SYLLABUS

Cambridge IGCSE®
Additional Mathematics (US)

0459
For examination in June and November 2014

This syllabus is available only to Centers taking part in the

Board Examination Systems (BES) Pilot.

If you have any questions about this syllabus, please contact Cambridge at
[email protected] quoting syllabus code 0459.
 Note

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© University of Cambridge International Examinations 2012

Contents

1. Introduction ..................................................................................................................... 2
1.1 Why Choose Cambridge?
1.2 Why Choose Cambridge IGCSE?
1.3 Why Choose Cambridge IGCSE Additional Mathematics?
1.4 Cambridge International Certificate of Education (ICE)
1.5 How Can I Find Out More?

2. Assessment at a Glance ................................................................................................. 5

3. Syllabus Goals and Objectives ........................................................................................ 6

3.1 Goals
3.2 Assessment Objectives

4. Curriculum Content ......................................................................................................... 7

5. Additional Information ................................................................................................... 16

5.1 Guided Learning Hours
5.2 Recommended Prerequisites
5.3 Progression
5.4 Component Codes
5.5 Grading and Reporting
5.6 Access
5.7 Support and Resources

6. Appendix....................................................................................................................... 18
6.1 List of Formulas and Statistical Tables for Components 1 and 2
Introduction

1. Introduction

1.1 Why Choose Cambridge?

University of Cambridge International Examinations is the world’s largest provider of international education
programs and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for
excellence in education. Our qualifications are recognized by the world’s universities and employers.

Recognition
Every year, hundreds of thousands of learners gain the Cambridge qualifications they need to enter the
world’s universities.

Cambridge IGCSE® (International General Certificate of Secondary Education) is internationally

recognized by schools, universities, and employers as equivalent to UK GCSE. Learn more at
www.cie.org.uk/recognition

Excellence in Education
We understand education. We work with over 9,000 schools in over 160 countries that offer our programs
and qualifications. Understanding learners’ needs around the world means listening carefully to our
community of schools, and we are pleased that 98% of Cambridge schools say they would recommend us
to other schools.

Our mission is to provide excellence in education, and our vision is that Cambridge learners become
confident, responsible, innovative, and engaged.

Cambridge programs and qualifications help Cambridge learners to become:

• confident in working with information and ideas—their own and those of others
• responsible for themselves, responsive to and respectful of others
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.

Support in the Classroom

We provide a world-class support service for Cambridge teachers and exams officers. We offer a wide
range of teacher materials to Cambridge schools, plus teacher training (online and face-to-face), expert
advice, and learner support materials. Exams officers can trust in reliable, efficient administration of exams
entry and excellent, personal support from our customer services. Learn more at www.cie.org.uk/teachers

Nonprofit, Part of the University of Cambridge

We are a part of Cambridge Assessment, a department of the University of Cambridge and a nonprofit
organization.

We invest constantly in research and development to improve our programs and qualifications.

2 Cambridge IGCSE Additional Mathematics (US) 0459

 Introduction

1.2 Why Choose Cambridge IGCSE?

Cambridge IGCSE helps your school improve learners’ performance. Learners develop not only knowledge
and understanding, but also skills in creative thinking, inquiry, and problem solving, helping them perform
well and prepare for the next stage of their education.

Cambridge IGCSE is the world’s most popular international curriculum for 14 to 16 year olds, leading to
globally recognized and valued Cambridge IGCSE qualifications. It is part of the Cambridge Secondary 2
stage.

Schools worldwide have helped develop Cambridge IGCSE, which provides an excellent preparation for
Cambridge International AS and A Levels, Cambridge Pre-U, Cambridge AICE (Advanced International
Certificate of Education), and other education programs, such as the US Advanced Placement Program and
the International Baccalaureate Diploma. Cambridge IGCSE incorporates the best in international education
for learners at this level. It develops in line with changing needs, and we update and extend it regularly.

1.3 Why Choose Cambridge IGCSE Additional Mathematics?

Cambridge IGCSE Additional Mathematics is accepted by universities and employers as proof of essential
mathematical knowledge and ability.

The Additional Mathematics syllabus builds on the skills and knowledge developed in the Cambridge IGCSE
Mathematics (US) (0444) syllabus.

Successful Cambridge IGCSE Additional Mathematics candidates gain lifelong skills, including:
• the further development of mathematical concepts and principles
• the extension of mathematical skills and their use in more advanced techniques
• an ability to solve problems, present solutions logically, and interpret results
• a solid foundation for further study.

1.4 Cambridge International Certificate of Education (ICE)

Cambridge ICE is the group award of Cambridge IGCSE. It gives schools the opportunity to benefit
from offering a broad and balanced curriculum by recognizing the achievements of learners who pass
examinations in at least seven subjects. Learners take subjects from five subject groups, including two
languages, and one subject from each of the other subject groups. The seventh subject can be taken from
any of the five subject groups.

Additional Mathematics (0459) falls into Group IV, Mathematics.

Learn more about Cambridge IGCSE and Cambridge ICE at www.cie.org.uk/cambridgesecondary2

Cambridge IGCSE Additional Mathematics (US) 0459 3

Introduction

1.5 How Can I Find Out More?

If You Are Already a Cambridge School
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at [email protected]

If You Are Not Yet a Cambridge School

Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge.
Email us at [email protected] to find out how your organization can become a Cambridge school.

4 Cambridge IGCSE Additional Mathematics (US) 0459

 Assessment at a Glance

2. Assessment at a Glance

This qualification is assessed via two components: Paper 1 and Paper 2.

Component Weighting Raw Nature of

score assessment

1 Written paper 2 hours 50% 80 External

9–14 questions of various lengths.
No choice of question.

2 Written paper 2 hours 50% 80 External

9–14 questions of various lengths.
No choice of question.

Grades A* to E will be available for candidates who achieve the required standards. Since there is no Core
Curriculum for this syllabus, Grades F and G will not be available. Therefore, candidates who do not achieve
the minimum mark for Grade E will be unclassified.

Calculators
The syllabus assumes that candidates will be in possession of an electronic calculator with scientific
functions for both papers. Algebraic or graphic calculators are not permitted.

Non-exact numerical answers will be required to be given correct to three significant figures, or one decimal
place in the case of angles in degrees, unless a different level of accuracy is specified in the question.

List of Formulas
The mathematical formulas and tables provided in the List of Formulas and Statistical Tables (MF25) is given
in the appendix.

Availability
This syllabus is examined in the May/June examination series and the October/November examination
series.

Combining This with Other Syllabi

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus, except:
• syllabi with the same title at the same level
• 4037 Cambridge O Level Additional Mathematics
• 0606 Cambridge IGCSE Additional Mathematics

Candidates who follow the Extended Curriculum of the Cambridge IGCSE Mathematics (US) (0444) and the
Cambridge IGCSE Additional Mathematics (US) (0459) syllabus content will cover the Common Core State
Standards for Mathematics (CCSSM) for Grades 9–12.

Cambridge IGCSE Additional Mathematics (US) 0459 5

Syllabus Goals and Objectives

3. Syllabus Goals and Objectives

3.1 Goals
The goals of the syllabus listed below are not in order of priority.

The goals are to enable candidates to:

• consolidate and extend their elementary mathematical skills, and use these in the context of more
advanced techniques
• further develop their knowledge of mathematical concepts and principles, and use this knowledge for
problem solving
• appreciate the interconnectedness of mathematical knowledge
• acquire a suitable foundation in mathematics for further study in the subject or in mathematics-related
subjects
• devise mathematical arguments and use and present them precisely and logically
• integrate information technology (IT) to enhance the mathematical experience
• develop the confidence to apply their mathematical skills and knowledge in appropriate situations
• develop creativity and perseverance in the approach to problem solving
• derive enjoyment and satisfaction from engaging in mathematical pursuits, and gain an appreciation of
the beauty, power, and usefulness of mathematics.

3.2 Assessment Objectives

The examination will test the ability of candidates to:
• recall and use manipulative techniques
• interpret and use mathematical data, symbols, and terminology
• comprehend numerical, algebraic, and spatial concepts and relationships
• recognize the appropriate mathematical procedure for a given situation
• formulate problems into mathematical terms and select and apply appropriate techniques of solution.

Any of the above objectives can be assessed in any question in Components 1 and 2.

6 Cambridge IGCSE Additional Mathematics (US) 0459

 Curriculum Content

4. Curriculum Content

Candidates are expected to have followed the Extended Curriculum of the Cambridge IGCSE Mathematics
(US) (0444).

Grades A* to E are available.

Proofs of standard results will not be required unless specifically mentioned below.

Candidates will be expected to be familiar with the scientific notation for the expression of compound units,
e.g., 5 m s –1 for 5 meters per second.

1 Number Notes/Exemplars

Complex Numbers
1.1 Understand the idea of a complex number, Know there is a complex number i such that
recall the meaning of the terms real part, i2 = –1, and every complex number has the form
imaginary part, modulus, argument, conjugate, a + ib with a and b real.
and use the fact that two complex numbers
are equal if and only if both real and imaginary
parts are equal.
1.2 Use the relation i2 = –1 and the commutative,
associative, and distributive properties to add,
subtract, multiply, and divide two complex
numbers expressed in the form x + iy.
1.3 Find the conjugate of a complex number; use
conjugates to find moduli and quotients of
complex numbers.
1.4 Represent complex numbers geometrically
in the complex plane in rectangular and polar
form, and convert between the rectangular
and polar forms of a complex number.
1.5 Understand in simple terms the geometrical e.g., (–1 + √3i)3 = 8 because (–1 + √3i) has
effects of conjugating a complex number and modulus 2 and argument 120°
of adding, subtracting, and multiplying two
complex numbers, and use properties of this
representation.
1.6 Calculate the distance between numbers
represented in the complex plane and the
midpoint of a line segment.
1.7 Solve quadratic equations with real coefficients
that have complex solutions.
1.8 Extend polynomial identities to the complex e.g., rewrite x 2 + 4 as (x + 2i)(x – 2i)
numbers.

Cambridge IGCSE Additional Mathematics (US) 0459 7

Curriculum Content

Indices and Radicals

1.9 Perform simple operations with indices
and with surds, including rationalizing the
denominator.

Matrices
1.10 Display information in the form of a matrix
of any order and interpret the data in a given
matrix.
1.11 Solve problems involving the calculation of the Understand that, unlike multiplication of
sum and product (where appropriate) of two numbers, matrix multiplication for square
matrices and interpret the results. matrices is not a commutative operation, but
still satisfies the associative and distributive
properties.
1.12 Calculate the product of a scalar quantity and a
matrix.
1.13 Use the algebra of 2 × 2 matrices (including
the zero and identity matrix).
1.14 Calculate the determinant and inverse The determinant of a square matrix is non-zero
of a non-singular 2 × 2 matrix and solve if, and only if, the matrix has a multiplicative
simultaneous linear equations. inverse.
1.15 Work with 2 × 2 matrices as transformations
of the plane, and interpret the absolute value
of the determinant in terms of area.

2 Algebra Notes/Exemplars

Factors, Polynomials, and Rational Expressions

2.1 Know and use the remainder and factor
theorems to find factors of polynomials and
solve cubic equations.
2.2 Identify zeros of polynomials when suitable
factorizations are available, use the zeros to
construct a rough graph of the function defined
by the polynomial, and know the Fundamental
Theorem of Algebra.
2.3 Express simple rational expressions in different
a (x)
forms including writing in the form
b (x)
r (x)
q ( x) + , where a (x), b (x), q (x), and r (x) are
b (x)
polynomials with the degree of r (x) less than
the degree of b (x), by using inspection or long
division and prove polynomial identities.

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 Curriculum Content

2.4 Add, subtract, multiply, and divide polynomial Understand that polynomials and rational
and rational expressions. expressions form a system analogous to
the integers, namely, they are closed under
the operation of addition, subtraction, and
multiplication; add, subtract, and multiply
polynomials and rational expressions.

Simultaneous Equations
2.5 Solve simultaneous equations in two e.g., find the points of intersection between the
unknowns with at least one linear equation. line y = –3x and the circle x 2 + y 2 = 3

3 Functions Notes/Exemplars

Functions
3.1 Understand the terms: function, ___domain, range
(image set), one-one function, inverse function
and composition of functions.
3.2 Use the notation f(x) = sin x, f: x a lg x,
(x > 0), f –1(x) and f2(x) [= f(f(x))].
3.3 Understand the relationship between y = f(x)
and y = |f(x)|, where f(x) may be linear,
quadratic, or trigonometric.
3.4 Explain in words why a given function is a e.g., understand that restricting a trigonometric
function or why it does not have an inverse function to a ___domain on which it is always
and produce an invertible function from a increasing or always decreasing allows its
non-invertible function by restricting the inverse to be constructed
___domain.
3.5 Find the inverse of a one-one function and
form composite functions, including verifying
by composition that one function is the inverse
of another.
3.6 Use sketch graphs to show the relationship
between a function and its inverse.
3.7 Graph functions and show key features of To include linear, quadratic, square root, cube
the graph, including understanding points of root, and piecewise-defined functions, including
intersection. step functions and absolute value functions.
Graph polynomial functions, identifying zeros
when suitable factorizations are available, and
showing end behavior.
Graph rational functions, identifying zeros and
asymptotes when suitable factorizations are
available, and showing end behavior.
Graph exponential and logarithmic functions,
showing intercepts and end behavior, and
trigonometric functions, showing period,
midline, and amplitude.

Cambridge IGCSE Additional Mathematics (US) 0459 9

Curriculum Content

3.8 Recognize even and odd functions from their

graphs and algebraic expressions.
3.9 Construct a function that describes a e.g.,
relationship between two quantities, including
• construct a function that models the
determining an explicit expression or a
temperature of a cooling body by adding a
recursive relation, together with constant
constant function to a decaying exponential,
multiples, sums, and composites of functions.
and relate these functions to the model
• if T(h) is the temperature in the atmosphere
as a function of height, and h(t) is the height
of a weather balloon as a function of time,
then T(h(t)) is the temperature at the ___location
of the weather balloon as a function of time
3.10 Recognize that sequences are functions, e.g., the Fibonacci sequence is
which may be defined recursively and whose defined recursively by f(0) = f(1) = 1,
___domain is a subset of the integers. f(n + 1) = f(n) + f(n – 1) for n [ 1

Logarithmic and Exponential Functions

3.11 Understand and know simple properties and
graphs of the logarithmic and exponential
functions including ln x and ex (series
expansions are not required) including
interpreting the parameters in a linear or
exponential function in terms of a context.
3.12 Know and use the laws of logarithms Simplify expressions and solve simple equations
(including change of base of logarithms). involving logarithms.
3.13 Solve equations of the form ax = b, including e.g.,
use of logarithms to base 2, 10, or e.
• solve 5x = 7
• solve 2e3t = 12
3.14 Distinguish between situations that can
be modeled with linear functions and with
exponential functions.

4 Geometry Notes/Exemplars
4.1 Use the definition of congruence in terms of
rigid motions to show that two triangles are
congruent if, and only if, corresponding pairs
of sides and corresponding pairs of angles are
congruent.
4.2 Explain how the criteria for triangle congruence
(ASA, SAS, and SSS) follow from the definition
of congruence in terms of rigid motion.

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 Curriculum Content

4.3 Use congruence and similarity criteria for Candidates will be expected to know and use
triangles to solve problems and to prove the following theorems in their proofs:
relationships in geometric figures. Lines and angles: vertical angles are congruent;
when a transversal crosses parallel lines,
alternate interior angles are congruent and
corresponding angles are congruent; points on
a perpendicular bisector of a line segment are
exactly those equidistant from the segment’s
endpoints.
Triangles: measure of interior angles of a
triangle sum to 180°; base angles of isosceles
triangles are congruent; the segments joining
midpoints of two sides of a triangle is parallel to
the third side and half the length; the medians
of a triangle meet at a point; a line parallel to
one side of a triangle divides the other two
proportionally, and conversely; the Pythagorean
Theorem proved using triangle similarity.
Parallelograms: opposite sides are congruent;
opposite angles are congruent; the diagonals
of a parallelogram bisect each other and
conversely, rectangles are parallelograms with
congruent diagonals.

5 Transformations and Vectors Notes/Exemplars

5.1
Use vectors in any form, e.g. e o , AB , a,
x
y
xi + yj.
5.2 Know and use position vectors and unit
vectors.
5.3 Find the magnitude and direction of a vector,
add and subtract vectors and multiply vectors
by scalars; determine the magnitude and
direction of the sum of two vectors.
5.4 Compose and resolve velocities.
5.5 Solve problems involving velocity and other
quantities that can be represented by vectors
and use relative velocity, including solving
problems on interception (but not closest
approach).

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Curriculum Content

6 Coordinate Geometry Notes/Exemplars

Coordinate Geometry
6.1 Interpret the equation of a straight line graph in
the form y = mx + c.
6.2 Use slope criteria for parallel and perpendicular
lines to solve geometric problems with
justification.
6.3 Solve questions involving midpoint and length e.g., to find the equation of a circle given the
of a line. endpoints of the diameter
6.4 Use coordinates to prove simple geometric e.g.,
properties algebraically.
• determine whether a figure defined by four
given points in the coordinate plane is a
rectangle
• determine whether the point (1, √3) lies on
the circle which is centered at the origin and
passes through the point (0, 2)
6.5 Derive the equation of a circle given center
and radius using the Pythagorean Theorem;
complete the square to find the center and
radius of a circle given by an equation.
6.6 Derive the equation of a parabola given a focus
and directrix.
6.7 Derive the equations of ellipses and
hyperbolas given the foci, using the fact that
the sum or difference of distances from the
foci is constant.

7 Trigonometry Notes/Exemplars
7.1 Solve problems involving the arc length and Derive, using similarity, the fact that the length
sector area of a circle, including knowledge of the arc intercepted by an angle is proportional
and use of radian measure. to the radius, and define the radian measure
of the angle as the constant of proportionality;
derive the formula for the area of a sector.
7.2 Know and use the three trigonometric
functions of angles of any magnitude (sine,
cosine, tangent).
7.3 Determine geometrically the values of sine,
r r r
cosine, tangent for and , and express
3 4 6
the values of sine, cosine, and tangent for
π – x, π + x, and 2π – x in terms of their values
for x, where x is any real number.
7.4 Understand the symmetry (odd and even) and
periodicity of trigonometric functions.

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 Curriculum Content

7.5 Understand amplitude and periodicity and the

relationship between graphs of, e.g., sin x and
sin 2x.
7.6 Draw and use the graphs of
y = a sin bx + c
y = a cos bx + c
y = a tan bx + c
where a and b are positive integers and c is an
integer.
7.7 Choose trigonometric functions to model
periodic phenomena with specified amplitude,
frequency, and midline.
7.8 Prove and use the relationships
sini =
tani
cosi
sin2 θ + cos2 θ = 1
and solve simple trigonometric equations Includes the use of inverse trigonometric
involving the three trigonometric functions and functions. May use inverse functions to solve
the above relationships (not including general trigonometric equations that arise in modeling
solution of trigonometric equations). contexts.
7.9 Prove and use the expansions of sin (A ± B),
cos (A ± B), and tan (A ± B) to solve simple
trigonometric problems.
7.10 Prove simple trigonometric identities.

8 Probability Notes/Exemplars
8.1 Understand and use the conditional probability e.g., compare the chance of having lung cancer
P (A and B) if you are a smoker with the chance of being a
of A given B as or as the fraction
P (B) smoker if you have lung cancer
of B’s outcomes that also belong to A;
interpret independence of A and B in relation
to conditional probabilities and the product of
probabilities.
8.2 Apply P(A and B) = P(A)P(B|A) = P(B)P(A|B) in
simple situations, and interpret the answer in
context.
8.3 Use permutations and combinations to
compute probabilities of compound events and
solve problems.
8.4 Define a random variable X by assigning a
numerical value to each event in a sample
space; graph the corresponding probability
distribution using the same graphical displays
as for data distributions; and calculate E(X ) and
Var(X ).

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Curriculum Content

8.5 Investigate the possible outcomes of a e.g.,

decision by assigning probabilities to payoff
• find the expected winnings from a state
values and finding expected values. Find
lottery ticket
the expected payoff for a game of chance.
Evaluate and compare strategies on the basis • compare a high-deductible versus a low-
of expected values. deductible automobile insurance policy using
various, but reasonable, chances of having a
minor or a major accident
8.6 Analyze decisions and strategies using e.g., product testing, medical testing, pulling a
probability concepts. hockey goalie at the end of a game

9 Statistics Notes/Exemplars
9.1 Understand the concept of sampling and
recognize the purposes of and differences
among sample surveys, experiments,
and observational studies; explain how
randomization relates to each.
9.2 Use data from a sample survey to estimate
a population mean or proportion; use data to
compare two variables.
9.3 Interpret differences in shape, center, and
spread in the context of data sets, accounting
for possible effects of outliers.
9.4 Use standardized values and normal tables
for normally distributed continuous data in
determining probabilities as areas under the
normal curve.
9.5 Use the mean and standard deviation of a
data set to fit it to a normal distribution and to
estimate population percentages. Recognize
that there are data sets for which such a
procedure is not appropriate.
9.6 Summarize categorical data for two categories
in two-way frequency tables. Interpret
relative frequencies in the context of the data
(including joint, marginal, and conditional
relative frequencies). Recognize possible
associations and trends in the data.
9.7 Construct and interpret two-way frequency
tables of data when two categories are
associated with each object being classified.
Use the two-way table as a sample space
to decide if events are independent and to
approximate conditional probabilities.

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 Curriculum Content

9.8 Represent data on two quantitative variables

on a scatter plot, and describe how the
variables are related.
• Fit a function to the data; use functions
(e.g., linear, quadratic, exponential) fitted
to data to solve problems in the context of
the data
• Informally assess the fit of a function by
plotting and analyzing residuals
• Fit a linear function for a scatter plot that
suggests a linear association
• Fit a function to the data; use functions
fitted to data to solve problems in the
context of the data
• Interpret the slope (rate of change) and the
intercept (constant term) of a linear model
in the context of the data
9.9 Interpret the correlation coefficient of a linear
fit and distinguish between correlation and
causation.

Cambridge IGCSE Additional Mathematics (US) 0459 15

Additional Information

5. Additional Information

5.1 Guided Learning Hours

Cambridge IGCSE syllabi are designed with the assumption that candidates have about 130 guided learning
hours per subject over the duration of the course. (“Guided learning hours” include direct teaching and any
other supervised or directed study time. They do not include private study by the candidate.)

However, this figure is for guidance only, and the number of hours required may vary according to local
curricular practice and the candidates’ prior experience with the subject.

5.2 Recommended Prerequisites

We recommend that candidates who are beginning this course should be currently studying or have
previously studied Cambridge IGCSE or Cambridge O Level Mathematics.

5.3 Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.

Candidates who are awarded grades C to A* in Cambridge IGCSE Additional Mathematics are well prepared
to follow courses leading to Cambridge International AS and A Level Mathematics or the equivalent.

5.4 Component Codes

Because of local variations, in some cases component codes will be different in instructions about making
entries for examinations and timetables from those printed in this syllabus, but the component names will
be unchanged to make identification straightforward.

5.5 Grading and Reporting

Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, or E, indicating the standard
achieved, Grade A* being the highest and Grade E the lowest. “Ungraded” indicates that the candidate’s
performance fell short of the standard required for Grade E. “Ungraded” will be reported on the statement
of results but not on the certificate.

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 Additional Information

5.6 Access
Reasonable adjustments are made for disabled candidates in order to enable them to access the
assessments and to demonstrate what they know and what they can do. For this reason, very few
candidates will have a complete barrier to the assessment. Information on reasonable adjustments is found
in the Cambridge Handbook, which can be downloaded from the website www.cie.org.uk

Candidates who are unable to access part of the assessment, even after exploring all possibilities through
reasonable adjustments, may still be able to receive an award based on the parts of the assessment they
have taken.

5.7 Support and Resources

Copies of syllabi, the most recent question papers, and Principal Examiners’ reports for teachers are on
the Syllabus and Support Materials CD-ROM, which we send to all Cambridge International Schools. They
are also on our public website—go to www.cie.org.uk/igcse. Click the Subjects tab and choose your
subject. For resources, click “Resource List.”

You can use the “Filter by” list to show all resources or only resources categorized as “Endorsed by
Cambridge.” Endorsed resources are written to align closely with the syllabus they support. They have
been through a detailed quality-assurance process. As new resources are published, we review them
against the syllabus and publish their details on the relevant resource list section of the website.

Additional syllabus-specific support is available from our secure Teacher Support website
http://teachers.cie.org.uk, which is available to teachers at registered Cambridge schools. It provides
past question papers and examiner reports on previous examinations, as well as any extra resources such
as schemes of work (unit lesson plans) or examples of candidate responses. You can also find a range of
subject communities on the Teacher Support website, where Cambridge teachers can share their own
materials and join discussion groups.

Cambridge IGCSE Additional Mathematics (US) 0459 17

Appendix

6. Appendix

6.1 List of Formulas and Statistical Tables for Components 1 and 2

ALGEBRA
Quadratic Equation

For the equation ax2 + bx + c = 0,

- b ! b 2 - 4ac
x=
2a

TRIGONOMETRY
Identities

sin2 A + cos2 A = 1

sin (A ! B) = sin A cos B ! cos A sin B

cos (A ! B) = cos A cos B " sin A sin B

tan A ! tan B
tan (A ! B) =
1 " tan A tan B

Formulas for DABC

a = b = c
sin A sin B sin C

a 2 = b 2 + c 2 - 2bc cos A

1
D= ab sin C
2

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 Appendix

THE NORMAL DISTRIBUTION FUNCTION

If Z has a normal distribution with mean 0 and

variance 1 then, for each value of z, the table gives
the value of Φ( z ) , where
Φ( z ) = P( Z ≤ z ) .
For negative values of z use Φ(− z ) = 1 − Φ( z ) .

1 2 3 4 5 6 7 8 9
z 0 1 2 3 4 5 6 7 8 9
ADD
0.0 0.5000 0.5040 0.5080 0.5120 0.5160 0.5199 0.5239 0.5279 0.5319 0.5359 4 8 12 16 20 24 28 32 36
0.1 0.5398 0.5438 0.5478 0.5517 0.5557 0.5596 0.5636 0.5675 0.5714 0.5753 4 8 12 16 20 24 28 32 36
0.2 0.5793 0.5832 0.5871 0.5910 0.5948 0.5987 0.6026 0.6064 0.6103 0.6141 4 8 12 15 19 23 27 31 35
0.3 0.6179 0.6217 0.6255 0.6293 0.6331 0.6368 0.6406 0.6443 0.6480 0.6517 4 7 11 15 19 22 26 30 34
0.4 0.6554 0.6591 0.6628 0.6664 0.6700 0.6736 0.6772 0.6808 0.6844 0.6879 4 7 11 14 18 22 25 29 32
0.5 0.6915 0.6950 0.6985 0.7019 0.7054 0.7088 0.7123 0.7157 0.7190 0.7224 3 7 10 14 17 20 24 27 31
0.6 0.7257 0.7291 0.7324 0.7357 0.7389 0.7422 0.7454 0.7486 0.7517 0.7549 3 7 10 13 16 19 23 26 29
0.7 0.7580 0.7611 0.7642 0.7673 0.7704 0.7734 0.7764 0.7794 0.7823 0.7852 3 6 9 12 15 18 21 24 27
0.8 0.7881 0.7910 0.7939 0.7967 0.7995 0.8023 0.8051 0.8078 0.8106 0.8133 3 5 8 11 14 16 19 22 25
0.9 0.8159 0.8186 0.8212 0.8238 0.8264 0.8289 0.8315 0.8340 0.8365 0.8389 3 5 8 10 13 15 18 20 23
1.0 0.8413 0.8438 0.8461 0.8485 0.8508 0.8531 0.8554 0.8577 0.8599 0.8621 2 5 7 9 12 14 16 19 21
1.1 0.8643 0.8665 0.8686 0.8708 0.8729 0.8749 0.8770 0.8790 0.8810 0.8830 2 4 6 8 10 12 14 16 18
1.2 0.8849 0.8869 0.8888 0.8907 0.8925 0.8944 0.8962 0.8980 0.8997 0.9015 2 4 6 7 9 11 13 15 17
1.3 0.9032 0.9049 0.9066 0.9082 0.9099 0.9115 0.9131 0.9147 0.9162 0.9177 2 3 5 6 8 10 11 13 14
1.4 0.9192 0.9207 0.9222 0.9236 0.9251 0.9265 0.9279 0.9292 0.9306 0.9319 1 3 4 6 7 8 10 11 13
1.5 0.9332 0.9345 0.9357 0.9370 0.9382 0.9394 0.9406 0.9418 0.9429 0.9441 1 2 4 5 6 7 8 10 11
1.6 0.9452 0.9463 0.9474 0.9484 0.9495 0.9505 0.9515 0.9525 0.9535 0.9545 1 2 3 4 5 6 7 8 9
1.7 0.9554 0.9564 0.9573 0.9582 0.9591 0.9599 0.9608 0.9616 0.9625 0.9633 1 2 3 4 4 5 6 7 8
1.8 0.9641 0.9649 0.9656 0.9664 0.9671 0.9678 0.9686 0.9693 0.9699 0.9706 1 1 2 3 4 4 5 6 6
1.9 0.9713 0.9719 0.9726 0.9732 0.9738 0.9744 0.9750 0.9756 0.9761 0.9767 1 1 2 2 3 4 4 5 5
2.0 0.9772 0.9778 0.9783 0.9788 0.9793 0.9798 0.9803 0.9808 0.9812 0.9817 0 1 1 2 2 3 3 4 4
2.1 0.9821 0.9826 0.9830 0.9834 0.9838 0.9842 0.9846 0.9850 0.9854 0.9857 0 1 1 2 2 2 3 3 4
2.2 0.9861 0.9864 0.9868 0.9871 0.9875 0.9878 0.9881 0.9884 0.9887 0.9890 0 1 1 1 2 2 2 3 3
2.3 0.9893 0.9896 0.9898 0.9901 0.9904 0.9906 0.9909 0.9911 0.9913 0.9916 0 1 1 1 1 2 2 2 2
2.4 0.9918 0.9920 0.9922 0.9925 0.9927 0.9929 0.9931 0.9932 0.9934 0.9936 0 0 1 1 1 1 1 2 2
2.5 0.9938 0.9940 0.9941 0.9943 0.9945 0.9946 0.9948 0.9949 0.9951 0.9952 0 0 0 1 1 1 1 1 1
2.6 0.9953 0.9955 0.9956 0.9957 0.9959 0.9960 0.9961 0.9962 0.9963 0.9964 0 0 0 0 1 1 1 1 1
2.7 0.9965 0.9966 0.9967 0.9968 0.9969 0.9970 0.9971 0.9972 0.9973 0.9974 0 0 0 0 0 1 1 1 1
2.8 0.9974 0.9975 0.9976 0.9977 0.9977 0.9978 0.9979 0.9979 0.9980 0.9981 0 0 0 0 0 0 0 1 1
2.9 0.9981 0.9982 0.9982 0.9983 0.9984 0.9984 0.9985 0.9985 0.9986 0.9986 0 0 0 0 0 0 0 0 0

Cambridge IGCSE Additional Mathematics (US) 0459 19

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