5 4 M2 for oe or 20 seen or (2 + 8) 2 oe 20 4 = M1 for or or A1 cao

Transcription

1 = M2 for oe or 20 seen or (2 + 8) 2 oe 20 4 = (M for the sum of 3 sides of the rectangle) M (dep) for the sum of 3 or 4 sides of the rectangle 4 or an attempt to evaluate (2 + 8) 2 oe to get the length of one side 2 (c)* e.g. HL to SC: 02 4 Visit (at least 3 hours) SC to HL: [Note : there are 9 possible solutions] A fully correct plan showing departure times and arrival times of the two bus journeys 4 B for a departure time of or or 0 2 or 02 from HL M (indep) for a correct arrival time at SC and a correct departure time from SC (or Cartbridge St) which allows for a stay of at least 3 hours in SC (the differencing does not have to be seen) for correctly adding 3 hours to a their arrival time at SC B for a departure time from SC of 3 20 (3 from CS) or 4 24 (4 4 from CS) or 5 6 (5 07 from CS) C (dep on M) for a complete correct plan which includes the departure and arrival times of the two bus journeys [Note: bus departure times may be identified by their starting times. Eg the 5 07 from Cartbridge Street would be acceptable for the identification of the bus which arrives a HL at 5 49] = = M for or or Flour = 270 Ginger = 60 Butter = 65 Sugar = 45 3 M for 24 6 oe or 24/6 or.5 seen or (=270) or (=60) or (=65) or (=45) or sight of any one of the correct answers A2 for all 4 correct answers (A for 2 or 3 correct answers) 5 (a) 3f B for 3f or f3 or 3 f or f 3

2 6 e.g. 4 2 (=20) (=9) = M M M A for 4 2 (= 20) or for (= 9) for cao (00 49) (6 + 2) (=4) (=24) 00 (4 + 24) = 35 w b c Boys 6 2 Girls Eg. How many hours do you read each day? 0 to h over h to 2 h over 2 h M for (=5) M for (= 4) and 4 +0 (= 24) M for 00 ( ) NB working may appear in table or diagram 2 B for an appropriate question with reference to a time frame, with a unit of time, or a question with a time frame, with a unit of time, implied by responses B for at least 3 non-overlapping boxes (ignore if not exhaustive) or for at least 3 exhaustive boxes (ignore if any overlapping) [Note: labels on response boxes must not be inequalities] Do not accept frequency tables or data collection sheets for award of the second B mark 8 44 B cao 2

3 = 30, 30 5 = = 20, 20 4 = = = M for (=50) or 25 0 bags (i.e ) sold for = 2.50 M for (=60) or 2 60 = 30, 30 2 = 60 profit 3 60 = 20, 20 = 20 profit = = 5 loss on 0 bags (i.e ) 0 3 = = = (=80) M (dep on st M) for oe (=25) M (dep on previous M) for 25 ( ) A for 2.50 (accept 2.5) 3 60 (=20) M (dep on st M) for ( ) 3 ( ) oe (=25) M (dep on previous M) for 25 ( ) A for 2.50 (accept 2.5) 3

4 0 (a) trapezium B for trapezium or isosceles trapezium (b) 2 B2 for correct tessellation (at least 5 more shapes) (B for at least 4 shapes (including initial shape) correctly tessellating) 33 2 M for 5 5 or 25 seen in the working or or 8 seen in the working 2* S: = 4 W: = 5 D: 6 40 ( 00) = 0.4 (40%) W: 3 8 ( 00) = (37.5%) Debbie and correct calculations 4 Compares Marks out of 40 or fractions with denominator of 40 M for oe or 4 seen (or 4/40 seen) M for or 5 seen (or 5/40 seen) 4 5 A for 4 and 5 or 40 and 40 C (dep on M) for correct conclusion for their working QWC with 3 comparable marks: Decision and justification should be clear with working clearly presented and attributable. Decimals (or Percentages) M for 6 40 ( 00) oe or 0.4 (or 40) seen M for 3 8 ( 00) oe or (or 37.5) seen A for 0.4 and (or 40 and 37.5) C (dep on M) for correct conclusion for their working QWC: with 3 comparable decimals (or percentages: Decision and justification should be clear with working clearly presented and attributable. 4

5 3 (a) = M2 for 300 ( ) oe = (M for or 20 seen or 300 (2 5) or 30 seen (b) c = = 8 2 M for or 200 seen M for or or or correct scale factor clearly linked with one ingredient eg 0 with sugar or 5 with butter or flour or 50 with milk or an answer of 20 or (a) = = = (b) Yes and 30 3 M for dividing side of patio by side of paving slab eg or or or or 6 and 5 seen or 6 divisions seen on length of diagram or 5 divisions seen on width of diagram M for correct method to find number of paving slabs eg (360 60) (300 60) oe or 6 5 or 30 squares seen on diagram (units may not be consistent) A for Yes and 30 ( or 2 extra) with correct calculations M for complete correct method with relative place value correct. Condone multiplication error, addition not necessary. 5

6 6 Acton after 24, 48, 72, 96,.. Barton after 20, 40, 60, 80,.. LCM of 20 and 24 is 20 9: 00 am + 20 minutes Acton after 24, 48, h 2 min... Barton after 20, 40, h LCM is 2 hours 9: 00 am + 2 hours : 00 am 3 M for listing multiples of 20 and 24 with at least 3 numbers in each list ; multiples could be given in minutes or in hours and minutes (condone one addition error in total in first 3 numbers in lists) A identify 20 (mins) or 2 (hours) as LCM A for : 00 (am) or (am) or o'clock M for listing times after 9am when each bus leaves the bus station, with at least 3 times in each list (condone one addition error in total in first 3 times after 9am in lists) A for correct times in each list up to and including : 00 A for : 00 (am) or (am) or o'clock 7 e.g. $20 = 2.50 $00 = = = $4 3 M for a correct method to convert $00 to, e.g (= 62.50) ( 2.50 is their reading from the graph at $20) M (dep) for A for 2.5(0) (units must be stated) M for correct method to convert 60 to $, e.g (=96) or ft their answer to part (a) M (dep) for A for $4 (units must be stated) 8* (=70) (80 70 ) 2 angles at a point add to 360o, angles in a triangle add to 80o, base angles of an isosceles triangle are equal y = 55 reasons 4 M for oe M for (80 70 ) 2 Reasons: angles at a point add up to 360 angles in a triangle add up to 80 base angles of an isosceles triangle are equal C2 for y = 55 and all correct reasons Note: An answer of 55o alone, is not enough; y = 55 must be explicitly stated or clearly shown on the diagram 6

7 9, = = = 0.49 Pack of 9 3 M2 for a fully correct method to enable a conclusion eg.96 2¼ M for or or 0.47 seen or 47 seen M for.96 4 or 96 4 or 0.49 seen or 49 seen 20 5w = w = 6 5 6/5 oe 2 M for 5w 6 +6 = oe or w oe or w oe 2* 80 9 :80 9 3: =20:60:00 Not enough cement (but enough sand and enough gravel) 5:3 5:5 5 =5:45: =35 (<80) Not enough cement (to make 80kg of concrete) A for oe No + reason 4 M for 80 (+3+5) (=20) or 3 multiples of : 3: 5 M for 20 or 3 20 or 5 20 or 20 seen or 60 seen or 00 seen A for (Cement=) 20, (Sand=) 60, (Gravel=) 00 C ft (provided both Ms awarded) for not enough cement oe M for ( 5 and) 3 5 and 5 5 or 9 5 or sight of the numbers 5, 45, 75 together. M for A for 35 (<80) C ft (provided both Ms awarded) for not enough cement oe M oe seen or drawn or 27 seen or use of 3 layers 23 (a) B cao (b) inc. B for answer in the range inc 7

8 24 Area of cross section M for (=38) or (=38) or (=38) or or or (=00) or (=80) or (=200) or (=630) or (=250) M (dep) for 38 0 or 380 or or or ( ) (= 38) 25 (a) B cao (b) 4 B cao = 6.75 (=7 bags) = = 6.75 (=7 bags) M for or or 2 or 35 seen M (dep) for or 6 or 7 seen M (dep on previous M) for or [SC: M for ( ) 20 (= 62 20) or 8 or 9 seen M (dep) for or M for ( ) 20 (= 08 20) or 5 or 6 seen M (dep) for or ] 8

9 27* Angle DBC = (80 50) 2 45 with reasons 4 M for (80 50) 2 oe or 65 seen Base angles of isosceles M for (80 65 ) or triangle are equal Angle ABD = or oe Angles on a straight line add up to 80 C2 for x identified as 45 with full reasons x = Angles in a triangle add QWC: Reasons clearly laid out with correct geometrical language used up to 80 (C (dep on M) for one reason QWC: Reasons clearly laid out with correct geometrical language used ) NOTE: x = 45 with no working or without any correct angles marked on the diagram cannot score rectangle 2 B2 for a single 4 6 rectangle drawn anywhere on the grid (B for a single 4 n rectangle or a single m 6 rectangle drawn anywhere on the grid) Note: All nets and 3-D sketches get NO marks 29 Region shaded 3 B for circle arc of radius 3cm (± 2mm) centre Burford B for circle arc of radius 5 cm (± 2mm) centre Hightown B for overlapping regions of circle arcs shaded 9

10 30* (a) 0 B cao (b) y x Miles Ed Bill Ed is cheaper up to 20 miles, Bill is cheaper for more than 20 miles 3 M for correct line for Ed intersecting at (20,30) ± sq tolerance or 0 + x =.5x oe C2 (dep on M) for a correct full statement ft from graph eg. Ed cheaper up to 20 miles and Bill cheaper for more than 20 miles (C (dep on M) for a correct conclusion ft from graph eg. cheaper at 0 miles with Ed ; eg. cheaper at 50 miles with Bill eg. same cost at 20 miles; eg for 5 go further with Bill or A general statement covering short and long distances eg. Ed is cheaper for shorter distances and Bill is cheaper for long distances) 3 (a) 6y 5 B cao (b) 4x(2x + y) 2 B2 cao (B for x(8x + 4y) or 2x(4x +2y) or 4(2x2 + xy) or 4x(ax + by) where a, b are positive integers or ax(2x + y) where a is a positive integer or 4x(2x y)) 0

11 (c) 0t = gh 0t 2 M for clear intention to multiply both sides of the equation by 0 (eg. 0 seen on both sides of equation) g 0t or clear intention to divide both sides of the equation by g h = g (e.g. g seen on both sides of equation) or 0t = gh t h or g 0 or fully correct reverse flow diagram eg. 0 g A for 0t g oe 32 3x 5 = 2x+24 x = 39 2x+3x 5 +2x+ 2x+24 = 360 9x + 9 = 360 9x = 35 x = 39 2x + 2x+24 = 80 4x + 24 = 80 4x = 56 x = M for forming an appropriate equation eg 3x 5 = 2x + 24 or 2x + 3x 5 + 2x + 2x + 24 = 360 oe or 2x + 2x + 24 = 80 oe or 2x + 3x 5 = 80 oe or 2x + 3x 5 = 2x + 2x + 24 M (dep) for correct operation(s) to isolate x and non-x terms in an equation to get ax = b M2 A for cao 35 9 or 95 5 or 56 4 oe

12 New Qn Question Number Paper Date Skill tested Maximum score Mean Score Mean Percentage Percentage scoring full marks Q4 F 206 Find the perimeter of rectangles and triangles Q4c F 2 Work out time intervals Q5b F 206 Extract data from lists and tables Q23 F 2 Solve a ratio problem in context Q3a F 2 Manipulate algebraic expressions by collecting like terms Q2 F 2 Design and use two-way tables for discrete and grouped data Q26 F 2 Design a question for a questionnaire Q20b F 206 Calculate median Q20 F 2 Find a fraction of a quantity a Q6a F 206 Recall the properties and definitions of special types of quadrilaterals b Q6b F 206 Understand tessellations of regular and irregular polygons Qb F 206 Find the value of calculations using indices Q7 F 206 Interpret fractions, decimals and percentages as operators a Q26a F 206 Add, subtract, multiply and divide any number b Q26b F 206 Substitute numbers into a formula Q23b F 206 Solve a ratio problem in context a Q22a F 206 Calculate perimeters and areas of shapes made from triangles and rectangles b Q22b F 206 Add, subtract, multiply and divide any number Q24 F 206 Find the Lowest common multiple (LCM) and Highest common factor (HCF) of two numbers Q5b F 2 Interpret straight-line graphs for real-life situations ready reckoner graphs Q9 F 2 Use the side/angle properties of isosceles and equilateral triangles Q9 F 206 Add, subtract, multiply and divide any number Q7c F 2 Solve linear equations, with integer coefficients, in which the unknown appears on either side or on both sides of the equation Q29 F 2 Solve a ratio problem in context Q2a F 206 Use 2-D representations of 3-D shapes a Q03b F 2 Use brackets and the hierarchy of operations b Q03c F 2 Find square roots and cube roots Q27 F 2 Find the volume of a prism, including a triangular prism, cube and cuboid a Q6a F 2 Find the value of calculations using indices b Q6b F 2 Find square roots and cube roots

13 New Qn Question Number Paper Date Skill tested Maximum score Mean Score Mean Percentage Percentage scoring full marks 26 Q25 F 2 Find the area of a trapezium Q2 F 206 Use the side/angle properties of isosceles and equilateral triangles Q22 F 2 Understand and draw front and side elevations and plans Q28 F 2 Find and describe regions satisfying a combination of loci a Q8a F 206 Interpret straight-line graphs for real-life situations b Q8b F 206 Interpret straight-line graphs for real-life situations a Q25a F 206 Multiply a single algebraic term over a bracket b Q25b F 206 Factorise algebraic expressions by taking out common factors c Q25c F 206 Change the subject of a formula Q27 F 206 Understand and use the angle properties of quadrilaterals