Pages Removed Maths Syllabus

Qualification at a glance
Foundation Tier *Component/paper

code 4MA1/1F and
4MA1/2F
• Externally assessed Each paper is 50% of
the total International
• Availability: January and June
GCSE
• First assessment: June 2018
• Two papers: 1F and 2F
Content summary
• Number
• Algebra
• Geometry
• Statistics
Assessment
• Each paper is assessed through a 2-hour examination set and marked by Pearson.
• The total number of marks for each paper is 100.
• Each paper will assess the full range of targeted grades at Foundation Tier (5–1).
• Each paper will have approximately equal marks available for each of the targeted
grades.
• There will be approximately 40% of questions targeted at grades 5 and 4, across papers
1F and 1H to aid standardisation and comparability of award between tiers.
• A Foundation Tier formulae sheet (Appendix 4) will be included in the written
examinations.
• A calculator may be used in the examinations (please see page 42 for further
information).
Pearson Edexcel International GCSE in Mathematics (Specification A) – 5

Specification – Issue 2 – November 2017 © Pearson Education Limited 2017
Higher Tier *Component/paper
code 4MA1/1H and
4MA1/2H
• Externally assessed Each paper is 50% of
the total International
• Availability: January and June
GCSE
• First assessment: June 2018
• Two papers: 1H and 2H
Content summary
• Number
• Algebra
• Geometry
• Statistics
Assessment
• Each paper is assessed through a 2-hour examination set and marked by Pearson.
• The total number of marks for each paper is 100.
• Questions will assume knowledge from the Foundation Tier subject content.
• Each paper will assess the full range of targeted grades at Higher Tier (9–4).
• Each paper will have approximately 40% of the marks distributed evenly over grades
4 and 5 and approximately 60% of the marks distributed evenly over grades 6, 7, 8
and 9.
• There will be approximately 40% of questions targeted at grades 5 and 4, across papers
2F and 2H, to aid standardisation and comparability of award between tiers.
• A Higher Tier formulae sheet (Appendix 5) will be included in the written examinations.
• A calculator may be used in the examinations (please see page 42 for further
information).
* See Appendix 1 for a description of these code and all the other codes relevant to this
qualification.
6 Pearson Edexcel International GCE in Mathematics (Specification A) –

2 Mathematics (Specification A) content
Foundation Tier
1: Numbers and the number system 11
2: Equations, formulae and identities 15
3: Sequences, functions and graphs 17
4: Geometry and trigonometry 19
5: Vectors and transformation geometry 23
6: Statistics and probability 24
Higher Tier
1: Numbers and the number system 29
2: Equations, formulae and identities 31
3: Sequences, functions and graphs 33
4: Geometry and trigonometry 36
5: Vectors and transformation geometry 38
6: Statistics and probability 39

Foundation Tier
Externally assessed
Description
The Pearson Edexcel International GCSE in Mathematics (Specification A) requires students
to demonstrate application and understanding of the following.
Number
• Use numerical skills in a purely mathematical way and in real-life situations.
Algebra
• Use letters as equivalent to numbers and as variables.
• Understand the distinction between expressions, equations and formulae.
• Use algebra to set up and solve problems.
• Demonstrate manipulative skills.
• Construct and use graphs.
Geometry
• Use properties of angles.
• Understand a range of transformations.
• Work within the metric system.
• Understand ideas of space and shape.
• Use ruler, compasses and protractor appropriately.
Statistics
• Understand basic ideas of statistical averages.
• Use a range of statistical techniques.
• Use basic ideas of probability.
Students should be able to demonstrate problem-solving skills by translating problems in

mathematical or non-mathematical contexts into a process or a series of mathematical
processes.
Students should be able to demonstrate mathematical reasoning skills by:

• making deductions and drawing conclusions from mathematical information
• constructing chains of reasoning
• presenting arguments and proofs
• interpreting and communicating information accurately.

Assessment information
Each paper is assessed through a 2-hour examination set and marked by Pearson.
The total number of marks for each paper is 100.
Each paper will assess the full range of targeted grades at Foundation Tier (5–1).
Each paper will have approximately equal marks available for each of the targeted grades.
There will be approximately 40% of questions targeted at grades 5 and 4, across papers
1F and 1H to aid standardisation and comparability of award between tiers.
Diagrams will not necessarily be drawn to scale and measurements should not be taken from
diagrams unless instructions to this effect are given.
Each student may be required to use mathematical instruments, e.g. pair of compasses,
ruler, protractor.
A Foundation Tier formulae sheet (Appendix 4) will be included in the written examinations.
Tracing paper may be used in the examinations.
A calculator may be used in the examinations (please see page 42 for further information).
Questions will be set in SI units (international system of units).

AO1 Numbers and algebra
1 Numbers and the number system
Students should be taught to: Notes

1.1 A understand and use integers (positive,
Integers negative and zero)
B understand place value
C use directed numbers in practical situations e.g. temperatures
D order integers
E use the four rules of addition, subtraction,
multiplication and division
F use brackets and the hierarchy of operations
G use the terms ‘odd’, ‘even’, ’prime numbers’,
‘factors’ and ‘multiples’
H identify prime factors, common factors and
common multiples
1.2 A understand and use equivalent fractions, 8 2
Fractions simplifying a fraction by cancelling common =
factors
60 15
in its simplest form
(lowest terms)
B understand and use mixed numbers and
vulgar fractions
C identify common denominators
D order fractions and calculate a given fraction
of a given quantity
E express a given number as a fraction of
another number
F use common denominators to add and 2 5 1 2
subtract fractions and mixed numbers + , 3 −2
3 7 5 3
G convert a fraction to a decimal or a 3
percentage = 0.6
= 60%
5
4
= 0.4444...
= 44.4...%
9
H understand and use unit fractions as 1
multiplicative inverses 3 ÷ 5 = 3×
5
I multiply and divide fractions and mixed 2 5 1 2
numbers × , 3 ÷2
3 7 5 3

1.3 A use decimal notation
Decimals
B understand place value
C order decimals
D convert a decimal to a fraction or a Terminating decimals
percentage only
E recognise that a terminating decimal is a 65 13
fraction 0.65
= =
100 20
1.4 A identify square numbers and cube numbers
Powers and
roots B calculate squares, square roots, cubes and
cube roots
C use index notation and index laws for
multiplication and division of positive and
negative integer powers including zero
D express integers as a product of powers of 720 = 24 × 32 × 5
prime factors
E find highest common factors (HCF) and
lowest common multiples (LCM)
1.5 A understand the definition of a set
Set language
and notation B use the set notation ∪, ∩ and ∈ and ∉ E = universal set
∅ = empty set
C understand the concept of the universal set
and the empty set and the symbols for
these sets
D understand and use the complement of a Use the notation A'
set
E use Venn diagrams to represent sets

1.6 A understand that ‘percentage’ means
Percentages ‘number of parts per 100’
B express a given number as a percentage of
another number
C express a percentage as a fraction and as a
decimal
D understand the multiplicative nature of 15
percentages as operators 15% of 120 = × 120
100
E solve simple percentage problems,
including percentage increase and decrease
F use reverse percentages In a sale, prices were
reduced by 30%. The
sale price of an item
was £17.50
Calculate the original
price of the item
G use compound interest and depreciation
1.7 A use ratio notation, including reduction to its Express in the form
Ratio and simplest form and its various links to 1 : n
proportion fraction notation
B divide a quantity in a given ratio or ratios Share £416 in the
ratio 5 : 3 or 4 : 3 : 1
C use the process of proportionality to
evaluate unknown quantities
D calculate an unknown quantity from s varies directly as t
quantities that vary in direct proportion
Find the missing value
in a table
E solve word problems about ratio and Including maps and
proportion scale diagrams
1.8 A round integers to a given power of 10
Degree of
accuracy B round to a given number of significant
figures or decimal places
C identify upper and lower bounds where
values are given to a degree of accuracy
D use estimation to evaluate approximations By rounding values to
to numerical calculations 1 significant figure
1.9 A calculate with and interpret numbers in 150 000 000 = 1.5 × 108
Standard the form a × 10n where n is an integer
form and 1  a < 10

1.10 A use and apply number in everyday
Applying personal, domestic or community life
number
B carry out calculations using standard units Metric units only
of mass, length, area, volume and capacity
C understand and carry out calculations using
time, and carry out calculations using
money, including converting between
currencies
1.11 A use a scientific electronic calculator to
Electronic determine numerical results
calculators

2 Equations, formulae and identities

2.1 A understand that symbols may be used to
Use of represent numbers in equations or
symbols variables in expressions and formulae
B understand that algebraic expressions
follow the generalised rules of arithmetic
C use index notation for positive and a×a×a =a3
negative integer powers (including zero)
1
a −5
= = 5
; a0 1
a
D use index laws in simple cases xm × xn =
x m+n
xm ÷ xn =
x m −n
( x m ) n = x mn
2.2 A evaluate expressions by substituting
Algebraic numerical values for letters
manipulation
B collect like terms
C multiply a single term over a bracket 3 x (2 x + 5)
D take out common factors Factorise fully
8 xy + 12 y 2
E expand the product of two simple linear Expand and simplify
expressions
( x + 8)( x − 5)
F understand the concept of a quadratic Factorise
expression and be able to factorise such
x2 + 10x + 24
expressions (limited to x2 + bx + c)
2.3 A understand that a letter may represent an
Expressions unknown number or a variable
and formulae
B use correct notational conventions for
algebraic expressions and formulae
C substitute positive and negative integers, Evaluate 2x – 3y
decimals and fractions for words and when x = 4 and
letters in expressions and formulae y = −5
D use formulae from mathematics and other
real-life contexts expressed initially in
words or diagrammatic form and convert to
letters and symbols
E derive a formula or expression
F change the subject of a formula where the Make r the subject of
subject appears once A = π r2
Make t the subject of
v= u + at

2.4 A solve linear equations, with integer or 5x + 8 =
12
Linear fractional coefficients, in one unknown in
equations which the unknown appears on either side 7( x + 3) = 5 x − 8
or both sides of the equation
4x + 5
=3
2
B set up simple linear equations from given The three angles of a
data triangle are a°,
(a + 10)°, (a + 20)°.
Find the value of a
2.5 Higher Tier only
Proportion
2.6 A calculate the exact solution of two x + y = 14, x – y = 2
Simultaneous simultaneous equations in two unknowns
linear
2a + 5b = 12,
equations
3a + b = 5
2.7 A solve quadratic equations by factorisation Solve x2 + x – 30 = 0
Quadratic (limited to x2 + bx + c = 0)
equations
2.8 A understand and use the symbols >,<,  To include double-
Inequalities and  ended inequalities
e.g. 1<x5
B understand and use the convention for

open and closed intervals on a number line
C solve simple linear inequalities in one 3x – 2 < 10, so x < 4
variable and represent the solution set on a 7 − x  5, so x  2
number line
3<x+25
so 1 < x  3
D represent simple linear inequalities on Shade the region
rectangular Cartesian graphs defined by the
inequalities x  0,
y  1, x + y  5
E identify regions on rectangular Cartesian Conventions for the
graphs defined by simple linear inequalities inclusion of boundaries
are not required

3 Sequences, functions and graphs

3.1 A generate terms of a sequence using Including odd, even,
Sequences term-to-term and position-to-term squares, multiples and
definitions of the sequence powers
B find subsequent terms of an integer 5, 9, 13, 17, …
sequence and the rule for generating it (add 4)
1, 2, 4, 8, …
(multiply by 2)
C use linear expressions to describe the 1, 3, 5, 7, 9, …
nth term of arithmetic sequences nth term is 2n – 1
nth term is 4n + 3,
write down the first 3
terms of the sequence
Function
notation
3.3 A interpret information presented in a range To include speed/time
Graphs of linear and non-linear graphs and distance/time
graphs
B understand and use conventions for
rectangular Cartesian coordinates
C plot points (x, y) in any of the four
quadrants or locate points with given
coordinates
D determine the coordinates of points
identified by geometrical information
E determine the coordinates of the midpoint
of a line segment, given the coordinates
of the two end points
F draw and interpret straight line To include currency
conversion graphs conversion graphs
G find the gradient of a straight line gradient =
(increase in y) ÷
(increase in x)

H recognise that equations of the form Write down the
y = mx + c are straight line graphs with gradient and
gradient m and intercept on the coordinates of the y
y-axis at the point (0, c) intercept of
y = 3x + 5;
Write down the
equation of the
straight line with
gradient 6 that passes
through the point (0, 2)
I recognise, generate points and plot To include x = k,
graphs of linear and quadratic functions y = c, y = x, y − x = 0
Including completion of
values in tables and
equations of the form
ax + by = c
Calculus

AO2 Shape, space and measure
4 Geometry

4.1 A distinguish between acute, obtuse, reflex
Angles, lines and right angles
and triangles
B use angle properties of intersecting lines, Angles at a point,
parallel lines and angles on a straight line vertically opposite
angles, alternate
angles, corresponding
angles, allied angles
C understand the exterior angle of a triangle
property and the angle sum of a triangle
property
D understand the terms ‘isosceles’,
‘equilateral’ and ‘right-angled triangles’
and the angle properties of these triangles
4.2 A recognise and give the names of polygons To include
Polygons parallelogram,
rectangle, square,
rhombus, trapezium,
kite, pentagon,
hexagon and octagon
B understand and use the term The four angles of a
‘quadrilateral’ and the angle sum property quadrilateral are 90°,
of quadrilaterals
(x + 15)°, (x +25)° and
(x + 35)°
Find the value of x
C understand and use the properties of the
parallelogram, rectangle, square,
rhombus, trapezium and kite
D understand the term ‘regular polygon’ and
calculate interior and exterior angles of
regular polygons
E understand and use the angle sum of For a polygon with n
polygons sides, the sum of the
interior angles is
(2n – 4) right angles
F understand congruence as meaning the
same shape and size
G understand that two or more polygons
with the same shape and size are said to
be congruent to each other

4.3 A identify any lines of symmetry and the Name a quadrilateral
Symmetry order of rotational symmetry of a given with no lines of
two-dimensional figure symmetry and order of
rotational symmetry
of 2
4.4 A interpret scales on a range of measuring
Measures instruments
B calculate time intervals in terms of the Use am and pm
24-hour and the 12-hour clock
C make sensible estimates of a range of
measures
D understand angle measure including
three-figure bearings
E measure an angle to the nearest degree
F understand and use the relationship
between average speed, distance and
time
G use compound measure such as speed, Formula for pressure
density and pressure will be given
4.5 A measure and draw lines to the nearest
Construction millimetre
B construct triangles and other
two-dimensional shapes using a
combination of a ruler, a protractor and
compasses
C solve problems using scale drawings
D use straight edge and compasses to:
(i) construct the perpendicular bisector
of a line segment
(ii) construct the bisector of an angle
4.6 A recognise the terms ‘centre’, ‘radius’,
Circle ‘chord’, ‘diameter’, ‘circumference’,
properties ‘tangent’, ‘arc’, ‘sector’ and ‘segment’ of a
circle
B understand chord and tangent properties Two tangents from a
of circles point to a circle are
equal in length
Tangents are
perpendicular to the
radius at the point of
contact
The line from the
centre of a circle which
is perpendicular to a
chord bisects the chord
(and the converse)

4.7 A give informal reasons, where required, Reasons will only be
Geometrical when arriving at numerical solutions to required for
reasoning geometrical problems geometrical
calculations based on
lines (including chords
and tangents),
triangles or polygons
4.8 A know, understand and use Pythagoras’
Trigonometry theorem in two dimensions
and
B know, understand and use sine, cosine
Pythagoras’
and tangent of acute angles to determine
theorem
lengths and angles of a right-angled
triangle
C apply trigonometrical methods to solve To include bearings
problems in two dimensions
4.9 A convert measurements within the metric e.g. cm2 to m2 and
Mensuration of system to include linear and area units vice versa
2D shapes
B find the perimeter of shapes made from
triangles and rectangles
C find the area of simple shapes using the
formulae for the areas of triangles and
rectangles
D find the area of parallelograms and
trapezia
E find circumferences and areas of circles
using relevant formulae; find perimeters
and areas of semicircles
4.10 A recognise and give the names of solids To include cube,
3D shapes and cuboid, prism,
volume pyramid, cylinder,
sphere and cone
B understand the terms ‘face’, ‘edge’ and
‘vertex’ in the context of 3D solids
C find the surface area of simple shapes
using the area formulae for triangles and
rectangles
D find the surface area of a cylinder
E find the volume of prisms, including
cuboids and cylinders, using an
appropriate formula
F convert between units of volume within e.g. cm3 to m3 and
the metric system vice versa and
1 litre = 1000 cm3

4.11 A understand and use the geometrical
Similarity properties that similar figures have
corresponding lengths in the same ratio
but corresponding angles remain
unchanged
B use and interpret maps and scale
drawings

5 Vectors and transformation geometry

Vectors
5.2 A understand that rotations are specified by
Transformation a centre and an angle
geometry
B rotate a shape about a point through a
given angle
C recognise that an anti-clockwise rotation
is a positive angle of rotation and a
clockwise rotation is a negative angle of
rotation
D understand that reflections are specified Such as x = 1, y = 2,
by a mirror line y = x, y – x = 0
E construct a mirror line given an object e.g. reflect a triangle in
and reflect a shape given a mirror line the line y = x
F understand that translations are specified
by a distance and direction
G translate a shape
H understand and use column vectors in
translations
I understand that rotations, reflections and
translations preserve length and angle so
that a transformed shape under any of
these transformations remains congruent
to the original shape
J understand that enlargements are Positive scale factor
specified by a centre and a scale factor only (including
fractions)
K understand that enlargements preserve
angles and not lengths
L enlarge a shape given the scale factor With or without a
centre given
M identify and give complete descriptions of
transformations

AO3 Handling Data
6 Statistics and probability

6.1 A use different methods of presenting data Pictograms, bar charts
Graphical and pie charts, and
representation only two-way tables
of data
B use appropriate methods of tabulation to
enable the construction of statistical
diagrams
C interpret statistical diagrams
6.2 A understand the concept of average Data could be in a list
Statistical or tabulated form
measures
B calculate the mean, median, mode and Includes simple
range for a discrete data set problems using these
measures
C calculate an estimate for the mean for
grouped data
D identify the modal class for grouped
data
6.3 A understand the language of probability Outcomes, equal
Probability likelihood, events,
random
B understand and use the probability scale P(certainty) = 1
P(impossibility) = 0
C understand and use estimates or
measures of probability from theoretical
models
D find probabilities from a Venn diagram
E understand the concepts of a sample For the tossing of two
space and an event, and how the coins, the sample
probability of an event happening can be space can be listed as:
determined from the sample space
Heads (H), Tails (T):
(H, H), (H, T), (T, H),
(T, T)
F list all the outcomes for single events
and for two successive events in a
systematic way
G estimate probabilities from previously
collected data
H calculate the probability of the P ( A′) = 1 – P(A)
complement of an event happening

I use the addition rule of probability for P(Either A or B
mutually exclusive events occurring)
= P(A) + P(B) when A
and B are mutually
exclusive
J understand and use the term ‘expected Determine an estimate
frequency’ of the number of times
an event with a
probability of 0.4 will
happen over 300 tries

Higher Tier
Externally assessed
Description
Knowledge of the Foundation Tier content is assumed for students being prepared for
the Higher Tier. The Pearson Edexcel International GCSE in Mathematics (Specification A)
requires students to demonstrate application and understanding of the following:
Number
• Use numerical skills in a purely mathematical way and in real-life situations.
Algebra
• Use letters as equivalent to numbers and as variables.
• Understand the distinction between expressions, equations and formulae.
• Use algebra to set up and solve problems.
• Demonstrate manipulative skills.
• Construct and use graphs.
Geometry
• Use the properties of angles.
• Understand a range of transformations.
• Work within the metric system.
• Understand ideas of space and shape.
• Use ruler, compasses and protractor appropriately.
Statistics
• Understand basic ideas of statistical averages.
• Use a range of statistical techniques.
• Use basic ideas of probability.
Students should also be able to demonstrate problem-solving skills by translating

problems in mathematical or non-mathematical contexts into a process or a series of
mathematical processes.
Students should be able to demonstrate mathematical reasoning skills by:

• making deductions and drawing conclusions from mathematical information
• constructing chains of reasoning
• presenting arguments and proofs
• interpreting and communicating information accurately.

Assessment information
Each paper is assessed through a 2-hour examination set and marked by Pearson.
The total number of marks for each paper is 100.
Questions will assume knowledge from the Foundation Tier subject content.
Each paper will assess the full range of targeted grades at Higher Tier (9–4).
Each paper will have approximately 40% of the marks distributed evenly over grades
4 and 5 and approximately 60% of the marks distributed evenly over grades 6, 7, 8 and 9.
There will be approximately 40% of questions targeted at grades 5 and 4, across papers
2F and 2H, to aid standardisation and comparability of award between tiers.
Diagrams will not necessarily be drawn to scale and measurements should not be taken from
diagrams unless instructions to this effect are given.
Each student may be required to use mathematical instruments, e.g. pair of compasses,
ruler, protractor.
A Higher Tier formulae sheet (Appendix 5) will be included in the written examinations.
Tracing paper may be used in the examinations.
A calculator may be used in the examinations (please see page 42 for further information).
Questions will be set in SI units (international system of units).

AO1 Number and algebra
1 Numbers and the number system

1.1 See Foundation Tier
Integers
Fractions
1.3 A convert recurring decimals into fractions 29
Decimals 0.32 0.322...
= =
90
1.4 A understand the meaning of surds Simplify:
Powers and
roots 8 + 3 32
B manipulate surds, including rationalising Express in the form
a denominator
a + b 2 : (3 + 5 2) 2
Rationalise:
2 1
;
8 2− 3
C use index laws to simplify and evaluate Evaluate:
numerical expressions involving integer, 3
1
1 2
8 , 625 ,  
fractional and negative powers 3 2 −
2
 25 
1.5 A understand sets defined in algebraic If A is a subset of B,
Set language terms, and understand and use subsets then A ⊂ B
and notation
B use Venn diagrams to represent sets
and the number of elements in sets
C use the notation n(A) for the number of
elements in the set A
D use sets in practical situations
1.6 A use repeated percentage change Calculate the total
Percentages percentage increase
when an increase of
30% is followed by a
decrease of 20%
B solve compound interest problems
Ratio and
proportion

1.8 A solve problems using upper and lower The dimensions of a
Degree of bounds where values are given to a rectangle are 12 cm
accuracy degree of accuracy and 8 cm to the
nearest cm
Calculate, to
3 significant figures,
the smallest possible
area as a percentage
of the largest possible
area
1.9 A solve problems involving standard form
Standard form
Applying
number
Electronic
calculators

2 Equations, formulae and identities

2.1 A use index notation involving fractional,
Use of symbols negative and zero powers
2.2 A expand the product of two or more Expand and simplify
Algebraic linear expressions
manipulation
(x + 2)(x + 3)(x – 1)
B understand the concept of a quadratic Factorise
expression and be able to factorise such
expressions
6x2 – 5x – 6
C manipulate algebraic fractions where the Express as a single

numerator and/or the denominator can fraction
be numeric, linear or quadratic
3x + 1 x − 2
−
x + 2 x −1
Simplify
2 x 2 + 3x
4x2 − 9
D complete the square for a given Write 2x2 + 6x – 1 in
quadratic expression the form
a(x + b)2 + c
E use algebra to support and construct
proofs
2.3 A understand the process of manipulating Make r the subject of
Expressions and formulae or equations to change the 4
formulae subject, to include cases where the V = π r3
subject may appear twice or a power of 3
the subject occurs Make a the subject of
4−a
3a + 5 =
r
Make l the subject of
l
T = 2π
g
2.4 See Foundation Tier For example
Linear
equations 2x − 3 x + 2 5
+ =
6 3 2

2.5 A set up problems involving direct or To include only the
Proportion inverse proportion and relate algebraic following:
solutions to graphical representation of
the equations 1
y ∝ x, y ∝
x
1
y ∝ x2 , y ∝
x2
1
y ∝ x3, y ∝ 3
x
1
y ∝ x, y ∝
x
2.6 A calculate the exact solution of two 2x + 3y = 17
Simultaneous simultaneous equations in two unknowns 3x – 5y = 35
linear equations
B interpret the equations as lines and the
common solution as the point of
intersection
2.7 A solve quadratic equations by 2x2 – 3x + 1 = 0,
Quadratic factorisation x(3x – 2) = 5
equations
B solve quadratic equations by using the
quadratic formula or completing the
square
C form and solve quadratic equations from
data given in a context
D solve simultaneous equations in two y = 2x – 11 and
unknowns, one equation being linear x2 + y2 = 25
and the other being quadratic
y = 11x – 2 and
y = 5x2
2.8 A solve quadratic inequalities in one x2  25, 4x2 > 25
Inequalities unknown and represent the solution set x2 + 3x + 2 > 0
on a number line
B identify harder examples of regions Shade the region
defined by linear inequalities defined by the
inequalities x  4,
y  2x + 1,
5x + 2y  20

3 Sequences, functions and graphs

3.1 A understand and use common difference e.g. given 2nd term is
Sequences (d) and first term (a) in an arithmetic 7 and 5th term is 19,
sequence find a and d
B know and use nth term =a + ( n − 1)d
C find the sum of the first n terms of an e.g. given

arithmetic series (Sn) 4 + 7 + 10 + 13 + …
find sum of first 50
terms
3.2 A understand the concept that a function is
Function a mapping between elements of two sets
notation
B use function notations of the form
f(x) = … and f : x  …
C understand the terms ‘domain’ and 1
‘range’ and which values may need to be f(x) =
x−2
excluded from a domain
exclude x = 2
D understand and find the composite ‘fg’ will mean ‘do g
function fg and the inverse function f-1 first, then f’
3.3 A recognise, plot and draw graphs with y = x3
Graphs equation:
3 2
y = 3x 3 − 2 x 2 + 5 x − 4
y = Ax + Bx + Cx + D in which:
y = 2 x3 − 6 x + 2
=V 60w(60 − w)
(i) the constants are integers and
some could be zero
(ii) the letters x and y can be replaced
with any other two letters or:
1
E F =y , x ≠ 0,
3 2
y= Ax + Bx + Cx + D + + 2 x
x x 1
in which: y = 2 x 2 + 3x + ,
x
x ≠ 0,
(i) the constants are numerical and at
least three of them are zero
1
=y (3x 2 − 5),
x
(ii) the letters x and y can be replaced
with any other two letters or: x ≠ 0,
5
=w ,d ≠0
=y sin
= x, y cos
= x, y tan x for angles of d2
any size (in degrees)

B apply to the graph of y = f(x) the
transformations
y = f(x) + a, y = f(ax), y = f(x + a),
y = af(x) for linear, quadratic, sine and
cosine functions
C interpret and analyse transformations of
functions and write the functions
algebraically
D find the gradients of non-linear graphs By drawing a tangent
E find the intersection points of two The x values of the
graphs, one linear ( y1 ) and one intersection of the two
non-linear ( y2 ), and and recognise that graphs:
the solutions correspond to the solutions
y = 2x + 1
of ( y2 − y1 ) = 0
y = x2 + 3x – 2
are the solutions of:
x2 + x – 3 = 0
Similarly, the x values
of the intersection of
the two graphs:
y=5
y = x3 – 3x2 + 7
are the solutions of:
x3 – 3x2 + 2 = 0
F calculate the gradient of a straight line Find the equation of
given the coordinates of two points the straight line
through
(1, 7) and (2, 9)
G find the equation of a straight line Find the equation of
parallel to a given line; find the equation the line perpendicular
of a straight line perpendicular to a to
given line
y = 2x + 5 through the
point (3, 7)
3.4 A understand the concept of a variable
Calculus rate of change
B differentiate integer powers of x
C determine gradients, rates of change, Find the coordinates of
stationary points, turning points the maximum and
(maxima and minima) by differentiation minimum points
and relate these to graphs
D distinguish between maxima and minima
by considering the general shape of the
graph only

E apply calculus to linear kinematics and The displacement, s
to other simple practical problems metres, of a particle
from a fixed point O
after t seconds is given
by:
=s 24t 2 − t 3 ,
0  t  20
Find expressions for

the velocity and the
acceleration.

AO2 Shape, space and measures
4 Geometry and trigonometry

Angles, lines
and triangles
Polygons
Symmetry
Measures
Construction
4.6 A understand and use the internal and
Circle properties external intersecting chord properties
B recognise the term ‘cyclic quadrilateral’
C understand and use angle properties of Formal proof of these
the circle including: theorems is not
required
(i) angle subtended by an arc at the
centre of a circle is twice the angle
subtended at any point on the
remaining part of the circumference
(ii) angle subtended at the
circumference by a diameter is a
right angle
(iii) angles in the same segment are
equal
(iv)the sum of the opposite angles of a
cyclic quadrilateral is 180°
(v) the alternate segment theorem
4.7 A provide reasons, using standard
Geometrical geometrical statements, to support
reasoning numerical values for angles obtained in
any geometrical context involving lines,
polygons and circles
4.8 A understand and use sine, cosine and
Trigonometry tangent of obtuse angles
and Pythagoras’
B understand and use angles of elevation
theorem
and depression

C understand and use the sine and cosine
rules for any triangle
D use Pythagoras’ theorem in three
dimensions
1
E understand and use the formula ab sin C
2
for the area of a triangle
F apply trigonometrical methods to solve The angle between
problems in three dimensions, including two planes will not be
finding the angle between a line and a required
plane
4.9 A find perimeters and areas of sectors of Radian measure is
Mensuration circles excluded
4.10 A find the surface area and volume of a
3D shapes and sphere and a right circular cone using
volume relevant formulae
4.11 A understand that areas of similar figures
Similarity are in the ratio of the square of
corresponding sides
B understand that volumes of similar figures
are in the ratio of the cube of
corresponding sides
C use areas and volumes of similar figures
in solving problems

5 Vectors and transformation geometry

5.1 A understand that a vector has both
Vectors magnitude and direction

B understand and use vector notation The notations OA and
including column vectors
a will be used
C multiply vectors by scalar quantities
D add and subtract vectors
E calculate the modulus (magnitude) of a Find the magnitude:
vector
5
 of 
 −3 
 
F find the resultant of two or more vectors =
OA 3= a, AB 2b ,

BC = c
so:

OC = 3a + 2b + c

CA =−c − 2b
G apply vector methods for simple
geometrical proofs
Transformation
geometry

AO3 Handling data
6 Statistics and probability

6.1 A construct and interpret histograms For continuous
Graphical variables with
representation unequal class
of data intervals
B construct cumulative frequency diagrams
from tabulated data
C use cumulative frequency diagrams
6.2 A estimate the median from a cumulative
Statistical frequency diagram
measures
B understand the concept of a measure of
spread
C find the interquartile range from a The terms ‘upper
discrete data set quartile’ and ‘lower
quartile’ may be used
D estimate the interquartile range from a
cumulative frequency diagram
6.3 A draw and use tree diagrams
Probability
B determine the probability that two or
more independent events will occur
C use simple conditional probability when Picking two balls out
combining events of a bag, one after
the other, without
replacement
D apply probability to simple problems

3 Assessment information
Assessment requirements
Paper number Level Assessment information Number of marks
allocated in the
paper
Paper 1F Foundation Assessed through a 2-hour 100
examination set and marked
by Pearson.
The paper is weighted at 50%
of the qualification, targeted
at grades 5–1.
Paper 2F Foundation Assessed through a 2-hour 100
by Pearson.
at grades 5–1.
Paper 1H Higher Assessed through a 2-hour 100
by Pearson.
at grades 9–4 with 3 allowed.
Paper 2H Higher Assessed through a 2-hour 100
by Pearson.
at grades 9–4 with 3 allowed.
Sample assessment materials

Sample papers and mark schemes can be found in the Pearson Edexcel International GCSE
in Mathematics Sample Assessment Materials (SAMs) document.

Calculators
Students will be expected to have access to a suitable electronic calculator for all
examination papers.
Foundation Tier
The electronic calculator to be used by students attempting Foundation Tier examination
papers (1F and 2F) should have these functions as a minimum:
1
• +, −, ×, ÷, x 2 , x , memory, brackets, x y , x y , x , ∑ x, ∑ fx, sine, cosine, tangent and their
inverses
Higher Tier
The electronic calculator to be used by students attempting Higher Tier examination papers
(1H and 2H) should have these functions as a minimum:
1
• +, −, ×, ÷, x 2 , x , memory, brackets, x y , x y , x , ∑ x, ∑ fx, standard form, sine, cosine, tangent
and their inverses
Prohibitions
Calculators with any of the following facilities are prohibited in all examinations:
• databanks
• retrieval of text or formulae
• QWERTY keyboards
• built-in symbolic algebra manipulations
• symbolic differentiation or integration.

Appendix 4: Foundation Tier formulae sheet
1
Area of trapezium = ( a + b) h
2
a
Volume of prism = area of cross section × length
cross
section
length
Volume of cylinder = π r 2 h
Curved surface area of cylinder = 2π rh
.r

Appendix 5: Higher Tier formulae sheet
Arithmetic series 1
Area of trapezium = ( a + b) h
n 2
Sum to n terms, Sn = [ 2a + (n − 1)d ]
2 a
The quadratic equation
The solutions of ax 2 + bx + c =where

0
a ≠ 0 are given by: h
−b ± b2 − 4ac
x= b
2a
Trigonometry In any triangle ABC
C a b c
Sine Rule = =
sin A sin B sin C
b a Cosine Rule a 2 = b2 + c 2 − 2bc cos A
1
Area of triangle = ab sin C
A B 2
c
1 Volume of prism
Volume of cone = π r 2 h
3 = area of cross section × length
Curved surface area of cone = π rl
cross
l
h section
length
. r
Volume of cylinder = π r 2 h 4 3
Volume of sphere = πr
Curved surface area 3
of cylinder = 2π rh Surface area of sphere = 4π r 2
.r
r
h .

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
PQ operation Q followed by P
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
f -1 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
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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Qualification at a glance

Foundation Tier *Component/paper

Pearson Edexcel International GCSE in Mathematics (Specification A) – 5

6 Pearson Edexcel International GCE in Mathematics (Specification A) –

Pearson Edexcel International GCSE in Mathematics (Specification A) – 7

Students should be able to demonstrate problem-solving skills by translating problems in

Students should be able to demonstrate mathematical reasoning skills by:

Pearson Edexcel International GCSE in Mathematics (Specification A) – 9

10 Pearson Edexcel International GCE in Mathematics (Specification A) –

1 Numbers and the number system

Students should be taught to: Notes

Pearson Edexcel International GCSE in Mathematics (Specification A) – 11

12 Pearson Edexcel International GCE in Mathematics (Specification A) –

Pearson Edexcel International GCSE in Mathematics (Specification A) – 13

14 Pearson Edexcel International GCE in Mathematics (Specification A) –

Students should be taught to: Notes

Pearson Edexcel International GCSE in Mathematics (Specification A) – 15

B understand and use the convention for

16 Pearson Edexcel International GCE in Mathematics (Specification A) –

Students should be taught to: Notes

Pearson Edexcel International GCSE in Mathematics (Specification A) – 17

18 Pearson Edexcel International GCE in Mathematics (Specification A) –

Students should be taught to: Notes

Pearson Edexcel International GCSE in Mathematics (Specification A) – 19

20 Pearson Edexcel International GCE in Mathematics (Specification A) –

Pearson Edexcel International GCSE in Mathematics (Specification A) – 21

22 Pearson Edexcel International GCE in Mathematics (Specification A) –

Students should be taught to: Notes

Pearson Edexcel International GCSE in Mathematics (Specification A) – 23

6 Statistics and probability

Students should be taught to: Notes

24 Pearson Edexcel International GCE in Mathematics (Specification A) –

Pearson Edexcel International GCSE in Mathematics (Specification A) – 25

Students should also be able to demonstrate problem-solving skills by translating

Students should be able to demonstrate mathematical reasoning skills by:

Pearson Edexcel International GCSE in Mathematics (Specification A) – 27

28 Pearson Edexcel International GCE in Mathematics (Specification A) –

1 Numbers and the number system

Students should be taught to: Notes

Pearson Edexcel International GCSE in Mathematics (Specification A) – 29

30 Pearson Edexcel International GCE in Mathematics (Specification A) –

Students should be taught to: Notes

C manipulate algebraic fractions where the Express as a single

Pearson Edexcel International GCSE in Mathematics (Specification A) – 31

32 Pearson Edexcel International GCE in Mathematics (Specification A) –

Students should be taught to: Notes

B know and use nth term =a + ( n − 1)d

C find the sum of the first n terms of an e.g. given

Pearson Edexcel International GCSE in Mathematics (Specification A) – 33

34 Pearson Edexcel International GCE in Mathematics (Specification A) –

Find expressions for

Pearson Edexcel International GCSE in Mathematics (Specification A) – 35

4 Geometry and trigonometry

Students should be taught to: Notes

36 Pearson Edexcel International GCE in Mathematics (Specification A) –

Pearson Edexcel International GCSE in Mathematics (Specification A) – 37

Students should be taught to: Notes

38 Pearson Edexcel International GCE in Mathematics (Specification A) –

6 Statistics and probability