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In this document we have differentiated between what is covered in the core and what is covered in the extended curriculum content.  \nThis 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.  \nA 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.  \n1 Mapping U.S. Common Core State Standards for Mathematics to Cambridge IGCSE Mathematics (US) 0444 and Cambridge IGCSE Additional Mathematics (US) 0459 v12 2Y10  \nMathematics: High School–Number and Quantity  \n\n| Common Core State Standards – The Real Number System |  | 0444 Core\u003Cbr>curriculum\u003Cbr>content | 0444 Extended curriculum content | 0444\u003Cbr>Scheme of\u003Cbr>work | 0459\u003Cbr>Curriculum\u003Cbr>content | 0459\u003Cbr>Scheme of\u003Cbr>work |\n| --- | --- | --- | --- | --- | --- | --- |\n| Extend the properties of exponents to rational exponents |  |  |  |  |  |  |\n| 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\u003Cbr>(Core and\u003Cbr>Extended) | Number 1.9 | Unit 1\u003Cbr>Subsection A |\n| N-RN2 | 2. Rewrite expressions involving radicals and rational exponents using the properties of exponents. | Number C1 .7\u003Cbr>Algebra C2 .4 | Number E1 .7\u003Cbr>Algebra E2 .4 | Unit 1\u003Cbr>(Core and\u003Cbr>Extended) | Number 1.9 | Unit 1\u003Cbr>Subsection A |\n| Use properties of rational and irrational numbers |  |  |  |  |  |  |\n| 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\u003Cbr>(Extended) |  |  |\n\n\n| Common Core State Standards – Quantities |  | 0444 Core\u003Cbr>curriculum\u003Cbr>content | 0444 Extended curriculum content | 0444\u003Cbr>Scheme of\u003Cbr>work | 0459\u003Cbr>Curriculum\u003Cbr>content | 0459\u003Cbr>Scheme of\u003Cbr>work |\n| --- | --- | --- | --- | --- | --- | --- |\n| Reason quantitatively and use units to solve problems |  |  |  |  |  |  |\n| 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\u003Cbr>(Core and\u003Cbr>Extended) |  |  |\n| N-Q2 | 2. Define appropriate quantities for the purpose of descriptive modeling. | Number C1 .9 | Number E1 .9 | Unit 1\u003Cbr>(Core and\u003Cbr>Extended) |  |  |\n| N-Q3 | 3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. | Number C1 .9 | Number E1 .9 | Unit 1\u003Cbr>(Core and\u003Cbr>Extended) |  |  |\n\n\n| Common Core State Standards – The Complex Number System |  | 0444 Core\u003Cbr>curriculum\u003Cbr>content | 0444 Extended curriculum content | 0444\u003Cbr>Scheme of\u003Cbr>work | 0459\u003Cbr>Curriculum\u003Cbr>content | 0459\u003Cbr>Scheme of\u003Cbr>work |\n| --- | --- | --- ","cbCaiaXIHZJXYv5Z","https://ap.wps.com/l/cbCaiaXIHZJXYv5Z","pdf",346549,43,"English","# Mapping overview\n## Achievement routes and coverage differentiation\n## Coverage indicators and scheme of work references\n# Standards mapping tables\n## The Real Number System (N-RN)\n## Quantities (N-Q)\n## The Complex Number System (N-CN)","[{\"question\":\"What do the core and extended routes mean for Cambridge IGCSE Mathematics (US) 0444?\",\"answer\":\"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.\"},{\"question\":\"How does the document indicate when a Common Core standard is not covered?\",\"answer\":\"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.\"},{\"question\":\"Which sections of the Common Core Mathematics standards are mapped in the document?\",\"answer\":\"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.\"}]","Mapping U.S. Common Core State Standards for Mathematics to Cambridge IGCSE - Mathematics (US) 0444 and Cambridge IGCSE Additional Mathematics (US) 0459 | PDF",1792725723,108]