Additional Assessment Materials

Summer 2021

Pearson Edexcel GCE in Mathematics

9MA0

Resource Set 1: Topic 1

Proof

Supplementary Information
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Additional Assessment Materials, Summer 2021

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© Pearson Education Ltd 2021

General guidance to Additional Assessment Materials for use in 2021

Context

• Additional Assessment Materials are being produced for GCSE, AS and A levels
(with the exception of Art and Design).
• The Additional Assessment materials presented in this booklet are an optional
part of the range of evidence you may use when deciding on a candidate’s grade.
• 2021 Additional Assessment Materials have been drawn from previous
examination materials, namely past papers.
• Additional Assessment Materials have come from past papers both published
(those materials available publicly) and unpublished (those currently under
padlock to our centres) presented in a different format to allow you to adapt
them to use with your candidates.

Purpose

• The purpose of this resource to provide qualification-specific sets/groups of

questions covering the knowledge, skills and understanding relevant to this
Pearson qualification.
• This document should be used in conjunction with the mapping guidance which
will map content and/or skills covered within each set of questions. The mapping
guidance will also highlight where the question originally came from to allow you
to access further support materials (mark schemes, examiner reports).
• Use of these assessment materials will assist you in assessing candidates’
current performance in areas not assessed elsewhere. Their use will also provide
an extra opportunity for candidates to demonstrate their performance at the
end of their course of study.
• Specific guidance relating to this selection of material for this subject is detailed
below.
• These materials are only intended to support the summer 2021 series.
Subject Specific Guidance

This document contains:

• the marks scheme

• examiner report (where available)
• mapping document

These questions have been taken from:

• Sample Assessment Material (SAMS)

• Mock Set 1
• Mock Set 2
• 1806 (Summer 2018)
• 1906 (Summer 2019)
• 2010 (Autumn 2020)

For questions taken from the SAMs, Mock Set 1 and Mock Set 2, there will not be any
supporting performance data. For questions taken from the 1806, 1906 and 2010 series,
performance data is provided.

Examiner report extracts for available questions have been taken from the past
examiner reports therefore the question number in the text may not match the
question number on the topic test.

The mapping table highlights where the question originally came from, specification
references that the questions covers and the performance data.
 Question Scheme Marks AOs

Attempts f (−3) = 3 × ( −3) + 2a × ( −3) − 4 × −3 + 5a = 0

1 3 2
M1 3.1a

Solves linear equation 23a = 69 ⇒ a = ... M1 1.1b

a=3 cso A1 1.1b
(3)
(3 marks)

M1: Chooses a suitable method to set up a correct equation in a which may be unsimplified.
This is mainly applying f (−3) = 0 leading to a correct equation in a.
Missing brackets may be recovered.
Other methods may be seen but they are more demanding
If division is attempted must produce a correct equation in a similar way to the f (−3) =
0
3 x 2 + (2a − 9) x + 23 − 6a
x + 3 3 x 3 + 2ax 2 − 4 x + 5a
3x3 + 9 x 2
method ( 2a − 9 ) x 2 − 4x
( 2a − 9 ) x 2 + (6a − 27) x
(23 − 6a ) x + 5a
(23 − 6a ) x + 69 − 18a
5a So accept 5=a 69 − 18a or
3x 2 ( 2a − 9 ) x equivalent, where it implies that
3
5a the remainder will be 0
x
3x 3 ( 2a − 9 ) x 2 x You may also see variations on
3
the table below. In this method
3
9x 2 ( 6a − 27 ) x 5a the terms in x are equated to −4

5a
6a − 27 + =
−4
3

M1: This is scored for an attempt at solving a linear equation in a.

For the main scheme it is dependent upon having attempted f (±3) = 0 . Allow for a
linear equation in a leading to a = ... . Don't be too concerned with the mechanics of this.
3 x 2 ...
Via division accept x + 3 3 x 3 + 2ax 2 − 4 x + 5a followed by a remainder in a set = 0
⇒a=...
or two terms in a are equated so that the remainder = 0
 FYI the correct remainder via division is 23a + 12 − 81 oe
A1: a = 3 cso
An answer of 3 with no incorrect working can be awarded 3 marks
Question Scheme Marks AOs

( Ax + B )( x − 2 )
2
4 x − 19 x 2 + 28 x − 4= +C
3
Sets up identity 2.1
2(a) M1
And finds values of A, B or C
For two of A =
4, B =
−3, C =
8 A1 1.1b

For all three of A =

4, B =
−3, C =
8 A1 1.1b

(3)
(3 marks)

Notes:
(a)
M1: For showing clear calculations and algebraic reasoning leading to values of A, B or C.

( Ax + B )( x − 2 )
2
E.g. If an identity is used then it must be correct. Sets 4 x3 − 19 x 2 + 28 x − 4= +C
and finds values of A, B and C are found by substituting or equating terms

E.g. If division is used then ( x − 2 ) → x 2 ± 4 x ± 4 and the division must lead to a linear quotient of
2

2
4 x + ....
4x + B with a remainder that is independent of x. x 2 − 4 x + 4 4 x − 19 x + 28 x − 4
3 2

(Note: This method would not be expected but is an acceptable way to score the marks )
A1: For two of A =
4, B =
−3, C =
8

A1: For all three of A =

4, B =
−3, C =
8
Question Scheme Marks AOs

3 3x 2 + k = 5 x + 2

E.g. 3x 2 − 5 x + k − 2 =0 or − 3 x 2 + 5 x + 2 − k =0 M1 1.1b

{"b 2
− 4ac " < 0 ⇒ } 25 − 4(3)(k − 2) < 0 M1 1.1b
25 − 12k + 24 < 0 ⇒ − 12k + 49 < 0
49
Critical value obtained of o.e. B1 1.1b
12
49
k> o.e. A1 2.1
12
(4)
(4 marks)
Question 3 Notes:
M1: Forms a one-sided quadratic equation or gathers all terms into a single quadratic expression

M1: Understands that the given equation has no real roots by applying "b 2 − 4ac " < 0 to their
one-sided

quadratic equation or to their one-sided quadratic expression { = 0}

B1: See scheme
A1: Complete process leading to the correct answer, e.g.
49
• k>
12
49
• <k
12
 49 
• k : k > 
 12 
with no errors seen in their mathematical argument
Question Scheme Marks AOs
1  2 
4 2 x ×=
4y =  
2 2  4 
Special If 0 marks are scored on application of the mark scheme then
Case allow
Special Case B1 M0 A0 (total of 1 mark) for any of
3
1 −x −
• →
1
• 2x × 4 y → 2x+2 y • 2 ×4 → 4
x y 2
x+ y 2 2

2x 2 2
• log 2 x + log 4 y → x log 2 + y log 4 or x log 2 + 2 y log 2

• ln 2 x + ln 4 y → x ln 2 + y ln 4 or x ln 2 + 2 y ln 2
 1 
• y = log  x  o.e. {base of 4 omitted}
2 2 2
3
−
Way 1 2 x × 22 y =
2 2 B1 1.1b
3
− 3
2x + 2 y =2 2
⇒ x + 2 y =−
⇒ y= ... M1 2.1
2
1 3 1
E.g. y =
− x− or y =
− (2 x + 3) A1 1.1b
2 4 4
(3)
 1 
Way 2 log( 2 x × 4 y ) =
log   B1 1.1b
2 2
 1 
log 2 x + log 4 y =log  
2 2 M1 2.1
⇒ x log 2 + y log 4= log1 − log (2 2) ⇒ y= ...
− log(2 2) − x log 2  1 3 
y= ⇒ y =− x−  A1 1.1b
log 4  2 4 
(3)
 1 
Way 3 log( 2 x × 4 y ) = log   B1 1.1b
2 2
 1   1 
log 2 x +
= log 4 y log   ⇒ log 2 +=

x
y log 4 log  =  ⇒ y ... M1 2.1
2 2 2 2
 1 
 − log (2 )
x
log 
 3 
y= 
2 2 1 A1 1.1b
⇒ y = − x− 
log 4  2 4 
(3)
 1 
Way 4 log 2 ( 2 x × 4 y ) = log 2   B1 1.1b
2 2
 1  3
log 2 2 x + log 2 4 y = log 2   ⇒ x + 2 y = − ⇒ y=... M1 2.1
2 2 2
 1 3 1
E.g. y =
− x− or y =
− (2 x + 3) A1 1.1b
2 4 4
(3)
(3 marks)

Question Scheme Marks AOs

1 3
−
Way 5 x
42 × 4y =4 4 B1 1.1b
1 3
x+ y − 1 3
42 =4 4 ⇒ x + y =− ⇒ y = ... M1 2.1
2 4
1 3 1
E.g. y = − x− or y =− (2 x + 3) A1 1.1b
2 4 4
(3)
Notes for Question 4
Way 1
B1: Writes a correct equation in powers of 2 only
Complete process of writing a correct equation in powers of 2 only and using correct
M1:
index laws to
obtain y written as a function of x.
1 3
A1: y=
− x − o.e.
2 4
Way 2, Way 3 and Way 4
B1: Writes a correct equation involving logarithms
Complete process of writing a correct equation involving logarithms and using correct log
M1:
laws to
obtain y written as a function of x.
 1 
 − log (2 )
x
log 
A1: − log(2 2) − x log 2 − ln(2 2) − x ln 2  2 2 
y= = or y = or y
log 4 ln 4 log 4
1 3 1
or y =
− x− or y =
− (2 x + 3) o.e.
2 4 4
Way 5
B1: Writes a correct equation in powers of 4 only
Complete process of writing a correct equation in powers of 4 only and using correct
M1:
index laws to
obtain y written as a function of x.
1 3
A1: y=
− x − o.e.
2 4
Note: Allow equivalent results for A1 where y is written as a function of x
Note: You can ignore subsequent working following on from a correct answer.
1 1  1 
Note: Allow B1 for 2 x × 4=
y
⇒ 4=
y
⇒ log 4 (4 =
y
) log 4  x 
2 2 2x 2 2 2 2 2
  1   2− x   2 
=
followed =
by M1 A1 for y log  2 x 2 2  or y log 4  2 2  or y = log 4  4(2 x ) 
4
     
 x+ 3 
or y = − log 4 ( 2 (2 x +1 ))
− log 4  2 2  or y =
 
Question Scheme Marks AOs
5 (a)  1 1 1 1
g  − = 4× − + a × + 4× − + b= 0
 2 8 4 2 M1 2.1
( a + 4b =
10 )

g′′(=
x) 24 x + 2a B1 1.1b

1
g′′   =4 + 2a =0 M1 2.1
6

Solves to find values for a and b M1 3.1a

a=
−2, b =
3 A1 1.1b

(5)
(b) Finds g′ ( x )= 12 x 2 − 4 x + 4 for their value of a and attempts
show that it cannot = 0
M1 3.1a
2
 1  11
e.g. 12 x 2 − 4 x +=
4 12  x −  +
 6 3

For all x, g′ ( x ) > 0 Hence g′ ( x ) ≠ 0 so no stationary

A1 2.4
points.
(2)

(7 marks)

Notes:
(a)
M1: Identifies the fact that ( 2 x + 1) is a factor to deduce that
 1 1 1 1
g  − = 4× − + a × + 4× − + b= 0
 2 8 4 2
B1: Differentiates twice to state (or use) g′′(=
x) 24 x + 2a
1
M1: Identifies the fact that y =g( x) has a point of inflection when x = to deduce that
6
1
g′′   =4 + 2a =0
6
M1: A complete method to find values for a and b
A1: a = −2, b =3

(b)
M1: Finds g′ ( x )= 12 x 2 − 4 x + 4 for their value of a and attempts show that it cannot = 0
E.g. Attempts to show that g′ ( x ) > 0 , or attempts to solve g′ ( x ) = 0

A1: For all x, g′ ( x ) > 0 Hence g′ ( x ) ≠ 0 so no stationary points.

Question Scheme Marks AOs
12 x
6 =f ( x) x∈, x  0
3x + 4

(a) M1 1.1b
0  f ( x) < 4
A1 1.1b
(2)
(b) 12 x
y= ⇒ y (3 x + 4) = 12 x ⇒ 3 xy + 4 y = 12 x ⇒ 4 y = 12 x − 3 xy M1 1.1b
3x + 4
4y
4 y = x(12 − 3 y ) ⇒ = x M1 2.1
12 − 3 y
4x
Hence f −1 ( x)
= 0 x < 4 A1 2.5
12 − 3 x

(3)
(c)  12 x 
12  
ff ( x) =  3x + 4 
M1 1.1b
 12 x 
3 +4
 3x + 4 

144 x
= 3x + 4
36 x + 12 x + 16
M1 1.1b
3x + 4

= =
144 x 9x
* {x ∈  , x  0} A1* 2.1
48 x + 16 3x + 1

(3)
(d)  7  9x 7
ff ( x) = ⇒ = ⇒ 18 x = 21x + 7 ⇒ − 3 x = 7 ⇒ x = ... M1 1.1b
 2  3x + 1 2
7
Reject x = −
3
A1 2.4
7
As ff ( x) is valid for x  0 , then ff ( x) = has no solutions
2
(2)
(d) 7
4 
 7  7
f -1   =  
Alt 1 2
ff ( x) =⇒  f ( x) = M1 1.1b
 2   2  12 − 3  7 
 
2
7  28
{f ( x)
= }=
f -1   A1 2.4
2 3
 28 7
As 0  f ( x) < 4 and as > 4 , then ff ( x) = has no solutions
3 2
(2)
(10 marks)

Question Scheme Marks AOs

6 (d) Range of ff ( x) is 0  ff ( x) < 3 M1 1.1b

Alt 2 7 7
As > 3 , then ff ( x) = has no solutions A1 2.4
2 2
(2)
Question 4 Notes:
(a)
M1: For one “end” fully correct; e.g. accept f ( x)  0 (not x  0 ) or f ( x) < 4 (not x < 4 );

or for both correct “end” values; e.g. accept 0 < f ( x)  4.

A1: Correct range using correct notation.

Accept 0  f ( x) < 4, 0  y < 4, [0, 4), f ( x)  0 and f ( x) < 4

(b)
M1: Attempts to find the inverse by cross-multiplying and an attempt to collect all the x-terms
(or swapped y-terms) onto one side.

M1: A fully correct method to find the inverse.

4x
A1: =
A correct f −1 ( x) , 0  x < 4 , o.e. expressed fully in function notation, including the
12 − 3 x
domain, which may be correct or followed through from their part (a) answer for their range
of f
12 x 4(3 x + 4) − 16 16
Note: Writing y = as y = ⇒ y =4 − leads to a correct
3x + 4 3x + 4 3x + 4
1  16 
f −1 ( x) =  − 4 , 0  x < 4
3 4 − x 
(c)
12 x 12f ( x)
M1: Attempts to substitute f ( x) = into
3x + 4 3f ( x) + 4
M1: Applies a method of “rationalising the denominator” for their denominator.
9x
A1*: Shows ff ( x) = with no errors seen.
3x + 1
Note: The domain of ff ( x) is not required in this part.
(d)
9x 7
M1: Sets to and solves to find x = ...
3x + 1 2
7
A1: Finds x = − , rejects this solution as ff ( x) is valid for x  0 only
3
7
Concludes that ff ( x) = has no solutions.
2
Question 6 Notes Continued:
(d)
Alt 1

Attempts to find f −1  
7
M1:
2

−1   7 28 7
A1: =
Deduces f ( x) f=   and concludes ff ( x) = has no solutions because
2 3 2
28
f ( x) = lies outside the range 0  f ( x) < 4
3
(d)
Alt 2
M1: Evidence that the upper bound of ff ( x) is 3
7 7
A1: 0  ff ( x) < 3 and concludes that ff ( x) = has no solutions because > 3
2 2
Question Scheme Marks AOs

7 f ( x) = x 3 − 6 x 2 + 7 x + 2, x ∈

(a) M1 2.2a
f ( x) = ( x − 2)( x 2 − 4 x − 1)
A1 1.1b
(2)
(b) {Note: ( x − 2) = 0 ⇒ xQ = 2 is known and at P, R, ( x 2 − 4 x − 1) =
0}

(i), (ii) 4 ± 16 − 4(1)(−1)

( x − 2) 2 − 4 − 1 =0 or x= M1 1.1b
2(1)

⇒ xP =2 − 5 and xR= 2 + 5 A1 1.1b

(2)
(c) sin θ − 6sin θ + 7sin θ + 2= 0,
3 2
− π  θ  12π ,

Deduces that there are 14 real solutions for −π  θ  12π B1 2.2a

Correct justification. E.g.
Both
• sin θ = 2 and sin θ =2 + 5 =4.236... have no real solutions
and either
• sin θ = 2− 5 = − 0.236... has 2 real solutions for each interval
of 2π . So there are 12 real solutions in the interval [0, 12π ]
and 2 real solutions in the interval [−π , 0]
• sin θ = 2− 5 = − 0.236... has 2 real solutions for each interval B1ft 2.4
of 2π . So there are 12 real solutions in the interval [−π , 11π ]
and 2 real solutions in the interval [11π , 12π ]
• sin θ = 2− 5 = − 0.236... has 2 real solutions for each interval
of 2π . So there are 14 real solutions in the interval
[−2π , 12π ] and no real solutions in the interval [−2π , − π ]
• sin θ = 2− 5 = − 0.236... has two real solutions in each of
[−π , 0], [π , 2π ], [3π , 4π ], [5π , 6π ], [7π , 8π ], [9π , 10π ] and
[11π , 12π ]
(2)
(6 marks)
Question 7 Notes:
(a)

M1: Deduces ( x − 2) is a factor of f ( x) and attempts to find a quadratic factor of f ( x) by either

equating coefficients or by algebraic long division

A1: ( x − 2)( x 2 − 4 x − 1)
(b)
(i), (ii)
Correct method (i.e. completing the square or applying the quadratic formula) to solve a
M1:
3TQ.
Note: M1 can be given here for at least one of either 2 − 5 or 2 + 5 written down in
part (b).
Finds and identifies the correct exact x coordinate of P and the correct exact x coordinate
A1:
of R
(c)
B1: Correct deduction of 14 (real solutions)
B1: See scheme
 Question Scheme Marks AOs
8 Attempts equation of line
Eg Substitutes ( −2,13) into = M1 1.1b
y mx + 25 and finds m

Equation of l is =
y 6 x + 25 A1 1.1b
Attempts equation of C
Eg Attempts to use the intercept ( 0, 25 ) within the equation M1 3.1a
y = a( x ± 2) + 13, in order to find a
2

Equation of C is y = 3( x + 2)2 + 13 or y = 3x 2 + 12 x + 25 A1 1.1b

Region R is defined by 3( x + 2)2 + 13 < y < 6 x + 25 o.e. B1ft 2.5
(5)
(5 marks)
Notes:
The first two marks are awarded for finding the equation of the line
M1: Uses the information in an attempt to find an equation for the line l.
25 − 13
E.g. Attempt using two points: Finds m = ± and uses of one of the points in their
2
=y mx + c or equivalent to find c. Alternatively uses the intercept as shown in main scheme.
A1: =y 6 x + 25 seen or implied. This alone scores the first two marks. Do not accept = l 6 x + 25
It must be in the form y = ... but the correct equation can be implied from an inequality. E.g.
.... < y < 6 x + 25 .
The next two marks are awarded for finding the equation of the curve
M1: A complete method to find the constant a in y = a( x ± 2)2 + 13 or the constants a, b in
y = ax 2 + bx + 25 .
An alternative to the main scheme is deducing equation is of the form y = ax 2 + bx + 25 and setting
and solving a pair of simultaneous equations in a and b using the point ( -2, 13) the gradient
being 0 at x = -2. Condone slips. Implied by C = 3x 2 + 12 x + 25 or 3 x 2 + 12 x + 25
FYI the correct equations are 13 =4a − 2b + 25 ( 2a − b =−6 ) and −4a + b =0
A1: y = 3( x + 2)2 + 13 or equivalent such as y = 3x 2 + 12 x + 25 , f ( x ) = 3( x + 2)2 + 13 .
Do not accept C = 3x 2 + 12 x + 25 or just 3 x 2 + 12 x + 25 for the A1 but may be implied from
an inequality
or from an attempt at the area, E.g. ∫ 3 x 2 + 12 x + 25 dx
B1ft: Fully defines the region R. Follow through on their equations for l and C.
Allow strict or non -strict inequalities as long as they are used consistently.
E.g. Allow for example '' 3( x + 2)2 + 13 < y < 6 x + 25 '' '' 3( x + 2) + 13  y  6 x + 25 ''
2
 Allow the inequalities to be given separately, e.g. y < 6 x + 25, y > 3( x + 2)2 + 13 . Set notation may be
used so {( x, y ) : y > 3( x + 2) + 13} ∩ {( x, y ) : y < 6x + 25} is fine but condone with or without
2

any of ( x, y ) ↔ y ↔ x
Incorrect examples include '' y < 6 x + 25 or y > 3( x + 2) 2 + 13 '',

{( x, y ) : y > 3( x + 2) + 13} ∪ {( x, y ) : y < 6x + 25}

2

Values of x could be included but they must be correct. So 3( x + 2)2 + 13 < y < 6 x + 25, x < 0 is fine
If there are multiple solutions mark the final one.
Question Scheme Marks AOs
M1 2.1
9 (a) gg(0)= g((0 − 2) 2 +1) = g(5)= 4(5) − 7= 13
A1 1.1b
(2)
(b) Solves either ( x − 2) 2 + 1= 28 ⇒ x= ... or 4 x − 7= 28 ⇒ x= ... M1 1.1b
35
At least one critical value x= 2 − 3 3 or x = is correct A1 1.1b
4
Solves both ( x − 2) 2 + 1= 28 ⇒ x= ... and 4 x − 7= 28 ⇒ x= ... M1 1.1b
35
Correct final answer of ‘ x < 2 − 3 3 , x > ’ A1 2.1
4
Note: Writing awrt − 3.20 or a truncated − 3.19 or a truncated (4)
− 3.2 in place of 2 − 3 3 is accepted for any of the A marks
(c) h is a one-one {function (or mapping) so has an inverse}
g is a many-one {function (or mapping) so does not have an B1 2.4
inverse}
(1)
M1
(d)  −1 1   1
h ( x) =− ⇒ x=
h−  B1 on 1.1b
Way 1  2   2
epen
2 2
 1  1 
x = − − 2  + 1 Note: Condone x = − 2  + 1 M1 1.1b
 2  2 
⇒x= 7.25 only cso A1 2.2a
(3)
(d) {their h −1 ( x) } =± 2 ± x ± 1 M1 1.1b
Way 2 1
Attempts to solve ± 2 ± x ± 1 =− ⇒ ± x ± 1 =... M1 1.1b
2
⇒x= 7.25 only cso A1 2.2a
(3)
(10 marks)
Notes for Question 9
(a)
M1: Uses a complete method to find gg(0). E.g.
• Substituting x = 0 into (0 − 2) 2 + 1 and the result of this into the relevant part of
g( x)
• Attempts to substitute x = 0 into 4(( x − 2) 2 + 1) − 7 or 4( x − 2) 2 − 3
A1: gg(0) = 13
(b)
M1: See scheme
A1: See scheme
M1: See scheme
A1: Brings all the strands of the problem together to give a correct solution.
Note: You can ignore inequality symbols for any of the M marks
If a 3TQ is formed (e.g. x 2 − 4 x − 23 =
0 ) then a correct method for solving a 3TQ is
Note:
required for
the relevant method mark to be given.
Note: Writing ( x − 2) 2 + 1 =28 ⇒ ( x − 2) + 1 = 28 ⇒ x =−1 + 28 (i.e. taking the square-root of
each term to solve ( x − 2) 2 + 1 =28 is not considered to be an acceptable method)
Note: Allow set notation. E.g. { x ∈  : x < 2 − 3 3 ∪ x > 8.75} is fine for the final A mark
 Notes for Question 9 Continued
(b) continued
Note: Give final A0 for { x ∈  : x < 2 − 3 3 ∩ x > 8.75}
Note: Give final A0 for 2 − 3 3 > x > 8.75
35
Note: Allow final A1 for their writing a final answer of “ x < 2 − 3 3 and x > ”
4
35
Note: Allow final A1 for a final answer of x < 2 − 3 3 , x >
4
Note: Writing 2 − 27 in place of 2 − 3 3 is accepted for any of the A marks
Note: Allow final A1 for a final answer of x < − 3.20, x > 8.75
Note: Using 29 instead of 28 is M0 A0 M0 A0
(c)
B1: A correct explanation that conveys the underlined points
Note: A minimal acceptable reason is “h is a one-one and g is a many-one”
Note: Give B1 for “ h −1 is one-one and g −1 is one-many”
Note: Give B1 for “h is a one-one and g is not”
Note: Allow B1 for “g is a many-one and h is not”
(d) Way 1
 1
M1: Writes =
x h− 
 2 
M1: See scheme
 1
A1: x h  −  to deduce that x = 7.25 only, cso
Uses =
 2
(d) Way 2
M1: See scheme
M1: See scheme
A1: Use a correct h −1 ( x) =2 − x − 1 to deduce that x = 7.25 only, cso
1 5 25
Note: Give final A0 cso for 2 + x − 1 =− ⇒ x − 1 =− ⇒ x − 1 = ⇒ x =7.25
2 2 4
1 5 25
Note: Give final A0 cso for 2 ± x − 1 =− ⇒ x − 1 =− ⇒ x − 1 = ⇒ x =7.25
2 2 4
1 5 25
Note: Give final A1 cso for 2 ± x − 1 =− ⇒ − x − 1 =− ⇒ x − 1 = ⇒ x =7.25
2 2 4
1 5 25
Note: Allow final A1 for 2 ± x − 1 =− ⇒ ± x − 1 =− ⇒ x − 1 = ⇒ x =7.25
2 2 4
 Question Scheme Marks AOs
10(a) Sets H =0 ⇒ 1.8 + 0.4d − 0.002d 2 =0 M1 3.4
Solves using an appropriate method, for example

( 0.4 ) − 4 ( −0.002 )(1.8 )

2
−0.4 ± dM1 1.1b
d=
2 × −0.002
Distance = awrt 204 ( m ) only A1 2.2a
(3)
(b) States the initial height of the arrow above the ground. B1 3.4

(1)
(c) 1.8 + 0.4d − 0.002d 2 = (
−0.002 d 2 − 200d + 1.8 ) M1 1.1b

= (
−0.002 (d − 100) 2 − 10000 + 1.8 ) M1 1.1b

=
21.8 − 0.002(d − 100) 2 A1 1.1b
(3)
(d) (i) 22.1 metres B1ft 3.4

(ii) 100 metres B1ft 3.4

(2)
(9 marks)
Notes:
(a)
M1: Sets H =0 ⇒ 1.8 + 0.4d − 0.002d 2 =0
M1: Solves using formula, which if stated must be correct, by completing square (look for
( d − 100=
)
2
10900 ⇒=
d .. ) or even allow answers coming from a graphical calculator
A1: Awrt 204 m only
(b)
B1: States it is the initial height of the arrow above the ground. Do not allow '' it is the height of
the archer''
(c)
M1: Score for taking out a common factor of −0.002 from at least the d 2 and d terms
M1: For completing the square for their ( d 2 − 200d ) term

A1: =
21.8 − 0.002(d − 100) 2 or exact equivalent
(d)
B1ft: For their '21.8+0.3' =22.1m
B1ft: For their 100m
Question Scheme Marks AOs
11(a) x = −4 or y = −5 B1 1.1b
P (−4, −5) B1 2.2a
(2)
(b) 3 x + 40 =−2( x + 4) − 5 ⇒ x =... M1 1.1b

x = −10.6 A1 2.1
(2)
(c) a>2 B1 2.2a
5
y = ax ⇒ −5 = −4a ⇒ a = M1 3.1a
4
{a : a 1.25} ∪ {a : a > 2} A1 2.5
(3)
(7 marks)

Notes:

(a)
B1: One correct coordinate. Either x = −4 or y = −5 or (−4, …) or (…,−5) seen.
B1: Deduces that P (−4, −5) Accept written separately e.g. x = −4, y = −5
(b)
M1: Attempts to solve 3 x + 40 =−2( x + 4) − 5 ⇒ x =... Must reach a value for x.
You may see the attempt crossed out but you can still take this as an attempt to solve the
required equation.
A1: x = −10.6 oe e.g. − 53 only. If other values are given, e.g. x = −37 they must be rejected
5
53
or the − clearly chosen
5
as their answer. Ignore any attempts to find y.
Alternative by squaring:
3 x + 40= 2 x + 4 − 5 ⇒ 3 x + 45= 2 x + 4 ⇒ 9 x 2 + 270 x + 2025= 4 ( x 2 + 8 x + 16 )
53
⇒ 5 x 2 + 238 x + 1961 =0⇒ x=−37, −
5
M1 for isolating the x + 4 , squaring both sides and solving the resulting quadratic
A1 for selecting the − 53
5
Correct answer with no working scores both marks.

(c)
B1: Deduces that a > 2
M1: Attempts to find a value for a using their P (−4, −5)
 Alternatively attempts to solve ax = 2(x + 4) – 5 and ax = 2(x + 4) – 5 to obtain a value
for a.
A1: Correct range in acceptable set notation.
{a : a 1.25} ∪ {a : a > 2}
{a : a 1.25} , {a : a > 2}
Examples: {a : a 1.25 or a > 2}
{a : a 1.25, a > 2}
( −∞,1.25] ∪ ( 2, ∞ )
( −∞,1.25] , ( 2, ∞ )
Examiner Reports
Question 1
This proved to be a very suitable start to the paper. Most candidates used the factor theorem
and produced an equation in a by setting f (-3) = 0. Most could then solve their linear equation
in a to find its value. Candidates who used this method generally went on to score full marks.
Common mistakes tended to be arithmetic or sign errors, for example not cubing (-3) accurately
in the first term.
Other methods were seen but were generally less efficient and not as effective. Those
candidates that started with (x+3)(ax2+bx +c) and equated coefficients were generally
successful, however those candidates that tried to solve this problem using long division
generally made errors and did not score highly. It was rare to see students scoring zero on this
question.

Question 2
Not available

Question 3
Not available

Question 4
Q01 proved challenging for a significant number of candidates. This was probably because of
the more open-ended nature of the question, allowing candidates to select their own problem-
solving strategy to express y as a function of x. It was not apparent to most candidates that y
could be expressed as a linear function of x.

More able candidates, however, were able to provide a concise solution. Other candidates were
still able to achieve full marks but expressed y as a more complicated function of x. A few
candidates attempted to express x as a function of y, suggesting a lack of understanding of the
terminology.

It appeared that most candidates failed to realise that Q01 could be solved purely using indices.
Instead, most candidates chose to immediately take logarithms as their first step towards a
  1 
solution. A correct first step, e.g. log( 2 × 4 ) =
x y
log   , was rewarded by the mark
 2 2 
scheme. Unfortunately, some candidates combined taking logarithms with an incorrect
application of the addition law for logarithms as their first step, therefore gaining no marks.

E.g. 2 x × 4 y → log 2 x × log 4 y. Most candidates who had a correct first step of work went on
to achieve full marks, with some only failing to do so by making an arithmetic error.

Q01 highlighted some candidates’ weaker algebraic, indices and logarithms skills. Common
1 1
errors included 2 x × 4 y → 8 xy , 2 x × 4 y → 8x+ y , x
→ x , or
2 2 2 4 2

1 2x
2 x × 4 y= → 4 y= .
2 2 2 2

The most common correct answers were y =

log ( ) − log (2 ) ,
1
2 2
x
 1 
y = log 4  x  or
log 4 2 2 2

y=
ln ( 1
2x 2 2 ). Only a minority of candidates obtained a correct y =
1 3
− x− .
ln 4 2 4

Question 5
Not available

Question 6
Not available

Question 7
Not available

Question 8
A very significant majority of the candidates did not seem to know how to define a region
using inequalities. It was common to see a response where the area of region R was attempted
using integration. It was only a small minority of candidates who made a correct inequality
statement at the end, even with the allowance of follow through on their quadratic curve and
their line equations. It was often the case that this final mark was lost due to a candidate using
the letter R rather than y in their inequality.
Finding the equations of the boundaries of the region is essential when defining the
inequalities, so candidates who went on to find an area were mostly still trying to do this and
if successful would have only lost the final mark. A very small minority of candidates found
the area below the line by using a trapezium area formula and so did not manage to gain the
marks for the line equation.
Finding the line equation correctly was achieved by a majority of candidates, although a
slip with the line gradient did occur occasionally even if the diagram showed a convincingly
positive gradient. Finding the equation of the quadratic curve was found to be more difficult,
with a common error being f(x)=(x+2)2+13. Occasionally a candidate spotted that this was
not consistent with the curve going through (0,25) and tried to adjust their answer, but not
often in a correct way. Attempts at using f (x)=a(x+2)2+13 were often successful at finding a,
whilst attempts at using f (x)=ax2+bx+c were much less often correct.

Question 9
Q06 discriminated well between candidates of all abilities, with only a few candidates gaining
full marks. There were some marks in Q06(b) and Q06(d) which were accessible to the
majority of candidates.

In Q06(a), many candidates struggled with the split domain for g( x) (i.e. for x ≤ 2,

g( x) =( x − 2) 2 + 1 and for x > 2, g( x) =

4 x − 7 ) and only a minority gained both marks. Many
candidates found a correct g(0) = 5, but a significant number used the incorrect method of

substituting ‘5’ to give gg(0) = (5 − 2) 2 + 1 = 10. Only a minority used a correct method and
found gg(0)= 4(5) − 3= 13. Occasionally candidates found an algebraic expression for
gg( x) , although this was often incorrect. Very few obtained a correct answer of 13 by
substituting x = 0 into 4(( x − 2) 2 + 1) − 7 or 4( x − 2) 2 − 3.

In Q06(b), many candidates attempted to solve the inequality g( x) > 28 by finding the critical
35
values for x. Most solved the linear equation to find a correct critical value x = , and many
4

solved the quadratic equation to find x= 2 ± 3 3 . A minority rejected x= 2 − 3 3 and

deduced that x= 2 − 3 3 was the second critical value. Only a few candidates used the critical
35
values and the diagram in Q6 to write down the correct solution x < 2 − 3 3 ∪ x > . Some
4
35 35
candidates, however, incorrectly gave x = , x= 2 ± 3 3 or gave x < 2 + 3 3 ∪ x > as
4 4
their final answer. A few candidates made no creditable progress in Q06(b) by using a method
of equating both parts of g( x) and attempting to solve the equation ( x − 2) 2 + 1 = 4 x − 7.

Although Q6(c) required a comment for both functions, f and g, some candidates only wrote a
comment about one of the two functions. A significant number of candidates believed that g
did not have an inverse due to its being defined in ‘two parts’. Candidates who were successful
in Q6(c) usually gave a reason such as, ‘g is a many-one function and h is a one-one function’.
A few correctly stated that the inverse of g is one-many, which is not a function, whereas the
inverse of h is one-one, which is a function. A few candidates incorrectly described g as a
‘one-many function’.

 1
In Q06(d), only a few candidates applied the method of finding x by applying h  −  . As this
 2
method was less prone to error, most candidates who used it scored full marks. Most candidates
applied a complete method of finding their inverse h −1 ( x), followed by using their inverse to
1
form and solve the equation h −1 ( x) = − . Many candidates who found a correct answer
2
x = 7.25 lost the final mark in Q06(d). This was because they used the incorrect inverse
h −1 ( x) =2 + x − 1 (instead of the correct h −1 ( x) =2 − x − 1 ) which led to their ‘solving’ the
1
incorrect x − 1 =− (which has no solutions) to give x = 7.25. A few candidates in Q06(d)
2
incorrectly believed that h −1 ( x) referred to the reciprocal of h, or even to the first derivative of

h with respect to x.

Question 10
Not available

Question 11
Part (a) of this question was generally well answered, with most candidates being able locate
P correctly. A few candidates launched into some lengthy algebra, in some cases resulting in
values for x and y bearing no relation to the position of P on the diagram.

Answers to part (b) from this cohort of candidates were very disappointing and displayed an
overreliance on algebra and poor understand of modulus graphs. Very few candidates
identified x = -10.6 as the solution to the equation. Instead most answers wrote down the
solution to 3x+40 = 2(x+4) – 5 {x =-37} as well as x = -10.6, scoring M1A0. A few
candidates used a calculator to directly write down the correct value of x to gain both marks –
perhaps not a bad strategy for students who are weak at modulus graphs. A simple check on
a calculator would also have established that only x = -10.6 was a solution to the printed
equation.

Part [c] of this question was one of the most challenging parts of this paper, with hardly any
candidates gaining all 3 marks. Candidates seemed unable to ‘visualise’ the question and see
directly that there would be an intersection if a was greater than 2, so the B mark was hardly
ever gained (and consequently the A mark was immediately lost). The M mark for
considering P and attempting a = 5/4 was occasionally gained, although as above this often
entailed long winded algebraic methods e.g. solving simultaneous equations to find a.
 6. Exponentials and Logarithms
2. Algebra and Functions

3. Coordinate Geometry

4. Sequences and Series

9. Numerical Methods
7. Differentiation
5. Trigonometry

Question Total
8. Integration

10. Vectors
1. Proof
Original question Spec References A* A B C D E U

1 9MA0_01_1906 - Question: 01 2.6 ✓ 3 2.9 2.8 2.7 2.6 2.4 2.1 1.5

2 9MA0_01_Mock2 - Question: 4 2.6,8.2, 8.6 ✓ ✓ 6 N/A N/A N/A N/A N/A N/A N/A

3 9MA0_01_Mock1 - Question: 3 2.3, 2.5 ✓ 4 N/A N/A N/A N/A N/A N/A N/A

4 9MA0_02_1906 - Question: 01 2.1 ✓ 3 2.6 1.9 1.3 1.0 0.6 0.4 0.1

5 9MA0_02_Mock2 - Question: 7 2.4, 2.6, 7.1, 7.3,7.3 ✓ ✓ 7 N/A N/A N/A N/A N/A N/A N/A

6 9MA0_01_Mock1 - Question: 4 2.7, 2.8,2.8,2.6, 2.8,1.1, (2.7), 2.8 ✓ ✓ 10 N/A N/A N/A N/A N/A N/A N/A

7 9MA0_02_Mock1 - Question: 4 2.6, 2.7,2.2, 2.3, 2.6, 2.7,2.3, 2.6, 2.7, 5.1, 5.3, 5.7 ✓ ✓ 6 N/A N/A N/A N/A N/A N/A N/A

8 9MA0_01_2010 - Question: 7 2.3, 2.5, 3.1 ✓ ✓ 5 3.1 2.4 2.0 1.8 1.5 1.4 0.9

9 9MA0_02_1906 - Question: 6 2.8,2.3, 2.5,2.8,2.3, 2.8 ✓ 10 8.1 6.7 5.8 5.0 4.1 2.9 1.4

10 9MA0_01_SAMS - Question: 11 2.3, 2.11,2.11,2.3,2.3, 2.11 ✓ 9 N/A N/A N/A N/A N/A N/A N/A

11 9MA0_02_2010 - Question: 11 2.7,2.7,2.5, 2.7, 3.1 ✓ ✓ 7 4.5 3.4 2.8 2.2 1.9 1.4 0.6