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IGCSE · Cambridge (CIE) · 0444

Simplify and calculate algebraic fractions

Factor before cancelling multiplicative factors · Add or subtract over a common denominator · Multiply or divide fractions while retaining exclusions

Mathematics (US) 0444 · historical 2025 study · E2.10
Exam scope and assessment notes

Extended content; not a Core requirement. Historical study of Cambridge IGCSE Mathematics (US) 0444, 2025 Version 2. The final assessment was June 2025; the syllabus was available only to schools in Arizona, USA. This is not a current exam-entry option. Original self-check teaching and explained practice are not Cambridge papers, official marks or predicted grades. Linked teaching foundations do not establish full syllabus mastery. Calibrated cumulative assessment, reliable drawn-work review and qualified mathematics-teacher review remain unfinished.

Before you begin

  • Factorisation
  • Fraction arithmetic

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What should you establish before applying the method in this lesson?

What you will learn

  • Factor before cancelling multiplicative factors
  • Add or subtract over a common denominator
  • Multiply or divide fractions while retaining exclusions

Factors cancel; separate terms do not

List zero-denominator exclusions before simplifying. Factor complete numerators and denominators, then cancel common non-zero factors. (x²−1)/(x−1) = x+1 only for x ≠ 1; cancellation does not repair the original hole.

Three operations, three conditions

For addition/subtraction, use a common denominator: 1/(x−1)−1/(x+1) = 2/(x²−1), x ≠ ±1. For multiplication, factor and cancel across the product. For division, multiply by the second fraction's reciprocal; that divisor must also be non-zero, so its numerator adds an exclusion.

For example, (x²−1)/(x+2) × 1/(x−1) = (x+1)/(x+2), with x ≠ −2, 1. Keep the original restrictions even if a final denominator looks simpler.

Sources for this lesson

Pause and explain

After cancelling x−1 from (x²−1)/(x−1), is x = 1 allowed?

Put the idea to work

Worked example

Simplify (x²−9)/(x²+2x−3).

Show the worked solution
  1. Factor to (x−3)(x+3)/[(x+3)(x−1)].
  2. Exclude x = −3 and 1; cancel the shared factor elsewhere.

Answer (x−3)/(x−1), x ≠ −3, 1.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Simplify (x²−9)/(x²+2x−3), stating exclusions.

Give me a hint

Factor both complete expressions.

Compare my reasoning
  1. (x−3)(x+3)/[(x+3)(x−1)].
  2. Cancel x+3 where it is non-zero; exclude −3 and 1.

(x−3)/(x−1), x ≠ −3, 1.

Look for these in your work

  • Factor before cancelling
  • Retain original exclusions
2 · Independent

Add 1/(x+1) + 2/(x−1).

Give me a hint

Use denominator (x+1)(x−1).

Compare my reasoning
  1. Numerator (x−1)+2(x+1) = 3x+1.
  2. Denominator x²−1; exclude x = ±1.

(3x+1)/(x²−1), x ≠ ±1.

Look for these in your work

  • Use the whole numerator
  • Check both denominator roots
3 · Transfer

Simplify (2x)/(3y) ÷ (4x)/(9y), including all original restrictions.

Give me a hint

The second fraction cannot be zero.

Compare my reasoning
  1. Require y ≠ 0 and x ≠ 0, then multiply 2x/(3y) by 9y/(4x).
  2. The product reduces to 18/12 = 3/2.

3/2, with x ≠ 0 and y ≠ 0.

Look for these in your work

  • Invert the divisor
  • Retain its non-zero numerator condition

Common mistakes

  • Cancel factors, not terms within a sum.
  • Division needs a non-zero divisor as well as non-zero denominators.
Recall without your notes

What can you explain now?

After cancelling x−1 from (x²−1)/(x−1), is x = 1 allowed?

Compare with the explanation

No; the original denominator is zero there.

The simplified rule is equivalent only on the original domain.

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Make it stick

After cancelling x−1 from (x²−1)/(x−1), is x = 1 allowed?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Mathematics (US)

Course scope and assessment

191 original lessons provide 573 guided, independent and application tasks. All 142 tier entries have linked teaching foundations: 55 Core and 87 Extended entries across 87 unique numbered sections in ten areas. Extended includes Core, so the tier-entry count is not a percentage of teaching time or student mastery. This is not full programme completion: qualified mathematics-teacher review, cumulative and exam-length assessment, and reliable drawn-work review remain unfinished. Historical study of Cambridge IGCSE Mathematics (US) 0444, 2025 Version 2. The final assessment was June 2025; the syllabus was available only to schools in Arizona, USA. This is not a current exam-entry option. Original self-check teaching and explained practice are not Cambridge papers, official marks or predicted grades. Linked teaching foundations do not establish full syllabus mastery. Calibrated cumulative assessment, reliable drawn-work review and qualified mathematics-teacher review remain unfinished.

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