NILE INTERNATIONAL EDUCATION SYSTEM

Certificate of Nile International Preparatory Education



MATHEMATICS 1138/02
Paper 2 May/June 2019
1 hour 30 minutes
You must answer on the question paper.
You will need: Calculator
Geometrical instruments
Tracing paper (optional)

INSTRUCTIONS
 Answer all questions.
 Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
 Write your name, centre number and candidate number in the boxes at the top of the page.
 Write your answer to each question in the space provided.
 Do not use an erasable pen or correction fluid.
 Do not write on any bar codes.
 You may use a calculator.
 If the degree of accuracy is not specified in the question, and if the For Examiner’s Use
answer is not exact, give the answer to three significant figures. Give
Pages
answers in degrees to one decimal place.
 You should show all your working. 1 13
2 14
INFORMATION
3 15
 The total mark for this paper is 80.
 The number of marks for each question or part question is shown in 4 16
brackets [ ]. 5 17
6 18
7 19
8 20
9 21
10 22
11 23
12 24
Total

This document has 24 pages. Blank pages are indicated.

06_1138_02/6RP
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For
1 A swimming club enters a diving competition. Examiner’s
Use

(a) To take part, students must be

at least 12 years old
and
less than 17 years old.

Write a single inequality to show the age, n, of any student in the competition.

n [2]

(b) The travel time to the competition is 3.2 hours.

Write this in hours and minutes.

hours minutes [1]

(c) The cost of entering the competition in 2018 is LE 167.

The cost increases by 13% in 2019.

Calculate the cost of entering the competition in 2019.

LE [2]

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For
(d) Students enter the competition as Juniors or Seniors. Examiner’s
The minimum teacher to student ratio for the competition is Use

1 : 9 for Juniors and 1 : 13 for Seniors.

The number of Juniors and the number of Seniors attending the competition is
shown in the table.

Number of students
Juniors 70
Seniors 121

Calculate the minimum number of teachers required.

[2]

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For
2 (a) (i) Write the value of  correct to 4 decimal places. Examiner’s
Use

[1]

(ii) Draw an arrow on the number line to show an estimate of .

390 400 410 420

132 132 132 132

[1]

22
(b) The fraction can be used as an approximation for .
7
Tick (✓ ) all the statements that are true.

 is an irrational number  is a recurring decimal

22 22
is a recurring decimal is an irrational number
7 7
[1]

1
(c) A sphere has a radius of cm.
2
4
The formula V = r 3 is used to find the volume of a sphere.
3

22
Use as an approximation for  to calculate the volume of the sphere.
7
Give your answer as a fraction in its simplest form.

cm3 [2]

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For
3 (a) Mona is investigating how many students use the school bus to travel to school. Examiner’s
She counts the number of students that get off the school bus each morning for a Use

week.
Her data is shown in the table.

Sunday Monday Tuesday Wednesday Thursday

174 167 145 155 89

(i) Explain why Mona’s data is discrete data.

[1]

(ii) Calculate the mean number of students using the bus per day.

[1]

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For
(b) Mona also collects data about the number of students who walk to school that Examiner’s
week. Use

She presents all her data in a graph.

200
Bus Walk
180
160
140
120
Frequency 100
80
60
40
20
0
Sunday Monday Tuesday Wednesday Thursday

Use Mona’s graph to

(i) estimate the number of students that walked to school on Wednesday,

[1]

(ii) compare the number of students who take the bus to school and the number
of students who walk to school.

You should make two comparisons.

Comparison 1

Comparison 2

[2]

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For
(c) Mona wants to count the number of students who arrive at school by car. Examiner’s
She plans to count the number of cars that arrive at school 10 minutes before Use

school starts.

Explain how Mona could improve her data collection.

[1]

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For
4 A 2  2 grid is highlighted on a one hundred square. Examiner’s
Use

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

(a) Calculate the difference in the products of the two diagonally opposite corners of
the 2  2 grid shown.

[2]

(b) A 3  3 grid is highlighted on the one hundred square.

a and d, and b and c are pairs of diagonally opposite corners of the 3  3 grid.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 a 58 b 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 c 78 d 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

The product of diagonally opposite corners b and c, can be written in terms of a

as (a + 2)(a + 20).

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For
(i) Expand and simplify (a + 2)(a + 20). Examiner’s
Use

[2]

(ii) Write down an expression for the product of the diagonally opposite corners
a and d, in terms of a.

[1]

(iii) Use your answers to part (b)(i) and part (b)(ii) to show that the difference
between the two products is 40.

[1]

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For
5 Shape PQRS is shown on the grid. Examiner’s
Use

y
12
11
10
9
8
7 P
6
5 S Q
4 R'
3
R
2 C
1

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 x
–1
–2
–3
–4
–5
–6

(a) (i) Shape PQRS is rotated about the point C so that R maps onto R'.

Complete the rotation and label each vertex. [1]

(ii) Write down the angle and direction of this rotation.

[1]

(iii) Draw the locus of the point R as it is rotated about C. [1]

(iv) T is a point on the grid with an x-coordinate of 0 and a positive y-coordinate.

The distance CP is the same as distance CT.

Complete the coordinate for T.

T= ( 0 , ) [1]

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For
(b) (i) Find the gradient of the line RS. Examiner’s
Use

[2]

(ii) The line RS is extended to create line A.

Find the coordinates of the point where line A crosses the y-axis.

( , ) [1]

(iii) Find the equation of the line that passes through points P and Q.

[2]

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For
6 A model for a building is made from a square-based pyramid and a cube. Examiner’s
Use

NOT TO
SCALE

(a) Write down the number of planes of reflection symmetry in the model.

[1]

(b) Sketch the plan and the front elevation of the model.

Plan Front elevation

[2]

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For
(c) The length of each diagonal edge of the square-based pyramid is 12 cm. Examiner’s
The length of each edge of the base is 10 cm. Use

NOT TO
12 cm
SCALE

10 cm

(i) The net used to make the square-based pyramid is shown below.

NOT TO
SCALE

Find the area of one triangular face.

cm2 [4]

(ii) Find the total surface area of the square-based pyramid.

cm2 [2]

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For
1 1
7 (a) Solve ( x  8)  x . Examiner’s
2 3 Use

x= [2]

1
(b) Find the value of 5n3  n 2 when n = –1.2.
3

[2]

xy 5
(c) Simplify y 2  .
4

[2]

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For
8 Randa travels to school on the bus. Examiner’s
Use
(a) The probability the bus is late is 0.07.

Write down the probability that the bus is not late.

[1]

(b) (i) Randa takes the bus on two consecutive days.

Complete the tree diagram.

Day 1 Day 2
Bus is
.......... not late

Bus is
not late
..........
.......... Bus is late

Bus is
.......... not late
0.07
Bus is late

0.07
Bus is late

[1]

(ii) Calculate the probability that the bus is late on two consecutive days.

[2]

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For
(c) When the bus is late Randa is more likely to be late for school. Examiner’s
Event A is the bus is late. Use

Event B is Randa is late for school.

Tick () to show whether each statement is true or false.

True False

A and B are independent events.

A and B are mutually exclusive events.

[1]

(d) Randa records whether the bus is late or not late for one year.
She also records whether she is late or not late for school.
Her results are shown in the table.

Late for school Not late for school

Bus is late 6 2

Bus is not late 3 149

Calculate an estimate of the probability that the bus is late and Randa is not late
for school.

[2]

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Question 9 starts on the next page.

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9 (a) Complete the table of values for y = x2 – 2x. For

Examiner’s
Use

x –2 –1 0 1 2 3 4 5

y 3 0 3 15

[2]

(b) On the grid, draw the graph of y = x2 – 2x for –2  x  5.

y
15

14

13

12

11

10

–4 –3 –2 –1 0 1 2 3 4 5 x
–1

–2

–3

–4
[2]

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(c) The equation x2 – 2x = b has two solutions, x = 0 and x = 2. For

Examiner’s
Use

Use your graph to find the value of b.

b= [1]

(d) Sara builds and sells computers.

Her profit, y, when she builds and sells x computers, can be modelled by the
graph of y = x2 – 2x, when x is positive.

Find the minimum number of computers Sara needs to build and sell to make a
profit.

[1]

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For
10 Kamel travels to the USA. Examiner’s
Use
(a) Distances in the USA are measured in miles.
Tick () the range that is the best estimation for 90 miles.

30 km to 60 km

60 km to 90 km

90 km to 120 km

120 km to 150 km

[1]

(b) The chart shows the distances, in miles, when driving between some cities in
Arizona.

Chandler

167 Flagstaff

83 115 Payson

22 144 89 Phoenix

122 95 100 100 Prescott

138 29 87 117 610 Sedona

(i) Kamel hires a car in Phoenix and drives to Sedona, then to Flagstaff and then
back to Phoenix.

Calculate the distance Kamel drives.

miles [2]

(ii) Petrol consumption can be measured in miles per gallon.

Kamel uses 10 gallons of petrol for his journey.

Calculate his average petrol consumption.

miles per gallon [1]

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For
(c) A small town is 69 miles due east of Phoenix and 56 miles due north of Tucson. Examiner’s
Use

Use this information to calculate the bearing of Tucson from Phoenix.

NOT TO SCALE
Phoenix

Tucson

 [4]

(d) The total distance travelled by Kamel on his trip is 1100 miles, correct to the
nearest 10 miles.

Write down the upper bound and lower bound of this distance.

Upper bound miles

Lower bound miles

[2]

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For
11 The monthly electricity bill, C (LE), for a household is made up of a fixed service Examiner’s
charge and a cost for each d units used. Use

(a) Households that use 50 units or less per month can calculate their bill using the
formula shown.
C = 0.11d + 11 when d  50

(i) Calculate the electricity bill for a household that uses 38 units in a month.

LE [2]

(ii) The cost of electricity increases.

When d ≤ 50, the new cost is 13 piastres per unit.
The fixed service charge stays the same.

Write a new formula for the electricity bill per month.

C= , when d  50 [1]

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For
(b) Households using more than 50 units per month pay a higher rate for each Examiner’s
additional unit used. Use

The rates are shown in the table.

Number of units (d) Cost per unit

d  50 13 piastres
51 to 100 22 piastres
101 to 200 27 piastres
201 to 350 55 piastres
Fixed Service Charge LE 11

(i) Sally uses 56 units per month.

In Sally’s bill, only 6 of the units are charged at 22 piastres.

Explain why.

[1]

(ii) Ahmed uses 130 units per month.

Calculate his electricity bill.

LE [3]

Question 11 continues on the next page.

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For
(c) In a factory, 60 machines running for 30 days use 1214 units of electricity. Examiner’s
Use

How many days would 50 of these machines take to use the same amount of
electricity?

[2]

Copyright © UCLES, 2019

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University
of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been
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© UCLES 2019 1138/02/M/J/19