Name:

New Document 1 Class:

Date:

Time: 171 minutes

Marks: 163 marks

Comments:

Page 1 of 61
 A square of side 15.7 cm is made from a length of wire.
1.
The same length of wire is then made into a circle.

Not drawn
accurately

Work out the diameter of the circle.

Answer cm
(Total 4 marks)

Page 2 of 61
 The diagram shows a sketch of triangle ABC.
2.
Not drawn
accurately

Using ruler and compasses only, make an accurate drawing of triangle ABC.
(Total 3 marks)

Triangles ABD and BCD are isosceles.

3.
Angle ABC is 90°

Not drawn
accurately

Page 3 of 61
 Work out the size of angle x.

Answer degrees
(Total 4 marks)

The population of England in 2013 is approximately 53 million.

4.
It is predicted that

the population in 2018 will be 4% more than the population in 2013

and the population in 2023 will be 4% more than the population in 2018.

Work out the predicted population of England in 2023.

Answer
(Total 3 marks)

Page 4 of 61
5. Enlarge the triangle by scale factor with centre (−5, −4).

(Total 2 marks)

Jon uses this data about the heights of plants (h) to draw the histogram below.
6.

Height, h
0 < h ≤ 10 10 < h ≤ 20 20 < h ≤ 30 30 < h ≤ 45 45 < h ≤ 50
(cm)

Frequency 7 8 3 6 5

Page 5 of 61
 Heights of plants

Height, h (cm)

Write down three different types of mistake that he has made.

Mistake 1

Mistake 2

Mistake 3
(Total 3 marks)

(a) Circle the inequality shown by the diagram.

7.

2<x<6 2≤x<6 2<x≤6 2≤x≤6

(1)

(b) Write down the integer values satisfied by this diagram.

Answer
(2)
(Total 3 marks)
Page 6 of 61
 Each number in the grid is double the previous number.
8. The first seven numbers are shown.

1 2 4 8 16

32 64

Work out the number for the last cell, marked x.

Give your answer in standard form to 3 significant figures.

You must show your working.

Answer
(Total 5 marks)

Page 7 of 61
 The diagram shows a circle, centre O.
9.
Not drawn
accurately

(a) Work out the size of angle x.

Answer degrees
(1)

(b) Work out the size of angle y.

Answer degrees
(3)
(Total 4 marks)

(a) Simplify (2x5y4z6) × (7x2y3z)

10.

Answer
(3)

Page 8 of 61
(b) Simplify fully

Answer
(2)

(c) Factorise (x + 1)2 + 4(x + 1)

Answer
(2)

(d) Factorise fully 2x2 − 50y2

Answer
(3)
(Total 10 marks)

Page 9 of 61
 The diagram shows a sector of a circle, radius 12 cm.
11.
Not drawn
accurately

Show that the perimeter of the sector is greater than 52 cm.

(Total 3 marks)

Page 10 of 61
 Work out the size of angle A.
12.
Not drawn
accurately

Give your answer to a suitable degree of accuracy.

Answer degrees
(Total 4 marks)

The measurements on this tank are exact.

13.
Water is put in the tank to a height of 0.7m to the nearest tenth of a metre.

Page 11 of 61
The tank is now turned on its side as shown.

Work out the minimum height of water in the tank, marked, h.

Give your answer to 1 decimal place.

Answer m
(Total 5 marks)

Page 12 of 61
14. n is an integer.

Prove that 8S + 1 is an odd square number.

(Total 5 marks)

Robin is firing arrows at a target.

15.
The probability that he hits the target on his xth attempt is

For example Probability (hit on his 5th attempt) =

(a) Work out the probability that he hits the target with both his 1st and 2nd attempts.

Answer
(3)

Page 13 of 61
 (b) Work out the probability that he hits the target exactly once on his first two attempts.

Answer
(4)
(Total 7 marks)

A shop sells 20 medium and 6 large T-shirts to women.

16.
(a) Complete the bar chart.

(2)

Page 14 of 61
(b) Here is the bar chart for men.

Each small T-shirt makes £2 profit.

Work out the total profit on small T-shirts for men and women.

Answer £
(4)
(Total 6 marks)

Page 15 of 61
 Beth collects this information about Year 7 sports clubs for the school newspaper.
17.
Sports club Number of members

Football 40

Table tennis 5

Basketball 10

Netball 15

(a) Use the information to complete the pictogram.

The first two rows have been done for you.
Remember to complete the key.

Key: represents members

Football

Table tennis

Basketball

Netball

(3)

(b) Use the information to write a headline about the sports clubs.

(1)

(c) The 40 members of the football club are put into teams of five.
Each team plays a match against one of the other teams.

How many matches are played?

Answer
(2)
(Total 6 marks)

Page 16 of 61
 Eva owns a restaurant.
18. The table shows the number of customers on four days.

Tuesday Wednesday Thursday Friday

Lunch 25 22 27 31

Dinner 50 48 70 89

Total 75 70 97 120

(a) How many more customers in total were there on Friday than on Thursday?

Answer
(2)

(b) She keeps a tally of the number of customers who order pudding each day.

Complete the table.

Day Tally Frequency

Tuesday IIII IIII IIII II 17

Wednesday IIII IIII IIII

Thursday IIII IIII IIII IIII IIII

Friday IIII IIII IIII IIII IIII IIII 30

(2)

(c) What fraction of Friday’s customers ordered a pudding?

Give your answer in its simplest form.

Answer
(2)

Page 17 of 61
 (d) Here is some information about Saturday.

Number of customers 150

Number who order pudding 50

Eva thinks the fraction of customers who ordered puddings on Saturday is greater than on
Friday.

Is she correct?
You must show your working.

(3)
(Total 9 marks)

Nobel prizes are won for Chemistry, Literature, Peace and Physics.
19.

(a) List these countries in order of the number of Chemistry prizes won.
Start with the country that has won the most.

3
(2)

Page 18 of 61
 (b) How many Peace prizes has France won?

Answer
(1)

(c) Which of these countries has won the most prizes in total?
You must show your working.

Answer
(3)
(Total 6 marks)

These cards are put into a hat.

20.

One card is chosen at random.

(a) What is the probability of choosing the card with the number 7?

Answer
(1)

(b) What is the probability of choosing a card that has a digit 3 on it?

Answer
(1)

(c) What is the probability of choosing a card that does not have a digit 3 on it?

Answer
(1)
(Total 3 marks)

Page 19 of 61
 (a) A bag had 1 black and 6 white counters.
21. More black counters were added to the bag.

A counter is now picked at random from the bag.

The probability it is black is now .

How many black counters were added?

Answer
(1)

(b) A different bag had 7 red and 12 yellow counters.

A number of yellow counters were taken out of the bag and replaced with the same number
of red counters.

The mode is now red.

What is the smallest possible number of yellow counters taken out?

Answer
(2)
(Total 3 marks)

Page 20 of 61
 Oscar and Erik want to find out who can solve puzzles faster.
22. They each solve five puzzles.

Here are Oscar’s times in seconds.

10.03 9.78 10.61 12.90 10.08

Erik has a mean time of 10.31 seconds.

(a) Who has the lower mean time?

You must show your working.

(3)

(b) They decide not to use their slowest and fastest times.
The winner is the one with the lower mean of the other three times.

Erik’s new mean is 0.34 seconds more than before.

Who wins? You must show your working.

(2)
(Total 5 marks)

Page 21 of 61
 A council sets this target to reduce traffic.
23.
More than 40% of cars should have 2 or more people in them.

The council collects data.

Is the target met?

Show how you decide.

(Total 3 marks)

Page 22 of 61
 Some boys and girls are asked if they can whistle.
24.
There are 30 boys.
There are three times as many girls.

40% of the girls can whistle.

Boys that can whistle : girls that can whistle = 2 : 3

Complete the two-way table.

Boys Girls

Can whistle

Cannot whistle

Total 30

(Total 5 marks)

Page 23 of 61
 Six pupils took a spelling test.
25.
Time spent revising (minutes) 10 15 35 40 45 50

Number of mistakes made in the test 14 11 5 5 2 3

(a) Plot the data on the scatter diagram.

(2)

(b) A pupil revised for 25 minutes.

Use a line of best fit to estimate the number of mistakes he made.

Answer
(2)

(c) Another pupil in the class revised for 75 minutes.

Did she make any mistakes?

Tick a box.

Yes No Cannot tell

(1)
(Total 5 marks)

Page 24 of 61
 Oscar and Erik want to find out who can solve puzzles faster.
26. They each solve five puzzles.

Here are Oscar’s times in seconds.

10.03 9.78 10.61 12.90 10.08

The table gives information about Erik’s times in seconds.

Fastest time 9.15

Slowest time 10.54

Mean of five times 10.23

The fastest and slowest times are not used.

The winner is the one with the lower mean of the other three times.

Who wins?
You must show your working.

(Total 5 marks)

A fisherman catches 50 fish.

27. The table shows information about the lengths of the fish.

Cumulative
Length, l (inches) Frequency
frequency

5 < l ≤ 10 6 6

10 < l ≤ 15 20 26

15 < l ≤ 20 13

20 < l ≤ 25 8

25 < l ≤ 30 3

(a) Complete the table.

(1)

Page 25 of 61
(b) Draw a cumulative frequency diagram for the data.

(3)

(c) The fisherman can only sell fish that are longer than 12 inches.

Work out an estimate for the fraction of fish that he can sell.

Answer
(3)
(Total 7 marks)

Page 26 of 61
 (a) The histogram shows information about 200 internet users.
28.

How many of these internet users are aged under 20?

Answer
(3)

Page 27 of 61
(b) This question is about internet users in the UK.

In the last five years, the number has increased by 82%, correct to two significant figures.
There are now 30 million, to the nearest million.

Work out the maximum number of internet users five years ago.

Answer
(4)
(Total 7 marks)

Page 28 of 61
 Ten different names are put into a computer.
29. One of the names is Jaspal.

(a) On Monday, the computer chooses two names at random.

The computer is set so that the same name can be chosen twice.

Show that the probability that Jaspal is chosen at least once is

(3)

Page 29 of 61
(b) On Tuesday, the computer chooses two names at random.
The computer is set so that the same name cannot be chosen twice.

Work out the probability that Jaspal is chosen now.

Answer
(3)
(Total 6 marks)

Page 30 of 61
 Point A is shown on the grid.
30.

(a) Write down the coordinates of A.

Answer ( , )
(1)

(b) Plot point B (8,1) on the grid.

(1)

(c) Work out the coordinates of the midpoint of AB.

Answer ( , )
(2)
(Total 4 marks)

(a) Circle the two multiples of 7

31.
6 10 16 21 25 27 32 35
(2)

(b) Circle the two factors of 30

6 10 16 21 25 27 32 35
(2)

(c) Circle the two square numbers.

6 10 16 21 25 27 32 35
(2)
(Total 6 marks)
Page 31 of 61
 Work out 321 − 123
32.

Answer
(Total 2 marks)

Mr and Mrs Jones and their two children go to the cinema.

33.
Ticket Prices

Single tickets Adult £9.25

Child £5.50

Family ticket 2 adults and 2 children £25.00

Mr Jones buys the family ticket instead of single tickets.

How much does he save?

Answer £
(Total 4 marks)

Two numbers add up to 200.

34. The difference between the numbers is 30.

Work out the numbers.

Answer and
(Total 2 marks)

Page 32 of 61
 Here is a sequence.
35.
8 14 20 26 32 ... ...

(a) Write down the rule for continuing the sequence.

Answer
(1)

(b) Write down the next two numbers in the sequence.

Answer and
(1)

(c) The 50th term in the sequence is 302.

What is the 48th term in the sequence?

Answer
(2)
(Total 4 marks)

Page 33 of 61
Mark schemes
15.7 × 4 or 62.8
1. M1

their 62.8 = π × diameter

oe
their 62.8 = 2 × π × radius
M1dep

their 62.8 ÷ π
their 62.8 ÷ 2π
radius = [9.95, 10]
M1dep

[19.9, 20]
SC2 for [4.9, 5]
A1
[4]

Triangle is correct with two equal arcs seen for angle of 60°
2.
B2 Triangle correct but no arcs
B2 Fully correct constructions (3rd side missing)
B1 for either AB = [7.4, 7.6]
or AC = [6.2, 6.4]
or 60°
B3
[3]

180 − 56 − 56 or 68
3.
2x + 56 + 56 + 90 = 360
oe
M1

90 − their 68 or 22

360 − 56 − 56 − 90
2x = 360 − 112 − 90
M1dep

(180 − their 22) ÷ 2

or (360 − 56 − 56 − 90) ÷ 2
2x = 158
M1dep

79
A1
[4]

Page 34 of 61
 1.04 × 53 (000 000)
4.
or 55.12 (million)

or 55.1 (million)

or 55 (million)
oe
57.24 (million) or 57.2 (million)
M1

1.04 × 1.04 × 53 (000 000)

or 1.04 × their 55.12 (million)

oe
M2 for (1.04)2 × 53 seen
M1dep

57 324 800 or 57 325 000

or 57 320 000

or 57 300 000 or 57.3 million

oe
Accept 57 million if working shown
Ignore further rounding of correct answer
A1
[3]

Fully correct enlargement with vertices at (−3, −4), (−4, −2) and (−4, −4)
5.
B1 for any enlargement SF
B1 for 2 correct vertices
B2
[2]

(Vertical scale) does not start at 0

6.
or incorrect height bars

or vertical scale is incorrect

or Area not proportional to frequency

B1

Last bar (should be at height 1)

B1

Page 35 of 61
 Label on vertical scale incorrect

e.g. should be frequency density

Any order
B1
[3]

(a) 2<x≤6
7. B1

(b) 1, 2, 3, 4, 5, 6
B1 for 5 correct and 1 missing
B1 for 6 correct and 1 incorrect
B1 for 1 ≤ x < 7
B0 for 2 or more errors
1, 2, 3, 4, 5 B1
1, 2, 3, 4, 5, 6, 7 B1
2, 3, 4, 5, 6, 7 B0
B2
[3]

Sequence continued correctly

8.
horizontally for at least two terms
128 and 256 (and 512)
M1

A calculation that leads to x if evaluated correctly

or extending the sequence to at least row 3

224 or 412
16 × 324
644
M1dep

16 777 216
A1

their value in standard form

or their value to 3 s.f.

1.67(77216) × 107
or 1.6 × 107
or 1.7 × 107
or 16 800 000
For standard form allow rounding or truncation
B1ft

Page 36 of 61
 1.68 × 107
B1ft
[5]

(a) 150
9. B1

(b) 360 − 150 or 210

or 360 − their 150

oe
OCA = 18 seen or implied
or 180 − 18 − 75 or 87
M1

360 − 18 − 75 − 210

or 360 − 18 − 75 − their 210

oe
OCB = 75 − 18 or 57 seen or implied
180 − 93 − 30 or 87 − 30
M1dep

57
A1
[4]

(a) 14x7y7z7 or 14(xyz)7

10.
B2 for 3 correct terms
B1 for 2 correct terms
Do not ignore further work for final mark
B3

(b) or

B1 for

B1 for or

Do not ignore further work

B2

(c) (x + 1)(x + 1 + 4)
x2 + x + x + 1 + 4x + 4
or x2 + 2x + 1 + 4x + 4
or x2 + 6x + 5
M1

Page 37 of 61
 (x + 1)(x + 5)
A1

(d) 2(x − 5y)(x + 5y)

B2 for (2x − 10y)(x + 5y)
B2 for (x − 5y)(2x + 10y)
B1 for 2(x2 − 25y2)

SC2 for

SC2 for
SC1 for 2(x − 5) (x + 5)
SC1 for (x − 5y) (x + 5y)
B3
[10]

2 × π × 12 or [75.3, 75.4]
11.
oe
24π
M1

× 2 × π × 12 (+ 24)

or [28.2, 28.3]
oe
9π (+24)
M1dep

[52.2, 52.3]
Do not award if π = 3 used
A1
[3]

12. =
oe

( = sin 71, h = 6.52(4…))

sin A =
M1

or 0.57(7…)

sin−1 ( )
M1dep

35.2(645…)
A1

Page 38 of 61
 35 or 35.3
B1ft
[4]

0.65 seen
13. B1

4.8 × 1.2 × their 0.65 or 3.744

or 4.8 × their 0.65 or 3.12

their 0.65 must be in range [0.65, 0.75] but not 0.7

=
M1
their 3.744 ÷ (1.2 × 2.8)

or their 3.12 ÷ 2.8

M1dep

1.11 …
A1

1.1
SC2 for 1.2
ft their rounded value from 2 d.p. or more
B1ft
[5]

14. 8× n(n + 1) (+1)

M1

4n(n + 1) (+ 1)

or 4n2 + 4n (+ 1)
M1dep

(2n + 1)2 or (2n + 1)(2n + 1)

A1

Page 39 of 61
(2n + 1)2 is a square number
oe

or 2n + 1 is odd

and odd × odd = odd

odd2 = odd

or multiple of 4 is even

and even + 1 = odd

or
n(n + 1) is odd × even or even × odd
so n(n + 1) is even

or 4(n2 + n) is even

and even + 1 = odd

and even × 4 = even
and even + 1 = odd

or 4n2 is even and 4n is even

and even + 1 = odd

A1

Page 40 of 61
 (2n + 1)2 is a square number

and

or 2n + 1 is odd

and odd × odd = odd

Strand (ii)
Both parts of the proof required.

or multiple of 4 is even

and even + 1 = odd

or
n(n + 1) is odd × even or even × odd
so n(n + 1) is even

or 4(n2 + n) is even

and even + 1 = odd

and even × 4 = even
and even + 1 = odd

or 4n2 is even and 4n is even

and even + 1 = odd

SC1 for 8 × S = even
and even + 1 = odd
Q1
[5]

15. (a)
oe decimal or percentage
M1

oe decimal or percentage
M1dep

oe
0.6 or 60%
A1

(b)
Hit then miss
M1
Page 41 of 61
 Miss then hit
M1

dependent on both previous marks

M1dep

oe
0.35 or 35%
A1

Alternative method

Miss then miss

M1

ft from their (a)

M1

oe
M1dep

oe
0.35 or 35%
A1
[7]

(a) (Medium bar =) 20

16. B1

(Large bar =) 6
If structure incorrect (incorrect gaps/unequal widths) award B1 max
B1

Page 42 of 61
(b) 24 or 10
Seen (or implied by later work)
B1

their 24 + their 10 (= 34)

dep on B1
M1 dep

their 34 × 2
oe
M2 for their 24 × 2 + their 10 × 2
M1

68
SC3 digits 68 (but not answer = 68)
SC3 64
SC2 32
A1

Alternative method

24 or 10
Seen (or implied by later work)
B1

their 24 × 2 or their 10 × 2
M1

their 48 + their 20
dep on B1
M1 dep

68
SC3 digits 68 (but not answer = 68)
SC3 64
SC2 32
A1
[6]

Page 43 of 61
 (a) Symbol represents 10 members
17. B1

Correct number of symbols for one row

Basketball (1)

Netball

Follow through from their key (not symbol =1)

M1

Two correct rows

ft wrong key (not symbol = l)
A1 ft

(b) Suitable headline reflecting data

Condone any valid statement about results eg
Most people do football
More do football than all the others in total
70 people go to sports clubs
B1

(c) 40 ÷ 5 (= 8) or 40 ÷ 2 (= 20) or 2 × 5 (= 10)

oe
M1

4
A1
[6]

(a) 120 − 97 or 89 − 70 + 31 − 27
18.
oe or 19 or 4 seen
M1

23
SC1 answer 46
A1

(b) 15
for Wednesday
B1

24
for Thursday
B1

Page 44 of 61
(c) seen

oe fraction, decimal, percentage

M1

SC1

SC1 any seen fraction correctly cancelled to simplest form

A1

(d) or attempts to make a comparison

Seen or implied
M1

or or both values correct in appropriate comparison

Fraction/decimal/percentage
A1

Their yes with fractions with either same numerator (oe)

or same denominator
or with both values as decimals or both values as percentages
or appropriate diagrams
Strand (iii)
Supporting answers with explanations and evidence

ft their from 3c and their

Q1

Alternative method

May be implied by diagram

M1

37.5
A1

Yes (50 > 37.5)

Q1
[9]

Page 45 of 61
 (a) Germany, UK, France
19.
B1 for one correct: Germany first
or UK second or France third
B1 30, 28, 8
B2

(b) 9
B1

(c) (Germany =) 30 + 10 + 6 + 32 (= 78)

or
(UK =) 28 + 13 + 12 + 23 (= 76)
or
(France =) 8 + 15 + 9 + 11 (= 43)
Method for one country seen or implied by correct answer
Allow one error per country
M1

(Germany =) 30 + 10 + 6 + 32 (= 78)
and
(UK =) 28 + 13 + 12 + 23 (= 76) (and (France =) 8 + 15 + 9 + 11 (= 43))
Method for at least Germany and UK seen or implied by correct
answer
Allow one error per country
M1

Germany = 78 and UK = 76 (and France = 43)

and chooses Germany
A1
[6]

20.
(a)
oe [0.06, 0.07] or [6%, 7%]
B1

(b)
oe [0.13, 0.14] or [13%, 14%]
B1

Page 46 of 61
(c) (c)

oe ft 1 − their [0.86, 0.87]

or [86%, 87%]
B1 ft
[3]

(a) 5
21. B1

(b) 3
B1 one correct trial seen
(increasing red and decreasing yellow by same number)
or
B1 10 red or 9 yellow seen or
B1 (12 +/− 7) ÷ 2 or 2.5 or 9.5
B2
[3]

(a) 10.03 + 9.78 + 10.61 + 12.9(0) + 10.08 (= 53.4)

22.
Allow one error
M1

(= 10.68)

M1

10.68 and Erik

A1

Alternative method

10.03 + 9.78 + 10.61 + 12.9(0) + 10.08 (= 53.4)

Allow one error
M1

10.31 × 5 (= 51.55)
M1

51.55 and 53.4 and Erik

A1

Page 47 of 61
 (b) 10.31 + 0.34 (= 10.65)

(= 10.24)

M1

Oscar and 10.65 or Oscar and 10.24

A1
[5]

162 or 108 or 36 or 18
23.
±2
B1

× 100 (= [44, 46])

oe
M1

[44, 46] and Yes

A1

Alternative method 1

198 (±2)
198 (±2)
B1

× 100 (= [54, 56])

oe × 100 (= [54, 56])

M1

[54, 56] and 60 and Yes

[54, 56] and 45 and Yes
A1

Alternative method 2

162 or 108 or 36 or 18
±2
B1

0.4 × 360 (= 144)

oe
M1

144 and [160, 164] and Yes

A1

Page 48 of 61
 Alternative method 3

198
±2
B1

0.6 × 360 (= 216)

oe
M1

216 and [196, 200] and Yes

A1

Alternative method 4

30% or 10% or 5%
±1%
B1

their 30% + their 10% + their 5%

oe At least one percentage must be in tolerance
M1 dep

[44, 46] and Yes

A1
[3]

Total girls = 90
24. B1

Girls can whistle = 36

ft × their 90

B1 ft

Girls cannot whistle = 54

ft their 90 − their 36
B1 ft

Boys can whistle = 24

ft their 36 ÷ 3 × 2
B1 ft

Boys cannot whistle = 6

ft 30 − their 24
B1 ft
Note: if all correct B5:
[5]

Page 49 of 61
25. (a) All 6 points correct (± sq)

4 or 5 points correct B1 Ignore extras

B2

(b) Draws a suitable line of best fit

M1

Answer appropriate to their line of best fit

ft their plots and appropriate line
Must be integer answer
SC1 8 or 9 or 10
A1 ft

(c) Cannot tell

B1
[5]

Version 1 for marking amended paper with slowest time given in table 10.54
26.
(10.03 + 10.61 + 10.08)(÷3)
Correct method for mean of any three or all five of Oscar’s times
M1

30.72 or 10.24
A1

(10.23 × 5 − 9.15 − 10.54)(÷3)

M1

31.46 or 10.48(…) or 10.49

Accept 10.5 with correct working
A1

their 10.24 and their 10.48(…) or their 10.49 and correct ft decision
or
their 30.72 and their 31.46 and correct ft decision
Allow rounding or truncating throughout
A1 ft

Version 2 used to mark paper with slowest time given in table 10.45

(10.03 + 10.61 + 10.08)(÷3)

Correct method for mean of any three or all five of Oscar’s times
M1

30.72 or 10.24
A1

(10.23 × 5 − 9.15 − 10.45)(÷3)

M1

Page 50 of 61
 31.55 or 10.5(1…) or 10.52
Accept 10.5 with correct working
A1

their 10.24 and their 10.5(1…) or their 10.52 and correct ft decision
or
their 30.72 and their 31.55 and correct ft decision
Allow rounding or truncating throughout
A1 ft
[5]

(a) 39, 47, 50

27. B1

(b) Plots at UCBs (± sq)

Allow one error or omission

B1

Heights correct (± sq)

Allow one error or omission

Increasing function not straight line ft values from table
B1 ft

Smooth curve or polygon

ft their 5 plots
Increasing function not straight line
B3 only for fully correct
B1 ft

(c) Attempt to read off at 12 inches

from any increasing graph eg 14 or 36 seen
M1

50 − their 14 (= 36)
M1

oe fraction
Correct ft from their graph only
A1 ft

Page 51 of 61
Alternative method 1

Attempt to read off at 12 inches

from any increasing graph eg 14 or 36 seen
M1

(1 −)

M1

oe fraction
Correct ft from their graph only
A1 ft

Alternative method 2

× 20 (= 12) or × 20 (= 8)

or

M1

their 12 + 13 + 8 + 3
Condone 10 ≤ their 12 < 14
M1

oe fraction
A1

Alternative method 3

× 20 (= 12) or × 20 (= 8)

or

M1

50 − 6 − their 8
Condone 6 < their 8 ≤ 10
M1

oe fraction
A1
[7]

Page 52 of 61
 (a) 12 × 1.5 (= 18) or 8 × 2.5 (= 20)
28.
20 × 2.5 (= 50) or 12 × 1
M1

12 × 1.5 + 8 × 2.5 or 18 + 20
20 × 2.5 − 12 × 1 or 50 − 12
M1 dep

38
A1

(b) 1.82 or 1.815 or 1.825 seen

oe eg sight of 182, 181.5 or 182.5
B1

30 499 999 or 29 500 000 seen or 29.5 (million)

Accept 30 500 000 or 30.5 (million)
B1

their max > 30 000 000

1 < their min < 1.82
M1

16 804 407 or 16 804 408 or 16 804 410 or 16 804 400 or 16 804 000
Strand (i)
Correct mathematical notation
Must be an integer answer
Accept 16 800 000 or 17 000 000 or 16.8 million or 17 million if
first 3 marks awarded
SC3 16 804 407.16 or 16 804 407.71
SC1 [16 483 516, 16 483 517]
Q1
[7]

29. (a) or or

oe
M1

oe
M1 dep

oe
A1

Page 53 of 61
 Alternative method 1

oe
M1

oe
M1 dep

oe
A1

Alternative method 2

Use of sample space diagram

M1

Indication of correct pairs

M1 dep

or 19 out of 100

A1

(b)

oe
M1

oe
M1 dep

oe
A1

Page 54 of 61
 Alternative method 1

oe
M1

oe
M1 dep

oe
A1

Alternative method 2

Use of sample space diagram

M1

Indication of correct pairs

M1 dep

or

oe
A1
[6]

(a) (2, 5)
30. B1

(b) B plotted at (8, 1)

B1

(c) (5, 3)
ft from their B
B1 ft for 1 number correct or point shown on grid
B2 ft
[4]

(a) 21 and 35
31.
B1 for 1 correct (and 1 incorrect)
or 2 correct and 1 incorrect
B2

(b) 6 and 10
B1 for 1 correct (and 1 incorrect)
or 2 correct and 1 incorrect
B2

Page 55 of 61
 (c) 16 and 25
B1 for 1 correct (and 1 incorrect)
or 2 correct and 1 incorrect
B2
[6]

198
32.
B1 for attempt at correct method of subtraction
or adding on eg 8 in units column
or sight of decomposition 77 + 21 (+100)
B2
[2]

2 × 9.25 (= 18.5(0)) or 2 × 5.5(0) (= 11.(00))

33. M1

29.5(0)
A1

4.5(0)
ft from their 29.5(0) − 25
B1 ft

Complete method shown

Strand (iii)
For finding cost of 2 adult tickets
+ 2 child tickets and subtracting 25
Q1
[4]

85 and 115
34.
Either order
B1 for 2 numbers adding to 200
B1 for 2 numbers with a difference of 30
B1 for 1 correct
B2
[2]

(a) Add 6 or +6 or plus 6

35.
oe
B1

(b) 38 and 44
ft from their rule
B1 ft

Page 56 of 61
(c) 302 − 2 × 6 or 302 − 6 − 6
oe eg use 6n + 2
Evidence of subtracting 6 from 302 from 302 − 6 (−6)
M1

290
ft from their rule
A1 ft
[4]

Page 57 of 61
Examiner reports
Foundation Tier
1.
A majority of students made no progress with this question and few fully correct solutions were
seen. Large numbers obtained the circumference but stopped at that point.

Higher Tier

Responses to this question were mixed. Large numbers obtained the circumference but stopped
at that point. Others used area formulae.

Foundation Tier
2.
This question tested a specification reference that is on both the Foundation and Higher tier
GCSE content list. However, guidance given in the specification indicates we will test only
perpendicular bisector and angle bisector at Foundation tier. This question required construction
of a 60 degree angle and we therefore decided to award full marks to all candidates on this
question.

Higher Tier

Few students gave a fully correct construction, with many clearly using a protractor to measure
the angle of 60° as no evidence of correct construction arcs were shown.

This question was generally well answered. A common error was to assume that angle ABD was
3. 56°.

This question was well answered. Some students used 0.4 instead of 0.04 and many lost
4. accuracy in their final answers by omitting ‘million’ or having an incorrect numbers of zeros.
Approximately half of all students made no progress with this question. Common errors were to
5.
put the bottom left vertex at the centre of enlargement and drawing a triangle with scale factor
or 2.

This question exposed the lack of understanding of histograms for many students. Common
6. errors included stating that ‘the bars had unequal widths’, ‘there was no bar after 50’ and ‘the
classes overlapped’.

Part (a) of this question was quite well answered. The most common incorrect choice was 2 < x <
7.
6. Part (b) was only answered fully correctly by a small minority of students with many giving an
answer of 1 < x < 7.

Almost all students were able to obtain the value for x as an ordinary number, although some
8.
arithmetic errors were seen. Many students then either gave the answer to 3 significant figures or
in standard form but less frequently satisfied both requirements.

Part (a) was generally well answered. In part (b) responses were not as good, although many
9. fully correct solutions were seen. Many students assumed that the shape was symmetrical and
gave the answer 18°.

Page 58 of 61
 Responses to all parts of this question were generally poor. In all parts it was common for
10. students who obtained the correct answer to then do further incorrect working. In part (a) the
common error was a z term of z6. In part (b) only a small minority simplified fully and even fewer
simplified partially. In part (c) almost all students expanded the brackets and then simplified to
obtain a quadratic expression. A majority of those students then went on to factorise correctly. A
common error in factorising x2 + 6x + 5 was to give (x + 3)(x + 2). In part (d) a significant number
of students managed the first step of taking 2 out as a factor but few made any further progress.

This question was not well answered. A small majority of students calculated the circumference,
11. but many premature approximation errors were then introduced in calculating the arc length. A
small number did not then realise they needed to add on 24 cm to obtain the perimeter.

Approximately half of the students were unable to make any progress with this question. Many
12. who substituted the numbers into the sine rule correctly were unable to rearrange the formula
correctly.

This question was not well answered. Common errors were, using bounds on all the numbers in
13. the question, not using bounds at all or obtaining the volume of water in the initial orientation but
then being unable to relate this to the second orientation.

Large numbers of students did not attempt this question and very few of those who did made any
14. progress. Many students attempted to use numerical trials whilst very few were able to progress
beyond substituting the expression for S into 8S + 1 and then expanding the brackets.

Part (a) was quite well answered, although many students attempted to add the two probabilities.
15. Part (b) was the least attempted question on the paper with only a minority of students being
successful. Many who gave correct answers to part (a) made little progress in part (b), usually as
they were unable to interpret ‘hits the target exactly once on his first two attempts’ correctly.

This proved to be a good starter for the vast majority of students. In part (b) a few dealt only with
16. men’s T-shirts and some added ‘medium’ and ‘large’ to their ‘small’ totals. Some misread the
scale for women as 22.

The pictogram was generally well answered with only a few students omitting the key. In part (b)
17. there were many variations of successful answers although some students did not provide a
headline and instead gave a title to the table or a question from a questionnaire. In part (c) many
students understood there were 8 teams but some students then misread the question and gave
28 or 56 matches.

This question was generally well answered, although many students misread the data. A small
18. number obtained double the answer in part (a) by adding lunch, dinner and the total. Some
students missed the instruction for simplest form in part (c). Part (d) required the two fractions to
be compared but many students simply worked out the two fractions and stopped.

All parts of this question were well answered. A number of arithmetical errors were seen in part
19. (c), despite this being a calculator paper.

Some students gave words for the answers when probabilities were asked for. Examples of
20. inappropriate answers included “unlikely”, “1 out of 15” or “1 in 15” and a small number used
ratios.

Page 59 of 61
 There were many good attempts to both parts of this question. In part (b) a significant proportion
21. of students did not appreciate that, as the number of red counters increases, the number of
yellow counters decreases.

This question was quite well answered with some accurate work on the mean. Some students
22. misinterpreted the data, using the greater mean as the faster time. Some students were not able
to deal with the information in part (b).

This was a challenging question for most of the students. However, some very good solutions
23. were seen with angles measured and percentages calculated.

There was a good performance for the last question, with many fully correct solutions seen.
24. Students found the ratio part the most difficult.

Students performed well on this question with many fully correct responses seen. Occasionally,
25. the line of best fit was not attempted or a curve was drawn. In part (c), some students did not
appreciate that values are estimates when using a scatter diagram and so the common incorrect
answer was ‘No’.

Many students missed the distinction between the mean of five times and the mean of the middle
26. three times. However, most calculated Oscar’s overall mean or the required mean of his three
middle values. Usually their mean was then compared with the given mean for Erik’s five times,
with few students appreciating the need to calculate Erik’s new mean. Those who realised that
Erik’s total of five times was the correct first step to his new mean, were usually successful.

Students generally found the cumulative frequencies accurately and were usually able to
27. produce an appropriate diagram. Some plotted at the midpoints rather than using upper class
boundaries and a large number drew block diagrams. Part (c) was not well answered. Many
misread the horizontal scale and found the number of fish shorter than 11 inches. Despite the
fact that a large number of students managed to read a value from the graph, few completed the
question.

Students had a better understanding of histograms than has been seen in previous series. Those
28. who used frequency densities to work back to the frequencies sometimes misread the scale.
Some students used a counting squares method which proved difficult in this particular case.
Part (b) proved a challenging question for all but the most able. Some students stated a correct
bound and made no further progress. Others worked out a reverse percentage without using the
bounds.

In part (a) students who used a tree diagram were the most successful. There was evidence of
29. some well constructed step-by-step explanations. Those who attempted to work back from the
given answer were unsuccessful. Students found part (b) more challenging. Again tree diagrams
were used with success, although students should be encouraged to write the resulting
multiplications of probabilities at the ends of the relevant branches. However, many students
worked with probabilities assuming replacement.

This question was well answered by the majority of students. The most common error in part (a)
30. was to reverse the coordinates. In part (b) the majority plotted B correctly at (8, 1). In part (c)
most students were successful but quite a number were unable to plot or find the midpoint with A
given and B plotted correctly. A small number of students wrote one of the coordinates correctly.
A common incorrect answer was (8, 5).

Page 60 of 61
 The majority of students gave the correct two multiples in part (a). Fewer students gave the two
31. correct factors in part (b). Most students gave at least one correct square number in part (c), with
27 or 32 being the most common incorrect answers.

This question was well answered by most students. The traditional method of setting out was the
32. most common method employed and the one which generated most success. A few students
simply subtracted the smaller digit from the larger in the hundreds and units columns to arrive at
an incorrect answer of 202. Other common incorrect answers were 108 and 197. Quite a number
of students checked their answer by working out 198 + 123.

This question was answered quite well by most students. The majority understood what was
33. required, although a few only added 1 adult price to 1 child price. The most common error was
careless arithmetic such as £9.25 + £9.25 = £16.50. There were also many instances of students
miscopying the figures in the question.

Many students appeared to struggle with this question because they were unable to find a
34. strategy to use. There was much success for those students who began with 200 ‒ 30 = 170,
followed by 170 ÷ 2 = 85 in order to find one of the numbers. However, many students used a
trial and error approach, which often resulted in confused workings and generally ended with
answers which satisfied only one of the two conditions. A very common incorrect answer was
130 and 70.

The majority of students were able to write down the rule in part (a), although some students had
35.
difficulty expressing their answer concisely. n + 6 and 6n + 2 appeared quite often and were
acceptable answers. However, a significant number of students just wrote down the number 6
without explaining how to use it. Almost all students were able to give the next two terms in part
(b). Quite a number of students wrote 38 and 44 in the spaces left in the stem of the question and
then gave 50 and 56 on the answer line, but there was no penalty for this slight
misunderstanding. Most students were able to apply the rule used in part (a) to successfully find
290 in part (c). Poor arithmetic was the main cause of errors in this part. 190 and 296 were
common incorrect answers.

Page 61 of 61