Open 597421-2023-2025-Syllabus

Syllabus
Cambridge International AS & A Level

Mathematics 9709
For examination in June and November 2023, 2024 and 2025.
Also available for examination in March 2023, 2024 and 2025 for India only.
Version 1
Why choose Cambridge?
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passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can shape
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can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by subject
experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for
students to progress from one stage to the next, and are well supported by teaching and learning resources.
We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching
practice – and take account of the different national contexts in which they are taught.
We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with
leading universities has helped us make sure our syllabuses encourage students to master the key concepts in the
subject and develop the skills necessary for success in higher education.
Our mission is to provide educational benefit through provision of international programmes and qualifications for
school education and to be the world leader in this field. Together with schools, we develop Cambridge learners
who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.
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the Cambridge Pathway.
‘We think the Cambridge curriculum is superb preparation for university.’

Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes for
students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
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Copyright © UCLES September 2020

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of
the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their own
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Contents
1 Why choose this syllabus? ...............................................................................................................2
2 Syllabus overview .............................................................................................................................. 6

Aims 6
Content overview 7
Structure 8
Assessment overview 12
Assessment objectives 14
3 Subject content .................................................................................................................................15

Prior knowledge 15
1 Pure Mathematics 1 (for Paper 1) 15
4 Mechanics (for Paper 4) 27
5 Probability & Statistics 1 (for Paper 5) 30
6 Probability & Statistics 2 (for Paper 6) 33
4 Details of the assessment ............................................................................................................. 36

Relationship between components 36
Examination information 36
5 List of formulae and statistical tables (MF19) .......................................................................... 39
6 What else you need to know ........................................................................................................ 52

Before you start 52
Making entries 53
After the exam 54
How students, teachers and higher education can use the grades 55
Grade descriptions 55
Changes to this syllabus for 2023, 2024 and 2025 56
Important: Changes to this syllabus

For information about changes to this syllabus for 2023, 2024 and 2025, go to page 56.
The latest syllabus is version 1, published September 2020. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2020 are still suitable for use with this
syllabus.
Cambridge International AS & A Level Mathematics 9709 syllabus for 2023, 2024 and 2025.
1 Why choose this syllabus?
Key benefits
The best motivation for a student is a real passion for the subject
they’re learning. By offering students a variety of Cambridge
International AS & A Levels, you can give them the greatest chance
of finding the path of education they most want to follow. With
over 50 subjects to choose from, students can select the ones
they love and that they’re best at, which helps motivate them
throughout their studies.
Following a Cambridge International AS & A Level programme

helps students develop abilities which universities value highly,
including:
• a deep understanding of their subjects
• higher order thinking skills – analysis, critical thinking,
problem solving
• presenting ordered and coherent arguments
• independent learning and research.
Cambridge International AS & A Level Mathematics develops a set of transferable skills. These include the
skill of working with mathematical information, as well as the ability to think logically and independently,
consider accuracy, model situations mathematically, analyse results and reflect on findings. Learners can apply
these skills across a wide range of subjects and the skills equip them well for progression to higher education or
directly into employment.
Our approach in Cambridge International AS & A Level Mathematics encourages learners to be:
confident, using and sharing information and ideas, and using mathematical techniques to solve problems. These
skills build confidence and support work in other subject areas as well as in mathematics.
responsible, through learning and applying skills which prepare them for future academic studies, helping them to
become numerate members of society.
reflective, through making connections between different branches of mathematics and considering the outcomes
of mathematical problems and modelling.
innovative, through solving both familiar and unfamiliar problems in different ways, selecting from a range of
mathematical and problem-solving techniques.
engaged, by the beauty and structure of mathematics, its patterns and its many applications to real life situations.
‘Cambridge students develop a deep understanding of subjects and independent thinking skills.’
Tony Hines, Principal, Rockledge High School, USA
2 www.cambridgeinternational.org/alevel Back to contents page

Cambridge International AS & A Level Mathematics 9709 syllabus for 2023, 2024 and 2025. Why choose this syllabus?
Key concepts
Key concepts are essential ideas that help students develop a deep understanding of their subject and make links
between different aspects. Key concepts may open up new ways of thinking about, understanding or interpreting
the important things to be learned.
Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain:
• a greater depth as well as breadth of subject knowledge
• confidence, especially in applying knowledge and skills in new situations
• the vocabulary to discuss their subject conceptually and show how different aspects link together
• a level of mastery of their subject to help them enter higher education.
The key concepts identified below, carefully introduced and developed, will help to underpin the course you will
teach. You may identify additional key concepts which will also enrich teaching and learning.
The key concepts for Cambridge International AS & A Level Mathematics are:
• Problem solving
Mathematics is fundamentally problem solving and representing systems and models in different ways. These
include:
– Algebra: this is an essential tool which supports and expresses mathematical reasoning and provides a
means to generalise across a number of contexts.
– Geometrical techniques: algebraic representations also describe a spatial relationship, which gives us a new
way to understand a situation.
– Calculus: this is a fundamental element which describes change in dynamic situations and underlines the
links between functions and graphs.
– Mechanical models: these explain and predict how particles and objects move or remain stable under the
influence of forces.
– Statistical methods: these are used to quantify and model aspects of the world around us. Probability
theory predicts how chance events might proceed, and whether assumptions about chance are justified by
evidence.
• Communication
Mathematical proof and reasoning is expressed using algebra and notation so that others can follow each line
of reasoning and confirm its completeness and accuracy. Mathematical notation is universal. Each solution is
structured, but proof and problem solving also invite creative and original thinking.
• Mathematical modelling
Mathematical modelling can be applied to many different situations and problems, leading to predictions and
solutions. A variety of mathematical content areas and techniques may be required to create the model. Once
the model has been created and applied, the results can be interpreted to give predictions and information
about the real world.
Back to contents page www.cambridgeinternational.org/alevel 3

Recognition and progression

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. Every year thousands of students with Cambridge International
AS & A Levels gain places at leading universities worldwide. Our programmes and qualifications are valued by top
universities around the world including those in the UK, US (including Ivy League universities), Europe, Australia,
Canada and New Zealand.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found it to
be comparable to the standard of AS & A Level in the UK. This means students can be confident that their Cambridge
International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A Levels by leading
universities worldwide.
Cambridge International AS Level Mathematics makes up the first half of the Cambridge International A Level
course in mathematics and provides a foundation for the study of mathematics at Cambridge International
A Level. Depending on local university entrance requirements, students may be able to use it to progress directly to
university courses in mathematics or some other subjects. It is also suitable as part of a course of general education.
Cambridge International A Level Mathematics provides a foundation for the study of mathematics or related
courses in higher education. Equally it is suitable as part of a course of general education.
For more information about the relationship between the Cambridge International AS Level and Cambridge
International A Level see the ‘Assessment overview’ section of the Syllabus overview.
We recommend learners check the Cambridge recognitions database and the university websites to find the most
up-to-date entry requirements for courses they wish to study.
Learn more at www.cambridgeinternational.org/recognition
Progression to Cambridge International AS & A Level Further

Mathematics (9231)
Cambridge International AS & A Level Mathematics provides a good preparation for study of Cambridge
International AS & A Level Further Mathematics (9231). Teachers should be aware that there are recommended
combinations of components to study in Cambridge International AS & A Level Mathematics (9709) to support
progression to Cambridge International AS & A Level Further Mathematics (9231).
When planning a course which supports progression to Cambridge International AS & A Level Further Mathematics
teachers should refer to the Cambridge International AS & A Level Further Mathematics syllabus and refer to
the support document Guide to prior learning for Paper 4 Further Probability and Statistics on the Cambridge
International website for more information.

Supporting teachers
We provide a wide range of resources, detailed guidance and innovative training and professional development so
that you can give your students the best possible preparation for Cambridge International AS & A Level. To find out
which resources are available for each syllabus go to our School Support Hub.
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources you need
to deliver our programmes. You can also keep up to date with your subject and the global Cambridge community
through our online discussion forums.
Find out more at www.cambridgeinternational.org/support
Planning and preparation Teaching and assessment

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• Syllabuses
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for Cambridge
International
Learning and revision AS & A Level Results
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Find out more at www.cambridgeinternational.org/profdev
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:

• develop their mathematical knowledge and skills in a way which encourages confidence and provides
satisfaction and enjoyment
• develop an understanding of mathematical principles and an appreciation of mathematics as a logical and
coherent subject
• acquire a range of mathematical skills, particularly those which will enable them to use applications of
mathematics in the context of everyday situations and of other subjects they may be studying
• develop the ability to analyse problems logically
• recognise when and how a situation may be represented mathematically, identify and interpret relevant factors
and select an appropriate mathematical method to solve the problem
• use mathematics as a means of communication with emphasis on the use of clear expression
• acquire the mathematical background necessary for further study in mathematics or related subjects.
Cambridge Assessment International Education is an education organisation and politically neutral.

The contents of this syllabus, examination papers and associated materials do not endorse any political
view. We endeavour to treat all aspects of the exam process neutrally.

Cambridge International AS & A Level Mathematics 9709 syllabus for 2023, 2024 and 2025. Syllabus overview
Content overview
Content section Assessment Topics included
component
1 Pure Mathematics 1 Paper 1 1.1 Quadratics

1.2 Functions
1.3 Coordinate geometry
1.4 Circular measure
1.5 Trigonometry
1.6 Series
1.7 Differentiation
1.8 Integration
2 Pure Mathematics 2 Paper 2 2.1 Algebra

2.2 Logarithmic and exponential functions
2.3 Trigonometry
2.4 Differentiation
2.5 Integration
2.6 Numerical solution of equations
3 Pure Mathematics 3 Paper 3 3.1 Algebra

3.3 Trigonometry
3.4 Differentiation
3.5 Integration
3.7 Vectors
3.8 Differential equations
3.9 Complex numbers
4 Mechanics Paper 4 4.1 Forces and equilibrium

4.2 Kinematics of motion in a straight line
4.3 Momentum
4.4 Newton’s laws of motion
4.5 Energy, work and power
5 Probability & Statistics 1 Paper 5 5.1 Representation of data

5.2 Permutations and combinations
5.3 Probability
5.4 Discrete random variables
5.5 The normal distribution
6 Probability & Statistics 2 Paper 6 6.1 The Poisson distribution

6.2 Linear combinations of random variables
6.3 Continuous random variables
6.4 Sampling and estimation
6.5 Hypothesis tests

Structure
There are six Mathematics components available:
Pure Mathematics components:

Paper 1: Pure Mathematics 1
Mechanics components:
Paper 4: Mechanics
Probability & Statistics components:

Paper 5: Probability & Statistics 1
Candidates take two components for AS Level Mathematics.

Candidates take four components for A Level Mathematics.
‘The depth of knowledge displayed by the best A Level students makes them prime targets for
America’s Ivy League universities’
Yale University, USA

Three routes for Cambridge International AS & A Level Mathematics

Candidates following an AS Level route will be eligible for grades a–e. Candidates following an A Level route are
eligible for grades A*–E.
Structure of AS Level and A Level Mathematics

AS Level Mathematics A Level Mathematics
Paper 1 and Paper 2

(No progression to A Level)
Pure Mathematics only
Paper 1 and Paper 4

Paper 1, 3, 4 and 5
Pure Mathematics and
Pure Mathematics,
Mechanics
Mechanics and
Probability & Statistics
Paper 1 and Paper 5
Pure Mathematics and Paper 1, 3, 5 and 6
Probability & Statistics Pure Mathematics and
Probability & Statistics
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
You are responsible for selecting a suitable combination of components to support your learners’ further study.
Teachers should be aware that there are recommended combinations of components to study in Cambridge
International AS & A Level Mathematics (9709) to support progression to Cambridge International AS & A Level
Further Mathematics (9231).
When planning a course which supports progression to Cambridge International AS & A Level Further Mathematics
teachers should refer to the Cambridge International AS & A Level Further Mathematics syllabus and refer to
the support document Guide to prior learning for Paper 4 Further Probability and Statistics on the Cambridge
International website for more information.

AS Mathematics (AS Level only)

Candidates take two components in the same series.
Paper 1 and Paper 2

Pure Mathematics 1 Pure Mathematics 2
(Please note, this route cannot count towards A Level)
OR
Paper 1 and Paper 4
Pure Mathematics 1 Mechanics
OR
Paper 1 and Paper 5
Pure Mathematics 1 Probability & Statistics 1
Please note, the Pure Mathematics only route (Paper 1 and Paper 2) is available at AS Level only. Candidates who
take the Pure Mathematics only route cannot then use their AS result and carry forward to complete the A Level.
A Level Mathematics
Candidates take four components for Cambridge International A Level Mathematics.
All candidates take:

and
Paper 3: Pure Mathematics 3.
Then, candidates take either:

Paper 4: Mechanics
and
OR

and
Paper 6: Probability & Statistics 2.
Please note, it is not possible to combine Paper 4 and Paper 6. This is because Paper 6 depends on prior knowledge
of the subject content for Paper 5.

A Level Mathematics (Staged route)

Candidates take AS Level components in the first year and carry forward their AS Level result. They then take two
more components in another series to complete the A Level.
Year 1 Paper 1 and Paper 4

(AS Level) Pure Mathematics 1 Mechanics
then
(A Level) Pure Mathematics 3 Probability & Statistics 1
OR

(AS Level) Pure Mathematics 1 Probability & Statistics 1
then
(A Level) Pure Mathematics 3 Mechanics
OR

(AS Level) Pure Mathematics 1 Probability & Statistics 1
then
(A Level) Pure Mathematics 3 Probability & Statistics 2
A Level Mathematics (Linear route)

Candidates take the A Level components in the same series.
Paper 1 Paper 4
Pure Mathematics 1 Mechanics
Paper 3 Paper 5
OR
Paper 1 Paper 5
Paper 3 Paper 6

Assessment overview
Pure Mathematics components
Paper 1 Paper 2
Pure Mathematics 1 1 hour 50 minutes Pure Mathematics 2 1 hour 15 minutes

75 marks 50 marks
10 to 12 structured questions based on the 6 to 8 structured questions based on the
Pure Mathematics 1 subject content Pure Mathematics 2 subject content
Written examination Written examination
Externally assessed Externally assessed
60% of the AS Level 40% of the AS Level
30% of the A Level Offered only as part of AS Level
Compulsory for AS Level and A Level
Paper 3
Pure Mathematics 3 1 hour 50 minutes

75 marks
9 to 11 structured questions based on the
Pure Mathematics 3 subject content
Written examination
Externally assessed
30% of the A Level only
Compulsory for A Level
Mechanics components
Paper 4
Mechanics 1 hour 15 minutes

50 marks
6 to 8 structured questions based on the
Mechanics subject content
Written examination
Externally assessed
40% of the AS Level
20% of the A Level
Offered as part of AS Level and A Level

Probability & Statistics components

Paper 5 Paper 6
Probability & Statistics 1 1 hour 15 minutes Probability & Statistics 2 1 hour 15 minutes
50 marks 50 marks
6 to 8 structured questions based on the 6 to 8 structured questions based on the
Probability & Statistics 1 subject content Probability & Statistics 2 subject content
Written examination Written examination
Externally assessed Externally assessed
40% of the AS Level 20% of the A Level only
20% of the A Level Offered only as part of A Level
Compulsory for A Level
‘Cambridge International AS & A Levels prepare students well for university because they’ve
learnt to go into a subject in considerable depth. There’s that ability to really understand the
depth and richness and the detail of a subject. It’s a wonderful preparation for what they are
going to face at university.’
US Higher Education Advisory Council

Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge and understanding

• Show understanding of relevant mathematical concepts, terminology and notation
• Recall accurately and use appropriate mathematical manipulative techniques
AO2 Application and communication

• Recognise the appropriate mathematical procedure for a given situation
• Apply appropriate combinations of mathematical skills and techniques in solving problems
• Present relevant mathematical work, and communicate corresponding conclusions, in a clear and logical way
Weighting for assessment objectives

The approximate weightings (± 5%) allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as an approximate percentage of each component

Assessment objective Weighting in components %
Paper 1 Paper 2 Paper 3 Paper 4 Paper 5 Paper 6
AO1 Knowledge and understanding 55 55 45 55 55 55
AO2 Application and communication 45 45 55 45 45 45
Assessment objectives as an approximate percentage of each qualification
Assessment objective Weighting in AS Level % Weighting in A Level %

AO1 Knowledge and understanding 55 52
AO2 Application and communication 45 48

3 Subject content
The mathematical content for each component is detailed below. You can teach the topics in any order you find
appropriate.
Information about calculator use and information about the relationships between syllabus components can be
found in 4 Details of the assessment.
Notes and examples are included to clarify the subject content. Please note that these are examples only and
examination questions may differ from the examples given.
Prior knowledge
Knowledge of the content of the Cambridge IGCSE® Mathematics 0580 (Extended curriculum), or Cambridge
International O Level (4024/4029), is assumed. Candidates should be familiar with scientific notation for
compound units, e.g. 5 m s–1 for 5 metres per second.
In addition, candidates should:

6
• be able to carry out simple manipulation of surds (e.g. expressing 12 as 2 3 and as 3 2 ),
2
• know the shapes of graphs of the form y = kx n , where k is a constant and n is an integer (positive or negative)
1
or ! .
2
1 Pure Mathematics 1 (for Paper 1)

1.1 Quadratics
Candidates should be able to: Notes and examples
• carry out the process of completing the square e.g. to locate the vertex of the graph of
for a quadratic polynomial ax2 + bx + c and use y = ax2 + bx + c or to sketch the graph
a completed square form
• find the discriminant of a quadratic polynomial e.g. to determine the number of real roots of the
ax2 + bx + c and use the discriminant equation ax2 + bx + c = 0. Knowledge of the term
‘repeated root’ is included.
• solve quadratic equations, and quadratic By factorising, completing the square and using the
inequalities, in one unknown formula.
• solve by substitution a pair of simultaneous e.g. x + y + 1 = 0 and x2 + y2 = 25,
equations of which one is linear and one is 2x + 3y = 7 and 3x2 = 4 + 4xy.
quadratic
• recognise and solve equations in x which are e.g. x4 – 5x2 + 4 = 0, 6x + x − 1 = 0,
quadratic in some function of x. 2
tan x = 1 + tan x.

Cambridge International AS & A Level Mathematics 9709 syllabus for 2023, 2024 and 2025. Subject content
1 Pure Mathematics 1
1.2 Functions
• understand the terms function, domain,
range, one-one function, inverse function and
composition of functions
1
• identify the range of a given function in simple e.g. range of f : x 7 x for x H 1 and
cases, and find the composition of two given
range of g : x 7 x 2 + 1 for x ! R . Including the
functions
condition that a composite function gf can only be
formed when the range of f is within the domain of g.
• determine whether or not a given function is e.g. finding the inverse of

h : x 7 ^2x + 3h − 4 for x 1 − 2 .
one-one, and find the inverse of a one-one 2 3
function in simple cases
• illustrate in graphical terms the relation between Sketches should include an indication of the mirror
a one-one function and its inverse line y = x.
• understand and use the transformations of the Including use of the terms ‘translation’, ‘reflection’
graph of y = f(x) given by and ‘stretch’ in describing transformations. Questions
y = f(x) + a, y = f(x + a), may involve algebraic or trigonometric functions, or
other graphs with given features.
y = af(x), y = f(ax) and simple combinations of
these.
1.3 Coordinate geometry

• find the equation of a straight line given e.g. given two points, or one point and the gradient.
sufficient information
• interpret and use any of the forms y = mx + c, Including calculations of distances, gradients,
y – y1 = m(x – x1), ax + by + c = 0 in solving midpoints, points of intersection and use of the
problems relationship between the gradients of parallel and
perpendicular lines.
• understand that the equation Including use of the expanded form
(x – a)2 + (y – b)2 = r 2 represents the circle x 2 + y 2 + 2gx + 2fy + c = 0.
with centre (a, b) and radius r
• use algebraic methods to solve problems Including use of elementary geometrical properties of
involving lines and circles circles, e.g. tangent perpendicular to radius, angle in a
semicircle, symmetry.
Implicit differentiation is not included.
• understand the relationship between a graph and e.g. to determine the set of values of k for which the
its associated algebraic equation, and use the line y = x + k intersects, touches or does not meet a
relationship between points of intersection of quadratic curve.
graphs and solutions of equations.

1.4 Circular measure
• understand the definition of a radian, and use the
relationship between radians and degrees
1
• use the formulae s = r i and A = r 2 i Including calculation of lengths and angles in
2
in solving problems concerning the arc length triangles and areas of triangles.
and sector area of a circle.
1.5 Trigonometry
• sketch and use graphs of the sine, cosine and Including e.g. y = 3 sin x, y = 1 – cos 2x,
tangent functions (for angles of any size, and
y = tan cx + rm .
1
using either degrees or radians) 4
1 3 1
• use the exact values of the sine, cosine and e.g. cos 150c = − = .
2 3 , sin 4 r 2
tangent of 30°, 45°, 60°, and related angles
• use the notations sin–1x, cos–1x, tan–1x to denote No specialised knowledge of these functions is
the principal values of the inverse trigonometric required, but understanding of them as examples of
relations inverse functions is expected.
sin i
• use the identities
cos i / tan i and e.g. in proving identities, simplifying expressions and
solving equations.
sin 2 i + cos 2 i / 1
• find all the solutions of simple trigonometrical e.g. solve 3 sin 2x + 1 = 0 for − r 1 x 1 r ,
equations lying in a specified interval (general 3 sin 2 i − 5 cos i − 1 = 0 for 0c G i G 360c.
forms of solution are not included).
1.6 Series
Including the notations f p and n!
n n
• use the expansion of (a + b) , where n is a
r
positive integer
Knowledge of the greatest term and properties of the
coefficients are not required.
• recognise arithmetic and geometric progressions
• use the formulae for the nth term and for the Including knowledge that numbers a, b, c are ‘in
sum of the first n terms to solve problems arithmetic progression’ if 2b = a + c (or equivalent)
involving arithmetic or geometric progressions and are ‘in geometric progression’ if b2 = ac (or
equivalent).
Questions may involve more than one progression.
• use the condition for the convergence of a
geometric progression, and the formula for
the sum to infinity of a convergent geometric
progression.

1.7 Differentiation
• understand the gradient of a curve at a point as Only an informal understanding of the idea of a limit
the limit of the gradients of a suitable sequence is expected.
of chords, and use the notations e.g. includes consideration of the gradient of the
dy d2y chord joining the points with x coordinates 2 and
f ′(x), f ″(x), , and 2 for first and second
dx dx (2 + h) on the curve y = x3. Formal use of the general
derivatives method of differentiation from first principles is not
required.
dy
• use the derivative of xn (for any rational n), e.g. find , given y = 2x 3 + 5 .
dx
together with constant multiples, sums and
differences of functions, and of composite
functions using the chain rule
• apply differentiation to gradients, tangents and Including connected rates of change, e.g. given the
normals, increasing and decreasing functions and rate of increase of the radius of a circle, find the rate
rates of change of increase of the area for a specific value of one of
the variables.
• locate stationary points and determine their Including use of the second derivative for identifying
nature, and use information about stationary maxima and minima; alternatives may be used in
points in sketching graphs. questions where no method is specified.
Knowledge of points of inflexion is not included.
1.8 Integration
e.g. ; ^2x3 − 5x + 1h dx , >
1
• understand integration as the reverse process of dx .
differentiation, and integrate (ax + b)n (for any ^2x + 3h2
rational n except –1), together with constant
multiples, sums and differences
• solve problems involving the evaluation of a e.g. to find the equation of the curve through (1, –2)
constant of integration dy
for which = 2x + 1 .
dx
• evaluate definite integrals Including simple cases of ‘improper’ integrals, such as
; x 2 dx and ; x 2 dx .
1 1 3
- -
0 1
• use definite integration to find A volume of revolution may involve a region not
– the area of a region bounded by a curve and bounded by the axis of rotation, e.g. the region
lines parallel to the axes, or between a curve between y = 9 – x2 and y = 5 rotated about the
and a line or between two curves x-axis.
– a volume of revolution about one of the axes.


Knowledge of the content for Paper 1: Pure Mathematics 1 is assumed, and candidates may be required to
demonstrate such knowledge in answering questions.
2.1 Algebra
• understand the meaning of |x|, sketch the Graphs of y = |f(x)| and y = f(|x|) for non-linear
graph of y = |ax + b| and use relations such as functions f are not included.
|a| = |b| ⇔ a2 = b2 and
|x – a| < b ⇔ a – b < x < a + b when solving
e.g. |3x – 2| = |2x + 7|, 2x + 5 < |x + 1|
equations and inequalities
• divide a polynomial, of degree not exceeding 4,
by a linear or quadratic polynomial, and identify
the quotient and remainder (which may be zero)
• use the factor theorem and the remainder e.g. to find factors and remainders, solve polynomial
theorem. equations or evaluate unknown coefficients.
Including factors of the form (ax + b) in which the
coefficient of x is not unity, and including calculation
of remainders.

• understand the relationship between logarithms
and indices, and use the laws of logarithms
(excluding change of base)
• understand the definition and properties of ex Including knowledge of the graph of y = ekx for both
and ln x, including their relationship as inverse positive and negative values of k.
functions and their graphs
−1 −1
• use logarithms to solve equations and e.g. 2 x 1 5 , 3 # 23x 1 5, 3 x + 1 = 4 2x .
inequalities in which the unknown appears in
indices
• use logarithms to transform a given relationship e.g.
to linear form, and hence determine unknown y = kxn gives ln y = ln k + n ln x which is linear in
constants by considering the gradient and/or ln x and ln y
intercept.
y = k (ax) gives ln y = ln k + x ln a which is linear in
x and ln y.

2.3 Trigonometry
• understand the relationship of the secant,
cosecant and cotangent functions to cosine, sine
and tangent, and use properties and graphs of
all six trigonometric functions for angles of any
magnitude
• use trigonometrical identities for the e.g. simplifying cos ^x − 30ch − 3 sin ^x − 60ch .
simplification and exact evaluation of expressions, e.g. solving tan i + cot i = 4 , 2 sec 2 i - tan i = 5 ,
and in the course of solving equations, and 3 cos i + 2 sin i = 1.
select an identity or identities appropriate to the
context, showing familiarity in particular with the
use of
– sec 2 i /1 + tan 2 i and cosec 2 i /1 + cot 2 i
– the expansions of sin(A ± B), cos(A ± B) and
tan(A ± B)
– the formulae for sin 2A, cos 2A and tan 2A
– the expression of a sin i + b cos i in the
forms R sin î ! ah and R cos î ! ah .
2.4 Differentiation
x
• use the derivatives of e , ln x, sin x, cos x,
tan x, together with constant multiples, sums,
differences and composites
2x − 4 2
, x ln x, xel – x .
2
• differentiate products and quotients e.g.

3x + 2
• find and use the first derivative of a function e.g. x = t – e2t, y = t + e2t.
which is defined parametrically or implicitly. e.g. x2 + y2 = xy + 7.
Including use in problems involving tangents and
normals.
2.5 Integration
• extend the idea of ‘reverse differentiation’ to Knowledge of the general method of integration by
1 substitution is not required.
include the integration of eax + b, ,
ax + b
sin(ax + b), cos(ax + b) and sec2(ax + b)
• use trigonometrical relationships in carrying out e.g. use of double-angle formulae to integrate sin2 x
integration or cos2(2x).
• understand and use the trapezium rule to Including use of sketch graphs in simple cases to
estimate the value of a definite integral. determine whether the trapezium rule gives an over-
estimate or an under-estimate.

• locate approximately a root of an equation, e.g. finding a pair of consecutive integers between
by means of graphical considerations and/or which a root lies.
searching for a sign change
• understand the idea of, and use the notation for,
a sequence of approximations which converges
to a root of an equation
• understand how a given simple iterative formula Knowledge of the condition for convergence is not
of the form xn + 1 = F(xn) relates to the equation included, but an understanding that an iteration may
being solved, and use a given iteration, or an fail to converge is expected.
iteration based on a given rearrangement of an
equation, to determine a root to a prescribed
degree of accuracy.


Knowledge of the content of Paper 1: Pure Mathematics 1 is assumed, and candidates may be required to
demonstrate such knowledge in answering questions.
3.1 Algebra
• understand the meaning of |x|, sketch the Graphs of y = |f(x)| and y = f(|x|) for non-linear
graph of y = |ax + b| and use relations such as functions f are not included.
|a| = |b| ⇔ a2 = b2 and
|x – a| < b ⇔ a – b < x < a + b when solving
e.g. |3x – 2| = |2x + 7|, 2x + 5 < |x + 1|.
equations and inequalities
• divide a polynomial, of degree not exceeding 4,
by a linear or quadratic polynomial, and identify
the quotient and remainder (which may be zero)
• use the factor theorem and the remainder e.g. to find factors and remainders, solve polynomial
theorem equations or evaluate unknown coefficients.
Including factors of the form (ax + b) in which the
coefficient of x is not unity, and including calculation
of remainders.
• recall an appropriate form for expressing rational Excluding cases where the degree of the numerator
functions in partial fractions, and carry out the exceeds that of the denominator
decomposition, in cases where the denominator
is no more complicated than
– (ax + b)(cx + d)(ex + f )
– (ax + b)(cx + d)2
– (ax + b)(cx2 + d)
• use the expansion of (1 + x)n, where n is a Finding the general term in an expansion is not
rational number and x 1 1. included.
Adapting the standard series to expand
e.g. `2 − 2 xj is included, and determining the set
1 −1
of values of x for which the expansion is valid in such

cases is also included.

• understand the relationship between logarithms
and indices, and use the laws of logarithms
(excluding change of base)
• understand the definition and properties of ex Including knowledge of the graph of y = ekx for both
and ln x, including their relationship as inverse positive and negative values of k.
functions and their graphs
−1 −1
• use logarithms to solve equations and e.g. 2 x 1 5 , 3 # 23x < 5 , 3 x + 1 = 4 2x .
inequalities in which the unknown appears in
indices
• use logarithms to transform a given relationship e.g.
to linear form, and hence determine unknown y = kxn gives ln y = ln k + n ln x which is linear in ln x
constants by considering the gradient and/or and ln y.
intercept.
y = k (ax) gives ln y = ln k + x ln a which is linear in
x and ln y.
3.3 Trigonometry
• understand the relationship of the secant,
cosecant and cotangent functions to cosine, sine
and tangent, and use properties and graphs of
all six trigonometric functions for angles of any
magnitude
• use trigonometrical identities for the e.g. simplifying cos(x – 30˚) – 3 sin(x – 60˚).
simplification and exact evaluation of expressions,
and in the course of solving equations, and
e.g. solving tan i + cot i = 4 , 2 sec 2 i − tan i = 5 ,
select an identity or identities appropriate to the
3 cos i + 2 sin i = 1.
context, showing familiarity in particular with the
use of
– sec 2 i /1 + tan 2 i and cosec 2 i /1 + cot 2 i
– the expansions of sin(A ± B), cos(A ± B) and
tan(A ± B)
– the formulae for sin 2A, cos 2A and tan 2A
– the expression of a sin i + b cos i in the
forms R sin î ! ah and R cos î ! ah .

3.4 Differentiation
• use the derivatives of ex, ln x, sin x, cos x, tan x, Derivatives of sin–1 x and cos–1 x are not required.
tan–1 x, together with constant multiples, sums,
differences and composites
2x − 4 2 2
• differentiate products and quotients e.g. , x ln x, xe1 – x .
3x + 2
• find and use the first derivative of a function e.g. x = t – e2t, y = t + e2t.
which is defined parametrically or implicitly. e.g. x2 + y2 = xy + 7.
Including use in problems involving tangents and
normals.
3.5 Integration
1
• extend the idea of ‘reverse differentiation’ to Including examples such as .
1 2 + 3x 2
include the integration of eax + b, ,
ax + b
sin(ax + b), cos(ax + b), sec2(ax + b)
1
and 2
x + a2
• use trigonometrical relationships in carrying out e.g. use of double-angle formulae to integrate sin2 x
integration or cos2(2x).
• integrate rational functions by means of Restricted to types of partial fractions as specified in
decomposition into partial fractions topic 3.1 above.
kf l^xh e.g. integration of

x
, tan x.
• recognise an integrand of the form
f ^xh
, and 2
x +1
integrate such functions
• recognise when an integrand can usefully be e.g. integration of x sin 2x, x2e–x, ln x, x tan–1 x.
regarded as a product, and use integration by
parts
• use a given substitution to simplify and evaluate e.g. to integrate sin2 2x cos x using the substitution
either a definite or an indefinite integral. u = sin x.

• locate approximately a root of an equation, e.g. finding a pair of consecutive integers between
by means of graphical considerations and/or which a root lies.
searching for a sign change
• understand the idea of, and use the notation for,
a sequence of approximations which converges
to a root of an equation
• understand how a given simple iterative formula Knowledge of the condition for convergence is not
of the form xn + 1 = F(xn) relates to the equation included, but an understanding that an iteration may
being solved, and use a given iteration, or an fail to converge is expected.
iteration based on a given rearrangement of an
equation, to determine a root to a prescribed
degree of accuracy.
3.7 Vectors
• use standard notations for vectors, i.e.
fp
x
f p , xi + yj, y , xi + yj + zk, AB , a
x
y
z
• carry out addition and subtraction of vectors e.g. ‘OABC is a parallelogram’ is equivalent to
and multiplication of a vector by a scalar, and OB = OA + OC .
interpret these operations in geometrical terms
The general form of the ratio theorem is not
included, but understanding that the midpoint of
AB has position vector 2 _OA + OB i is expected.
1
• calculate the magnitude of a vector, and use In 2 or 3 dimensions.

unit vectors, displacement vectors and position
vectors
• understand the significance of all the symbols e.g. finding the equation of a line given the position
used when the equation of a straight line is vector of a point on the line and a direction vector, or
expressed in the form r = a + tb, and find the the position vectors of two points on the line.
equation of a line, given sufficient information
• determine whether two lines are parallel, Calculation of the shortest distance between two
intersect or are skew, and find the point of skew lines is not required. Finding the equation of
intersection of two lines when it exists the common perpendicular to two skew lines is also
not required.
• use formulae to calculate the scalar product of e.g. finding the angle between two lines, and finding
two vectors, and use scalar products in problems the foot of the perpendicular from a point to a line;
involving lines and points. questions may involve 3D objects such as cuboids,
tetrahedra (pyramids), etc.
Knowledge of the vector product is not required.

3.8 Differential equations
• formulate a simple statement involving a rate of The introduction and evaluation of a constant of
change as a differential equation proportionality, where necessary, is included.
• find by integration a general form of solution for Including any of the integration techniques from
a first order differential equation in which the topic 3.5 above.
variables are separable
• use an initial condition to find a particular
solution
• interpret the solution of a differential equation in Where a differential equation is used to model a
the context of a problem being modelled by the ‘real-life’ situation, no specialised knowledge of the
equation. context will be required.
3.9 Complex numbers

• understand the idea of a complex number, recall Notations Re z, Im z, |z|, arg z, z* should be known.
the meaning of the terms real part, imaginary The argument of a complex number will usually
part, modulus, argument, conjugate, and use the refer to an angle i such that − r 1 i G r , but in
fact that two complex numbers are equal if and some cases the interval 0 G i 1 2r may be more
only if both real and imaginary parts are equal convenient. Answers may use either interval unless
the question specifies otherwise.
• carry out operations of addition, subtraction, For calculations involving multiplication or division,
multiplication and division of two complex full details of the working should be shown.
numbers expressed in Cartesian form x + iy
• use the result that, for a polynomial equation e.g. in solving a cubic or quartic equation where one
with real coefficients, any non-real roots occur in complex root is given.
conjugate pairs
• represent complex numbers geometrically by
means of an Argand diagram
• carry out operations of multiplication and Including the results |z1z2| = |z1||z2| and
arg _z1 z2i = arg _z1i + arg _z2i , and corresponding
division of two complex numbers expressed in
polar form r ^cos i + i sin ih / re ii
results for division.
• find the two square roots of a complex number e.g. the square roots of 5 + 12i in exact Cartesian
form. Full details of the working should be shown.
• understand in simple terms the geometrical
effects of conjugating a complex number and of
adding, subtracting, multiplying and dividing two
complex numbers
• illustrate simple equations and inequalities e.g. |z – a| < k, |z – a| = |z – b|, arg(z – a) = α.
involving complex numbers by means of loci in
an Argand diagram

4 Mechanics (for Paper 4)

Questions set will be mainly numerical, and will aim to test mechanical principles without involving difficult
algebra or trigonometry. However, candidates should be familiar in particular with the following trigonometrical
results:
sin ^90c - ih / cos i , cos ^90c - ih / sin i , tan i / cos i , sin 2 i + cos 2 i / 1.
sin i
Knowledge of algebraic methods from the content for Paper 1: Pure Mathematics 1 is assumed.
This content list refers to the equilibrium or motion of a ‘particle’. Examination questions may involve extended
bodies in a ‘realistic’ context, but these extended bodies should be treated as particles, so any force acting on
them is modelled as acting at a single point.
Vector notation will not be used in the question papers.

4.1 Forces and equilibrium
• identify the forces acting in a given situation e.g. by drawing a force diagram.
• understand the vector nature of force, and find Calculations are always required, not approximate
and use components and resultants solutions by scale drawing.
• use the principle that, when a particle is in Solutions by resolving are usually expected, but
equilibrium, the vector sum of the forces acting equivalent methods (e.g. triangle of forces, Lami’s
is zero, or equivalently, that the sum of the Theorem, where suitable) are also acceptable; these
components in any direction is zero other methods are not required knowledge, and will
not be referred to in questions.
• understand that a contact force between two
surfaces can be represented by two components,
the normal component and the frictional
component
• use the model of a ‘smooth’ contact, and
understand the limitations of this model
• understand the concepts of limiting friction Terminology such as ‘about to slip’ may be used to
and limiting equilibrium, recall the definition of mean ‘in limiting equilibrium’ in questions.
coefficient of friction, and use the relationship
F = nR or F G nR , as appropriate
• use Newton’s third law. e.g. the force exerted by a particle on the ground
is equal and opposite to the force exerted by the
ground on the particle.

4 Mechanics
4.2 Kinematics of motion in a straight line
• understand the concepts of distance and speed Restricted to motion in one dimension only.
as scalar quantities, and of displacement, velocity The term ‘deceleration’ may sometimes be used in
and acceleration as vector quantities the context of decreasing speed.
• sketch and interpret displacement–time graphs
and velocity–time graphs, and in particular
appreciate that
– the area under a velocity–time graph
represents displacement,
– the gradient of a displacement–time graph
represents velocity,
– the gradient of a velocity–time graph
represents acceleration
• use differentiation and integration with respect Calculus required is restricted to techniques from the
to time to solve simple problems concerning content for Paper 1: Pure Mathematics 1.
displacement, velocity and acceleration
• use appropriate formulae for motion with Questions may involve setting up more than one
constant acceleration in a straight line. equation, using information about the motion of
different particles.
4.3 Momentum
• use the definition of linear momentum and show For motion in one dimension only.
understanding of its vector nature
• use conservation of linear momentum to solve Including direct impact of two bodies where the
problems that may be modelled as the direct bodies coalesce on impact.
impact of two bodies. Knowledge of impulse and the coefficient of
restitution is not required.

4 Mechanics
4.4 Newton’s laws of motion
• apply Newton’s laws of motion to the linear If any other forces resisting motion are to be
motion of a particle of constant mass moving considered (e.g. air resistance) this will be indicated in
under the action of constant forces, which may the question.
include friction, tension in an inextensible string
and thrust in a connecting rod
• use the relationship between mass and weight W = mg. In this component, questions are mainly
numerical, and use of the approximate numerical
value 10 (m s–2) for g is expected.
• solve simple problems which may be modelled as Including, for example, motion of a particle on a
the motion of a particle moving vertically or on rough plane where the acceleration while moving
an inclined plane with constant acceleration up the plane is different from the acceleration while
moving down the plane.
• solve simple problems which may be modelled as e.g. particles connected by a light inextensible string
the motion of connected particles. passing over a smooth pulley, or a car towing a trailer
by means of either a light rope or a light rigid tow-
bar.
4.5 Energy, work and power

• understand the concept of the work done by a W = Fd cos i ;
force, and calculate the work done by a constant Use of the scalar product is not required.
force when its point of application undergoes a
displacement not necessarily parallel to the force
• understand the concepts of gravitational
potential energy and kinetic energy, and use
appropriate formulae
• understand and use the relationship between the Including cases where the motion may not be linear
change in energy of a system and the work done (e.g. a child on a smooth curved ‘slide’), where only
by the external forces, and use in appropriate overall energy changes need to be considered.
cases the principle of conservation of energy
• use the definition of power as the rate at which Including calculation of (average) power as
a force does work, and use the relationship Work done
.
between power, force and velocity for a force Time taken
acting in the direction of motion P = Fv.
• solve problems involving, for example, the
instantaneous acceleration of a car moving on a
hill against a resistance.

5 Probability & Statistics 1 (for Paper 5)

Questions set will be mainly numerical, and will test principles in probability and statistics without involving
knowledge of algebraic methods beyond the content for Paper 1: Pure Mathematics 1.
Knowledge of the following probability notation is also assumed: P(A), P Â , Bh , P Â + Bh , P(A|B) and the use
of A′ to denote the complement of A.
5.1 Representation of data
• select a suitable way of presenting raw
statistical data, and discuss advantages and/or
disadvantages that particular representations
may have
• draw and interpret stem-and-leaf diagrams, box- Including back-to-back stem-and-leaf diagrams.
and-whisker plots, histograms and cumulative
frequency graphs
• understand and use different measures of central e.g. in comparing and contrasting sets of data.
tendency (mean, median, mode) and variation
(range, interquartile range, standard deviation)
• use a cumulative frequency graph e.g. to estimate medians, quartiles, percentiles, the
proportion of a distribution above (or below) a given
value, or between two values.
• calculate and use the mean and standard
deviation of a set of data (including grouped
data) either from the data itself or from given
totals / x and / x 2 , or coded totals /^x − ah
and /^x − ah , and use such totals in solving
2
problems which may involve up to two data sets.
5.2 Permutations and combinations

• understand the terms permutation and
combination, and solve simple problems
involving selections
• solve problems about arrangements of objects in Questions may include cases such as people sitting in
a line, including those involving two (or more) rows.
– repetition (e.g. the number of ways of Questions about objects arranged in a circle will not
arranging the letters of the word ‘NEEDLESS’) be included.
– restriction (e.g. the number of ways several
people can stand in a line if two particular
people must, or must not, stand next to each
other).

5 Probability & Statistics 1

5.3 Probability
• evaluate probabilities in simple cases by means e.g. the total score when two fair dice are thrown.
of enumeration of equiprobable elementary e.g. drawing balls at random from a bag containing
events, or by calculation using permutations or balls of different colours.
combinations
• use addition and multiplication of probabilities, Explicit use of the general formula
as appropriate, in simple cases P Â , Bh = P Âh + P ^Bh − P Â + Bh is not required.
• understand the meaning of exclusive and
independent events, including determination
of whether events A and B are independent
by comparing the values of P Â + Bh and
P Âh # P ^Bh
• calculate and use conditional probabilities in e.g. situations that can be represented by a sample
simple cases. space of equiprobable elementary events, or a tree
P Â + Bh
diagram. The use of P Â Bh = may be
P ^Bh
required in simple cases.
5.4 Discrete random variables

• draw up a probability distribution table relating
to a given situation involving a discrete random
variable X, and calculate E(X) and Var(X)
• use formulae for probabilities for the binomial Including the notations B(n, p) and Geo(p). Geo(p)
and geometric distributions, and recognise denotes the distribution in which pr = p(1 – p)r – 1 for
practical situations where these distributions are r = 1, 2, 3, … .
suitable models
• use formulae for the expectation and variance of Proofs of formulae are not required.
the binomial distribution and for the expectation
of the geometric distribution.


5.5 The normal distribution
• understand the use of a normal distribution to Sketches of normal curves to illustrate distributions
model a continuous random variable, and use or probabilities may be required.
normal distribution tables
• solve problems concerning a variable X, where For calculations involving standardisation, full details
X + N _n, v 2i , including of the working should be shown.
– finding the value of P _X > x1i , or a related _X - ni
probability, given the values of x1, n , v . e.g. Z = v
– finding a relationship between x1, n and v
given the value of P _X > x1i or a related
probability
• recall conditions under which the normal n sufficiently large to ensure that both np > 5 and
distribution can be used as an approximation nq > 5.
to the binomial distribution, and use this
approximation, with a continuity correction, in
solving problems.

6 Probability & Statistics 2 (for Paper 6)

Knowledge of the content of Paper 5: Probability & Statistics 1 is assumed, and candidates may be required to
demonstrate such knowledge in answering questions. Knowledge of calculus within the content for Paper 3: Pure
Mathematics 3 will also be assumed.
6.1 The Poisson distribution
• use formulae to calculate probabilities for the
distribution Po ^mh
• use the fact that if X + Po ^mh then the mean Proofs are not required.
and variance of X are each equal to m
• understand the relevance of the Poisson
distribution to the distribution of random events,
and use the Poisson distribution as a model
• use the Poisson distribution as an approximation The conditions that n is large and p is small should be
to the binomial distribution where appropriate known; n > 50 and np < 5, approximately.
• use the normal distribution, with continuity The condition that m is large should be known;
correction, as an approximation to the Poisson m 2 15 , approximately.
distribution where appropriate.
6.2 Linear combinations of random variables

• use, when solving problems, the results that Proofs of these results are not required.
– E(aX + b) = aE(X) + b and
Var(aX + b) = a2 Var(X)
– E(aX + bY) = aE(X) + bE(Y)
– Var(aX + bY) = a2 Var(X) + b2 Var(Y) for
independent X and Y
– if X has a normal distribution then so does
aX + b
– if X and Y have independent normal
distributions then aX + bY has a normal
distribution
– if X and Y have independent Poisson
distributions then X + Y has a Poisson
distribution.


6.3 Continuous random variables
• understand the concept of a continuous random For density functions defined over a single interval
variable, and recall and use properties of a only; the domain may be infinite,
probability density function 3
e.g. 4 for x H 1.
x
• use a probability density function to solve Including location of the median or other percentiles
problems involving probabilities, and to calculate of a distribution by direct consideration of an area
the mean and variance of a distribution. using the density function.
Explicit knowledge of the cumulative distribution
function is not included.
6.4 Sampling and estimation

• understand the distinction between a sample and
a population, and appreciate the necessity for
randomness in choosing samples
• explain in simple terms why a given sampling Including an elementary understanding of the use of
method may be unsatisfactory random numbers in producing random samples.
Knowledge of particular sampling methods, such as
quota or stratified sampling, is not required.
• recognise that a sample mean can be regarded as
a random variable, and use the facts that
E _X i = n and that Var _X i = n

v2
• use the fact that _X i has a normal distribution if

X has a normal distribution
• use the Central Limit Theorem where appropriate Only an informal understanding of the Central Limit
Theorem (CLT) is required; for large sample sizes,
the distribution of a sample mean is approximately
normal.
• calculate unbiased estimates of the population Only a simple understanding of the term ‘unbiased’ is
mean and variance from a sample, using either required, e.g. that although individual estimates will
raw or summarised data vary the process gives an accurate result ‘on average’.
• determine and interpret a confidence interval for
a population mean in cases where the population
is normally distributed with known variance or
where a large sample is used
• determine, from a large sample, an approximate
confidence interval for a population proportion.


6.5 Hypothesis tests
• understand the nature of a hypothesis test, the Outcomes of hypothesis tests are expected to
difference between one-tailed and two-tailed be interpreted in terms of the contexts in which
tests, and the terms null hypothesis, alternative questions are set.
hypothesis, significance level, rejection region
(or critical region), acceptance region and test
statistic
• formulate hypotheses and carry out a hypothesis
test in the context of a single observation from
a population which has a binomial or Poisson
distribution, using
– direct evaluation of probabilities
– a normal approximation to the binomial or
the Poisson distribution, where appropriate
• formulate hypotheses and carry out a hypothesis
test concerning the population mean in cases
where the population is normally distributed with
known variance or where a large sample is used
• understand the terms Type I error and Type II
error in relation to hypothesis tests
• calculate the probabilities of making Type I and
Type II errors in specific situations involving
tests based on a normal distribution or direct
evaluation of binomial or Poisson probabilities.

4 Details of the assessment
Relationship between components

Candidates build their knowledge of the mathematics content as they progress through the course.
Paper 1: Pure Mathematics 1 is the foundation for all other components.
Paper 2: Pure Mathematics 2 and Paper 3: Pure Mathematics 3 build on the subject content for Paper 1: Pure
Mathematics 1.
Paper 4: Mechanics and Paper 5: Probability & Statistics 1 components assume prior knowledge of the Paper 1: Pure
Mathematics 1 content.
Paper 5: Probability & Statistics 1 is the foundation for studying Paper 6: Probability & Statistics 2.
Candidates may not take both Paper 2 and Paper 3 in the same examination series. Paper 2 and Paper 3 are taken in
alternative routes through the qualification – Paper 2 is for AS Level only, and Paper 3 is for A Level. Paper 2 subject
content is largely a subset of the Paper 3 subject content.
Examination information
All components are assessed by written examinations which are externally marked. Sample assessment materials
are available on our website at www.cambridgeinternational.org showing the question style and level of the
examination papers.
Application of mathematical techniques

As well as demonstrating the appropriate techniques, candidates need to apply their knowledge in solving
problems. Individual examination questions may involve ideas and methods from more than one section of the
subject content for that component.
The main focus of examination questions will be the AS & A Level Mathematics subject content. However, in
examination questions, candidates may need to make use of prior knowledge and mathematical techniques from
previous study, as listed in section 3 of this syllabus.
Structure of the question paper

All questions in the examination papers are compulsory. An approximate number of questions for each paper is
given in the Assessment overview in section 2 of this syllabus. Questions are of varied lengths and often contain
several parts, labelled (a), (b), (c), which may have sub-parts (i), (ii), (iii), as needed. Some questions might require
candidates to sketch graphs or diagrams, or draw accurate graphs.
Answer space
Candidates answer on the question paper. All working should be shown neatly and clearly in the spaces provided for
each question. New questions often start on a fresh page, so more answer space may be provided than is needed.
If additional space is required, candidates should use the lined page at the end of the question paper, where the
question number or numbers must be clearly shown.

Cambridge International AS & A Level Mathematics 9709 syllabus for 2023, 2024 and 2025. Details of the assessment
Degrees of accuracy
Candidates should give non-exact numerical answers correct to three significant figures (or one decimal place
for angles in degrees) unless a different level of accuracy is specified in the question. To earn accuracy marks,
candidates should avoid rounding figures until they have their final answer.
Additional materials for examinations

Candidates are expected to have the following equipment in examinations:
• a ruler
• a scientific calculator (see the following section).
Note: a protractor and a pair of compasses are not required.
A list of formulae and statistical tables (MF19) is supplied in examinations for the use of candidates. A copy of
the list of formulae and tables is given for reference in section 5 of this syllabus. Note that MF19 is a combined
formulae list for AS & A Level Mathematics (9709) and AS & A Level Further Mathematics (9231). Some formulae
in the list are not needed for this syllabus, and are only for Further Mathematics (9231); these are listed in separate
sections labelled Further Pure Mathematics, Further Mechanics, and Further Probability & Statistics.
Calculators
It is expected that candidates will have a calculator with standard ‘scientific’ functions available for use in all the
examinations. Computers, graphical calculators and calculators capable of symbolic algebraic manipulation or
symbolic differentiation or integration are not permitted. The General Regulations concerning the use of calculators
are contained in the Cambridge Handbook at www.cambridgeinternational.org/examsofficers
Candidates are expected to show all necessary working; no marks will be given for unsupported answers from a
calculator.
Mathematical notation
The list of mathematical notation that may be used in examinations for this syllabus is available on our website at
www.cambridgeinternational.org/9709

Cambridge International AS & A Level Mathematics 9709 syllabus for 2023, 2024 and 2025. Details of the assessment
Command words
The table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.
Command word What it means

Calculate work out from given facts, figures or information
Describe state the points of a topic / give characteristics and main features
Determine establish with certainty
Evaluate judge or calculate the quality, importance, amount, or value of something
Explain set out purposes or reasons / make the relationships between things evident / provide
why and/or how and support with relevant evidence
Identify name/select/recognise
Justify support a case with evidence/argument
Show (that) provide structured evidence that leads to a given result
Sketch make a simple freehand drawing showing the key features
State express in clear terms
Verify confirm a given statement/result is true

5 List of formulae and statistical tables (MF19)
PURE MATHEMATICS
Mensuration
Volume of sphere = 4
3
πr 3
Surface area of sphere = 4πr 2

1
Volume of cone or pyramid = 3
base area height
Area of curved surface of cone = πr slant height

Arc length of circle rθ ( θ in radians)
Area of sector of circle 1
2
r 2θ ( θ in radians)
Algebra
For the quadratic equation ax 2 bx c 0 :
−b b 2 − 4ac
x
2a
For an arithmetic series:
un a (n − 1)d , Sn 1
2
n( a l ) 1
2
n{2a (n − 1) d }
For a geometric series:

a(1 − r n ) a
un ar n −1 , Sn (r ≠ 1) , S∞ r 1
1− r 1− r
Binomial series:
 n  n −1  n  n − 2 2  n  n −3 3
( a b) n an  a b  a b
n
  a b K b , where n is a positive integer
1  2  3
n n!
and  
r r!(n − r )!
n(n − 1) 2 n(n − 1)(n − 2) 3

(1 x) n 1 nx x x K , where n is rational and x 1
2! 3!

Cambridge International AS & A Level Mathematics 9709 syllabus for 2023, 2024 and 2025. List of formulae and statistical tables (MF19)
Trigonometry
sin θ
tan θ
cos θ
cos 2 θ sin 2 θ 1, 1 tan 2 θ sec 2 θ , cot 2 θ 1 cosec 2 θ
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
sin 2 A 2sin A cos A
cos 2 A cos 2 A − sin 2 A 2cos 2 A − 1 1 − 2sin 2 A
2 tan A
tan 2 A
1 − tan 2 A
Principal values:
− 12 π ⩽ sin −1 x ⩽ 12 π , 0 ⩽ cos −1 x ⩽ π , − 12 π tan −1 x 1
2
π
Differentiation
f( x ) f ( x)
xn nx n −1
1
ln x
x
ex ex
sin x cos x
cos x − sin x
tan x sec 2 x
sec x sec x tan x
cosec x − cosec x cot x
cot x − cosec 2 x
1
tan −1 x
1 x2
du dv
uv v u
dx dx
du dv
v −u
u dx dx
2
v v
dy dy dx
If x f(t ) and y g(t ) then
dx dt dt

3
Integration
(Arbitrary constants are omitted; a denotes a positive constant.)
f( x ) f( x ) dx
xn 1
xn (n ≠ −1)
n 1
1
ln x
x
ex ex
sin x − cos x
cos x sin x
sec 2 x tan x
1 1 x
tan −1  
x2 a2 a a
1 1 x−a
ln (x a)
x − a2
2
2a x a
1 1 a x
ln x a
a − x2
2
2a a − x
dv du
u dx uv − v dx
dx dx
f ( x)
dx ln f ( x)
f ( x)
Vectors
If a a1i a2 j a3k and b b1i b2 j b3k then
a.b a1b1 a2b2 a3b3 a b cos θ

4
FURTHER PURE MATHEMATICS
Algebra
Summations:
n n n
r 1
2
n(n 1) , r2 1
6
n(n 1)(2n 1) , r3 1
4
n 2 (n 1) 2
r 1 r 1 r 1
Maclaurin’s series:
x2 xr (r )
f( x) f(0) x f (0) f (0) K f (0) K
2! r!
x2 xr
ex exp( x) 1 x K K (all x)
2! r!
x2 x3 xr
ln(1 x) x− − K (−1) r 1
K (–1 x ⩽ 1)
2 3 r
x3 x5 x2r 1
sin x x− − K (−1) r K (all x)
3! 5! (2r 1)!
x2 x4 x2r
cos x 1 − − K (−1) r K (all x)
2! 4! (2r )!
x3 x5 x2r 1
tan −1 x x− − K (−1) r K (–1 ⩽ x ⩽ 1)
3 5 2r 1
x3 x5 x2r 1
sinh x x K K (all x)
3! 5! (2r 1)!
x2 x4 x2r
cosh x 1 K K (all x)
2! 4! (2r )!
x3 x5 x2r 1
tanh −1 x x K K (–1 < x < 1)
3 5 2r 1
Trigonometry
If t tan 12 x then:
2t 1− t2
sin x and cos x
1 t2 1 t2
Hyperbolic functions
cosh 2 x − sinh 2 x 1 , sinh 2 x 2sinh x cosh x , cosh 2 x cosh 2 x sinh 2 x
sinh −1 x ln( x x 2 1)
cosh −1 x ln( x x 2 − 1) (x 1)
1 x
tanh −1 x 1
2
ln   (| x | 1)
1− x 

5
Differentiation
f( x ) f ( x)
1
sin −1 x
1 − x2
1
cos −1 x −
1 − x2
sinh x cosh x
cosh x sinh x
tanh x sech 2 x
1
sinh −1 x
1 x2
1
cosh −1 x
x2 − 1
1
tanh −1 x
1 − x2
Integration
(Arbitrary constants are omitted; a denotes a positive constant.)
f( x ) f( x ) dx
sec x ln| sec x tan x | ln| tan( 12 x 1

4
π) | x 1
2
π
cosec x − ln| cosec x cot x | ln| tan( 12 x) | (0 x π)

sinh x cosh x
cosh x sinh x
sech 2 x tanh x
1 x
sin −1   x a
a −x2 2 a
1  x
cosh −1   (x a)
x −a2 2 a
1  x
sinh −1  
a 2
x 2 a

6
MECHANICS
Uniformly accelerated motion

v u at , s 1
2
(u v)t , s ut 1
2
at 2 , v2 u2 2as
FURTHER MECHANICS
Motion of a projectile
Equation of trajectory is:
gx 2
y x tan θ −
2V cos 2 θ
2
Elastic strings and springs

x x2
T , E
l 2l
Motion in a circle
For uniform circular motion, the acceleration is directed towards the centre and has magnitude
2 v2
r or
r
Centres of mass of uniform bodies

Triangular lamina: 23 along median from vertex
Solid hemisphere of radius r: 83 r from centre

1
Hemispherical shell of radius r: 2
r from centre
r sin
Circular arc of radius r and angle 2 : from centre
2r sin
Circular sector of radius r and angle 2 : from centre
3
3
Solid cone or pyramid of height h: 4
h from vertex

7
PROBABILITY & STATISTICS
Summary statistics
For ungrouped data:
x ( x − x )2 x2
x , standard deviation − x2
n n n
For grouped data:
xf ( x − x )2 f x2 f
x , standard deviation − x2
f f f
Discrete random variables

E( X ) xp , Var( X ) x 2 p − {E( X )}2
For the binomial distribution B(n, p) :
n r n−r 2
pr   p (1 − p) , np , np(1 − p )
r
 
For the geometric distribution Geo(p):
1
pr p(1 − p) r −1 ,
p
For the Poisson distribution Po( )
r
pr e− , , 2
r!
Continuous random variables

E( X ) x f( x) dx , Var( X ) x 2 f( x) dx − {E( X )}2
Sampling and testing

Unbiased estimators:
x ( x − x )2 1  2 ( x)2 
x , s2  x − 
n n −1 n −1 n 
Central Limit Theorem:

 
2
X ~ N , 
 n 
Approximate distribution of sample proportion:

 p (1 − p) 
N  p, 
 n 

8
FURTHER PROBABILITY & STATISTICS
Sampling and testing

Two-sample estimate of a common variance:
( x1 − x1 ) 2 ( x2 − x2 ) 2
s2
n1 n 2 − 2
Probability generating functions

G X (t ) E(t X ) , E( X ) G X (1) , Var( X ) G X (1) G X (1) − {G X (1)}2

9
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
Critical values for the normal distribution
If Z has a normal distribution with mean 0 and

variance 1, then, for each value of p, the table
gives the value of z such that
P(Z ⩽ z) = p.
p 0.75 0.90 0.95 0.975 0.99 0.995 0.9975 0.999 0.9995

z 0.674 1.282 1.645 1.960 2.326 2.576 2.807 3.090 3.291
10
CRITICAL VALUES FOR THE -DISTRIBUTION
If T has a t-distribution with degrees of freedom, then,

for each pair of values of p and , the table gives the value
of t such that:
P(T ⩽ t) = p.
p 0.75 0.90 0.95 0.975 0.99 0.995 0.9975 0.999 0.9995

=1 1.000 3.078 6.314 12.71 31.82 63.66 127.3 318.3 636.6
2 0.816 1.886 2.920 4.303 6.965 9.925 14.09 22.33 31.60
3 0.765 1.638 2.353 3.182 4.541 5.841 7.453 10.21 12.92
4 0.741 1.533 2.132 2.776 3.747 4.604 5.598 7.173 8.610
5 0.727 1.476 2.015 2.571 3.365 4.032 4.773 5.894 6.869

6 0.718 1.440 1.943 2.447 3.143 3.707 4.317 5.208 5.959
7 0.711 1.415 1.895 2.365 2.998 3.499 4.029 4.785 5.408
8 0.706 1.397 1.860 2.306 2.896 3.355 3.833 4.501 5.041
9 0.703 1.383 1.833 2.262 2.821 3.250 3.690 4.297 4.781
10 0.700 1.372 1.812 2.228 2.764 3.169 3.581 4.144 4.587

11 0.697 1.363 1.796 2.201 2.718 3.106 3.497 4.025 4.437
12 0.695 1.356 1.782 2.179 2.681 3.055 3.428 3.930 4.318
13 0.694 1.350 1.771 2.160 2.650 3.012 3.372 3.852 4.221
14 0.692 1.345 1.761 2.145 2.624 2.977 3.326 3.787 4.140
15 0.691 1.341 1.753 2.131 2.602 2.947 3.286 3.733 4.073

16 0.690 1.337 1.746 2.120 2.583 2.921 3.252 3.686 4.015
17 0.689 1.333 1.740 2.110 2.567 2.898 3.222 3.646 3.965
18 0.688 1.330 1.734 2.101 2.552 2.878 3.197 3.610 3.922
19 0.688 1.328 1.729 2.093 2.539 2.861 3.174 3.579 3.883
20 0.687 1.325 1.725 2.086 2.528 2.845 3.153 3.552 3.850

21 0.686 1.323 1.721 2.080 2.518 2.831 3.135 3.527 3.819
22 0.686 1.321 1.717 2.074 2.508 2.819 3.119 3.505 3.792
23 0.685 1.319 1.714 2.069 2.500 2.807 3.104 3.485 3.768
24 0.685 1.318 1.711 2.064 2.492 2.797 3.091 3.467 3.745
25 0.684 1.316 1.708 2.060 2.485 2.787 3.078 3.450 3.725

26 0.684 1.315 1.706 2.056 2.479 2.779 3.067 3.435 3.707
27 0.684 1.314 1.703 2.052 2.473 2.771 3.057 3.421 3.689
28 0.683 1.313 1.701 2.048 2.467 2.763 3.047 3.408 3.674
29 0.683 1.311 1.699 2.045 2.462 2.756 3.038 3.396 3.660
30 0.683 1.310 1.697 2.042 2.457 2.750 3.030 3.385 3.646

40 0.681 1.303 1.684 2.021 2.423 2.704 2.971 3.307 3.551
60 0.679 1.296 1.671 2.000 2.390 2.660 2.915 3.232 3.460
120 0.677 1.289 1.658 1.980 2.358 2.617 2.860 3.160 3.373
∞ 0.674 1.282 1.645 1.960 2.326 2.576 2.807 3.090 3.291
11 Back to contents page

48 www.cambridgeinternational.org/alevel
2
CRITICAL VALUES FOR THE -DISTRIBUTION
If X has a 2 -distribution with degrees of

freedom then, for each pair of values of p and ,
the table gives the value of x such that
P(X ⩽ x) = p.
p 0.01 0.025 0.05 0.9 0.95 0.975 0.99 0.995 0.999
=1 0.031571 0.039821 0.023932 2.706 3.841 5.024 6.635 7.879 10.83

2 0.02010 0.05064 0.1026 4.605 5.991 7.378 9.210 10.60 13.82
3 0.1148 0.2158 0.3518 6.251 7.815 9.348 11.34 12.84 16.27
4 0.2971 0.4844 0.7107 7.779 9.488 11.14 13.28 14.86 18.47
5 0.5543 0.8312 1.145 9.236 11.07 12.83 15.09 16.75 20.51
6 0.8721 1.237 1.635 10.64 12.59 14.45 16.81 18.55 22.46
7 1.239 1.690 2.167 12.02 14.07 16.01 18.48 20.28 24.32
8 1.647 2.180 2.733 13.36 15.51 17.53 20.09 21.95 26.12
9 2.088 2.700 3.325 14.68 16.92 19.02 21.67 23.59 27.88
10 2.558 3.247 3.940 15.99 18.31 20.48 23.21 25.19 29.59
11 3.053 3.816 4.575 17.28 19.68 21.92 24.73 26.76 31.26
12 3.571 4.404 5.226 18.55 21.03 23.34 26.22 28.30 32.91
13 4.107 5.009 5.892 19.81 22.36 24.74 27.69 29.82 34.53
14 4.660 5.629 6.571 21.06 23.68 26.12 29.14 31.32 36.12
15 5.229 6.262 7.261 22.31 25.00 27.49 30.58 32.80 37.70
16 5.812 6.908 7.962 23.54 26.30 28.85 32.00 34.27 39.25
17 6.408 7.564 8.672 24.77 27.59 30.19 33.41 35.72 40.79
18 7.015 8.231 9.390 25.99 28.87 31.53 34.81 37.16 42.31
19 7.633 8.907 10.12 27.20 30.14 32.85 36.19 38.58 43.82
20 8.260 9.591 10.85 28.41 31.41 34.17 37.57 40.00 45.31
21 8.897 10.28 11.59 29.62 32.67 35.48 38.93 41.40 46.80
22 9.542 10.98 12.34 30.81 33.92 36.78 40.29 42.80 48.27
23 10.20 11.69 13.09 32.01 35.17 38.08 41.64 44.18 49.73
24 10.86 12.40 13.85 33.20 36.42 39.36 42.98 45.56 51.18
25 11.52 13.12 14.61 34.38 37.65 40.65 44.31 46.93 52.62
30 14.95 16.79 18.49 40.26 43.77 46.98 50.89 53.67 59.70
40 22.16 24.43 26.51 51.81 55.76 59.34 63.69 66.77 73.40
50 29.71 32.36 34.76 63.17 67.50 71.42 76.15 79.49 86.66
60 37.48 40.48 43.19 74.40 79.08 83.30 88.38 91.95 99.61
70 45.44 48.76 51.74 85.53 90.53 95.02 100.4 104.2 112.3
80 53.54 57.15 60.39 96.58 101.9 106.6 112.3 116.3 124.8
90 61.75 65.65 69.13 107.6 113.1 118.1 124.1 128.3 137.2
100 70.06 74.22 77.93 118.5 124.3 129.6 135.8 140.2 149.4

12
WILCOXON SIGNED-RANK TEST
The sample has size n.
P is the sum of the ranks corresponding to the positive differences.
Q is the sum of the ranks corresponding to the negative differences.
T is the smaller of P and Q.
For each value of n the table gives the largest value of T which will lead to rejection of the null hypothesis at
the level of significance indicated.
Critical values of
Level of significance
One-tailed 0.05 0.025 0.01 0.005
Two-tailed 0.1 0.05 0.02 0.01
n=6 2 0
7 3 2 0
8 5 3 1 0
9 8 5 3 1
10 10 8 5 3
11 13 10 7 5
12 17 13 9 7
13 21 17 12 9
14 25 21 15 12
15 30 25 19 15
16 35 29 23 19
17 41 34 27 23
18 47 40 32 27
19 53 46 37 32
20 60 52 43 37
1
For larger values of n, each of P and Q can be approximated by the normal distribution with mean 4
n(n 1)
1
and variance 24
n(n 1)(2n 1) .

13
WILCOXON RANK-SUM TEST
The two samples have sizes m and n, where m ⩽ n.
Rm is the sum of the ranks of the items in the sample of size m.
W is the smaller of Rm and m(n + m + 1) – Rm.
For each pair of values of m and n, the table gives the largest value of W which will lead to rejection of the
null hypothesis at the level of significance indicated.
Critical values of
One-tailed 0.05 0.025 0.01 0.05 0.025 0.01 0.05 0.025 0.01 0.05 0.025 0.01
Two-tailed 0.1 0.05 0.02 0.1 0.05 0.02 0.1 0.05 0.02 0.1 0.05 0.02
n m=3 m=4 m=5 m=6
3 6 – –
4 6 – – 11 10 –
5 7 6 – 12 11 10 19 17 16
6 8 7 – 13 12 11 20 18 17 28 26 24
7 8 7 6 14 13 11 21 20 18 29 27 25
8 9 8 6 15 14 12 23 21 19 31 29 27
9 10 8 7 16 14 13 24 22 20 33 31 28
10 10 9 7 17 15 13 26 23 21 35 32 29
One-tailed 0.05 0.025 0.01 0.05 0.025 0.01 0.05 0.025 0.01 0.05 0.025 0.01
Two-tailed 0.1 0.05 0.02 0.1 0.05 0.02 0.1 0.05 0.02 0.1 0.05 0.02
n m=7 m=8 m=9 m = 10
7 39 36 34
8 41 38 35 51 49 45
9 43 40 37 54 51 47 66 62 59
10 45 42 39 56 53 49 69 65 61 82 78 74
1 1
For larger values of m and n, the normal distribution with mean 2
m(m n 1) and variance 12
mn(m n 1)
should be used as an approximation to the distribution of Rm.

14
6 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/examsofficers
Before you start

Previous study
We recommend that learners starting this course should have studied a Cambridge IGCSE Mathematics (Extended)
or Cambridge O Level course or the equivalent. See the introduction to section 3 of this syllabus for more details of
expected prior knowledge.
Guided learning hours

We design Cambridge International AS & A Level syllabuses based on learners having about 180 guided
learning hours for each Cambridge International AS Level and about 360 guided learning hours for a Cambridge
International A Level. The number of hours a learner needs to achieve the qualification may vary according to local
practice and their previous experience of the subject.
Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can enter your
candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:
• syllabuses with the same title at the same level.
Note that candidates can take AS & A Level Mathematics (9709) in the same exam series with AS & A Level Further
Mathematics (9231).
Group awards: Cambridge AICE

Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International
AS & A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of
learners who pass examinations in a range of different subjects.
Learn more about Cambridge AICE at www.cambridgeinternational.org/aice

Cambridge International AS & A Level Mathematics 9709 syllabus for 2023, 2024 and 2025. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake Cambridge International AS Level and Cambridge International A Level as many times as
they want to. Information on retake entries is at www.cambridgeinternational.org/entries. To confirm what entry
options are available for this syllabus, refer to the Cambridge Guide to Making Entries for the relevant series.
Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In our effort to comply with the UK Equality Act (2010) we have taken all reasonable steps to avoid any
direct and indirect discrimination.
The standard assessment arrangements may present barriers for candidates with impairments. Where a candidate
is eligible, we may be able to make arrangements to enable that candidate to access assessments and receive
recognition of their attainment. We do not agree access arrangements if they give candidates an unfair advantage
over others or if they compromise the standards being assessed.
Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.

After the exam

Grading and reporting
Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level. A* is the
highest and E is the lowest grade.
Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level. ‘a’ is the
highest and ‘e’ is the lowest grade.
‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade
(E or e). ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances
your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included all the
components making up a Cambridge International AS Level
• the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge
International AS Level grade.
On the statement of results and certificates, Cambridge International AS & A Levels are shown as General
Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level (GCE A Level).
‘Cambridge International A Levels are the ‘gold standard’ qualification. They are based on
rigorous, academic syllabuses that are accessible to students from a wide range of abilities yet
have the capacity to stretch our most able.’
Mark Vella, Director of Studies, Auckland Grammar School, New Zealand

How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
• to show likely future success

The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career.
Cambridge International AS Level

Assessment at Cambridge International AS Level has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus.
• to show likely future success

The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career
– help decide whether students part way through a Cambridge International A Level course are making
enough progress to continue
– guide teaching and learning in the next stages of the Cambridge International A Level course.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge International AS & Level Mathematics will be published after the first assessment
of the A Level in 2020. Find more information at www.cambridgeinternational.org/alevel

Changes to this syllabus for 2023, 2024 and 2025

The syllabus has been updated. This is version 1, published September 2020.
You must read the whole syllabus before planning your teaching programme.
Changes to syllabus content • Information on routes through the qualification on pages 8–13 has been
updated to improve clarity for schools.
Significant changes to the syllabus are indicated by black vertical lines either side of the text.
Any textbooks endorsed to support the syllabus for examination from 2020 are still suitable for use
with this syllabus.

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
Cambridge Assessment International Education

The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: [email protected] www.cambridgeinternational.org
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Syllabus

Cambridge International AS & A Level

‘We think the Cambridge curriculum is superb preparation for university.’

Copyright © UCLES September 2020

1 Why choose this syllabus? ...............................................................................................................2

2 Syllabus overview .............................................................................................................................. 6

3 Subject content .................................................................................................................................15

4 Details of the assessment ............................................................................................................. 36

5 List of formulae and statistical tables (MF19) .......................................................................... 39

6 What else you need to know ........................................................................................................ 52

Important: Changes to this syllabus

1 Why choose this syllabus?

Following a Cambridge International AS & A Level programme

2 www.cambridgeinternational.org/alevel Back to contents page

Back to contents page www.cambridgeinternational.org/alevel 3

Recognition and progression

Learn more at www.cambridgeinternational.org/recognition

Progression to Cambridge International AS & A Level Further

4 www.cambridgeinternational.org/alevel Back to contents page

Find out more at www.cambridgeinternational.org/support

Planning and preparation Teaching and assessment

• Cambridge Professional Development Qualifications

Supporting exams officers

Back to contents page www.cambridgeinternational.org/alevel 5

The aims are to enable students to:

Cambridge Assessment International Education is an education organisation and politically neutral.

6 www.cambridgeinternational.org/alevel Back to contents page

1 Pure Mathematics 1 Paper 1 1.1 Quadratics

2 Pure Mathematics 2 Paper 2 2.1 Algebra

3 Pure Mathematics 3 Paper 3 3.1 Algebra

4 Mechanics Paper 4 4.1 Forces and equilibrium

5 Probability & Statistics 1 Paper 5 5.1 Representation of data

6 Probability & Statistics 2 Paper 6 6.1 The Poisson distribution

Back to contents page www.cambridgeinternational.org/alevel 7

Pure Mathematics components:

Probability & Statistics components:

Candidates take two components for AS Level Mathematics.

8 www.cambridgeinternational.org/alevel Back to contents page

Three routes for Cambridge International AS & A Level Mathematics

Structure of AS Level and A Level Mathematics

Paper 1 and Paper 2

Paper 1 and Paper 4

Back to contents page www.cambridgeinternational.org/alevel 9

AS Mathematics (AS Level only)

Paper 1 and Paper 2

All candidates take:

Then, candidates take either:

Paper 5: Probability & Statistics 1

10 www.cambridgeinternational.org/alevel Back to contents page

A Level Mathematics (Staged route)

Year 1 Paper 1 and Paper 4

Year 1 Paper 1 and Paper 5

Year 1 Paper 1 and Paper 5

A Level Mathematics (Linear route)

Back to contents page www.cambridgeinternational.org/alevel 11

Pure Mathematics 1 1 hour 50 minutes Pure Mathematics 2 1 hour 15 minutes

Pure Mathematics 3 1 hour 50 minutes

Mechanics 1 hour 15 minutes

12 www.cambridgeinternational.org/alevel Back to contents page