2 Marks

Q1.
where I is the identity matrix.
Work out the value of m.
Answer _________________________________________
(2 marks)
Q2.
f(x) = x3 − 2
The domain of f(x) is x ≤ 3
Work out the range of f(x).
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Answer _________________________________________
(2 marks)
Q3.
The first four terms of a quadratic sequence are
−3 3 13 27
Work out an expression for the nth term.
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Page 1 of 62
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Answer _________________________________________
(3 marks)
Q4.
A linear sequence has first term
The term-to-term rule is
One term of the sequence is an integer.
Work out the value of this integer.
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(2 marks)
Q5.
Factorise fully (p + 6)11 − (p + 6)10
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(2 marks)
Q6.
Page 2 of 62
The nth term of a different sequence is
Work out the sum of the first three terms.
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(2 marks)
Q7.
Simplify fully
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(3 marks)
Q8.
On the grid, sketch a graph for which
the rate of change of y with respect to x is always zero.
Page 3 of 62
(1 mark)
Q9.
On the grid, sketch a graph for which
the rate of change of y with respect to x is always a positive constant.
(1 mark)
Q10.
Here is a sketch of the curve y = (2x + 3)(x − 2)
The curve intersects the x-axis at A and B.
Page 4 of 62
(a) Complete the coordinates of A and B.
A ( ________ , 0 ) B ( ________ , 0 )
(2 marks)
(b) Write down the range of values for x for which (2x + 3)(x − 2) < 0
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Answer _________________________________________
(1 mark)
Q11.
P is a point on a curve.
The curve has gradient function
The tangent to the curve at P is parallel to the line 3x − 2y = 9
Work out the x-coordinate of P.
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Page 5 of 62
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(4 marks)
Q12.
−2 < a < 0 and −1 < b < 1
Tick the correct box for each statement.
Always true Sometimes Never true

true
a2 < 0
−1 < b3 < 1
<0
a−b>0
(4 marks)
Q13.
Write as an integer power of a.
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Answer _________________________________________
(2 marks)
Q14.
y = 2x(x2 − 5x)
Page 6 of 62
Circle the expression for
2(2x − 5) 6x2 − 20 3x2 − 10x 6x2 − 20x

(1 mark)
Q15.
Here is a sketch of quadrilateral PQRS.
M is the midpoint of PS.
Use gradients to show that MR is parallel to PQ.
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(3 marks)
Q16.
Page 7 of 62
Work out the values of a and b.
a = ____________________ b = ____________________
(3 marks)
Q17.
f(x) =
Solve f(x + 1) − f(2x) = 0.5
You must show your working.
Answer _________________________________________
Page 8 of 62
(6 marks)
Q18.
A, B and C are points on the circumference of a circle, centre O.
ECD is a tangent to the circle at C.
Angle AOB = 2x + 46°
Angle OBC = 37°
Angle ACD = 3x
Work out the value of x.
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Page 9 of 62
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Answer _________________________________________degrees
(4 marks)
Q19.
ADEF is a trapezium.
ABCD is a straight line.
BCEF is a square of side cm
(a) Show that AB = cm
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(1 mark)
(b) Show that DE = 2 cm
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(1 mark)
(c) Work out the perimeter of the trapezium ADEF.
Give your answer in the form t +w where t and w are integers.

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Page 10 of 62
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Answer ______________________________ cm
(3 marks)
Q20.
Prove that (3x + 5)2 − 5x(x + 10) ≥ 0 for all values of x.
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(4 marks)
Q21.
Rationalise the denominator and simplify fully
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Page 11 of 62
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Answer _________________________________________
(4 marks)
Q22.
Here is a sketch graph of y = cos x for 0° ≤ x ≤ 360°
You are given that cos 36° = 0.8090
Solve cos x = −0.8090 for 0° ≤ x ≤ 360°
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Answer _________________________________________
(2 marks)
Page 12 of 62
Q23.
Here are two transformations.
A Rotation 90° clockwise about the origin.

B Reflection in the line y = x
Use matrix multiplication to work out the single matrix which represents the combined
transformation A followed by B.
Answer _________________________________________
(4 marks)
Q24.
A curve has the equation y = x3 + ax2 − 7 where a is a constant.
The gradient of the curve when x = 4 is twice the gradient of the curve when x = −1
Work out the value of a.

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Page 13 of 62
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Answer = _________________________________________
(5 marks)
Q25.
A cone has base radius r cm, perpendicular height h cm and slant height l cm
The curved surface area is 60π cm2

l = 3r
Work out the value of h.
Give your answer in the form a where a is an integer greater than 1

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(5 marks)
Q26.
Here is a sketch of the curve y = ab-x where a and b are positive constants.
(0, 3) and (2, 0.48) lie on the curve.
Page 14 of 62
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a = _________________________________________
b = _________________________________________
(4 marks)
Q27.
Factorise fully 6x2 + 26xy − 20y2
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Answer = _________________________________________
Page 15 of 62
(3 marks)
Q28.
ABC is a straight line.
A is the point (−4, 5)
C is the point (20, −7)
AB : BC = 5 : 3
Work out the coordinates of B.
Answer ( _____________________ , _____________________ )

(4 marks)
Q29.
Show that (2n + 3)3 + n3 is divisible by 9 for all integer values of n.
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Page 16 of 62
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(4 marks)
Q30.
A function is given by f(x) = −2x −1 ≤ x < 0
= x(4 − x) 0≤x<3
= 2x − 3 3≤x≤4
Draw the graph of y = f(x) on the grid.
(4 marks)
Q31.
Solve
Page 17 of 62
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x = _________________________________________
(3 marks)
Q32.
Work out the smallest integer value of x that satisfies the inequality 8 − 5x < 26
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Answer _________________________________________
(2 marks)
Q33.
The transformation matrix maps the point (3, 4) onto the point (8, −7)
Page 18 of 62
Answer a = ____________ , b = ____________
(5 marks)
Q34.
By multiplying both sides of the equation by x
Solve 2x − 3x = 7x − for x>0

Give your answer to 3 significant figures.
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(4 marks)
Q35.
Write as a single fraction.
Give your answer in its simplest form.
Page 19 of 62
Answer _________________________________________
(2 marks)
Q36.
Simplify
Give your answer in the form where a, b, c and d are integers.
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(5 marks)
Q37.
A straight line passes through the points (−2, 11) and (1, 2)
Work out the equation of the line.

Give your answer in the form y = mx + c
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Page 20 of 62
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(3 marks)
Q38.
VABCD is a pyramid with a horizontal rectangular base ABCD.
V is directly above the centre of the base.
VA = VB = VC = VD = 10 cm
AB = 8 cm BC = 6 cm
M is the midpoint of BC.
Work out the size of angle VMD.
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Page 21 of 62
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Answer ____________________ degrees

(5 marks)
Q39.
How many odd numbers greater than 30 000 can be formed from these digits
2 4 6 7 8
with no repetition of any digit?
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Page 22 of 62
Answer _________________________________________
(3 marks)
Q40.
f(x) = 3x3 − 2x2 − 7x − 2
(a) Use the factor theorem to show that (3x + 1) is a factor of f(x).
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(2 marks)
(b) Factorise f(x) fully.
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(3 marks)
Page 23 of 62
Mark schemes
Q1.
Answer Mark Comments
2m + 2 = 1 M1 oe equation or calculation
or 2m + 1 = 0
or
or
A1
or −0.5
Additional Guidance
Condone missing brackets in
Allow
Mark positively
eg error in matrix multiplication but 2m + 2 = 1 and answer M1, A1

−0.5
More than one answer given is A0
eg m + 2 = 1 and 2m + 1 = 0 (mark positively) M1
Answer −1 and −0.5 A0
Q2.
f(x) ≤ 25 B2 B1 f(x) < 25
or or k ≤ f(x) ≤ 25
25 ≥ f(x) or k < f(x) ≤ 25
where k is any number < 25
SC1 ≤ 25 or x ≤ 25
Page 24 of 62
Additional Guidance
Condone f(x) replaced by eg y or f or fx or F(x) or F or Fx or x3 −

2
in B2 or B1 responses
Equivalent inequalities may be seen B1
25 > f(x)
Allow −∞ < f(x) ≤ 25 B2
Condone −∞ ≤ f(x) ≤ 25 B2
−∞ < f(x) < 25 or −∞ ≤ f(x) < 25 B1
[−∞, 25] or (−∞, 25] B1
(−∞, 25) B0
Condone f(x) = ≤ 25 B2
Condone f(x) = < 25 B1
Condone f(x) = x ≤ 25 SC1
f(x) ≤ 25 in working with list of integers on answer line B1
Only a list of integers B0
Q3.
Alternative method 1
(Second differences =) 4 M1 second differences seen at least

once and not contradicted
or 2n2
may be seen by the sequence
−3 − 2 3 − 8 (13 − 18 27 − 32) M1dep subtracts 2n2 from the given

terms
or
−5 −5 (−5 −5)
2n2 − 5 A1 oe eg 2n2 + 0n − 5
does not need terms collected

once and not contradicted
or 2n2
Page 25 of 62
3a + b = 3 − −3 M1dep oe
and substitutes a = 2
or
b=0
2n2 − 5 A1 oe eg 2n2 + 0n − 5
Any three of M1
a + b + c = −3
4a + 2b + c = 3
9a + 3b + c = 13
16a + 4b + c = 27
3a + b = 3 − −3 M1dep oe
and 5a + b = 13 − 3 obtains two correct equations in

same two variables from their
or equations
a = 2 and b = 0
2n2 − 5 A1 oe eg 2n2 + 0n − 5

once and
or 2n2
not contradicted
2 × 12 + b × 1 − 5 = −3 M1dep 2n2 + bn − 5 = −3 with n = 1

substituted
or 2 + b − 5 = −3
oe
or b = 0
eg 2 × 22 + b × 2 − 5 = 3
2n2 − 5 A1 oe eg 2n2 + 0n − 5
Page 26 of 62
Additional Guidance
Condone working in a different variable
Alt 1 2nd M1
Subtracting given terms from 2n2 leading to 5 5 (5 5) must

be recovered
eg final answer 2n2 − 5
(2n2 − 5n or 2n2 − 5n − 5 is not a recovery)
Answer 2n2 …… scores at least M1
Condone n = 2n2 − 5 or 2n2 − 5 = 0 M2 A1
Q4.
M1 oe eg 7 + 6 × 9 or 7 + 54
or or 6 × −2 = −12
allow
or
with n = 7
or
states that need to add 6 lots
of allow
with n = 6
or
7th term
Additional Guidance
61 in working lines with 7(th) on answer line M1 A0
If repeatedly adding they must stop after adding 6

lots or clearly select the relevant one
Answer 6 or 6th term with M1 not seen M0 A0
Ignore any conversions to decimals
Beware M0 A0
Q5.
Page 27 of 62
(p + 6)10(p + 5) B2 B1 (p + 6)10(p + 6 − 1)
or or
(p + 5)(p + 6)10 states x = p + 6 and x10(x − 1)
(any letter for x other than p)
or
correct partial factorisation
eg (p + 6)[(p + 6)10 − (p + 6)9]
or (p + 6)2[(p + 6)9 − (p + 6)8]
Additional Guidance
Any shape of bracket may be used
(p + 6)10((p + 6) − 1) B1
Missing brackets must be recovered B0
eg p + 5 (p + 6)10 not recovered and B1 response not seen
Condone (p + 6)10(p + 5) B1
Condone (p + 6)10(p + 6 − 1) B1
(p + 6)10(p + 5) followed by expansion attempt B1
B1 response followed by expansion attempt B1
(p + 6)10 × (p + 5) B1
Condone multiplication signs for B1 B1
eg (p + 6)10 × (p + 6 − 1)
B1
Q6.
B2
or or 5.8 oe eg
B1 any two of 1, , oe
values
Page 28 of 62
Additional Guidance
Terms must be evaluated for B1 unless correct answer seen

B0
eg1
B2
eg2
1 7 2.6 B1
Ignore conversion attempts after a correct value seen
Q7.
32c2d 2 or 32(cd)2 B3 B2 (numerator =) 64c3d 6
or
single term answer with two of
32, c2 and d 2 (not in a
denominator)
B1 single term answer with one
of 32, c2 and d 2 (not in a
denominator)
SC2 factorised correct
expression
eg 16cd(2cd)
Additional Guidance
B2
2c2d 2 or 32c2d or 32c2 or or or
64(cd)2 etc
B1
32c d or c
3 2 or or or etc
B2
or
B2
Allow denominator of 1 in a B2 or B1 answer eg
Multiplication signs in a correct expression eg 32 × c2 × d 2 B2
Allow multiplication signs in a B2, SC2 or B1 answer eg 32 × B1

c3 × d
Page 29 of 62
Do not accept 25 for 32 eg 25c2d B1
If answer line scores B1 or B0 check working lines for

possible response for up to 2 marks
32c2d 2 in working with different answer on answer line B2
Q8.
Horizontal straight line B1 mark intention
Additional Guidance
Ignore any attempt at an equation
Mark the entire graph on the grid
Ignore any graph not on the grid
Line clearly drawn on the x-axis B1
Line does not need to start from the y-axis
Ignore any points plotted
Q9.
Straight line with gradient > 0 B1 mark intention
Additional Guidance
Ignore any attempt at an equation
Mark the entire graph on the grid
Ignore any graph not on the grid
Vertical line B0
A straight line joined to another line with a different gradient B0
Line does not need to start at (0, 0)
Ignore any points plotted
Q10.
Page 30 of 62
(a) B2 oe
and B (2 , 0)
B1 oe or B (2 , 0)
SC1 A (2 , 0) and
oe
Additional Guidance
Ignore the diagram
(b) B1ft oe
correct or ft their values from (a)
or
must be a single inequality in x
Additional Guidance
B0
B0
B0
and x < 2
B1ft
their (a) A (−2 , 0) and (B0 in (a))
(b)
B0ft
their (a) A (−2 , 0) and (SC1 in (a))
(b)
their (a) A (−3 , 0) and B (2 , 0) (B1 in (a)) B0ft
(b) 2 < x < −3
their (a) A (4 , 0) and B (−2 , 0) (B0 in (a)) B1ft
(b) −2 < x < 4
Only one value in (a) can only score in (b) for or
Page 31 of 62
Q11.
M1
or (y =) 1.5x... oe eg 1.5
or or 1.5
M1dep oe
implies M2
M1 oe eg x5 = 15 + 17
or x5 = 32 or
or
must rearrange to the form x5 =
or
correctly rearranges
to the form x5 =
(k any non-zero value)
2 A1
Additional Guidance
Condone error seen in rearrangement of 3x – 2y = 9 if
gradient is
May go on to score M3 A1
M1, M0,
M0, A0
(gradient =) 3
M0, M0dep
M1
x5 = 30 + 17 (3rd M is not dependent)
A0
2.16
M1
M0
M1
Page 32 of 62
A0
(3rd M is not dependent)
1.595
Condone answer (2, …)
2 embedded M3, A0
Q12.
B4 B1 for each correct row
Additional Guidance
Two boxes ticked in a row with other 3 rows fully correct B3
One row correct, two rows blank, all three boxes ticked in B1
another row
Only crosses used instead of ticks B4

eg cross in all 4 correct boxes with all other boxes blank
Ticks and crosses used – only mark the ticks for that row
eg Top row has X X ✔ scores B1 for that row
Second row has X ✔ X scores B0 for that row
Q13.
a−2 B2 B1 applies an index law or

changes fourth root to fractional
or decimal power in a correct
expression
eg
Page 33 of 62
or or
or or or
or or
or or
or
or or
B1
or
a–2 in working with –2 on answer line B1
B1
a–2 in working with on answer line
B1 response followed by further work is still awarded B1
Allow 0.25 for etc
Allow recovery of missing brackets
Q14.
6x2 – 20x B1
Q15.
M1
or (5, 6) oe eg
may be on diagram
Page 34 of 62
M1 oe method for at least one
gradient or at least one
unsimplified gradient seen
or
eg
or
is M1M1
A1 oe method for both gradients or

two unsimplified gradients seen
and gradients shown to be equal
or
eg and
and these are both

and
SC2 (5, 6) and at least one
shows that the gradients are
equal gradient given as
SC1 at least one gradient given
as
Additional Guidance
Mark intention for 1st M1 eg condone 5, 6 M1
M2, A1
M2, A1
M2, A1
M2, A0
and and parallel
is 2nd M0 unless recovered to
recovered to and recovered to could

go on to score full marks
both gradients = with no method or unsimplified gradients
Page 35 of 62
seen cannot score the A mark
do not score 2nd M1 unless recovered
Equation of a line does not score 2nd M1 unless a method or

unsimplified gradient seen
Using the reciprocals of gradients can score a maximum of

M1 M0 A0
Allow −0.66… or −0.67 for and etc

Ignore conversion attempt after a correct fraction is seen
(2nd) M1
or method for
1 = 4m + c and −3 = 10m + c
4 = −6m
(similar method possible for )
Q16.
3a = 4(2a + 3) or 3a = 8a + M1 oe equation
12
or
5a = 4b
A1
or −2.4
(b =)−3 A1ft ft their a × 1.25 evaluated
or evaluated
a≠0
if awarding ft M1 is implied
3a + 5a = 4(2a + 3) + 4b M1 oe equation
or 8a = 8a + 12 + 4b
Page 36 of 62
or 4b = –12
(b =)−3 A1
A1ft ft their b × 0.8 evaluated

or −2.4
or evaluated
b≠0
if awarding ft M1 is implied
Additional Guidance
Alt 1
a = 2 b = 2.5 (5a = 4b is implied) M1 A0

A1ft
M0
Accept or for (apply throughout scheme for

values)
Only solutions seen with one correct and the other incorrect (or 2 marks
missing)
Q17.
M1 oe
or or substituting correctly in at least
one expression
4x(x – 2) and (2x + 2)(2x –3) M1dep oe (could be from using a

different denominator)
or 4x(x – 2)− (2x + 2)(2x –3)
correct numerators or an
or 4x2 – 8x – 4x2 + 2x + 6 expression for both, which need
not be simplified
or 6 − 6x
do not award any follow through
or 2x(x – 2) and (x + 1)(2x –3) marks from an error in first M
mark
this one comes from a
denominator of 4x(x + 1)
4x(x – 2) – (2x + 2)(2x – 3) M1dep oe but needs to be the correct

equation
Page 37 of 62
= 0.5 × 4x × 2(x + 1) setting up the quadratic by
multiplying the RHS by the
product of the denominators
could be scored by both sides of
the equation still having the
same denominator
dep on both previous M marks
4x2 + 10x – 6 = 0 A1
or 2x2 + 5x – 3 = 0
(4x – 2)(x + 3) = 0 M1dep correct factors or correct use of

quadratic formula
or (2x – 1)(2x + 6) = 0
oe
or (2x – 1)(x + 3) = 0
0.5 and –3 A1 both answers needed
Additional Guidance
Stop marking as soon as an error is made after first M mark
Look out for correct answer from incorrect working ... M0A0
eg x + 1 – 2x = 0.5 ... gives x = 0.5

or
ie f(2x) written as 2 f(x) then incorrect multiplication
Q18.
Any angle in terms of x either M1 oe but this must be an explicit

in working or on diagram. expression for an angle
These could include:
mark positively (look for any
CBA = 3x; ACB = x + 23; correct angle)
OBA = 3x – 37; 67 – x will be awarded M1 if

seen on diagram but if in working
would need OBA stating. Apply
to other angles
BAC = BCE = 157 – 4x;
BOA (reflex) = 314 − 2x
Page 38 of 62
A further angle that could be a M1dep look for isosceles triangles being
different expression for one of formed by inserting a radius from
the angles in the first mark O to C.
or P is the point on the
circumference where BO is
an angle that doesn’t include x: extended.
eg OCE = 90; BCP = 90; could be a further angle that has
OCB = 37; BCE = 53; PCD = the same expression as the first
37
A correct equation formed for x M1 oe

that would lead to the solution;
eg (3x − 37) + (3x − 37) + (2x
+ 46) = 180 or 3x + (x + 23) +
53 = 180 many of these will
lead to 4x = 104
(x =) 26 A1
Additional Guidance
Look for angles on diagram
(x =) 37.5 could be a common error. Mark as per mark scheme
Labelling angle ABO as angle y and then writing 2y + 2x + 46 = 180 would

not be enough for the first M mark. If they went on to write y = 67 – x this
would gain the first M mark
Q19.
(a) Alternative method 1
B1 oe must see tan60 oe and some

evidence of manipulation with
oe as well as the final answer
to award B1
Use of 1 : 2 : triangle and B1 oe must see the triangle drawn

showing that our triangle is an and labelled or the ratio clearly
enlargement scale factor seen and the scale factor clearly
stated
(b) Alternative method 1
B1 oe must see sin30 oe and some

evidence of manipulation with
0.5 oe as well as the final answer
Page 39 of 62
to award B1
Use of 1 : 2 : triangle and B1 oe must see the triangle drawn

showing that our triangle is an and labelled or the ratio clearly
seen and the scale factor clearly
enlargement scale factor
stated
(c) B1 oe
allow or for this mark

seen on the diagram or clearly
shown in working
or
or
so
B1 oe
allow or or
for this mark seen on the
or CD = DE cos 30° diagram or clearly shown in
working
or
B1dep dependent on B1, B1 already

awarded
Additional Guidance
Condone brackets missed off if recovered
AF and CD could be seen in part (a) or part (b) so could be awarded B1 in

part (c) if used correctly
Q20.
9x2 + 15x + 15x + 25 − 50x M1 allow only one error in sign,

omission or coefficient but not in
Page 40 of 62
or more than one of these
could be written as 2 separate
9x2 + 30x + 25 − 5x2 − 50x
expansions or in a grid
or
9x2 + 15x + 15x + 25
and −5x2 − 50x or 5x2 +

50x
4x2 − 20x + 25 A1
4x2 − 20x + 25 M1dep factorises or completes the

square or uses the quadratic
and formula correctly. Answer
required for M1 dep
(2x − 5)2 or (2x − 5)(2x
− 5)
or 4(x − 2.5)2
or x = 2.5 or b2 − 4ac
= 0 from quadratic formula
(2x − 5)2 or 4(x − 2.5)2 (are A1 oe there must be a stated

squared terms) and so are conclusion eg equal roots and
always ≥ 0 positive quadratic so must be
greater than or equal to zero
9x2 + 15x + 15x + 25 − 50x M1 allow only one error in sign,

omission or coefficient but not in
or more than one of these
9x2 + 30x + 25 − 5x2 − 50x could be written as 2 separate

expansions or in a grid
or
9x2 + 15x + 15x + 25
and −5x2 − 50x or 5x2 +

50x
4x2 − 20x + 25 A1
4x2 − 20x + 25 M1dep uses calculus to find stationary

point
and and is zero

when
x = 25
Tests for minimum by using A1 oe there must be a stated
eg x = 2 and x = 3 or by using conclusion
2nd derivative or concludes
argument by saying this is a
Page 41 of 62
positive quadratic curve with
minimum point (2.5, 0), hence
always ≥ 0
Q21.
M1
condone missing final bracket of

if written in this form.
Brackets not needed if written as
two separate fractions
Denominator of 4 B1 Would be −4 if
Numerator M1 allow three terms correct in a 4

term expansion. If error appears
in 2 or 3 term simplification and 4
term expansion not seen award
M0
expansion could be seen in a
grid
A1 only if M1 awarded for correct

product
Additional Guidance
Correct first A mark and M1dep mark would assume first M mark correct if
not seen.
Q22.
144° B1 answers should be on answer

line but can be accepted if they
are the only angles written on the
diagram (other than 36° which is
the question so fine)
condone missing degree sign
216° B1
Additional Guidance
Don’t accept cos144°, cos216°, cos x = 144°, cos x = 216° B0
Accept cos144° = −0.8090 and cos216° = −0.8090 B1, B1
Page 42 of 62
If more than 2 angles offered this is choice
4 or more angles B0
2 wrong 1 right B0
1 wrong 2 right B1
1 wrong 1 right B1
Q23.
B1
B1
M1 must be two 2x2 matrices in the

correct order
A1 only if M1 awarded for correct

product
Additional Guidance
Mark positively for the B marks (you may see more than 2
matrices)
If both matrices wrong but then in the correct order B0, B0,
M1, A0
Both matrices correct but in wrong order B1, B1,

M0, A0
Possible to score B1 B0 M1 A0 if one correct and one not B1, B0,

M1, A0
Either A or B on answer line but not identified and no other B0, B0,
working M0, A0
Condone matrices written without brackets throughout
Q24.
Page 43 of 62
3x2 + 2ax M1 allow a derivative with at least
one term correct and a term in a
eg 3x2 + 2ax + 7 or 3x2 + 2a
3(4)2 + 2a(4) or 48 + 8a M1
3(−1)2 + 2a(−1) or 3 − 2a M1
48 + 8a = 2(3 − 2a) M1dep oe ft if first M1 earned
(a =) −3.5 A1 oe
Additional Guidance
Minimum expected working is to see the correct derivative in

the first M mark. If no working seen then no marks can be
awarded
If the word "twice" is interpreted the wrong way round ie M1, A1,
equation becomes A1, M0, A0
2(48 + 8a) = 3 − 2a this gives an answer of a = −5 or

−5.1666...
Q25.
π × r × 3r = 60 π M1 oe
r2 = 20 or or A1 oe
A1 oe
M1 oe using their l and r (this is

independent so l and r can be
or anything)
condone missing brackets
or
or (h2 =) 160
A1
Page 44 of 62
M1 oe
A1 oe
A1 oe
M1 oe using their l and r (this is

independent so l and r can be
or
anything)
condone missing brackets
or
or (h2 =) 160
A1
M1 oe
A1 oe
or
or l2 = 180
r2 + h2 = (3r)2 or (h2 =) 9r2 – r2 M1 oe to form an equation

with only 2 variables using
their l or r (this is
or independent so l and r
can be anything)
A1 oe
A1
Additional Guidance
Second M mark is independent of first M mark
Answer with no working will not gain any marks
Minimum working for full marks would be a correct M1, A1,

expression in the second M mark for alt method 1 and alt A1, M1, A1
method 2. In this the candidate would show l and r so the
first M mark would be implied. On alt method 3 they would
need to show correct evidence in the first A mark and second
Page 45 of 62
M mark as a minimum expectation
Q26.
a=3 B1
0.48 = their 3 × b–2 M1 oe
M1dep oe
or b2 = 6.25
b = 2.5 A1ft ft B0M2
Q27.
(6x + ay)(x + by) M1 ab = −20 or a + 6b = 26

(6x − 4y)(x + 5y) A1
2(3x − 2y)(x + 5y) A1 oe but must have 3 correct

factors
(3x + ay)(2x + by) M1 ab = −20 or 2a + 3b = 26

(3x − 2y)(2x +10y) A1

factors
2(3x2 + 13xy − 10y2) M1

factors
A1 for correct answer with signs
wrong way round ie 2(3x + 2y)( x
−5y)
Page 46 of 62
Alternative method 4 using (3x2 + 13xy − 10y2)
(3x + ay)(x + by) M1 ab = −10 or a + 3b = 13

(3x − 2y)(x + 5y) A1

factors
Additional Guidance
Candidates who remove x or y, factorise correctly and then M1, A2

replace the letter to gain correct answer
Candidates who remove x or y, factorise correctly and then M0, A0

don’t replace the letter
Condone further working in an attempt to solve an equation
Q28.
± (20 − −4) or ± (5 − −7) M1 allow on diagram

or
±24 or ±12 seen
M1dep oe
using × ± their 24 or
±15 or ±9
or
× ± their 12 or ±7.5 or
±4.5
(11, −2.5) A2 A1 for each
M1 oe (condone 1 numerical error)
or
M1 oe
and
Page 47 of 62
(11, −2.5) A2 A1 for each
Additional Guidance
(6, 0.5) if no other marks gained (from 3 and 5 reversed) SC1
11 or −2.5 seen in answer line with no working M1, M1,

A1, A0
(-2.5, 11) without working can be awarded the method marks M1, M1,
A0, A0
11 or -2.5 coming from correct working can be awarded one A

mark but for A2 these need to be written as coordinates in
brackets
Q29.
4n2 + 6n + 6n + 9 M1 allow one error
or 4n2 + 12n + 9 implied by 4n2 + 12n + k
or an2 + 12n + 9
8n3 + 12n2 + 24n2 + 36n + M1dep oe

18n + 27
ft their 4n2 + 6n + 6n + 9
allow one error
8n3 + 36n2 + 54n + 27 A1
or 9n3 + 36n2 + 54n + 27
9n3 + 36n2 + 54n + 27 A1 oe
and 9(n3 + 4n2 + 6n + 3) eg (9n3 + 36n2 + 54n + 27) ÷ 9
= n3 + 4n2 + 6n + 3
or
9n3 + 36n2 + 54n + 27 and all

coefficients
are divisible by 9
Q30.
Page 48 of 62
B1 for a straight line from (−1, 2)
to (0, 0). This should be drawn
with a ruler (give BOD)
B1 for a quadratic style curve
through (0, 0), (1, 3), (2, 4) and
(3, 3) within tolerance. Condone
one straight line between only
one of the sections between (0,
0) and (1, 3), (1, 3) and (2, 4) or
(2, 4) and (3, 3)
B4 B1 for any quadratic graph

drawn with correct curvature and
no straight lines (see examples)
with clear vertices at (0,0) and
(3,3) and within tolerance for
these points. There needs to be
evidence of a maximum turning
point drawn.
B1 for a straight line from (3, 3)
to (4, 5). This should be drawn
with a ruler (give BOD)
SC1 for all six stated points
plotted correctly and clearly
defined (don’t need to be joined
up or could be joined up
incorrectly). If any incorrect
points plotted then no marks can
be awarded
Additional Guidance
Tolerance of plot ± 2mm for each stated point (these are 1cm squares)
For f(x) = −2x extending to the left of x = −1 or f(x) = 2x − 3 extending to

the right of x = 4 greater than 2mm, award maximum 1 mark from B1 B1
only for a section that would have otherwise scored ie. If both lines
extended then B0 B1
If more than one line drawn in any section then choice so loss of marks
Ignore shading under or over the lines as long as the graph is clear
Additional Guidance
Page 49 of 62
This would score for the second B Some feathering but close enough
mark only to score B4
B0 but had the line stopped at (4,5) Straight lines both correct but
it would have gained B1 penalised one mark for the first one
extending beyond the domain B1.
Quadratic out of tolerance for (1,3)
B0. Correct curvature and vertices
B1
Q31.
or M1
or
M1dep
or
or or 4x = 182
or x = 92
x = 81 A1 ± 81 scores A0
Page 50 of 62
Q32.
−18 < 5x or 8 − 26 < 5x M1 5x or x term isolated on one side

of a correct inequality
or −5x < 26 − 8 or −5x < 18
or x > −3.6 or −x < 3.6
−3 A1
Additional Guidance
Trial and improvement (with no incorrect working) with M1, A1

correct answer. Could be as little as one trial
Trial and improvement with incorrect answer or choice
M0, A0
−5x < 18 but x < −3.6 (error) answer −3 (common double M1, A0
error, answer should be −4 following the first error)
8 − 5x = 26 leading to x = −3 M1, A1
8 − 5x = 26 not leading to x = −3 M0, A0
Q33.
M1
6a + 4b = 8 M1dep oe allow these to be written as a

matrix equation
and −3b − 4a = −7
in all likelihood this will imply M2
as the matrices may not be seen
Solve eg
oe
12a + 8b = 16
for making coefficients of a or b
and −12a − 9b = −21
equal
or
18a + 12b = 24
and −16a − 12b = −28

dependent on first M1 only
or substitution eg
Page 51 of 62
M1dep oe
a=
and
or
b=
and −4a −
a = −2 or b = 5 A1
a = −2 and b = 5 A1
Additional Guidance
Matrices wrong way round can be recovered by correct

equations in second M
Point written as coordinates rather than a matrix can be

recovered by correct equations in second M
a or b correct with no incorrect working M1, M1,

M1, A1,
A0
Q34.
2x2 − 3x = 7 M1 at least two terms correct
2x2 − 3x − 7 (= 0) A1 oe 3-term quadratic equation
M1 oe
correct attempt to solve their
3-term quadratic equation
or
2.77 A1 2.77 and − 1.27 is A0
Q35.
Page 52 of 62
Both fractions written with a M1 oe
common denominator (could
be written as a single fraction)
which is a multiple of 6a and eg or or
4 with at least one correct
(term of the) numerator
or
allow decimals in fraction eg
A1
Additional Guidance
Penalise further working
M1, A0
is likely to come from correct working
Q36.
(numerator =) 2x(4x2 – 25) B1
or
(numerator =) 2x(2x + 5)(2x – B1

5)
or
(ax + b)(cx + d) M1
where ac = 6 and bd = ± 35
(3x + 7)(2x – 5) A1
A1
Q37.
Page 53 of 62
M1 oe
or or −3
11 = (their −3)(−2) + c M1 do not award if −3 from first M

mark becomes 3 in this M mark
or 2 = (their −3)(1) + c
or c = 5
y = −3x + 5 A1 condone y = 5 − 3x
M1 oe
or or −3
y − 11 = (their −3)(x − −2) M1 do not award if −3 from first M

mark becomes 3 in this M mark
or y − 2 = (their −3)(x − 1)
y = −3x + 5 A1 condone y = 5 − 3x
Setting up two simultaneous M1 oe

equations
11 = −2m + c and 2 = m + c
m = −3 or c = 5 M1dep must see correct equations
y = −3x + 5 A1 condone y = 5 − 3x
Additional Guidance
m = −3 and/or c = 5 from a diagram M1, M1
Second M mark is not dependent in alt 1 and alt 2
Penalise further incorrect work eg y + 3x = 5 or y = 2x M1, M1,

A0
Q38.
(VM 2=) 102 – 32 or 100 – 9 or M1 oe

91
(DM 2=) 82 + 32 or 64 + 9 or M1 oe
73
102 = their 91 + their 73 M1dep oe

dep on M2
Page 54 of 62
may be implied
M1dep oe
dep on M3
[66.8, 66.9] or 67 A1
Q39.
18 B3 B2 identifies there are 3 choices

for first digit and 3 choices for
second digit
B1 identifies there are 3 choices
for first digit
or
identifies there is 1 choice for
last digit
Q40.
(a) M1 may be implied

Identifies
A1 oe
must show four terms and
equate to 0
or −2=0
(b) Alternative method 1
(3x + 1)(x2 – x ...) M1
or
Page 55 of 62
(3x + 1)(x2 – x – 2) A1
or
(3x + 1)(x + 1)(x – 2) A1
f(– 1) = 0 or f(2) = 0 M1
f(– 1) = 0 and f(2) = 0 A1
(3x + 1)(x + 1)(x – 2) A1
Page 56 of 62
Examiner reports
Q1.
Some students could not multiply out the matrices correctly and some did not know the
identity matrix.
Q2.
This question was a good discriminator. Notation errors were seen throughout. Using x to
give a range and using incorrect inequality symbols were the most common errors.
Q3.
This question was well answered. Most students used second differences to start this
question. The common incorrect answer was 2n2 – 5n
Q4.
This question was well answered. A few gave the answer as 7.
Q5.
This question was poorly answered with many students not scoring. Many tried to expand
the brackets, often thinking there would just be two terms for each expansion.
Q6.
This question was well answered. There were some calculation errors. Also some gave all
three terms but did not work out their sum.
Q7.
This question was well answered. Some wrote 25 instead of simplifying to 32.
Q8.
Although there were many correct answers, a common error was to draw a line with
positive gradient.
Q9.
This question was well answered.
Q10.
Part (a) was well answered but part (b) was not. Some used incorrect inequality symbols
while others did not realise there was a link with part (a).
Q11.
This question was not very well answered. This was usually due to not understanding the
term ‘gradient function’. Many correctly rearranged the equation of the tangent and
Page 57 of 62
obtained but could make no further progress. Others equated the gradient function to
the gradient of the normal at P. Those who did equate to were usually able to solve the
equation correctly.
Q12.
Nearly all students were able to score at least two marks.
Q13.
This question was well answered. Some gave the answer as a fraction so only scored one
mark.
Q14.
This was a multiple choice question and approximately 80% of students circled the correct
answer.
Q15.
Many fully correct responses were seen with most students showing sufficient working
rather than just stating each gradient as . Some did not use gradients explicitly,
instead making general statements involving, for example, 6 and 9. Others gave gradients
as multiples of x.
Q16.
This question was quite well answered although some did not convert the matrix equation
into two linear equations. Sign errors were made when solving their equation in a.
Q17.
Students who knew how to use the functions correctly often went on to score all 6 marks
for this question. Those that didn’t made a selection of careless errors usually with minus
signs or manipulation errors.
Q18.
Due to the many possible correct solutions, the mark scheme was made quite generic so
that it could be marked fairly. The first 2 marks could be either on the diagram or in the
working as long as the angles were labelled or if it was clear from an equation gaining the
third M mark. Students who introduced other unknown values could still gain full marks if
they achieved the correct answer but these methods usually led to simultaneous
equations and method marks needed to be awarded for the labelling of angles usually on
the diagram. Common errors were the assumption that ABC was isosceles and that OAC
was 3x (alternate angles). Once again, missing brackets and sign errors led to many
incorrect answers.
Q19.
Students must realise that for a ‘show that’ question, the argument must be convincing. A
significant number of students did not know the correct values for tan60, sin30 etc. For
Page 58 of 62
Alternative method 2, the use of the special triangles had to be drawn or stated clearly
and a reference made to the scale factor of the enlargement being made
In part ‘c’ many students scored all 3 marks as they used Pythagoras. This could often be
seen on the diagram as well as in the working. A common error here was an incorrect
calculation for . It was also possible to use Trigonometry to gain AF and CD but
this was rarely used.
Q20.
Other than the students who seemed to be put off by the fact that this was a proof
question and therefore did not attempt it, most students scored at least the first 2 marks
for expanding the brackets correctly and simplifying. However, there were many examples
of careless expansion of the second bracket losing the negative sign. Of these, most who
continued tried to factorise although some did use completing the square or the quadratic
formula. Only a small number of students gained the final A mark, as their closing
explanations were not sufficiently clear and in too many cases they assumed that as x
was positive then the expression would always be positive.
The most effective answer was simply to state that all square terms must always be ≥ 0
from (2x – 5)2. Students who used the formula needed to state that x = 2.5 gave equal
roots so just touched the axis and this was the minimum point as it was a positive
quadratic. Simply drawing a diagram was not sufficient. This also applied to the small
number of students following Alternative method 2. In this case the differentiation was
done correctly but they then didn’t follow it up with a second differentiation and tried to
explain that x = 2.5 meant the expression was always greater than 0. Generally, students
found constructing an argument difficult.
Q21.
This question was well answered. Some lost 1 or 2 marks due to easily avoidable errors,
such as stating that 12 ÷ 4 = 6. Another common error came when multiplying 11 by
Some students lost the final A mark by not dividing by 4. Very few students multiplied
by 3 – which is an improvement from previous years. Most of those multiplying by the
wrong term multiplied the numerator and denominator by
Q22.
Too many students failed to gain marks by writing incorrect statements on the answer line.
x does not equal cos 144 and nor does cos x = 144. Whilst it was clear the students knew
how to work out the answer, the lack of understanding of what was being asked had to be
penalised. A number of students found one of the correct answers but then forgot to find
the other. A common error was subtracting 36 from 90 rather than 180 and there were
also examples of poor arithmetic (eg 180 – 36 = 154). Answers written as an inequality
also lost the marks as this was giving a choice of answers. There were also a high
number of non-attempts for this question.
Q23.
Many students did not attempt this question. There were also a large number that decided
to ignore the instructions and do it by working out the transformation then putting that back
into a matrix. This scored 0 marks unless they had also shown evidence of knowing the
matrices for A and B. The additional guidance asked examiners to mark positively as it
was always likely that many students would not label A and B and possibly have
numerous matrices on the page. Therefore, for those students who have learnt the
matrices for the transformations A and B the first 2 marks were straight forward. Too many
Page 59 of 62
students gained the B marks but then wrote their matrices the wrong way round losing the
M and A marks. It was possible to score B0B0M1A0 by writing the matrix multiplication in
the correct order but with incorrect matrices (although it had to be clear which was matrix
A and matric B in this case). Where one matrix was correct but not labelled it was
assumed that this was correct and its position in the multiplication established with the
possibility of gaining the M mark as well.
There were a number of students who showed their matrix multiplication in a format that
was new to the examining team, with A written above the answer and B written to the left.
When it was applied correctly, this method gained full marks. Very few students missed
the brackets off, which is an improvement from earlier years.
Q24.
Those students who differentiated usually gained full marks or 4 marks. A lack of
differentiation resulted in 0 marks. Some students multiplied the wrong expression by 2
and others multiplied by 4 (perhaps 22). There were very few students achieving only 1 or
2 marks on this question.
Q25.
The statement ‘you must show your working’ was included in this question as otherwise a
lucky guess could have resulted in the correct answer. We set as our minimum expected
working the Pythagoras in the second M mark of Alternative method 1 and 2 and evidence
of and which could have appeared at the Pythagoras stage. Similarly,
on Alternative method 3 evidence of and and Pythagoras being used
was our minimum expectation. Some students didn’t show any use of Pythagoras so
could only gain the first 3 marks even if they had the correct answer on the answer line. A
large number of students found r = 15 and l = 45 but could still gain the second M mark if
they substituted these values correctly in to Pythagoras. These values came from 3r × r =
4r. This question proved to be a very good discriminator with a significant percentage
scoring at each possible mark.
Q27.
This question gave a very even spread of marks. Whilst there were many correct solutions
a disappointing number of students did all the hard work in factorising the expression only
to forget to take the common factor of 2 out. A small number of students removed y and
factorised for x. If y was substituted back in at the end, this could gain 3 marks, but there
were students who lost all 3 marks by not doing so. This method should be discouraged.
A growing number of students are using a method of factorising where the coefficient of x2
is put as the coefficient of x in both brackets but then divided back out again at the end.
Many students gained full marks from this method but those that didn’t divide the 6 back
out again at the end could still gain 2 marks.
Q28.
The first mark was an easy one to gain with simply ±12 or ±24 seen even if they then went
on to not use this in further working. Not surprisingly, most students used Alternative
method 1 and usually there was some evidence of them working out 3 or 5 eighths to gain
one of the values we needed to see. Some students didn’t finish it off and left their answer
as (15, 7.5) or once again made an error with a negative hence losing one or both of the A
marks. The last 2 lines of the additional guidance ended up being slightly confusing. If
(-2.5, 11) was seen on the answer line with no working the method marks could be
awarded for a total of 2. However, if the correct working was seen with either -2.5 or 11
Page 60 of 62
coming from it this could gain 3 marks which over-rode the first piece of guidance. Those
students who followed Alternative method 2 usually gained full marks, as this is a neat
method to use and has become more common over the lifetime of this specification. A
small number of students attempted to find the equation of the line which could have been
used to find one coordinate after the other had already been found. Overall, this question
was done well by the majority of students.
Q30.
It was important for students to show clearly that these were 3 distinct functions and far
too many students joined them up with a curve as though they were showing a quartic
curve. In this case, the only mark that could be awarded was the second B mark. The first
and third functions are straight lines and these lines had to be straight lines (where a ruler
was used this was clear but examiners were asked to give the benefit of the doubt over
this). Some students did lose a mark by over-extending their lines. For the quadratic part
of the graph the first mark was for sketching a quadratic style curve through the correct
points (although some tolerance was given for this). For the other B mark, it was important
to show clear vertices at (0,0) and (3,3) as well as correct curvature and a maximum point.
A number of students had more than one line in each section and this was marked as
choice. Another common error was students connecting all the points up with straight lines
which scored the first and last B mark. There was an even spread of marks over this
question.
Q31.
There were a number of different ways to achieve the first M mark on this question and
the vast majority of students did so. A very small number of students made the error of
thinking that 23 was 16 and that stopped them moving any further forward. The most
common error came at the last stage of working with too many students writing an answer
of 3 rather than 81 thinking that they needed to square root 9. A common miscopy was
extending the root x over the 10 as well however this could still gain the 2 M marks as to
get to a solution showed the same skills that we wanted to see. Similarly to question 4,
there were some students who tried to cube the left hand side wasting valuable time in
expanding brackets. ± was condoned during the working but was penalised if seen in the
answer.
Q32.
Only a small percentage of students failed to score on this question with most getting to
the first M mark. A number of students forgot to reverse the inequality when dividing by a
negative which would lead to an incorrect answer of -4. Some students followed this
method to get x < -3.6 but then made a second error by saying that x = -3 so the correct
answer came from incorrect working and hence only scored 1 mark. The correct answer
could be gained through correct Trial and Improvement but this method should be
discouraged as it’s not in keeping with this specification. Similarly some students changed
the inequality to an equality and solved. If they gained the correct answer then both marks
were awarded but quite often an error led to no marks. Once again this method should be
discouraged.
Q33.
Those students who knew how to multiply a point by a matrix in general went on to gain
full marks. Some students didn’t write down their matrix multiplication properly but
recovered it at the M1 dep stage by stating the correct equations. This could still lead to
full marks. A common error in the multiplication was to multiply the top line of the matrix by
3 and the bottom line by 4. Once again careless errors in the simultaneous equations
Page 61 of 62
came about by poor manipulation of the negative terms and unfortunately these could
lead to the loss of 3 marks. Most students chose to use elimination to find the solutions
but those that used substitution did so correctly. Nearly half of all students gained full
marks but over a third didn’t gain anything with a significant number not attempting the
question at all.
Q35.
This question was well answered. The most common way reason for failing to gain marks
here was to either not simplify the answer or continue to try to simplify beyond the final
answer by cancelling ‘a’ from the second term in the numerator and denominator. There
were also some students who added the denominators. A number of students chose to
use a common denominator of 12a and in general, these students gained both marks.
Q37.
This was a straightforward question for most students. Errors that are easy to avoid cost a
number of students several marks, particularly with minus signs, and this question
emphasised the importance of showing working. An answer of y = 3x – 1 could score 0, 1
or 2 marks depending on the amount of working shown. Most students followed
Alternative method 1 which is most in keeping with the GCSE specification. Approximately
10% of students used Alternative method 2, which shows that some establishments are
using this qualification as a stepping stone to A-level studies. However, some students
muddled x1 and y1. Very few students attempted Alternative method 3. A small number of
students tried to draw sketches, which was an inefficient method and only occasionally
gained full marks.
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Q1.

where I is the identity matrix.

Work out the value of m.

The domain of f(x) is x ≤ 3

Work out the range of f(x).

Work out an expression for the nth term.

The term-to-term rule is

One term of the sequence is an integer.

Work out the value of this integer.

Work out the sum of the first three terms.

the rate of change of y with respect to x is always zero.

the rate of change of y with respect to x is always a positive constant.

The curve intersects the x-axis at A and B.

The curve has gradient function

The tangent to the curve at P is parallel to the line 3x − 2y = 9

Work out the x-coordinate of P.

Tick the correct box for each statement.

Always true Sometimes Never true

2(2x − 5) 6x2 − 20 3x2 − 10x 6x2 − 20x

M is the midpoint of PS.

Use gradients to show that MR is parallel to PQ.

Solve f(x + 1) − f(2x) = 0.5

You must show your working.

Work out the value of x.

BCEF is a square of side cm

(a) Show that AB = cm

(b) Show that DE = 2 cm

(c) Work out the perimeter of the trapezium ADEF.

Give your answer in the form t +w where t and w are integers.

Rationalise the denominator and simplify fully

You are given that cos 36° = 0.8090

Solve cos x = −0.8090 for 0° ≤ x ≤ 360°

A Rotation 90° clockwise about the origin.

Work out the value of a.

The curved surface area is 60π cm2

Work out the value of h.

Give your answer in the form a where a is an integer greater than 1

Work out the coordinates of B.

Answer ( _____________________ , _____________________ )

A function is given by f(x) = −2x −1 ≤ x < 0

Draw the graph of y = f(x) on the grid.

Work out the values of a and b.

Solve 2x − 3x = 7x − for x>0

Write as a single fraction.

Give your answer in its simplest form.

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

Work out the equation of the line.

V is directly above the centre of the base.

Work out the size of angle VMD.

Answer ____________________ degrees

with no repetition of any digit?

(b) Factorise f(x) fully.

Answer Mark Comments

Condone missing brackets in

eg error in matrix multiplication but 2m + 2 = 1 and answer M1, A1

More than one answer given is A0

eg m + 2 = 1 and 2m + 1 = 0 (mark positively) M1

Answer −1 and −0.5 A0

Answer Mark Comments

f(x) ≤ 25 B2 B1 f(x) < 25

where k is any number < 25

Condone f(x) replaced by eg y or f or fx or F(x) or F or Fx or x3 −

Answer ( _ , _ )