – 3)
E2.9 Algebraic fractions:
simplification, including use of factorisation
1 1 2 1
addition or subtraction of fractions with x x 2 or x xy 2
+ -
linear denominators or single term
multiplication or division and simplification
of two fractions
E2.10 Solution of quadratic equations:
by factorisation
using a graphic display calculator Syllabus link: E3.6
using the quadratic formula Formula given
E2.11 Use of a graphic display calculator to solve 1
e.g. 2x - 1 =
equations, including those which may be x3
unfamiliar Syllabus link: C3.6

C2 Algebra
C2.12 Core curriculum continued Notes/Examples
Continuation of a sequence of numbers or
patterns
Determination of the nth term
Use of a difference method to find the formula
for a linear sequence or a simple quadratic
sequence

E2 Algebra
E2.12 Extended curriculum continued Notes/Examples
Continuation of a sequence of numbers or
patterns
Determination of the nth term
Use of a difference method to find the formula
for a linear sequence, a quadratic sequence or a
cubic sequence
Identification of a simple geometric sequence
and determination of its formula
E2.13 Direct variation (proportion) y \ x , y \ x 2 , Syllabus link: modelling

y \ x3 , y \ x
1 1 1
Inverse variation y \ x , y \ 2 , y \
x x
Best variation model for given data

C3 Functions
C3.1 Notation
Domain and range Domain is R unless stated otherwise
Mapping diagrams
C3.5 Understanding of the concept of asymptotes
and graphical identification of simple examples
parallel to the axes
C3.6 Use of a graphic display calculator to:
sketch the graph of a function Including unfamiliar functions not mentioned
explicitly in this syllabus
produce a table of values Vertex of quadratic
find zeros, local maxima or minima Syllabus link: C2.11
find the intersection of the graphs of
functions
C3.8 Description and identification, using the language
of transformations, of the changes to the graph
of y = f(x) when y = f(x) + k, y = f(x + k) k an integer
Syllabus link: C6.4

E3 Functions
E3.1 Notation Domain is R unless stated otherwise
Domain and range
Mapping diagrams
E3.2 Recognition of the following function types from Syllabus link: modelling
the shape of their graphs: Some of a, b, c or d may be 0
linear f(x) = ax + b Syllabus link: E4.6
quadratic f(x) = ax2 + bx + c Syllabus link: E4.8
cubic f(x) = ax3 + bx2 + cx + d
a
reciprocal f(x) = x
exponential f(x) = ax with 0 < a < 1 or a > 1 Compound interest
Syllabus link: E1.8
absolute value f(x) = | ax + b |
trigonometric f(x) = a sin(bx); a cos(bx); tan x Including period and amplitude
Syllabus link: E8.8
E3.3 Determination of at most two of a, b, c or d in Syllabus link: modelling
simple cases of 3.2
E3.4 Finding the quadratic function given
vertex and another point, y = a(x – h)2 + k has a vertex of (h, k)
x-intercepts and a point,
vertex or x-intercepts with a = 1
E3.5 Understanding of the concept of asymptotes e.g. f(x) = tan x asymptotes at 90°, 270°, etc.
and graphical identification of simple examples Excludes algebraic derivation of asymptotes
parallel to the axes
Excludes oblique asymptotes
E3.6 Use of a graphic display calculator to:
sketch the graph of a function Including unfamiliar functions not mentioned
explicitly in this syllabus
produce a table of values
find zeros, local maxima or minima Syllabus link: E2.11
find the intersection of the graphs of functions Vertex of quadratic
Syllabus link: E2.10
E3.7 Simplify expressions such as f(g(x)) where g(x) is
a linear expression
E3.8 Description and identification, using the language Syllabus link: E6.4
of transformations, of the changes to the graph of
y = f(x) when y = f(x) + k, y = k f(x), k an integer
y = f(x + k)
E3.9 Inverse function f –1 Syllabus link: E6.5
E3.10 Logarithmic function as the inverse of the Syllabus link: E1.8
exponential function log x is log10 x unless stated otherwise
y = ax equivalent to x = loga y
Rules for logarithms corresponding to rules for
exponents
log b
Solution to ax = b as x =
log a
C4 Coordinate geometry
C4.1 Plotting of points and reading from a graph in the Syllabus link: C11.1
Cartesian plane
C4.2 Distance between two points Syllabus link: C5.6
C4.3 Mid-point of a line segment
C4.4 Gradient of a line segment
C4.5 Gradient of parallel lines
C4.6 Equation of a straight line as y = mx + c or x = k
C4.8 Symmetry of diagrams or graphs in the Cartesian Syllabus link: C5.2
plane

E4 Coordinate geometry
E4.1 Plotting of points and reading from a graph in the Syllabus link: E11.1
Cartesian plane
E4.2 Distance between two points Syllabus links: E5.6 and E6.3
E4.3 Mid-point of a line segment
E4.4 Gradient of a line segment
E4.5 Gradient of parallel and perpendicular lines
E4.6 Equation of a straight line as y = mx + c Syllabus link: E3.2
and ax + by = d (a, b and d integer)
E4.7 Linear inequalities in the Cartesian plane Shade unwanted regions
E4.8 Symmetry of diagrams or graphs in the Cartesian Syllabus links: E3.2 and E5.2
plane

C5 Geometry
C5.1 Use and interpret the geometrical terms:
acute, obtuse, right angle, reflex, parallel,
perpendicular, congruent, similar
Use and interpret vocabulary of triangles,
quadrilaterals, polygons and simple solid figures e.g. pyramids including tetrahedrons
C5.2 Line and rotational symmetry Syllabus link: C4.8
C5.3 Angle measurement in degrees
C5.4 Angles round a point
Angles on a straight line and intersecting straight
lines
Vertically opposite angles
Alternate and corresponding angles on parallel
lines
Angle sum of a triangle, quadrilateral and
polygons
Interior and exterior angles of a polygon
Angles of regular polygons
C5.5 Similarity Syllabus link: C1.5
Calculation of lengths of similar figures
C5.6 Pythagoras’ Theorem in two dimensions Syllabus link: C4.2
Including:
chord length
distance of a chord from the centre of a circle
distances on a grid
C5.7 Use and interpret vocabulary of circles Includes sector and segment
Properties of circles:
•• tangent perpendicular to radius at the point
of contact
•• tangents from a point
•• angle in a semicircle

E5 Geometry
E5.1 Use and interpret the geometrical terms:
acute, obtuse, right angle, reflex, parallel,
perpendicular, congruent, similar
Use and interpret vocabulary of triangles,
quadrilaterals, polygons and simple solid figures e.g. pyramids including tetrahedrons
E5.2 Line and rotational symmetry Syllabus link: E4.8
E5.3 Angle measurement in degrees
E5.4 Angles round a point
Angles on a straight line and intersecting straight
lines
Vertically opposite angles
Alternate and corresponding angles on parallel
lines
Angle sum of a triangle, quadrilateral and
polygons
Interior and exterior angles of a polygon
Angles of regular polygons
E5.5 Similarity Syllabus link: E1.5
Calculation of lengths of similar figures
Use of area and volume scale factors
E5.6 Pythagoras’ Theorem and its converse in two and Syllabus links: E6.3 and E4.2
three dimensions
Including:
chord length
distance of a chord from the centre of a circle
distances on a grid
E5.7 Use and interpret vocabulary of circles Includes sector and segment
Properties of circles:
•• tangent perpendicular to radius at the point
of contact
•• tangents from a point
•• angle in a semicircle
•• angles at the centre and at the circumference
on the same arc
•• cyclic quadrilateral
•• alternate segment

C6 Vectors and transformations

Core curriculum JxN Notes/Examples
C6.1 Notation: component form KK OO
LyP
C6.4 Transformations on the Cartesian plane: Syllabus link: C3.8
•• translation
•• reflection
•• rotation
•• enlargement (reduction)
Description of a transformation

E6 Vectors and transformations

Extended curriculum JxN Notes/Examples
E6.1 Notation: component form KK OO
LyP
E6.2 Addition and subtraction of vectors
Negative of a vector
Multiplication of a vector by a scalar
JxN
E6.3 Find the magnitude of KK OO Syllabus links: E4.2 and E5.6
LyP
E6.4 Transformations on the Cartesian plane: Syllabus link: E3.8
•• translation
•• reflection
•• rotation
•• enlargement (reduction)
•• stretch
Description of a transformation
E6.5 Inverse of a transformation Syllabus link: E3.9
E6.6 Combined transformations

C7 Mensuration
C7.1 Units: mm, cm, m, km Convert between units
2 2 2 2
mm , cm , m , ha, km
mm3, cm3, m3
ml, cl, l,
g, kg, t
C7.2 Perimeter and area of rectangle, triangle and Formula given for area of triangle
compound shapes derived from these Syllabus link: C5.1
C7.3 Circumference and area of a circle Formulae given for circumference and area of a
Arc length and area of sector circle
C7.4 Surface area and volume of prism and pyramid Formulae given for curved surface areas of
(in particular, cuboid, cylinder and cone) cylinder, cone and sphere; volume of pyramid,
cone, cylinder, prism and sphere
Surface area and volume of sphere and
hemisphere
C7.5 Areas and volumes of compound shapes Simple cases only

E7 Mensuration
E7.1 Units: mm, cm, m, km Convert between units
2 2 2 2
mm , cm , m , ha, km
mm3, cm3, m3
ml, cl, l,
g, kg, t
E7.2 Perimeter and area of rectangle, triangle and Syllabus link: E5.1
compound shapes derived from these
E7.3 Circumference and area of a circle
Arc length and area of sector
E7.4 Surface area and volume of prism and pyramid Formulae given for curved surface areas of
(in particular, cuboid, cylinder and cone) cylinder, cone and sphere; volume of pyramid,
cone, cylinder, and sphere
Surface area and volume of sphere and
hemisphere
E7.5 Areas and volumes of compound shapes

C8 Trigonometry
C8.1 Right-angled triangle trigonometry
C8.7 Applications:
three-figure bearings and North, East, South,
West
problems in two dimensions

E8 Trigonometry
E8.1 Right-angled triangle trigonometry
E8.2 Exact values for the trigonometric ratios of
0°, 30°, 45°, 60°, 90°
E8.3 Extension to the four quadrants, i.e. 0°–360°
E8.4 Sine rule Formula given, ASA
SSA (ambiguous case)
E8.5 Cosine rule Formula given, SAS, SSS
E8.6 Area of triangle Formula given
E8.7 Applications:
three-figure bearings and North, East, South,
West
problems in two and three dimensions
E8.8 Properties of the graphs of y = sin x, y = cos x, x in degrees
y = tan x Syllabus links: E3.2 and E3.8

C9 Sets
C9.1 Notation and meaning for:
•• number of elements in A, (n(A))
•• is an element of (∈)
•• is not an element of (∉)
•• complement of A, (A′)
•• empty set (∅ or { })
•• universal set (U)
•• is a subset of (⊆)
•• is a proper subset of (⊂)
C9.2 Sets in descriptive form { x | } or as a list Syllabus link: C2.1
C9.3 Venn diagrams with at most two sets Syllabus link: C10.6
C9.4 Intersection and union of sets

E9 Sets
E9.1 Notation and meaning for:
•• number of elements in A, (n(A))
•• is an element of (∈)
•• is not an element of (∉)
•• complement of A, (A′)
•• empty set (∅ or { })
•• universal set (U)
•• is a subset of (⊆)
•• is a proper subset of (⊂)
E9.2 Sets in descriptive form { x | } or as a list Syllabus link: E2.1
E9.3 Venn diagrams with at most three sets Syllabus link: E10.6
E9.4 Intersection and union of sets

C10 Probability
C10.1 Probability P(A) as a fraction, decimal or
percentage
Significance of its value
C10.2 Relative frequency as an estimate of probability
C10.3 Expected frequency of occurrences
C10.4 Combining events simple cases only
C10.5 Tree diagrams including successive selection with simple cases only
or without replacement
C10.6 Probabilities from Venn diagrams and tables Syllabus link: C9.3

E10 Probability
E10.1 Probability P(A) as a fraction, decimal or
percentage
Significance of its value
E10.2 Relative frequency as an estimate of probability
E10.3 Expected frequency of occurrences
E10.4 Combining events:
the addition rule Mutually exclusive
P(A or B) = P(A) + P(B)
the multiplication rule Independent
P(A and B) = P(A) × P(B)
E10.5 Tree diagrams including successive selection with
or without replacement
E10.6 Probabilities from Venn diagrams and tables Syllabus link: E9.3

C11 Statistics
C11.1 Reading and interpretation of graphs or tables of Syllabus link: C4.1
data
C11.2 Discrete and continuous data
C11.3 (Compound) bar chart, line graph, pie chart,
pictograms, stem-and-leaf diagram, scatter
diagram
C11.4 Mean, mode, median, quartiles and range from
lists of discrete data
Mean, mode, median and range from grouped
discrete data
C11.5 Mean from continuous data
C11.6 Cumulative frequency table and curve
Median, quartiles and interquartile range Read from curve
C11.7 Use of a graphic display calculator to calculate
mean, median and quartiles for discrete data and
mean for grouped data
C11.8 Understanding and description of correlation The coefficient of correlation is not required
(positive, negative or zero) with reference to a
scatter diagram
Straight line of best fit (by eye) through the
mean on a scatter diagram

E11 Statistics
E11.1 Reading and interpretation of graphs or tables of Syllabus link: E4.1
data
E11.2 Discrete and continuous data
E11.3 (Compound) bar chart, line graph, pie chart,
pictograms, stem-and-leaf diagram, scatter
diagram
E11.4 Mean, mode, median, quartiles and range from
lists of discrete data
Mean, mode, median and range from grouped
discrete data
E11.5 Mean from continuous data
E11.6 Cumulative frequency table and curve
Median, quartiles, percentiles and interquartile Read from curve
range
E11.7 Use of a graphic display calculator to calculate Syllabus link: E1.8

mean, median, and quartiles for discrete data and
mean for grouped data
E11.8 Understanding and description of correlation The coefficient of correlation is not required
(positive, negative or zero) with reference to a
scatter diagram
Straight line of best fit (by eye) through the
mean on a scatter diagram
Use a graphic display calculator to find equation
of linear regression

4 Details of the assessment
All candidates take three papers.
Candidates who have studied the Core syllabus content should be entered for Paper 1, Paper 3 and Paper 5. These
candidates are eligible for grades C to G.
Candidates who have studied the Extended syllabus content should be entered for Paper 2, Paper 4 and Paper 6.
These candidates are eligible for grades A* to E.
Core assessment
Paper 1 (Core)
45 minutes, 40 marks
Candidates answer all questions.
This paper consists of short-answer questions based on the Core curriculum.
Calculators are not permitted.
The paper is designed to assess knowledge and use of mathematical skills and methods.
Any part of the syllabus content may be tested in this paper but questions will focus on concepts which can be
assessed without access to a calculator.
This is a compulsory component for Core candidates.
This written paper is an externally set assessment, marked by Cambridge.
Paper 3 (Core)
1 hour 45 minutes, 96 marks
This paper consists of 11–15 structured questions based on the Core curriculum.
Graphic display calculators are required.
Some of the questions will assess the use of the graphic display calculator functions described on page 6.

Cambridge IGCSE International Mathematics 0607 syllabus for 2020, 2021 and 2022. Details of the assessment
Paper 5 Investigation (Core)
This paper consists of an investigative task based on the Core curriculum.
Candidates are assessed on their ability to investigate and solve a more open-ended problem.
Clear communication and full reasoning are especially important and mark schemes reflect this.
Extended assessment
Paper 2 (Extended)
45 minutes, 40 marks
This paper consists of short-answer questions based on the Extended curriculum.
Calculators are not permitted.
The paper is designed to assess knowledge and use of mathematical skills and methods.
Any part of the syllabus content may be tested in this paper but questions will focus on concepts which can be
assessed without access to a calculator.
This is a compulsory component for Extended candidates.

Paper 4 (Extended)
2 hours 15 minutes, 120 marks
This paper consists of 11–15 structured questions based on the Extended curriculum.
Some of the questions will assess the use of the graphic display calculator functions described on page 6.
Paper 6 Investigation and modelling (Extended)
This paper consists of one investigation task and one modelling task based on the Extended curriculum.
Candidates are assessed on their ability to investigate, model, and solve more open-ended problems.
Clear communication and full reasoning are especially important and mark schemes reflect this.

List of formulae
List of formulae provided on Core Papers 1 and 3
1
Area, A, of triangle, base b, height h. A= bh
2
Area, A, of circle, radius r. A = πr2
Circumference, C, of circle, radius r. C = 2πr
Curved surface area, A, of cylinder of radius r, height h. A = 2πrh
Curved surface area, A, of cone of radius r, sloping edge l. A = πrl
Curved surface area, A, of sphere of radius r. A = 4πr2
Volume, V, of prism, cross-sectional area A, length l. V = Al
1
Volume, V, of pyramid, base area A, height h. V= Ah
3
Volume, V, of cylinder of radius r, height h. V = πr2h
1 2
Volume, V, of cone of radius r, height h. V= πr h
3
4 3
Volume, V, of sphere of radius r. V= πr
3

List of formulae provided on Extended Papers 2 and 4
- b ! b 2 - 4ac
For the equation ax 2 + bx + c = 0 x=
2a
Curved surface area, A, of cylinder of radius r, height h. A = 2rrh
Curved surface area, A, of cone of radius r, sloping edge l. A = rrl
Curved surface area, A, of sphere of radius r. A = 4r r 2
1
Volume, V, of pyramid, base area A, height h. V = Ah
3
Volume, V, of cylinder of radius r, height h. V = rr 2 h
1
Volume, V, of cone of radius r, height h. V = rr 2 h
3
4
Volume, V, of sphere of radius r. V = rr 3
3
A a b c
= =
sin A sin B sin C
b a 2 = b 2 + c 2 - 2bc cos A
c
1
Area = bc sin A
2
B a C

Command words
The table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.
Command word What it means

Calculate work out from given facts, figures or information, generally using a calculator
Compare identify/comment on similarities and/or differences
Describe state the points of a topic/give characteristics and main features
Explain set out purposes or reasons / make the relationships between things evident / provide
why and / or how and support with relevant evidence
Give produce an answer from a given source or recall/memory
Investigate use available information to search systematically for a possible solution
Plot mark point(s) on a graph
Revise change to reflect further given information
Show (that) provide structured evidence that leads to a given result
Sketch make a simple freehand drawing showing the key features
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

5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/examsofficers
Before you start

Previous study
We recommend that learners starting this course should have studied a mathematics curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework such as the Key Stage 3
programme of study within the National Curriculum for England.
Guided learning hours

We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each subject
during the course but this is for guidance only. The number of hours a learner needs to achieve the qualification
may vary according to local practice and their previous experience of the subject.
Availability and timetables

You can enter candidates in the June and November exam series. You can view the timetable for your
administrative zone at www.cambridgeinternational.org/timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable. This
syllabus is not available in all administrative zones. To find out about the availability visit the syllabus page at
www.cambridgeinternational.org/igcse
Private candidates can enter for this syllabus.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:
•• Cambridge IGCSE Mathematics (0580)
•• Cambridge IGCSE Mathematics (9–1) (0980)
•• Cambridge IGCSE Mathematics (US) (0444)
•• Cambridge O Level Mathematics D (4024)
•• syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass examinations in a
range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Cambridge IGCSE International Mathematics 0607 syllabus for 2020, 2021 and 2022. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as ‘administrative
zones’. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/examsofficers
Retakes
Candidates can retake the whole qualification as many times as they want to. This is a linear qualification so
candidates cannot re-sit individual components.
Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In compliance with the UK Equality Act (2010) we have designed this qualification to avoid any direct
and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning
difficulties. We can put arrangements in place for these candidates to enable them to access the assessments and
receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair
advantage over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at

www.cambridgeinternational.org/examsofficers
Language
This syllabus and the related assessment materials are available in English only.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate. In
specific circumstances your candidates may see one of the following letters on their statement of results:
•• Q (result pending)
•• X (no result)
•• Y (to be issued)
These letters do not appear on the certificate.
How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes.
•• To measure learning and achievement.
The assessment:
–– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
•• To show likely future success.
The outcomes:
–– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
–– help students choose the most suitable course or career.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE International Mathematics will be published after the first assessment of
the IGCSE in 2020. Find more information at www.cambridgeinternational.org/igcse

Changes to this syllabus for 2020, 2021 and 2022

The syllabus has been reviewed and revised for first examination in 2020.
Changes to syllabus content •• There have been minor amendments to the names and order of the
subject content. They now appear as follows:
1 Number
2 Algebra
3 Functions
4 Coordinate geometry
5 Geometry
6 Vectors and transformations
7 Mensuration
8 Trigonometry
9 Sets
10 Probability
11 Statistics
•• The wording of a note in the Notes/Examples column in section E3.5
Functions has been changed from Includes oblique asymptotes to
Excludes oblique asymptotes.
•• The term alternate segment has been added to section 5, Geometry.
•• The term pictograms has been added to section 11, Statistics.
•• The subtopic of Histograms has been removed from section 11,
Statistics.
•• Other minor changes have been made to the subject content, mainly
in the use of vocabulary, rewording of some statements for clarity and
minor editorial changes.
•• A list of command words now appears in the syllabus.
Changes to assessment •• The assessment objectives have been revised, renamed and grouped
(including changes to specimen into two broad objectives.
papers) •• The relationship between the assessment objectives and components
as well as the relationship between the assessment objectives as a
percentage of the whole qualification are now shown in the syllabus.
•• The number of marks for Paper 5 has been adjusted from 24 to 36.
The number of marks for Paper 6 has been adjusted from 40 to 60.
In both Paper 5 and Paper 6, the number of communication marks has
been increased.
•• The duration of Paper 5 and Paper 6 has been extended by 10 minutes,
to 1 hour 10 minutes and 1 hour 40 minutes respectively.
•• Paper 5 and Paper 6 now have titles, Paper 5 Investigation (Core) and
Paper 6 Investigation and modelling (Extended).
•• Marks for each question and part question are now shown in Paper 5
and Paper 6 and more detailed marking guidance is provided in the
mark schemes.

In addition to reading the syllabus, teachers should refer to the updated specimen assessment materials.
You are strongly advised to read the whole syllabus before planning your teaching programme.
Any textbooks endorsed to support the syllabus for examination from 2020 are suitable for use with
this syllabus.

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
Cambridge Assessment International Education

1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: [email protected] www.cambridgeinternational.org
® IGCSE is a registered trademark.
Copyright © UCLES September 2017

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Syllabus

‘We think the Cambridge curriculum is superb preparation for university.’

1 Why choose this syllabus? ..................................................................................................... 2

2 Syllabus overview .................................................................................................................... 5

3 Subject content .......................................................................................................................10

4 Details of the assessment ................................................................................................... 34

5 What else you need to know .............................................................................................. 40

Changes to this syllabus

1 Why choose this syllabus?

Our approach encourages learners to be:

2 www.cambridgeinternational.org/igcse Back to contents page

Recognition and progression

Learn more at www.cambridgeinternational.org/recognition

Back to contents page www.cambridgeinternational.org/igcse 3

Teaching resources Exam preparation resources

4 www.cambridgeinternational.org/igcse Back to contents page

The aims are to enable students to:

Support for Cambridge IGCSE International Mathematics

Back to contents page www.cambridgeinternational.org/igcse 5

All candidates will study the following topics:

Graphic display calculator requirements

Calculators with symbolic algebraic logic are not permitted.

6 www.cambridgeinternational.org/igcse Back to contents page

Candidates should have a graphic display calculator for Papers 3, 4, 5 and 6.

Core candidates take: Extended candidates take:

Paper 1 (Core) 45 minutes Paper 2 (Extended) 45 minutes

Paper 3 (Core) 1 hour 45 minutes Paper 4 (Extended) 2 hours 15 minutes

Paper 5 Investigation (Core) Paper 6 Investigation and modelling

Total: 172 marks Total: 220 marks

Back to contents page www.cambridgeinternational.org/igcse 7

AO2 Reason, interpret and communicate mathematically when solving problems

8 www.cambridgeinternational.org/igcse Back to contents page

Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in Weighting in

AO1 Demonstrate knowledge and understanding of 70 45

AO2 Reason, interpret and communicate mathematically when 30 55

Assessment objectives as a percentage of each component: Core curriculum

Assessment objective Weighting in components %

Paper 1 Paper 3 Paper 5

AO2 Reason, interpret and communicate mathematically when solving 20 20 70

Assessment objectives as a percentage of each component: Extended curriculum

Assessment objective Weighting in components %

Paper 2 Paper 4 Paper 6

AO1 Demonstrate knowledge and understanding of mathematical 60 45 35

AO2 Reason, interpret and communicate mathematically when solving 40 55 65

Back to contents page www.cambridgeinternational.org/igcse 9

10 www.cambridgeinternational.org/igcse Back to contents page

Back to contents page www.cambridgeinternational.org/igcse 11

12 www.cambridgeinternational.org/igcse Back to contents page

Back to contents page www.cambridgeinternational.org/igcse 13

14 www.cambridgeinternational.org/igcse Back to contents page

E2.13 Direct variation (proportion) y \ x , y \ x 2 , Syllabus link: modelling

Back to contents page www.cambridgeinternational.org/igcse 15

16 www.cambridgeinternational.org/igcse Back to contents page

18 www.cambridgeinternational.org/igcse Back to contents page

Back to contents page www.cambridgeinternational.org/igcse 19

20 www.cambridgeinternational.org/igcse Back to contents page

Back to contents page www.cambridgeinternational.org/igcse 21

AO1 Demonstrate knowledge and understanding of 70 45

AO2 Reason, interpret and communicate mathematically when 30 55

AO2 Reason, interpret and communicate mathematically when solving 20 20 70

AO1 Demonstrate knowledge and understanding of mathematical 60 45 35

AO2 Reason, interpret and communicate mathematically when solving 40 55 65