Cambridge IGCSE Mathematics

Cambridge IGCSE Mathematics Extended Practice Book

Extended Practice Book
9781107672727 Morrison & Dunne: IGCSE Mathematics Core Practice Book Cover. C M Y K

Karen Morrison and Lucille Dunne

An endorsed practice tool that will successfully accompany any
Cambridge IGCSE Mathematics (0580) coursebook. Comprehensive
and targeted exercises ensure plenty of practice for the classroom,
independent learning and revision. With concise reminders at the start
of each topic, and hints in the margin, this book is designed to support Karen Morrison and Lucille Dunne
practice and revision for the Cambridge IGCSE Mathematics (0580)
syllabus, regardless of what textbook is being used, making it a valuable

Cambridge IGCSE®
resource for all students of the Extended syllabus.
Those who use the Cambridge IGCSE Mathematics Core and Extended
Coursebook will find this a complementary asset with all new questions,

Mathematics
which follows the Coursebook structure. Those not using the Cambridge
Coursebook will discover a logical and progressive pedagogy with no
direct reference to the Coursebook; making it a perfect supplement to
any principal textbook.
Key features include:
– Emphasis on the main two Assessment objectives:
– Maths techniques (mastering maths skills through practice)

Extended Practice Book

– Application of maths techniques to solve problems (problem
solving in real-world and mathematical contexts).
– Questions to revise the Core and Extended content of the syllabus,
offering targeted practice.
– A summary of key points at the start of each topic listing what students
need to know in order to do the exercises.
– Hints and Tips to offer support for learning and preparation for the
examination.
– Answers to exercises at the back of the book to allow self-assessment.
– Full example practice paper (online) to further support exam

Morrison and Dunne

preparation: education.cambridge.org/extendedpracticebook
Other resources in the Cambridge IGCSE Mathematics series:
Cambridge IGCSE Mathematics Core and Extended Coursebook
– for complete coverage of the Core and Extended syllabus
ISBN 978-1-107-60627-2
Cambridge IGCSE Mathematics Core Practice Book
– for targeted practice ISBN 978-1-107-60988-4
Cambridge IGCSE Mathematics Teacher’s Resource CD-ROM
– ideas and advice for teachers ISBN 978-1-107-62752-9
Completely Cambridge – Cambridge resources for
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International Examinations as parts of the University of Cambridge.
We enable thousands of students to pass their Cambridge exams by
providing comprehensive, high-quality, endorsed resources.
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ISBN 978-1-107-67272-7

9 781107 672727
 Karen Morrison and Lucille Dunne

Cambridge IGCSE®

Mathematics
Extended Practice Book
cambridge university press
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Cambridge University Press
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Contents
Introduction v

Unit 1
Chapter 1: Reviewing number concepts 1 Chapter 3: Lines, angles and shapes 12
1.1 Different types of numbers 1 3.1 Lines and angles 12
1.2 Multiples and factors 2 3.2 Triangles 15
1.3 Prime numbers 3 3.3 Quadrilaterals 16
1.4 Powers and roots 3 3.4 Polygons 18
1.5 Working with directed numbers 4 3.5 Circles 19
1.6 Order of operations 4 3.6 Construction 19
1.7 Rounding numbers 5
Chapter 4: Collecting, organising and
Chapter 2: Making sense of algebra 7 displaying data 22
2.1 Using letters to represent 4.1 Collecting and classifying data 22
unknown values 7 4.2 Organising data 23
2.2 Substitution 8 4.3 Using charts to display data 24
2.3 Simplifying expressions 8
2.4 Working with brackets 9
2.5 Indices 9

Unit 2
Chapter 5: Fractions 29 Chapter 7: Perimeter, area and volume 39
5.1 Equivalent fractions 29 7.1 Perimeter and area in two dimensions 39
5.2 Operations on fractions 29 7.2 Three-dimensional objects 43
5.3 Percentages 30 7.3 Surface areas and volumes of solids 44
5.4 Standard form 32
5.5 Estimation 33 Chapter 8: Introduction to probability 48
8.1 Basic probability 48
Chapter 6: Equations and transforming formulae 35
8.2 Theoretical probability 49
6.1 Further expansions of brackets 35
8.3 The probability that an event does not
6.2 Solving linear equations 35
happen 50
6.3 Factorising algebraic expressions 36
8.4 Possibility diagrams 51
6.4 Transformation of a formula 37
8.5 Combining independent and mutually exclusive
events 52

Unit 3
Chapter 9: Sequences and sets 54 Chapter 12: Averages and measures of spread 75
9.1 Sequences 54 12.1 Different types of average 75
9.2 Rational and irrational numbers 55 12.2 Making comparisons using averages
9.3 Sets 56 and ranges 76
Chapter 10: Straight lines and quadratic equations 59 12.3 Calculating averages and ranges for
10.1 Straight lines 59 frequency data 77
10.2 Quadratic expressions 61 12.4 Calculating averages and ranges for
grouped continuous data 78
Chapter 11: Pythagoras’ theorem and
12.5 Percentiles and quartiles 79
similar shapes 66
11.1 Pythagoras’ theorem 66
11.2 Understanding similar triangles 68
11.3 Understanding similar shapes 69
11.4 Understanding congruence 70

Contents iii
 Unit 4
Chapter 13: Understanding measurement 81 Chapter 15: Scale drawings, bearings and
13.1 Understanding units 81 trigonometry 99
13.2 Time 82 15.1 Scale drawings 99
13.3 Upper and lower bounds 84 15.2 Bearings 100
13.4 Conversion graphs 85 15.3 Understanding the tangent, cosine
13.5 More money 86 and sine ratios 101
15.4 Solving problems using trigonometry 105
Chapter 14: Further solving of equations and
15.5 Angles between 0° and 180° 105
inequalities 89
15.6 The sine and cosine rules 105
14.1 Simultaneous linear equations 89
15.7 Area of a triangle 108
14.2 Linear inequalities 91
15.8 Trigonometry in three dimensions 108
14.3 Regions in a plane 92
14.4 Linear programming 93 Chapter 16: Scatter diagrams
14.5 Completing the square 94 and correlation 111
14.6 Quadratic formula 95 16.1 Introduction to bivariate data 111
14.7 Factorising quadratics where the coefficient of
x2 is not 1 96
14.8 Algebraic fractions 96

Unit 5
Chapter 17: Managing money 114 Chapter 19: Symmetry and loci 126
17.1 Earning money 114 19.1 Symmetry in two dimensions 126
17.2 Borrowing and investing money 115 19.2 Symmetry in three dimensions 127
17.3 Buying and selling 116 19.3 Symmetry properties of circles 128
19.4 Angle relationships in circles 129
Chapter 18: Curved graphs 119
19.5 Locus 131
18.1 Plotting quadratic graphs (the parabola) 119
18.2 Plotting reciprocal graphs (the hyperbola) 121 Chapter 20: Histograms and frequency distribution
18.3 Using graphs to solve quadratic equations 122 diagrams 135
18.4 Using graphs to solve simultaneous linear 20.1 Histograms 135
and non-linear equations 122 20.2 Cumulative frequency 137
18.5 Other non-linear graphs 123
18.6 Finding the gradient of a curve 124

Unit 6
Chapter 21: Ratio, rate and proportion 139 Chapter 23: Transformations and matrices 153
21.1 Working with ratio 139 23.1 Simple plane transformations 153
21.2 Ratio and scale 140 23.2 Vectors 158
21.3 Rates 141 23.3 Further transformations 161
21.4 Kinematic graphs 141 23.4 Matrices and matrix transformation 163
21.5 Proportion 144 23.5 Matrices and transformations 164
21.6 Direct and inverse proportion in algebraic
Chapter 24: Probability using tree diagrams 169
terms 145
24.1 Using tree diagrams to show outcomes 169
21.7 Increasing and decreasing amounts by a
24.2 Calculating probability from tree diagrams 169
given ratio 146
Chapter 22: More equations, formulae and
functions 149
22.1 Setting up equations to solve problems 149
22.2 Using and transforming formulae 150
22.3 Functions and function notation 151

Answers 171

Example practice papers can be found online, visit education.cambridge.org/extendedpracticebook

iv Contents
 Introduction
This highly illustrated practice book has been written by experienced teachers to help students
revise the Cambridge IGCSE Mathematics (0580) Extended syllabus. Packed full of exercises, the
only narrative consists of helpful bulleted lists of key reminders and useful hints in the margins
for students needing more support.

There is plenty of practice offered via ‘drill’ exercises throughout each chapter. These consist of
progressive and repetitive questions that allow the student to practise methods applicable to
each subtopic. At the end of each chapter there are ‘Mixed exercises’ that bring together all the
subtopics of a chapter in such a way that students have to decide for themselves what methods to
use. The answers to all of these questions are supplied at the back of the book. This encourages
students to assess their progress as they go along, choosing to do more or less practice as
required.

The book has been written with a clear progression from start to finish, with some later chapters
requiring knowledge learned in earlier chapters. There are useful signposts throughout that link
the content of the chapters, allowing the individual to follow their own course through the book:
where the content in one chapter might require knowledge from a previous chapter, a comment
is included in a ‘Rewind’ box; and where content will be practised in more detail later on, a
comment is included in a ‘Fast forward’ box. Examples of both are included below:

FAST FORWARD
REWIND You will learn much more about
You learned how to plot lines from sets in chapter 9. For now, just think
equations in chapter 10. of a set as a list of numbers or other
items that are often placed inside
curly brackets.

Other helpful guides in the margin of the book are as follows:

Hints: these are general comments to remind students of important or key information that is
Remember ‘coefficient’ is the
useful when tackling an exercise, or simply useful to know. They often provide extra information
number in the term.
or support in potentially tricky topics.

Tip Tip: these are tips that relate to good practice in examinations, and also just generally in
It is essential that you mathematics! They cover common pitfalls based on the authors’ experiences of their students,
remember to work out and give students things to be wary of or to remember in order to score marks in the exam.
both unknowns. Every
pair of simultaneous linear The Extended Practice Book mirrors the chapters and subtopics of the Cambridge IGCSE
equations will have a pair Mathematics Core and Extended Coursebook written by Karen Morrison and Nick Hamshaw
of solutions. (9781107606272). However, this book has been written such that it can be used without the
coursebook; it can be used as a revision tool by any student regardless of what coursebook they
are using. Various aspects of the Core syllabus are also revised for complete coverage.

Also in the Cambridge IGCSE Mathematics series:

Cambridge IGCSE Mathematics Core and Extended Coursebook (9781107606272)
Cambridge IGCSE Mathematics Core Practice Book (9781107609884)
Cambridge IGCSE Mathematics Teacher’s Resource CD-ROM (9781107627529)

Introduction v
 1
1.1 Different types of numbers
Reviewing number concepts

• Real numbers can be divided into rational and irrational numbers. You will deal with rational numbers
in this chapter. Irrational numbers are covered in chapter 9.
• Rational numbers can be written as fractions in the form of ab where a and b are integers and b ≠ 0.
(Integers are negative and positive whole numbers, and zero.)
• Integers, fractions and terminating decimals are all rational numbers.

Exercise 1.1
Tip
Make sure you know 1 Tick the correct columns in the table to classify each number.
what the following sets
of numbers are: natural Number Natural Integer Prime Fraction
numbers, integers, odd −0.2
and even numbers and
prime numbers. −57
3.142
0
0 3!
1
51
10 270

− 14

2
7

11
3
512

2 List:

(a) four square numbers greater than 100.

1
(b) four rational numbers smaller than .
3
(c) two prime numbers that are > 80.
(d) the prime numbers < 10.

Unit 1: Number 1
1 Reviewing number concepts

1.2 Multiples and factors

• A multiple of a number is the product obtained when multiplying that number and an integer. The lowest common
multiple (LCM) of two or more numbers is the lowest number that is a multiple of both (or all) of the numbers.
• A factor of a number is any number that will divide into the number exactly.
• The highest common factor (HCF) of two or more numbers is the highest number that is a factor of all the
given numbers.

To find the LCM of a set of

Exercise 1.2 A
numbers, you can list the multiples
of each number until you find the 1 Find the LCM of the given numbers.
first multiple that is in the lists for
all of the numbers in the set. (a) 9 and 18 (b) 12 and 18 (c) 15 and 18 (d) 24 and 12
(e) 36 and 9 (f) 4, 12 and 8 (g) 3, 9 and 24 (h) 12, 16 and 32
FAST FORWARD
2 Find the HCF of the given numbers.
You will use LCM again when
you work with fractions to find the (a) 12 and 18 (b) 18 and 36 (c) 27 and 90 (d) 12 and 15
lowest common denominator
(e) 20 and 30 (f) 19 and 45 (g) 60 and 72 (h) 250 and 900
of two or more fractions. See
chapter 5.
Exercise 1.2 B
1 Amira has two rolls of cotton fabric. One roll has 72 metres on it and the other has 90 metres
You need to work out whether
to use LCM or HCF to find the on it. She wants to cut the fabric to make as many equal length pieces as possible of the
answers. Problems involving LCM longest possible length. How long should each piece be?
usually include repeating events.
Problems involving HCF usually 2 In a shopping mall promotion every 30th shopper gets a $10 voucher and every 120th
involve splitting things into smaller
pieces or arranging things in equal shopper gets a free meal. How many shoppers must enter the mall before one receives a
groups or rows. voucher and a free meal?

3 Amanda has 40 pieces of fruit and 100 sweets to share amongst the students in her class. She
is able to give each student an equal number of pieces of fruit and an equal number of sweets.
What is the largest possible number of students in her class?

4 Francesca, Ayuba and Claire are Olympic and Paralympic contenders. They share a training slot
on a running track. Francesca cycles and completes a lap in 20 seconds, Ayuba runs the lap in
84 seconds and Claire, in her wheelchair, takes 105 seconds. They start training together. After
how long will all three be at the same point again and how many laps will each have completed?

5 Mr Smit wants to tile a rectangular veranda with dimensions 3.2 m 6.4 m with a whole
number of identical square tiles. Mrs Smit wants the tiles to be as large as possible.
(a) Find the area of the largest possible tiles in cm2.
(b) How many 3.2 m 3.2 m tiles will Mr Smit need to tile the veranda?

2 Unit 1: Number
 1 Reviewing number concepts

1.3 Prime numbers

• Prime numbers only have two factors: 1 and the number itself.
• Prime factors are factors of a number that are also prime numbers.
• You can write any number as a product of prime factors. But remember the number 1 itself is not a prime number
so you cannot use it to write a number as the product of its prime factors.
• You can use the product of prime factors to find the HCF or LCM of two or more numbers.

You can use a tree diagram or

Exercise 1.3
division to find the prime factors of
a composite whole number. 1 Identify the prime numbers in each set.

(a) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
(b) 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60
(c) 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105
2 Express the following numbers as a product of their prime factors.

(a) 36 (b) 65 (c) 64 (d) 84

(e) 80 (f) 1000 (g) 1270 (h) 1963
3 Find the LCM and the HCF of the following numbers by means of prime factors.

(a) 27 and 14 (b) 85 and 15 (c) 96 and 27 (d) 53 and 16

(e) 674 and 72 (f) 234 and 66 (g) 550 and 128 (h) 315 and 275

1.4 Powers and roots

• A number is squared (n ) when it is multiplied by itself (n × n).
2

• The square root ( n) of a number is the number that is multiplied by itself to get the number.
• A number is cubed (n ) when it is multiplied by itself and then multiplied by itself again (n × n × n).
3

• The cube root ( n ) of a number is the number that is multiplied by itself twice to get the number.
3

FAST FORWARD Exercise 1.4

Powers greater than 3 are dealt
with in chapter 2. See topic 2.5 1 Find all the square and cube numbers between 100 and 300.
indices.
2 Simplify.

(a) 9 16 (b) 9 16 (c) 64 + 36 (d) 64 + 36

( 25 )
2
36
(e) (f) (g) 9 (h) 169 − 144
4
16
(i) 3
27 − 3 1 9
(j) 100 ÷ 4 (k) 1+ (l) 16 × 3 27
16

( 13 )
2
(m) ( )2 × 3 −1 (n) 1 + (o) 3
1 − 3 −125
4

3 A cube has a volume of 12 167 cm3. Calculate:

(a) the height of the cube.
(b) the area of one face of the cube.

Unit 1: Number 3
1 Reviewing number concepts

1.5 Working with directed numbers

• Integers are directed whole numbers.
• Negative integers are written with a minus (−) sign. Positive integers may be written with a plus (+) sign,
but usually they are not.
• In real life, negative numbers are used to represent temperatures below zero; movements downwards or left; depths;
distances below sea level; bank withdrawals and overdrawn amounts, and many more things.

Exercise 1.5
1 If the temperature is 4 °C in the evening and it drops 7 °C overnight, what will the
temperature be in the morning?

2 Which is colder in each pair of temperatures?

(a) 0 °C or −2 °C (b) 9 °C or −9 °C (c) −4 °C or −12 °C

3 An office block has three basement levels (level −1, −2 and −3), a ground floor and 15 floors
Draw a number line to help you.
above the ground floor (1 to 15). Where will the lift be in the following situations?
(a) Starts on ground and goes down one floor then up five?
(b) Starts on level −3 and goes up 10 floors?
(c) Starts on floor 12 and goes down 13 floors?
(d) Starts on floor 15 and goes down 17 floors?
(e) Starts on level −2, goes up seven floors and then down eight?

1.6 Order of operations

• When there is more than one operation to be done in a calculation you must work out the parts in brackets first.
Then do any division or multiplication (from left to right) before adding and subtracting (from left to right).
• The word ‘of ’ means × and a fraction line means divide.
• Long fraction lines and square or cube root signs act like brackets, indicating parts of the calculation that have
to be done first.

Remember the order of operations

Exercise 1.6
using BODMAS:
Brackets
Of Tip
Divide Most modern scientific calculators apply the rules for order of operations automatically.
Multiply If there are brackets, fractions or roots in your calculation you need to enter these
Add correctly on the calculator. When there is more than one term in the denominator, the
Subtract
calculator will divide by the first term only unless you enter brackets.

FAST FORWARD 1 Calculate and give your answer correct to two decimal places.
The next section will remind you
(a) 8 + 3 × 6 (b) (8 + 3) × 6 (c) 8 × 3 − 4 ÷ 5
of the rules for rounding
numbers. (d) 12.64 + 2.32 × 1.3 (e) 6.5 × 1.3 − 5.06 (f) (6.7 ÷ 8) + 1.6

4 Unit 1: Number
 1 Reviewing number concepts

76 5.34 3.315 6 54
(g) 1.453 + (h) (i) − 1 08
32 4 03 23
5 27 11.5 0.23 4.26
(j) (k) (l)
1.4 × 1.35 2 9 − 1.43 1.32 3.43
89 12.6 1 98
(m) 8 9 − (n) − (o) 12.9 − 2.032
10.4 8 3 4 62
( )
2
16.8
(p) (9.4 − 2.67)3 (q) 12.022 − 7.052 (r) − 1 01
93

1. 4 1. 2
( )
2
(s) 4 072 (t) 6 8 + − (u) 4.33 + 1.2 + 1 6
8.2 − 4.09 69 93 5

28 16 ( )
(v) 6 1 + 2.1
2
.22 + 1 92 )2
(w) 6.4 (1.2 (x) (4 8 − 916 ) × 4 3
1.7 Rounding numbers
• You may be asked to round numbers to a given number of decimal places or to a given number of significant figures.
• To round to a decimal place:
– look at the value of the digit to the right of the place you are rounding to
– if this value is ≥ 5 then you round up (add 1 to the digit you are rounding to)
– if this value is ≤ 4 then leave the digit you are rounding to as it is.
• To round to a significant figure:
– the first non-zero digit (before or after the decimal place in a number) is the first significant figure
– find the correct digit and then round off from that digit using the rules above.

Exercise 1.7
FAST FORWARD 1 Round these numbers to:
Rounding is very useful when you (i) two decimal places
have to estimate an answer. You (ii) one decimal place
will deal with this in more detail in
(iii) the nearest whole number.
chapter 5.
(a) 5.6543 (b) 9.8774 (c) 12.8706
(d) 0.0098 (e) 10.099 (f) 45.439
(g) 13.999 (h) 26.001
2 Round each of these numbers to three significant figures.

(a) 53 217 (b) 712 984 (c) 17.364 (d) 0.007279

3 Round the following numbers to two significant figures.

(a) 35.8 (b) 5.234 (c) 12 345 (d) 0.00875

(e) 432 128 (f) 120.09 (g) 0.00456 (h) 10.002

Unit 1: Number 5
1 Reviewing number concepts

Mixed exercise 1 State whether each number is natural, rational, an integer and/or a prime number.
3 1
− 24 0.65 −12 3
2
0 0.66 17
4
2 List the factors of 36.
(a) How many of these factors are prime numbers?
(b) Express 36 as the product of its prime factors.
(c) List two numbers that are factors of both 36 and 72.
(e) What is the highest number that is a factor of both 36 and 72?
3 Write each number as a product of its prime factors.

(a) 196 (b) 1845 (c) 8820

4 Amira starts an exercise programme on the 3rd of March. She decides she will swim every
3 days and cycle every 4 days. On which dates in March will she swim and cycle on the
same day?

5 State whether each equation is true or false.

(a) 18 ÷ 6 + (5 + 3 × 4) = 20
(b) 6 × (5 – 4) + 3 = 9
(c) 30 + 10 – 10 = 1
30
(d) (6 + 3)2 = 45
6 Simplify:

( 64 )
3
(a) 100 ÷ 4 (b) 100 ÷ 4 (c) 3
(d) 43 + 92
7 Calculate. Give your answer correct to two decimal places.

12.65
(a) 5.4 × 12.2
2
(b) 12.2 (c) + 1. 7 × 4. 3
4. 1 2 2 04
39

( )
2
(d) 3.8 × 12.6 2. 8 × 4. 2 2 05
(e) (f) 2.55 − 3.1 +
4 35 5
3.32 × 6.22
8 Round each number to three significant figures.

(a) 1235.6 (b) 0.76513 (c) 0.0237548 (d) 31.4596

9 A building supply store is selling tiles with an area of 790 cm2.
(a) Is it possible to have square tiles whose area is not a square number? Explain.
(b) Find the length of each side of the tile correct to 3 significant figures.
(c) What is the minimum number of tiles you would need to tile a rectangular floor 3.6 m
long and 2.4 m wide?

6 Unit 1: Number