11

In order to help us develop the highest quality resources, we are undertaking a continuous programme
of review; not only to measure the success of our resources but also to highlight areas for
improvement and to identify new development needs.
We invite you to complete our survey by visiting the website below. Your comments on the quality and
relevance of our resources are very important to us.
www.surveymonkey.co.uk/r/GL6ZNJB
Would you like to become a Cambridge consultant and help us develop support materials?
Please follow the link below to register your interest.
www.cambridgeinternational.org/cambridge-for/teachers/teacherconsultants/
®IGCSE is a registered trademark
Copyright © UCLES 2018

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 internal use. However, we cannot give permission to Centres to photocopy any
material that is acknowledged to a third party, even for internal use within a Centre.
Contents
Contents ............................................................................................................................................................ 3
Introduction ........................................................................................................................................................ 4
Assessment overview ........................................................................................................................................ 5
Question 1 ......................................................................................................................................................... 6
Question 2 ......................................................................................................................................................... 7
Question 3 ......................................................................................................................................................... 8
Question 4 ......................................................................................................................................................... 9
Question 5 ....................................................................................................................................................... 10
Question 6 ....................................................................................................................................................... 11
Question 7 ....................................................................................................................................................... 12
Question 8 ....................................................................................................................................................... 13
Question 9 ....................................................................................................................................................... 14
Question 10 ..................................................................................................................................................... 15
Question 11 ..................................................................................................................................................... 16
Question 12 ..................................................................................................................................................... 17
Question 13 ..................................................................................................................................................... 18
Question 14 ..................................................................................................................................................... 19
Question 15 ..................................................................................................................................................... 20
Question 16 ..................................................................................................................................................... 21
Question 17 ..................................................................................................................................................... 22
Question 18 ..................................................................................................................................................... 23
Question 19 ..................................................................................................................................................... 24
Question 20 ..................................................................................................................................................... 25
Question 21 ..................................................................................................................................................... 26
Question 22 ..................................................................................................................................................... 27
Question 23 ..................................................................................................................................................... 28
Question 24 ..................................................................................................................................................... 29
Question 25 ..................................................................................................................................................... 30
Question 26 ..................................................................................................................................................... 31
Question 27 ..................................................................................................................................................... 32
Question 28 ..................................................................................................................................................... 33
Specimen Paper Answers – Paper 1
Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge IGCSE Mathematics
0580 and Cambridge IGCSE (9–1) Mathematics 0980 and to show examples of very good answers.
This booklet contains answers to Specimen Paper 1 (2020), which has been marked by a Cambridge
examiner. Each answer is accompanied by a brief commentary explaining its strengths and weaknesses.
These examiner comments indicate where and why marks were awarded and how answers could be
improved
The Specimen Paper and mark scheme are available to download from the School Support Hub
www.cambridgeinternational.org/support.
2020 Specimen Paper 1
2020 Specimen Paper 1 Mark Scheme
Past exam resources and other teacher support materials are also available on the School Support Hub.
4 Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980

Assessment overview
All candidates take two papers.
Candidates who have studied the Core syllabus content, or who are expected to achieve a grade D (4) or
below, should be entered for Paper 1 and Paper 3. These candidates will be eligible for grades C to G (1 to
5).
Candidates who have studied the Extended syllabus content and who are expected to achieve a grade C (5)
or above should be entered for Paper 2 and Paper 4. These candidates will be eligible for grades A* to E (3
to 9).
Core candidates take: Extended candidates take:
Paper 1 (Core) 1 hour Paper 2 (Extended) 1 hour 30 minutes

35% 35%
56 marks 70 marks
Short-answer questions Short-answer questions
Questions will be based on the Core curriculum Questions will be based on the Extended curriculum
Externally assessed Externally assessed
and: and:
Paper 3 (Core) 2 hours Paper 4 (Extended) 2 hours 30 minutes

65% 65%
104 marks 130 marks
Structured questions Structured questions
Questions will be based on the Core curriculum Questions will be based on the Extended curriculum
Externally assessed Externally assessed
 Candidates should have a scientific calculator for all papers.

 Three significant figures will be required in answers (or one decimal place for answers in degrees)
except where otherwise stated.
 Candidates should use the value of  from their calculator or the value of 3.142.
Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980 5

Question 1
Specimen answer
1 Write seventeen thousand and seventeen in figures. 17017 [1]
Examiner comment
The error most frequently seen is no zero, 1717, or more than the required one zero. It is also common for
candidates to write two distinct numbers, 17 000 17
Mark awarded = 1 out of 1

Question 2
Specimen answer
2 Find the number of minutes from 17 58 to 7.13 pm.
7.13 pm is 19 13 2 min + 60 min + 13 min 75 min [1]
Examiner comment
Where the a.m./p.m. system for time needs to be converted, errors are more often seen in converting a p.m.
time to the 24-hour clock. Also, a significant number of candidates think there are 100 minutes in an hour.
Although this is only a one-mark question, it is advisable to write down the number of minutes in each
section as shown here.

Question 3
Specimen answer
3 The number of cars parked in a car park at 9 am is recorded for 10 days.
124 130 129 116 132 120 127 107 118 114
Complete the stem-and-leaf diagram
10 7 107
11 4 6 8 116 118 114
12 0 4 7 9 124 129 120 127
13 0 2 130 132
Key: 12|3 represents 123 cars

[2]
Examiner comment
It is recommended that candidates complete questions with stem-and-leaf diagrams in two stages, where the
first task is to go through the data putting each item against the correct row, as shown here. Then it is a
simple task to order the data in each row.

Question 4
Specimen answer
4 (a) Write 6789 correct to the nearest 100. 6800 [1]
(b) Write 6789 correct to 3 significant figures. 6790 [1]
Examiner comment
(a) Candidates are generally good at rounding up where appropriate, although occasionally some candidates
omit one or even two zeros, resulting in 680 or 68.
(b) As with rounding numbers, the same applies where candidates are asked to correct a number to the
required significant figures, where the answer 678 would occasionally be given. However, the answer
6780 would be less common since it is a basic rule to round up in such a situation.

Question 5
Specimen answer
5 A cuboid measures 6 cm by 3 cm by 2 cm.
On this 1 cm2 grid, draw a net of the cuboid. [3]
Examiner comment
When drawing the net of a solid it is common for candidates to forget to include the full number of rectangles
or other necessary shapes. In this case, it is usually the top missing so only five rectangles are drawn.
Candidates should check that adjacent edges of pairs of rectangles are equal in length when drawing a net,
and ruled lines are essential for full marks.

Question 6
Specimen answer
6
(a) Write down the order of rotational symmetry of the shape. 3 [1]
(b) Draw all the lines of symmetry on the shape. [1]
Examiner comment
In general, candidates seem to be more familiar with line symmetry than with rotational symmetry. The lines
must be ruled and be within the shape.

Question 7
Specimen answer
3 6
7 (a) Write down a fraction which is equivalent to .
5 10 [1]
1
(b) Write down the reciprocal of 7.
7 [1]
Examiner comment
(a) No working is necessary for an equivalent fraction. Here, the numerator and denominator have been
multiplied by 2, which is the most straightforward method, but any equivalent fraction would be
acceptable.
(b) Again, the majority of candidates should gain this mark. Some candidates make unnecessary work for
themselves by changing it to a decimal. However, if that is done it must be to at least three decimal
places, such as 0.143 or 0.1428.

Question 8
Specimen answer
8 A cube has a volume of 1000 cm3.
Calculate the surface area of the cube.
Side of the cube = 3 1000 = 10 cm
Area of 1 side = 10 × 10 = 100

Area of the 6 sides = 6 × 100
600 cm2 [3]
Examiner comment
Many candidates find it harder to go from a volume to a side than the reverse, namely that cube root is less
familiar than cube. As with question 5, candidates need to be aware that the solid has six faces. A small
sketch of a cube in the working space, as shown here, could help those finding it difficult to visualise what is
required for surface area.

Question 9
Specimen answer
9 Dan either walks or cycles to school.
1
The probability that he cycles to school is .
5
(a) Write down the probability that Dan walks to school.
1 4
1
5 5 [1]
(b) There are 200 days in a school year.
Work out the expected number of days that Dan cycles to school in a school year.
1
5 × 200 40 [1]
Examiner comment
(a) This type of question depends on knowing that the probability line goes from 0 to 1. Many questions
asking for probability result in responses greater than 1. Most candidates would not show working for
subtracting a simple fraction from 1, although it has been done here and this makes the question clear
and therefore easier to identify the answer. While probability can be expressed in other forms, it is
sensible to give it in the same form as the question, as errors can occur quite often in moving to an
alternative form.
(b) Many candidates find expectation quite difficult to understand. They need to appreciate that probability of
one-fifth means one-fifth of the times Dan cycles. It would be helpful to write out clearly what the question
is asking, as has been done here. Another potential error in questions of this type is to use the probability
answer to part (a) instead of the original probability in the question, so it is important that candidates read
the questions carefully.

Question 10
Specimen answer
10 Using a ruler and pair of compasses only, construct a triangle with sides 5 cm, 8 cm and 10 cm.
Leave in your construction arcs.
8 cm 5 cm
10 cm
[2]
Examiner comment
In this question, all three sides are to be constructed (often a base is given) so the first thing to do is to make
the longest length horizontal and with enough room left for the other sides above it, which has been done
here. A pair of intersecting arcs must be seen for two marks, as stated in the question, even if a perfect
triangle without arcs is formed. The advice is to make the arcs just as clear as the lines of the triangle; one
arc and just a dot on it for the other length is not enough as the question requires arcs (plural).

Question 11
Specimen answer
11 Here is a list of numbers.
Put a ring around the number with the largest value.
1 3
0.3030 0.0330 33% [1]
3 10
0.333 0.3 0.33
Examiner comment
Comparing sizes of items in a mixture of forms may need some working shown for some candidates. This is
easiest by showing all the items as decimals, as shown here. When this is done it is relatively straightforward
to order them or, as in this case, identify the largest value.

Question 12
Specimen answer
12 Complete these statements.
(a) 6 m is the same length as 6000 mm. [1]

1 m = 1000 mm
(b) 7000 cm2 is the same area as 0.7 m2. [1]

1 cm = 0.01 m
1 cm2 = 0.012 m2 = 0.0001 m2
7000 cm2 = 7000 × 0.0001 m2
Examiner comment
(a) Knowledge of the relation between units of the decimal system is all that is required to answer this part.
Here, these have been written out clearly so as not to get confused or miss out a zero.
(b) This question requires candidates to change square units, something which many candidates find difficult
to visualise and therefore get wrong in examinations. Here, they have been written out clearly so as not
to get confused or miss out any zeros.
It may be helpful for candidates to first think about the length, where 100 cm = 1 m, and then square both
to get 1002 cm2 = 12 m2. However, candidates still need to divide to get the equivalent in m2 of 7000 cm2,
namely a very small number for the answer.

Question 13
Specimen answer
D
13
B
ABCDE is a pentagon.
Explain why the diagram shows that the sum of the interior angles of a pentagon is 540°.
Do not measure any angles.
Sum of angles of a triangle is 180˚. The pentagon is divided into 3 triangles. 3 × 180 = 540˚ [1]
Examiner comment
This question requires knowledge of the sum of the angles in a triangle, and it also illustrates a
straightforward method for finding the sum of the angles in a polygon. Although candidates can give the
answer ‘3 × 180 = 540’, which will gain the mark in this case, usually when the command is ‘explain’ it is
better to give a worded justification as well as a calculation, as shown here.

Question 14
Specimen answer
14 Simplify x3y4  x5y3.
x(3+5)y(4+3)
x8y7 [2]
Examiner comment
This question tests the addition rule for expressions with indices. Sometimes there is just one letter in the
question (e.g. x3 × x4), but there can be more, and in this question there are two letters. Here, the working
has been shown, which is always helpful as it allows candidates to see, step-by-step, what needs to be done
and check for errors.
Some candidates may feel that a further combination of the x and y is needed and produce answers such as
(xy)15 or even (xy)56, but this isn’t required.

Question 15
Specimen answer
15 Write 2020 in standard form. 2.02  103 [1]
Examiner comment
When converting a number into standard form, candidates need to know that the figures are written with a
decimal after the first figure (so a number between 1 and 10) and the power of 10 is the number of figures in
the whole number after the decimal. Should the final zero be included in the answer it is referred to as a
trailing zero and its inclusion is not penalised.

Question 16
Specimen answer
16 Kim knows that one angle of an isosceles triangle is 48°.
He says that one of the other angles must be 66°.
Explain why Kim is wrong.
Isosceles triangles have two equal angles. The equal angles could be 48˚.
180 – (2 × 48) = 84° [2]
Examiner comment
With two marks available, and two full lines for the answer, this indicates that a written explanation as well as
figures is required. Candidates have to state that an isosceles triangle has two equal angles and give a
calculation with 48 as the angle that is repeated, showing that 66 is not the only possibility.

Question 17
Specimen answer
17 Explain why √3 is irrational.
A rational number can be written as a fraction. √3 cannot be written as a fraction. [1]
Examiner comment
The answer has to state that a rational number is one which can be written as a fraction in its simplest terms,
and √3 cannot be written in this way.
Many candidates struggle with questions regarding irrational numbers, and these are often the questions that
are omitted. Here, the question asks to explain rather than just identify irrational numbers, so candidates
need to know the properties of the different types of numbers.

Question 18
Specimen answer
18 The mass, m kilograms, of a horse is 429 kg, correct to the nearest kilogram.
Complete this statement about the value of m.
429 + 0.5 = 429.5

429 – 0.5 = 428.5
428.5 ⩽m< 429.5 [2]
Examiner comment
Many candidates find lower and upper bounds difficult. When asked to correct to the nearest ‘something’,
that ‘something’ should be halved and that value then subtracted and added to the original value. In this
case, it is to the nearest kilogram and this has been halved (0.5 kg) and then that half a kilogram has been
subtracted and added to the original value.
The boundaries are 429 ± 0.5 so 428.5 and 429.5 are the answers. The upper value of 429.5 is correct
because the symbol used is < so the boundary is not included. One mark is awarded for each of the
boundaries.

Question 19
Specimen answer
19 Rearrange the formula 5w – 3y + 7 = 0 to make w the subject.
5w = 3y – 7
3y  7
w= 5 [2]
Examiner comment
The first step in all formula re-arrangement is to isolate the term including the subject letter. Here, 3y has
been added and 7 subtracted to both sides of the formula to produce an expression for 5w. Both sides have
been divided by 5 to obtain the correct answer.

Question 20
Specimen answer
20 Use set notation to describe the shaded regions in each Venn diagram.
(a)
The shaded region is inside the whole of A.
A [1]
(b)
The shaded region is inside A, but outside B.
A  B [1]
Examiner comment
This question is about identifying shaded regions. Perhaps the best approach is to describe in words what
the shaded region shows, as has been done here, and then translate that into set notation.

Question 21
Specimen answer
21 The radius of a sphere is 5.2 cm.
Work out the surface area of this sphere.
[The surface area, A, of a sphere with radius r is A = 4πr2.]
A = 4 × π × 5.22 = 339.7946614
339.8 cm2 [2]
Examiner comment
Substitution into a formula is a simple calculator operation but it is recommended to write out the formula with
the value of the radius substituted, as has been done here. By doing this, one mark is already gained even if
something goes wrong in the calculation, although it very rarely does when the substitution is written down.
Candidates should be using a calculator that has a π key, so they should use that for the calculation.
22
Although it is helpful for candidates to know that π is a little more than 3, the use of 3.14 or will not give the
7
required accuracy for most questions.

Question 22
Specimen answer
22 Triangle ABC is similar to triangle PQR.
B
NOT TO SCALE
5.2 cm
A 12.4 cm C P 21.7 cm R
Find PQ.
Scale factor from corresponding sides AC and PR is 21.7 ÷ 12.4 = 1.75
PQ = 5.2 × 1.75
PQ = 9.1 cm [2]
Examiner comment
The scale factor from the measurements of the same sides of the triangles (AC and PR) has been identified,
and the figure obtained (1.75) has been used to multiply the measurement of AB to correctly find the
measurement of PQ.
In questions of this type, it may be helpful for candidates to think in terms of the diagram showing an
enlargement. Therefore, finding a scale factor (21.7 ÷ 12.4 in this case) may avoid the common error in
questions of this type of doing a subtraction (21.7 – 12.4) instead of a division. Also, candidates should take
into consideration whether the length they are calculating is larger or smaller than the corresponding given
length. While these diagrams are not to scale they are very close to being in the correct proportion so here
the answer has to be more than 5.2 cm.

Question 23
Specimen answer
23 = {children who go to the park}
T = {children who play tennis}
G = {children who play golf}
120 children go to the park.

50 play tennis.
75 play golf.
25 do not play tennis or golf.
(a) Complete the Venn diagram.
Total in sets T and G is 120 – 25 = 95
The number in both T and G (play tennis

20 30 45
and golf)
= tennis + golf – (total tennis + golf)
= 50 + 75 − 95 = 30
25 Tennis only = 50 – 30 = 20
Golf only = 75 – 30 = 45 [2]
(b) Find n(T  G).
n(T  G) = the number of children in both sets (intersection). 30 [1]
Examiner comment
This set theory question requires sorting the numbers in each section of the Venn diagram.
The last data given (25 do not play tennis or golf) is the only one that can be immediately written on the
diagram. This leaves 95 to be divided into the three sections inside the circles. With the totals of 50 in tennis
and 75 in golf, there must be 50 + 75 – 95 in both sets. With this it can be calculated how many are in both
sets (play both tennis and golf) and from there calculated how many play only tennis or golf, and correctly
completed the Venn diagram.

Question 24
Specimen answer
24 (a) Factorise completely 18x – 24.
Common factor is 6
6(3x – 4) [1]
(b) Simplify (w5)4.
w(5  4)
w20 [1]
Examiner comment
(a) This question only requires one common factor, a number in this case, which has been identified and the
correct final answer given.
Care must be taken to ensure the highest common factor is taken, rather than a lower common factor
such as 2 or 3.
(b) This question requires multiplication of the indices. For candidates tempted to give the answer w9 it might
be worth re-writing the question as w5 × w5 × w5 × w5, and then adding the indices, or simplifying it to
w(5  4) as shown.

Question 25
Specimen answer
25 7  13 .
Without using your calculator, work out 112 20
You must show all your working and give your answer as a mixed number in its simplest form.
35 39 74
1  1
60 60 60
14 14
11  2
60 60
Alternative method:
19 13 95 39
 = 
12 20 60 60
134 14
2
60 60 7
2
30 [3]
Examiner comment
The first step in any addition of fractions is to find a common denominator. The most convenient is the lowest
common denominator, but this is not essential.
7
1 can be written as an improper fraction or left as a mixed number, but if the latter, the ‘1’ must not be
12
forgotten.
One mark is awarded for a correct common denominator and the other marks can only be awarded by
showing a correct addition of two fractions with common denominators. Two correct methods, with workings,
are shown here.

Question 26
Specimen answer
90 006
By rounding each number correct to 1 significant figure, estimate the value of √ .
26 10.012
You must show all your working.
90 000 90 000
√ = √ = √900 .
102 100
30 [2]
Examiner comment
This answers systematically shows how each given value has been rounded, firstly from 90 006 to
90 000, then 102 to 100. The given value has been estimated by dividing 90 000 by 100 and finding the
square root of that answer.
When a question asks candidates to round numbers in order to find an estimate, no marks can be awarded
for just the answer if the question states that you must show all your workings, even if the answer is correct.
Mistakes are often made in rounding by lack of care with the correct order of the numbers and missing out a
zero.

Question 27
Specimen answer
27 (a) The nth term of a sequence is n3 – 5.
Write down the first three terms of this sequence.
13 – 5, 23 – 5, 33 – 5
−4 , 3 , 22 [2]
(b) Here is a sequence of numbers.
3, 6, 11, 18, 27, …
Find an expression for the nth term of this sequence.
1st differences between terms are 3, 5, 7, 9,

2nd difference is always 2, indicating n2.
Sequence for n2 is 1, 4, 9, 16, 25, ....
2 has to be added to each of these to form the required sequence.
n2 + 2 [2]
Examiner comment
(a) While it is possible to simply find these terms without showing any working, it is easy to make errors.
Writing the expression three times with 1, 2 and 3 for n will lessen the chance of errors such as 13 = 3.
Only two marks are awarded even though three answers are required, since the second and third terms
require the same skill and do not involve a negative solution.
(b) This is clearly not a linear sequence since the difference is not common. If the squares of the first five
numbers were listed the sequence would probably be realised, as by just adding 2 to those squares gives
the terms in the sequence. Alternatively, the method of differences will lead to a second difference of 2,
indicating n2 as part of the required expression.

Question 28
Specimen answer
28
A
NOT TO SCALE
9 cm
30
OAB is a sector of a circle with radius 9 cm and centre O.

The angle at O is 30°.
Calculate the area of this sector.

Give your answer in terms of .
Area of the full circle = π × 92 = 81π

30
The sector is of the area.
360
30
× 81π
360
6.75 cm2 [2]
Examiner comment
This question is regarding the area of a sector, so requires knowledge of area of a circle. Using the basic fact
of 360 at the centre of a circle, first find the area of a circle and then multiply that by the fraction
given angle
, as shown here.
360

11

Uploaded by

Copyright:

Available Formats

11

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

11

Uploaded by

Copyright:

Available Formats

Please follow the link below to register your interest.

®IGCSE is a registered trademark

Copyright © UCLES 2018

2020 Specimen Paper 1

2020 Specimen Paper 1 Mark Scheme

4 Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980

All candidates take two papers.

Core candidates take: Extended candidates take:

Paper 1 (Core) 1 hour Paper 2 (Extended) 1 hour 30 minutes

Paper 3 (Core) 2 hours Paper 4 (Extended) 2 hours 30 minutes

 Candidates should have a scientific calculator for all papers.

Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980 5

Mark awarded = 1 out of 1

6 Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980

7.13 pm is 19 13 2 min + 60 min + 13 min 75 min [1]

Mark awarded = 1 out of 1

Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980 7

Complete the stem-and-leaf diagram

Key: 12|3 represents 123 cars

Mark awarded = 2 out of 2

8 Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980

(b) Write 6789 correct to 3 significant figures. 6790 [1]

Mark awarded = 2 out of 2

Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980 9

Mark awarded = 3 out of 3

10 Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980

(b) Draw all the lines of symmetry on the shape. [1]

Mark awarded = 2 out of 2

Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980 11

Mark awarded = 2 out of 2

12 Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980

Calculate the surface area of the cube.

Side of the cube = 3 1000 = 10 cm

Area of 1 side = 10 × 10 = 100

Mark awarded = 3 out of 3

Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980 13

(a) Write down the probability that Dan walks to school.

(b) There are 200 days in a school year.

Mark awarded = 2 out of 2

14 Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980

Mark awarded = 2 out of 2

Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980 15

Put a ring around the number with the largest value.

0.333 0.3 0.33

Mark awarded = 1 out of 1

16 Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980

(a) 6 m is the same length as 6000 mm. [1]

(b) 7000 cm2 is the same area as 0.7 m2. [1]

Mark awarded = 2 out of 2

Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980 17

Mark awarded = 1 out of 1

18 Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980

Mark awarded = 2 out of 2

Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980 19

Mark awarded = 1 out of 1

20 Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980

Explain why Kim is wrong.

Mark awarded = 2 out of 2

Cambridge IGCSE and Cambridge IGCSE (9−1) Mathematics 0580 / 0980 21

A rational number can be written as a fraction. √3 cannot be written as a fraction. [1]