Interactive

Extended Revision Checklist

Cambridge IGCSETM / Cambridge IGCSETM(9–1)

Mathematics 0580 / 0980
For examination from 2020
Other useful revision advice for Cambridge IGCSE Mathematics
• Before the exam, make sure that you are familiar with your calculator, and confident in using it.

• Look at the Example Candidate Response earlier in this guide. Can you identify the strengths of the response and
where they have made mistakes or lost marks?

• When you are attempting a past paper (or questions from a past paper), complete it without referring to your
notes so that you get a true idea of your strengths and weaknesses. Then, go back through the paper using your
notes and a different coloured pen to make corrections and changes. After you have done as much as you can on
the paper, mark it using the mark scheme. Take notes of any points that you lost marks on.

• Don’t just revise the topics that you enjoy and are confident in. If you identify an area that you are weaker in
then try to revisit the topic by reviewing your notes and doing some practice questions, then use exam questions
to check whether you now understand.

• Return to topics later in your revision to check that you still remember and understand the topic, and to help to
ensure that you recall more of the material when you get to the examination.

Revision checklists for Cambridge IGCSE Mathematics

The tables on the following pages can be used as a revision checklist. They do not contain all the detailed
knowledge you need to know, just an overview. For more detail see the syllabus and talk to your teacher.
You can use the tick boxes in the checklists to show when you have revised and are happy that you do not need to
return to it. Tick the ‘R’, ‘A’, and ‘G’ column to record your progress, as follows:

• R = RED means you are really unsure and lack confidence in that area; you might want to focus your revision
here and possibly talk to your teacher for help
• A = AMBER means you are reasonably confident in a topic but need some extra practice
• G = GREEN means you are very confident in a topic

As your revision progresses, you can concentrate on the RED and AMBER topics, in order to turn them into GREEN
topics. You might find it helpful to highlight each topic in red, orange or green to help you prioritise.
You can use the ‘Comments’ column to:
• add more information about the details for each point
• include a reference to a useful resource
• include a list of formulae or notation
• add learning aids such as rhymes, poems or word play
• highlight areas of difficulty or things that you need to talk to your teacher about.

There is a set of checklist for the Core syllabus and a different set for the Extended syllabus.

25
Learner Guide

Extended syllabus content (includes required Core content)

Extended: Number
Question type You should be able to R A G Comments
Number Identify and use:
• natural numbers

• integers (positive, negative and zero)

• prime numbers

• write a number as a product of its prime factors

• square and cube numbers

• common factors and highest common factor of two or more

numbers

• common multiples and lowest common multiple of two or

more numbers

• rational numbers

• irrational numbers (e.g. π, √2 )

• real numbers

• reciprocals

46
Learner Guide

Extended: Number
Question type You should be able to R A G Comments
Set notation and Use language, notation and Venn diagrams to describe sets and
language represent relationships between sets as follows:

Definition of sets, e.g.

A = {x: x is a natural number}

B = {(x,y): y = mx + c}

C = {x: a ⩽ x ⩽ b}

D = {a, b, c, …}

Notation, e.g.
number of elements in set A n(A)

‘is an element of’ ∈

‘is not an element of’ ∉

complement of set A'

the empty set ∅

the universal set

A is a subset of B A⊆B

A is a proper subset of B A⊂B

A is not a subset of B A⊈B

A is not a proper subset of B A⊄B

union of A and B A∪B

intersection of A and B A∩B

47
Learner Guide

Extended: Number
Question type You should be able to R A G Comments
Squares, square Calculate:
roots, cubes and • squares of numbers
cube roots
• square roots of numbers

• cubes of numbers

• cube roots of numbers

• other powers and roots of numbers

Directed Use directed numbers in practical situations, for example

numbers temperature changes
Fractions, Use the language and notation of simple vulgar and decimal
decimals and fractions and percentages in appropriate contexts
percentages
Recognise equivalent fractions, decimals and percentages

Convert between fractions, decimals and percentages

Convert recurring decimals to fractions

Ordering Order quantities by magnitude and demonstrate familiarity

with the symbols =, ≠ , >, <, ⩾, ⩽

48
Learner Guide

Extended: Number
Question type You should be able to R A G Comments
Indices and Evaluate indices, including fractional negative and zero
standard
form (links e.g. 25, 5–2, 1000, 1001/2, 8–2/3
to Algebraic
manipulation) Use the rules of indices for:
• multiplication of indices, e.g. 43 × 45

• division of indices, e.g. 57 ÷ 53

• index numbers raised to an index, e.g. (43)2

Use the standard form A × 10n where n is a positive or negative

integer and 1 ⩽ A < 10
• convert into and out of standard form

• calculate with numbers in standard form

Four rules Use the four rules for calculations with:

• whole numbers
(+ – × ÷)

• decimals

• vulgar and mixed fractions

• correct ordering of operations (BIDMAS) and use of brackets

49
Learner Guide

Extended: Number
Question type You should be able to R A G Comments
Estimates Make estimates of numbers, quantities and lengths

Give approximations to a specified number of:

• significant figures

• decimal places

Round off answers to reasonable accuracy in the context of a

given problem
Bounds Give upper and lower bounds for data given to a specified
accuracy, e.g. measured lengths

Obtain appropriate upper and lower bounds to solutions of

simple problems given to a specified accuracy, e.g. the lower
and upper bounds for the area of a rectangle
Ratio, proportion, Understand ratio
rate
(links to Direct Divide quantities in a given ratio
and inverse
proportion) Increase and decrease a quantity by a given ratio

Understand numerical problems involving direct and inverse

proportion

Use ratio and scales in practical situations

Use common measures of rate (formulae for other rates, e.g.

density and pressure will be given in the question)

Calculate average speed

50
Learner Guide

Extended: Number
Question type What I need to do R A G Comments
Percentages Calculate a percentage of a quantity

Express one quantity as a percentage of another quantity

Calculate percentage increase or decrease

Calculate reverse percentages, e.g. finding the cost price given

the selling price and the percentage profit
Use of an Use a calculator efficiently
electronic
calculator Check accuracy of calculations

Time Calculate times in terms of the 24-hour and 12-hour clock

Read clocks, dials and timetables

Money Calculate using money

Convert from one currency to another

51
Learner Guide

Extended: Number
Question type You should be able to R A G Comments
Personal and Use given data to solve problems on:
small business
finance • earnings

• simple interest

• compound interest

–– you must know the compound interest formula

• discount

• profit and loss

Extract data from tables and charts

Exponential Use exponential growth and decay in population and finance,
growth and e.g. depreciation, bacteria growth
decay

52
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Basic algebra Use letters to express generalised numbers

Express basic arithmetic processes algebraically

Substitute numbers in complicated formulae

Construct and rearrange complicated formulae, e.g. where the

subject appears twice

Algebraic Manipulate directed numbers

manipulation
Use brackets:
• expand a single bracket e.g. expand 3x(2x – 4y)

• expand a pair of brackets e.g. (x – 4)(x + 7)

• expand products of more than two brackets, e.g.

(x + 4)(x – 7)(2x + 1)

Extract common factors, e.g. factorise 9x2 + 15xy

Factorise expressions of the form:

• ax + bx + kay + kby

• a²x² – b²y²

• a² + 2ab + b²

• ax² + bx + c

53
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Algebraic Manipulate algebraic fractions, e.g.
fractions
x x–4
• +
3 2
2x 3(x – 5)
• +
3 2
3a 5ab
• +
4 3
3a 9a
• ÷
4 10
1 2
• +
x–2 x–3

Factorise and simplify algebraic fractions such as

x2 – 2x
x – 5x + 6
2

Rules of indices Use and interpret positive, negative and zero indices

Use and interpret fractional indices, e.g. solve 32x = 2

Use the rules of indices to simplify algebra, e.g.

2 12
3x–4 × x
3

2 12
x ÷ 2x–2
5

( )
3
2x5
3

54
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Equations and • Derive and solve simple linear equations in one unknown
inequalities
• Derive and solve simultaneous linear equations in two
unknowns

• Derive and solve simultaneous equations involving one

linear and one quadratic

Solve quadratic equations by:

• factorisation

• completing the square

• using the formula

Derive and solve simple linear inequalities, including

representing solutions on a number line
Linear Represent inequalities graphically, including using the
programming conventions of
• broken lines for strict inequalities

• shading unwanted regions

Solve simple linear programming problems using graphical

representations of inequalities

55
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Number Continue a number sequence
sequences (links
to Squares, Recognise patterns in sequences
square roots,
cubes and cube Recognise relationships between different sequences
roots)
Find the nth term of sequences of:
• linear sequences

• quadratic sequences

• cubic sequences

• exponential sequences

and simple combinations of these

Direct and Express direct proportion algebraically

inverse
proportion Express inverse proportion algebraically
(links to Ratio,
proportion, rate) Use algebraic expressions of direct and inverse proportion to
find unknown quantities
Practical graphs Interpret and use graphs in practical situations including:
(links to • travel graphs
Coordinate
geometry) • conversion graphs

Draw graphs from given data

56
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Practical Apply the idea of rate of change to simple kinematics involving:
graphs (links
• distance–time graphs
to Coordinate
geometry)
• speed–time graphs
continued

• acceleration and deceleration

This may involve estimation and interpretation of the gradient

of a tangent at a point

Calculate distance travelled as an area under a linear speed–

time graph

57
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Graphs of Construct tables of values and draw graphs for functions of the
functions (links form:
to Coordinate
• axn where a is a rational constant and n = −2, −1, 0, 1, 2, 3
geometry)
and simple sums of not more than three of these

• abx + c where a and c are rational constants and b is a

positive integer

Solve associated equations approximately by graphical

methods, including finding and interpreting roots and finding
turning points of quadratics by completing the square

Draw and interpret graphs representing exponential growth

and decay problems

Recognise, sketch and interpret graphs of:

• linear

• quadratic

• cubic

• reciprocal

• exponential

(knowledge of turning points and asymtotes is required)

Tangents Estimate gradients of curves by drawing tangents

58
Learner Guide

Extended: Algebra and graphs

Question type You should be able to R A G Comments
Functions Use function notation, e.g.

f(x) = 3x – 5, f : x α 3x –5 to describe simple functions

Find inverse functions f –1 (x)

Form composite functions as defined by gf(x) = g(f(x))

Derivatives Understand the idea of a derived function

Use derivatives of the form axn and simple sums of not more
than three of these (a is a rational constant and n is a positive
integer or 0)

Apply differentiation to gradients and turning points (stationary

points)

Use any method to explain whether the turning point is a

maximum or a minimum, e.g. second derivative or gradient of
function on either side of turning point

59
Learner Guide

Extended: Co-ordinate geometry

Question type You should be able to R A G Comments
Straight line Work with co-ordinates in two dimensions
graphs
Gradient Find the gradient of a straight line graph

Calculate the gradient of a straight line from the co-ordinates

of two points on it
Length and Calculate the length and the co-ordinates of the midpoint of a
midpoint straight line segment from the co-ordinates of its end points
Equation of line Interpret and obtain the equation of a straight line graph

Parallel lines Determine the equation of a straight line parallel to a given

line, e.g. find the equation of a line parallel to y = 4x – 1 that
passes through (0, –3).
Perpendicular Find the gradient of parallel and perpendicular lines, e.g.
lines
• find the gradient of a line perpendicular to y = 3x + 1

• find the equation of a line perpendicular to one passing

through the co-ordinates (1, 3) and (–2, –9).

60
Learner Guide

Extended: Geometry
Question type You should be able to R A G Comments
Geometrical Use and interpret the geometrical terms:
language
• point

• line

• parallel

• perpendicular

• bearing

• right angle, acute, obtuse and reflex angles

• similar

• congruent

Use and interpret the vocabulary of:

• triangles; right-angled, scalene, isosceles, equilateral

• quadrilaterals

• circles

• polygons

• simple solid figures including nets

61
Learner Guide

Extended: Geometry
Question type What I need to do R A G Comments
Geometrical Measure and draw lines and angles
constructions
Construct a triangle given the three sides, using a ruler and a
pair of compasses only
Scale drawings Read and make scale drawings

Similar figures Calculate lengths of similar figures

Use relationships between areas of similar triangles and in

similar figures

Use relationships between volumes and surface areas of similar

solids
Congruent Use the congruence criteria for triangles (SSS, ASA, SAS, RHS)
triangles
Symmetry Recognise symmetry properties for triangles, quadrilaterals and
circles

Recognise line symmetry in two dimensions

Recognise and find the order of rotational symmetry in two

dimensions

62
Learner Guide

Extended: Geometry
Question type You should be able to R A G Comments
Symmetry Use the following symmetry properties of circles:
(continued)
• equal chords are equidistant from the centre

• perpendicular bisector of a chord passes through the centre

• tangents from an external point are equal in length

Recognise and use symmetry properties of:

• prism, cylinder, cone and pyramid

63
Learner Guide

Extended: Geometry
Question type You should be able to R A G Comments
Angle properties Calculate unknown angles, explaining the properties that
you are using in geometrical language, for the following
geometrical properties:
• angles at a point

• angles at a point on a straight line and intersecting straight

lines

• angles formed within parallel lines

• angle properties of triangles and quadrilaterals

• angle properties of regular polygons

• angle in a semi-circle

• angle between tangent and radius of a circle

• angles properties of irregular polygons

• angle at the centre of a circle is twice the angle at the

circumference

• angles in the same segment are equal

• angles in opposite segments are supplementary; cyclic

quadrilaterals

• alternate segment theorem

64
Learner Guide

Extended: Mensuration
Question type What I need to do R A G Comments
Measures Use current units of:
• mass

• length

• area

• volume

• capacity

Express quantities in terms of smaller or larger units, including

units of area and volume
Perimeter Carry out calculations involving:
• perimeter and area of a rectangle

• perimeter and area of a triangle

• perimeter and area of parallelogram

• perimeter and area of a trapezium

• perimeter and area of compound shapes made by

combining rectangles, triangles, parallelograms and/or
trapeziums

65
Learner Guide

Extended: Mensuration
Question type You should be able to R A G Comments
Circles Carry out calculations involving circumference and area of a
circle

Solve problems involving arc length and sector area of a circle

Surface area and Carry out calculations involving:

volume
• surface area and volume of a cuboid, prism and cylinder (no
formulae will be given for these shapes)
• surface area and volume of a sphere, pyramid and cone
(formulae will be given for these shapes)
Compound Carry out calculations involving:
shapes
• area of a shape made by combining cuboids, prisms and/or
cylinders
• volume of a shape made by combining cuboids, prisms and/
or cylinders

66
Learner Guide

Extended: Trigonometry
Question type You should be able to R A G Comments
Bearings Use and interpret three-figure bearings measured clockwise
from the North, i.e. 000°–360°
Trigonometry Find unknown sides and/or angles in right-angled triangles by
applying:
• Pythagoras’ theorem

• sine, cosine and tangent ratios for acute angles in right-

angled triangles

Solve problems in two dimensions involving angles of elevation

and depression

Know that the perpendicular distance from a point to a line is

the shortest distance to the line
Trig graphs and Recognise, sketch and interpret graphs of simple trigonometric
equations functions

Graph and know the properties of trigonometric functions

Solve simple trigonometric equations for values between 0°

and 360°, e.g. Solve sin x = √3 for values of x between 0° and
2
360°
General trig Solve problems using sine and cosine rules for any triangle

Find the area of any triangle using ½absinC

Trig in 3D Solve simple trigonometrical problems in three dimensions

including angle between a line and a plane

67
Learner Guide

Extended: Vectors and transformations

Question type You should be able to R A G Comments
Vectors in two Describe a translation by using a vector represented by:
dimensions (links x
to Trigonometry)
() 
y , AB or a

Add and subtract vectors

Multiply a vector by a scalar

Transformations Reflect simple shapes in horizontal or vertical lines

Rotate simple shapes through multiples of 90° about any point

Construct translations of simple shapes

Construct enlargements of simple shapes (positive, fractional

and negative scale factors)

Recognise and describe:

• reflections

• rotations

• translations

• enlargements (positive, fractional and negative scale

factors)

68
Learner Guide

Extended: Vectors and transformations

Question type You should be able to R A G Comments

()
Harder vectors x
Calculate the magnitude of a vector as √x2 + y2 and
y
understand that magnitude is denoted by modulus signs

|A B| or |a|

Represent vectors by directed line segments

Use the sum and difference of two vectors

Use position vectors

69
Learner Guide

Extended: Probability
Question type You should be able to R A G Comments
Probability (links Calculate the probability of a single event as a fraction, decimal
to Four rules) or percentage (not a ratio)

Probability scale Understand and use the probability scale from 0 to 1

Sum to 1 Understand that the probability of an event occurring = 1 – the

probability of the event not occurring
Relative Understand relative frequency as an estimate of probability
frequency
Work out expected frequencies using relative frequency

Combined events Calculate the probability of combined events using:

• tree diagrams

• possibility diagrams

• tables

70
Learner Guide

Extended: Statistics
Question type You should be able to R A G Comments
Classify Collect, classify and tabulate data

Interpret and Read, interpret and draw simple inferences from tables and
compare statistical diagrams

Compare sets of data using

• tables

• graphs

• statistical measures

Be aware of restrictions when making conclusions from data

Charts Construct and use
• bar charts

• pie charts

• pictograms

• stem – and – leaf diagrams

• frequency distributions

• histograms with equal and unequal intervals

• scatter diagrams

71
Learner Guide

Extended: Statistics
Question type You should be able to R A G Comments
Averages Calculate, for individual and discrete data
• mean

• median

• mode

• range

and distinguish between their use

Estimated mean Calculate an estimate of the mean for grouped and continuous
data

Identify the modal class from a grouped frequency distribution

Cumulative Construct and use cumulative frequency diagrams to estimate
frequency and interpret
• the median

• percentiles

• quartiles

• inter-quartile range

Construct and interpret box-and-whisker plots

Correlation Understand what is meant by positive, negative and zero

correlation with reference to a scatter diagram
Lines of best fit Draw, interpret and use a ruled line of best fit by eye

72