1 Logarithmic functions and indices

What students need to learn Notes

x
A The functions a and logb x (where b is a A knowledge of the shape of the graphs
x
natural number greater than one) of a and logb x is expected, but not a
formal expression for the gradient.
B Use and properties of indices and To include:
logarithms, including change of base

log a xy = log a x + log a y ,

x
log a = log a x − log a y ,
y
log a x k = k log a x,
log a a = 1
log a 1 = 0
The solution of equations of the form

a x = b.
Students may use the change of base
formulae:

log b x
log a x =
log b a
1
log a b =
log b a
C Simple manipulation of surds Students should understand what surds
represent and their use for exact
answers.
Manipulation will be very simple.
For example:

5 3+2 3 =7 3
48 = 4 3
D Rationalising the denominator 1 1
10 × = 2 5 or
5 2− 3

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2 The quadratic function

What students need to learn Notes

A The manipulation of quadratic expressions Students should be able to factorise
quadratic expressions and complete the
square.
B The roots of a quadratic equation Students should be able to use the
discriminant to identify whether the
roots are equal real, unequal real or not
real.
C Simple examples involving functions of the Students are expected to understand
roots of a quadratic equation and use:
ax2 + bx + c = 0
−b ± b2 − 4ac
has roots α, β =
2a
and forming an equation with given
roots, which are expressed in terms of
α and β :
−b c
α+β = and αβ =
a a

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3 Identities and inequalities

What students need to learn Notes

A Simple algebraic division Division by (x + a), (x – a), (ax + b) or
(ax – b) will be required.
B The factor and remainder theorems Students should know that if f(x) = 0
when x = a, then (x – a) is a factor of
f(x).
Students may be required to factorise
cubic expressions such as:
x3 + 3x2 – 4 and 6x3 + 11x2 – x – 6, when
a factor has been provided.
Students should be familiar with the
terms ‘quotient’ and ‘remainder’ and be
able to determine the remainder when
the polynomial f(x) is divided by (ax + b)
or (ax – b).
C Solutions of equations, extended to include The solution of a cubic equation
the simultaneous solution of one linear and containing at least one rational root may
one quadratic equation in two variables be set.
D Simple inequalities, linear and quadratic For example ax + b > cx + d ,
px + qx + r < sx 2 + tx + u
2

E The graphical representation of linear The emphasis will be on simple

inequalities in two variables questions designed to test fundamental
principles.
Simple problems on linear programming
may be set.

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4 Graphs

What students need to learn Notes

A Graphs of polynomials and rational The concept of asymptotes parallel to
functions with linear denominators the coordinate axes is expected.
B The solution of equations and Non-graphical iterative methods are not
transcendental functions by graphical required.
methods

5 Series

What students need to learn Notes

A Use of the ∑ notation The ∑ notation may be employed
wherever its use seems desirable.
B Arithmetic and geometric series Knowledge of the general term of an
arithmetic series is required.
Use of the sum to n terms of an
arithmetic series is required.
Knowledge of the general term of a
geometric series is required.
Use of the sum to n terms of a finite
geometric series is required.
Use of the sum to infinity of a
convergent geometric series, including
the use of r < 1 is required.
Proofs of the above are not required.

6 The binomial series

What students need to learn Notes

A Use of the binomial series (1 + x)n Use of the series when:
(i) n is a positive integer
(ii) n is rational and x < 1
The validity condition for (ii) is
expected.

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7 Scalar and vector quantities

What students need to learn Notes

A The addition and subtraction of coplanar Knowledge of the fact that if
vectors and the multiplication of a vector by α1a + β1b = α 2a + β 2b,
a scalar
where a and b are non-parallel vectors,
then α1 = α 2 and β1 = β 2 , is expected.

B Components and resolved parts of a vector Use of the vectors i and j will be
expected.
C Magnitude of a vector
  
D Position vector AB = OB − OA = b − a
E Unit vector
F Use of vectors to establish simple properties The ‘simple properties’ will, in general,
of geometrical figures involve collinearity, parallel lines and
concurrency.
Position vector of a point dividing the
line AB in the ratio m : n is expected.

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8 Rectangular Cartesian coordinates

What students need to learn Notes

A The distance between two points The distance d between two points
( x1 , y1 ) and ( x2 , y2 ) is given by
d 2 = ( x1 − x2 ) 2 + ( y1 − y2 ) 2
B The point dividing a line in a given ratio The coordinates of the point dividing the
line joining ( x1 , y1 ) and ( x2 , y2 ) in the
ratio m : n are given by

 nx1 + mx2 ny1 + my2 

 , 
 m+n m+n 
C Gradient of a straight line joining two points
D The straight line and its equation The y = mx + c and y − y1 = m( x − x1 )
forms of the equation of a straight line
are expected to be known.
The interpretation of ax + by = c as a
straight line is expected to be known.
E The condition for two lines to be parallel or
to be perpendicular

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9 Calculus

What students need to learn Notes

A Differentiation and integration of sums of No formal proofs of the results for axn,
multiples of powers of x (excluding sin ax, cos ax and eax will be required.
1 sin ax, cos ax, e ax
integration of ),
x
B Differentiation of a product, quotient and
simple cases of a function of a function
C Applications to simple linear kinematics and Understanding how displacement,
to determination of areas and volumes velocity and acceleration are related
using calculus.
The volumes will be obtained only by
revolution about the coordinate axes.
D Stationary points and turning points
E Maxima and minima Maxima and minima problems may be
set in the context of a practical problem.
Justification of maxima and minima will
be expected.
F The equations of tangents and normals to f(x) may be any function which the
the curve y = f(x) students are expected to be able to
differentiate.
G Application of calculus to rates of change The emphasis will be on simple
and connected rates of change examples to test principles.
dy
A knowledge of dy ≈ dx
dx
for small dx is expected.

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10 Trigonometry

What students need to learn Notes

A Radian measure, including use for arc The formulae:
length and area of sector
1 2
s = rθ and A = rθ
2
for a circle are expected to be known.
B The three basic trigonometric ratios of To include the exact values for sine,
angles of any magnitude (in degrees or cosine and tangent of 30°, 45°, 60° (and
radians) and their graphs the radian equivalents), and the use of
these to find the trigonometric ratios of
related values such as 120°, 300°
C Applications to simple problems in two or
three dimensions (including angles between
a line and a plane and between two planes)
D Use of the sine and cosine formulae General proofs of the sine and cosine
formulae will not be required.
The cosine formula will be given but
other formulae are expected to be
known. The area of a triangle in the
form:
1
ab sin C is expected to be known.
2
E The identity cos2 θ + sin 2 θ = 1 cos2 θ + sin 2 θ = 1 is expected to be
known.

sin θ This will be provided on the formula

F Use of the identity tan θ = sheet.
cos θ
G The use of the basic addition formulae of Formal proofs of sin(A + B), cos(A + B)
trigonometry formulae will not be required.
Questions using the formulae for
sin(A + B), cos(A + B), tan(A + B) may be
set; the formulae will be on the formula
sheet, for example:
sin(A + B) = sinAcosB + cosAsinB

Long questions, explicitly involving

excessive manipulation, will not be set.

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What students need to learn Notes
H Solution of simple trigonometric equations Students should be able to solve
for a given interval equations such as:
π 3
sin( x − ) = for 0 < x < 2 π ,
2 4
1
cos(3 x + 30°) = for − 90° < x < 90° ,
2
tan 2 x = 1 for 90° < x < 270°,

6cos2 x° + sin x° − 5 = 0 for 0  x < 360,

 π 1
sin 2  x +  = for − π  x < π
 6 2

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Assessment objectives and weightings
% in
International
GCSE
AO1 Demonstrate a confident knowledge of the techniques of
30–40%
pure mathematics required in the specification
AO2 Apply a knowledge of mathematics to the solutions of
problems for which an immediate method of solution is not
20–30%
available and which may involve knowledge of more than
one topic in the specification
AO3 Write clear and accurate mathematical solutions 35–50%

TOTAL 100%

Relationship of assessment objectives to units

Unit number Assessment objective
AO1 AO2 AO3
Papers 1 15–20% 10–15% 17.5–25%
Papers 2 15–20% 10–15% 17.5–25%
Total for 30–40% 20–30% 35–50%
International GCSE

All components will be available for assessment from June 2019.

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Appendix 4: Formulae sheet for examinations
Mensuration
Surface area of sphere = 4π r 2

Curved surface area of cone = π r × slant height

4
Volume of sphere = π r 3
3
Series
Arithmetic series
n
Sum to n terms, Sn = [ 2a + (n − 1)d ]
2
Geometric series
a (1 − r n )
Sum to n terms, Sn =
(1 − r )
a
Sum to infinity, S∞ = r <1
1− r
Binomial series
n(n − 1) 2 n(n − 1)...(n − r + 1) r
(1 + x )
n
= 1 + nx + x + ... + x + ... for x < 1, n ∈ 
2! r!
Calculus

Quotient rule (differentiation)

d  f ( x)  f ′( x)g( x) − f ( x)g′( x)
 =
[g( x)]
2
dx  g( x) 

Trigonometry

Cosine rule
In triangle ABC: a 2 = b 2 + c 2 − 2bc cos A

sin θ
tan θ =
cos θ

sin( A + B ) = sin A cos B + cos A sin B sin ( A − B ) = sin A cos B − cos A sin B
cos ( A + B ) = cos A cos B − sin A sin B cos ( A − B ) = cos A cos B + sin A sin B
tan A + tan B tan A − tan B
tan ( A + B ) = tan ( A − B ) =
1 − tan A tan B 1 + tan A tan B

Logarithms

logb x
log a x =
logb a

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Appendix 5: Formulae to learn
This appendix gives formulae that students are expected to remember and will not be
included on the formula sheet provided in the examination papers.

Logarithmic functions and indices

log a xy = log a x + log a y
x
log a = log a x − log a y
y
log a x k = k log a x
1
log a = − log a x
x
log a a = 1
log a 1 = 0
1
log a b =
log b a

Quadratic equations
−b ± b2 − 4ac
ax 2 + bx + c = 0 has roots x =
2a
b c
when the roots of ax 2 + bx + c = 0 are α and β then α + β = − and αβ =
a a
and the equation can be written x − (α + β ) x + αβ = 0
2

Series
Arithmetic series

nth term = l = a + ( n −1) d

Geometric series

nth term = ar n −1

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Coordinate geometry
y2 − y1
The gradient of the line joining two points ( x1 , y1 ) and ( x2 , y2 ) is given by
x2 − x1

The distance d between two points ( x1 , y1 ) and ( x2 , y2 ) is given by d 2 = ( x1 − x2 ) 2 + ( y1 − y2 ) 2

The coordinates of the point dividing the line joining ( x1 , y1 ) and ( x2 , y2 ) in the ratio m : n are

 nx1 + mx2 ny1 + my2 

 , 
 m+n m+n 

Calculus
Differentiation:
Function Derivative
n
x nxn – 1
sin ax acos ax
cos ax –asin ax
ax
e aeax
f ( x )g( x ) f ′( x )g( x ) + f ( x )g′( x )
f (g( x )) f ′(g( x ))g′( x )

Integration:
Function Integral
1 n +1
xn x + c n ≠ −1
n +1
1
sin ax − cos ax + c
a
1
cos ax sin ax + c
a
1 ax
eax e +c
a

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Area and volume:
b
Area between a curve and the x-axis = ∫ y dx, y ≥ 0
a

∫ y dx , y < 0
a

d
Area between a curve and the y-axis = ∫ x dy, x ≥ 0
c

∫ x dy , x < 0
c

b
Area between g(x) and f(x) = ∫a
g( x ) − f ( x ) dx
b d
Volume of revolution = ∫a
π y 2 dx or ∫ c
π x 2dy

Trigonometry
Radian measure: length of arc = rθ
1 2
area of sector = rθ
2
a b c
In triangle ABC: = =
sin A sin B sin C
cos2 θ + sin 2 θ = 1
1
area of triangle = ab sin C
2

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Appendix 6: Notation
Notation used in the examination include the following:
{ } the set of
n(A) the number of elements in the set A
{x: } the set of all x such that
∈ is an element of
∉ is not an element of
∅ the empty (null) set
E the universal set
∪ union
∩ intersection
⊂ is a subset of
A′ the complement of the set A
 the set of natural numbers, {1, 2, 3, …}

 the set of integers numbers, {0, ±1, ±2, ±3…}

 p 
the set of rational numbers,  : p ∈ , q ∈ + 
q 

 the set of real numbers

x the modulus of x
≈ is approximately equal to
n

∑a
i =1
i a1 + a2 +  + an

n n ( n − 1)( n − r + 1)
for n ∈ 
r  r!
 
ln x the natural logarithm of x
lg x logarithm of x to base 10
f ′ ( x) the first derivative of f(x) with respect to x
f: A → B is a function under which each element of set A has an image in set B
f: x  y f is a function under which x is mapped to y
f(x) the image of x under the function f
-1
f the inverse relation of the function f
fg the function g followed by function f, i.e. f(g(x))
open interval on the number line

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 closed interval on the number line

a the vector a
 
AB the vector represented in magnitude and direction by AB
the vector from point A to point B
a the magnitude of vector a

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