Secondary Maths Exam Tutor Workbook Ay19 201612865845465 PDF

Secondary Tutor
Maths
Exam workbook
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Contents
Page Page
number number
pupil tutor
A guide to the workbook......................................................... i i
Topic specific warm up questions

Page Page
number number
pupil tutor
Converting fractions, decimals and percentages........................................ 1 1
Rounding to decimal place and significant figures..................................... 2 3
Multiples and factors................................................................................... 3 5
Substitution................................................................................................. 4 7
Simplifying algebraic expressions.............................................................. 5 9
Solving equations....................................................................................... 6 11
Indices........................................................................................................ 7 14
Proportion................................................................................................... 8 16
Probability trees.......................................................................................... 10 19
Algebra and geometry................................................................................ 15 25
Exam skills
Page Page
number number
pupil tutor
Know your formulae ................................................................................... 18 29
Use of a calculator ..................................................................................... 23 34
Mixed practice
Page Page
number number
pupil tutor
Revision grid one (worded questions) ....................................................... 25 36
Revision grid two (worded questions) ........................................................ 27 39
Exam questions
Page Page
number number
pupil tutor
Multi-step exam questions ......................................................................... 29 42
© Action Tutoring 2019

A guide to the workbook
Welcome to your Action Tutoring maths exam workbook.
This has been carefully designed to support pupils in the build up to their GCSE maths exam.
This workbook gives pupils the opportunity to practice a range of skills, from the more basic one-
mark questions, to multistep and multi-topic questions later on.
Pupils attempting questions independently, before getting help from you, is key. Even if they try
a question and make a mistake, the very fact they’ve attempted it independently first, is
important. They will remember more of what they attempt, than just being told how to do
something.
This workbook can’t cover every topic that will come up in the exam, but we have picked topics
which come up frequently - those which will help pupils in other topics, and a mix in the exam
question section.
We’ve focused on areas that are relevant to the foundation and higher papers. If there is a topic
not in the workbook that pupils would like support on, you can cover this if you feel comfortable.
You can check back to the first maths workbook to see if it’s covered in there. We would not
want more than 25% of the total tutoring time to be taken up with work that is not in the
workbooks, apart from in exceptional circumstances, where a member of Action Tutoring staff
has agreed to it. We must try and see how we can add value; this is often by securing and
improving the fundamental skills that will allow pupils to pick up marks across a range of topics.
They will be doing higher level topics in class.
Pupils will be given an exercise book to answer the questions in. Please ensure they
do not write in the workbook, so it can be used again.

Each week pupils can pick a warm up topic to practice. These are ten one-mark questions that
are similar to exam style questions.
Encourage pupils to attempt a few independently. It will be more effective for pupils to try and
recall the skill themselves, rather than you explaining it straight away.
If pupils have struggled with the first few, or have some incorrect answers, pause and go back
over the questions they’ve attempted. After you’ve done this, encourage them to try the next few
independently.
Ensure pupils do their working in their exercise books and do not write in their
workbook. This ensures they can be used with other pupils in future.
You should assume topics are non-calculator. Topics pupils can use a calculator on will be
indicated by this symbol:
i
Exam skills
This section can be used in place of a warm up. The section focuses on helping pupils revise
the formulae they need for the exam and check they know how to use their calculator properly.
As they will do the ‘match up’ exercises in their exercise book, they can be used more than
once. Some pupils will need more repetition to help remember formulae than others.
Two of the papers at GCSE are calculator based, so accurate and efficient use of a calculator
is a crucial skill.
If you are unfamiliar with the calculators pupils typically use (the Casio fx83GT PLUS or fx85GT
PLUS), this website has some good instructional videos for the most common uses of a
calculator: https://thecalculatorguide.com/
Mixed practice
There are two revision grids which have a mix of questions from across the topics examined at
GCSE. They are more spaced out in the tutor workbook as the answers are shown underneath
each question.
The pupils should use these each week to ensure they are revising a range of topics. They
should make their way across the grid doing one question from each topic area. They can pick
the questions they want to do. These questions focus on one topic and the skill is to translate a
worded question into mathematics. Encourage pupils to read each question twice before
starting, as the wording is very important to understanding exactly what they need to calculate.
Exam questions
There are over 35 exam questions which have been written to give pupils the opportunity to
practice multistep questions which can also combine different topics.
Some of these questions are more challenging than others. They have been assigned a one- or
two-star rating. The one-star rating indicates the slightly more straightforward questions, whilst
the two-star questions are a bit more challenging. Of course, pupils will have different areas of
strength and weakness, so this is just a guide. It is only in the tutor copy of the workbook to
help you guide pupils to certain questions. If your pupils are struggling and need a confidence
boost, start with the one-star questions.
It is sometimes difficult to tutor exam style questions. You may be tempted to help the pupil get
started, but if we always explain the first step, they are not getting a chance to practice the skill
of how to get started.
Each exam question is set up with the same four questions underneath, in both the tutor and
pupil workbooks:
1) Which topics or skills is the question asking about?
2) Write down/discuss the calculations you would need to do (but don’t do them
yet!).
3) Do your working out.
4) Check your answer, have you answered the question? Does your answer make
sense?
This is to try and give pupils a strategy for approaching any exam question.
ii
For step 2) the calculations are written out in the tutor workbook. It’s sometimes a bit tricky to
separate step 2) and 3). Pupils may often find it easier to discuss than write down the
calculations they need to do, e.g. calculate the area of the circle, calculate the area of the
square and then subtract them. They don’t need to write down the calculations, but ensure they
stop to think through a strategy before starting. If they really aren’t sure how to get started, ask
them what can you work out from the information given? Sometimes, working out anything will
give them an idea of what to do next.
In the tutor workbook, each question has suggested advice, workings or answers. Question 1
contains other questions you can ask to prompt pupils if they find getting started difficult. The
rest of the questions have the working we would expect pupils to do. Of course, there are
different methods and pupils can use any method they are comfortable with, as long as it gets
them to the right answer.
As with the topic specific warm up questions, we have indicated questions where pupils can
use a calculator with this symbol:
You should aim to complete about three of these questions each week with your pupils.
What will a tutoring session look like?
Encourage pupils to make choices within the sessions about the topics they want to cover from
the workbook.
Below is an example of what a tutoring session could look like:
Timing Activity
Ten topic specific warm up questions (pupils can pick which topic you
10 – 15 minutes
want to attempt).
20 minutes Mixed practice revision grid (5 questions, each on a different topic).
25 – 30 minutes Three or four multistep exam questions.
Sitting GCSEs can be a stressful experience for many pupils. Remember to encourage them by
pointing out where they are making improvements - they may not see it themselves.
Thank you for volunteering to tutor with Action Tutoring, we hope you find this workbook useful.
iii
Converting fractions, decimals and percentages
Converting a fraction to a decimal: Pupils may not realise they need to divide, or they may be confused
about which number to divide by. Encourage pupils to say the calculation out loud e.g. 5 divided by 8 can
help them set out their work. Pupils may try a method of changing the denominator to a multiple of 10.
This is ok but discuss when this will and won’t work.
Converting a fraction to a percentage: Discuss with the pupil about what percent means, literally per 
‘out of’, cent  100. There are two strategies for these types of question. One is to convert the fraction to
an equivalent that has 100 as the denominator. The other method is to convert to a decimal and then
convert to a percentage. Discuss when each method would work best i.e. the denominator needs to
divide exactly into 100 (be a factor) if you want to use the first method. Try to encourage the pupil to
understand if they can use the first part of the question to help with the second part. In this case
converting from a fraction to a decimal, makes it easier to convert to a percentage (x100).
5
= 5÷8
8
1) Convert to a decimal
0 . 6 2 5
[1 mark] 8 5 . 5
0 2
0 4
0
5
Convert to a percentage 8
= 0.625
[1 mark]
0.625 x 100 = 62.5%
1 mark for correctly converting to allow comparison
2) e.g.
Put these probabilities in order, starting 55% = 0.55, = 0.2, 0.505 and = 0.5
with the least likely 1 mark for correct order (encourage them to use the
numbers the way they are given in the question i.e.
55% 0.505 not converted).
[2 marks] 1 5
0.505 55%
5 10
Pupils can convert whichever way they feel most comfortable. Decimals may be the easiest to compare.
3) Work out + 0.5 1 mark for 0.25+0.5
0.30 0.6 0.75 0.9 1 mark for indicating 0.75 as the answer.
[2 marks]
4)
Write as a percentage See if pupils know = 20% or they can create
[1 mark] an equivalent fraction: = = 80%
Write as a decimal
[1 mark] = 0.8
9
5) = 9 ÷ 16
16
Convert as a decimal
0 . 5 6 2 5
[1 mark] 16 9 . 9
0 10
0 4
0 8
0
Convert to a percentage 9
= 0.5625
[1 mark] 16
0.5625 x 100 = 56.25%
1
6) Write 0.6 as a percentage 0.6 x 100 = 60%
[1 mark]
6 3
Write 0.6 as a fraction in its simplest form =
10 5
[1 mark]
Converting a decimal to a fraction: There are two barriers to pupils knowing how to convert from a decimal to a
fraction. Firstly, their understanding of place value. For example, do they know about the value of the digit in each
column? Secondly, can they cancel down a fraction. A common mistake is to cancel but not fully. It’s good to get
pupils into the habit of always checking if they can simplify further. You may be tempted to tell them if they can or
can’t but try to get them to be the one checking!
7) What is as a decimal? 3
= 3÷2
1.05 1.1 1.5 3.2 2
[1 mark] 1 . 5
1
2 3 . 0
8)
Work out the decimal that is closest in 2
= 2÷3
3
value to
0 . 6 6 6......
0.6 0.66 0.667 0.67 3 2 . 2
0 2
0 2
0
[1 mark]
0.667 circled or indicated.
9)
1 mark for correctly converting to allow for
comparison e.g.
= 0.25, 15% = 0.15, 0.625 and = 0.4
Order the following values in ascending
order 1 mark for correct order (encourage them to
15% 0.625 use the numbers the way they are given in the
question (i.e. not converted).
[2 marks]
15% 0.625
Pupils may not know the word ‘ascending’.

10)
This question is based on the same principal as
the previous one, but pupils may be put off as
the numbers look more daunting.
1 mark for correctly converting to allow for

Here are four numbers. 0.43, , 43.8%, comparison e.g.
Write these numbers in order of size, =0.42857..., 43.8% = 0.438 and = 0.4375
starting with the smallest number.
[2 marks] 1 mark for correct order (encourage them to
use the numbers the way they are given in the
question (i.e. not converted).
0.43 43.8%
2
Rounding to decimal places and significant figures
It helps to remind pupils that the rounding process is the same as rounding to whole numbers (5 and
above round up and 4 and below stays the same) however this time we are focussing on the numbers
after the decimal point.
Pupils may get confused between rounding to 1 decimal place and 2 decimal places. Try and highlight to
pupils there will only be 1 number after the decimal if rounding to 1 decimal place and 2 if we round to 2
decimal places. This may help them when thinking which numbers to focus on.
Some pupils may not understand what we mean by ‘significant figures’ – explaining that we are looking at
the most significant digit in a number may help them before calculating answers. For example:
With the number 368,249, the 3 is the most significant digit, because it tells us that the number is 3
hundred thousand and something. It follows that the 6 is the next most significant, and so on.
Round 10.327 to one decimal place 10.3

1)
[1 mark]
Round 10.327 to one significant figure 10
[1 mark]
2) Round 7.264588 to three decimal places
[1 mark] 7.265
Round 7.264588 to three significant
figures 7.26
[1 mark]
3) Round 56.78 to three significant figures 56.8
[1 mark]
Round 0.5678 to one significant figure 0.6
[1 mark]
1
Round 1.05678 to one significant figure
[1 mark]
4) Round 12.799 to two decimal places 12.80
[1 mark]
Round 12.989 to two significant figures 13
[1 mark]
Round 0.012989 to two significant
0.013
figures
[1 mark]
Round 90.012989 to two significant 90
figures
[1 mark]
5) Round 9.82 to one significant figure 10
[1 mark]
Round 0.982 to one significant figure 1
[1 mark]
6) Round 1389.77 to three significant 1390
figures
[1 mark]
3
7) Round 139.982 to two decimal places 139.98
[1 mark]
8) Round 19.955 to three significant figures 20.0

[1 mark]
9) Round 3.970 to one decimal place 4.0

[1 mark]
Round 12.984 to three significant figures 13.0
[1 mark]
10) Round 169.78 to one decimal place 169.8
[1 mark]
Round 4679.99 to one decimal place 4680.0
[1 mark]
4
Multiples and factors
Pupils may not have a good understanding of factor and/or multiple. Multiple can be linked to multiply and
so multiples are linked to the times table of a number. A factor is equal to or smaller than the original
number. Ask pupils if they know what a factor is and to describe it. They might say two numbers that
multiply together to get another number. Another explanation is a number that you can divide another
number by and leave no remainder. Pupils may find it useful to think about factors in pairs.
Another idea is for factors, think of a factory (where separate parts are put together). For multiples, think
of multi-packs e.g. if cokes are sold in multi-packs of 6 then I can buy 6, 12, 18 etc.
1,24
List all the factors of 24. 2,12
1)
[1 mark] 3,8
4,6
2) 1,90
2,45
List all the factors of 90 3,30
[1 mark] 5,18
6,15
9,10
3) List the first three multiples of 24 24,48,72
[1 mark]
List the first five multiples of 20 20,40,60,80,100
[1 mark]
4) Multiples of 8:
Circle the multiple of both 8 and 12 8,16,24,32,40,48,56,64,72,80,88,96,104,112
4, 32, 72, 108 Multiples of 12

[1 mark] 12,24,36,48,60,72,84,96,108
Multiple of 8 and 12 is 72.

5) 1 mark for listing factors of 40
1,40
2,20
List all the factors of 40 4,10
A factor of 40 is chosen at random. 5,8
What is the probability that it is a 2-digit
number? There are 8 factors and 3 of them are 2-digit
[2 marks] numbers.
1-mark for correctly probability. A factor

chosen at random is a 2-digit number is .
6) Which of these numbers is one higher
than a multiple of 8? Multiples of 8:
8,16,24,32,40,48,56,64,72,80,88,96,104
7 53 55 97
[1 mark] Answer: 97
5
7) Factors of 5:
1,5
Which of these numbers has exactly Factors of 14:
1,14,2,7
three factors?
Factors of 25
1,25,5
5, 14, 25, 32 Factors of 32
[1 mark] 1,32,2,16,4,8
Answer: 25
8) Name a number that is both a multiple of Multiples of 16:
16 and 3 16,32,48,64,80,96,112,128,144
[1 mark]
Multiples of 3:
3,6,9,12,15,18,21,24,27,30,
33,36,39,42,45,48,51,54,57,60,63,66,69,72...
Pupils could list multiples as above or look at

multiples of 16 that are divisible by 3 e.g. by
doing 16x3=48.
Multiple(!) answers e.g. 48,96,144 etc.

9) Write down three different factors of 18 Factors of 18:
that add together to give a prime 1,18
number. 2,9
[2 marks] 3,6
18+2+3 = 23
9+6+2 = 17
9+3+1 = 13
Etc.
10) If pupils start writing a list of multiples of 3,
stop them and ask how long they think it will
take?
You could ask, what are all multiples of 3

divisible by?
378÷3 = 126
462÷3 = 154
Here is a list of numbers. Which of the 658÷3 = 219.333
numbers are a multiple of 3? 723÷3 = 241
378 462 658 723 Another shortcut is to see if the digits add up
[2 marks] to a number divisible by 3.
For example, 378 = 3+7+8 = 18 which is

divisible by 3.
462=4+6+2 = 12
658=6+5+8 = 19
723 = 7+2+3 = 12
6
Substitution
Discuss with the pupil what the word substitute means. It can be useful to talk about where else they may
have heard the word e.g. in sport. Pupils may quickly grasp the concept of replacing the letter for the
number and it could be the rules of algebra and order of operation that they find more difficult.
If pupils can substitute correctly, you may need to recap negatives or fraction of an amount. Showing their
working, as always, is crucial.
𝑆 =4×2+3
𝑆 = 4𝑡 + 3 = 8 + 3 1 mark
1)
Work out the value of 𝑆 when 𝑡 = 2 = 11 1 mark
[2 marks]
2) If 𝑓 = 6 and 𝑔 = 5 work out the value 3×6−2×5
of 3𝑓 – 2𝑔 18 − 10 1 mark
[2 marks] 8 1 mark
3) Work out the value of 5𝑥 + 9𝑦 when 5 × 7 + 9 × −2
𝑥 = 7 and 𝑦 = – 2 35 + −18 1 mark
[2 marks] 35 − 18
17 1 mark
4) 𝑏 = 5𝑎 + 2𝑐 𝑏 = 5 × 3 + 2 × −2
𝑎 = 3 and 𝑐 = −2. = 15 + −4 1 mark
Find the value of 𝑏. = 15 − 4
[2 marks] = 11 1 mark
5) Work out the value of 2𝑝 + 3𝑞 when 2 × 4 + 3 × −2
𝑝 = 4 and 𝑞 = −2 8 + −6 1 mark
[2 marks] 8 − 6
2 1 mark
6) Work out the value of 2𝑎 + 5𝑏 when 2 × −5 + 5 × −2
𝑎 = −5 and 𝑏 = −2 −10 + −10 1 mark
[2 marks] −10 − 10
−20 1 mark
7) Work out the value of 5𝑎 + 9𝑏 when 5 × 5 + 9 × −2
𝑎 = 5 and 𝑏 = −2 25 + −18 1 mark
[2 marks] 25 − 18
7 1 mark
Work out the value of 5𝑎 + 9𝑏 when
5 × −5 + 9 × 2
𝑎 = −5 and 𝑏 = 2
−25 + 18 1 mark
[2 marks] −7 1 mark
8) 𝑃 = 10 – 4𝑞. 𝑃 = 10 − 4 × −2
Work out the value of 𝑃 when 𝑞 = −2. = 10 − (−8)
[1 mark] = 10 + 8
= 18
𝑅 = 4𝑠 – 3𝑡. 𝑅 = 4 × 6 − 3 × −4
Work out the value of 𝑅 when 𝑠 = 6 and = 24 − (−12) 1 mark
𝑡 = −4. = 24 + 12
[2marks] = 36 1 mark
7
9)
𝑏 −6
= = −3
𝑎 2
𝑎 − 𝑏 = 2 − (−6) = 2 + 6 = 8
Here are three expressions. , 𝑎 – 𝑏, 𝑎𝑏.
𝑎𝑏 = 2 × −6 = −12
When 𝑎 = 2 and 𝑏 = −6, which
expression has the smallest value? 1 mark for the correct values in two out of
[2 marks] three expressions.
1 mark for correctly identifying 𝑎𝑏.
The expression with the smallest value is 𝑎𝑏.

10) 𝑉 = 1 + −3 ×
1
𝑉 = 𝑢 + 𝑎𝑡 2
=1+ − 1 mark
𝑢 = 1, 𝑎 = −3, 𝑡 = 3
=1−
Work out the value of 𝑉. 2
[2 marks] = − 𝑜𝑟 − 0.5 1 mark
8
Simplifying algebraic expressions
There are a couple of difficulties pupils may have with simplifying. A common issue is dealing with
negative terms. It could help to write out the same terms next to each other. E.g. 𝟔𝒙 + 𝟑 − 𝟑𝒙 + 𝟖 becomes
𝟔𝒙 − 𝟑𝒙 + 𝟑 + 𝟖. Remind pupils the sign before the number goes with it.
Pupils may also get confused with the difference between adding and multiplying or what like terms are.
Start of by encouraging pupils to group like terms. This will highlight any misconceptions about what are
like terms e.g. 𝒙 and 𝒙𝟐 are not like terms but pupils may think they are.
1) Simplify 𝑐 × 𝑐 × 𝑐 𝑐
[1 mark]
Simplify 𝑑 + 𝑑 + 𝑑 + 𝑑 4𝑑
[1 mark]
Simplify 𝑒 × 𝑒 × 𝑒 + 𝑓 + 𝑓 + 𝑓 + 𝑓
𝑒 + 4𝑓
[1 mark]
2)
Circle the expression which does not 𝑦×𝑦×𝑦 =𝑦
simplify to y3 𝑦 ÷ 𝑦 = 𝑦3
𝑦 × 𝑦 × 𝑦 𝑦 ÷ 𝑦 𝑦 × 𝑦 = 𝑦3
𝑦 ÷ 𝑦 = 𝑦4
𝑦 × 𝑦 𝑦 ÷ 𝑦
[1 mark] 𝑦 ÷ 𝑦 does not simplify to 𝑦
3) Simplify 7 × 𝑝 × 𝑞 × 6
[1 mark] 42𝑝𝑞
Simplify 3 × 𝑠 × 𝑡 × 9
[1 mark] 27𝑠𝑡
4) Simplify 10 + 4𝑑 + 5𝑒 – 7𝑑 + 𝑒 10 + 4𝑑 − 7𝑑 + 5𝑒 + 𝑒
[1 mark] 10 − 3𝑑 + 6𝑒
Simplify 6𝑑 + 7𝑒 – 3𝑒 + 12
[1 mark] 6𝑑 + 4𝑒 + 12
5) 7𝑥 − 8𝑥 + 2𝑦 + 4𝑦
Simplify 7𝑥 + 2𝑦 – 8𝑥 + 4𝑦 −𝑥 + 6𝑦 or
[1 mark] 6𝑦 − 𝑥
Simplify 8𝑔 + 5ℎ + 2𝑔 – 11ℎ 8𝑔 + 2𝑔 + 5ℎ − 11ℎ

[1 mark] 10𝑔 − 6ℎ
6) Simplify 4𝑐 – 5𝑑 + 3𝑐 + 2𝑑 4𝑐 + 3𝑐 − 5𝑑 + 2𝑑
7𝑐 − 3𝑑
[1 mark]
−12𝑝 + 9𝑝 + 7𝑞 + 3𝑞
Simplify −12𝑝 + 7𝑞 + 3𝑞 + 9𝑝 −3𝑝 + 10𝑞 or
[1 mark] 10𝑞 − 3𝑝
9
7) Simplify 18𝑐 + 4𝑑 + 9 – 4𝑑 + 12𝑐
18𝑐 + 12𝑐 + 4𝑑 − 4𝑑 + 9
[1 mark] 30𝑐 + 9
8)
Simplify 5𝑎 – 3(2𝑎 + 6) 5𝑎 − 6𝑎 − 18
[2 marks] −𝑎 − 18
Simplify 9𝑏 – (4𝑏 + 2) 9𝑏 − 4𝑏 − 2
[2 marks] 5𝑏 − 2
9) Simplify 2𝑠𝑡 × 5𝑠𝑡

[2 marks] 10𝑠 𝑡
Simplify 5𝑢𝑤 × 7𝑢𝑤

[2 marks] 35𝑢 𝑤
10)
Simplify 2𝑥𝑦 + 3𝑦 – 13𝑥𝑦 + 4𝑥 – 17𝑦 2𝑥𝑦 − 13𝑥𝑦 + 3𝑦 − 17𝑦 + 4𝑥
[2 marks] −11𝑥𝑦 − 14𝑦 + 4𝑥 or
4𝑥 − 14𝑦 − 11𝑥𝑦
Simplify 2𝑎𝑏 – 7𝑏 – 5𝑎𝑏 – 6𝑏 2𝑎𝑏 − 5𝑎𝑏 − 7𝑏 − 6𝑏
[2 marks] −3𝑎𝑏 − 13𝑏
10
Solving equations
One step equations: Pupils may not understand the ‘language’ of algebra. What does it mean when
there is a fraction or when a number and a letter are next to each other? Due to the fact the sign isn’t
𝒑
there, pupils can get confused. Recap that is the same as 𝒑 ÷ 𝟑 and 𝟑𝒑 is the same as 𝟑 × 𝒑. They may
𝟑
also need to recap times tables. If they are struggling, you could also look at solving equation being the
undoing of something. For example, I think of a number and divide it by 3 to get 15. Going backwards I
start with 15 and do the opposite of dividing by 3, which is multiplying by 3. The number I started with was
45. Ensure pupils substitute their answer back in to check it. It provides a good opportunity to double
check they’ve not made any errors.
Two step equations: Pupils may try and do both steps at the same time. Encourage them to write in the
middle step, especially when dealing with negative numbers. It can also be useful to think about working
backwards again e.g. I start with a number multiply by 3 and subtract 4 to get 2. To get the number I add 4
and then divide by 3.
Equations with brackets: Pupils can approach this question in two ways. Whichever method they use
they will need to understand that having a number in front of the bracket means multiply. They may
automatically choose to expand the brackets. Discuss when this is the right method and when it might
make the question harder. This is to do with if the answer is a multiple of the number in front of the
brackets or not. If they do multiply out, make sure they multiply everything inside the brackets.
Unknowns on both sides: The most common mistake here is to mix up the signs of different parts of
the equation. Making sure pupils only do one step at a time and write out their working fully should help
combat this. Encourage pupils to get the equation into a form they feel comfortable with. E.g. What’s the
difference between this and a two-step equation? There are letters on both sides. So, the first step is to
subtract 𝒅 from both sides to get 𝟒𝒅 + 𝟐 = −𝟏𝟎. This now looks like a two-step equation which I know you
can solve.
1) Circle the correct answer for 𝑥 when

𝑥– 3 = 0
𝒙 = −𝟑 𝒙=𝟎 𝑥−3=0
+𝟑 +𝟑
𝟏
𝒙= 𝒙=𝟑 𝑥=3
𝟑
[1 mark]
2)
Circle the correct answer for 𝑦 when
5– 𝑦 = 2 5−𝑦 =2
+𝒚 + 𝒚
5 =2+𝑦
𝒚 = 𝟑 𝒚=𝟕 −𝟐 − 𝟐
𝒚 = −𝟕 𝒚 = −𝟑 3=𝑦
[1 mark]
11
3)
5𝑎 = 3𝑎 + 8
−𝟑𝒂 − 𝟑𝒂
Solve 5𝑎 = 3𝑎 + 8 2𝑎 = 8 1 mark
[2 marks] ÷𝟐 ÷𝟐
𝑎= 4 1 mark
10𝑎 = 6𝑎 − 16
Solve 10𝑎 = 6𝑎 – 16 −𝟔𝒂 − 𝟔𝒂
[2 marks] 4𝑎 = −16 1 mark
÷𝟒 ÷𝟒
𝑎 = −4 1 mark
4)
5𝑏 − 11 = 24
+𝟏𝟏 + 𝟏𝟏
5𝑏 = 35 1 mark
Solve 5𝑏 – 11 = 24 ÷𝟓 ÷𝟓
[2 marks]
𝑏 = 7 1 mark
6𝑏 + 12 = 24
Solve 6𝑏 + 12 = 24 −𝟏𝟐 − 𝟏𝟐
[2 marks] 6𝑏 = 12 1 mark
÷𝟔 ÷𝟔
𝑏=2 1 mark
5)
4𝑦 − 3 = 29
+𝟑 + 𝟑
4𝑦 = 32 1 mark
Solve 4𝑦 – 3 = 29 ÷𝟒 ÷𝟒
[2 marks]
𝑦=8 1 mark
4𝑦 + 3 = 29
−𝟑 −𝟑
Solve 4𝑦 + 3 = 29
4𝑦 = 26 1 mark
[2 marks] ÷ 𝟒 ÷𝟒
𝑦= or 6 = 6 1 mark
6) Solve 4𝑥 + 20 = 15
4𝑥 + 20 = 15
[2 marks]
−𝟐𝟎 − 𝟐𝟎
4𝑥 = −5 1 mark
÷𝟒 ÷𝟒
𝑥 = − = −1 1 mark
12
Solve 4𝑥 – 20 = 18 4𝑥 − 20 = 18
[2 marks] +𝟐𝟎 + 𝟐𝟎
4𝑥 = 38 1 mark
÷𝟒 ÷𝟒
𝑥= =9 =9 1 mark
7)
−7 = 21𝑏 + 35 1 mark
−𝟑𝟓 − 𝟑𝟓
−42 = 21𝑏 1 mark

÷ 𝟐𝟏 ÷ 𝟐𝟏
−2 = 𝑏 1 mark
Solve −7 = 7(3𝑏 + 5)
[3 marks] It can be done, and would be simpler, by not
expanding the brackets.
−7 = 7(3𝑏 + 5)
÷𝟕 ÷𝟕
−1 = 3𝑏 + 5 1 mark
−𝟓 −𝟓
−6 = 3𝑏 1 mark
÷𝟑 ÷𝟑
−2 = 𝑏 1 mark
8)
2𝑦 + 3 = 17
−𝟑 −𝟑
Solve 2𝑦 + 3 = 17
2𝑦 = 14 1 mark
[2 marks] ÷ 𝟐 ÷𝟐
𝑦=7 1 mark
9)
4𝑒 + 6 = 24
−𝟔 − 𝟔
Solve 4𝑒 + 6 = 24. Give your answer 4𝑒 = 18 1 mark
as a decimal. ÷4 ÷4
[2 marks]
𝑒= = 4 = 4.5 1 mark
10)
8𝑓 + 3 = 28
−𝟑 −𝟑
Solve 8𝑓 + 3 = 28. Give your answer 8𝑓 = 25 1 mark
as a decimal. ÷𝟖 ÷𝟖
[2 marks]
𝑓= = 3 = 3.125 1 mark
13
Indices
Multiplication: Discuss with pupils how they remember the different laws of indices. They might find it
useful to look at where the laws come from and link it to what they already understand from square and
cube numbers. For example:
𝟔𝒑𝟐 × 𝟐𝒑 = 𝟔 × 𝒑 × 𝒑 × 𝟐 × 𝒑 = 𝟔 × 𝟐 × 𝒑 × 𝒑 × 𝒑 = 𝟏𝟐𝒑𝟑
Division: It can be useful to look at why the indices are subtracted, by writing it out in full. For example,
𝟑𝒑𝟔 𝟑 × 𝒑 × 𝒑 × 𝒑 × 𝒑 × 𝒑 × 𝒑
= = 𝟑𝒑𝟑
𝒑𝟑 𝒑×𝒑×𝒑
This can also be useful to see what cancels out and where the law comes from.
Brackets: It can be useful to look at why the indices are multiplied, by writing it out in full. For example,
𝟒𝒙 𝟓 × 𝟒𝒙 𝟓
It can be helpful for some pupils to rewrite this and put the numbers and letters together e.g.
𝟒×𝟒×𝒙 𝟓×𝒙 𝟓
Fractional indices: Fractional indices is only a topic that pupils sitting the higher paper need to be able
to do.
To understand where the fractional law comes from you can look at two identities.
𝟏 𝟏
𝟒𝟐 × 𝟒𝟐 = 𝟒
√𝟒 × √𝟒 = 𝟒
𝟏
So, 𝟒𝟐 = √𝟒
𝟏 𝟏 𝟏
𝟒𝟑 × 𝟒𝟑 × 𝟒𝟑 = 𝟒
𝟑 𝟑 𝟑
√𝟒 × √𝟒 × √𝟒 = 𝟒
𝟏
𝟑
So, 𝟒𝟑 = √𝟒
2×2×2×2×2
1)
Calculate the value of 25 =4×2×2×2
10 25 32 64 = 8 × 2 × 2
[1 mark] = 16 × 2
= 32
2) Simplify 34 x 34. Circle the correct
answer 3
=3
38 98 316 916
[1 mark]
3) Simplify (𝑎3)2
×
[1 mark] 𝑎
=𝑎
4) Simplify 𝑤 12 ÷ 𝑤 5
𝑤
[1 mark]
=𝑤
Simplify 𝑡 ÷𝑡
=𝑡
[1 mark] = 𝑡
14
5) Simplify 𝑚3 x 𝑚9
[1 mark] 𝑚
=𝑚
Simplify 𝑛2 x 𝑛
𝑛
[1 mark]
=𝑛
Simplify 𝑝-6 x 𝑝4 𝑝
[1 mark] = 𝑝
6)
𝑦
Simplify 𝑦10 ÷ 𝑦5 =𝑦
[1 mark]
𝑎 ( )
Simplify 𝑎9 ÷ 𝑎-3 =𝑎
[1 mark] = 𝑎
Simplify 20𝑡 -8 ÷ 5𝑡-5 4𝑡 ÷ 𝑡

( )
[2 marks] = 4𝑡
= 4𝑡
= 4𝑡
7) ×
Simplify 𝑝
[2 marks] 𝑝
𝑝
= =𝑝
𝑝
8) ×
Simplify 12𝑝
[2 marks] 4𝑝
12𝑝
=
4𝑝
= 3𝑝
= 3𝑝
9) Simplify 641/2 √64 = 8

[1 mark]
Simplify 361/2 √36 = 6
[1 mark]
Simplify 811/2 √81 = 9
[1 mark]
10) Simplify 81/3
√8 = 2
[1 mark]
Simplify 1251/3
√125 = 5
[1 mark]
Simplify 641/3
√64 = 4
[1 mark]
15
Proportion
The way in which pupils set out these questions can make a big difference to how easy they find them.
Pupils may find this difficult due to the way they set it out on the page.
For example, in this question:
5 pens cost £7.50, how much do 9 pens cost?
Ask pupils to write down what they know first before doing any calculations.
5 pens £7.50
9 pens ?
It is often helpful to work out the value of one item and then multiply back up.
5 pens £7.50
÷5 ÷5
1 pen
x9 x9
9 pens
They can then fill in the gaps. First by doing 7.50÷5 = £1.50 and then 1.50 x 9 = £13.50
Using the ANS key on their calculator to store answers rather than rounding is also useful.
1) 8 identical glass jars cost £12.

8 jars £12
÷8 ÷8
Work out the cost of 1 of these glass jars
1 jar £1.50
[1 mark]
Work out the cost of 10 of these glass 10 jars = 1.50 x 10

jars = £15
[1 mark]
2) 5 packets of pasta have a total weight of
1750 grams.
5 packets 1750
Work out the weight of one of these ÷5 ÷5
packets. 1 packet 350g
[1 mark]
Work out the weight of 9 packets of 9 packets = 350 x 9

3150g
pasta.
[1 mark]
3) John changes £450 to euros.
£1 €1.16
x 450 x 450
The exchange rate is £1 = 1.16 euros. £450 €522
Change £450 to euros.
[2 marks]
16
4) Jamie goes on holiday to Florida.
£1 $1.70
The exchange rate is £1 = 1.70 dollars. x 900 x 900
£900 $1,530
He changes £900 into dollars.
How many dollars should he get?

[2 marks]
5)
It takes 5 machines 6 hours to produce 5 machines 6 hours 1000 DVDs
1000 DVDs. 6x5 = 30 1000 DVDs
1 machine
hours
Work out how long it would take 4 𝟑𝟎 10000
4 machines hours
𝟒 DVDs
machines to produce 1000 DVDs. 𝟑𝟎
= 7.5 hours
[2 marks] 𝟒
6) Here is a list of ingredients needed for 16

mince pies. 𝟐𝟒
= 𝟏. 𝟓
𝟏𝟔
260g butter
260 x 1.5 = 390g butter
375g flour
375 x 1.5 = 562.5g flour
125g sugar 125 x 1.5 = 187.5g sugar
600g mincemeat 600 x 1.5 = 900g mincemeat
Elaine wants to make 24 pies.
How much of each ingredient will she

need?
[3 marks]
7) Here are the ingredients needed to make
10 pancakes.
Pancakes
10 pancakes 120g flour
Ingredients to make 10 x3 x3
pancakes 30 pancakes 360g flour
300ml of milk 1 mark for multiplier of 3
120g of flour 1 mark for 360g flour
2 eggs
Matthew makes 30 pancakes. Work out

how much flour he uses.
[2 marks]
Tara makes some pancakes and uses 10 pancakes ?

750ml of milk. Work out how many
300ml milk 750ml milk
pancakes she makes.
= 2.5 1 mark
[2 marks]
10 x 2.5 = 25 pancakes 1 mark
17
8) Tea towels are sold in three different
sized packs. 4 tea towels cost £1.75
1 tea towel costs £0.4375
4 tea towels cost £1.75
1 tea towel costs £0.38̇
Which pack of tea towels is the best 1 tea towel costs £0.46875
value for money?
The best value for money is the pack of 9 tea
You must show your working. towels.
[3 marks]
9) Without using a calculator:
Find 1% of 250
[1 mark] 250 ÷ 100 = 2.5
Find 12% of 250 2.5 × 12 = 25 + 5 = 30

[1 mark]
Find 17% of 250 2.5 × 17 = 25 + 17.5 = 42.5

[1 mark]
10)
1% of 350
Without using a calculator: = 350 ÷ 100 = 3.5
Find 23% of 350
[2 marks] 23% = 1% x 23
= 3.5 x 23
=80.5
18
Probability trees
Probability trees are relatively intuitive to start with for pupils. The main issue is pupils rushing and not
reading the question correctly. They need to check whether the second branch of the tree is impacted by
the first e.g. whether something has been replaced or not. Try and encourage pupils to read the question
twice, either before starting or once before and once after they have drawn or completed a probability
tree.
You may find they need to revise fractions, decimals and percentages.
If they find these questions difficult you might need to go over the basics of probability e.g. if the
probability of an event happening is 𝒙, the probability of it not happening is 𝟏 − 𝒙.
It can be useful to get pupils to write out whether the statement is an AND statement (X) or an OR
statement (+).
1) A and B are two sets of traffic lights on a

road. The probability that a car is
stopped by lights A is 0.4.
If a car is stopped by lights A, then the

probability the car is not stopped by
lights B is 0.7.
0.3
If a car is not stopped by lights A, then
the probability that the car is not stopped
0.4
by light B is 0.2. 0.7
Complete the probability tree diagram for 0.8

this information. 0.6
0.2
[2 marks]
2) Harry has two bags of counters, Bag A and
Bag B.
There are 5 red counters and 3 blue

counters in Bag A.
There are 4 red counters and 5 blue

counters in Bag B.
19
Harry takes a random counter from each
bag. Complete the probability tree diagram.
4
9
5
8 5
9
4
9
3
8
5
[2 marks] 9
3) Here is a probability tree diagram.
If you were to play game A and then P(win both games) = 0.2 x 0.3
game B what is the probability that you: = 0.06 1 mark
Win both games
Lose both games P(lose both games) = 0.8 x 0.7
[2 Marks] = 0.56 1 mark
4) There are 30 students in Mr. Martin’s

class.
16 of the students are boys.
Two students from the class are chosen

at random.
Mr Martin draws this probability tree

diagram with this information.
20
Write down one thing that is wrong with
The denominator of the fractions on the
the probability tree diagram. second branch is still 30, it should have been
[1 mark] reduced to 29 as one student has been
selected already.
5) There are 6 milk chocolates and 4 plain
chocolates in a box. 5
9
Rob takes at random a chocolate from the 6
box and eats it.
10 4
Then Alison takes at random from the box 9
and eats her chocolate. 6
4 9
Complete the probability tree diagram
10
3
What is the probability of them both
9
choosing a milk chocolate from the box?
1 mark each for one set of probabilities
correct, 2 marks if all three are correct.
Probability (milk AND milk) =

× 1 mark
= = 1 mark
[4 marks]
21
6) Sushil wants to pass his driving test. The
probability he passes at this first attempt is
0.7.
If he fails, the probability he passes at the

next attempt is 0.8.
0.8 Pass
Complete the branch of the probability tree 0.3
diagram for if Sushil fails the first time and
then has to attempt a second time.
[1 mark] 0.2 Fail
If Sushil passes the first time, will he need to
take the test again? How would you show Only need to show the fail branch for the
this on the probability tree? second attempt. If he passes first time he
[1 mark] doesn’t need to take the test again. Shown
Calculate the probability that Sushil needs on diagram above.
exactly two attempt to pass his driving test
[1 mark] Probability (fail AND pass) =
0.3 × 0.8
= 0.24
7) Maria has two bags. In bag A there are 5

white counters and 2 red counters. 3
5 White
In bag B, there are 3 white counters and
2 red counters. 2 Red
5
Maria is going to take one counter from
bag A and one from bag B.
Complete the tree diagram 2 3
[2 marks] 7 Red 5 White
Work out the probability both counters 2 Red
are white 5
[2 marks] 1 mark for and 1mark for bag B
If Maria took one white counter from bag
branches correct.
A, what fraction of bag A would not be
white counters?
Probability (white AND white)=
[2 marks]
× 1 mark
= = 1 mark
5 white counters to start with 5-1 =4.

2 red counters. 1 mark
Fraction not white = = . 1 mark.
22
8) A bowl contains 4 oranges, 5 mangoes
and 3 bananas.
One fruit is taken, at random, from the

bowl and not replaced. Another fruit is
then taken, at random, from the bowl.
A tree diagram representing these two

events is shown below. Complete the
5
tree diagram representing these two
11
events.
3
11
4
11
2
11
1 mark for each branch completed

correctly.
[2 marks]
9) There are 6 red counters and 3 blue Probability (red, blue)

counters in a bag. OR probability (blue, red)
= P(RB) + P(BR)
Joe takes at random a counter from the
bag and does not replace it. = × + × 1 mark
He then takes at random a second

counter from the bag. = + 1 mark
Calculate the probability that Joe has = = 1 mark

one counter of each colour.
[3 marks]
23
10)
6
8 Green
7
9 Green 2
8
Blue
7
2 Green
There are 9 counters in a bag. Blue 8
9
7 of the counters are green. 2 of the 1

counters are blue. 8 Blue
Ria takes at random two counters from

the bag. Probability (green AND blue)
OR
Work out the probability that Ria takes Probability (blue AND green)
one counter of each colour.
7 2 2 7
You must show your working. = × + ×
9 8 9 8
[3 marks]
14 14
= +
72 72
28 7
= =
72 18
24
Algebra and geometry
These questions look very different, but the principal remains the same. Work out which geometric topic
is in the question e.g. perimeter, area, angles in a triangle, angles around a point, angles in a quadrilateral
etc. and then putting the values in the diagram into the equations.
These geometrical facts are things you could recap with pupils before they start these questions. Get
them to write down the fact e.g. angles around a point = 360°.
The other stages are collecting like terms and then solving the equation.
1) Work out the value of 𝑥.
𝑥 + 36 + 160 + 21 + 90 = 360
𝑥 + 307 = 360 1 mark
𝑥 = 360 − 307
𝑥 = 53 1 mark
[2 marks]
2) Calculate the value of 𝑥 in each of the

triangles. 35 + 45 + 8𝑥 + 20 = 180
8𝑥 + 100 = 180 1 mark
8𝑥 = 180 − 100
8𝑥 = 80
𝑥 = 80 ÷ 8
𝑥 = 10 1 mark
4𝑥 − 21 + 95 + 70 = 180
4𝑥 + 144 = 180 1 mark
4𝑥 = 36
𝑥 = 9 1 mark
[2 marks]
[2 marks]
25
3) Give the perimeter of this triangle as an
expression of 𝑥. Simplify your answer.
Perimeter =
3𝑥 − 5 + 19 − 𝑥 + 2𝑥 1 mark
4𝑥 + 14 1 mark
[2 marks]
4) The diagram shows the angles meeting

around a point.
When added together, what number will 360 1 mark

these angles total to?
[1 mark]
Use your question to part a) to help you 3𝑥 + 20 + 𝑥 + 20 + 110 + 2𝑥 + 30 = 360

find the value of 𝑥 by forming an 6𝑥 + 180 = 360 1 mark
equation and solving it. 6𝑥 = 180
[2 marks] 𝑥 = 30° 1 mark
26
5) The diagram below shows a triangle.
3𝑥 − 5 + 3𝑥 + 4𝑥 + 2 = 62 1 mark
10𝑥 − 3 = 62
10𝑥 = 65
The perimeter of the sides is 62cm. 𝑥 = 6.5 1 mark
Work out the value of 𝑥.
[2 marks]
6)
2𝑥 + 3 + 2𝑥 + 3 + 𝑥 + 5 + 𝑥 + 5 = 43
A rectangle has a length of (2𝑥 + 3) and 6𝑥 + 16 = 43 1 mark
a width of (𝑥 + 5). 6𝑥 = 27
The perimeter of the rectangle is 43cm. 𝑥 = 4.5 1 mark
Find the value of 𝑥.

[2 marks] Length = 2𝑥 + 3 = 2 × 4.5 + 3
= 9 + 3 = 12
What is the area of the rectangle? Width = 𝑥 + 5 = 4.5 + 5 = 9.5
[2 marks]
1 mark for length or width
Area = 12 × 9.5 = 114 cm2 1 mark

7) The diagram shows a right-angled
triangle.
Using the information in the diagram,

what must 5𝑥 + 18 + 7𝑥 be equal to? 𝟓𝒙 + 𝟏𝟖 + 𝟕𝒙 = 𝟏𝟖𝟎 − 𝟗𝟎
[1 mark] 𝟓𝒙 + 𝟏𝟖 + 𝟕𝒙 = 𝟗𝟎
Use your answer to part a) to find the

𝟓𝒙 + 𝟏𝟖 + 𝟕𝒙 = 𝟗𝟎
value of 𝑥 𝟏𝟐𝒙 + 𝟏𝟖 = 𝟗𝟎
𝟏𝟐𝒙 = 𝟕𝟐 1 mark
[2 marks] 𝒙 = 𝟔° 1 mark
Calculate the value of each angle in the 𝟕𝒙 = 𝟕 × 𝟔 = 𝟒𝟐° 1 mark

triangle 𝟓𝒙 + 𝟏𝟖 = 𝟑𝟎 + 𝟏𝟖 = 𝟒𝟖° 1 mark
[2 marks] Right angle = 𝟗𝟎°
27
8) Find the value of 𝑥 for each of the diagrams
below
120 = 2𝑥 + 8 1 mark
112 = 2𝑥
𝑥 = 112 ÷ 2
𝑥 = 56° 1 mark
7𝑥 − 6 = 50
7𝑥 = 56 1 mark
𝑥 = 8° 1 mark
[2 marks]
[2 marks]
9) The diagram shows a parallelogram.

3𝑥 − 15 = 2𝑥 + 24 1 mark
𝑥 − 15 = 24
𝑥 = 24 + 15
𝑥 = 39 1 mark
Or, using the fact angles in a parallelogram

add to 360°.
2𝑥 + 2𝑥 + 3𝑥 − 15 + 2𝑥 + 24 = 360 1 mark
2𝑥 + 2𝑥 + 3𝑥 + 2𝑥 − 15 + 24 = 360
Work out the value of 𝑥. 9𝑥 + 9 = 360
[2 marks] 𝑥 + 1 = 40
𝑥 = 39° 1 mark
10) A right-angled triangle has sides of

length 𝑥 cm, (𝑥 + 2) cm and
(𝑥 + 3) cm.
Use Pythagoras’ theorem to write down

an equation in terms of 𝑥.
(𝒙 + 𝟐)𝟐 + 𝒙𝟐 = (𝒙 + 𝟑)𝟐
As an extension you could ask the pupil

to simplify the expression.
(𝒙 + 𝟐)(𝒙 + 𝟐) + 𝒙𝟐 = (𝒙 + 𝟑)(𝒙 + 𝟑)
𝒙𝟐 + 𝟒𝒙 + 𝟒 + 𝒙𝟐 = 𝒙𝟐 + 𝟔𝒙 + 𝟗
𝟐𝒙𝟐 + 𝟒𝒙 + 𝟒 = 𝒙𝟐 + 𝟔𝒙 + 𝟗
𝒙𝟐 − 𝟐𝒙 − 𝟓 = 𝟎
[1 mark]
28
Exam skills
Know your formulae Match each letter to the corresponding formula.
A sin𝜃 1 𝜋𝑟
B Area of a rectangle 2 1
𝑎𝑏𝑠𝑖𝑛𝐶
2
C Density 3 𝑎 +𝑏 =𝑐
D Area of a triangle 4 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
E Area of a parallelogram 5 −𝑏 ± √𝑏 − 4𝑎𝑐
𝑥=
2𝑎
F cos𝜃 6 𝑎 𝑏 𝑐
= =
𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵 𝑠𝑖𝑛 𝐶
G Area of a trapezium 7 𝑓𝑜𝑟𝑐𝑒
𝑎𝑟𝑒𝑎
H Pressure 8 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ
I tan𝜃 9 𝜋𝑟 ℎ
J Area of a triangle (Higher) 10 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

K Quadratic equation (Higher) 11 1
× 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡
3
L Volume of a cuboid 12 1
𝑏×ℎ
2
M Circumference of a circle 13 𝑚𝑎𝑠𝑠
𝑣𝑜𝑙𝑢𝑚𝑒
N Pythagoras’ Theorem 14 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑐𝑟𝑜𝑠𝑠 𝑠𝑒𝑐𝑡𝑖𝑜𝑛 × 𝑙𝑒𝑛𝑔𝑡ℎ
O Sine rule (Higher) 15 𝑎 = 𝑏 + 𝑐 − 2𝑏𝑐 𝑐𝑜𝑠𝐴
P Volume of a cylinder 16 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
Q Volume of a prism 17 𝑏𝑎𝑠𝑒 × 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 ℎ𝑒𝑖𝑔ℎ𝑡
R Area of a circle 18 1
(𝑎 + 𝑏)ℎ
2
S Volume of a pyramid 19 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑡𝑖𝑚𝑒
T Cosine rule (Higher) 20 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ × ℎ𝑒𝑖𝑔ℎ𝑡
U Speed 21 𝜋𝑑
A B C D E F G H I J K
4 8 13 12 17 10 18 7 16 2 5
L M N O P Q R S T U
20 21 3 6 9 14 1 11 15 19
29
Know your formulae Match each letter to the corresponding formula.
A sin𝜃 1 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
B Area of a rectangle 2 𝜋𝑟 ℎ
C Density 3 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ × ℎ𝑒𝑖𝑔ℎ𝑡
D Area of a triangle 4 𝑚𝑎𝑠𝑠

E Area of a parallelogram 5 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
F cos𝜃 6 1
3
G Area of a trapezium 7 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
H Pressure 8 𝜋𝑑
I tan𝜃 9 𝜋𝑟
J Area of a triangle (Higher) 10 𝑓𝑜𝑟𝑐𝑒

𝑎𝑟𝑒𝑎
K Quadratic equation (Higher) 11 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑐𝑟𝑜𝑠𝑠 𝑠𝑒𝑐𝑡𝑖𝑜𝑛 × 𝑙𝑒𝑛𝑔𝑡ℎ
L Volume of a cuboid 12 𝑏𝑎𝑠𝑒 × 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 ℎ𝑒𝑖𝑔ℎ𝑡
M Circumference of a circle 13 𝑎 = 𝑏 + 𝑐 − 2𝑏𝑐 𝑐𝑜𝑠𝐴
N Pythagoras’ Theorem 14 1
(𝑎 + 𝑏)ℎ
2
O Sine rule (Higher) 15 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑡𝑖𝑚𝑒
P Volume of a cylinder 16 𝑎 𝑏 𝑐
= =
Q Volume of a prism 17 −𝑏 ± √𝑏 − 4𝑎𝑐
𝑥=
2𝑎
R Area of a circle 18 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ
S Volume of a pyramid 19 𝑎 +𝑏 =𝑐
T Cosine rule (Higher) 20 1

2
U Speed 21 1
𝑏×ℎ
2
A B C D E F G H I J K
7 18 4 21 12 5 14 10 1 20 17
L M N O P Q R S T U
3 8 19 16 2 11 9 6 13 15
30
Know your formulae (fill the gaps)
In your exercise book write out the formula in full for each question
1 sin𝜃 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
2 Area of a rectangle 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ
3 Density 𝑚𝑎𝑠𝑠
4 Area of a triangle 1
𝑏×ℎ
2
5 Area of a parallelogram 𝑏𝑎𝑠𝑒 × 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 ℎ𝑒𝑖𝑔ℎ𝑡
6 cos𝜃 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
7 Area of a trapezium 1
(𝑎 + 𝑏)ℎ
2
8 Pressure 𝑓𝑜𝑟𝑐𝑒
𝑎𝑟𝑒𝑎
9 tan𝜃 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
10 Area of a triangle (Higher) 1
2
11 Quadratic equation (Higher) −b ± √𝑏 − 4𝑎𝑐
𝑥=
2𝑎
12 Volume of a cuboid 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ × ℎ𝑒𝑖𝑔ℎ𝑡
13 Circumference of a circle 𝜋𝑑
14 Pythagoras’ Theorem 𝑎 +𝑏 =𝑐
15 Sine rule (Higher) 𝑎 𝑏 𝑐

= =
16 Volume of a cylinder 𝜋𝑟 ℎ
17 Volume of a prism 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑐𝑟𝑜𝑠𝑠 𝑠𝑒𝑐𝑡𝑖𝑜𝑛 × 𝑙𝑒𝑛𝑔𝑡ℎ
18 Area of a circle 𝜋𝑟
19 Volume of a pyramid 1
3
20 Cosine rule (Higher) 𝑎 = 𝑏 + 𝑐 − 2𝑏𝑐 𝑐𝑜𝑠𝐴
21 Speed 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑡𝑖𝑚𝑒
31
Know your formulae (some missing)
In your exercise book write down the formulae which are missing
1 sin𝜃 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
2 Area of a rectangle 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ
3 Density 𝑚𝑎𝑠𝑠
4 Area of a triangle 1
𝑏×ℎ
2
5 Area of a parallelogram 𝑏𝑎𝑠𝑒 × 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 ℎ𝑒𝑖𝑔ℎ𝑡
6 cos𝜃 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
7 Area of a trapezium 1
(𝑎 + 𝑏)ℎ
2
8 Pressure 𝑓𝑜𝑟𝑐𝑒
𝑎𝑟𝑒𝑎
9 tan𝜃 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
10 Area of a triangle (Higher) 1
2
11 Quadratic equation (Higher) −b ± √𝑏 − 4𝑎𝑐
𝑥=
2𝑎
12 Volume of a cuboid 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ × ℎ𝑒𝑖𝑔ℎ𝑡
13 Circumference of a circle 𝜋𝑑
14 Pythagoras’ Theorem 𝑎 +𝑏 =𝑐
15 Sine rule (Higher) 𝑎 𝑏 𝑐

= =
16 Volume of a cylinder 𝜋𝑟 ℎ
17 Volume of a prism 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑐𝑟𝑜𝑠𝑠 𝑠𝑒𝑐𝑡𝑖𝑜𝑛 × 𝑙𝑒𝑛𝑔𝑡ℎ
18 Area of a circle 𝜋𝑟
19 Volume of a pyramid 1
3
20 Cosine rule (Higher) 𝑎 = 𝑏 + 𝑐 − 2𝑏𝑐 𝑐𝑜𝑠𝐴
21 Speed 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑡𝑖𝑚𝑒
32
Know your formulae (missing all)
In your exercise book write out the formula for each of the letters listed below.
A Area of a circle 𝜋𝑟
B Area of a triangle (higher) 1

2
C Pythagoras’ Theorem 𝑎 +𝑏 =𝑐
D sin𝜃 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
E Quadratic equation (higher) −𝑏 ± √𝑏 − 4𝑎𝑐
𝑥=
2𝑎
F Sine rule (higher) 𝑎 𝑏 𝑐
= =
G Pressure 𝑓𝑜𝑟𝑐𝑒
𝑎𝑟𝑒𝑎
H Area of a rectangle 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ
I Volume of a cylinder 𝜋𝑟 ℎ
J cos𝜃 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
K Volume of a pyramid (higher) 1
3
L Area of a triangle 1
𝑏×ℎ
2
M Density 𝑚𝑎𝑠𝑠
N Volume of a prism 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑐𝑟𝑜𝑠𝑠 𝑠𝑒𝑐𝑡𝑖𝑜𝑛 × 𝑙𝑒𝑛𝑔𝑡ℎ
O Cosine rule (Higher) 𝑎 = 𝑏 + 𝑐 − 2𝑏𝑐 𝑐𝑜𝑠𝐴
P tan𝜃 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
Q Area of a parallelogram 𝑏𝑎𝑠𝑒 × 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 ℎ𝑒𝑖𝑔ℎ𝑡
R Area of a trapezium 1
(𝑎 + 𝑏)ℎ
2
S Speed 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑡𝑖𝑚𝑒
T Volume of a cuboid 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ × ℎ𝑒𝑖𝑔ℎ𝑡
U Circumference of a circle 𝜋𝑑
33
Use of a calculator
If you want to know about examples not listed here, try this link: https://thecalculatorguide.com/
Show to your tutor how would you use your calculator to......
Operation Example Calculator buttons
Square a number 1.6
Cube a number 2.5

Find the square root of a
number √289
Find the cube root of a number √2197

and then
3 2
Add two fractions + and then to navigate
5 7
between boxes
Use brackets (2.3 + 1.8) x 1.07 and
Convert from a fraction to a
Convert to a decimal
decimal then then
Find the area of a circle using
𝜋×3
the exact value of pi. To get 𝜋 and then
Simplify a fraction Simplify
and then
Put in a number in standard
3.7x108 3.7 and then then 8
form
Write 490 as a product of
Product of prime factors its prime factors. Give your
answer in index form. 490 then then then
Convert an improper fraction to Write as a mixed
a mixed number number then then
Input a mixed number Input 6 then then to move to

different boxes.
Convert a mixed number to an
improper fraction (already Convert 6 to an improper
having the mixed number on the fraction then
screen)
Convert hours and minutes into Convert 3 hours and 24 3 then then 24 then then
hours minutes into hours
once or twice to change format
Convert from hours to hours and Convert 2.8 hours into
minutes hours and minutes 2.8 then
Input a recurring decimal Input 0. 1̇

0. then then
Use your previous answer (this
is useful when you want to keep Calculate 10 ÷ 0. 1̇ 10 then then
an exact answer and not round
34
Use of a calculator – Cross number
Use the clues below to fill in the cross number. Read the clues carefully. You may need to add in decimal points. They
do not take up a space but can be drawn on a line. If you have a number with fewer digits than the boxes in the grid,
you can add extra zeros at the start to make it fit. For example, 28 in a gap of three would become 028.
1 2 3 4
3 1 . 4 0 . 8 7 5
5 6
0 2 8 9 4
7 8 9 .
3 0 3 3 2 4
10 11
3 5 0 9 2
12 13 14
1 0 3 1 6
15 16 17
3 1 . 8 2 0 9
18 19
2 2 . 7 3 2
20 21
2 5 3 1 1 2 0
Clues Across Clues down
The circumference of a circle with radius 5cm Area of a circle with radius 9.82 to nearest
1 1
(to 1 decimal place) whole number.
3 as a decimal 2 √1764
5 172 3 √729
Area of a circle with radius 4.162 to two
7 sin 0.5 4
decimal places.
9 Convert 3.4 hours into hours and minutes 6 8.3 x 103
Write 3 as an improper fraction. Numerator
10 8 (2.25+3.75) x 0.5
followed by the denominator.
13 Convert 3 hours to hours and minutes 11 21.053 to the nearest whole number.
15 tan(88.2) to 1 decimal place. 12 + Numerator followed by denominator
√6561 √
16 14 sin
√729
The radius of a circle with circumference 4
18 17 92 ÷ × 8
17.153 5
Write in each number in turn when you write
20 310 as a product of its prime factors from 18 3 − (√36)
smallest to largest.
cos (0.5)
21 cos (0) + sin (0.5) 19 +1
2
35
Mixed practice
Revision grid one
Answers are given below the questions. The answer is given first with working or advice
underneath.
These questions are to help pupils work on translating worded questions into maths,
while only concentrating on one topic at a time. It is also enabling a mix of topics to be
revised. They should do the grid each week and so by the end of the tutoring sessions,
havecovered all the questions. They can choose each week which questions to do, so
long as there is one from each topic area.
Pupils can use calculators for these questions, although they don’t all need them.
Encourage them to try without first and to write down working before using a calculator.
Work your way across the grid doing at least one question from each column
Ratio and Probability

Number Algebra Geometry
proportion and statistics
Chloe sells
smoothies. One Triangle ABC has
Grace sows 600
day she sells 80 perimeter 27 cm.
seeds. The
smoothies. The
Work out probability of a AB = 10 cm and
next day she sells
Factorise fully: seed germinating AC = 12 cm.
4.66 × 5.3 108 smoothies.
is 10%. Work out Is triangle ABC a
without a Work out the 32𝑗² − 18𝑏²
an estimate for right-angled
calculator. percentage
the number of triangle? Show
increase in the
seeds that will clearly how you
number of
germinate. decide.
smoothies she
sells.
24.698 35% 𝟐(𝟏𝟔𝒋𝟐 − 𝟗𝒃𝟐 ) 60 seeds No (with
explanation
It can be useful to below)
Pupils can use the 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑐ℎ𝑎𝑛𝑔𝑒 10
𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 get pupils to check × 600
grid or column = × 100 their answer by 100
method. They 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 Side BC = 27-10-
multiplying out the
should not use a 12 = 5cm
brackets they have
calculator. (108 − 80)
= × 100 got. 𝐴𝐵 + 𝐵𝐶 =
80 10 + 5
= 100 + 25 = 125
For a right-angled
triangle
𝐴𝐵 + 𝐵𝐶 = 𝐴𝐶
𝐴𝐶 = 12 = 144
≠ 125
36
Amelia, Hayden Steve is asked to
and Sophie did a solve the equation In a football match,
test. The total for The ratio of the
5(𝑥 + 2) = 47. the outcomes as
the test was 75 number of boys to
Here is his probabilities are: Calculate angle x
marks. Amelia got the number of girls
working:
56% of the 75 in a dance class is
5(𝑥 + 2) = 47 Win 0.35
marks. Hayden got 4:5 There are 92
5𝑥 + 2 = 47 Draw 𝑥
boys in the dance
of the 75 marks. 5𝑥 = 45 Lose 0.28
class. Work out the
Sophie got 43 out 𝑥 = 9
total number of
of 75 Who got the Steve’s answer is What is the
people altogether
highest mark? You wrong. missing probability
in the dance class.
must show all your What mistake did for a draw?
working he make?
Highest mark was 207 Steve didn’t 0.37 95°
Sophie multiply out the
There are several bracket fully. It 0.35 + 0.28 + 𝑥 = 1 Although you can do
Amelia 56% ways pupils can should have been 1 − (0.35 + 0.28) = 𝑥 this in one step most
Hayden: work out the answer. 𝟓𝒙 + 𝟏𝟎 = 𝟒𝟕 𝑥 = 1 − 0.63 pupils will calculate
8 E.g. the missing angle in
× 100 = 4 parts = 92 the triangle (85˚) and
15 As an extension you
53.33 … % 1 part = 92÷4 =23 subtract from 180°.
can ask them to
Sophie: 9 parts = 23 x 9
solve the equation
43 =207
× 100 correctly. Answer =
75 They may also use
= 57.3333 … % fractions or work out = 7.4
Or marks can be the girls first and
calculated: then add the parts
Sophie: 43 together.
Hayden: × 75 = 40
Amelia = × 75 = 42
The diameter of a
Frank, Mary and
Which of the circle is 12
Seth shared some Farah is twice as
following is better centimetres.
sweets in the ratio old as Naveed.
Write down three value for money: Work out the
4 : 5 : 7. Seth got Naveed is 3 years
different multiples circumference of
18 more sweets younger than
of 4 that add up to 4 bottles of water the circle. Give
than Frank. Work Savira. If Savira is
40 for £3.60 or 10 your answer, in
out the total 9 years old, how
bottles of water for centimetres,
number of sweets old is Farah?
£9.20? correct to 1
they shared
decimal place.
4+8+28=40 96 sweets 12 years old 4 bottles for £3.60 37.7cm
4+12+24=40 is best value.
4+16+20=40 Pupils may need to Pupils could solve 𝐶 = 𝜋𝑑
8+12+20=40 draw out a diagram this without algebra 4  £3.60 = 𝜋 × 12
Also 0 is a multiple showing the 16 parts but ask if they can 1  3.60÷4 = £0.90 = 37.69911184
so: to help them work write it in algebra
0+4+36, 0+12+28, out 3 parts are worth too, as the exam 10 £9.20
0+8+32, 0+16+24 18 sweets. This question could ask 1  9.20÷10 = £0.92
If pupils get one means 1 part is 6 them to do that.
quickly, you could and in total there are Savira = 𝑥
ask if they could find 6x16 = 96 sweets. Naveed = 𝑥 − 3
any other answers or Farah = 2(𝑥 − 3)
if there is a Substitute in 𝑥 = 9
systematic way of
finding all possible
answers.
37
Tanya needs to
buy chocolate bars Nora uses the
Khalid hires a formula to find the
for all the children Nicole mixes 2 bicycle whilst on perimeter of the
in Year 7. Each of tins of red paint holiday. The cost The probability that triangle below as
the 130 children with 3 tins of is worked out a new fridge has a 𝑃 = 2𝑎 + 𝑏.
get one chocolate
white. She needs using the rule: fault is 0.15. What Find the value of 𝑃
bar. There are 8
15 tins of paint One off fee of £6 is the probability when 𝑎 = 5 and
chocolate bars in
altogether. How Plus £3 per day. that a new fridge 𝑏 = 3.
each packet. Work
many tins of red If Khalid pays £18, does not have a
out the least
paint does she how many days fault?
number of packets
need? did he hire the
of chocolate bars
bicycle for?
that Tanya needs
to buy.
17 packs 6 tins of red 4 days 0.85 𝑷 = 𝟏𝟑
paint
130 ÷ 8 = 16.25 6 + 3𝑑 = 18 1-0.15 =0.85 𝑃 = 2×5+3
3𝑑 = 12 = 10 + 3
Red:White
𝑑=4 = 13
2:3  2+3=5
If pupils struggle at
4:6  4+6=10 first, encourage
6:9  6+9 =15 them to write it out in
An alternative words. £6 plus £3
method is the red per day, then ask
needed =
them to replace
percentage of red in
some words with
combination x total
needed symbols. E.g. plus to
2 +, then day to d etc.
= × 15
2+3
= × 15 = 6
Orla has four types
Faiza buys one of vegetable:
magazine costing A gym has 275 Peas, carrots,
£2.30, one paper members. 40% are broccoli, spinach
I think of a number
costing 92p and bronze members. A cuboid has
and double it.
two identical bars 20% are silver Orla is going to lengths of 8cm,
Then I add 18 and
of chocolate. Faiza members. The rest choose 2 different 4cm and 5cm.
the answer is 58.
pays with a £5 are gold members. types of vegetable. What is the volume
What was my
note. She gets 40p Work out the Write down all the of the cuboid?
starting number?
change. Work out number of gold possible
the cost of one bar members. combinations of
of chocolate vegetable she can
choose.
£0.69 110 gold 20 6 different 160cm3
2.30+0.92+2 members combinations
chocolate bars = 2𝑥 + 18 = 58 Peas = P 4x5x8
4.60 60% bronze and 2𝑥 = 40 Carrots = C =20x8
silver, so 40% are 𝑥 = 20 Broccoli = B =160
4.60 – 2.30-0.92 = gold. Pupils can work Spinach = S
1.38 backwards 58 – 18 =
2 chocolate bars = 40% of 275 = 40 and then 40 ÷2 =
PC PB PS
1.38 0.4x275 20. Show them it’s
CB CS
1 chocolate bar the same as the
equation above. BS
=1.38÷2 = 0.69
38
Revision grid two
Answers are given below the questions. The answer is given first with working or advice
underneath.
These questions are to help pupils work on translating worded questions into maths,
while only concentrating on one topic at a time. It is also enabling a mix of topics to be
revised. They should do the grid each week and so by the end of the tutoring sessions,
have covered all the questions. They can choose each week which questions to do, so
long as there is one from each topic area.
Pupils can use calculators for these questions, although they don’t all need them.
Encourage them to try without first and to write down working before using a calculator.
Work your way across the grid doing at least one question from each column
Ratio and Probability

Number Algebra Geometry
proportion and statistics
A Youth Club is
having a quiz Katy goes to
There are only 7
night. There will work by train.
blue pens, 4
be 17 teams at The cost of her Work out the size
green pens and
the quiz night. weekly train ticket of angle x
6 red pens in a
There will be 4 increases by 20% Factorise box. One pen is
people in each and now totals to
𝑥 + 5𝑥 – 24 taken at random
team. There will £240. Work out
from the box.
also be 3 people the cost of her
Write down the
to organise the weekly train ticket
probability that
quiz. How many before this
this pen is blue
people will be at increase.
the quiz night?
£200 (𝒙 + 𝟖)(𝒙 − 𝟑) 𝟕 60°
71 people 𝟏𝟕
Pupils should write
120%  £240 out factor pairs of Angles on a straight
1%  240÷120 24 Total number of line add to 180°.
17 × 4 + 3
100%  2 x 100 pens = 7+4+6 =
= 68 + 3
17. 180÷3 =60
1,24 2,12
3,8 4,6
then look for a
difference of 5 (8
and 3). Signs need
to be different as
the number term is
negative, the 𝑥 term
is positive so 8 is
positive and 3
negative.
39
The total cost of
a phone bill, 𝐶,
depends on the I walked around the edge
number of of this field.
Tracy buys 2 minutes used,
Temi rolls two I start at the point marked
coffees at £1.10 𝑚, the cost per
From 1kg of fair, six-sided with a cross and walk
each 3 teas at minute 𝑞, plus a dice.
apples you can around the field until I get
95p each 5 fixed cost of 15
get 150g of dried The two numbers back to where I started.
sandwiches at pounds. Which
apples. How rolled are added Use the diagram to write
£2.15 each. of the formulae
many kilos of to give a total. an expression for the
Tracy shares the below
apples do I need Work out the distance I travelled.
total cost equally represents the
to pick in order probability that
between 5 total cost of a
to make 750g of the total is a
people. How phone bill?
dried apple? number below or
much does each
including 6.
person pay? 1) 𝐶 = 15𝑚𝑞
2) 𝐶 = 𝑚𝑞 + 15
3) 𝑚𝑞 = 𝐶 + 15
£3.16 5kg 2) 𝑪 = 𝒎𝒒 + 𝟏𝟓 𝟏𝟓 𝟓 𝟐𝟓 + 𝒉 + 𝟐 + 𝟐𝟓 + 𝒉 + 𝟐
=
𝟑𝟔 𝟏𝟐 = 𝟓𝟒 + 𝟐𝒉
2x1.10 + 3x0.95 + 750 ÷ 150 = 5
5x2.15 = £15.80 5 times as much Pupils may need to
so 1kg x 5 = 5kg. draw out a 6 by 6
15.80÷5 = £3.16 grid to work this
out systematically.
Tom earns All tickets for a

£9.20 per hour. concert are the
The probability of
He works for 24 same price. Amy
James winning a The angles in a triangle
hours each and Dan pay
competition is are in the ratio 1 : 2 : 3.
week 48 weeks £63 altogether
Factorise fully 0.035. What is Neil says This is a right-
each year. He for some tickets.
2𝑎 𝑏 + 6𝑎𝑏 the probability angled triangle. Is Neil
pays tax if he Amy pays
that James does correct? Show your
earns more than £24.50 for 7
not win the reasoning.
£10, 000 per tickets. How
competition?
year. Does Tom many tickets
pay tax? does Dan buy?
Yes, he earns 18 tickets 𝟐𝒂𝒃(𝒂 + 𝟑𝒃) 0.965 Yes
£10,598.40
24.50 ÷ 7 = 3.50 Encourage pupils 1 - 0.035 Suppose one angle is 𝑥,
9.20 x 24 = 63 ÷3.50 = 18 to first take out the others are 2𝑥 and 3𝑥.
220.80 the highest
220.80 x 48 = common factor of
This means
10598.40 2 and 6, then they
𝑥 + 2𝑥 + 3𝑥 = 180
might find it
helpful to write out 6𝑥 = 180
the letter e.g. 𝑥 = 30
2𝑎𝑎𝑏 + 6𝑎𝑏𝑏. Therefore angles are
30,60 and 90.
40
In a box there
are three types of
The instructions Jack thinks of a
chocolates.
for making a number, and
There are 6
drink are: calls it b. He
plain, 8 milk and
Add 100ml of doubles it and
10 white
of a number is juice to 2 litres of then subtracts 5,
chocolates.
32. Find the water. and the result is
Blessing takes a
number. Dev uses 5 litres 27. Use this
chocolate at
of water to make information to PQ is a straight line.
random from the
the drink. How form an Work out the size of the
box. What is the
much juice does equation for angle marked 𝑦°.
probability that
he need? Jack.
Blessing takes a
milk chocolate?
40 250ml 𝟐𝒃 − 𝟓 = 𝟐𝟕 𝟖 𝟏 72°
=
𝟐𝟒 𝟑
1 2000ml water  𝑥 = 180 − 126 = 54
= 32 ÷ 4 = 8 5000ml water Total chocolates Base angles are equal
5
5
÷2 ×5 = 6+8+10 = 24 𝑦 = 180 − (54 × 2) =
=8×5 8 milk chocolates 180 − 108 = 72
5 100 ÷ 2 × 5 =
50 × 5
Liz buys a car

My dad has 3
for £7500 She Jack sows 300 An isosceles triangle has
shirts for every
pays a deposit wildflower seeds. one angle of 74⁰. Write
pair of suit
of £1500 She The probability of down the possible sizes of
trousers he
pays the rest in Solve a seed flowering the other two angles in the
owns. He has a
12 equal 𝑥 + 5𝑥 – 24 is 0.7. Work out triangle.
pair of trousers
monthly = 0 an estimate for (There are two possible
for every day of
payments. Work the number of pairs of answers).
the week. How
out the amount these seeds that Pair 1: ….…... and …......
many shirts does
of each monthly will flower. Pair 2: ….….. and …..…..
he own?
payment.
£500 21 shirts 𝒙 = −𝟖 𝒐𝒓 𝒙 = 𝟑 210 74° and 32°
53° and 53°
7500-1500 = 6000 Shirts: Trousers (𝑥 + 8)(𝑥 − 3) = 0 300 x 0.7
6000 ÷ 12 = 500 3: 1 Pupils could solve If the angles which are the
x7 using the same are 74 then the
21:7 quadratic formula remaining angle is
180-(74+74).
If 74 isn’t the angle which is

the same, then the angles
will be
180 - 74 = 106
106 ÷ 2 = 53
41
Exam questions
The diagram shows a tank in the shape of a cuboid.
It also shows a container in the shape of a cuboid.
The tank is full of oil and the container is empty.
of the oil from the tank is spilled.
The rest of the oil from the tank is put into the container.
(a) What is the volume of oil that is poured into the

container? Give your answer in cm3.
[2 marks]
(b) Using your answer to part (a), what is this number as a

percentage of the containers full volume?
Give your answer to 1 decimal place.
[2 marks]
Can you see any key words in the question (volume, percentage)? If they miss it ask what ‘the rest of’
means  subtraction.
𝟒
Can you see any particular types of numbers? 𝟏𝟎 fractions.
Does the question specify how the answer needs to be given? To 1 decimal place means rounding.
2) Write down/discuss the calculations you would need to do (but don’t do them yet!).
i. 𝟒𝟎 × 𝟓𝟎 × 𝟔𝟎
𝟒
ii. 𝟏𝟎
×answer to i)
iii. answers to i) - answer to ii)
iv. 𝟖𝟎 × 𝟕𝟎 × 𝟐𝟎
𝒂𝒏𝒔𝒘𝒆𝒓 𝒕𝒐 𝒊𝒊𝒊
v. 𝒂𝒏𝒔𝒘𝒆𝒓 𝒕𝒐 𝒊𝒗
× 𝟏𝟎𝟎
vi. Round the answer
a) 𝟒𝟎 × 𝟓𝟎 × 𝟔𝟎 = 𝟏𝟐𝟎𝟎𝟎𝟎𝒄𝒎𝟑
𝟒
𝟏𝟎
× 𝟏𝟐𝟎𝟎𝟎𝟎 = 𝟒𝟖𝟎𝟎𝟎𝒄𝒎𝟑 (1 mark)
𝟏𝟐𝟎𝟎𝟎𝟎 − 𝟒𝟖𝟎𝟎𝟎 = 𝟕𝟐𝟎𝟎𝟎𝒄𝒎𝟑 (1 mark)
b) 𝟖𝟎 × 𝟕𝟎 × 𝟐𝟎 = 𝟏𝟏𝟐𝟎𝟎𝟎
𝟕𝟐𝟎𝟎𝟎
𝟏𝟏𝟐𝟎𝟎𝟎
× 𝟏𝟎𝟎 = 𝟔𝟒. 𝟐𝟖𝟓𝟕𝟏𝟒𝟐𝟗 (1 mark)
= 𝟔𝟒. 𝟑% (1 mark)
4) Check your answer, have you answered the question? Does your answer make sense?
The volume of oil poured into the container is 72000𝑐𝑚
The percentage of the containers full volume is 64.3%
42
Exam questions
Mr and Mrs Spencer and their two children are going to a theme park.
The entry price to a theme park is:
£30.00 for an adult

£18.00 for a child
Today there is a special offer on.
 off the price of an adult ticket.

 30% off a child ticket.
How much does it cost the family to go into the theme park?
[3 marks]
𝟏
Can you see any particular types of numbers? 𝟔 (fractions), 30% percentage (decrease).
What is the question actually asking? How much does it cost the family to go into the theme park?
This means multiplication or addition will be needed.
i) × 30 OR × 30 (can miss stage ii) if doing this).
ii) 30 −answer to i)
iii) 0.7 × 18 OR 18 ÷ 10 × 7
iv) 2 × answer to ii)
v) 2 × answer to iii)
vi) Answer iv) + answer v)
𝟏
× 𝟑𝟎 = 𝟓
𝟔
𝟑𝟎 − 𝟓 = 𝟐𝟓 (1 mark)
𝟏𝟖 ÷ 𝟏𝟎 = 𝟏. 𝟖
𝟏. 𝟖 × 𝟕 = 𝟕 + 𝟓. 𝟔 = 𝟏𝟐. 𝟔 (1 mark)
𝟐 × 𝟐𝟓 = 𝟓𝟎
𝟐 × 𝟏𝟐. 𝟔 = 𝟐𝟓. 𝟐
𝟓𝟎 + 𝟐𝟓. 𝟐𝟎 = 𝟕𝟓. 𝟐𝟎 (1 mark)
It costs £75.20 for the family to go into the theme park.
43
Exam questions
The perimeter of this rectangle is 44cm.
Find the length of the dotted diagonal in the picture. Give your answer to 1 decimal place.
[5 marks]

Are there any key words in the question? Perimeter, diagonal
Does the diagram give you any hints to the topics? Algebra
What shapes can you see in the diagram? Rectangle but split into a triangle.
What topics are related to triangles? Angles, Pythagoras, trigonometry
Is the question asking about lengths or angles? Length, so topic is Pythagoras.
How can you link the perimeter to the sides of the shape? Form and solve an equation
How will you find the length of the sides once you know 𝑥? Substitute
2𝑥 + 3 + 𝑥 − 5 + 2𝑥 + 3 + 𝑥 − 5 = 44
Find the value of 𝑥.
Substitute 𝑥 into the sides
Use Pythagoras’ theorem 𝑎 + 𝑏 = 𝑐
Square root answer
2𝑥 + 3 + 𝑥 − 5 + 2𝑥 + 3 + 𝑥 − 5 = 44 (1 mark)
6𝑥 − 4 = 44
6𝑥 = 48
𝑥 = 8 (1 mark)
2 × 8 + 3 = 19𝑐𝑚 and 8 − 5 = 3𝑐𝑚 (1 mark)
19 + 3 = 𝑐 (1 mark)
370 = 𝑐
√370 = 19.2𝑐𝑚 (1 mark)
The length of the dotted diagonal is 19.2cm.
44
Exam questions
Daniel bakes 420 cakes.
He bakes only vanilla cakes, banana cakes, lemon cakes and chocolate cakes.
of the cakes are vanilla cakes.

35% of the cakes are banana cakes.
The ratio of the number of lemon cakes to the number of chocolate cakes is 4:5
Work out the number of lemon cakes Daniel bakes
[5 marks]

Are there any key words in the question? Ratio
𝟐
Can you see any particular types of number? 𝟕 fractions, 35% percentage (of an amount)
How will you calculate the number of lemon and chocolate cakes? Subtract the number of vanilla and
banana from the total, 420.
i) × 420
ii) 0.35 × 420 or (420 ÷ 10 × 3) + (420 ÷ 10 ÷ 2)
iii) 420 – answer to i) – answer to ii)
iv) Split answer to iii) in the ratio 4:5, divide by 9 and then multiply by 4.
× 420 = (420 ÷ 7) × 2 = 60 × 2 = 120 (1 mark)
0.35 × 420 = 147 or (42 × 3) + 21 = 126 + 21 = 147 (1 mark)
420 − 120 − 147 = 153 (1 mark)
153 ÷ 9 = 17 (1 mark)
17 × 4 = 68 (1 mark)
The number of lemon cakes Daniel bakes is 68.
45
Exam questions
Ria is going to buy a caravan.
The total cost of the caravan is £15,000 plus VAT at 20%.
Ria pays a deposit of £6000.
She pays the rest of the total cost in 6 equal monthly payments.
Work out the amount of each monthly payment.

[4 marks]

Can you see any particular type of numbers? 20% percentage (increase)
Mathematically what does ‘the rest’ mean? Subtract
Mathematically how do you split something into equal parts? Divide
i) 1.2 x 15000 or (15000 ÷ 10 × 2) + 15000
ii) Answer to i) – 6000
iii) Answer to ii) ÷ 6
1.2 x 15000 = 18000 or 15000 ÷ 10 = 1500, 1500 × 2 = 3000,(1 mark) 15000 + 3000 = 18000 (1 mark)
18000-6000 = 12000 (1 mark)
12000 ÷ 6 =2000 (1 mark)
Each monthly payment is £2000
46
Exam questions
A floor is going to be covered in carpet tiles.
The tiles measure 40cm by 40cm.
The floor is 3.2 meters by 2 meters.
Tiles are sold in boxes of 12.

How many boxes of tiles will be needed to cover the floor?
[3 marks]

Does the diagram give you any hints to the topics? Rectangles with length and width so can calculate
area.
Are the units the same in both parts of the diagram? Converting from cm to m.
What mathematical function can you use to work out how much of a smaller shape fits into a bigger
shape? Division
i) 40 ÷ 100
ii) Answer to i) x answer to i)
iii) 3.2 x 2
iv) Answer to iii) ÷ answer to ii)
v) Answer to iv) ÷ 12
vi) Round up to the nearest integer.
40 ÷ 100 = 0.4
0.4 × 0.4 = 0.16 (1 mark)
3.2 × 2 = 6.4
6.4 ÷ 0.16 = 40 (1 mark)
40 ÷ 12 = 3.333
They will need 4 boxes. (1 mark)
47
Exam questions
The diagram shows a trapezium
ABCD.
The co-ordinates of the four

vertices are shown.
Find the area of the trapezium.
[3 marks]

Are there any key words in the question? Area
How can you use the diagram to help you get the lengths of the sides/height? Subtracting coordinates
When you have the length of the sides/height what will you do with them? Substitute them into the
formula for area of a trapezium.
Length of base = 12-1
Length of top = 10-3
Height = 5-1
Area of a trapezium = (𝑎 + 𝑏)ℎ
Length of base =11
Length of top = 7
Height = 4 (1 mark for any one dimension correctly calculated)
Area of trapezium = (11 + 7)4
= × 18 × 4 (1 mark)
=9×4
= 36𝑐𝑚 (1 mark)
The area of the trapezium is 36cm2
48
Exam questions
A is the point with coordinates (3, 5)
B is the point with coordinates (8,13)
Calculate the length AB.
[3 marks]

Are there any key words in the question? Coordinates, length
How could join the coordinates A and B with straight lines to make a shape? Can draw a triangle
What mathematics can you use to find the length of one side of a triangle? Trigonometry or
Pythagoras. There are no angles so it’s Pythagoras.
Base of triangle = 8-3
Height of triangle = 13-5
Pythagoras = 𝑎 + 𝑏 = 𝑐
𝑐
Base of triangle = 5
Height of triangle = 8 (1 mark for correctly working out base or height)
Length AB 𝐴𝐵 = 5 + 8 (1 mark)
𝐴𝐵 = 89
𝐴𝐵 = √89 = 9.43 (1 mark)
The length of AB is 9.43 or accept equivalent answer e.g. √89 or 9.4
49
Exam questions
The table shows information about some CDs.
Type Rock Pop Jazz

Number of CDs 2 𝑥 2𝑥 + 5
A CD is chosen at random.
The probability it is rock is .
Create an expression for the total number of CDs when adding the Rock, Pop and Jazz CDs and
simplify your answer.
[2 marks]
Work out the probability it is Jazz.

[3 marks]

Are there any key words in the question? Probability
𝟏
Can you see any particular type of numbers or symbols? 𝟐𝟎 fractions, 𝒙 and 𝟐𝒙 + 𝟓 means algebra
(forming equations) are involved.
2 + 𝑥 + 2𝑥 + 5
Probability of rock = and 2 CDs are rock
Probability x total = number of CDs
× 𝑡𝑜𝑡𝑎𝑙=2
Total = 20 × 2
2 + 𝑥 + 2𝑥 + 5 = 2 × 20
Solve to find 𝑥.
Substitute to find number of Jazz CDs
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑗𝑎𝑧𝑧 𝐶𝐷𝑠
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐶𝐷𝑠
2 + 𝑥 + 2𝑥 + 5 (1 mark)
= 3𝑥 + 7 (1 mark)
3𝑥 + 7 = 40
3𝑥 = 33
𝑥 = 11 (1 mark)
2𝑥 + 5 = 2 × 11 + 5 = 27 (1 mark)
(1 mark)
There were 3𝑥 + 7 CDs or 40
The probability it is Jazz is or 0.675 or 67.5%
50
Exam questions
The diagram shows a circle drawn inside a

square.
The circle has a radius of 6 cm.
The square has a side of length 12 cm.
Work out the shaded area.
Give your answer in terms of .

[4 marks]

Are there any key words in the question? Area (of circle and square).
How could you work out the area of the corner pieces? Subtract one area from the other.
What how many corner pieces are there? 4
How could you work out the shaded area? Divide the area of corner pieces by 4.
i) Area of circle = 𝜋 × 6
ii) Area of square = 12 x 12
iii) Area of corner pieces = area of square – area of circle
iv) Area of shaded piece = answer to iii) ÷ 4.
Area of circle = 36𝜋 (1 mark)
Area of square = 144 (1 mark)
Area of corner pieces = 144 − 36𝜋 (1 mark)
Area of shaded piece =
= 36 − 9𝜋 (1 mark)
The shaded area is 36 − 9𝜋
51
Exam questions
Sam wants to buy a camera for £345
He has already saved £96
Each week his pay is £80
He saves 30% of this pay
How many more weeks must he save?
[4 marks]

Can you see any particular types of number? 30% percentage (of an amount)
How could you work out how much Sam still has to pay when taking into account what he has already
saved? Subtraction
i) 345 − 96
ii) 0.3 × 80
iii) Answer to i) ÷ Answer to ii)
iv) Round up to the next whole number
345 − 96 = 249 (1 mark)
0.3 × 80 = 24 (1 mark)
249 ÷ 24 = 10.375 (1 mark)
Sam must save for 11 more weeks. (1 mark)
52
Exam questions
ABCD is a rectangle.
EFGH is a trapezium.
All measurements are in centimetres.

The perimeters of these two shapes are the same.
Work out the area of the rectangle.
[5 marks]

Are there any key words in the question? Perimeter and area
Does the diagram give you any hints to the topics? Algebra (collecting like terms, solving equations)
How could you find the value of 𝑥? Solve an equation
Is there anything the perimeter of the rectangle is equal to? The perimeter of the trapezium
Once you have found the value of 𝑥 what will you do with it? Substitute in to the sides of the rectangle.
3𝑥 + 4 + 4𝑥 + 3𝑥 + 4 + 4𝑥 = 𝑥 − 3 + 5𝑥 + 7𝑥 − 3 + 5𝑥
Solve equation to find value of 𝑥.
Substitute 𝑥 back into the sides of the rectangle
Multiply length x width.
3𝑥 + 4 + 4𝑥 + 3𝑥 + 4 + 4𝑥 = 𝑥 − 3 + 5𝑥 + 7𝑥 − 3 + 5𝑥 (1 mark)
14𝑥 + 8 = 18𝑥 − 6
14 = 4𝑥
3.5 = 𝑥 (1 mark)
3𝑥 + 4
= 3 × 3.5 + 4
= 14.5 (1 mark)
4𝑥
= 4 × 3.5 = 14 (1 mark)
Area of rectangle = 14.5 × 14

= 203𝑐𝑚 (1 mark)
The area of the rectangle is 203𝑐𝑚
53
Exam questions
Amy has some identical rectangular blocks.
She uses five of them to make a tower.
Find the distance marked x.

[3 marks]
Does the diagram give you any hints to the topics? Length and width, algebra (forming and solving
equations)
How can you link the two diagrams i.e. how can one help you find out more information about the other
one? Find the length and width of one rectangle and then label the second diagram with missing
lengths.
i) 18 ÷ 2
ii) 13 −answer to i)
iii) Answer to ii) + 𝑥 + answer to ii) +𝑥 + answer to ii) = 18
iv) Solve equation for 𝑥.
18 ÷ 2 = 9
13 − 9 = 4 (1 mark for length or width correctly calculated)
4 + 𝑥 + 4 + 𝑥 + 4 = 18 (1 mark)
2𝑥 + 12 = 18
2𝑥 = 6
𝑥 = 3 (1 mark)
The distance marked x is 3cm
54
Exam questions
The diagram shows the floor of a village hall.
The caretaker needs to polish the floor.

One tin of polish normally costs £19. One tin of polish covers 12m2 of floor.
There is a discount of 30% off the cost of polish. The caretaker has £130.
Has the caretaker got enough money to polish the floor? You must show all your working
[5 marks]

Can you see any particular type of numbers? 30% off (percentage decrease), 12m2 so area is a part of
the question. Cost of tins £19 and total money £130.
What could you work out from the information given in the diagram? Could work out the missing sides
and the area.
i) 8 − 6
ii) 16 − 9
iii) 9 × 8
iv) Answer ii) × 6
v) Answer iii) + answer iv)
vi) Answer v) ÷ 12
vii) Round answer vi) upwards to next whole number
viii) Answer to vii) x 19
ix) Answer to viii) x 0.7
8−6=2
16 − 9 = 7
9 × 8 = 72
7 × 6 = 42 (1 mark for one area correctly calculated)
72 + 42 = 114𝑚 (1 mark)
114 ÷ 12 = 9.5
10 tins needed (1 mark)
10 × 19 = 190
0.7 × 190 = 133 or 190 ÷ 10 = 19, 19 × 7 = 70 + 63 = 133 (1 mark)
The caretaker does not have enough money they are £3 short. (1 mark)
55
Exam questions
Sam buys 20 boxes of lemons.
There are 25 lemons in each box.
Each box of lemons costs £7
Sam sells of the lemons he bought.

He sells each of these lemons for 40p.
He then sells each of the remaining lemons at 3 lemons for 50p.
Did Sam make a profit or did Sam make a loss?
You must show working to justify your answer

[5 marks]

Are there any key words in the question? Profit or loss
What does this mean you need to calculate? How much money Sam spent and how much money Sam
made and find the difference.
𝟐
Can you see any particular type of numbers? 𝟓 fraction (of an amount)
i) 20 × 25
ii) × answer to i)
iii) Answer to ii) × 0.40

iv) Answer to i) – Answer to ii)
v) Answer to iv) ÷ 3
vi) Answer to v) × 0.50
vii) Answer to iii) + Answer to vi)
viii) 20 × 7
ix) Difference between answer vii) and answer viii)
20 × 25 = 500 lemons
× 500 = 200 (1 mark)
200 × 0.4 = £80 (1 mark)
500 − 200 = 300 lemons left
300 ÷ 3 = 100
100 × 0.5 = £50 (1 mark)
80 + 50 = £130
20 × 7 = £140 (1 mark)
130 − 140 = −10
Sam made a £10 loss (1 mark)
56
Exam questions
Here is a number line.
Three numbers A, B and C are marked.
The difference between A and C is 28.
Draw an arrow on the number line showing where the mean of the numbers A, B and C lies.
You must show your working.
[4 marks]

Are there any key words in the question? Difference (subtract), mean
What can you work out from the diagram? What the difference of each gap is worth
28 ÷ 7
Work out the value of 𝐴, 𝐵 and 𝐶
𝐴+𝐵+𝐶
3
28 ÷ 7 = 4 (1 mark)
𝐴 = −4, 𝐵 = 16 and 𝐶 = 24 (1 mark)
( )
Mean = (1 mark)
36
=
3
= 12
The mean of the numbers A, B and C is 12
(1 mark)
57
Exam questions
Sean works for a company.
His normal rate of pay is £12 per hour.
When Sean works more than 8 hours a day, he is paid overtime for each hour he works more
than 8 hours.
Sean’s rate of overtime pay per hour is 1 times his normal rate of pay per hour.
On Monday Sean worked for 10 hours.
Work out the total amount of money Sean earned on Monday
[4 marks]

What types of number are in the question? Fractions
What two things do you need to work out to find the total amount of money Sean earned? The amount of
pay from his normal rate and amount of pay from overtime.
i) 8 × 12
ii) 12 × 1
iii) Answer to ii) x 2
iv) Answer to i) + Answer to iii)
8 × 12 = 96 (1 mark)
12 × 1.25 = 15 (1 mark)
15 × 2 = 30 (1 mark)
96 + 30 = 126 (1 mark)
The total amount of money Sean earned on Monday was £126.
58
Exam questions
Mike earns £1250 per month.
 30% of his earnings are spent on rent.

 He also buys a new TV for £249
 He saves of what he has left.
How much money does he have left now?
[3 marks]

Are there any mathematical symbols or key types of number in the question? 30% (percentage of an
𝟏
amount), 𝟒 (fraction of an amount)
What do you need to work out to calculate how much money Mike has left? How much money he spent
and take it away from the amount he earns.
i) 0.3 × 1250 or 1250 ÷ 10 × 3
ii) 1250 − 249
iii) Answer to ii) – Answer to i)
iv) Answer to iii) ÷ 4
v) Answer to iii) – Answer to iv)
0.3 × 1250 = 375 or 1250 ÷ 10 = 125, 125 × 3 = 375 (1 mark)
1250 − 249 = 1001
1001 − 375 = 626
626 ÷ 4 = 156.5 (1 mark)
626 − 156.5 = 469.5 (1 mark)
Mike has £469.50 left
59
Exam questions
A shop sells tins of dog food for 40p each.
It also has this special offer.
Kritika wants to buy 14 tins of dog food.
She has a voucher for 30% off, however if she uses the voucher she is not entitled to the special
offer.
Which option is cheaper, the special offer or the voucher, and by how much? You must show
your working.
[5 marks]
Are there any types of number that give you an indication of topics? 30% off (percentage decrease)
What will you have to calculate to compare the special off and the voucher? Work out the cost of the
dog food with the special offer and compare it against the cost of the dog food with the voucher.
i) 14 × 0.4 or 14 ÷ 10 × 4
ii) Answer to i) x 0.7
iii) If she buys 14 tins how many she pays for
iv) Answer to iii) x 0.4
14 × 0.4 = 5.6 or 14 ÷ 10 = 1.4, 1.4 × 4 = 5.6 (1 mark)
5.6 × 0.7 = £3.92 (1 mark)
For every 2 she buys 1 is free

3 tins = pay for 2
6 tins = pay for 4
9 tins = pay for 6
12 tins = pay for 8
+2 more tins to make 14
She pays for 10 tins (1 mark)
10 × 0.4 = £4.00 (1 mark)
4.00 − 3.92 = 0.08

The cheaper option is the voucher by £0.48 or 48p. (1 mark)
60
Exam questions
ABCH is a square.
HCFG is a rectangle.
CDEF is a square.
They are joined to make an L-shape.
Show that the total area of the L-shape, in cm2 is 𝑥 + 9𝑥 + 27

[4 marks]
Look at the diagram. Can you see anything that gives you a hint about which topics the question is asking
you about? Algebra
To work out the area what information do you need to add to the diagram? Missing sides
Length BC = (𝑥 + 3)𝑐𝑚
Length CD = 3𝑐𝑚
Length GF = (𝑥 + 3)𝑐𝑚
Length GH = 3𝑐𝑚
Area of shape = Area of ABCH + Area HCFG + Area CDEF
Area ABCH = (𝑥 + 3)(𝑥 + 3)
Area HCFG = 3(𝑥 + 3)
Area CDEF = 3 × 3

Area ABCH = (𝑥 + 3)(𝑥 + 3) = 𝑥 + 6𝑥 + 9 (1 mark)
Area HCFG = 3(𝑥 + 3) = 3𝑥 + 9 (1 mark)
Area CDEF = 3 × 3 = 9 (1 mark)
Area of shape = Area of ABCH + Area HCFG + Area CDEF

= 𝑥 + 6𝑥 + 9 + 3𝑥 + 9 + 9
= 𝑥 + 9𝑥 + 27 (1 mark)
The area of the L-shape, in cm2 is 𝑥 + 9𝑥 + 27
61
Exam questions
A goat is grazing in a rectangular field.
The length of the field is 40 metres and the width is 30 metres.
The goat is attached to the post with an 18 metre long rope.

Find the area of the grass that the goat could graze on.
[3 marks]

When the rope is tight, and the goat moves from side to side what shape will it cover? A semi-circle
Area of circle = 𝜋𝑟
Area of semi-circle 𝐴 =
𝜋 × 18
=
2
Check that the half circle fits in the field.

Area of circle = 𝜋 × 18 (1 mark)
×
Area of semi-circle = (1 mark)
= 162𝜋 = 508.938 …. (1 mark)

The area of grass the goat could graze on is 162𝜋 = 509.938 … . . 𝑚
As 18m is smaller than 30m and the radius 18m is less than half the top edge (40÷2)m we know the entire
half circle fits in the field.
Total area of field = 30 × 40 = 1200𝑚 so answer seems reasonable.
62
Exam questions
The diagram shows a square. All measurements are in cm.
Work out the length of one side of the square.
5(𝑥 + 4)
7𝑥 + 12
[5 marks]

Does the diagram give you any indication of topics? Algebra, geometry (square).
How could you use the information that the shape is a square to help? Put the two sides equal to each
other and solve to find the value of 𝒙.
Once you’ve found the value of 𝑥 how would you work out the length of one side of the square?
Substitute the answer back in.
5(𝑥 + 4) = 7𝑥 + 12
𝑆𝑜𝑙𝑣𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛
Substitute back into 7𝑥 + 12

5(𝑥 + 4) = 7𝑥 + 12 (1 mark)
5𝑥 + 20 = 7𝑥 + 12 (1 mark)
20 = 2𝑥 + 12
8 = 2𝑥
4 = 𝑥 (1 mark)
𝑥=4
7𝑥 + 12
= 7 × 4 + 12 (1 mark)
= 28 + 12
= 40 (1 mark)
One side of the square is 40cm.
Check by substituting 4 in to 5(𝑥 + 4) = 5(4 + 4) = 5 × 8 = 40
63
Exam questions
Empty cans are packed into boxes.
The diameter of each can is 6cm and the height is 10cm.
The measurements of the box are shown below.
Cans are packed into the box until it is full. How many cans can be packed into the box?
[5 marks]
Do the diagrams give you any clue about which topics are being asked about? Volume (of a cylinder and
of a cuboid).
Are all the units in the question the same? No, will need to convert to m or cm.
Think about the problem practically, will you need to work out both volumes or is there another way of
calculating it? Look at how many tins can fit along each dimension of the box, then multiply
together.
When you want to know how many of a smaller item can fit into a bigger item, which mathematical
operation do you use? Division.
i) 1.5 ÷ 0.06
ii) 0.6 ÷ 0.06
iii) 0.8 ÷ 0.1
iv) Answer to i) x answer to ii) x answer to iii)
6𝑐𝑚 = 0.06𝑚 (1 mark or for another correct conversion)
1.5 ÷ 0.06 = 25 (1 mark)
0.6 ÷ 0.06 = 10 (1 mark)
0.8 ÷ 0.1 = 8 (1 mark)
25 × 10 × 8 = 2000 (1 mark)
2000 cans can be packed into the box.
64
Exam questions
A shape is made of two rectangles.
The two rectangles have the same area.
a) Find an equation to show that the area of one rectangle is equal to the area of the
other.
[1 mark]
b) Calculate the value of 𝑥.
[3 marks]
c) Find the perimeter of the shape
[2 marks]
d) Find the length of the diagonal line
[3 marks]
Are there any key words in the question? Area, equation, perimeter
Apart from the rectangles are there any other shapes in the diagram? A triangle made with the dotted
diagonal.
What topic might you use to work out the length of one side of a triangle? Trigonometry or Pythagoras’
theorem.
How do you know which of those two topics it will be? There are no angles, so it will be Pythagoras.
Using a), b), c) etc. rather than i), ii), iii) etc. to align with parts of the question above.
a) (𝑥 + 6)(𝑥 − 3) = 9(𝑥 + 1)
b) Solve equation from a) multiply out brackets and collect like terms.
c) Substitute 𝑥 into the sides and add up lengths.
d) Use Pythagoras’ theorem 𝑎 + 𝑏 = 𝑐
a) 𝑥 + 3𝑥 − 18 = 9𝑥 + 9 (1 mark)
b) 𝑥 − 6𝑥 − 27 = 0 (1 mark) (𝑥 − 9)(𝑥 + 3) = 0 (1 mark)
𝑥 = 9 or 𝑥 = −3 but needs to be positive solution for area. (1 mark)
c) 𝑥 + 6 + 𝑥 − 3 + 𝑥 + 1 + 9 + 𝑥 + 1 + 𝑥 + 6 − 9 + 𝑥 − 3 (1 mark)
= 6𝑥 + 8 = 54 + 8 = 62𝑐𝑚 (1 mark)
d) Base = 𝑥 − 3 + 𝑥 + 1 = 2𝑥 − 2
= 18 − 2 = 16 (1 mark)
Height = 𝑥 + 6
= 9 + 6 = 15
16 + 15 = 𝑐 (1 mark)
481 = 𝑐
𝑐 = √481 = 21.9𝑐𝑚 (1 mark)
𝑥 = 9𝑐𝑚, the perimeter = 62cm, the length of the diagonal = 21.9cm or other equivalent answer.
65
Exam questions
Here are a triangle and a rectangle
The area of the rectangle is 6 times the area of the triangle.
a) Work out the width of the rectangle

[4 marks]
b) If the width of the rectangle was doubled, what would the length have to be for the
rectangle to ensure it is still 6 times the area of the triangle?
[1 mark]

Are there any key words in the question? Area (triangle and rectangle)
a) Area of triangle = × 8 × 9
Area of rectangle = × 8 × 9 × 6
Width of rectangle = area of rectangle ÷ 16

a) Area of triangle = 36𝑐𝑚 (1 mark)
Area of rectangle = 36 × 6 = 216𝑐𝑚 (1 mark)
Width of rectangle = 216 ÷ 16 (1 mark)
= 13.5𝑐𝑚 (1 mark)
b) If width was doubled to 27cm length would have to be halved. (1 mark)

216 ÷ 27 = 8𝑐𝑚
The width of the rectangle is 13.5cm
If the width was doubled the length would have to be halved.
66
Exam questions
A shop has a sale.
A microwave oven has a sale price of £90

A combination oven has a sale price of £84
Which of these ovens has the greater normal price?
You must show all your working.

[4 marks]
Are there any types of number in the question that give you a clue to the topic? Fractions and
percentages.
What information are you given? Is your price going to be higher or lower than the prices given in the
question? Higher, we are given the sale price and need to work out the normal price.
Microwave oven
 £90
 90 ÷ 2
 90 ÷ 2 × 3
Combination oven
60% = £84
10% = 84 ÷ 6
100% = 84 ÷ 6 × 10
Microwave oven
90 ÷ 2 = 45
45 × 3
= £135 (1 mark)
Combination oven
84 ÷ 6 = 14 (1 mark)
14 × 10
= £140 (1 mark)
The combination oven is the greater normal price at £140 compared to the £135 cost of the microwave
oven. (1 mark)
67
Exam questions
The diagram shows a trapezium ABCD and two identical semicircles.
The centre of each semicircle is on DC.
Work out the area of the shaded region.
Give your answer correct to 3 significant figures.
[4 marks]

Are there any key words in the question? Area (circles and trapezium)
Radius of each circle = 3cm
Area of 2 semi-circles = area of 1 circle
= 𝜋𝑟
Area of trapezium = (𝑎 + 𝑏)ℎ
1
= (12 + 28) × 14
2
Area of shaded region = area of trapezium – area of circle

Area of semi-circles
= 𝜋×3
= 9𝜋 (1 mark)
Area of trapezium
1
= (12 + 28) × 14
2
1
= × 40 × 14
2
= 280 (1 mark)
Area of shaded region = 280 − 9𝜋 (1 mark)

= 251.7256661..
The area of the shaded region is 252cm2 to 3 significant figures. (1 mark)
68
Exam questions
Mr Watkins needs to buy some oil for his central heating.
Mr Watkins can put up to 1500 litres of oil in his oil tank.

There are already 900 litres of oil in the tank.
Mr Watkins is going to fill the tank with oil.

The price of oil is 50p per litre.
Mr Watkins gets 10% off the price of the oil.
How much does Mr Watkins pay for the oil he needs to buy?
[3 marks]

Are there any types of number in the question that give you a clue? 10% off (percentage decrease).
How could you work out how much oil Mr Watkins needs to put in the tank to fill it? Subtract 900 from
1500
i) 1500 − 900
ii) 0.5 ×answer to i)
iii) 0.9 ×answer to ii)
1500 − 900 = 600 litres (1 mark)
0.5 × 600 = £300 (1 mark)
0.9 × 300 = £270 (1 mark)
Or non-calculator method:
10% of £300 = 300÷10 = 30
300-30 = £270
Mr Watkins has to pay £270 for the oil he needs to buy.
69
Exam questions
Three cups, A, B and C, contain only salt and water.
The different mixtures are:
A
salt : water = 3 : 22
B
salt =
C
salt = 12.75%
Which cup has the greatest proportion of salt? You must show your working.
[3 marks]
Are there any types of number in the question that give you a clue to the topics? Ratio, fractions and
percentages.
A amount of salt convert ratio into fraction and/or percentage
B convert fraction into ratio and/or percentage
C convert percentage into fraction and/or ratio

A = = 12% (1 mark)
B = 0.125 = 12.5% (1 mark)
C = 12.75%
The cup with the greatest proportion of salt is cup C. (1 mark)
70
Exam questions
The perimeter of the shape is 60cm.

The area of the shape is 116cm2
Find the length of the sides marked 𝑤 and ℎ.

[5 marks]

Are there any key words in the question? Perimeter and area
Are there any clues from the diagram? Algebra (missing sides given letters). Form and solve and
equation
Perimeter 16 + ℎ + (16 − 𝑤) + 9 + 𝑤 + 9 + ℎ = 60
Area 16ℎ + 9𝑤 = 116
Solve perimeter to find the value of ℎ.
Substitute into the formula for area to find the value of 𝑤.
Perimeter = 16 + ℎ + (16 − 𝑤) + 9 + 𝑤 + 9 + ℎ = 60 (1 mark)
2ℎ + 50 = 60 (1 mark)
2ℎ = 10
ℎ = 5 (1 mark)
Area 16ℎ + 9𝑤 = 116

ℎ=5
16 × 5 + 9𝑤 = 116 (1 mark)
80 + 9𝑤 = 116
9𝑤 = 36
𝑤 = 4 (1 mark)
The length of the side 𝑤 is 4cm, the length of the side ℎ is 5cm
71
Exam questions
All angles are measured in

degrees.
ABC is a straight line.
Angle APB = 𝑥 + 50
Angle PAB = 2𝑥 – 10
Angle PBC = 𝑦
a) Show that 𝑦 = 3𝑥 + 40 Give reasons for each stage of your working.

[4 marks]
b) Given that 𝑦 = 145°, work out the size of the largest angle in triangle APB.
[3 marks]
Are there any clues from the diagram what skills are being asked about? Angles (in triangles, on a
straight line), algebra (forming and solving equations).
a) Add angles in triangle and subtract from 180
Then subtract answer from 180
(some pupils may know they can just add the two opposite angles to the external one)
b) Substitute 𝑦 = 145° to calculate 𝑥.

Substitute value of 𝑥 to calculate both angles and check which is largest.
a) 𝑥 + 50 + 2𝑥 − 10 = 3𝑥 + 40 (Exterior angle equals sum of two interior opposite angles)
Or
180 − (2𝑥 − 10 + 𝑥 + 50) (angles in a triangle add to 180) (1 mark)
= 140 − 3𝑥 (1 mark)
180 − (140 − 3𝑥) (angles on a straight line add to 180) (1 mark)
= 3𝑥 + 40 (1 mark)
b) 𝑦 = 3𝑥 + 40
145 = 3𝑥 + 40
105 = 3𝑥 (1 mark)
𝑥 = 35° (1 mark)
2𝑥 − 10
= 2 × 35 − 10 = 70 − 10 = 60°
𝑥 + 50
= 35 + 50 = 85°
The size of the largest angle in triangle APB is 85°. (1 mark)
72
Exam questions
The diagram to the right shows a pattern
using four identical rhombuses.
Work out the size of the angle a.
[5 marks]
Are there any key words in the question? Angles (around a point and in a rhombus)
𝑥 + 25 + 𝑥 + 25 + 𝑥 + 25 + 𝑥 + 25 = 360
Solve to find 𝑥.
Form equation of angles in a rhombus = 360
Solve equation to find the size of angle 𝑎.
𝑥 + 25 + 𝑥 + 25 + 𝑥 + 25 + 𝑥 + 25 = 360 (1 mark)
4𝑥 + 100 = 360
4𝑥 = 260 (1 mark)
𝑥 = 260 ÷ 4 = 65° (1 mark)
Opposite angles in a rhombus are equal and angles in a quadrilateral add up to 360°
2𝑎 + 65 + 65 = 360 (1 mark)
2𝑎 + 130 = 360
2𝑎 = 230
𝑎 = 115° (1 mark)
Angle 𝑎 = 115°
73
Exam questions
Here is a prism.
ABCDEF is a cross section of the prism.
ABCF is a square of side 12 cm.
FCDE is a trapezium.
ED = 22 cm.
The height of the prism is 20 cm.

The length of the prism is 80 cm.
Work out the total volume of the prism.
[5 marks]
Are there any key words in the question? Volume (of a prism).
Volume of cuboid = 12 × 12 × 80
Volume of trapezoid = area of cross section x length
1
= (𝑎 + 𝑏)ℎ × 𝑙𝑒𝑛𝑔𝑡ℎ
2
1
= (22 + 12) × 8 × 80
2
Add volume of cuboid and volume of trapezoid.

Volume of cuboid = 12 × 12 × 80 (1 mark)
= 11520𝑐𝑚 (1 mark)
Volume of trapezoid
= (22 + 12) × 8 × 80
= × 34 × 8 × 80 (1 mark)
= 10880𝑐𝑚 (1 mark)
Volume of prism =
11520 + 10880
= 22400𝑐𝑚 (1 mark)
The volume of the prism is 22400𝑐𝑚 .
74
Exam questions
Stephen imports cars from the USA.
He sells them in the UK.
He has bought a car in the USA costing $24000.
It cost him £900 to import the car to the UK.
The exchange rate is £1 = $1.45
Stephen needs to make a profit of 20% on his total costs.
Work out the least amount that Stephen must sell the car for in the UK. Give your answer in
pounds
[3 marks]

Are there any particular types of number in the question that give you a clue? 20% (percentage
increase), currency (exchange rates, proportion).
i) Convert $24000 to pounds
£1 = $1.45
? = $24000
1 ÷ 1.45 × 24000
ii) Answer to i) + 900
iii) Answer to ii) x1.20

Convert $24000 to £
1 ÷ 1.45 × 24000
= £16551.72414 (1 mark)
£16551.72 + 900
= 17451.72 (1 mark)
17451.72 × 1.20
= 20942.068. . . ..
Stephen must sell the car for at least £20942.07 in the UK (1 mark)
75
Exam questions
The diagram shows a sand pit.
The sand pit is in the shape of a cuboid.
Sally wants to fill the sand pit with sand.

A bag of sand costs £2.50 There are 8 litres of sand in each bag.
Sally says, “The sand will cost less than £70”
Show that Sally is wrong.

[4 marks]
What could you work out from the diagram? The volume of the cuboid
What units are in the question? Centimetres, £ and litres
i) Volume of cuboid = 40 × 100 × 60
ii) 8 litres = 8 × 1000𝑐𝑚
iii) Answer to i) ÷ answer to ii) to get number of bags
iv) Answer to iii) x 2.50

Volume of cuboid = 40 × 100 × 60
= 240000𝑐𝑚 (1 mark)
8 litres = 8000𝑐𝑚 (1 mark)
240000 ÷ 8000 = 30bags (1 mark)
30 × 2.50 = £75 (1 mark)

The sand will cost £75 which is more than the £70 Sally said.
76
Exam questions
Richard is doing a survey.
He asks people to choose their favourite biscuit.
There are four biscuits A, B, C or D.

A B C D
20% 15% 30%
The percentages for B, C and D are shown.
160 people chose B.
How many people chose A?

[3 marks]
Are there any particular types on number in the question? Percentages (percentage of an amount)
Percentage who chose A = 100 − (20 + 15 + 30)
20% = 160 people

10% = 80 people
Convert percentage for A into number of people.

Percentage who chose A
= 100 − 65
= 35% (1 mark)
10% = 80 people
30% = 80 × 3
= 240
5% = 80 ÷ 2
= 40 (1 mark for correctly calculating 10% or 5%)
35% = 240 + 40
= 280 (1 mark)
280 people chose A.
77
Exam questions
Eggs are packed into three different sized boxes small, medium and large.
The number of eggs in each box is shown in the table:
Small Medium Large
6 eggs 10 eggs 15 eggs
Vish has 120 full boxes.

 35% of the boxes are small.
 of the boxes are medium.
 The rest are large. How many eggs does Vish have in total?
[3 marks]

Are there any particular types of number in the question that would give you a clue? Percentages
(percentage of an amount) and fractions (fraction of an amount).
Boxes of small eggs = 0.35 × 120
Boxes of medium eggs × 120
Boxes of large eggs = 120 −boxes of small eggs – boxes of medium eggs
Total number of eggs

= boxes of small eggs x 6 + boxes of medium eggs x10 + boxes of large eggs x15
Boxes of small eggs = 0.35 × 120 = 42 or (120 ÷ 10 × 3) + (120 ÷ 10 × 3 ÷ 2) = 36 + 6 = 42 (1 mark)
Boxes of medium eggs × 120 = 48 (1 mark)
Boxes of large eggs = 120 − 42 − 48 = 30
Total number of eggs = (42 × 6) + (48 × 10) + (30 × 15)

= 252 + 480 + 450
= 1182 eggs (1 mark)
Vish has 1182 eggs in total.
78
Exam questions
280 people attend a theatre show.
of the people are children.
An adult ticket costs £6.
In total the theatre take £1120 in ticket sales.
How much does a child ticket cost?

[4 marks]

Are there any particular types of number in the question that give you a clue? Fraction (fraction of an
amount).
Number of children = × 280
Number of adults = 280 −number of children
Total cost of adult tickets =number of adults × 6

Total cost of child tickets = 1120 −total cost of adult tickets
Cost of 1 child ticket = Total cost of child tickets ÷number of children

Number of children × 280
= 160 children (1 mark)
Number of adults = 280 – 160

= 120
Total cost of adult tickets = 120 × 6

= 720 (1 mark)
Total cost of child tickets = 1120 − 720

= 400
Cost of 1 child ticket = 400 ÷ 160 (1 mark)

= 2.50 (1 mark)
A child ticket costs £2.50
79
Exam questions
The perimeter of the rectangle is 46 cm.
Find the area of the rectangle.
[3 marks]

Are there any key words in the question? Perimeter, area.
Are there any clues from the diagram? Algebra (forming and solving an equation).
Perimeter of the rectangle 3𝑥 + 2 + 𝑥 − 3 + 3𝑥 + 2 + 𝑥 − 3 = 46
Area of the rectangle = (3𝑥 − 2)(𝑥 − 3)
Perimeter of the rectangle
3𝑥 + 2 + 𝑥 − 3 + 3𝑥 + 2 + 𝑥 − 3 = 46 (1 mark)
8𝑥 − 2 = 46
8𝑥 = 48
𝑥 = 6 (1 mark)
Length of rectangle = 3𝑥 + 2
=3×6+2
= 20
Width of rectangle = 𝑥 − 3
=6−3
=3
Ar =

Area of rectangle = length x width
= 20 × 3
= 60𝑐𝑚 (1 mark)
The area of the rectangle is 60𝑐𝑚
80
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Secondary Maths Exam Tutor Workbook Ay19 201612865845465 PDF

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Secondary Tutor

Topic specific warm up questions

© Action Tutoring 2019

Topic specific warm up questions

Below is an example of what a tutoring session could look like:

3) Work out + 0.5 1 mark for 0.25+0.5

Pupils may not know the word ‘ascending’.

1 mark for correctly converting to allow for

Round 10.327 to one decimal place 10.3

8) Round 19.955 to three significant figures 20.0

9) Round 3.970 to one decimal place 4.0

4, 32, 72, 108 Multiples of 12

Multiple of 8 and 12 is 72.

1-mark for correctly probability. A factor

Pupils could list multiples as above or look at

Multiple(!) answers e.g. 48,96,144 etc.

You could ask, what are all multiples of 3

For example, 378 = 3+7+8 = 18 which is

1 mark for correctly identifying 𝑎𝑏.

The expression with the smallest value is 𝑎𝑏.

Simplify 8𝑔 + 5ℎ + 2𝑔 – 11ℎ 8𝑔 + 2𝑔 + 5ℎ − 11ℎ

9) Simplify 2𝑠𝑡 × 5𝑠𝑡

Simplify 5𝑢𝑤 × 7𝑢𝑤

1) Circle the correct answer for 𝑥 when

−42 = 21𝑏 1 mark

Simplify 20𝑡 -8 ÷ 5𝑡-5 4𝑡 ÷ 𝑡

9) Simplify 641/2 √64 = 8

1) 8 identical glass jars cost £12.

Work out the cost of 10 of these glass 10 jars = 1.50 x 10

Work out the weight of 9 packets of 9 packets = 350 x 9

How many dollars should he get?

6) Here is a list of ingredients needed for 16

Elaine wants to make 24 pies.

How much of each ingredient will she

Matthew makes 30 pancakes. Work out

Tara makes some pancakes and uses 10 pancakes ?

Find 12% of 250 2.5 × 12 = 25 + 5 = 30

Find 17% of 250 2.5 × 17 = 25 + 17.5 = 42.5

1) A and B are two sets of traffic lights on a

If a car is stopped by lights A, then the

Complete the probability tree diagram for 0.8

There are 5 red counters and 3 blue

There are 4 red counters and 5 blue

3) Here is a probability tree diagram.

4) There are 30 students in Mr. Martin’s

16 of the students are boys.

Two students from the class are chosen

Mr Martin draws this probability tree

Probability (milk AND milk) =

If he fails, the probability he passes at the

7) Maria has two bags. In bag A there are 5

5 white counters to start with 5-1 =4.

One fruit is taken, at random, from the

A tree diagram representing these two

1 mark for each branch completed

9) There are 6 red counters and 3 blue Probability (red, blue)

He then takes at random a second

Calculate the probability that Joe has = = 1 mark

7 of the counters are green. 2 of the 1

Ria takes at random two counters from

1) Work out the value of 𝑥.

2) Calculate the value of 𝑥 in each of the

4) The diagram shows the angles meeting