A, B, C and D Are Points On A Circle, Centre O.: (3 Marks)

Q1.
Points A, B and C lie on a circle, centre O.

Angle AOC = x + 75°
Angle ABC = 2x
Work out the value of x.
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(3 marks)
Q2.
A, B, C and D are points on a circle, centre O.
Page 1 of 81
Which of these is the equation of the circle?
Tick one box.
x + y = 180° and w = 2x
x + y = 180° and x = 2w
x = y and w = 2x
x = y and x = 2w
(1 mark)
Q3.
D, E, F and S are points on a circle.
RST is a tangent.
The straight line EDT is parallel to FS.
DS = DT
Page 2 of 81
Prove that FD is parallel to RST.
Use angle DTS as x to help you.
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(5 marks)
Q4.
P (–3, –10) and Q (a, b) are points on a straight line with gradient 12
Work out one possible pair of integer values for a and b.
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a = _____________ b = _____________
(2 marks)
Q5.
(a) Work out the value of p when m = −5.5
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(1 mark)
(b) Work out the values of m when p = 2
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(3 marks)
Q6.
Work out the value of
You must show your working.
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(3 marks)
Q7.
The nth term of a sequence is
(a) Work out the position of the term that has the value zero.
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(2 marks)
(b) Write down the limiting value of the sequence as n→∞

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(1 mark)
Q8.
In triangle ABC,
AB = 6 , angle ABC = 45° and angle ACB = 60°
Page 5 of 81
Give your answer in the form ,where a and b are integers.
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Answer _________________________________________ cm
(5 marks)
Q9.
Write 2x2 − 16x + 13 in the form a(x + b)2 + c where a, b and c are integers.
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(4 marks)
Q10.
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(a) Use the factor theorem to show that (x − 2) is a factor of x3 + 8x2 + 5x − 50
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(1 mark)
(b) Hence, factorise fully x3 + 8x2 + 5x − 50

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(3 marks)
Q11.
y = f(x) is a cubic curve with a maximum and a minimum stationary point.
The y-coordinate of the minimum point is
The y-coordinate of the maximum point is 13
(0, 4) is a point on the curve.
The tangent at (0, 4) has a negative gradient.
Sketch the curve on the grid below.

Show the coordinates of the stationary points.
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(4 marks)
Q12.
Here is the graph of y = 3x − x2 for values of x from −1 to 4
Page 8 of 81
By drawing a suitable linear graph on the grid, work out approximate solutions to
x2 − 4x + 2 = 0
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(4 marks)
Q13.
f(x) = 14 − x2 for all real values of x.
Page 9 of 81
Solve f(2x) = 5
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(4 marks)
Q14.
Rearrange to make x the subject.
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(3 marks)
Q15.
Solve the simultaneous equations
xy = 2 and y = 3x + 5
Page 10 of 81
Do not use trial and improvement.
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(6 marks)
Q16.
In the diagram,
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A is the point (15, 0) and B lies on the y-axis.
Angle ABC = 90° and tan
Work out the equation of the line BC.
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(4 marks)
Q17.
A curve has equation y = 2x2 + 3x – 9
At a point P on the curve, the tangent is parallel to the line y = 4 − 5x
Work out the coordinates of P.
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Page 12 of 81
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Answer ( ________ , ________ )

(4 marks)
Q18.
Rearrange to make p the subject.
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(4 marks)
Q19.
Write in the form where a and b are integers.
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(2 marks)
Q20.
f(x) = x3 − 10x − c where c is a positive integer.
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(x + c) is a factor of f(x).
Use the factor theorem to work out the value of c.
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(3 marks)
Q21.
and
Work out AB.
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(2 marks)
Q22.
A circle has centre (−1, 2) and radius 5
Which of these is the equation of the circle?

Tick one box.
(x + 1)2 + (y − 2)2 = 5
(x − 1)2 + (y + 2)2 = 5
Page 14 of 81
(x + 1)2 + (y − 2)2 = 25
(x − 1)2 + (y + 2)2 = 25
(1 mark)
Q23.
In the expansion and simplification of (x − 3)(x2 + 5x + k) the coefficient of x2 is equal to the
coefficient of x.
k is a constant.
Work out the value of k.
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(3 marks)
Q24.
P = 4x and Q = 7x
P increases by 25%
Q decreases by 40%
Now, P is 28 greater than Q.
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(4 marks)
Q25.
P is the point (−12, b)
Q is the point (a, 4)
R is the point (6, −2)
Q is the midpoint of PR.
Work out the values of a and b.
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a = ____________ b = ____________
(3 marks)
Q26.
Work out
Simplify your answer.
Page 16 of 81
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(2 marks)
Q27.
f(x) is a function with domain all values of x.
where a is a constant.
Work out the possible values of a.

Give your answer as an inequality.
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(4 marks)
Q28.
A circle has centre C and equation (x − 1)2 + (y + 3)2 = 25
P (4, −7) and Q are points on the circle.
The tangent at Q is parallel to the x-axis.

The tangents at P and Q intersect at point R.
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(a) Write down the coordinates of C.
Answer _________________________________________
(1 mark)
(b) Show that the equation of the tangent at Q is y=2
(1 mark)
(c) Work out the x-coordinate of R.
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(4 marks)
Q29.
Show that the curve has exactly two stationary points.
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(4 marks)
Q30.
ABC is a right-angled triangle.
ACD is an isosceles triangle.
All dimensions are in centimetres.
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(a) Show that AC = 5x
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(1 mark)
(b) Work out an expression, in cm2, for the area of quadrilateral ABCD.
Give your answer in the form px2 where p is an integer.

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Answer _________________________________________ cm2

(5 marks)
Q31.
Page 20 of 81
(a) Show that is equivalent to tan x
(3 marks)
(b) Hence solve = −1 for 0° ≤ x ≤ 360°
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(2 marks)
Q32.
A, B, C and D are points on a circle.
D, E and F are points on a different circle, centre C.
DCE, ADF and BCF are straight lines.
angle DEF = x
Page 21 of 81
(a) Prove that angle BAD = 2x
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(3 marks)
(b) In the case when AB is parallel to DE, work out the size of angle x.
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Answer ____________________ degrees

(2 marks)
Page 22 of 81
Q33.
ABCDEFGH is a cuboid.
BC = 15 cm CD = 12 cm DH = 8 cm
Work out the size of the angle between the line CE and the plane CDHG.
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(4 marks)
Q34.
The curve passes through the point (1, 8)
Work out the value of a.
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(3 marks)
Q35.
Here is a sketch of a quadratic curve which has a maximum point at (−2, 5)
What is the equation of the normal to the curve at the maximum point?
Circle your answer.
x = −2 y=5 x=5 y = −2
(1 mark)
Q36.
The diagram shows a solid hemisphere.
The diameter is 12a cm
The volume is 486π cm3
Page 24 of 81
Work out the value of a.
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(3 marks)
Q37.
Simplify fully
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(4 marks)
Page 25 of 81
Q38.
Here is a triangle.
Use the cosine rule to work out the ratio b2 : a2
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(3 marks)
Q39.
Show that (x + 1)(x + 3)(x + 4) − x(x2 + 7x + 11)
can be written in the form (x + a)(x + b) where a and b are positive integers.
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(5 marks)
Q40.
Solve 4(x − 5)2 = k2 where k is a constant.
Give your answers in their simplest form in terms of k.
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(3 marks)
Page 27 of 81
Mark schemes
Q1.
Answer Mark Comments
Alternative method 1
reflex angle AOC = 2 × 2x M1

or 4x
their 4x + x + 75 = 360 M1dep oe

If they start with this equation,
the first M1, for reflex angle AOC
= 4x, is implied
(x =) 57 A1
reflex angle AOC = 360 − (x + M1 oe

75) or 285 − x
360 − (x + 75) = 2(2x) M1dep oe
or their 285 − x = 2(2x)
(x =) 57 A1
angle at circumference = 180 M1 creating a cyclic quadrilateral

− 2x
x + 75 = 2(180 − 2x) M1dep oe
or x + 75 = 360 − 2(2x)
(x =) 57 A1
angle at circumference = M1 oe
creating a cyclic quadrilateral
M1dep oe
+ 2x = 180
+ 2x = 180 scores
this mark
Page 28 of 81
(x =) 57 A1
Additional Guidance
4x = x + 75 (ans x = 25) and x + 75 + 2 x = 180 (ans x = 35) both score 0

marks
Q2.
3rd box ticked B1
Q3.
Angle DST = x M1 'base angles of isosceles triangle

DST' but we do not require a
reason for this mark
Angle DFS = x angle in M1 either of these angles with a

alternate segment correct reason scores this mark
or no reason or an incorrect reason

is M0
Angle RSF = x
corresponding
Further evaluation of angles, M1dep Here is a complete example ...

with correct reasons, to
arrive at a stage where ... angle DST = x
either ... it is possible to use angle DSR = 180 − x angles

the converse of a theorem on a straight line
or ... which leads to the fact angle RSF = x corresponding
that DTSF is a parallelogram
angle FDS = x FDS = RSF,
angle in alternate segment
A statement of the angles, or M1dep angle DSR + angle FDS

the values of the angles, that
will complete the proof ... the = 180 − x + x
angles must be clearly
identified = 180
A statement of the correct A1 FD is parallel to RST because

reason to accompany these these angles add to 180 ... using
angles, thus completing the the (converse) of the co-interior
proof angles theorem
Page 29 of 81
Additional Guidance
Some methods are much shorter than others.

Follow their reasoning to see if it is free from error.
The 3rd mark is dependent on both of the previous two M marks.

So, if they have not scored M1 M1 they cannot score any more marks.
For the 3rd M mark ... when following their work, stop as soon as there is
an error in the value of any angle or in the reason given for any particular
angle.
The proof breaks down at that point and they can only score a maximum
of 2 marks.
The 4th mark (M1dep) and the 5th mark (A1) are closely related.
They can be thought of as a pair because the 4th mark is for identifying
the two angles that make the completion of the proof possible and the 5th
mark is for stating the correct reason. Condone the fact that you may not
see the word 'converse'.
Any sign of them using the result (eg DST = FDS, alternate angles)
means they have compromised the proof immediately and they can only
score a maximum of 2 marks.
Q4.
Any pair of integer values for B2 B1 Correct equation in any form

a and b for which b = 12a +
26
eg = 12 or b + 10 =
12(a + 3)
or = 12 or y + 10 =
12(x + 3)
or b = 12a + c and c = 26
or y = 12x + c and c = 26
or
−3 + k and −10 + 12k where k is
a non-zero integer
Additional Guidance
Examples of B2 responses B2
a = −4 and b = −22
Page 30 of 81
or a = −2 and b = 2
or a = −1 and b = 14
or a = 0 and b = 26
or a = 1 and b = 38
or a = 2 and b = 50
or a = 3 and b = 62
or a = 4 and b = 74
a = −3 and b = −10 is point P so will not score B2 (B1 possible)
−3 + 1 and −10 + 12 B1
−3 + 2 and −10 + 24 B1
Q5.
(a) B1 oe fraction
−0.112 or −
Additional Guidance
Ignore incorrect conversion between fraction and decimal if

correct value seen
Ignore rounding or truncation after correct value seen
B0
Answer −
(b) 2(m2 + 1) = m + 2 M1 oe equation without fractions
or m2 + 2 = m + 2
or 2m2 = m
or 2m2 − m = 0
m(2m − 1) (= 0) M1dep
or
may be implied by both correct
m(1 − 2m) (= 0) solutions
or
Page 31 of 81
A1 oe
0.5 0 or 0
Additional Guidance
0.5 0 in working but only one of these on answer line M2A0
Equation left in terms of p and m Zero
Answers only of 0.5 0 M2A1
Answer only of 0.5 Zero
Answer only of 0 Zero
If using formula with an error seen the maximum mark is M1 M0

M1M0A0 A0
eg 2m2 − m = 0 Answers 0.5 0
Q6.
M1 oe
3 ×3 +3 ×
3 +3 ×3 +
allow an error in one term
3 ×3
or
√3√3 + √3√27 + √3√27 +
√27√27
3 or 9 or 27 M1dep
48 A1
√3 and 3√3 M1 3√3 must come from correct

working
(4√3)2 M1dep
48 A1
Page 32 of 81
M1 oe
3 × 42 M1dep oe
48 A1
Additional Guidance
Alt 1 mark scheme ... likely to see a 3 (or 9 or 27) somewhere, so need to
be careful that the M1 mark has been earned before awarding A1
In alt 1, for the first M1, we want to see an attempt at the full expansion of
the correct terms
Probably 4 terms, but there could be 3 if they combine the middle two
terms.
eg (√3 + 27)(√3 + 27) scores M0 because it ought to be √27 not 27
Q7.
(a) 1420 − 5n = 0 or 5n = 1420 M1 oe eg 5(284 − n) = 0
or
284 A1
Additional Guidance
Zero
1420 − 5n = 0(1420 + 5n) Zero
n = 284 M1A1
1420 − 5n = 0 and 1420 + 5n = 0 with correct equation not Zero

selected
±284 is A0
Embedded answer M1A0
(b) −1 B1
Additional Guidance
Page 33 of 81
B0
−1 n ⟶ ∞ B1
−1 ⟶ ∞ B0
x ⟶ −1 (any letter other than n) B1
Q8.
B1 look for these in their working ...

one of them correct will gain the
sin 45 = or or sin 60 = mark at any stage of their
working
M1 oe
M1dep oe
a correct expression or equation
coming from both surds correct
eg x = 6√2 × or =
A1
or √3x = 12
(x =) 4√3 A1
B1 look for these in their working ...

one of them correct will gain the
sin 45 = or or sin 60 = mark at any stage of their
working
M1 where D is the foot of the

= sin 45 or (AD =) 6√2 × sin perpendicular from A to BC
45
Page 34 of 81
or (AD =) 6
M1dep oe
a correct expression or equation
coming from both surds correct
eg x = 6√2 × or =
A1
or √3x = 12
(x =) 4√3 A1
Additional Guidance
If one surd value is incorrect they can only score a maximum of 2 marks
Q9.
sight of 2(x2 − 8x ........ ) M1
sight of 2(x − 4)2 ....... M1dep
2[(x − 4)2 − 16] + 13 M1dep
or
2(x − 4)2 − 32 + 13
or
2[(x − 4)2 − 16 + 6.5]
2(x − 4)2 − 19 A1 or a = 2, b = −4, c = −19
a=2 B1
−16 = 2ab or −16 = 4b M1
or 13 = ab2 + c or 13 =
2b2 + c
−16 = 2ab and 13 = ab2 + M1dep oe

c
Page 35 of 81
or
−16 = 4b and 13 = 2b2 + c
2(x − 4)2 − 19 A1 or a = 2, b = −4, c = −19
Q10.
(a) f(2) = (2)3 + 8(2)2 + 5(2) − 50 B1 substitutes x = 2 and verifies that

f(2) = 0
= 8 + 32 + 10 − 50 = 0
... the terms must be evaluated
Additional Guidance
Using the factor theorem is essential. Using long division here scores M0
(b) Alternative method 1
x3 + 8x2 + 5x − 50 M1 Sight of a 3 term quadratic with

x2 and +25 as the first and last
≡ (x − 2)(x2 + kx + 25) terms
x2 + 10x + 25 A1
(x − 2)(x + 5)2 A1 oe
Substitutes another value into M1 their value correctly worked out

the expression and tests for ‘
=0’ eg f(1) = −36 f(3) = 64
(x + 5) A1 coming from
f(−5) = −125 + 200 − 25 − 50 = 0
(x − 2)(x + 5)2 A1 oe
Long division of polynomials M1

getting as far as x2 + 10x ......
x2 + 10x + 25 A1
(x − 2)(x + 5)2 A1 oe
Page 36 of 81
Using synthetic division to M1
arrive at
x2 + 10x ......
x2 + 10x + 25 A1
(x − 2)(x + 5)2 A1 oe
x3 + 8x2 + 5x − 50 M1
≡ (x − 2)(ax2 + bx + c)
≡ ax3 − 2ax2 + bx2 − 2bx + cx

− 2c
and any two of a = 1, b = 10,

c = 25
x2 + 10x + 25 A1
(x − 2)(x + 5)2 A1 oe
Additional Guidance
This work might appear in 17a ... you can mark it having seen it in 17a
unless there is a contradiction with any work in 17b.
Also, mark from what you might see in 17a if there is no work in 17b
Ignore further work which gives answers of 2, −5 and −5 (from solving f(x)
= 0)
Q11.
factorising to get M1
(x + 3)(x − 1) (= 0)
or
completing the square and
getting as far as x + 1 = ± 2
or
using the quadratic formula
and getting as far as x =
Page 37 of 81
x = −3 and x = 1 A1
(−3, 13) as a maximum point M1

and
(1, 2 ) as a minimum point,

plotted
Smooth correct curve which A1

must have the stationary
points plotted in the correct
quadrants and must cross
the negative x-axis
Additional Guidance
SC1 for a fully correct sketch with the stationary points in the correct
quadrants but lacking any detail in terms of the x coordinates of the
stationary points, or with incorrect values of the stationary points, and with
no evidence of a valid method to obtain x = −3 and x = 1
Q12.
2−x or x − 2 M1 do not award M1 if you see

evidence of incorrect method for
finding a linear expression
y = 2 − x accurately drawn M1
3.4 A1 accept 3.3 to 3.5
0.6 A1 accept 0.5 to 0.7
Additional Guidance
For the first M1, start by looking for evidence of a correct method.
eg x2 − 4x + 2 + 3x − x2 = − x + 2
or
x2 − 4x + 2 = 0 ⟶ x2 − 3x − x + 2 = 0 ⟶ − x + 2 = 3x − x2
Attempts to solve x2 − 4x + 2 = 0 by using the quadratic formula or by
completing the square or by drawing a new quadratic graph (for y = x2 −
4x + 2) score 0 marks
You might see work which uses the quadratic formula or completing the
square which leads to answers of 2 ± √2 ... and if this follows working
using a correct method to find the linear graph, it can be ignored (they
could be using it as a check on their answers obtained graphically), but if
Page 38 of 81
it looks like it is their main method, then award 0 marks, as stated above..
Ignore any y coordinates that might accompany the final x values.
Q13.
14 − (2x)2 or 14 − 4x2 M1 or 14 − (2x)2 = 5 or 14 − 4x2 =

5
14 − 5 = (2x)2 or 9 = 4x2 M1dep
or 9 − 4x2 = 0 or 4x2 − 9 = 0
or (2x + 3)(2x − 3) = 0
A1
or 1.5
A1
or −1.5
14 − x2 = 5 and x = ±3 M1
2x = ±3 M1dep
A1
or 1.5
A1
or −1.5
Additional Guidance
A final answer of scores M1 M1 A0 A0
A final answer of ± scores M1 M1 A1 A0
Q14.
A correct first step using M1 Here are some of the possible
Page 39 of 81
algebra alternatives
multiplying
through by y
multiplying
through by xy
multiplying
through by xy
y = 4xy2 − 3xy multiplying

through by xy2
making the RHS an

algebraic fraction
rearranging and
making the LHS an algebraic
fraction
Further correct algebra which M1dep Following two of

leads to an equation that is the above
one step from the final alternatives ...
answer.
y = 4xy2 − 3xy
y = x(4y2 − 3y) M1dep gained
1 + 3x = 4xy
1 = 4xy − 3x
1 = x(4y − 3) M1dep gained
A correct final answer in any A1

form
Page 40 of 81
Additional Guidance
There are many ways of scoring the first M mark. They do not need to
give any reasons but you need to check that what they do is valid.
For the M1dep mark you must check that their algebra is correct and will
lead to a result that is one step from the final answer. 'One step from ...'
means that when they divide through, they have a correct version where x
is the subject.
Some of the final answers are more compact than others, but we didn't
ask for any simplification so we have to accept a correct answer in any
form.
... and, finally, one to look out for ... correct answer from wrong working ...
0 marks
⟶ ⟶ ⟶ (creative
thinking !)
Q15.
M1 oe
or x(3x + 5) =
2
3x2 + 5x − 2 (= 0) or 3x2 + M1dep

5x = 2
(3x + a)(x + b) (= 0) M1dep ab = −2 or a + 3b = 5
(3x − 1)(x + 2) (= 0) A1
A1
x= x = −2 or x = y
=6
or x = −2 y = −1
A1 either correct x's and correct y's
x= x = −2 x= y
=6 or correct coordinate pairs
Page 41 of 81
or
y = 6 y = −1 x = −2 y
= −1
M1 oe
or x(3x + 5) =
2
3x2 + 5x − 2 (= 0) or 3x2 + M1dep

5x = 2
M1dep allow one sign error ... but the 2

x= × 3 term must be beneath the full
numerator
A1
x=
A1
x= x = −2 or x = y
=6
or x = −2 y = −1
x= x = −2 x= y
or
y = 6 y = −1 x = −2 y
= −1
M1 oe
or x(3x + 5) =
2
3x2 + 5x − 2 (= 0) or 3x2 + M1dep

5x = 2
M1dep
(3 × ) (x + )2 ...............
A1
x+ =±
A1
x= x = −2 or x = y
=6
Page 42 of 81
or x = −2 y = −1
x= x = −2 x= y
or
y = 6 y = −1 x = −2 y
= −1
M1 oe
y=3 + 5 or
y2 − 5y − 6 = 0 or y2 − 5y = M1dep
6
(y + a)(y + b) (= 0) M1dep ab = −6 or a + b = −5
(y − 6)(y + 1) (= 0) A1
y = 6 y = −1 or y=6 A1
or y = −1 x = −2

x= x = −2 x= y
or
y = 6 y = −1 x = −2 y
= −1
M1 oe
y=3 + 5 or
y2 − 5y − 6 = 0 or y2 − 5y = 6 M1dep
M1dep allow one sign error ... but the 2

× 1 term must be beneath the full
y=
numerator
A1
y=
y = 6 y = −1 or y=6 A1
Page 43 of 81
or y = −1 x = −2

x= x = −2 x= y
or
y = 6 y = −1 x = −2 y
= −1
M1 oe
y=3 + 5 or =
2
y2 − 5y − 6 = 0 or y2 − 5y = M1dep
6
M1dep
(y − )2 ...............
A1
y− =±
y = 6 y = −1 or y=6 A1
or y = −1 x = −2

x= x = −2 x= y
or
y = 6 y = −1 x = −2 y
= −1
Additional Guidance
Trial and improvement ... 0 marks No working shown ..... 0 marks

The instructions were clearly stated in the question.
Q16.
M1
× 15
or
Page 44 of 81
25 seen as the length of OB
or the coordinates of B
M1 oe
gradient AB = or
M1 oe
gradient BC = −1 ÷ (their −
) or
A1
y= x + 25 oe eg y = x + 25 or 5y = 3x +
125
Additional Guidance
We must see y = .......... for A1 (or any other correct equation)
Look for this in their working if it isn't written on the answer line.
A sign error in their gradient AB, after a correct expression, can be
recovered.
eg gradient AB =
gradient BC = (positive gradient because they can see it from the

diagram)
equation BC is y= x + 25 ... this scores 4 marks

similarly, recovery can be from ...
gradient AB = = ... without seeing

... and can still lead to 4 marks
Q17.
4x + 3 or gradient = −5 seen M1
4x + 3 = −5 M1dep
x = −2 A1
y = −7 A1ft ft their x only if M2 earned
Page 45 of 81
Q18.
3mp = 3(2p + 1) + p + 5 M1 oe fractions eliminated

or common denominator
or
eg
or
or
3mp = 6p + 3 + p + 5 M1dep oe brackets expanded and

fractions eliminated
or 3mp = 7p + 8
eg 3mp2 = 7p2 + 8p
implies M2
3mp – 7p = 8 M1dep oe terms collected
eg p(3m – 7) = 8 or 7p –
or or 3mp = –8
implies M3
A1
or oe eg
3mp = 3(2p + 1) + p + 5 M1 oe common denominator
or eg
or or
M1dep simplifies numerator and isolates

term in p
and eg
and and
and
implies M2
Page 46 of 81
M1dep
converts to a single
fraction
implies M3
A1
or oe eg
Additional Guidance
M3, A1
in working but on answer line
Allow recovery of missing brackets
M3, A0
followed by incorrect further work
M3, A1
Allow equivalences for A1 eg
Do not regard eg 3m(p) = 7p + 8 as having unexpanded M1, M1dep

brackets
Q19.
M1 oe
allow one incorrect term in a four
term expansion
A1
Additional Guidance
Any incorrect further work loses the A mark, so they can only score M1 A0
Q20.
(−c)3 − 10(−c) − c (= 0) M1 oe
or
−c3 + 10c − c (= 0)
Page 47 of 81
or
−c3 + 9c (= 0)
c(9 − c2) (= 0) M1dep oe factorised expression or

quadratic equation
or
c(3 + c)(3 − c) (= 0)
or
c2 = 9
3 with no other value(s) A1 SC2 answer 3 with one or both
of −3 and 0 and no other value
(x + c)(x2 − cx − 1) M1
−1 − c2 = −10 M1dep oe quadratic equation
3 with no other value(s) A1 SC2 answer 3 with one or both

of −3 and 0 and no other value
Additional Guidance
(−3)3 − 10(−3) − 3 = 0 and Answer 3 (no part marks) M2, A1
(−3)3 − 10(−3) − − 3 = 0 and Answer 3 Zero
33 − 10(3) − − 3 = 0 and Answer 3 Zero
Answer 3 with no incorrect working M2, A1
Q21.
B2 B1 for any two or three correct

elements in the correct position
in a 2 × 2 matrix
Additional Guidance
Correct answer followed by further work, eg scores B1 only

Matrices multiplied the wrong way round can score SC1 if correct
Page 48 of 81
Condone no brackets around the numbers in their 2 × 2 matrix
Ignore any commas that appear in their 2 × 2 matrix
Do not follow through on any misreads of the numbers in the given

matrices
Q22.
(x + 1)2 + (y − 2)2 = 25 B1 tick in 3rd box
Q23.
(x3) + 5x2 + kx − 3x2 − 15x (− M1 allow one sign error in the x2 or x

3k) terms
their (5 − 3) = their (k − 15) M1dep 5x2 − 3x2 = kx − 15x on its own,

is not enough for M1dep
17 A1
Additional Guidance
For the first M1, we do not need to see the x3 term or the − 3k term, but
we do need to see the other 4 terms (3 terms, if they combine the x2
terms).
The terms of the expansion might appear in a grid, which can score the
first M1
Mark positively ... terms in a grid might differ from terms written as a string
of terms ... mark the better version.
Q24.
1.25 × 4x or 5x M1 oe
0.6 × 7x or 4.2x M1 oe
Page 49 of 81
their 5x − their 4.2x = 28 M1dep oe eg their 5x = their 4.2x + 28
or 0.8x = 28 dep upon at least one of

previous M marks earned
x = 35 A1
two numbers in the ratio 4 : 7 M1
correct increase by 25% and M1dep If difference is not 28, then first
decrease by 40% calculations numbers must be clearly rejected
and comparison with 28
second trial with correct M1dep correct first trial means 2nd and
calculations and comparison 3rd M marks scored
automatically
x = 35 A1
Additional Guidance
Mark the better of their two versions if they try both methods.
In alt 2 ... for the 2nd M1 (dep on 1st M1) ... the % calculations must be
correct. If the difference is not 28 they must reject them. Attempting
another two % calculations is sufficient evidence of this.
In alt 2 ... for the 3rd M1 (dep on the first two M1s) ... the difference must
be closer than their first attempt. They can have more than one attempt at
this so as to eventually score the 3rd M1. To score this mark they need to
indicate clearly that this further attempt is better than their first attempt.
In alt 2 ... if it isn't clear in which order they have done their attempts (eg
very untidy working written all over the page) and they do not indicate
which is the better attempt, then they can score a maximum of 2 marks.
Q25.
M1 oe
eg 18 ÷ 2 = 9 and 6 − 9
eg 6 × 2 = 12 and −2 + 12
These come from distances of
18 and 6, as seen in a diagram
and used correctly
a = −3 A1
Page 50 of 81
b = 10 A1
a − (−12) = 6 − a or M1 oe eg 4 + 4 − −2
4 − b = −2 − 4
a = −3 A1
b = 10 A1
eg 6 − (−12) = 2(a − −12) M1 for using an equation relating the

"gap" between the points
eg −2 − b = 2(−2 − 4)
a = −3 A1
b = 10 A1
Additional Guidance
Either answer correct, but no working, implies the M

mark, eg a = −3, b = 6 scores M1 A1 A0
Correct answer seen with no working scores full marks
a = 10 and b = −3 (correct values but the wrong way round) with no

working scores SC1
Q26.
M1
oe eg
or 3x5 or or
x3
3x5 + x3 A1 or a correct factorised version eg
x3(3x2 + 1)
Additional Guidance
Do not ignore further work, eg correct answer followed by 4x8 scores M1

A0
They must use the powers of x as given in the question, so no misread

possible here
Page 51 of 81
Q27.
(x + 3)2…. M1
(x + 3)2 − 32 − a M1dep oe expression or inequality
or eg (x + 3)2 ≥ 9 + a
(x + 3)2 − 32 ≥ a allow ≥ to be any inequality

symbol or =
or
eg allow (x + 3)2 − 9 = a
(x + 3)2 ≥ a + 32
implies M2
−32 − a ≥ 0 M1dep oe inequality eg −9 − a ≥ 0
or or −9 − a > 0
−32 − a > 0 or a < −9
implies M3
a ≤ −9 or −9 ≥ a A1 SC1 x2 + 6x − a ≥ 0 oe inequality
(may be seen in working lines)
2x + 6 = 0 M1 must have = 0
(minimum at) x = −3 M1dep implies M2
x = −3 must be the only value or

be clearly chosen
(−3)2 + 6 × (−3) − a ≥ 0 M1dep oe inequality eg 9 − 18 − a ≥ 0
or or 9 − 18 − a > 0
(−3)2 + 6 × (−3) − a > 0 or a < −9
implies M3
62 − 4 × 1 × −a M1 b2 − 4ac
must be selected if seen in

quadratic formula
Page 52 of 81
62 − 4 × 1 × −a ≤ 0 M1dep oe inequality
or implies M2
62 − 4 × 1 × −a < 0
36 + 4a ≤ 0 M1dep oe inequality eg 4a ≤ −36
or implies M3
36 + 4a < 0
Additional Guidance
Alt 1
2nd M1 Any inequality symbol or = allowed
3rd M1 Only the inequality symbols shown are allowed (do not allow =)
Allow (x + 3)(x + 3) for (x + 3)2
Q28.
(a) (1, −3) B1
Additional guidance
Mark intention eg condone 1, −3 B1
B1 oe eg 5 − 3 (= 2) or 2 + 3 = 5
or
−3 + 5 (= 2)
(y + 3)2 = 25 and y = 2 B1 oe
or eg (1 − 1)2 + (y + 3)2 = 25 and y

=2
y + 3 = 5 and y = 2
or
(2 + 3)2 = 25
Page 53 of 81
Additional Guidance
(1, −3) + (0, 5) = (1, 2) so y = 2 B0
Allow −3 + radius of 5 B1
2 = 0x + c B0
c = 2 so y = 2
(c) Alternative method 1 Using equation PR
M1 oe grad PC
or
their −3 and their 1 from (a)
M1 oe grad PR
or
their must be a value
(gradient PR =) is M2
M1dep oe equation PR with y = 2

substituted
eg
dep on 2nd M1
16 A1ft only ft their −3 and their 1 from

(a)
Alternative method 2 Using RC2 = CP2 + PR2 or PR2 = QR2 with R (x,
2)
(x − their 1)2 + (2 − their − 3)2 M1 oe eg (x − 1)2 = (x − 4)2 + (2 −

−7)2
= (2 − their −3)2 + (x − 4)2 + (2
− −7)2 their −3 and their 1 from (a)
x2 − 2x + 1 + 25 M1dep oe
= 25 + x2 − 8x + 16 + 81 brackets expanded
96 = 6x M1dep oe linear equation or calculation
or 96 ÷ 6 dep on M2

(a)
Alternative method 3 Using equation CR
Page 54 of 81
M1 oe grad PQ
or −3
their 1 from (a)
M1 oe grad CR
−1 ÷ their −3 or
their −3 must be a value
(gradient CR =) is M2
M1dep oe equation CR with y = 2

substituted
eg
dep on 2nd M1

(a)
Alternative method 4 Using equation MR where M is the midpoint of

PQ
M1 oe grad PQ
or −3
their 1 from (a)
M1 oe grad MR
−1 ÷ their −3 or
their −3 must be a value
(gradient MR =) is M2
M1dep oe midpoint of PQ and

or
(2.5, −2.5) equation MR with y = 2
substituted
and
eg
2 − their −2.5 = their (x −
their 2.5) dep on 2nd M1

(a)
Alternative method 5 Using equation MC where M is the midpoint of

PQ
M1 oe midpoint of PQ
or
their 1 from (a)
(2.5, −2.5)
M1dep oe grad MC
or
Page 55 of 81
M1dep oe equation MC with y = 2
2 − their −3 = their (x − substituted
their 1)
or eg
dep on M2
2 − their −2.5 = their (x −
their 2.5)

(a)
Alternative method 6 Using trigonometry where M is the midpoint of PQ
M1
or or 4.74...
M1dep oe
angle QCM
or (angle QCM =) 71.5… or

71.6
M1dep using triangle QCR
16 A1ft only ft their 1 from (a)
Additional Guidance
Allow (16, …) to imply answer 16
Alt 1 x is M0 unless recovered

(a) (1, −2)
M1, M1
grad PC = − grad PR =
Answer 19 (3rd M1 can be implied by A1ft answer) M1, A1ft
Q29.
3x4 or 4x3 M1
oe eg
Page 56 of 81
3x4 + 4x3 A1
x3(3x + 4) (= 0) M1dep allow partial factorisation of their

3x4 + 4x3 if at least x is taken as
a factor
ft their two terms if M1 scored
x3(3x + 4) (= 0) A1 allow partial factorisation if at

least x is taken as a factor
and
(x =) 0 and
with no other solutions
Additional Guidance
3x4 + 4x3 = 0 M1, A1

M0, A0
x = 0 and
Condone y = 3x4 + 4x3 M1, A1
Ignore higher derivatives
Condone (0, …) and for (x =) 0 and
Allow −1.33… for (ignore any incorrect conversion attempt after
seen)
Q30.
(a) B1 may be seen in stages
eg 9x2 + 16x2 = 25x2

or
and
or
(3x)2 + (4x)2 = (5x)2
or
3x, 4x, 5x triangle
Page 57 of 81
Additional Guidance
only seen B0
Pythagorean triple 3x, 4x, 5x B1
Pythagorean triple 3, 4, 5 B0
Missing brackets can not be recovered
eg1 B0
B0
eg2 3x2 + 4x2 = 9x2 + 16x2 = 25x2 and
Incorrect statements are B0 (mark the full response)

B0
eg1
B0
eg2
B0
eg3 and 3x + 4x = 5x
Only uses values for x B0
0.5 × 4x × 3x or 6x2 M1 oe may be seen on the diagram
(6.5x)2 − (2.5x)2 M1
oe eg
or 42.25x2 − 6.25x2
or 36x2
or 6x M1dep dep on 2nd M1

may be seen on the diagram
0.5 × 5x × their 6x or 15x2 M1dep oe

dep on 2nd and 3rd M1
21x2 A1 allow p = 21 if areas 6x2 and

15x2 seen
M1 oe
or
Page 58 of 81
M1dep oe
eg
or 67(.3…) or 67.4
dep on 2nd M1
0.5 × 5x × 6.5x × sin their M1dep oe

67(.3…)
or 15x 2

15x2 seen
(5x)2 = (6.5x)2 + (6.5x)2 M1 oe
− 2 × 6.5x × 6.5x × cos D
M1 oe
dep on 2nd M1
or
or
45(.2...)
0.5 × 6.5x × 6.5x × sin their M1dep oe

45(.2…)
or 15x2

15x2 seen
Additional Guidance
Allow recovery of algebra
eg1 0.5 × 4 × 3 = 6 is 1st M0 but if recovered to 6x2 scores

1st M1
eg2 Alt 1 is 2nd M0 and 3rd M0 but if

recovered to
6x scores 2nd M1 and 3rd M1
Do not allow final mark if an incorrect area is seen
Page 59 of 81
eg do not allow answer 21x2 if their two areas are 6x2 and
15x
Answer 21x2 with no incorrect working 5 marks
eg fully correct working with numbers and final answer 21x2
Choose the scheme that favours the student
Q31.
(a) Alternative method 1
2sin2x − 1 + 1 − sin2x M1 use of sin2x + cos2x = 1 in

numerator
or
ignore any denominator
2sin2x − (sin2x + cos2x) +
cos2x
or
2sin2x − sin2x − cos2x + cos2x
or
2sin2x − sin2x
or
sin2x − cos2x + cos2x

or
1 + sin2x − 1
M1dep simplification to one step from
with M1 seen with M1 seen

or
simplification to one step from
A1 SC3 equates given expression to

and and tan x and cross multiplies to
tax x tax x show equivalence with full
working shown
Page 60 of 81
2(1 − cos2x) − 1 + cos2x M1 use of sin2x + cos2x = 1 in
numerator
or
ignore any denominator
2 − 2cos2x − 1 + cos2x
and and
or
simplification to one step from
A1 SC3 equates given expression to

and and tan x and cross multiplies to
tan x tan x show equivalence with full
working shown
M1
from
2tan x − tan x
or
with M1 seen
2tan x − tan x and tan x A1 SC3 equates given expression to

tan x and cross multiplies to
with M2 seen show equivalence with full
working shown
Additional Guidance
Equating given expression to tan x and cross multiplying can

score SC3 or M1M0A0
eg1 Alt 1
2sin2x − 1 + cos2x = tan x sin x cos x
2sin2x − 1 + 1 − sin2x = tan x sin x cos x (scores M1 here for M1, M0,
Page 61 of 81
LHS) A0
eg2
2sin2x − 1 + cos2x = tan x sin x cos x
2sin2x − 1 + 1 − sin2x = tan x sin x cos x
sin2x = tan x sin x cos x
SC3
sin2x = sin2x
M0, M0,
Use of etc A0
Allow sin or s for sin x etc
Condone sin x2 for sin2x etc
Allow any letter for x
Alts 1 and 2
For A1 is implied by with cancelling

shown
(b) 135 and 315 B2 B1 135 with no other solutions

[0, 360]
with no other solutions [0,
360] or 315 with no other solutions [0,
360]
SC1 135 and 315 with one other
solution [0, 360]
Additional Guidance
Mark the answer line unless blank

eg 135 and 315 in working with 135 on answer line B1
−45 and 135 and 315 B2
−45 and 135 B1
Ignore incorrect solutions outside the range [0, 360]

eg 135 and 315 and −90 B2
135 and 225 and 315 SC1
Page 62 of 81
Both answers embedded ie tan 135 tan 315 B1
0 and 135 and 225 and 315 B0
45 and 135 B0
225 and 315 B0
Q32.
(a) Alternative method 1
Full method leading to M1 eg
angle BCD = 180 − 2x angle CFE = x
and
angle FCE = 180 − 2x
and
angle BCD = 180 − 2x
Full reasoning for their A1 eg

method
(base angles of) isosceles
(triangle are equal)
and
(sum of) angles in a triangle (is
180)
and
(vertically) opposite angles
angle BAD = 2x A1 must see M1
and
(opposite angles of) cyclic
quadrilateral (add to 180)
Alternative method 2 Working out angle DCF using angle at centre
angle DCF = 2x M1
angle at centre (is double A1

angle at circumference)
Full method leading to A1 must see M1
angle BAD = 2x eg
and angle BCD = 180 − 2x
Page 63 of 81
full reasoning for their method and
angle BAD = 2x
and
angles on a (straight) line (add to
180)
and
Alternative method 3 Working out angle DCF not using angle at

centre
angle DCF = 2x angle CFE = x
and
angle DCF = 2x

method
and
exterior angle (of triangle is sum
of interior opposite angles)
Full method leading to A1 must see M1
angle BAD = 2x eg
and angle BCD = 180 − 2x
full reasoning for their method and
angle BAD = 2x
and
180)
and
angle DFC = 90 − x angle CFE = x
Page 64 of 81
and and
angle ABC = 90 − x angle DFE = 90

and
angle DFC = 90 − x
and
angle CDF = 90 − x
and
angle ADC = 90 + x
and
angle ABC = 90 − x

method
and
(angle in a) semicircle (is 90)
and
(sum of) angles in a triangle (is
180)
and
180)
and
angle BAD = 2x A1 must see M1
and
(sum of) angles in a triangle
(is 180)
Additional Guidance
It is possible to score M1A1A0 or M1A0A1
Do not award any marks from angles on the diagram
Angles must be stated unambiguously

eg condone angle B but do not condone angle D
‘angle’ may be missing or replaced by a symbol - mark
Page 65 of 81
intention
angle CFE may be seen as angle EFC or angle BFE etc
For (base angles of) isosceles (triangle are equal) allow radii
(are equal)
For (sum of) angles in a triangle (is 180) allow triangle is 180
Use judgement when considering wording of reasons and

allow abbreviations
Alt 2 Final A1 reason may be

exterior angle of cyclic quadrilateral (equals interior opposite
angle)
Choose the scheme that favours the student
Ignore angles that are not needed for their scheme even if
incorrect
Starting with angle BAD = 2x M0, A0, A0
(b) 30 B2 B1 correct equation or

calculation
eg 90 + 2x + x = 180
or 90 − x = 2x
or 3x = 90
or 6x = 180
or 90 ÷ 3
Additional Guidance
Ignore any expressions for angles and any other calculated angles
Ignore any reasons
Q33.
82 + 122 or 64 + 144 or 208 M1 HC2

or or
82 + 122 + 152 or 64 + 144 + CE2
225
implied by 2nd M1
or 433
Page 66 of 81
or or M1dep oe
may be on diagram
or 14.4... fully correct trigonometry method
or leading to 14.4… or 20.8… can
score M2
or
or 20.8 eg
or
M1dep oe
eg tan x = [1.04, 1.042] or
or cos x = [0.69, 0.6934]
or or sin x = [0.72, 0.7212]
or or
dep on M2
any letter
46(.1...) A1
Additional Guidance
3rd M1
If using sine rule or cosine rule, must be in the form cos x = or

sin x =
eg (oe eg cos-1 [0.69, 0.6934])
M3
3rd M1 Condone etc
Allow the first 2 M marks even if not subsequently used
Q34.
M1
or
Page 67 of 81
or
32 = 22(1 − a) or 9 = 4(1 −
a)
M1dep oe equation or calculation
eg
or
or 1 − a = 2.25
or 9 = 4 − 4a
or
or
implies M2
A1
or −1.25 or
Additional Guidance
M0
Q35.
x = −2 B1
Q36.
M1
oe
or or
or 144πa3
A1 oe equation of form a3 = or
or calculation
allow (6a)3 = 729 or 6a = 9
Page 68 of 81
or
or a3 = 3.375
or
A1 SC1 answer 0.75 oe

or or 1.5
or answer 1.19… or answer
4.95…
M1 oe equation of form r3 =
or calculation
or r3 = 729
or or 9
A1 oe equation or calculation
allow (6a)3 = 729
or 6a = 9
or 9÷6
A1 SC1 answer 0.75 oe

or or 1.5
or answer 1.19… or answer
4.95…
Additional Guidance
Allow use of π = [3.14, 3.142]
Q37.
x(1 − x2) M1 implied by 2nd M1
or 2x(1 + x) or x(2 + 2x) oe factorisation
eg −x(x2 − 1)
or
x(1 + x)(1 − x) M1dep implies M2
Page 69 of 81
oe factorisation
or
eg −x(x + 1)(x − 1)
or
or
M1dep implies M3
or
oe factorisation
eg
or
A1 oe simplest form
with M3 seen
eg or or
Additional Guidance
M3
or or
is sufficient working
2(x + x2) with no further work M0
M3 A1
with M3 seen or with M3 seen or
with M3 seen
Q38.
a2 + (3a)2 − 2 × a × 3a × cos M1 oe eg may substitute cos 120 =

120 −0.5
or may be seen in a square root
cos
b2 = a2 + 9a2 + 3a2 A1 oe equation of the form b2 = or b

= with brackets expanded and
or b2 = 13a2 or −b2 = −13a2 terms fully simplified cos 120 =
−0.5 substituted
or
Page 70 of 81
cos 120 = −0.5 substituted
13 : 1 A1 SC1 7 : 1
Additional Guidance
a2 = a2 + (3a)2 − 2 × a × 3a × cos 120 not recovered M1, M0,

A0
b2 = 10a2 − − 3a2 M1, A0, A0
b2 = 10a2 + 3a2 M1, A1, A0
Q39.
x2 + 3x + x + 3 with three M1 oe expansion attempt of one pair

terms correct of brackets
or eg1 x2 + 4x + 3x + 12 with
three terms correct
x2 + 4x + k where k is a
non-zero constant or
x2 + 7x + k where k is a
non-zero constant
eg2 x2 + 4x + x + 4 with three

terms correct
or
x2 + 5x + k where k is a non-zero
constant
x3 + 3x2 + x2 + 3x M1dep attempt at a full expansion with

correct multiplication of their 3 or
or x3 + 4x2 + 3x 4 terms by one of the terms in
the remaining bracket
or 4x2 + 12x + 4x + 12
oe eg
or 4x + 16x + 12
2
x3 + 4x2 + 3x2 + 12x or x3 +
7x2 + 12x
or x2 + 4x + 3x + 12 or x2 +
7x + 12
(x2 + 7x + 12 must be from an

attempt at a full expansion)
or
x3 + 4x2 + x2 + 4x or x3 + 5x2
Page 71 of 81
+ 4x
or 3x2 + 12x + 3x + 12
or 3x2 + 15x + 12
x3 + 8x2 + 19x + 12 A1 fully correct expansion

allow if terms not collected
eg
x3 + 3x2 + x2 + 3x + 4x2 + 12x +

4x + 12
or x3 + 4x2 + 3x + 4x2 + 16x + 12
x2 + 8x + 12 A1ft ft M2A0
full simplification of
their (x3 + 8x2 + 19x + 12) − x3 −

7x2 − 11x
their (x3 + 8x2 + 19x + 12) must

be a cubic
x2 + 8x + 12 A1 oe product of brackets
and
(x + 6)(x + 2) or (x + 2)(x +
6)
Additional Guidance
1st M1 Do not allow omissions or extras
eg1 x2 + 3x + 3 M0
eg2 x2 + 3x + x + 3 + x2 M0
For the first 2 marks terms may be seen in a grid
If 1st A1 has been awarded with terms not collected, A1ft can M1M1A1
still be awarded using their simplified cubic
A1ftA0
eg x + 4x + 3x + 4x + 16x + 12
3 2 2
= x3 + 8x2 + 18x + 12
x3 + 8x2 + 18x + 12 − x3 − 7x2 − 11x

= x2 + 7x + 12
First A1 may be seen embedded M1, M1,

A1
eg x3 + 8x2 + 19x + 12 − x3 + 7x2 − 11x
Page 72 of 81
If an attempt at the expansion of all three brackets in one go M0, M0,
is made it must be fully correct to gain M2A1, otherwise A0
M0M0A0
eg x2 + 3x + x + 3 + x2 + 4x
Allow recovery of missing brackets when subtracting x3 + 7x2

+ 11x from their cubic
For final A1 allow x2 + 8x + 12 and a = 6 b = 2
or x2 + 8x + 12 and a = 2 b = 6
Ignore equating to zero and/or any ‘solving’ of an equation
Q40.
M1 oe linear equation
or
or 2(x − 5) = k or 2x − 10
eg or
=k
or 2(x − 5) = −k or 2x −
10 = −k or
A1
and oe eg
or square root(s) must be
processed
2(x − 5) = k and 2(x − 5) =
−k implied by final A1
or
2x − 10 = k and 2x − 10 =
−k
A1 oe simplest form
and
eg and
or and
or 5 ± 0.5k
Page 73 of 81
4x2 − 40x + 100 − k2 (= 0) M1 expands and collects terms
A1
oe eg or
implied by final A1
A1 oe simplest form
and
eg and
or and
or 5 ± 0.5k
Additional Guidance
Page 74 of 81
Examiner reports
Q1.
This question had a very mixed response. Students who realised that the circle theorem
connecting the angle at the centre with the angle at the circumference was crucial to
success usually set up their equation correctly and solved to get the correct answer of
57°. There were many different approaches, some found the reflex angle AOC and used
angles at a point add to 360°; others created a cyclic quadrilateral and used the fact that
opposite angles are supplementary. However, there were common misconceptions such
as thinking that (x + 75°) and 2x were opposite angles of a cyclic quadrilateral or that (x +
75°) = 2 × 2x, and there were elementary sign errors when handling brackets, or leaving
out the bracket altogether.
Q2.
This question was well answered. The common incorrect choice was the first box.
Q3.
This question was not well answered. Every statement linking angles must be supported
by a correct reason, using correct mathematical language. So, for example, 'Z-angles' is
unacceptable, it has to be 'alternate angles'. A proof breaks down as soon as there is an
error in a statement or if there is an incorrect reason (or no reason) attached to that
statement. Many of the students who made a reasonable attempt at a proof did not set out
their work in a clear and logical manner. Their proofs need only have taken three or four
steps but they often took many more, not realising the point at which their working meant
that a correct conclusion was possible.
There were a number of false assumptions made, such as angles SDT and DSF = 90°, or
that triangle DSF is isosceles (it is, as it happens, but that fact cannot be assumed at the
start). The alternate segment theorem was often misused ... angle DST = angle FDS is
incorrect (it ought to be DFS) ... and any proof which started by assuming the result, using
phrases such as ''If FD is parallel to RST .....'', was bound to fail. Cyclic quadrilateral
properties were frequently quoted although they were completely unnecessary for a
correct proof.
There were some very elegant solutions, the simplest of which was probably, DST = x
(isosceles triangle DTS), DFS = DST = x (alternate segment theorem), EDF = DFS = x
(alternate angles), so EDF = DTS, which means that FD must be parallel to RST
(converse of corresponding angles).
Q4.
Many fully correct responses were seen. The common error was to attempt a gradient but
with an inverted fraction.
Q5.
Part (a) was well answered. In part (b) it was quite common to see rearrangements that
had not substituted the value 2 for p. After obtaining a correct equation, the solution m = 0
was quite often not given.
Page 75 of 81
Q6.
This question was not well answered. The first step for many was to include the index
inside the bracket and write 31 + 33 = 3 + 27 = 30, or, equally wrongly, the terms inside the
bracket were 'collected together' as 32, which then became (32)2 = 34 = 81. Powers of 9
were seen too. Expanding the bracket was one approach, leading to a variety of terms,
sometimes powers of 3, sometimes powers of √3, and often with an error in one of the
terms, but still able to gain some credit. Perhaps the most successful method was to spot
that the second term in the bracket could be re-written as 3√3, thus giving (4√3)2, which
was then usually correctly evaluated.
Q7.
Part (a) was well answered. Some students equated the denominator to zero. Part (b) was
not answered very well.
Q8.
This question also proved to be a good discriminator, and was reasonably well answered.
Most students applied the sine rule correctly and many use the correct trig. ratios for sin
45° and sin 60°. The fact that there were surd fractions in both the numerator and the
denominator of a correct expression for the side AC made the simplification slightly more
difficult, and a significant number of students couldn't arrive at an expression which could
be written correctly in the form a√b. Some students dropped a perpendicular from A to BC
and did the question 'in two halves', often correctly. A small minority assumed that the
triangle was right-angled at A and tried to use tan 45°
Q9.
This question proved to be a good discriminator. Most students used the completing the
square technique on the expression 2x2 − 16x + 13 rather than expanding a(x + b)2 + c
and equating coefficients. Many started by writing 2(x2 − 8x .......) and correctly followed
up with an expression involving 2(x − 4)2, but the biggest problem proved to be getting the
brackets in the right place ... a final answer of 2(x − 4)2 − 3 was quite common. There
were some common errors, such as forgetting to halve the x-coefficient and writing 2(x −
8)2 as a first step, which was sometimes recovered if the final answer was multiplied out to
check the result.
Q10.
(a) This question was quite well answered, but not all students realised that the factor
theorem simply requires substitution of an appropriate value in the cubic expression,
and verification that the resulting calculation gives zero. Although using long division
of the cubic expression by (x − 2) does give the quadratic factor (and as such is one
of the ways to answer part (b) of the question), it is not an illustration of the factor
theorem and is inappropriate for part (a). When a value is substituted it needs to be
worked out, so, for example, leaving 23 is not enough, it needs to be 8.
(b) This question was well answered, most often by using long division of polynomials,
as described above, but also by other valid methods such as 'by inspection' and by
using the factor theorem to find another linear factor. Working out f(−5) and getting
zero usually produced the required repeated factor of (x + 5) but also occasionally
the incorrect factor of (x − 5). Many students used a common sense approach and
realised that if (x − 2) was a factor then the number term in the quadratic factor had
to be 25, and from there the correct solution was just a short step away.
Page 76 of 81
Q11.
This question was not well answered. The given expression for was intended to help
students realise that all that was required of them was to factorise (or equivalent method)
to find the xcoordinates of the stationary points, the y-coordinates having been given in
the question. The rest of the given information was such that the x values of −3 and 1
could be correctly
paired with the y values of 13 and . Students who followed these steps usually drew
an accurate sketch graph, which had to cross the negative x-axis. Some students who did
not manage to work out the x-coordinates of the stationary points drew a sketch of a cubic
curve crossing the y-axis at (0, 4) but with no further detail. Some who successfully found
the two x values −3 and 1 used them as the points where the cubic curve crossed the
x-axis as opposed to the stationary points. There were some attempts to integrate the
gradient function to find the equation of the curve and some quadratic curves drawn too.
Q12.
This was the least well answered question on the whole paper. It required students to
manipulate x2 − 4x + 2 = 0 so that it could be written as an equation with 3x − x2 on one
side and a linear expression on the other. Very few students managed to do this. Those
who successfully deduced that the graph of y = 2 − x needed to be drawn, then almost
always drew an accurate graph and found the two correct solutions. There were instances
of inaccurate manipulation giving rise to linear graphs of y = x − 2, but by far the most
common, incorrect, method was to draw the graph of y = x2 − 4x + 2, often giving correct
answers but not answering the question that was asked. Attempts to solve x2 − 4x + 2 = 0
by using the quadratic formula or by completing the square were not acceptable, although
some students used these methods to check their answers, having previously done the
question as it was intended.
Q13.
This question was not well answered, almost entirely due to the lack of brackets when
substituting 2x for x in the expression for f(x). So using 14 − 2x2 = 5 rather than 14 − (2x)2
= 5 usually meant there was no chance of recovery. Quite miraculously, 14 − 2x2 = 5
became 2x2 = 9 which in turn became 2x = 3, x = 1.5, one of the correct answers ... but
from completely wrong working. Those who started correctly either solved 4x2 = 9
(sometimes forgetting the negative square root) or factorised 4x2 − 9 using the difference
of two squares, achieving both of the required answers.
Q14.
This question proved to be a good discriminator. It was extremely well answered (in about
two or three steps) by many students and answered correctly (with multiple lines of
algebraic manipulation) by many others. Some managed a correct first step, multiplying by
y or xy or xy2 ormaking a correct algebraic fraction, on either side of the equation, but then
often made a careless mistake when trying to simplify. The final answer could take on
many forms and even though some of them looked a little clumsy, if they were correct
they gained full credit.
Q15.
Page 77 of 81
This question was well answered. Most students went down the route of eliminating y from
the two equations and arriving at a quadratic equation in x, which proved to be quite easy
to factorise correctly, giving answers of x = and x = −2. The complete solution needs
the corresponding y values to be calculated. Solutions using the quadratic formula and
completing the square were less common. Eliminating x and getting a quadratic in y was
just as good, if not better, since it was easier to factorise. Some students struggled to
eliminate a variable, and some re-wrote the first equation, incorrectly, as y = 2 − x or x = 2
− y, and then substituted into the second equation.
Q16.
This question proved to be a good discriminator. Using the given tangent value usually led
to a y-coordinate of 25 for B, and although many students used this correctly to find the
gradient of
AB as or , others dropped the negative sign, never to recover it.

This inevitably led to an error in the gradient of the perpendicular line BC, which clearly
ought to have been positive (the diagram gives this away, even though it isn't drawn
accurately).
The final answer does require an equation, so it has to be y = x + 25 not just x + 25.
Some common mistakes were in thinking that the y-coordinate of B was 5, and making
sign errors in the gradients. A small number of students used decimals, which made
things a little awkward when finding the negative reciprocal gradient. One very clever
solution was to use congruent triangles to deduce that C must be the point (25, 40), which
makes finding the equation of BC a relatively simple task.
Q17.
This question was quite a good discriminator. Differentiating and equating to −5 gave rise
to a very simple equation in x, and then substituting x = −2 into the equation of the curve
gave y = −7 However, 4x + 3 was often equated to −5x, or 5, or or 0, all of which meant

the end of any chance of success. There were other common mistakes, such as the
equation 4x + 3 = −5 being solved as x = −0.5, and the correct x value of −2 being
substituted into the equation of the straight line to find the value of y.
Q18.
Many students could eliminate fractions and collect the terms in p. A significant number
were able to complete the question successfully. Some students made an error when
attempting a common denominator, especially if they used 3p2 as their denominator.
Q19.
The main problem with the expansion was getting the 2√5√5 term (or equivalent) correct.
There were some sign errors when collecting terms, but there were very many fully correct
answers.
Q20.
Only a small proportion were able to apply the factor theorem correctly and some of these
Page 78 of 81
made errors when simplifying f(–c). Most who had a correct method selected the positive
value of c. There were quite a lot of non-attempts.
Q21.
This question was well answered. Most students multiplied the matrices the correct way
round, although some found BA instead of AB. Answers were not always finished
correctly, products of terms not being added together. A few did incorrect further work by
combining a previously correct answer into a single 2 by 1 matrix.
Q22.
This question was very well answered.
Q23.
Almost all students expanded the brackets correctly and many could see that the
coefficient of x2 was 2, but some then thought that k = 2 was the correct answer, forgetting
that they had to equate the x coefficient to 2. It is important to remember that when
equating coefficients, it is necessary to drop any terms involving x. So 2x2 = kx − 15x is
not sufficient, we want 2 = k − 15, and then k = 17
Q24.
This question was well answered. Increasing 4x to 5x caused few problems, but
decreasing 7x by 40% was less well handled. Answers of 9.8x (increasing) and 2.8x (40%
instead of the 60% required) were the most common mistakes. There were also some
errors in setting up an equation, the 28 term sometimes being on the 'wrong' side of the
equation. Then there was the small matter of solving 0.8x = 28, a step too far for some,
although there were very many correct answers of 35. Those students who tried a trial
and improvement method were in a very small minority and often failed to set out their
work in a way which was easy to follow.
Q25.
This question was well answered. A very popular approach was to sketch a diagram and
realise that the distance between the x-coordinates of P and R was 18, and the distance
between the y-coordinates of Q and R was 6. Some straightforward arithmetic then led to
the values of a and b.
Q26.
This question was not well answered. The presence of fractions made it difficult for some
students, many of whom just ignored them and carried out the differentiation on the
remaining terms, never re-instating the fractions. A few students spoilt their otherwise
correct answer by incorrect further working.
Q27.
This question was poorly answered with many students not knowing how to start. There
were many non-attempts.
Q28.
Page 79 of 81
Part (a) was well answered. Part (b) was quite well answered. The more challenging part
(c) was fully correct for a significant number of students. Most used perpendicular
gradients with a common error being to work out for the gradient of PC. Others
worked out this gradient using change in x ÷ change in y. Many also included a
y-coordinate for R which had not been asked for.
Q29.
Most students knew to differentiate and obtained at least one correct term for .
Those who subsequently factorised were able to show that there were exactly two
stationary points. Many also included a y-coordinate for the points which had not been
asked for.
Q30.
Part (a) was answered correctly by a small majority. Incorrect statements were often seen;
and using, for example, 3x2 instead of (3x)2 was very common. Poor presentation was
also evident in many responses.
Part (b) was answered quite well. Most students showed a correct method or answer for
the area of the right-angled triangle. Those who worked out the perpendicular height of
the isosceles triangle were more successful than those who attempted a trigonometric
method.
Q31.
In part (a) most students showed their working but those who omitted it scored zero.
Various approaches were used to simplify the numerator, with the most common being to
replace cos2x with 1 – sin2x. Some also tried to change the denominator and this usually
caused problems. Part (b) was not attempted by a significant number of students. Many of
those who did were able to give the correct two solutions.
Q32.
In part (a) it was common for relevant steps or reasons to be omitted. In a proof, each
step must be seen and only a small proportion of students managed to complete the
question successfully. Some showed working on the diagram but did not make the
relevant statements in the working lines which were needed. There were quite a lot of
non-attempts in part (b) along with many correct answers.
Q33.
Many students scored two marks for a relevant use of Pythagoras’ theorem. The most
common error was to work out an angle that was not asked for, frequently the angle
between EC and the plane ABCD.
Q34.
This question was well answered.
Q35.
Page 80 of 81
This question was quite well answered. The most common incorrect choice was y = 5.
Q36.
There were many correct answers but also a variety of errors were made. The most
common error was to use 6a3 instead of (6a)3. Other errors included using a radius of 12a,
using the formula for a sphere rather than a hemisphere, omitting π or making a cancelling
error involving π.
Q37.
This question was a good discriminator. Most students showed their working. It was quite
common to see the numerator changed to x3 – x but not making a similar change of sign
in the denominator. Those who correctly factorised the given numerator quite often
changed the + sign to a – sign when factorising the denominator.
Q38.
This question was not well answered. It was common to see 3a2 instead of (3a)2 in the
Cosine rule formula. Others simplified 9a2 + a2 – 6a2cos 120 to 4a2cos 120. Many gave
the answer 1 : 13 after getting to b2 = 13a2.
Q39.
This question was very well answered.
Q40.
This question was poorly answered. Many students did not take the square root of both
sides and most of those that did only considered positive square roots or did not square
root 4. It was common to see the brackets expanded, often with errors made.
Page 81 of 81

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A, B, C and D Are Points On A Circle, Centre O.: (3 Marks)

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Q1.

Points A, B and C lie on a circle, centre O.

Work out the value of x.

Answer _________________________________________ degrees

Work out one possible pair of integer values for a and b.

(a) Work out the value of p when m = −5.5

(b) Work out the values of m when p = 2

Work out the value of

You must show your working.

The nth term of a sequence is

(b) Write down the limiting value of the sequence as n→∞

AB = 6 , angle ABC = 45° and angle ACB = 60°

Give your answer in the form ,where a and b are integers.

You must show your working.

(b) Hence, factorise fully x3 + 8x2 + 5x − 50

The y-coordinate of the minimum point is

The y-coordinate of the maximum point is 13

(0, 4) is a point on the curve.

The tangent at (0, 4) has a negative gradient.

Sketch the curve on the grid below.

You must show your working.

Rearrange to make x the subject.

You must show your working.

Angle ABC = 90° and tan

Work out the equation of the line BC.

Answer ( ________ , ________ )

Rearrange to make p the subject.

Use the factor theorem to work out the value of c.

Work out AB.

Which of these is the equation of the circle?

Work out the value of k.

Now, P is 28 greater than Q.

Work out the value of x.

Work out the values of a and b.

Simplify your answer.

Work out the possible values of a.

The tangent at Q is parallel to the x-axis.

(b) Show that the equation of the tangent at Q is y=2

(c) Work out the x-coordinate of R.

Show that the curve has exactly two stationary points.

All dimensions are in centimetres.

Give your answer in the form px2 where p is an integer.

Answer _________________________________________ cm2

(b) Hence solve = −1 for 0° ≤ x ≤ 360°

Answer ____________________ degrees

Answer _________________________________________ degrees

Work out the value of a.

Circle your answer.

The diameter is 12a cm

The volume is 486π cm3

You must show your working.

Use the cosine rule to work out the ratio b2 : a2

Answer ________________ : ________________

Answer Mark Comments

reflex angle AOC = 2 × 2x M1

their 4x + x + 75 = 360 M1dep oe

reflex angle AOC = 360 − (x + M1 oe

Answer ( , )

Answer :