Mapping U.S. Common Core State Standards for Mathematics to Cambridge IGCSE - Mathematics (US) 0444 and Cambridge IGCSE Additional Mathematics (US) 0459

Oct 23, 2026

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Mapping U.S. Common Core State Standards for Mathematics to Cambridge IGCSE Mathematics (US) 0444 and Cambridge IGCSE Additional Mathematics (US) 0459. The document distinguishes coverage across Cambridge’s core and extended routes for 0444, and indicates alignment for 0459. It presents tables showing where each CCSS standard is covered, links curriculum content to assessment schemes of work, marks uncovered areas with grey cells, and notes standards handled via accompanying schemes of work.

LanguageEnglish

CategoryExam

FormatPDF

Pages43

Reading Time1 h 48 min

AccessFree to download

Mapping overview

Achievement routes and coverage differentiation

Coverage indicators and scheme of work references

Standards mapping tables

The Real Number System (N-RN)

Quantities (N-Q)

The Complex Number System (N-CN)

Mapping U.S. Common Core State Standards for Mathematics to Cambridge IGCSE® Mathematics (US) 0444 and Cambridge IGCSE® Additional Mathematics (US) 0459 Cambridge International Examinations has mapped the Common Core State Standards (CCSS) for Mathematics to the syllabuses for Cambridge IGCSE Mathematics (US) 0444 and Cambridge IGCSE Additional Mathematics (US) 0459. There are two levels of achievement in Cambridge IGCSE Mathematics (US) 0444, via two separate routes: core and extended. In this document we have differentiated between what is covered in the core and what is covered in the extended curriculum content. This document shows where the standards are covered in each syllabus and references are made to the curriculum content on pages 8 to 35 of the 0444 syllabus, and on pages 7 to 17 of the 0459 syllabus. Grayed out cells indicate where the standards are not covered. A small number of standards are not explicit in the syllabi as they do not form part of the assessment. However, these standards are covered in the schemes of work that we provide to accompany the syllabi so that they can be incorporated into the teaching program. 1 Mapping U.S. Common Core State Standards for Mathematics to Cambridge IGCSE Mathematics (US) 0444 and Cambridge IGCSE Additional Mathematics (US) 0459 v12 2Y10 Mathematics: High School–Number and Quantity | Common Core State Standards – The Real Number System | | 0444 Core
curriculum
content | 0444 Extended curriculum content | 0444
Scheme of
work | 0459
Curriculum
content | 0459
Scheme of
work | | --- | --- | --- | --- | --- | --- | --- | | Extend the properties of exponents to rational exponents | | | | | | | | N-RN1 | 1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicalsin terms of rational exponents. For example, we define 5 1/3 tobe the cube root of 5 because we want (5 1/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5. | Number C1 .7 | Number E1 .7 | Unit 1
(Core and
Extended) | Number 1.9 | Unit 1
Subsection A | | N-RN2 | 2. Rewrite expressions involving radicals and rational exponents using the properties of exponents. | Number C1 .7
Algebra C2 .4 | Number E1 .7
Algebra E2 .4 | Unit 1
(Core and
Extended) | Number 1.9 | Unit 1
Subsection A | | Use properties of rational and irrational numbers | | | | | | | | N-RN3 | 3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational. | | Number E1 .1 | Unit 1
(Extended) | | | | Common Core State Standards – Quantities | | 0444 Core
curriculum
content | 0444 Extended curriculum content | 0444
Scheme of
work | 0459
Curriculum
content | 0459
Scheme of
work | | --- | --- | --- | --- | --- | --- | --- | | Reason quantitatively and use units to solve problems | | | | | | | | N-Q1 | 1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. | Number C1 .9 | Number E1 .9 | Unit 1
(Core and
Extended) | | | | N-Q2 | 2. Define appropriate quantities for the purpose of descriptive modeling. | Number C1 .9 | Number E1 .9 | Unit 1
(Core and
Extended) | | | | N-Q3 | 3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. | Number C1 .9 | Number E1 .9 | Unit 1
(Core and
Extended) | | | | Common Core State Standards – The Complex Number System | | 0444 Core
curriculum
content | 0444 Extended curriculum content | 0444
Scheme of
work | 0459
Curriculum
content | 0459
Scheme of
work | | --- | --- | ---

FAQs

What do the core and extended routes mean for Cambridge IGCSE Mathematics (US) 0444?

The document differentiates which content is covered in the 0444 core versus the 0444 extended curriculum. Two separate routes are used to represent achievement levels and curriculum coverage.

How does the document indicate when a Common Core standard is not covered?

Greyed out cells show where standards are not covered within a given syllabus. The document also explains how some standards are instead addressed through accompanying schemes of work.

Which sections of the Common Core Mathematics standards are mapped in the document?

The provided content shows mappings for the Real Number System (N-RN), Quantities (N-Q), and the Complex Number System (N-CN). Each section lists specific standards and where they appear in 0444 and 0459 curriculum content or scheme of work.

Oct 23, 2026

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