Wednesday 16 May 2018 - Morning: As Gce Mathematics (Mei)

Oxford Cambridge and RSA
Wednesday 16 May 2018 – Morning

AS GCE MATHEMATICS (MEI)
4751/01 Introduction to Advanced Mathematics (C1)
QUESTION PAPER
Candidates answer on the Printed Answer Book.

* 7 3 0 9 4 0 4 4 8 3 *
OCR supplied materials: Duration: 1 hour 30 minutes

• Printed Answer Book 4751/01
• MEI Examination Formulae and Tables (MF2)
Other materials required:

None
INSTRUCTIONS TO CANDIDATES
These instructions are the same on the Printed Answer Book and the Question Paper.
• The Question Paper will be found inside the Printed Answer Book.
• Write your name, centre number and candidate number in the spaces provided on the
Printed Answer Book. Please write clearly and in capital letters.
• Write your answer to each question in the space provided in the Printed Answer Book.
If additional space is required, you should use the lined page(s) at the end of this booklet.
The question number(s) must be clearly shown.
• Use black ink. HB pencil may be used for graphs and diagrams only.
• Read each question carefully. Make sure you know what you have to do before starting your
answer.
• Answer all the questions.
• Do not write in the barcodes.
• You are not permitted to use a calculator in this paper.
• Final answers should be given to a degree of accuracy appropriate to the context.
INFORMATION FOR CANDIDATES
This information is the same on the Printed Answer Book and the Question Paper.
• The number of marks is given in brackets [ ] at the end of each question or part question on
the Question Paper.
• You are advised that an answer may receive no marks unless you show sufficient detail of
the working to indicate that a correct method is being used.
• The total number of marks for this paper is 72.
• The Printed Answer Book consists of 12 pages. The Question Paper consists of 4 pages.
Any blank pages are indicated.
INSTRUCTION TO EXAMS OFFICER / INVIGILATOR

• Do not send this Question Paper for marking; it should be retained in the centre or recycled.
Please contact OCR Copyright should you wish to re-use this document.
No calculator can
be used for this
paper
© OCR 2018 [H/102/2647] OCR is an exempt Charity

DC (SC/SW) 152199/2 Turn over
2
Section A (36 marks)
Simplify ^5a 2 ch # 2a 4 c -5 .
3
1 [2]
2 Find the equation of the line joining the points (-1, 9) and (2, -3), giving your answer in the form
y = mx + c. State the coordinates of the points where this line intersects the axes. [5]
3 Find the value of
(i) a2 14k ,
-2
[2]
(ii) ^8000h3 .
2
[2]
4 For the following equation, express x in terms of y.

x 2x + 1
= [4]
3y y+2
5 Find the coordinates of the point of intersection of the lines y = 4x + 3 and 3x + 2y = 9. [4]
Find the term that is independent of x in the binomial expansion of a - 3xk .

1 6
6 [3]
x
7 (i) Express 28 + 3 175 in the form a b, where a and b are integers and b is as small as possible. [2]
6 3 2 a+b 2
(ii) Simplify - , giving your answer in the form , where a, b and c are integers. [3]
5- 2 5+ 2 c
8 For each of the following pairs of sentences A and B, give a reason why the statement A + B is false and
write either ‘A & B ’ or ‘A % B ’ to show the correct relationship.
(i) A: n is positive.
B: n2 + 6 is positive. [2]
(ii) A: The diagonals of a quadrilateral bisect each other but not at right angles.
B: The quadrilateral is a rectangle but not a square. [2]
9 You are given that f(x) = ax3 + cx and that f(-1) = 3. You are also given that when f(x) is divided by (x - 4),
the remainder is 108. Find the values of a and c. [5]
© OCR 2018 4751/01 Jun18

3
Section B (36 marks)
10 (i) Express 3x2 - 9x + 5 in the form a(x + b)2 + c. Hence state the equation of the line of symmetry and
the y-coordinate of the minimum point of the curve with equation y = 3x2 - 9x + 5. [6]
(ii) Find the coordinates of the points where the graph of y = 3x2 - 9x + 5 intersects the axes. Give your
answers in an exact form. Hence state the solution of the inequality 3x2 - 9x + 5 < 0. [4]
11 You are given that f(x) = (2x + 5)(x2 - 5x + 4).
(i) Sketch the graph of y = f(x). [4]
(ii) You are given that g(x) = 2x3 - 5x2 - 17x + 48. Show that x = -3 is a root of g(x) = 0 and that it is the
only real root. [6]
(iii) Show that y = g(x) is a translation of y = f(x) by c m , finding the value of k.

0
[3]
k
12
y
A (7, 4)
x
O
Fig. 12
Fig. 12 shows a sketch of the circle with equation (x - 2)2 + (y + 1)2 = 50. You are given that the point
A (7, 4) lies on the circle.
(i) Write down the radius of this circle and the coordinates of its centre. [2]
(ii) The line L has equation y = 2x - 10 and passes through the point A (7, 4). Use algebra to find the
coordinates of the point B where the line L meets the circle again. Hence show that the perpendicular
distance from the centre of the circle to the line L is 5. [6]
(iii) Show that, when the line y = 2x + k is a tangent to the circle, k satisfies the equation
k2 + 10k - 225 = 0. [5]
END OF QUESTION PAPER
© OCR 2018 4751/01 Jun18

4
Copyright Information
OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders
whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright
Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible
opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a
department of the University of Cambridge.
© OCR 2018 4751/01 Jun18

Wednesday 16 May 2018 – Morning

AS GCE MATHEMATICS (MEI)
4751/01 Introduction to Advanced Mathematics (C1)
PRINTED ANSWER BOOK
Candidates answer on this Printed Answer Book.

* 7 3 0 9 4 7 4 0 9 5 *
OCR supplied materials: Duration: 1 hour 30 minutes

• Question Paper 4751/01 (inserted)
• MEI Examination Formulae and Tables (MF2)
Other materials required:

None
* 4 7 5 1 0 1 *
INSTRUCTIONS TO CANDIDATES
These instructions are the same on the Printed Answer Book and the Question Paper.
• The Question Paper will be found inside the Printed Answer Book.
• Write your name, centre number and candidate number in the spaces provided on the Printed Answer
Book. Please write clearly and in capital letters.
• Write your answer to each question in the space provided in the Printed Answer Book.
If additional space is required, you should use the lined page(s) at the end of this booklet.
The question number(s) must be clearly shown.
• Use black ink. HB pencil may be used for graphs and diagrams only.
• Read each question carefully. Make sure you know what you have to do before starting your answer.
• Answer all the questions.
• Do not write in the barcodes.
• You are not permitted to use a calculator in this paper.
• Final answers should be given to a degree of accuracy appropriate to the context.
INFORMATION FOR CANDIDATES
This information is the same on the Printed Answer Book and the Question Paper.
• The number of marks is given in brackets [ ] at the end of each question or part question on the
Question Paper.
• You are advised that an answer may receive no marks unless you show sufficient detail of the working
to indicate that a correct method is being used.
• The total number of marks for this paper is 72.
• The Printed Answer Book consists of 12 pages. The Question Paper consists of 4 pages. Any blank
pages are indicated.
No calculator can
be used for this
paper
© OCR 2018 [H/102/2647] OCR is an exempt Charity

DC (SC) 152193/1 Turn over
2
Section A (36 marks)
3(i)
© OCR 2018
3
3(ii)
© OCR 2018 Turn over

4
7(i)
7(ii)
© OCR 2018
5
8(i)
8(ii)

6
Section B (36 marks)
10(i)
© OCR 2018
7
10(ii)

8
11(i)
11(ii)
(answer space continued on next page)
© OCR 2018
9
11(ii) (continued)
11(iii)

10
12(i)
12(ii)
© OCR 2018
11
12(iii)
© OCR 2018
12
ADDITIONAL ANSWER SPACE
If additional space is required, you should use the following lined page(s). The question number(s) must be
clearly shown in the margin(s).
Copyright Information
OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders
whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright
Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible
opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a
department of the University of Cambridge.
© OCR 2018
GCE
Mathematics (MEI)
Unit 4751: Introduction to Advanced Mathematics (C1)
Advanced Subsidiary GCE
Mark Scheme for June 2018
Oxford Cambridge and RSA Examinations

OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of
qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications
include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals,
Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in
areas such as IT, business, languages, teaching/training, administration and secretarial skills.
It is also responsible for developing new specifications to meet national requirements and the
needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is
invested back into the establishment to help towards the development of qualifications and
support, which keep pace with the changing needs of today’s society.
This mark scheme is published as an aid to teachers and students, to indicate the requirements
of the examination. It shows the basis on which marks were awarded by examiners. It does not
indicate the details of the discussions which took place at an examiners’ meeting before marking
commenced.
All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes should be read in conjunction with the published question papers and the report
on the examination.
© OCR 2018
4751 Mark Scheme June 2018
Annotations and abbreviations
Annotation in scoris Meaning

and 
BOD Benefit of doubt
FT Follow through
ISW Ignore subsequent working
M0, M1 Method mark awarded 0, 1
A0, A1 Accuracy mark awarded 0, 1
B0, B1 Independent mark awarded 0, 1
SC Special case
^ Omission sign
MR Misread
Highlighting
Other abbreviations Meaning

in mark scheme
E1 Mark for explaining
U1 Mark for correct units
G1 Mark for a correct feature on a graph
M1 dep* Method mark dependent on a previous mark, indicated by *
cao Correct answer only
oe Or equivalent
rot Rounded or truncated
soi Seen or implied
www Without wrong working
3
4751/01 Mark Scheme June 2018
Subject-specific Marking Instructions for GCE Mathematics (MEI) Pure strand
a Annotations should be used whenever appropriate during your marking.
The A, M and B annotations must be used on your standardisation scripts for responses that are not awarded either 0
or full marks. It is vital that you annotate standardisation scripts fully to show how the marks have been awarded.
For subsequent marking you must make it clear how you have arrived at the mark you have awarded.
b An element of professional judgement is required in the marking of any written paper. Remember that the mark scheme is
designed to assist in marking incorrect solutions. Correct solutions leading to correct answers are awarded full marks but work
must not be judged on the answer alone, and answers that are given in the question, especially, must be validly obtained; key
steps in the working must always be looked at and anything unfamiliar must be investigated thoroughly.
Correct but unfamiliar or unexpected methods are often signalled by a correct result following an apparently incorrect method.
Such work must be carefully assessed. When a candidate adopts a method which does not correspond to the mark scheme,
award marks according to the spirit of the basic scheme; if you are in any doubt whatsoever (especially if several marks or
candidates are involved) you should contact your Team Leader.
c The following types of marks are available.
M
A suitable method has been selected and applied in a manner which shows that the method is essentially understood. Method
marks are not usually lost for numerical errors, algebraic slips or errors in units. However, it is not usually sufficient for a
candidate just to indicate an intention of using some method or just to quote a formula; the formula or idea must be applied to
the specific problem in hand, eg by substituting the relevant quantities into the formula. In some cases the nature of the errors
allowed for the award of an M mark may be specified.
A
Accuracy mark, awarded for a correct answer or intermediate step correctly obtained. Accuracy marks cannot be given unless
the associated Method mark is earned (or implied). Therefore M0 A1 cannot ever be awarded.
B
Mark for a correct result or statement independent of Method marks.
4
E
A given result is to be established or a result has to be explained. This usually requires more working or explanation than the
establishment of an unknown result.
Unless otherwise indicated, marks once gained cannot subsequently be lost, eg wrong working following a correct form of
answer is ignored. Sometimes this is reinforced in the mark scheme by the abbreviation isw. However, this would not apply to a
case where a candidate passes through the correct answer as part of a wrong argument.
d When a part of a question has two or more ‘method’ steps, the M marks are in principle independent unless the scheme
specifically says otherwise; and similarly where there are several B marks allocated. (The notation ‘dep *’ is used to indicate
that a particular mark is dependent on an earlier, asterisked, mark in the scheme.) Of course, in practice it may happen that
when a candidate has once gone wrong in a part of a question, the work from there on is worthless so that no more marks can
sensibly be given. On the other hand, when two or more steps are successfully run together by the candidate, the earlier marks
are implied and full credit must be given.
e The abbreviation ft implies that the A or B mark indicated is allowed for work correctly following on from previously incorrect
results. Otherwise, A and B marks are given for correct work only — differences in notation are of course permitted. A
(accuracy) marks are not given for answers obtained from incorrect working. When A or B marks are awarded for work at an
intermediate stage of a solution, there may be various alternatives that are equally acceptable. In such cases, exactly what is
acceptable will be detailed in the mark scheme rationale. If this is not the case please consult your Team Leader.
Sometimes the answer to one part of a question is used in a later part of the same question. In this case, A marks will often be
‘follow through’. In such cases you must ensure that you refer back to the answer of the previous part question even if this is
not shown within the image zone. You may find it easier to mark follow through questions candidate-by-candidate rather than
question-by-question.
f Wrong or missing units in an answer should not lead to the loss of a mark unless the scheme specifically indicates otherwise.
Candidates are expected to give numerical answers to an appropriate degree of accuracy, with 3 significant figures often being
the norm. Small variations in the degree of accuracy to which an answer is given (e.g. 2 or 4 significant figures where 3 is
expected) should not normally be penalised, while answers which are grossly over- or under-specified should normally result in
the loss of a mark. The situation regarding any particular cases where the accuracy of the answer may be a marking issue
should be detailed in the mark scheme rationale. If in doubt, contact your Team Leader.
g Rules for replaced work
If a candidate attempts a question more than once, and indicates which attempt he/she wishes to be marked, then examiners
should do as the candidate requests.
5
If there are two or more attempts at a question which have not been crossed out, examiners should mark what appears to be
the last (complete) attempt and ignore the others.
NB Follow these maths-specific instructions rather than those in the assessor handbook.
h For a genuine misreading (of numbers or symbols) which is such that the object and the difficulty of the question remain
unaltered, mark according to the scheme but following through from the candidate’s data. A penalty is then applied; 1 mark is
generally appropriate, though this may differ for some units. This is achieved by withholding one A mark in the question.
Note that a miscopy of the candidate’s own working is not a misread but an accuracy error.
6
Question Answer Marks Guidance

1 250a10 2 B1 for 2 elements correct or if p12, attached to this image, is blank,
250a10 c2
 
or 3 put BP on it. If it has an attempt at one
c2 M1 for 5a 2c  125a 6c3
or more parts, highlight the qn no on
p12, then go to the qn and put a
highlight by the side as a reminder that
there is extra work and link p12 to this
part
[2]
2 y  4 x  5 www 3 9  3 may be implicit in eqn eg
M1 for m    4 soi y  9 x  1
1  2 
3  9 1  2
and M1 for y – 9 = their m (x + 1) or

y + 3 = their m (x − 2) or for correct ft
elimination of fractions in eqn. of line joining
two points
(0, 5) and (1.25, 0) oe, ft their eqn of line 2 B1 for one correct; need not be in coordinate as usual, no need to simplify fractions,
form; isw after acceptable ft ans found but integers may not be left as
fractions
[5]
3 (i) 16 2 81 4
2 M0 for just converting mixed number
M1 for or for   or for numerator or 2
81 16 9  1 
to fraction or for  
denominator correct  2.25 
[2]
3 (ii) 400 2 M1 for 3
8000  20 soi or for 3
64000000
[2]
7

4 xy  2 x  6 xy  3 y M1 for correctly eliminating fractions and
expanding brackets
2x − 5xy = 3y M1 for correctly collecting x terms on one side ft wrong first step
and remaining terms on the other and
simplifying
x(2 − 5y) = 3y M1 correctly factorising, ft their two or three term

side with x terms
3y M1 for correctly dividing by their factor – but M0 award full marks only if working fully
 x  oe as final answer if their factor is only one term since too correct
2  5y
simple in comparison
SC for those who work to obtain y = : ie if ft correct, those who work to

first correct step still gains M1; 2x
M0 for collecting y terms on one side and obtain y  earn SC3
5x  3
remaining term on the other
then allow M1 for correctly factorising, ft

their two or three term side with y terms, then
M1 for correctly dividing by their factor to
give final answer – must be simplified
[4]
8

5 3x + 2(4x + 3) = 9 M1 for subst to eliminate one variable; condone each M1 is for a correct, constructive
one error; step
or for multn or divn of one or both eqns to get
a pair of coeffts the same, condoning one
error
11x = 3 M1 for collecting terms and simplifying; for this M mark, ft for equiv difficulty
condoning one error ft
or for appropriate addn or subtn to eliminate a
variable, condoning an error in one term;
(3/11, 45/11 oe) A2 or x = 3/11, y = 45/11 oe isw
allow A1 for each coordinate
[4]
6 1
3 M1 condone wrong or omitted brackets; may be
selecting the term in    3x 
3
implied by  3 or by −27 selected

3
 x
6
C3 = 20 soi M1 may be part of a fully correct row in Pascal’s mark to advantage of candidate if
triangle choice eg if correct row seen but
wrong element selected
−540 A1 allow B2 for −540 included as part of

expansion but not identified as required term
– ignore errors in other terms
allow B3 for −540 obtained and identified by

multiplying out brackets, ignoring errors in
other terms, otherwise M0 for this method
[3]
7 (i) 17 7 2
M1 for 28  2 7 soi or for 175  5 7
[2]
9

7 (ii) 36  9 2 36  9 2 3 B1 for denominator;
or B2 for numerator or M1 for three terms
23 23
or a = 36, b = −9, c = 23 correct in 30  6 2  15 2  6
[3]
8 (i) when n is negative, n2 is positive and so n2 + 6 B1 oe with a valid number, or equivalent not sufft to say n doesn’t have to be
is positive explanation eg may use n = 0 positive for n2 + 6 to be positive;
but allow B1 for statement such as ‘n2

≥ 0 whatever n is, so n2 + 6 is always
positive’
B0 for ‘n2 is always positive so n can

be negative’
AB B1 condone B  A Do not accept A  B oe or just
B0 if no attempt at explanation (explanation  or  with no A and B
does not need to gain a mark)
[2]
(ii) the diagonals of a parallelogram also bisect B1 oe for other valid statement/sketch reference merely to ‘other shapes’
each other, not at 90° eg ‘A is true for parallelograms as well’ having diagonals bisecting each other
but B0 for eg ‘parallelograms also have but not at 90° is not sufficient;
diagonals meeting not at 90°’ – need
diagonals bisecting each other as well; if explanation has words, ignore
sketches unless referred to in words;
B0 if eg square or rhombus or kite or if explanation is by sketches only, they
trapezium etc also included as having must have diagonals drawn, approx.
diagonals bisecting each other, not at 90° bisecting each other not at right angles
but need not be ruled
A B B1 condone B  A Do not accept A  B oe or just

B0 if no attempt at explanation (condone  or  with no A and B
explanation of why the symbol they give is
true or any sketch) - (explanation does not
need to gain a mark)
[2]
10

9 −a − c = 3 B1 accept (−1) a instead of −a
3
64a + 4c = 108 B1 accept (4)3a instead of 64a may also be obtained after long
division etc
Correct method for eliminating one variable, M1 dep on two equations in a and c and at least
condoning one further error B1 earned
a = 2, c = −5 A2 A1 for one correct
if M0 but a and c both correct, allow SC1

[5]
10 (i) 3(x – 1.5)2 – 1.75 oe in fractions, www B4 B1 for each of a = 3, b = – 1.5 ignore ‘= 0’
if brackets are there, condone missing
power of 2
and B2 for c = – 1.75 or M1 for
5 – 3 × 1.52 or ft soi or for
5/3 – 1.52 or ft soi
Line of symmetry is x = – their b B1 must ft; if correct, x = 1.5 for last two B marks, do not allow
those starting again since not ‘hence’
min y = their c B1 must ft; if correct, y = – 1.75
B0 for just min pt = (1.5, – 1.75) oe

statement needed not just sketch with – 1.75
marked on y-axis
[6]
11

10 (ii) intersects y-axis at (0, 5) B1
 9  21  B2 M1 for quadratic formula used or ft from their

intersects x-axis at  ,0  or completing the square in (i), with at most one
 6  error;
3 7 
  ,0 
12 
condone answers not in coordinate form;
2 isw after correct x values obtained
9  21 3 7
or x  or x  
6 2 12
9  21 9  21 B1 ft only for soln using surds;

x or ft allow ft from wrongly simplified surds;
6 6
do not accept two separate inequalities
[4]
11 (i) graph of cubic correct way up B1 B0 if stops at x-axis must not have any ruled sections; no
curving back; condone slight ‘flicking
out’ at ends but not approaching
another turning point; allow max on y-
axis or in 1st or 2nd quadrants;
condone some ‘doubling’ or
‘feathering’ (deleted work still may
show in scans)
crossing x-axis at 5/2, 1 and 4 B2 on graph or nearby; may be in coordinate allow if no graph, but marked on
form; x-axis
M1 for x2  5x + 4 = (x – 4)(x − 1) or for roots condone intercepts for x and / or y
4 and 1 found given as reversed coordinates
mark intent for intersections with both axes
crossing y-axis at 20 B1 or x = 0, y =20 seen if consistent with graph allow if no graph, but eg B0 for graph
drawn with intn on y-axis nowhere near their
indicated 20
[4]
12

11 (ii) g(−3) = 2 × (−3) – 5 × 9 – 17 × −3 + 48
3
B1 condone (−3)3 instead of −27 etc, but next
= −54 – 45 + 51 + 48 step of working must be shown correctly
=0
or B1 for correct division of g(x) by (x + 3)
with remainder 0 and the conclusion
immediately following this (or explicitly B0 for just x + 3 is a factor
connected to it) that g(3) = 0 or that 3 is a or for x + 3 is a root
root of g(x) oe
(x + 3) used or stated as factor M1
correctly finding other factor as B2 accept b = −11 found

2x2 – 11x + 16 M1 for correct division of cubic by (x + 3) as
far as obtaining 2x2 − 11x (may be in grid) or
for two correct terms of 2x2 – 11x + 16
obtained by inspection
121 −128 isw or −7 A1 for correct substitution into b2  4ac and must be correctly simplified to at least
obtaining negative (may be seen in formula); the 121 −128 stage
no ft from wrong factor
conclusion no real roots from quadratic A1 dep on previous A1;

factor/equation, so −3 is only real root of g(x)
must refer back to original request, just ‘no
real roots’ is not sufft
they need to mention −3 or say ‘so just one
real root’ or ‘no more real roots’
[6]
11 (iii) [f(x) = ] 2x − 5x – 17x + 20 with correct
3 2
B2 B1 if no working or M1 for correct working if no working in (iii), check whether
working the relevant work has already been
condone inclusion of + k even if labelled as done in (i). If it has, tick it on the copy
f(x) instead of g(x) in the image zone and allow the mark,
but only if f(x) appears/is used in (iii).
13

0 B1 B0 for just g(x) = f(x) + 28 B1 for k = 28 even if stated after no
k = 28 or g(x) is translation of f(x) by   /wrong f(x) obtained
 28 
[3]
12 (i) radius 50 isw wrong conversion to 5 2 B1 B1 for 5 2
centre (2, −1) B1
[2]
12 (ii) NB examiners must use annotation in
this part; a tick where each mark is
earned is sufficient
(x – 2)2 + (2x −9)2 = 50 M1 for subst from line into circle eqn; condone eg condone omission of ‘=50’ or
one error having −11 instead of −9
5x2 – 40x + 35 [= 0] M1 for simplifying to solvable form; condone one

further error
x = 7 or 1 A1 condone omission of 7 and just using 1
B = (1, −8) B1
 7  their1 4  their  8  M1 or length of AB found ft ( 180 if correct) Must use the coordinates of B since
midpt of AB =  ,  or ‘hence’:
 2 2  and Pythagoras used with ½ AB and r
so M0 for eqn of line through centre
(4, −2)
perp to AB and intersection with AB
used to find mid point of AB
or M0 for equation of AB and formula

for dist of pt from line used
distance = 5 correctly obtained (answer A1

given)
[6]
14

12 (iii) (x – 2)2 + (2x + k + 1)2 = 50 M1 condone one error, eg omission of +1, but k
must be included
5x2 + 4kx + k2 + 2k – 45 [= 0] M1 condone one error; accept constant term eg allow M1 for 5x2 + 4kx + k2 – 45 [=
(k + 1)2 – 46; must be rearranged to ‘=0’ stage 0]
unless they go on to complete the square
M0 if wrong eqn used – no ft from original

error, only condone one error from working
with correct eqn
b2  4ac = 0 oe soi M1 may be earned near end 0 for just ‘discriminant = 0’ unless
allow for this condition quoted, even if then implied by later work
applied to wrong equation. It is sometimes
earned at beginning
(4k)2 – 4 × 5 × (k2 + 2k – 45) M1 for correct substitution ft into b2  4ac, dep on can be earned in formula (ignore rest
first M1 earned; brackets / signs must be of formula)
correct
correct simplification to given answer A1 NB mark working not answer

k2 + 10k – 225 = 0.
[5]
15

method 2 or
12 (iii) line perp to y = 2x + k through centre is M1 1 1
condone attempt y   x  n , with n ≠ 0 M0 for just y   x  c with no
1 2 2
y   x oe
2 attempt to subst (2, 1) to find c
finding intersection with y = 2x + k M1 allow for finding intn of y = 2x + k and line

2 1 with grad – ½ but error in constant
[if correct, x   k , y  k ]
5 5
 2  
2
1 
2 M1 for correct substitution ft into circle equation, using distance from centre = radius, or
 2  k    1  k   50 oe dep on first M1 earned; brackets / signs must point of intersection being on circle
 5   5 
be correct
correct simplification to given answer A2 NB mark working not answer; A1 for

k2 + 10k – 225 = 0. A1 for correct expansion of brackets or 8k 4k 2 2k k 2
correctly eliminating fractions as first step, 4  1   50 oe or
5 25 5 25
working with correct equation only
10  2k    5  k   1250 oe
2 2
[5]
16

method 3 or
12 (iii) line perp to y = 2x + k through centre is M1 1 1
condone attempt y   x  n , with n ≠ 0 M0 for just y   x  c with no
1 2 2
y   x oe
2 attempt to subst (2, 1) to find c
finding intn of their perp line with circle: allow using line with grad – ½ but error in
(x – 2)2 + (− ½ x + 1)2 = 50 and simplifying to M1 constant
solvable form
4  160 4 m 160 A1
x ,y oe
2 4
using y = 2x + k to obtain k M1 dep on previous Ms; or may use eqn of line

k  5  5 10 oe if correct gradient 2 through each of these points and
compare results with y = 2x + k
(k + 5)2 = 250 and correct working to obtain A1 NB mark working not answer;
given answer
k2 + 10k – 225 = 0. or allow subst of k  5  5 10 oe into
k2 + 10k – 225 = 0 and showing consistent
[5]
17

method 4 or
12 (iii) using calculus: M1 condone one error
dy dy dy
2x  4  2 y   0 and subst 2
dx dx dx
[if correct, 2 x  4  4 y  2  0 ]
using y = 2x + k, subst and solving: M1 condone one error [cf method 2: more work to be done by
[if correct, 2 x  4  4(2k  1)  2  0 and method 4 to get to the stage of finding
2k k the point of contact in terms of k]
x ,y ]
5 5
 2  
2
1 
2 M1 for correct substitution ft into circle equation, using distance from centre = radius, or
 2  k    1  k   50 oe dep on first M1 earned; brackets / signs must point of contact being on circle
 5   5 
be correct
correct simplification to given answer A2 NB mark working not answer; A1 for

k2 + 10k – 225 = 0. A1 for correct expansion of brackets or 8k 4k 2 2k k 2
correctly eliminating fractions as first step, 4  1   50 oe or
5 25 5 25
working with correct equation only
10  2k   5  k   1250 oe
2 2
[5]
18
Appendix – sample explanations for 8(i)

Explanation Mark
Even if a number is negative, its square will be positive. 1
n2 + 6 will always be positive (because of the n2). This being positive does not imply that n is positive. 1
any negative number squared is positive, therefore can be positive or negative 1
B can still be correct even if n was a negative number 1 bod
A can be a negative value and B will still be a positive number 1 bod
B will always be positive but A can be a negative number 1 bod
eg (–5)2 = 25, so B = 31 is positive 1 bod
eg –32 + 6 = 9 + 6 = 15, so the number can be negative 1 bod
any number squared is positive, so n can be positive or negative 0
19
OCR (Oxford Cambridge and RSA Examinations)
The Triangle Building
Shaftesbury Road
Cambridge
CB2 8EA
OCR Customer Contact Centre
Education and Learning

Telephone: 01223 553998
Facsimile: 01223 552627
Email: general.qualifications@ocr.org.uk
www.ocr.org.uk
For staff training purposes and as part of our quality assurance

programme your call may be recorded or monitored
Oxford Cambridge and RSA Examinations

is a Company Limited by Guarantee
Registered in England
Registered Office; The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA
Registered Company Number: 3484466
OCR is an exempt Charity
OCR (Oxford Cambridge and RSA Examinations)

Head office
Telephone: 01223 552552
Facsimile: 01223 552553
© OCR 2018
Qualification
Accredited
AS/A LEVEL GCE
Examiners’ report
MATHEMATICS
(MEI)
3895-3898, 7895-7898
4751/01 Summer 2018 series

Version 1
www.ocr.org.uk/maths
AS/A Level GCE Mathematics (MEI) - 4751/01 - Summer 2018 Examiners’ report
Contents
Introduction ..............................................................................................................................................3
Paper 4751/01 series overview ................................................................................................................4
Section A overview ...................................................................................................................................5
Question 1 ............................................................................................................................................5
Question 2 ............................................................................................................................................5
Question 3(i) .........................................................................................................................................5
Question 3(ii) ........................................................................................................................................5
Question 4 ............................................................................................................................................6
Question 5 ............................................................................................................................................6
Question 6 ............................................................................................................................................6
Question 7(i) .........................................................................................................................................6
Question 7(ii) ........................................................................................................................................7
Question 8(i) .........................................................................................................................................7
Question 8(ii) ........................................................................................................................................7
Question 9 ............................................................................................................................................7
Section B overview ...................................................................................................................................8
Question 10(i) .......................................................................................................................................8
Question 10(ii) ......................................................................................................................................8
Question 11(i) .......................................................................................................................................8
Question 11(ii) ......................................................................................................................................8
Question 11(iii)......................................................................................................................................9
Question 12(i) .......................................................................................................................................9
Question 12(ii) ......................................................................................................................................9
Question 12(iii)....................................................................................................................................10
2 © OCR 2018
Introduction
Our examiners’ reports are produced to offer constructive feedback on candidates’ performance in the
examinations. They provide useful guidance for future candidates. The reports will include a general
commentary on candidates’ performance, identify technical aspects examined in the questions and
highlight good performance and where performance could be improved. The reports will also explain
aspects which caused difficulty and why the difficulties arose, whether through a lack of knowledge, poor
examination technique, or any other identifiable and explainable reason.
Where overall performance on a question/question part was considered good, with no particular areas to
highlight, these questions have not been included in the report. A full copy of the question paper can be
downloaded from OCR.
3 © OCR 2018
Paper 4751/01 series overview

This legacy paper had a very different cohort to previous years, as year 12 prepare for the new
specifications. This meant that many of the candidates were retake candidates.
In this non-calculator paper, weaknesses in arithmetic, especially with negative signs and values, and
with fractions were exposed.
Overall, Section A gave candidates of all abilities the opportunity to show what they could do, whilst
giving scope to differentiate the more able candidates. In Section B, the three questions were sufficiently
demanding in parts to differentiate more able candidates whilst allowing lower ability candidates some
access.
The majority of those who needed to use page 12 and/or an extra booklet used them for questions 12(ii)
and 12(iii). There was evidence from some candidates of rushing into questions before considering the
best approach.
The word ‘hence’ was used in questions 10 and 12(ii). A few candidates lost marks because they did not,
as requested, use the results already obtained in their subsequent work.
4 © OCR 2018
Section A overview
The structure of shorter questions here enabled testing of a range of topics. It proved to give candidates
of all abilities the opportunity to show what they could do, whilst giving scope to differentiate the more
able candidates. Questions 6 and 8(ii) proved to be the most challenging.
Question 1
Candidates usually answered this correctly. Where errors were made, it was usually in applying the
power of 3 to the number term or to c.
Question 2
y mx + c and y − y1= m( x − x1 ) methods both

Many candidates obtained five marks here, with the=
commonly used to find the equation of the straight line. Once they had found the correct gradient,
success tended to follow. Candidates who made errors either demonstrated that they had not fully
understood negative number arithmetic, or forgot to calculate the intercepts. Very few did not gain any
marks.
Question 3(i)
Many candidates worked confidently and gained both marks. Some made errors in converting the mixed
number to a fraction. A few interpreted the power as an inversion followed by a square root.
Question 3(ii)
Candidates who dealt with the cube root first made fewer errors with the zeros than those who first
squared 8000. In general, there were more errors in this part than in part (i).
5 © OCR 2018
Question 4
A good majority of candidates were able to rearrange and factorise to isolate x, with a few minor sign
and arithmetical slips when collecting like terms seen. Some did not simplify the denominator in their
3y
answer, leaving it as x = . Some isolated y instead of x and the mark scheme covered this
y + 2 − 6y
event. A few candidates made life difficult for themselves by working in fractions throughout – only rarely
was this strategy fully successful.
Question 5
Candidates were usually confident in the method required to solve these simultaneous equations, and
most reached the correct value for x. Coping with the fractions in substituting to find y was found more
challenging by some.
Question 6
There were some good confident answers, elegantly obtained. Some candidates wrote all the terms of
the expansion before realising which one they needed, but then often chose correctly. A common error
was to omit the negative sign in the final answer. A few candidates had no idea of what they needed to
do, although some were able to gain a mark for writing the correct row of Pascal’s triangle.
Question 7(i)
Many candidates answered this confidently but not all were sure of the technique needed. In general,
candidates found it easier to find 28 = 2 7 than they did to find 3 175 . Quite a common error was to
find 175 = 5 7 and then to omit the factor of 3 in obtaining their final answer.
6 © OCR 2018
Question 7(ii)
Most candidates knew what to do, but many lost marks due to making a sign error in the numerator. The
other common error was in multiplying two irrational terms, so that 2 × 3 2 frequently became 12
instead of 6, or remained irrational.
Question 8(i)
Most candidates realised that negative numbers were needed in their argument, but they were not
always clear or accurate in what they said. The implication symbols in both parts in question 8 were
sometimes poorly written, for instance as a single arrow, which was not accepted. A few candidates,
many of whom had a correct argument, gave the wrong answer A ⇐ B , indicating that they were unsure
of the meaning of the symbols. A few candidates tried to use arguments involving odd and even
numbers.
Question 8(ii)
The reasoning in this part was much poorer than in part (i). Some candidates referred vaguely to ‘other
shapes’, which was not sufficient. Others referred incorrectly to trapezium, rhombus or kite. A good
minority spotted that the parallelogram was the shape needed which also fulfils the condition given.
Question 9
Some candidates produced a well organised solution, leading directly to the expected values of a and c,
with clear, concise working, and excellent solution of simultaneous equations (including the negative
signs). The majority were able to find the correct initial expressions, with a few candidates neglecting to
use the remainder theorem, and instead attempting to fully complete the division by (x − 4), to find the
second expression – a few managed this successfully. A few candidates interpreted (−1)3a as −a3, and
made little further progress. Some candidates who knew what to do did not subtract/add their equations
accurately – some of these were able to spot their errors and recover.
7 © OCR 2018
Section B overview
In these long questions, the structure enabled access for all for some parts, whilst giving plenty of
challenge in others. Question 12(iii) proved to be the most challenging question in the paper, as
intended.
Question 10(i)
Most candidates found a and b correctly. However, many made errors in finding c, where they often
omitted a factor of 3 when subtracting from 5, or made errors in squaring b. Some did not follow the
‘Hence’ instruction, and some lost marks by giving the coordinates of the minimum point rather than just
the y-coordinate.
Question 10(ii)
This was generally well done, but some candidates lost marks by omitting (0, 5). Expressing the
inequality correctly was found the most difficult mark to earn.
Question 11(i)
Most candidates found the intercepts correctly and produced a good sketch of a cubic graph.
Question 11(ii)
Candidates who found g(−3) were usually successful. Those who just divided by (x + 3) often did not say
that (x + 3) is a factor implies that x = −3 is a root. Most candidates found the quadratic factor
successfully and then used the discriminant. However, some did not relate their conclusion back to the
demand in the question. Some others confused factors and roots, e.g. ‘(x + 3) is a root’ and did not earn
the final mark. A few candidates had no idea of how to proceed after finding g(−3), with some attempting
to use the discriminant on the cubic.
8 © OCR 2018
Question 11(iii)
This question was mostly well done. Some candidates did not multiply out f(x) and thought that they only
had to compare the constant terms to show that g(x) is a translation of f(x). A few confused the direction,
giving k = −28 instead of +28.
Question 12(i)
Answers here were nearly always correct.
Question 12(ii)
Most candidates were able to form the correct equation for the intersection and to find the coordinates of
B, although arithmetical or algebraic errors meant that some lost their way. Those who found the
midpoint were usually able to complete the solution successfully. Some did not appreciate that ‘Hence’
meant that they should use their answer for B and so did not access the last two marks.
9 © OCR 2018
Question 12(iii)
Candidates found this to be the most demanding question on the paper. Most started by substituting
y = 2x + k into the circle equation. A major source of error was in the expansion of (2x + k + 1)², which
was more reliably done by those who expanded the circle equation before substituting y = 2x + k. Some
did not rearrange the resulting equation to zero. It was always a pleasure to see candidates successfully
completing the route to gaining full marks, but not many did. The mark scheme catered for three
alternative methods, but candidates rarely completed these successfully. Some candidates had no idea
where to begin, and some tried different approaches after making errors. For instance, substituting k = y
– 2x into the given result was a common tactic that was not fruitful.
10 © OCR 2018
Supporting you
Supporting you
For further details of this qualification please visit the subject webpage.
Review of results
If any of your students’ results are not as expected, you may wish to consider one of our review of results
services. For full information about the options available visit the OCR website. If university places are
at stake you may wish to consider priority service 2 reviews of marking which have an earlier deadline to
ensure your reviews are processed in time for university applications.
Active Results offers a unique perspective on results data and greater opportunities to understand
students’ performance.
It allows you to:
• Review reports on the performance of individual candidates, cohorts of students and whole
centres
• Analyse results at question and/or topic level
• Compare your centre with OCR national averages or similar OCR centres.
• Identify areas of the curriculum where students excel or struggle and help pinpoint strengths and
weaknesses of students and teaching departments.
http://www.ocr.org.uk/administration/support-and-tools/active-results/
CPD Hub
Attend one of our popular CPD courses to hear exam feedback directly from a senior assessor or drop in
to an online Q&A session.
https://www.cpdhub.ocr.org.uk
The small print
We’d like to know your view on the resources we produce. By
clicking on the ‘Like’ or ‘Dislike’ button you can help us to ensure
that our resources work for you. When the email template pops
up please add additional comments if you wish and then just click
‘Send’. Thank you.
Whether you already offer OCR qualifications, are new to OCR, or
are considering switching from your current provider/awarding
organisation, you can request more information by completing the
Expression of Interest form which can be found here:
www.ocr.org.uk/expression-of-interest
OCR Resources: the small print

OCR’s resources are provided to support the delivery of OCR
qualifications, but in no way constitute an endorsed teaching
method that is required by OCR. Whilst every effort is made
to ensure the accuracy of the content, OCR cannot be held
responsible for any errors or omissions within these resources.
We update our resources on a regular basis, so please check the
OCR website to ensure you have the most up to date version.
This resource may be freely copied and distributed, as long as

the OCR logo and this small print remain intact and OCR is
acknowledged as the originator of this work.
Our documents are updated over time. Whilst every effort is made
to check all documents, there may be contradictions between
published support and the specification, therefore please use the
information on the latest specification at all times. Where changes
are made to specifications these will be indicated within the
document, there will be a new version number indicated, and a
summary of the changes. If you do notice a discrepancy between
the specification and a resource please contact us at:
resources.feedback@ocr.org.uk.
OCR acknowledges the use of the following content:

Square down and Square up: alexwhite/Shutterstock.com
Please get in touch if you want to discuss the accessibility of

resources we offer to support delivery of our qualifications:
resources.feedback@ocr.org.uk
Looking for a resource?

There is now a quick and easy search tool to help find free resources
for your qualification:
www.ocr.org.uk/i-want-to/find-resources/
www.ocr.org.uk
OCR Customer Contact Centre
General qualifications
Telephone 01223 553998
Facsimile 01223 552627
Email general.qualifications@ocr.org.uk
OCR is part of Cambridge Assessment, a department of the University of
Cambridge. For staff training purposes and as part of our quality assurance
programme your call may be recorded or monitored.
© OCR 2018 Oxford Cambridge and RSA Examinations is a Company

Limited by Guarantee. Registered in England. Registered office The
Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA. Registered
company number 3484466. OCR is an exempt charity.
Unit level raw mark and UMS grade boundaries June 2018 series
For more information about results and grade calculations, see https://www.ocr.org.uk/students/getting-your-results/
AS GCE / Advanced GCE / AS GCE Double Award / Advanced GCE Double Award
AS & Advanced GCE Mathematics

Max Mark a b c d e u
4721 01 C1 Core mathematics 1 (AS) Raw 72 61 55 50 45 40 0
UMS 100 80 70 60 50 40 0
4722 01 C2 Core mathematics 2 (AS) Raw 72 55 49 43 37 31 0
UMS 100 80 70 60 50 40 0
4723 01 C3 Core mathematics 3 (A2) Raw 72 55 48 41 34 28 0
UMS 100 80 70 60 50 40 0
4724 01 C4 Core mathematics 4 (A2) Raw 72 54 47 40 34 28 0
UMS 100 80 70 60 50 40 0
4725 01 FP1 Further pure mathematics 1 (AS) Raw 72 56 50 45 40 35 0
UMS 100 80 70 60 50 40 0
4726 01 FP2 Further pure mathematics 2 (A2) Raw 72 59 53 47 41 35 0
UMS 100 80 70 60 50 40 0
4727 01 FP3 Further pure mathematics 3 (A2) Raw 72 47 41 36 31 26 0
UMS 100 80 70 60 50 40 0
4728 01 M1 Mechanics 1 (AS) Raw 72 60 51 42 34 26 0
UMS 100 80 70 60 50 40 0
4729 01 M2 Mechanics 2 (A2) Raw 72 53 46 39 32 26 0
UMS 100 80 70 60 50 40 0
4730 01 M3 Mechanics 3 (A2) Raw 72 50 42 34 27 20 0
UMS 100 80 70 60 50 40 0
4731 01 M4 Mechanics 4 (A2) Raw 72 59 53 47 42 37 0
UMS 100 80 70 60 50 40 0
4732 01 S1 – Probability and statistics 1 (AS) Raw 72 57 50 43 36 29 0
UMS 100 80 70 60 50 40 0
4733 01 S2 – Probability and statistics 2 (A2) Raw 72 56 49 42 35 28 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
4736 01 D1 – Decision mathematics 1 (AS) Raw 72 55 48 42 36 30 0
UMS 100 80 70 60 50 40 0
4737 01 D2 – Decision mathematics 2 (A2) Raw 72 58 53 48 44 40 0
UMS 100 80 70 60 50 40 0
Published: 15 August 2018 Version 1.0 1

AS & Advanced GCE Mathematics (MEI)
4751 01 C1 – Introduction to advanced mathematics (AS) Raw 72 60 55 50 45 40 0
UMS 100 80 70 60 50 40 0
4752 01 C2 – Concepts for advanced mathematics (AS) Raw 72 53 47 41 36 31 0
UMS 100 80 70 60 50 40 0
4753 01 (C3) Methods for Advanced Mathematics (A2): Written Paper Raw 72 61 56 51 46 40 0
4753 02 (C3) Methods for Advanced Mathematics (A2): Coursework Raw 18 15 13 11 9 8 0
(C3) Methods for Advanced Mathematics (A2): Carried Forward
4753 82 Raw 18 15 13 11 9 8 0
Coursework Mark
UMS 100 80 70 60 50 40 0
4754 01 C4 – Applications of advanced mathematics (A2) Raw 90 63 56 49 43 37 0
UMS 100 80 70 60 50 40 0
4755 01 FP1 – Further concepts for advanced mathematics (AS) Raw 72 55 51 47 43 40 0
UMS 100 80 70 60 50 40 0
4756 01 FP2 – Further methods for advanced mathematics (A2) Raw 72 48 42 36 31 26 0
UMS 100 80 70 60 50 40 0
4757 01 FP3 – Further applications of advanced mathematics (A2) Raw 72 63 56 49 42 35 0
UMS 100 80 70 60 50 40 0
4758 01 (DE) Differential Equations (A2): Written Paper Raw 72 61 54 48 42 35 0
4758 02 (DE) Differential Equations (A2): Coursework Raw 18 15 13 11 9 8 0
4758 82 (DE) Differential Equations (A2): Carried Forward Coursework Mark Raw 18 15 13 11 9 8 0
UMS 100 80 70 60 50 40 0
4761 01 M1 – Mechanics 1 (AS) Raw 72 51 44 37 31 25 0
UMS 100 80 70 60 50 40 0
4762 01 M2 – Mechanics 2 (A2) Raw 72 59 53 47 41 35 0
UMS 100 80 70 60 50 40 0
4763 01 M3 – Mechanics 3 (A2) Raw 72 61 54 48 42 36 0
UMS 100 80 70 60 50 40 0
4764 01 M4 – Mechanics 4 (A2) Raw 72 59 51 44 37 30 0
UMS 100 80 70 60 50 40 0
4766 01 S1 – Statistics 1 (AS) Raw 72 59 53 47 42 37 0
UMS 100 80 70 60 50 40 0
4767 01 S2 – Statistics 2 (A2) Raw 72 54 47 41 35 29 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
4771 01 D1 – Decision mathematics 1 (AS) Raw 72 50 44 38 32 26 0
UMS 100 80 70 60 50 40 0
4772 01 D2 – Decision mathematics 2 (A2) Raw 72 55 51 47 43 39 0
UMS 100 80 70 60 50 40 0
4773 01 DC – Decision mathematics computation (A2) Raw 72 46 40 34 29 24 0
UMS 100 80 70 60 50 40 0
4776 01 (NM) Numerical Methods (AS): Written Paper Raw 72 57 52 48 44 39 0
4776 02 (NM) Numerical Methods (AS): Coursework Raw 18 14 12 10 8 7 0
4776 82 (NM) Numerical Methods (AS): Carried Forward Coursework Mark Raw 18 14 12 10 8 7 0
UMS 100 80 70 60 50 40 0
4777 01 NC – Numerical computation (A2) Raw 72 55 47 39 32 25 0
UMS 100 80 70 60 50 40 0
4798 01 FPT - Further pure mathematics with technology (A2) Raw 72 57 49 41 33 26 0
UMS 100 80 70 60 50 40 0
AS GCE Statistics (MEI)

G241 01 Statistics 1 MEI Raw 72 No entry in June 2018
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
AS GCE Quantitative Methods (MEI)

G244 01 Introduction to Quantitative Methods (Written Paper) Raw 72 58 50 43 36 28 0
G244 02 Introduction to Quantitative Methods (Coursework) Raw 18 14 12 10 8 7 0
UMS 100 80 70 60 50 40 0
G245 01 Statistics 1 Raw 72 61 55 49 43 37 0
UMS 100 80 70 60 50 40 0
G246 01 Decision Mathematics 1 Raw 72 50 44 38 32 26 0
Version 1.0 11
UMS 100 80 70 60 50 40 0
Level 3 Certificate, Level 3 Extended Project and FSMQ raw mark grade boundaries June 2018 series
For more information about results and grade calculations, see https://www.ocr.org.uk/students/getting-your-results/
Level 3 Certificate Mathematics - Quantitative Methods (MEI)

Introduction to Quantitative Methods with Coursework (Written
G244 A 01 Raw 72 58 50 43 36 28 0
Paper)
Introduction to Quantitative Methods with Coursework
G244 A 02 Raw 18 14 12 10 8 7 0
(Coursework)
UMS 100 80 70 60 50 40 0
Overall 90 72 62 53 44 35 0
Level 3 Certificate Mathematics - Quantitative Reasoning (MEI)

H866 01 Introduction to quantitative reasoning Raw 72 56 49 42 35 28 0
H866 02 Critical maths Raw 60 44 39 34 29 24 0
*To create the overall boundaries, component 02 is weighted to give marks out of 72 Overall 144 109 96 83 70 57 0
Level 3 Certificate Mathematics - Quantitative Problem Solving (MEI)

H867 01 Introduction to quantitative reasoning Raw 72 56 49 42 35 28 0
H867 02 Statistical problem solving Raw 60 40 36 32 28 24 0
*To create the overall boundaries, component 02 is weighted to give marks out of 72 Overall 144 104 92 80 69 57 0
Advanced Free Standing Mathematics Qualification (FSMQ)

6993 01 Additional Mathematics Raw 100 56 50 44 38 33 0
Intermediate Free Standing Mathematics Qualification (FSMQ)

6989 01 Foundations of Advanced Mathematics (MEI) Raw 40 35 30 25 20 16 0
Published: 15 August 2018 Version 1.0 1

Wednesday 16 May 2018 - Morning: As Gce Mathematics (Mei)

Uploaded by

Copyright:

Available Formats

You might also like

Wednesday 16 May 2018 - Morning: As Gce Mathematics (Mei)

Uploaded by

Document Information

Original Title

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

Wednesday 16 May 2018 - Morning: As Gce Mathematics (Mei)

Uploaded by

Copyright:

Available Formats

Oxford Cambridge and RSA

Wednesday 16 May 2018 – Morning

Candidates answer on the Printed Answer Book.

OCR supplied materials: Duration: 1 hour 30 minutes

Other materials required:

INSTRUCTION TO EXAMS OFFICER / INVIGILATOR

© OCR 2018 [H/102/2647] OCR is an exempt Charity

Section A (36 marks)

3 Find the value of

4 For the following equation, express x in terms of y.

Find the term that is independent of x in the binomial expansion of a - 3xk .

© OCR 2018 4751/01 Jun18

Section B (36 marks)

11 You are given that f(x) = (2x + 5)(x2 - 5x + 4).

(i) Sketch the graph of y = f(x). [4]

(iii) Show that y = g(x) is a translation of y = f(x) by c m , finding the value of k.

k2 + 10k - 225 = 0. [5]

END OF QUESTION PAPER

© OCR 2018 4751/01 Jun18

Oxford Cambridge and RSA

© OCR 2018 4751/01 Jun18

Wednesday 16 May 2018 – Morning

PRINTED ANSWER BOOK

Candidates answer on this Printed Answer Book.

OCR supplied materials: Duration: 1 hour 30 minutes

Other materials required:

© OCR 2018 [H/102/2647] OCR is an exempt Charity

Section A (36 marks)

© OCR 2018 Turn over

© OCR 2018 Turn over

Section B (36 marks)

© OCR 2018 Turn over

(answer space continued on next page)

© OCR 2018 Turn over

ADDITIONAL ANSWER SPACE

Oxford Cambridge and RSA

Unit 4751: Introduction to Advanced Mathematics (C1)

Advanced Subsidiary GCE

Mark Scheme for June 2018

Oxford Cambridge and RSA Examinations

Annotations and abbreviations

Annotation in scoris Meaning

Other abbreviations Meaning

Subject-specific Marking Instructions for GCE Mathematics (MEI) Pure strand

a Annotations should be used whenever appropriate during your marking.

c The following types of marks are available.

g Rules for replaced work

Question Answer Marks Guidance

and M1 for y – 9 = their m (x + 1) or

Question Answer Marks Guidance

x(2 − 5y) = 3y M1 correctly factorising, ft their two or three term

SC for those who work to obtain y = : ie if ft correct, those who work to

then allow M1 for correctly factorising, ft

Question Answer Marks Guidance

(3/11, 45/11 oe) A2 or x = 3/11, y = 45/11 oe isw

allow A1 for each coordinate

implied by  3 or by −27 selected

−540 A1 allow B2 for −540 included as part of