UNIT 1 Answers Number

1 Unit test

1 a 2 multiplications with an answer of 33.642 e.g. 62.3 × 0.54 and 0.623 × 54 [1 each]

b 1 division with an answer of 0.623 e.g. 33.642 ÷ 54 [1]

2 Students show work to approximately evaluate 3.22 ≈ 10 or 11 [1]

___
Students show work to approximately evaluate √69 ≈ 8.5 [1]
3
___ ___
Correct order: √ 27 ,√ 69 , 3.22, 13.74 [1]

3 a 48 [1] b 46.2 [1]

4 a 2 × 3 × 7 [1]

b 84 = 2 × 2 × 3 × 7 = 22 × 3 × 7 [1]
843 = 26 × 33 × 73 [2] [1 for attempting to cube 22 × 3 × 7]

5 HCF = 15, LCM = 150 [3]

[–1 for incorrect HCF, –2 for incorrect LCM]

6 1:15pm [2] [1 for 225 (or 3h 45min)]

7 a a = 6 [1] b a = 3 [1] c a = 2 [1]

8 332 [1]

9 18 = 2 × 3 × 3 [1]
2520 = 2 × 3 × 3 × 140 and the conclusion ‘Yes’. [1]
10 a 6.5 × 10–7 [1] b 9 × 105 [1] c 3.2 × 109 [1]

11 __
9
16 [2]

12 a 6.8 × 105 [1] b 5.2 × 105 [1] c 4.8 × 1010 [1] d 1.3̇ × 10–1 [1]

13 336 = 33x or 36 = 3x [1] x = 12 [1]

__ ___ ___ __ __ __ __
14 15√6  units2 [3] [1 for √45 × √30 , 1 for 3 × √5  × √2  × √3  × √5  ]

15 Understanding that the first digit will have 9 possibilities and/or the last digit will have 5 possibilities.
9 × 10 × 10 × 5 [2] 4500 [1]
__ __
8√6 _
___  6
4√__
__
16 [1] [1]
6 3

Sample student answer

The student has not used her answer to conclude whether or not the 500 sheets of paper will fit in the printer.

Higher
UNIT 2 Answers Algebra

2 Unit test

1 47 [1], 76 [1]

2 a equation [1] b expression [1] c identity [1] d formula [1]

3 a 20x – 8 = 32 [1] b 5x + 3 = –12 [1]

20x = 40 [1] 5x = –15 [1]
x = 2 [1] x = –3 [1]

4 a 63q5 [2] [1 for 63, 1 for q5] b 5y3 [2] [1 for 5, 1 for y3] c c8 [1]

5 a 12x2 + 3xy [2] [1 for each term] b x2 + x – 12 [2] [1 for x, 1 for –12]

c x2 – 14x + 49 [2] [1 for –14x, 1 for 49]

6 27 [1], 9 [1], 3 [1]

7 a 6n – 2 [2] [1 for each term] b The terms in the sequence are all even but 231 is odd [1]

c 6n – 2 . 234 or 6n – 2 . 234 solved [1]

When n = 40 [1], 6n – 2 = 238 [1]

8 a i £36 000 [1] ii £32 400 [1]

b Sequence continued [1], 7 years [1]

c i Stays the same [1] ii Decreases [1]

9 2x = y – 5 [1]
y−5
x = _____ [1]
2
10 First differences = 9, 15, 21, ... [2], second differences = 6 [1], a = 3 [1]
Compare given sequence with 3n2, difference is 1 [1]
nth term = 3n2 – 1 [1]
4x − 3 x + 3
11 a ______ = _____ [1] b 4x – 3 = 3(x + 3) [1], leading to x = 12 [1]
15 5
5 × 12 + 6
c BC = ________ [1] = __
66
33 = 2 cm [1]
33
12 2.7 × 109 [1]

13 a (x + 4)(x – 4) [1] b 3y(2y – 3x) [2] [1 for each factor] c (x + 5)(x – 2) [2] [1 for + 5, 1 for – 2]

Sample student answer

a You can label the dimensions you know.

b From the formulae sheet.

c It separates the sphere from the cone.

d So it doesn’t get confused with the radius of the sphere.

Higher
UNIT 3 Answers Interpreting and representing data

3 Unit test

1 He needs a total mark of 279 over 3 papers [1]

He already has a total of 178 over the first 2 papers [1]
So he would need 101% on the last paper which is impossible [1]

2 a 7.1% [1] b Q4 in 2012 [1] c falling [1]

3 a 12 [1] b 38 [1] c 39 [1]

4 a multiplying midpoints by frequencies [1] total fx (336 mins) [1] mean = 4.2 mins [1]

b 2 < t , 4 [1] c The estimated mean will decrease, the median class will stay the same [2]

5 a [1] for labelling both axes correctly [1] for correctly plotting at least 2 points [1] if all points are correctly
plotted.

90
80
Percentage mark

70
60
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8
Time (hours)

b Positive correlation [1]; the more revision time the higher the exam mark [1]

c (shown on the graph) a sensible line of best fit with 2 or 3 points plotted above/below the line [1],
55% – or for correctly reading off their line [1]

d No, this value is outside the known data points [1]

6 a Frequency polygons can only be drawn when the data is numerical [1]

b any reasonable attempt at pie chart [1] correct angle of at one least sector [1] all four correct angles [1]

Detached
Flat
126°
36°
108° Semi

Terraced

c It depends how many properties are sold in total: impossible to tell without this information [1]

Higher
 Unit 3 Answers

7 a 2-way table with correct column and row headings [1] entering the given numbers (100, 53, 12, 15, 20, 40)
in the correct locations [1] completely correct table [1]
16GB 32GB 64GB Total
Men 12 15 20 47
Women 12 21 20 53
Total 24 36 40 100

b ​ __
9
25  ​ o.e. [1]

 8 a 130 [1] b 30 [1] c ​30 < t , 40​[1]

Sample student answer

a Student A has got the answer correct.

b Student B gets more marks, because they have shown correct working and only got the final calculation wrong.
Student A has shown no working so gets no method marks.

Higher
UNIT 4 Answers Fractions, ratio and percentages

4 Unit test
136 − 69
1 a __
14 __10 __
14 __7 __
24
5 ÷ 7 [1] = 5 × 10 [1] = 1 25 o.e. [1] b __
17 __23
3 – 8 [1] =
________ [1] = 2__
19
24 o.e. [1]
24
2 __
33 __29 _99 − 58
______ [1] = 3__
5
4 – 6 [1] = 12 12 o.e. [1]

3 a £848.75 ÷ 5 × 12 [1] = £2037 [1] b £3055.50 [1]

4 a 1 : 4.25 [1] b 1 : 4.5 seen [1] The first ward has better ratio as each nurse has fewer patients [1]

5 1.27 × 540 [1] = €685.50 [1] Cameron gets €680 [1]

13K
6 a 13 : 9 seen [1] b b = 32.5 [1] c J = ____ [1]
9
a = 27 [1]

9 . 63 − 2 . 14
7 __________ × 100 [1] = 350% [1]
2 . 14
104 . 5
8 a 121 660 ÷ 96.25 [1] × 100 [1] = 126 400 [1] b ______ × 100 [1] = 8.6% increase [1]
96 . 25
9 Original area = LW [1]
New area = 0.6L [1] × 1.3W [1] = 0.78LW [1]
This is a 22% [1] decrease [1]

Sample student answer

The question has asked them to ‘Compare’ the costs of the handbags. They must state, using the costs found,
which handbag is cheaper/more expensive. For example, ‘The handbag is cheaper in Manchester as it costs £52.50,
whereas in Paris it costs £54.’

Higher
UNIT 5 Answers Angles and trigonometry

5 Unit test

1 a (9 – 2) × 180° [1] = 1260° [1] b 180 – (___

9 ) = 40° [1]
1260

2 PQ2 = 12.32 – 6.42 [1]

______
PQ = √ 110 . 33 [1]
PQ = 10.50 cm (2 d.p.) [1]

3 Angle EBC = 180° – 132° = 48° (angles on a straight line add up to 180°) [1]
Angle ECB = angle EBC = 48° (base angles of isosceles triangle are equal) [1]
x = 48° (alternate angles are equal) [1]

4 p + y + q = 180° (angles on a straight line add up to 180°) [1]

p = x (alternate angles are equal) [1]
q = z (alternate angles are equal) [1]
p + y + q = x + y + z = 180° [1]
__ __
 2
_√__  3
_√__
5 a 0 [1] b 1 [1] c 1 [1] d [1] e [1]
2 2
5.4
6 sin a = ____ [1]
7.6
5.4
a = sin–1 ____ [1]
7.6
a = 45.3° (1 d.p.) [1]

7 sin x = _12 [1]

x = 30° [1]
The angle of elevation needs to be 30°. [1]
x
8 cos 45° = __ [1]
4
x = 4 cos 45° [1]
x = 2.83 miles (2 d.p.) [1]

9 x2 = 152 + 102 [1]

____
x = √ 325 [1]
___
x = 5√ 13 m [1]

Sample student answers

Student C gives the best answer. Student A rounded too early and Student B’s algebra was incorrect.

Higher
UNIT 6 Answers Graphs

6 Unit test
1 Graph of y = 2x – 1 correctly drawn: y-intercept of –1 seen [1], gradient = 2 [1], line drawn [1], graph and axes
labelled [1]

2 a Gradient = –3 [1] b Midpoint = (0.5, 2.5) [1] c Length = 9.5 (1 d.p.) [1]

3 a Positive correlation [1] b x and y are in direct proportion [1]

4 a 48 minutes [1] b 16 km [1]

c Horizontal line drawn from (1:15, 21) to (1:45, 21) [1], diagonal line from (1:45, 21) to (3:30, 0) [1]

5 a Acceleration = _15 = 0.2 m/s2 [2] b Distance = area under the graph = 2.5 m [2]

6 y = 0.3x + 3 [2] [1 for correct gradient, 1 for correct intercept]

7 a KE = 0.5 × 1.5 × 32 [1] = 6.75 J [1] b Graph correctly plotted [1] and labelled [1]

c ≈ 3.4 m/s read from graph [1]

8 a y = 3x + c, where c ≠ 2 [1] b 2y + 5x = c, where c ≠ 1 [1]

c y = _12 x – 5 [2] [1 for _12 x, 1 for –5]

9 a (1, –2) [1] b x = 1 [1] c iii y = 2x2 – 4x [1]

10 a x = –0.4 [1], x = 2.4 [1] b Approximately (2.7, 3.7) [1] and (–0.2, 0.8) [1]

Sample student answers

Students’ own answers.

Higher
UNIT 7 Answers Area and volume

7 Unit test

1 140 × p = 440 cm (3 s.f.) [2] [1 mark for 439 or 439.8]

2 a _12 (10 + 18) × 15 = 210 cm2 [1] b 18 – 10 = 8 [1]

152 + 82 = x2, x = 17 [1]
Perimeter = 10 + 15 + 18 + 17 = 60 cm [1]

3 60 = _12 (12 + 8) × h [1]

60 = 10h [1]
h = 6 cm [1]

4 26 litres = 26 000 cm2 [1]

pr2 × 36 = 26 000 [1]
______

√
26000
r =  ______ = 15.1612 [1] = 15.16 cm (2 d.p.) [1]
36p
5 a area of triangular face = _12 × 20 × 21 = 210 cm2 [1]
length = 6720 ÷ 210 = 32 cm [1]

b 2 × triangular faces = 420 cm2 [1]

rectangular faces 29 × 32 + 21 × 32 + 20 × 32 = 2240 cm2 [1]
Surface area = 420 + 2240 = 2660 cm2 [1]

6 a 64p [1] b 128p = pr2 [1]

____
r = √ 128 = 11.3 cm (nearest mm) [1]

7 _14 × 2p × 4.5 = 7.068… [1]

7.068… + 4.5 + 4.5 = 16.068… = 16.1 (3 s.f.) [1]

8 4p × 5.62 [1] = 394 cm2 (3 s.f.) [1]

9 cylinder: p × 42 + 2p × 4 × 12 [1] = 112p cm2 [1]

cone: p × 4 × 8 = 32p cm2 [1]
Total surface area = 112p + 32p = 144p cm2 [1]

10 Circumference of whole circle = 10p = 31.4159… [1]

6
Fraction of circle = __________ (= 0.19098…) [1]
31 . 4169 . . .
6
__________ × 360 = 68.8° (1 d. .) [1]
31 . 4169 . . .

11 _13 × 8.352 × 6.85 = 159.2 (1 d.p.) [2] [1 for correct formula, 1 mark for lower bounds used]
_1 × 8.452 × 6.95 = 165.4 (1 d.p.) [1]
3

Sample student answer

The question asks for the answer correct to 3 s.f. The student has rounded to 4 s.f. Although all the maths is correct
they must make sure they write the answer in the requested way.

Higher
UNIT 8 Answers Transformations and constructions

8 Unit test

1 Complete 3D sketch [3] or [–1] for each error

2 Correct triangle and arcs [3]

or [2] for correct triangle with no arcs/incorrect arcs OR 2 correct sides and arcs
or [1] for 2 correct sides

3 a Reflection in the line y = x [2] cao, accept the word “reflected” [1] any statement including the word
“reflection”

b Rotation 90° anticlockwise, centre of rotation (2,1) [3] or rotation [1] (2,1) [1] 90° / quarter of a turn
anticlockwise OR 270° / three-quarters of a turn clockwise [1]

c Translation by vector ( ) [2] or Translation [1] vector ( ) [1]

–3 –3
1 1
d Reflection in the y-axis [2] or reflection [1] y-axis OR line x = 0 [1]

4 a Completely correct image T, as shown [2] or shape enlarged by scale factor _12 in a different position [1]
y
6
5
4
S
3
2
T
1

26 25 24 23 22 21 O 1 2 3 4 5 6 x
21
22
23
24
V
25
26
27
28
29
210

b Completely correct image V, as shown [2] or shape enlarged by scale factor –2 in a different position [1]

5 Enlargement, scale factor 2 about (1,3) [3] or enlargement [1] scale factor 2 [1] about (1, 3) [1]

Higher
 Unit 8 Answers

 6 a Completely correct diagram: 3 perpendicular bisectors and an angle bisector constructed, sides the
correct lengths (marked dimensions are 5 cm and 8 cm) [3] or [2] diagram drawn to scale but incorrect
constructions or no arcs seen or [1] angle or two sides drawn to scale accurately

b Answer in the range 45 – 47 m [1]

 7 Arc drawn with radius 7 cm from D [1] Line drawn 5 cm from BC and parallel to BC [1]
Correct region shaded [1]

A D

B C

 8 8 km [1] cao

 9 a Correct scale drawing [2] or [1] one length and one angle correct b 258 – 265° [1]

10 (–3, 2) [2] or [1] for (–3, other y) or (other x, 2)

Sample student answer

Student B gives the best answer.
Student A has not given the direction or centre of rotation.
Student C has given two transformations.
The question asks for a single transformation.

Higher
UNIT 9 Answers Equations and inequalities

9 Unit test

1 2x2 – 7x – 15 = 0 [1] (2x + 3)(x – 5) [1]

x = 5, x = –1.5 [1] for both values correct

2 (3x + 1)(3x – 2) [2] or [1] for each correct bracket

3 a x2 + 2x or x(x + 2) [1]

b x2 + 2x – 15 = 0 [1] (x + 5)(x – 3) = 0 [1] x = –5, x = 3 [1] both values correct

4 Substitution into formula attempted [1]

x = 1.22 [1] x = –0.549 [1] rounded as shown

5 (2x + 6)(2x + 8) or 4x2 + 28x + 48 seen [1]

4x2 + 28x = 32 or 4x2 + 28x – 32 = 0 seen [1]
(x + 8)(x – 1) = 0 or x = 1 [1]
border is 1 cm wide [1]

6 a 7x = 21 [1] x = 3 [1] y = 2 [1]

b Attempt at multiplying equations [1] Equation with one variable eliminated [1]
x = 4 [1] y = –1 [1]

7 2a + 3p = 1.90 [1] 5a + 4p = 3.35 [1] attempt at cross multiplying both equations [1]
One apple costs 35p [1] one pear costs 40p [1]

8 a 2 clear steps of working out [2] each, y . –1 [1]

b Expand the bracket [1] _25 , x [1] x , __

14
3 [1]

9 x . 1 [1] x , 3 [1] x = 2 [1]

10 substitution of known values into formula for area of trapezium [1]

equate to zero: 5x2 + 14x – 6 = 0 [1] substitute into quadratic formula [1]
x = 0.378 m to 3 s.f. [1]

11 Combine the two equations: x2 – 6x – 2 = 3x – 2 [1]

Equate to zero: x2 – 9x = 0 [1]
(0, –2) [1] (9, 25) [1]

Sample student answer

1 There could end up being 3 or 4 different equations, so it is a good idea to label them to avoid confusion.

2 The letters s and l could look like a 5 or 1, which might lead to a mistake.

3 The student needs to make it clear how many paper clips are in each box, with a statement like,
‘There are 60 paper clips in the small box and 175 paper clips in the large box’.

Higher
UNIT 10 Answers Probability

10 Unit test

1 a 1 – (0.15 + 0.25 + 0.20 + 0.16) or 1 – 0.76 [1] = 0.24 [1] b 300 × 0.25 [1] = 75 [1]

2 a 3 × 5 [1] = 15 [1] b __
1
15 [2] [1 for numerator, 1 for denominator]

3 Matches: BE, BS, BA, BF, ES, EA, EF, SA, SF, AF listed or 10 seen [1]
European v. South American: BE, BS, BF, EA, SA, AF or 6 (or 4) seen [1]
P(European v. South American) = _35 or 0.6 or 60% [1]

4 P(B) = 0.8 – 0.35 = 0.45 [1], P(not B) = 1 – 0.45 = 0.55 [1]

5 a Dependent [1] b Independent [1] c Dependent [1] d Independent [1]

6 a _45 × _54 × _45 [1] = ___

64
125 o.e.[1]

b (_45 × _45 × _45 ) + (_15 × _45 × _45 ) + (_45 × _15 × _45 ) + (_45 × _45 × _15 ) + (_45 × _15 × _15 ) + (_15 × _45 × _15 ) + (_15 × _15 × _45 ) [2]
[1 for at least one correct product or correct evaluation of incorrect products] = ___ 124
125 [1]
OR 1 – ( 5 × 5 × 5 ) [2] [1 for 5 × 5 × 5 or 1 – P(no seeds germinate) seen] = 125 [1]
_
1 _ 1 _ 1 _
1 _ 1 _ 1 ___
124

11 × 10 ) + ( 11 × 10 ) + ( 11 × 10 ) =
7 (__
3 __
2 __3 __
8 __8 __
3 _______
6 + 24 + 24
[3]
110
[2 for at least one correct product or correct evaluation of incorrect products] = ___
54 __
27
110 or 55 [1]
OR 1 – (__11 × 10 ) [3] [2 for 11 × 10 or 1 – P(jam, jam) seen] = 110 or 55 [1]
8 __
7 __
8 __
7 ___
54 __
27

[Allow 1 for correct working leading to ___ 57

121 (with replacement)]

8 a P(B) = __
28 __
14
38 or 19 [1] b P(S9) = __
18 __
9
38 or 19 [1]

c P(B > S) = __
13
38 [1] d P(B < S) = __
35
38 [1]

9 a 12 [1]

b i P(B > E) = __
35 _1
70 or 2 [1]

ii P(S > B > E) = __

12 __
6
70 or 35 [2] [1 for numerator, 1 for denominator]

iii P(S > E | S) = __

27
38 [2] [1 for numerator, 1 for denominator]

10 __
15 __14 __
15 _5 ___
35
27 × 26 [3] [1 for 27 or 9 seen; in second fraction, 1 for numerator, 1 for denominator] = 117 [1]

Sample student answer

a Labels to show the flavour each branch represents are missing from the tree diagram.

b Labels to show the combination that each calculation represents are missing.

c There should be a sentence to clearly state the answer to the question.

Higher
UNIT 11 Answers Multiplicative reasoning

11 Unit test

1 4u = u + 20a [1]
3u = 20a [1]
3u
a = ___ [1]
20
2 a speed = 100 ÷ 7.19 [1] = 13.9 m/s (3 s.f.) [1]

b 13.9 ÷ 1000 × 60 × 60 [1] = 50.1 km/h (3 s.f.) [1]

7
3 P = _________2 [3] [1 mark for 0.04 seen] = 1392.6 N/m2 (1 d.p.) [1]
p × 0 . 04
4 Area of cross-section = _12 (12 + 8) × 6 = 60 cm2 [1]
Volume of prism = 60 × 20 = 1200 cm3 [1]
Mass = 5 × 1200 [1] = 6000 g [1] = 6 kg [1]

5 a 45 = 20k [1] b D = 2.25 × 48 = 108 [1] c 12 = 2.25t [1]

k = 45 ÷ 20 = 2.25 [1] t = 5.33 (3 s.f.) [1]
D = 2.25t [1]

6 a £12 000 × 0.25 = £3000; £12 000 – £3000 = £9000 [1]

£9000 × 0.25 = £2250; £9000 – £2250 = £6750
£6750 × 0.25 = £1687.50; [1] £6750 – £1687.50 = £5062.50 [1]
OR £12 000 × (0.75)3 [2] [1 for n = 2 or 4] = £5062.50 [1]

b 0.8 × 0.8 × 0.8 × 0.8 or 0.84 [1] = 0.4096 [1]

7 950 × 0.966 [2] [1 for 0.96 seen] = £743.62 [1]

k
8 a 5 = __ [1] b P = __
40
2 = 20 [1]
8
k = 40 [1]
40
P = ___ [1]
A
9 4000 × 0.038 = 152 [1], 152 × 0.2 = 30.40 [1], 4000 + 152 – 30.40 = 4121.6 [1]
4121.6 × 0.038 = 156.62, 156.62 × 0.2 = 31.32, 4121.6 + 156.62 – 31.32 = £4246.90 [1]

10 a £8000 × 0.05 = £400; £8000 + £400 = £8400 [1]

£8400 × 0.05 = £420; £8400 + £420 = £8820
£8820 × 0.05 = £441; [1] £8820 + £441 = £9261 [1]
OR £8000 × (1.05)3 [2] [1 for n = 2 or 4] = £9261 [1]

b A [1]

c 3885 = original amount × 1.05 [1] [or 1 for 1.05 or 105 seen]
original amount = 3885 ÷ 1.05 [1] = £3700 [1]

Sample student answers

Student B gives the better answer as they have written a sentence at the end answering the question. It is also
easier to follow Student B’s working as they have labelled their working as ‘International Bank’ and ‘Friendly Bank’.

Higher
UNIT 12 Answers Similarity and congruence

12 Unit test
1 Angle JKL = 100° [1], angle RPQ = 60° [1]
Similar triangles must have identical angles [1] so triangles JKL and PQR are not similar [1]

2 Missing angle in D = 37° [1], triangles A and D are congruent, SAS [1]

3 Scale factor = 2.5 (or equivalent) [1], x = 3.8 cm [1] and y = 6 cm [1]

4 Angle ABC = angle CDE and angle BAC = angle CED (alternate angles)
Angle ACB = angle DCE (vertically opposite angles)
So triangles ABC and CDE are similar (AAA) [1]
Scale factor = 3.5 [1], x = 38.5 cm [1], y = 9.4 cm [1]

5 a Angle ABE = angle ACD and angle AEB = angle ADC (corresponding angles)
Angle BAE is common
So triangles ABE and ACD are similar, scale factor = _34 [1], x = 9 cm [1]

b Length AC = 7_13 cm [1], y = 1_56 cm or 1.8 cm (1 d.p.) [1]

6 a AB = CD and AD = BC (opposite sides in a rectangle are parallel and equal length) [1]
Angle A = angle B = angle C = angle D (all angles in a rectangle are 90°) [1]
So triangles ABC, BCD, ACD and DAB are congruent [1] (SAS) [1]

b AB = DC (opposite sides in a rectangle are parallel and equal length)

Angle BAC = angle ACD and angle ABD = angle BDC (alternate angles)
So triangles ABE and DCE are congruent (AAS)
AD = BC (opposite sides in a rectangle are parallel and equal length)
Angle CAD = angle ACB and angle BDA = angle DBC (alternate angles
So triangles AED and CEB are congruent (AAS)
Triangles ABE, DCE, AED and CEB are isosceles (base angles are equal)
So AE = BE = CE = DE.
Therefore E is the midpoint of both AC and BD [2]
_____
7 Area scale factor B → C = 6.25 [1], linear scale factor = √ 6 . 25 = 2.5 [1]
a = 5 cm [1]
3
_____
8 Volume scale factor F → G = 3.375 [1], linear scale factor = √3 . 375 = 1.5 [1], area scale factor = 1.52 = 2.25 [1]
Surface area of G = 33.75 m2 [1]

9 Let the height of the complete cone be h + 30.

h + 30
h ______
___ = [1]
12 14
14h = 12h + 360
h = 180 cm [1]
Volume of complete cone = _13 × 142 × (180 + 30) × p = 13720p [1]
Volume of small removed cone = _13 × 122 × 180 × p (or (__
14 ) × 13720p) = 8640p [1]
12 3

Volume of frustum = 13720p – 8640p = 5080p = 15 600 cm3 (3 s.f.) [1]

Sample student answer

a Drawing the relevant triangles next to each other, the same way up, makes it easier to match the corresponding
angles to see if they are the same. It also avoids confusion with the other parts of the diagram.

b The student has explained each step of the answer clearly and separately to show how each angle was
calculated, and has summarised a final proof statement. Higher
UNIT 13 Answers More trigonometry

13 Unit test
____
x2
1 A = _12 × x × 2x × sin 30° [1] A = __ [1] 2A = x2 [1] x = √ (2A) [1]
2
2 Angle AOB = 122.09° [1]
Area of triangle = _12 × 8 × 8 × sin (their 122.09°) = 27.11 [1]
Area of segment = 41.1 cm2 [1]

7 . 6cm PR
3 ______ = ______ [1] PR = 6.2 cm [1]
sin 64° sin 47°
Angle PRQ = 180 – (64 + 47) = 69° [1]
Area = _12 × 7.6 × 6.2 × sin 69 [1] = 22.0 cm2 [1]

4 Correct right angled triangle seen [1]

F

40 cm

20°
D E

AE = 40 sin 20° = 13.681 [1]

Correct right-angled triangle seen [1]
A

16°
E C

AC = 13.681 ÷ sin 16° [1] = 49.6 cm [1]

sin 35° sin BCÂ
5 Correct substitution into sine rule: ______ = ______ [2]
6cm 8cm
̂ 8 sin 35°
_______ ̂
so sin BCA = , [ BCA = 49 . 9° [2] or 130.1° [2]
6
6 a Angle ABC = 104° [1] AC2 = 232 + 162 – 2 × 23 × 16 × cos 104 [1] = 31.0 km [1]

b Correct substitution into sine rule: [2]

Angle BAC = 30.1° [1] Bearing of C from A = 078° [1]

7 Y-axis correct range [1] x-axis correct range [1] curve correct [1]
y
2

0
180° 360° x

22

Higher
 Unit 13  Answers

 8 a y = –cos x [2] b
y = sin(–x) [2]

 9 Y-axis correct range [1] x-axis correct range [1] curve correct [1]
y
2

0
60° 120° 180° 240° 300° 360° x

10 a One solution is u = tan–1​(_​ 75 ​)​= 54.5° or any other valid solution [2]

b tan u = _​ 75 ​[1] 54.5°, 234.5°, 414.5°, 594.5° [2] all correct, [–1] each error

Sample student answer

The student has assumed wrongly that the triangle is right‑angled.

Higher
UNIT 14 Answers Further statistics

14 Unit test

1 a Cheaper [1], less time-consuming [1] b No – not representative [1]

2 a Cumulative frequency correctly calculated [1]

Points correctly plotted (4, 4), (5, 15), (6, 30), (7, 48), (8, 71), (9, 88,) (10, 100) [1]
Smooth curve drawn [1]

b ≈ 7.1 [1]

c Upper quartile – lower quartile [1] = 2.6–2.7 [1]

d 100 – 38 [1] = 62 [1]

3 Men take longer on average (median for men = 24, median for women = 22.5); men and women have the same
range (20) [3] [Award 1 mark for each of two valid comparison, 1 for using values]

4 a Different numbers of people in each group [1]

b 4 [1] c 6 [1] d 04, 25, 11, 16, 23, 21 [2] [1 for one error]

5 a Box plot drawn with median 18 [1], lower quartile 14 and upper quartile 26 [1], minimum 6 and
maximum 45 [1]

b Yes, 45 [1] c No – likely to be correct [1]

6 a Frequency densities correctly calculated

Length, l (m) Frequency density
1.5 < l < 2.0 14
2.0 < l < 2.5 38
2.5 < l < 2.8 103
2.8 < l < 3.0 260
3.0 < l < 3.5 68
3.5 < l < 5.0 5 [1]
Axes/scales correctly labelled [1]
Bars correctly drawn [1]
428 . 2
b Mid-interval values identified [1] and multiplied by frequencies [1], leading to ______ [1] = 2.85 (2 d.p.) [1]
150
c Median = 75th or 75.5th value [1]
Correct method [1] leading to median = 2.87 (2 d.p.) [1]

d 17 [1] + 7 [1] = 24 [1]

e Lines drawn on histogram [1], accurately [1]

Mode = 2.88–2.9 [1]

Sample student answer

a A ruler has been used making it neater and more accurate to read off the values. The group B lines have been
drawn differently to group A to distinguish them on the graph and make it less likely to read off the wrong
values.

b The lower quartile value is wrong because the scale has been read incorrectly. The student has tried to read ‘25’
but has just counted up 5 squares, which really is 30.

Higher
UNIT 15 Answers Equations and graphs

15 Unit test

1 Drawing graphs of y = 0.5x – 4 and y = 8 – x. [1] [1]

x = 8, y = 0 [1] [1]

2 a = iii, factorises to y = (x – 2)2 giving repeated root at x = 2 [1]

b = i, roots at 3 and –1 [1]
c = ii, only one with a maximum [1]
d = iv, turning point at (2, 3) [1]

3 y
10
8
6
4
2

21028 26 24 22 O 2 4 6 8 10 x
22
24
26
28
210

graphs of y = 4 [1] and y = 2x + 7 [1] correct area shaded [1]

4 a x3 – x2 – 14x + 24 [2] [–1 for equivalent]

b cubic [1] c x = 3, x = −4, x = 2 [1] d 24 [1]

5 y

x
21

(2, 25)
Positive quadratic curve [1]
Crosses y-axis at (–1) [1]
Minimum at (2, –5) [1]

6 y = a(x – 3)2 – 4 [3] [1 for (x – 3), 1 for (–4)]

7 5 × 5 = 25 [1]
_1 × p × 52 = 6.25p [1]
4
Area = 25 – 6.25p [2] [–1 if given as a decimal value (= 5.37 to 2 d.p.)]

8 P = (0, 5) [2] Q = (4, 9) [2]

______________ ______ ___ __
PQ = √(4 − 0) 2 + (9 − 5) 2 [1] = √4 2 + 4 2 = √ 32 = 4√2 [1]

9 Factorise to give (x + 3)(x – 2) . 0 [1] x . 2 [2], x , −3 [2]

Higher
 Unit 15  Answers

10 a Completed square form: y = (x – 3)2 + 4

Minimum at (3, 4) so does not cross x-axis – has no roots. [1]

b Completed square form: y = 2(x + 1)2 – 7

Minimum at (–1, –7) so does cross x-axis – has roots. [2]

c Completed square form: y = –(x + 2)2 + 13

Maximum at (–2, 13) so does cross x-axis – has roots. [2]
3
_____
11 ​x​ n+1​ = ​√  ​x​ n​ − 8  
​[2] At least 4 steps of clear working out [2]
x = −2.16631 (5 d.p.) [1]

Sample student answers

Student B gives the best answer as they have used the information on the graph and the equation given.
Student A has calculated c correctly, but has incorrectly identified b.
Student C has incorrect values for b and c.

Higher
UNIT 16 Answers Circle theorems

16 Unit test

1 Angle OBA = 34° angles on a straight line add to 180°, OA = OB radii of same circle [1]
Angle OAB = 34° base angles of isosceles triangle are equal. [1]
Angle AOB = 180° − 34° − 34° = 112° angles in a triangle add to 180° [1]
(Note: these angles may be annotated on the diagram)
Fully correct reasons [1]

2 OA = OB radii same circle

Angle OAB = angle OBA base angles of isosceles triangle are equal.
Angle OAB = (180° − 124°) ÷ 2 = 28° angles in a triangle add to 180° [1]
Angle OAT = 90° angle between tangent and radius is 90° [1]
Angle BAT = 90° − 28° = 62° [1]
(Note: these angles may be annotated on the diagram)
Fully correct reasons [1]
_______
3 a 90° [1] b √ (8² − 5²) = 6.2 cm [1]

4 Angle BAD = 70° [1]

Angle BOD = 140° [1]
Opposite angles cyclic quadrilateral add to 180° and angle at centre equals twice angle at circumference when
both are subtended by the same arc. [1]

5 Angle BAD = 90° the angle in a semicircle is a right angle, [1]

Angle ABD =180 − 90° − 19° = 71° (angles in a triangle add to 180°) [1]
Angle ACB = 19° angles subtended at the circumference by the same arc are equal [1]
Full reasons [1]

6 Angle ABC = 90° [1] 6y = 90 [1] angle BAC = 75° [1]

7 Correct angle calculations [4]

Fully correct reasons using language below [2] or any one correct reason [1]
OAC = OBC = 90 (tangent is perpendicular to the radius)
AOB = 360 – 90 – 90 – 36 = 144 (angles in a quadrilateral add up to 360°)
OBA = (180 – 144) ÷ 2 = 18 (angles in a triangle add up to 180° and base angles of isosceles triangle are equal)
CAB = CBA = (180 – 36) ÷ 2 = 72
(angles in a triangle add up to 180° and base angles of isosceles triangle are equal)
OBA = 90 – 72 = 18 (tangent is perpendicular to the radius)

8 Angle BCD = 53° or angle ABC = 65° [1]

Angle ACT = 180° − 62° − 53° = 65° [1]
Angle between tangent and chord is equal to the angle in the alternate segment and angles in a triangle add
to 180° or angles on a straight line add to 180° [1]

9 Angle QRS = angle PQR = a, alternate angles are equal [1]

Angle QRS = angle QPR = a, angle between tangent and chord is equal to the angle in the alternate segment. [1]
Angle PQR = angle QPR = a [1]
No marks unless the reasons are given

Higher
 Unit 16  Answers

10 Gradient radius = − ​_​ 34 ​[1]

Gradient PT = ​ _43 ​[1]
3 = ​ _43 ​× −4 + c [1]
c = __
​ 25
3  ​[1]

y = _​ 43 ​x + __
​ 25
3  ​or 3y = 4x + 25 [1]

Sample student answer

Both students worked out the correct value for angle OBT. Student A gave the best answer as they clearly stated
the reasons for each part of their calculation. However, Student A’s answer could have been improved by showing
the calculations so that they didn’t lose any method marks if they made an error in calculating.

Higher
UNIT 17 Answers More algebra

17 Unit test

1 5x + 20 seen [1]
x = 5y + 20 [1]
x − 20
y = ______ [1]
5
2 x2 + 8x + 16 – 2x – 7 = x2 + 6x + 9 [1]
x2 + 6x + 9 = x2 + 6x + 9 [1]
___
3 √2y = x + 3 [1]
___
x = √ 2y – 3 [1]

(3 − x)(3 + x) 3+x
4 ___________ [1] = _____
x [1]
x(x − 3)

3y
5 a ____2 [2] [–1 for 1 mistake]
10x
45 8 37
b ____ – ____ [1] = ____ [1]
20x 20x 20x
6 Vx = 1 + 5x
Vx – 5x = 1 [1]
x(V – 5) = 1
1
x = _____ [1]
V−5
__ __ __
7 a 12 – 3√ 2 + 4√ 2 – 2 [1] = 10 + √ 2 [1]
__ __
b 9 + 6√ 5 + 5 [1] = 14 + 6√ 5 [1]
(x − 5)(x + 6) (x + 4)(x − 1) x−1
8 a ___________ × ___________ [1] = _____ [1]
(x + 6)(x + 4) (x − 5)(x − 7) x−7
(5x + 6)(x − 2) 5(x + 1)
b ____________ × ____________ [1] = _54 [1]
4(x − 2) (5x + 6)(x + 1)
__ __
9(1 +  3__)___
_________
√ 9 + 9√ 3
9 __ __ [1] = _______ [1]
(1 − √ 3 )(1 + √ 3 ) −2
10 a 5x2 – x – 6 = 0 [1]
(5x – 6)(x + 1) = 0 [1]
x = _65 , x = –1 [1]

b 12 = x(x – 1)
x – x – 12 = 0 [1]
2

(x − 4)(x + 3) = 0 [1]
x = 4, x = –3 [1]

11 2 = x2 + 6x + 8 [1]
_______
 36 − 24
−6 ± √_______
_____
x= [1]
2
x = –1.27, x = –4.73 (2 d.p.) [1]

Higher
 Unit 17  Answers

12 a i 12 [1] ii 5 [1] b a = ±3 [1]

c fg(x) = f(2x + 1) = (2x + 1)2 – 9 [1]

= 4x2 + 4x + 1 – 9
= 4x2 + 4x – 8 [1]

Sample student answer

The student has made an error in multiplying both sides by (b − 5): a × (b − 5) = ab − 5a, not ab − 5.
The student could avoid this mistake by putting the terms in a bracket before multiplying them up, which would
remind them to multiply BOTH terms in the brackets by a.

Higher
UNIT 18 Answers Vectors and geometric proof

18 Unit test

1 a (
−15)
c (
−18)
b ( ) [1]
10 7 −11
[1] [2]
1
2 Vectors a followed by 2b correctly drawn [2] [Allow 1 if only 2b drawn]
Resultant a + 2b correctly drawn [1]
⟶ ⟶
3 a A E = 2q [1] b A C = p + q [1]

4 a ( ) – ( ) [1] = ( ) [1]
3 1 2
6 4 2
b M(2, 5) and N(5, 5) [1]
MN = ( ) – ( ) [1] = ( ) [1]
⟶ 5 2 3
5 5 0
→ ⟶
5 a i F E = b [1] ii C E = b – 2a [1]
⟶
b C D = −2a + b + a = b – a [1]
⟶
F X = b + b − 2a = 2b – 2a [1]
⟶ ⟶ ⟶
F X = 2(b – a) so F X is parallel to CD [1]

6 a B(8, 3) [1] b D(−1, 3) [1]

BD = ( ) [1]
⟶ −9
0
⟶
7 PQ = 2r [1]
→ _3
PX = r [1]
⟶ 2 _3
OX = p + 2 r [1]
⟶ ⟶ ⟶
8 a ON = OA + AN seen or implied [1]
⟶ ⟶
AB = –a + b so AN = – _23 a + _23 b [1]
⟶
ON = a – _23 a + _32 b = _13 a + _23 b [1]
OR
⟶ ⟶ ⟶
ON = OB + BN seen or implied [1]
⟶ ⟶
BA = –b + a so BN = – _13 b + _13 a [1]
⟶
ON = b – _13 b + _13 a = _31 a + _23 b [1]
⟶ ⟶ ⟶ ⟶
b OD = O A + A C + C D = a + b + b = a + 2b [1]
⟶ ⟶ ⟶
OD = 3(_13 a + _23 b) so OD = 3ON [1]
⟶ ⟶
OD is a multiple of ON and they have a common point, so OND is a straight line. [1]

9 a AB = ( ) [1]
⟶ −4
−4
b C(1, 5) [1]

c X(1, 2) [1]
OX = ( ) [1]
⟶ 1
2
______________ __
d |AB| = √ ( − 4) 2 + ( − 4) 2 [1] = 4√ 2 [1]

Sample student answer

⟶ ⟶
a The answer should say AB = 2n − 2m = 2(n − m) and MN = n − m. The student has forgotten the direction of the
vectors.

b The answer could be improved by adding a sentence at the end, e.g. ‘This means AB is parallel to MN and is
twice the length.’
Higher
UNIT 19 Answers Proportion and graphs

19 Unit test

1 a k = 600 ÷ 250 = 2.4 [1]

T = 2.4 × 400 [1] = 960 s [1]

b k = 1400 × 360 = 504 000 [1]

T = 504 000 ÷ 900 [1] = 560 s [1]

2 a B [1] b C [1] c A [1] d F [1]

3 a D = kt2 [1]
30 = k × 402
k = ___
3
160 [1]
3t 2
D = ____ [1]
160
b D = 76.8 [1]

c t = 25.3 (3 s.f.) [1]

k
4 a y = __2 [1]
x
k
___
2.5 =
24 2
k = 1440 [1]
1440
y = _____ [1]
x2
b y = 3.6 [1]

c x = 30 [1]

5 a A = (−3, −9), B = (−6, 0), C = (0, 0) [1] b A = (3, 9), B = (6, 0), C = (0, 0) [1]

c A = (−1, 9), B = (−4, 0), C = (2, 0) [1] d A = (−3, 18), B = (−6, 0), C = (0, 0) [1]

e A = (−1, 9), B = (−2, 0), C = (0, 0) [1]

6 a Change in velocity = 720 – 620 = 100 [1]

Acceleration = ___
100
10 [1] = 10 m/s [1]
2

b Tangent drawn [1]

Answers between 17 and 25 m/s2 [1]

c Distance = area under the graph = _12 (490 + 250) × 10 [1] = 3700 m [1] [Accept answers in the range
3650−3800]

7 a Graph sketched with correct shape and coordinates (0, 0) and (1, −1) labelled [1]

b Graph sketched with correct shape and coordinates (0, 3) and (1, 0) labelled [1]

Higher
 Unit 19  Answers

 8 a i 12 = ab1
12
b = ___
​  a ​ ​[1]
108 = ab3
108 = a × (​ ___
​  a ​ )​  ​[1]
3
12

1728
108 = a × _____
​  3 
​a​  ​
1728
_____
108 = ​  2 
​a​  ​
a2 = ____
​ 1728
108 ​ 
​
a2 = 16
a = 4 [1]

ii y = 4bx [1]
12 = 4 × b1
b = 3 [1]

b y = 324 [1]

Sample student answer

a Where the curve crosses the y-axis and the x-axis, and where the minimum/maximum points are.

b The minimum point.

c The student could label the axes with an approximate scale to help count the number of units to be moved.

Higher