nts assessments - rising stars

National Test-style Standardised Assessments: MathematicsThis document contains the mark schemes and teacher guidance for the NTS Spring Assessments [published September 2019].

The free teacher guidance provides what you need to administer and mark the Spring tests.

It contains the:

❯ curriculum maps of content covered in the tests

❯ mark schemes and marking guidance for the tests.

More extensive teacher guidance will be provided in the full NTS Manual, which will be published in

Spring 2020, together with the NTS tests for Summer. The NTS Manual will also include the following

information:

❯ raw score to standardised score conversion tables

❯ strand level performance information

❯ age-standardised scores, mathematics ages and the NTS Scale for predicting progress

❯ further information about interpreting and analysing results

❯ technical information about the standardisation

❯ answers and mark schemes for all NTS tests for all terms.

The final manual will take the form of an online PDF, which will be free to download for all

NTS customers.

To access your copy as soon as it publishes, go to risingstars-uk.com/ntsmarkschemes.

NTS Assessments

© Hodder and Stoughton Limited 2019

First published in 2019 by

RS Assessment from Hodder Education, part of the Hodder Education Group

An Hachette UK Company

Carmelite House

50 Victoria Embankment

London

EC4Y 0DZ

www.rsassessment.com

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Contents © Hodder & Stoughton Limited 2019

1 Introduction 3

Why use NTS Assessments? 3

NTS Mathematics: Spring curriculum maps 4

2 Administering NTS Assessments 18

When to test 18

Group size 18

Timing 18

Preparation 18

Administering the test 20

3 Answers and mark schemes 21

Marking the answers 21

Profiling performance by strand 21

Transcripts for Key Stage 1 21

Answers and mark schemes: NTS Year 1 Spring 24






Contents

NTS Assessments

3© Hodder & Stoughton Limited 2019 1 Introduction

NTS Assessments (National Test-style Standardised Assessments) have been written to enable schools

to monitor progress in Mathematics and Reading from Years 1 to 6. The tests are intended to be

used termly, around November, March and June – although each individual school will decide how the

assessments best fit into their assessment plans. The tests will provide reliable predictive and diagnostic

information and outcomes, and are designed for whole-class use, with pupils who will be entered for the

National Tests.

The tests have been written by SATs authors, and follow the National Test framework. Autumn and

Spring tests are shorter than the full SATs tests, as schools told us that they don’t necessarily have time

to administer a full SATs paper every term. The shorter papers in the earlier terms allow children to build

familiarity with the test content, format and demand, ready for a full-length paper in the Summer. The

Summer test mirrors the test framework for that key stage exactly, meaning that teachers quickly gain

an idea of how their children will manage the demands of questions on curriculum content for their year

group under challenging timings.

Tests increase in demand every term, reflecting the progress children will be making in class. Teachers

may use the curriculum maps (see page 4) to quickly understand what content is covered in each

test, checking before a teaching period begins that the relevant content will be covered before the

assessment is administered and ensuring a valid test.

NTS Assessments were all standardised on a sample of over 1000 children per paper; close to 7000

children have been involved in the trial altogether, which took place during the 2018-19 academic year.

Our sample schools were carefully chosen to ensure that we standardised the tests on a nationally

representative selection of schools. We looked carefully at geographical representation, and also at

attainment and disadvantage, to ensure that the results would not be skewed in any way and that our

scoring takes all kinds of schools and backgrounds into account.

The tests are simple to administer and straightforward to mark.

See page 18 for a breakdown of the tests and the times we suggest allocating for each.

Why use NTS Assessments?

Using NTS Assessments provides many benefits.

❯ NTS tests are written to the National Test framework, meaning that you are able to monitor progress

and familiarise children with SATs papers in a single termly test.

❯ NTS provides three carefully designed tests for each year. This enables you to follow the progress of

your pupils from term-to-term, as well as from year-to-year throughout Key Stages 1 and 2.

❯ Scores have been calibrated onto the NTS Scale to allow you to see small increments of progress

from term-to-term and to compare progress against national norms. The NTS Scale was originally

developed as the Hodder Scale for our PiRA, PUMA and GAPS tests to provide a decimal scale that

has proved to be an extremely useful measure to monitor and predict small increments of progress

from term-to-term. The NTS Scale is now an independent progress measure.

❯ NTS test scores help you to set appropriate and meaningful targets for your pupils and to monitor

pupils’ progress.

1 Introduction

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1 Introduction © Hodder & Stoughton Limited 2019

❯ NTS tests can provide you with an external reference for end-of-terms and end-of-years, so that you

may report your value-added term-by-term, as well as monitoring to ensure pupils are on target.

❯ NTS Assessments provide diagnostic information both about the individual pupil’s performance in

particular areas and through the use of data management software (MARK: My Assessment and

Reporting Kit), about groups of pupils such as class groups. This allows teachers to provide tailored

support so that all pupils can achieve the target results.

❯ NTS’s diagnostic capability allows you to investigate the strengths and weaknesses in your pupils’

mathematics skills. To enable you to use the information gained in this formative way, total scores on

the tests can be broken down into strands, giving a useful profile that reflects the content domains of

the National Tests.

The strands used in NTS Mathematics are:

Content domain reference

Number (N)Calculations (C)Fractions, decimals and percentages (F)Measurement (M)Geometry – properties of shapes (G)Geometry – position and direction (P)Statistics (S)Ratio and proportion (R)Algebra (A)

The balance of the questions assessing these strands reflects the balance of content domains in the

National Tests, and remains fairly constant as the tests become more demanding, helping you to pinpoint

where pupils may be under-performing or making above average progress.

NTS Mathematics: Spring curriculum mapsCurriculum maps outline the content covered in every test, enabling you to ensure that relevant content

has been taught by the time the students take the tests.

These should be used as a quick guide at the beginning of a period of teaching and learning, to ensure

that lessons cover relevant content and therefore enable a valid test.

Year 1: Spring

Strand Content Assessed

Number (N) Prior Learning:n/a

From Year 1 curriculum:1N1a - count to and across 100, forward and backwards, beginning with 0 or 1, or from any given number1N1b - count in multiples of twos, fives and tens 1N2b - given a number, identify one more and one less 1N2c - read and write numbers from 1 to 20 in numerals and words 1N4 - identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most and least

NTS Assessments

5© Hodder & Stoughton Limited 2019 1 Introduction


Calculation (C) Prior Learning:n/a

From Year 1 curriculum:1C2a - add and subtract one–digit and two–digit numbers to 20, including zero.1C2b - read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs 1C4 - solve one–step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = [ ] – 9

Fractions (F) -

Measurement (M)

Prior Learning:n/a

From Year 1 curriculum:1M1 - compare, describe and solve practical problems for:

lengths and heights [e.g. long / short, longer / shorter, tall / short, double / half] mass / weight [e.g. heavy / light, heavier than, lighter than] capacity and volume [e.g. full / empty, more than, less than, half, half full, quarter] time [e.g. quicker, slower, earlier, later]

1M2 - measure and begin to record the following: lengths and heights mass / weight capacity and volume time (hours, minutes, seconds)

Geometry – properties of

shapes (G)

Prior Learning:n/a

From Year 1 curriculum:1G1a - recognise and name common 2–D shapes [e.g. rectangles (including squares), circles and triangles]1G1b - recognise and name common 3–D shapes [e.g. cuboids (including cubes), pyramids and spheres]

Geometry – position and direction (P)

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Statistics (S) -

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Year 2: Spring


Number (N) Prior Learning from Year 1 curriculum:1N1a - count to and across 100, forward and backwards, beginning with 0 or 1, or from any given number1N1b - count in multiples of twos, fives and tens1N2b - given a number, identify one more and one less

From Year 2 curriculum:2N2b - compare and order numbers from 0 up to 100; use <, > and = signs2N4 - identify, represent and estimate numbers using different representations, including the number line

Calculation (C) Prior Learning from Year 1 curriculum:1C2a - add and subtract one–digit and two–digit numbers to 20, including zero1C4 - solve one–step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = [ ] – 9

From Year 2 curriculum:2C2a - add and subtract numbers mentally, including:

a two–digit number and ones a two–digit number and tens two two–digit numbers adding three one–digit numbers

2C4 - solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methods

2C6 - recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers2C8 - solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

Fractions (F) Prior Learning from Year 1 curriculum:1F1a - recognise, find and name a half as one of two equal parts of an object, shape or quantity 1F1b - recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

From Year 2 curriculum:2F1a - recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity 2F1b - write simple fractions [e.g. 1/2 of 6 = 3]

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© Hodder & Stoughton Limited 2019 1 Introduction


Measurement (M)

Prior Learning from Year 1 curriculum:1M2 - measure and begin to record the following:

lengths and heights mass / weight capacity and volume time (hours, minutes, seconds)

1M3 - recognise and know the value of different denominations of coins and notes

From Year 2 curriculum:2M1 - compare and order lengths, mass, volume / capacity and record the results using >, < and = 2M2 - choose and use appropriate standard units to estimate and measure length / height in any direction (m / cm); mass (kg / g); temperature (°C); capacity (litres / ml) to the nearest appropriate unit using rulers, scales, thermometers and measuring vessels 2M3a - recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value.2M9 - solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change


shapes (G)

Prior Learning:n/a

From Year 2 curriculum:2G2b - identify and describe the properties of 3–D shapes including the number of edges, vertices and faces


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Statistics (S) Prior Learning:n/a

From Year 2 curriculum:2S2b - ask and answer questions about totalling and comparing categorical data

Year 3: Spring


Number (N) Prior Learning from Years 1 and 2 curricula:1N2b - given a number, identify one more and one less 1N2c - read and write numbers from 1 to 20 in numerals and words 1N4 - identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most and least 2N1 - count in steps of 2, 3 and 5, from 0, and in tens from any number, forward or backward 2N2b - compare and order numbers from 0 up to 100; use <, > and = signs 2N3 - recognise the place value of each digit in a two–digit number (tens and ones)

From Year 3 curriculum:3N2b - find 10 or 100 more or less than a given number

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Calculation (C) Prior Learning from Years 1 and 2 curricula:1C2a - add and subtract one–digit and two–digit numbers to 20, including zero1C4 - solve one–step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = [ ] – 92C2a - add and subtract numbers mentally, including:

a two-digit number and onesa two-digit number and tenstwo two-digit numbersadding three one-digit numbers

2C6 - recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers2C8 - solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

From Year 3 curriculum:3C2 - add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction3C6 - recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables3C7 - write and calculate mathematical statements for multiplication and division using the multiplication tables that pupils know, including for two–digit numbers times one–digit numbers, using mental and progressing to formal written methods 3C8 - solve problems, including missing number problems, involving multiplication and division, including integer scaling problems and correspondence problems in which n objects are connected to m objects

Fractions, decimals and percentages

(FDP)

Prior Learning from Years 1 and 2 curricula:1F1a - recognise, find and name a half as one of two equal parts of an object, shape or quantity 1F1b - recognise, find and name a quarter as one of four equal parts of an object, shape or quantity 2F1a - recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity 2F2 - recognise the equivalence of 2/4 and 1/2

From Year 3 curriculum:3F1a - count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one–digit numbers or quantities by 103F1b - recognise, find and write fractions of a discrete set of objects: unit fractions and non–unit fractions with small denominators3F1c - recognise and use fractions as numbers: unit fractions and non–unit fractions with small denominators 3F2 - recognise and show, using diagrams, equivalent fractions with small denominators 3F3 - compare and order unit fractions and fractions with the same denominators

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Measurement (M)

Prior Learning from Year 2 curriculum:2M1 - compare and order lengths, mass, volume / capacity and record the results using >, < and = 2M3a - recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

From Year 3 curriculum:3M2a - measure lengths (m / cm / mm)3M7 - measure the perimeter of simple 2–D shapes 3M9a - add and subtract amounts of money to give change, using both pounds (£) and pence (p) in practical contexts


shapes (G)

Prior Learning from Years 1 and 2 curricula:1G1a - recognise and name common 2–D shapes [e.g. rectangles (including squares), circles and triangles] 1G1b - recognise and name common 3–D shapes [e.g. cuboids (including cubes), pyramids and spheres]2G3 - identify 2–D shapes on the surface of 3–D shapes, [e.g. a circle on a cylinder and a triangle on a pyramid]

From Year 3 curriculum:n/a


Prior Learning from Year 1 curriculum:1P2 - describe position, directions and movement, including half, quarter and three–quarter turns


Statistics (S) Prior Learning:n/a

From Year 3 curriculum:3S1 - interpret and present data using bar charts, pictograms and tables 3S2 - solve one–step and two–step questions [e.g. ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts, pictograms and tables

Year 4: Spring


Number (N) Prior Learning from Year 3 curriculum:3N1b - count from 0 in multiples of 4, 8, 50 and 100 3N2a - compare and order numbers up to 1000 / read and write numbers to 1000 in numerals and in words 3N2b - find 10 or 100 more or less than a given number

From Year 4 curriculum:4N1 - count in multiples of 6, 7, 9, 25 and 1,0004N2b - find 1,000 more or less than a given number

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Calculation (C) Prior Learning from Years 2 and 3 curricula:2C2a - add and subtract numbers mentally, including:

a two-digit number and onesa two-digit number and tenstwo two-digit numbersadding three one-digit numbers

2C4 - solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures 2C6 - recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers3C2 - add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction 3C4 - solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction 3C6 - recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables 3C7 - write and calculate mathematical statements for multiplication and division using the multiplication tables that pupils know, including for two–digit numbers times one–digit numbers, using mental and progressing to formal written methods 3C8 - solve problems, including missing number problems, involving multiplication and division, including integer scaling problems and correspondence problems in which n objects are connected to m objects

From Year 4 curriculum:4C2 - add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate 4C6a - recall multiplication and division facts for multiplication tables up to 12 × 12 4C6b - use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers 4C6c - recognise and use factor pairs and commutativity in mental calculations4C7 - multiply two–digit and three–digit numbers by a one–digit number using formal written layout 4C8 - solve problems involving multiplying and adding, including using the distributive law to multiply two–digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects

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(FDP)

Prior Learning from Years 2 and 3 curricula:2F1a - recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity 2F2 - recognise the equivalence of 2/4 and 1/23F1b - recognise, find and write fractions of a discrete set of objects: unit fractions and non–unit fractions with small denominators3F2 - recognise and show, using diagrams, equivalent fractions with small denominators 3F4 - add and subtract fractions with the same denominator within one whole [e.g. 5/7 + 1/7 = 6/7]

From Year 4 Curriculum:4F1 - count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten 4F2 - recognise and show, using diagrams, families of common equivalent fractions4F4 - add and subtract fractions with the same denominator 4F9 - find the effect of dividing a one– or two–digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths 4F10a - solve problems involving increasingly harder fractions to calculate quantities and fractions to divide quantities, including non–unit fractions where the answer is a whole number

Measurement (M)

Prior Learning from Years 2 and 3 curricula:2M3a - recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value 3M1a - compare lengths (m / cm / mm) 3M4a - tell and write the time from an analogue clock; 12–hour3M9a - add and subtract amounts of money to give change, using both pounds (£) and pence (p) in practical contexts

From Year 4 Curriculum:4M5 - convert between different units of measurement [e.g. kilometre to metre; hour to minute]4M7a - measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres 4M7b - find the area of rectilinear shapes by counting squares


shapes (G)

Prior Learning from Years 2 and 3 curricula:2G1b - compare and sort common 3–D shapes and everyday objects 2G3 - identify 2–D shapes on the surface of 3–D shapes, [e.g. a circle on a cylinder and a triangle on a pyramid] 3G2 - identify horizontal, vertical lines and pairs of perpendicular and parallel lines 3G3a - draw 2–D shapes



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Statistics (S) Prior Learning from Year 2 curriculum:2S2a - ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity


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Year 5: Spring


Number (N) Prior Learning from Years 3 and 4 curricula:3N2b - find 10 or 100 more or less than a given number 3N3 - recognise the place value of each digit in a three–digit number (hundreds, tens, ones) 4N1 - count in multiples of 6, 7, 9, 25 and 1,000 4N3b - read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value 4N4b - round any number to the nearest 10, 100 or 1,000

From Year 5 curriculum:5N3b - read Roman numerals to 1,000 (M) and recognise years written in Roman numerals

Calculation (C) Prior Learning from Years 3 and 4 curricula:3C2 - add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction 3C3 - estimate the answer to a calculation and use inverse operations to check answers 3C6 - recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables 4C2 - add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate 4C4 - solve addition and subtraction two–step problems in contexts, deciding which operations and methods to use and why 4C6a - recall multiplication and division facts for multiplication tables up to 12 × 12 4C6b - use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers 4C7 - multiply two–digit and three–digit numbers by a one–digit number using formal written layout 4C8 - solve problems involving multiplying and adding, including using the distributive law to multiply two–digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects

From Year 5 curriculum:5C2 - add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)5C5d - recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)5C6b - multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000 5C7a - multiply numbers up to 4 digits by a one–or two–digit number using a formal written method, including long multiplication for two–digit numbers 5C7b - divide numbers up to 4 digits by a one–digit number using the formal written method of short division and interpret remainders appropriately for the context 5C8a - solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes5C8b - solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign

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(FDP)

Prior Learning from Years 3 and 4 curricula:3F2 - recognise and show, using diagrams, equivalent fractions with small denominators3F3 - compare and order unit fractions and fractions with the same denominators 3F4 - add and subtract fractions with the same denominator within one whole [e.g. 5/7 + 1/7 = 6/7] 4F1 - count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten 4F4 - add and subtract fractions with the same denominator 4F6b - recognise and write decimal equivalents of any number of tenths or hundredths4F7 - round decimals with one decimal place to the nearest whole number4F9 - find the effect of dividing a one– or two–digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths 4F10a - solve problems involving increasingly harder fractions to calculate quantities and fractions to divide quantities, including non–unit fractions where the answer is a whole number

From Year 5 curriculum:5F2a - recognise mixed numbers and improper fractions and convert from one form to the other; write mathematical statements >1 as a mixed number [e.g. 2/5 + 4/5 = 6/5 = 1 1/5] 5F3 - compare and order fractions whose denominators are all multiples of the same number 5F4 - add and subtract fractions with the same denominator and denominators that are multiples of the same number 5F5 - multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams 5F6a - read and write decimal numbers as fractions [e.g. 0.71 = 71/100] 5F7 - round decimals with two decimal places to the nearest whole number and to one decimal place 5F10 - solve problems involving numbers up to three decimal places 5F12 - solve problems that require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25

Measurement (M)

Prior Learning from Years 3 and 4 curricula:3M9a - add and subtract amounts of money to give change, using both pounds (£) and pence (p) in practical contexts 4M1 - compare different measures, including money in pounds and pence

From Year 5 curriculum:5M4 - solve problems involving converting between units of time 5M5 - convert between different units of metric measure [e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre]5M6 - understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints

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shapes (G)

Prior Learning from Year 3 curriculum:3G2 - identify horizontal, vertical lines and pairs of perpendicular and parallel lines 3G3b - make 3–D shapes using modelling materials; recognise 3–D shapes in different orientations and describe them

From Year 5 curriculum:5G2a - use the properties of rectangles to deduce related facts and find missing lengths and angles5G3b - identify 3–D shapes including cubes and other cuboids, from 2–D representations


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Statistics (S) Prior Learning from Years 3 and 4 curricula:3S1 - interpret and present data using bar charts, pictograms and tables 4S2 - solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs


Year 6: Spring Strand Content Assessed

Number (N) Prior Learning from Years 3–5 curricula:3N3 - recognise the place value of each digit in a three–digit number (hundreds, tens, ones) 4N2a - order and compare numbers beyond 1,000 4N4b - round any number to the nearest 10, 100 or 1,000 5N5 - interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero 5N1 - count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000


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Calculation (C) Prior Learning from Years 3–5 curricula:3C2 - add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction 3C4 - solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction 3C7 - write and calculate mathematical statements for multiplication and division using the multiplication tables that pupils know, including for two–digit numbers times one–digit numbers, using mental and progressing to formal written methods 4C2 - add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate 4C6a - recall multiplication and division facts for multiplication tables up to 12 × 12 4C7 - multiply two–digit and three–digit numbers by a one–digit number using formal written layout 5C2 - add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)5C5a - identify multiples and factors, including finding all factor pairs of a number and common factors of two numbers 5C5b - know and use the vocabulary of prime numbers, prime factors and composite (non–prime) numbers5C6b - multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000 5C7b - divide numbers up to 4 digits by a one–digit number using the formal written method of short division and interpret remainders appropriately for the context

From Year 6 curriculum:6C7a - multiply multi–digit numbers up to 4 digits by a two–digit whole number using the formal written method of long multiplication6C7b - divide numbers up to 4 digits by a two–digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context 6C8 - solve problems involving addition, subtraction, multiplication and division6C9 - use their knowledge of the order of operations to carry out calculations involving the four operations

Ratio and proportion (R)

Prior Learning:n/a

From Year 6 curriculum:6R4 - solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

Algebra (A) Prior Learning:n/a

From Year 6 curriculum:6A1 - express missing number problems algebraically6A2 - use simple formulae 6A3 - generate and describe linear number sequences 6A4 - find pairs of numbers that satisfy an equation with two unknowns

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(FDP)

Prior Learning from Years 3–5 curricula:3F1b - recognise, find and write fractions of a discrete set of objects: unit fractions and non–unit fractions with small denominators3F1c - recognise and use fractions as numbers: unit fractions and non–unit fractions with small denominators 3F4 - add and subtract fractions with the same denominator within one whole [e.g. 5/7 + 1/7 = 6/7] 3F10 - solve problems that involve 3F1–3F4 4F4 - add and subtract fractions with the same denominator 5F2a - recognise mixed numbers and improper fractions and convert from one form to the other; write mathematical statements >1 as a mixed number [e.g. 2/5 + 4/5 = 6/5 = 1 1/5] 5F4 - add and subtract fractions with the same denominator and denominators that are multiples of the same number5F7 - round decimals with two decimal places to the nearest whole number and to one decimal place 5F10 - solve problems involving numbers up to three decimal places

From Year 6 curriculum:6F3 - compare and order fractions, including fractions >16F4 - add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions6F5a - multiply simple pairs of proper fractions, writing the answer in its simplest form [e.g. 1/4 × 1/2 = 18] 6F5b - divide proper fractions by whole numbers [e.g. 1/3 ÷ 2 = 1/6] 6F6 - associate a fraction with division to calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction [e.g. 3/8] 6F9b - multiply one–digit numbers with up to two–decimal places by whole numbers 6F9c - use written division methods in cases where the answer has up to two–decimal places

Measurement (M)

Prior Learning from Year 4 curriculum:4M4a - read, write and convert time between analogue and digital 12–hour clocks 4M7a - measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres 4M7b - find the area of rectilinear shapes by counting squares

From Year 6 curriculum:6M9 - solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate


shapes (G)

Prior Learning from Year 5 curriculum:5G4b - identify: • angles at a point and one whole turn (total 360°) • angles at a point on a straight line and 12 a turn (total 180°) • other multiples of 90°

From Year 6 curriculum:6G2a - compare and classify geometric shapes based on their properties and sizes6G2b - describe simple 3–D shapes

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Statistics (S) Prior Learning from Year 4 curriculum:4S2 - solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs


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2 Administering NTS Assessments © Hodder & Stoughton Limited 2019

When to test

The NTS Assessments should ideally be used just before the end of term, as they have been designed to

assess the content presented in the curriculum map for that term.

Since the standardisation with our trial schools took place in November, March and June, similar timings

will produce the most dependable data; but, if the subject content has been taught, the timing is not

critical.

Group size

You can administer the tests to whole classes or large groups if you feel comfortable doing so. If you

wish to give assistance to smaller groups outside the classroom setting this can be done at your

discretion; we suggest that children who require assistance receive it, but guidance should not be given

around the content itself or answers to test questions.

Timing

The table below shows the suggested time for each individual booklet. At KS1 in particular, this is just a

suggestion – we expect teachers to adjust as they see fit depending on the children in their class.

Year Paper Time allowed Total for year

Year 1Year 1

Spring Paper 1Spring Paper 2

Approx 15 minsApprox 25 mins

40 minutes

Year 2Year 2

Spring Paper 1Spring Paper 2

Approx 15 minsApprox 25 mins

40 minutes

KS2 (all identical)KS2 (all identical)KS2 (all identical)

Spring Paper 1Spring Paper 2Spring Paper 3

25 minutes30 minutes30 minutes

85 minutes

Table 1: Spring tests

Preparation

Each pupil will need the appropriate test booklet. Explain the following:

❯ Start off by making the pupils feel at ease. Explain what the test consists of and how long they have to

complete the booklet they have in front of them.

❯ The answer booklet consists of a range of questions: pupils should attempt them all.

❯ If pupils find a question too hard, they should have a go and then move on to the next one: they

should not spend too long on questions they cannot answer.

❯ If pupils have problems, they should ask for help by raising their hand.

2 Administering NTS Assessments

19

NTS Assessments

© Hodder & Stoughton Limited 2019 2 Administering NTS Assessments

❯ Review the timings of the papers using the table provided on page 18. Explain to children how long

they have to complete the test.

❯ Ensure appropriate breaks are taken between papers.

Teachers may choose to separate the class into smaller groups, based on ability. A more advanced

group may be able to complete the test in one sitting, whereas a less advanced group may need to

do so in smaller chunks. You should use your knowledge of pupils’ abilities to inform this decision, and

reflect this when completing the teacher questionnaire at the end of the test.

❯ The teacher-administrator should allow pupils with Special Educational Needs the same support as

would be allowed during National Tests. Pupils may sit tests designed for children in the years below

but please be aware that the outcomes will not be valid, with the exception of the NTS Scale, which

can be used to track small increments of progress.

❯ It is important that any supporting persons who may be reading questions to pupils read the text only

and not any symbols or operations, or give any other advice, explanations or definitions of words or

terms to pupils.

❯ In Years 1 and 2, the questions may be read to the pupils. This applies to groups of pupils requiring

this assistance in other years, if this is how you would usually administer a non-statutory assessment,

but under test conditions (i.e. no help or guidance should be given in finding answers).

Paper Resource list

Maths Year 1, Paper 1 Pencil/blue or black penEraser

Maths Year 1, Paper 2 Pencil/blue or black penEraserRuler (showing mm and cm)

Maths Year 2, Paper 1 Pencil/blue or black penEraser

Maths Year 2, Paper 2 Pencil/blue or black penA sharp, dark pencil for mathematical drawingEraserRuler (mm and cm)

Maths KS2, Paper 1 Pencil/blue or black penEraser

Maths KS2, Paper 2 and Paper 3

Pencil/blue or black penA sharp, dark pencil for mathematical drawingEraserRuler (mm and cm)Angle measurer/protractorMirror

Table 2: Equipment allowed for each test

20

NTS Assessments

2 Administering NTS Assessments © Hodder & Stoughton Limited 2019

Administering the test

Give each pupil a test booklet. Ask them to write their name, gender, date of birth and the date of the

test on the front cover.

If any pupils are uncertain about what they have to do, you may give some additional explanation to help

them understand the requirements of the test, but do not help with the content of the question.

If the results are to be reliable, it is important that the pupils work alone, without copying from each other

or discussing their answers. Remind pupils of this if necessary.

Once the pupils have completed the test, their answers may be marked using the answers and mark

schemes found in this guidance.

21

NTS Assessments

© Hodder & Stoughton Limited 2019 3 Answers and mark schemes

Marking the answers

❯ The mark boxes in the right-hand margins of each test booklet indicate where a mark can be gained.

❯ Some questions have more than one part, or attract more than one mark, so you should follow the

mark scheme carefully, using your professional judgement if necessary.

❯ If more answers than required have been circled or ticked, the mark should not be awarded except if

it is clearly indicated that an incorrect response was initially made and then corrected.

❯ For scores to be valid, you should not award half marks.

Profiling performance by strand

The code letters shown above each mark box may be used to profile the pupil’s performance by strand

(which equate to the National Test content domains). Total the number of correct answers the pupil has

obtained in each coded strand and make a note of these strand scores in the boxes on the front cover of

the test booklet.

Transcripts for Key Stage 1

The transcripts below should be used with the appropriate tests.

Year 1 Maths Transcript – Spring

Paper 1 arithmetic: teacher’s script for practice questions

Question number Script to read to pupils

Practice question a Practice question aAdd four and one.Write the number in the answer box.

Practice question b Practice question bFive take away which number equals two?Write the number in the answer box.

3 Answers and mark schemes

22

NTS Assessments

3 Answers and mark schemes © Hodder & Stoughton Limited 2019

Paper 2 reasoning: teacher’s script for practice and aural questions


Practice question a Practice question aLook at the picture in the practice question.Polly has six coins. She spends one coin.Write the number of coins she has left in the answer box.

Practice question b Practice question bHere are some shapes.Tick the rectangle.

Question 1 Question 1Here are some numbers.Three, four, a missing number, six, seven, eight.Write the missing number in the answer box.

Question 2 Question 2Here are some numbers in digits and some numbers in words.Draw a line to join the number in words to the same number in digits.The first one has been done for you.

Question 3 Question 3 Nishi’s shirt has six buttons.Two buttons drop off.How many buttons are left?Write the number in the box.

Question 4 Question 4 Here are seven pens.Jack takes three of the pens.How many pens are left?Write the number in the box.

Question 5 Question 5 Here are some glasses.Each glass has some water in it.Tick the glass that is nearly full.Write a tick in the tick box below one of the glasses.

23

NTS Assessments

© Hodder & Stoughton Limited 2019 3 Answers and mark schemes

Year 2 Maths Transcript – Spring

Year 2 Paper 2 reasoning: teacher’s script for practice and aural questions


Practice question a Practice question aHere are some numbers in order.Write the number that comes next.26, 25, 24, 23, 22, a missing number. Write the number in the box.

Practice question b Practice question bCircle the £1 coin.

Question 1 Question 1This jug holds some water.How much water is in the jug?

Question 2 Question 2Nia has a pizza.Nia eats ½ of the pizza.Tick the drawing that shows what is left.

Question 3 Question 3 Nia has four sweets. She eats one of the sweets. What fraction of the sweets has Nia eaten? Write your answer in the box.

Question 4 Question 4 What number is shown by this abacus?

Question 5 Question 5 Max has twenty counters. He divides them into five groups.How many counters are in each group?

Answers and mark schemes Year 1 © Hodder & Stoughton Limited 201924

An

swer

s an

d m

ark

sch

emes

Yea

r 1

Qu

esti

on

nu

mb

er

& c

on

ten

t d

om

ain

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

Prac

tice

qu

esti

on

a1N

2b4

+ 1

= 5

n/a

Prac

tice

qu

esti

on

b1C

45

– 3

= 2

n/a

1 1N2b

9 +

1 =

10

1

2 1N2b

15 –

1 =

14

1

3 1C2a

8 +

4 =

12

1

4 1C2a

11 –

5 =

61

5 1C2a

13 –

5 =

81

6 1C2a

20 –

13

= 7

1

7 1C4

6 +

6 =

12

1

8 1C4

10 =

10

– 0

1

9 1C4

19 =

9 +

10

1

10 1C4

17

– 4

= 1

31

Pap

er 1

ari

thm

etic

: an

swer

s an

d m

ark

sch

eme

© Hodder & Stoughton Limited 2019 Answers and mark schemes Year 1 25

Pap

er 2

rea

son

ing

: an

swer

s an

d m

ark

sch

eme

Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

Prac

tice

q

ues

tio

n a

1N2b

Look

at

the

pict

ure

in t

he p

ract

ice

ques

tion.

Polly

has

six

coi

ns.

She

spen

ds o

ne c

oin.

Writ

e th

e nu

mbe

r of

coi

ns s

he h

as le

ft in

the

ans

wer

box

.

n/a

Prac

tice

q

ues

tio

n b

1G1a

Her

e ar

e so

me

shap

es.

Tick

the

rec

tang

le.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns, e

.g. c

ircle

d or

cro

ssed

.n/

a

5

coin

s


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 1N1a

Her

e ar

e so

me

num

bers

.

Thre

e, f

our,

a m

issi

ng n

umbe

r, si

x, s

even

, eig

ht.

Writ

e th

e m

issi

ng n

umbe

r in

the

ans

wer

box

.

3 4

5

6

7

8

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

2 1N2c

Her

e ar

e so

me

num

bers

in d

igits

and

som

e nu

mbe

rs in

wor

ds.

Dra

w a

line

to

join

the

num

ber

in w

ords

to

the

sam

e nu

mbe

r in

dig

its.

The

first

one

has

bee

n do

ne f

or y

ou.

Dra

w a

line

bet

wee

n ea

ch n

umbe

r an

d its

nam

e.

All

thre

e lin

es c

orre

ct f

or o

ne

mar

k.1

six

12

twel

ve6

sixt

een

20

twen

ty16


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

3 1C4

Nis

hi’s

shirt

has

six

but

tons

.

Two

but

tons

dro

p of

f.

How

man

y bu

tton

s ar

e le

ft?

1

4 1C4

Her

e ar

e se

ven

pen

s.

Jack

tak

es t

hre

e of

the

pen

s.

How

man

y pe

ns a

re le

ft?

1

4 p

ens

4

butt

ons


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

5 1M1

Her

e ar

e so

me

glas

ses.

Each

gla

ss h

as s

ome

wat

er in

it.

Tick

the

gla

ss t

hat

is n

earl

y fu

ll.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns, e

.g. c

ircle

d or

cro

ssed

.1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

6 1C4

Jack

has

the

se c

ount

ers.

He

give

s 1

blac

k co

unte

r an

d 1

whi

te c

ount

er t

o Sa

m.

How

man

y co

unte

rs d

oes

Jack

hav

e le

ft?

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.

Aw

ard

one

mar

k fo

r a c

orre

ct m

etho

d, e

.g.

6 –

1 =

5

5 –

1 =

4

5 +

4 =

Acc

ept

one

coun

ter

cros

sed

from

eac

h ro

w a

s an

indi

catio

n of

a c

orre

ct m

etho

d.

2

7 1M2

How

long

is t

his

line?

1

cm

9

coun

ters

9

cm


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

8 1G1a

Circ

le t

he n

ame

of t

his

shap

e.

tr

iang

le

sq

uare

circ

le

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns, e

.g. t

icke

d or

cro

ssed

.1

9 1G1b

Dra

w li

nes

from

the

sha

pes

to t

heir

nam

es.

All

thre

e lin

es c

orre

ct f

or o

ne

mar

k.1

pyra

mid

cube

cubo

id


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

10 1C2b

Her

e ar

e so

me

card

s w

ith s

ymbo

ls.

Writ

e a

sym

bol i

n th

e em

pty

box

to m

ake

this

num

ber

sent

ence

cor

rect

.

1

11 1C4

Nis

hi h

as 8

cou

nter

s.

Polly

has

3 c

ount

ers.

Nis

hi g

ives

Pol

ly 2

cou

nter

s.

Com

plet

e th

is s

ente

nce.

N

ishi

now

has

6

cou

nter

s

an

d Po

lly n

ow h

as

5 c

ount

ers.

Aw

ard

on

e m

ark

for

each

cor

rect

nu

mbe

r.2

+−

=

17−

=12

5


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

12 1N1b

Her

e ar

e tw

o se

ts o

f nu

mbe

rs.

Writ

e th

e m

issi

ng n

umbe

rs in

the

circ

les.

Bo

th n

umbe

rs c

orre

ct f

or o

ne

mar

k.1

10 20

24

68

155

12


24 64

28 68

46

Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

13 1N4

This

is p

art

of a

hun

dred

squ

are.

Mos

t of

the

num

bers

are

mis

sing

.

Writ

e th

e nu

mbe

r in

the

mid

dle

squa

re.

1


An

swer

s an

d m

ark

sch

emes

Yea

r 2

Qu

esti

on

nu

mb

er

& c

on

ten

t d

om

ain

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

Prac

tice

qu

esti

on

a1C

2a3

+ 2

= 5

n/a

Prac

tice

qu

esti

on

b1C

414

= 1

0 +

4n/

a

1 1N2b

15

– 1

= 1

41

2 1N2b

39

+ 1

= 4

01

3 1C2a

13 –

6 =

71

4 2C2a

18 +

7 =

25

1

5 2C2a

2 +

9 +

8 =

19

1

6 2C2a

33

= 2

1 +

12

1

7 2C2a

7

+ 9

+ 7

= 2

31

8 2C2a

63

– 4

= 5

91

9 2C2a

76

– 5

5 =

21

1

10 1C4

4 =

15

– 11

1

Pap

er 1

ari

thm

etic

: an

swer

s an

d m

ark

sch

eme


Qu

esti

on

nu

mb

er

& c

on

ten

t d

om

ain

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 2C4

56 +

22

= 7

81

12 2C4

41 =

65

– 24

1

13 2C6

8 ×

5 =

40

1

14 2C6

7 ×

10

= 7

01

15 2C6

16 ÷

2 =

81

16 2C6

45 ÷

5 =

91

17 2F1a

1 3

of 1

5 =

51

18 2F1a

1 4

of

40 =

10

1

19 2F1a

3 4

of

4 =

31

20 2F1a

1 4

of

20 =

51


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

Prac

tice

q

ues

tio

n a

1N1a

Her

e ar

e so

me

num

bers

in o

rder

.

Writ

e th

e nu

mbe

r th

at c

omes

nex

t.

26

25

24

23

22

21

n/a

Prac

tice

q

ues

tio

n b

1M3

Circ

le t

he £

1 co

in.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns, e

.g. u

nder

lined

or

ticke

d.n/

a

Pap

er 2

rea

son

ing

: an

swer

s an

d m

ark

sch

eme


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 1M2

This

jug

hold

s so

me

wat

er.

How

muc

h w

ater

is in

the

jug?

litr

es 5 4 3 2 1

3

litr

es

1

2 1F1a

N

ia h

as a

piz

za.

Nia

eat

s 1 2

of

the

pizz

a.

Tick

the

dra

win

g th

at s

how

s w

hat

is le

ft.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns, e

.g. u

nder

lined

or

circ

led.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

3 1F1b

Nia

has

fou

r sw

eets

.

She

eats

one

of

the

swee

ts.

Wha

t fr

actio

n of

the

sw

eets

has

Nia

eat

en?

Writ

e yo

ur a

nsw

er in

the

box

.

Acc

ept

equi

vale

nt f

ract

ions

.1

4 2N4

TO

Wha

t nu

mbe

r is

sho

wn

by t

his

abac

us?

65

1

1 4


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

5 2C8

Max

has

tw

enty

cou

nter

s.

He

divi

des

them

into

five

gro

ups.

How

man

y co

unte

rs a

re in

eac

h gr

oup?

Acc

ept

a gr

oup

of f

our

coun

ters

or

four

in

divi

dual

cou

nter

s in

dica

ted.

1

4

coun

ters


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

6 2M2

2M2

2M1

Com

plet

e th

e m

issi

ng n

umbe

rs a

nd le

tter

s.

0kg

1kg

2kg

3kg

4kg5

kg0

kg1

kg10

kg

2kg

9kg

3kg

4kg

5kg

6kg

7kg

8kg

Parc

el A

Parc

el B

(a)

Parc

el A

wei

ghs

3

kg

(b)

Parc

el B

wei

ghs

4

kg

(c)

Parc

el

B is

hea

vier

tha

n Pa

rcel

A

(c

) A

ccep

t 4

and

3 w

ritte

n in

the

box

es

in p

lace

of

B an

d A

.

(a)

1

(b)

1

(c)

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

7 1N1b

Writ

e th

e m

issi

ng n

umbe

rs in

the

se s

eque

nces

.

(a)

35

40

45

50

55

60

(b)

28

30

32

34

36

38

(a) B

oth

num

bers

nee

ded

for

awar

d of

th

e m

ark.

(b) A

ll th

ree

num

bers

nee

ded

for

awar

d of

the

mar

k.

(a)

1

(b)

1

8 2C6

Her

e ar

e so

me

num

bers

.

5 8

12

17

20W

rite

each

num

ber

in t

he c

orre

ct s

et.

Even

num

bers

Od

d n

umbe

rs

Aw

ard

two

mar

ks f

or fi

ve c

orre

ctly

pl

aced

num

bers

.

Aw

ard

on

e m

ark

for

two

, th

ree

or f

ou

r co

rrec

tly p

lace

d nu

mbe

rs.

2

812

205

17


8

ver

tices

Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

9 2G2b

This

is a

cub

e.

How

man

y ve

rtic

es d

oes

it ha

ve?

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

10 2M9

2M3a

(a)

Nia

wan

ts t

o bu

y a

pen

for

75p

Sh

e ha

s th

ese

coin

s.

H

ow m

uch

mo

re m

oney

doe

s N

ia n

eed?

(b)

Max

wan

ts t

o bu

y a

penc

il fo

r 35

p

H

e us

es f

ou

r co

ins.

W

rite

the

valu

e of

the

coi

ns h

e us

es.

p p

p p

p p

p p

20 10

5 10

5 10

5 5

O

R

(b) A

ccep

t co

ins

in a

ny o

rder

.

(a)

1

(b)

1

15

p


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 2F1b

Writ

e th

e m

issi

ng n

umbe

rs in

the

se n

umbe

r se

nten

ces.

(a)

1 3 o

f 15

=

5

(b)

1 4 o

f 8

= 2

(a)

1

(b)

1

12 2C8

Max

pla

ys a

gam

e.

He

gets

5 p

oint

s fo

r co

llect

ing

a sq

uare

.

5po

ints

He

gets

10

poin

ts f

or c

olle

ctin

g a

circ

le.

10po

ints

How

man

y po

ints

doe

s M

ax g

et f

or

colle

ctin

g 10

squ

ares

and

4 c

ircle

s?

90

poi

nts

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.

Aw

ard

on

e m

ark

for

a co

rrec

t m

etho

d,

e.g.

(5 ×

10)

+ (1

0 ×

4) =

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

13 2N2b

(a)

Use

the

sig

ns <

, > a

nd =

to

com

pare

the

se n

umbe

rs.

73

>

37

43

=

4 te

ns a

nd 3

one

s

51

<

6 te

ns

(b)

Inse

rt a

num

ber

in t

his

num

ber

sent

ence

to

mak

e it

corr

ect.

40

>

>

3

0

(a) A

war

d tw

o m

arks

for

th

ree

corr

ect

sym

bols

.

A

war

d o

ne

mar

k fo

r tw

o c

orre

ct

sym

bols

.

(b) A

ccep

t an

y nu

mbe

r >

30 b

ut <

40

(a)

2

(b)

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

14 2S2b

This

blo

ck d

iagr

am s

how

s th

e nu

mbe

r of

boy

s an

d gi

rls

in C

lass

2A

.

How

man

y ch

ildre

n a

re in

Cla

ss 2

A?

1

27 c

hild

ren


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

15 2C4

Her

e is

a s

ubtr

actio

n.

It ha

s m

issi

ng d

igits

.

Writ

e th

e m

issi

ng d

igits

to

mak

e th

e su

btra

ctio

n co

rrec

t.

Giv

e tw

o p

ossi

ble

answ

ers.

5

9 –

3

3 =

26

5

8 –

3

2 =

26

Aw

ard

on

e m

ark

for

each

cor

rect

nu

mbe

r se

nten

ce.

Als

o ac

cept

57

– 31

or

56 –

30

2


An

swer

s an

d m

ark

sch

emes

Yea

r 3

Pap

er 1

ari

thm

etic

: an

swer

s an

d m

ark

sch

eme

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 1C2a

3 +

5 =

81

2 1N2b

36 −

1 =

35

1

3 1N2b

29 +

1 =

30

1

4 1C4

15 −

8 =

71

5 1F1a

1 2

of 1

2 =

61

6 2C2a

4

+ 2

+ 5

= 1

11

7 2C6

5 ×

5 =

25

1

8 3N2b

60

7 =

507

+ 1

001

9 2C2a

12 +

23

= 3

51

10 3N2b

678

− 10

= 6

68

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 2C6

18 ÷

2 =

91

12 2C2a

48 −

33

= 1

51

13 2F1a

1 3 of

15

= 5

1

14 1F1b

1 4 of

20

= 5

1

15 3C2

428

+ 2

52 =

68

01

16 3C2

330

+ 3

3 +

3 =

36

61

17 3C2

724

+ 9

4 =

81

81

18 3F1b

1

0 =

1 5 o

f 50

1

19 3C6

96 ÷

8 =

12

1

20 3C7

21

0 =

70

× 3

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

21 3C2

832

− 37

1 =

46

11

22 3C7

42 ×

5 =

21

01

23 2F1a

3 4 of

8 =

61

24 3C7

72 ÷

3 =

24

1

25 3C7

37 ×

4 =

14

81

26 3F1b

2 3 of

12

= 8

1

27 3F1b

2 5 of

20

= 8

1

28 3F1b

5 5 of

10

= 1

01

29 3C2

824

− 7

56

= 6

81

30 3F1a

1 ÷

10 =

1 10

Acc

ept

0.1

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 1N2c

Dra

w a

line

fro

m t

he n

umbe

r in

wor

ds t

o th

e eq

uiva

lent

nu

mbe

r in

dig

its.

Aw

ard

two

mar

ks f

or fi

ve c

orre

ct li

nes.

Aw

ard

on

e m

ark

for

thre

e or

fo

ur

corr

ect

lines

.2

Pap

er 2

rea

son

ing

: an

swer

s an

d m

ark

sch

eme

six

nin

etee

n

sixt

een

fift

een

nin

e

15 9 6 19 16


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

2 3F3

Writ

e th

ese

in o

rder

, st

artin

g w

ith t

he s

mal

lest

.

5 7 1 7

2 7 2 7

1 7 4 7

4 7 5 7

6 7 6 7

smal

lest

la

rges

t

All

five

req

uire

d fo

r o

ne

mar

k.1

3 1G1a

1G1b

Mat

ch e

ach

shap

e to

its

nam

e.

cube

re

ctan

gle

sq

uare

cubo

id

All

fou

r lin

es n

eede

d fo

r o

ne

mar

k.1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

4 1C4

Ben

eats

6 o

f 13

str

awbe

rrie

s.

How

man

y st

raw

berr

ies

are

left

?

7

str

awbe

rrie

s

1

5 2M3a

Tick

the

coi

ns n

eede

d to

mak

e 57

p.

The

follo

win

g co

ins

need

to

be in

dica

ted:

2 ×

20p

1 ×

10p

1 ×

5p1

× 2p

Cou

ld b

e ei

ther

10p

, 5p

or

2p b

ut m

ust

only

be

one

of e

ach.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

6 2N2b

2N

3

Writ

e >

, <

or =

in t

hese

num

ber

sent

ence

s to

mak

e

them

cor

rect

.

56

=

5

tens

and

6 o

nes

4

one

s an

d 6

tens

>

46

38

=

8

ones

and

3 t

ens

2

ten

s an

d 7

ones

<

72

Aw

ard

two

mar

ks f

or f

ou

r co

rrec

t an

swer

s.A

war

d o

ne

mar

k fo

r tw

o o

r th

ree

corr

ect

answ

ers.

2

7 2F1a

Sam

ir w

ante

d to

find

1 4 o

f 20

He

used

a d

iagr

am t

o he

lp.

Tick

the

dia

gram

Sam

ir us

ed.

Seco

nd d

iagr

am in

dica

ted

only.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.

1

4 4

4 4

5 5

5 5

20 20

20 20

1 4 1 4

1 4 1 4


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

8 2C8

Find

the

mis

sing

num

ber.

2

+ 2

+ 2

+ 2

+ 2

+ 2

= 2

×

6

1

9 3M9a

K

ate

has

£30

She

buys

a b

ook

for

£8 a

nd a

set

of

pens

for

£4

How

muc

h m

oney

doe

s sh

e ha

ve le

ft?

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.8

+ 4

= 1

230

− 1

2 =

2

10 3C8

Sam

ir ha

s 5

pack

s of

6 p

ens.

Josh

wan

ts t

he s

ame

num

ber

of p

ens.

How

man

y p

acks

of

10 p

ens

will

Jos

h ne

ed

to b

uy t

o ha

ve t

he s

ame

num

ber

of p

ens

as

Sam

ir?

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.5

× 6

= 30

30 ÷

10

=

2

£ 1

8 3

p

acks


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 3C7

Writ

e th

e m

issi

ng n

umbe

rs.

2 ×

12

= 2

4 =

48

÷ 2

Aw

ard

on

e m

ark

for

each

cor

rect

mis

sing

num

ber.

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

12 3S1

3S2

Old

Far

m

= 5

ani

mal

s

Hen

s

Cow

s

Pigs

(a)

2

0 c

ows

(b)

10

pig

s

(c)

Car

l say

s th

ere

are

60 a

nim

als

alto

get

her

at

Old

Far

m.

Y

ES

N

O

H

ens

= 2

ë 5

= 1

0

+

Cow

s =

4 ë

5 =

20

+

Pig

s =

6 ë

5 =

30

=

60

anim

als

(c)

Nee

ds c

orre

ct e

xpla

natio

n to

ear

n th

e m

ark.

A

ccep

t 12

× 5

= 6

0D

o n

ot

awar

d an

y m

ark

for

an in

dica

tion

of Y

ES

or N

O.

The

mar

k sh

ould

be

awar

ded

for

the

expl

anat

ion

only.

(a)

1

(b)

1

(c)

1

How

man

y co

ws

are

ther

e at

Old

Far

m?

How

man

y m

ore

pig

s th

an c

ows

are

th

ere

at O

ld F

arm

?

Is h

e rig

ht?

Circ

le y

our

answ

er.

Expl

ain

how

you

kno

w.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

13 3F2

Tina

sha

des

3 4 o

f th

is s

quar

e.

Shad

e th

e sa

me

frac

tion

of t

his

rect

angl

e.

Acc

ept

any

six

eigh

ths

shad

ed.

1

14 3F1b

M

ax h

as a

jar

of 1

0 m

arbl

es.

The

mar

bles

are

blu

e, r

ed a

nd y

ello

w.

1 2 o

f th

e m

arbl

es a

re b

lue.

1 5 o

f th

e m

arbl

es a

re r

ed.

How

man

y of

the

mar

bles

are

yel

low

?

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

. A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

. 1

0 ÷

2 =

5 1

0 ÷

5 =

2 5

+ 2

= 7

10

– 7

=

2

3

mar

bles


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

15 1P2

Her

e is

a s

hape

on

a gr

id.

Dra

w t

he s

hape

aft

er it

has

mad

e a

quar

ter

turn

clo

ckw

ise.

Acc

ept

the

corr

ect

shap

e dr

awn

anyw

here

on

the

grid

.1

16 3C8

A t

rain

has

5 c

arria

ges.

2 of

the

car

riage

s ca

n ea

ch h

old

37 p

asse

nger

s.

3 of

the

car

riage

s ca

n ea

ch h

old

79 p

asse

nger

s.

How

man

y pa

ssen

gers

can

the

tra

in h

old

alto

geth

er?

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.(3

7 ×

2) +

(79

× 3

) =

2

31

1 p

asse

nger

s


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 2M1

Dan

Max

Tia

Writ

e th

e na

mes

of

the

child

ren,

sh

ort

est

first

.

Max

Tia

Dan

sho

rtes

t

Acc

ept

any

reco

gnis

able

spe

lling

, in

clud

ing

M,

T, D

.1

Pap

er 3

rea

son

ing

: an

swer

s an

d m

ark

sch

eme


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

2 2N1

Writ

e th

e ne

xt t

hre

e nu

mbe

rs in

eac

h se

quen

ce.

(a)

0 5

10

15

2

0

2

5

3

0

(b)

60

50

40

30

20

10

0

(a)

All

thre

e nu

mbe

rs n

eede

d fo

r o

ne

mar

k.

(b)

All

thre

e nu

mbe

rs n

eede

d fo

r o

ne

mar

k.

(a)

1

(b)

1

3 3F3

A b

ar o

f ch

ocol

ate

has

20 s

ectio

ns.

Four

frie

nds

each

ate

a p

art

of t

he b

ar.

Tick

the

nam

e of

the

frie

nd w

ho a

te t

he m

ost

.

Min

a at

e 3 20

of

the

bar.

Jill a

te

7 20 o

f th

e ba

r.

Har

ry a

te

4 20 o

f th

e ba

r.

Lenn

y at

e 6 20

of

the

bar.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d on

ly.1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

4 2F1a

Ti

ck t

he s

hape

tha

t ha

s 1 2

sha

ded.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.1

5 1C4

Find

the

mis

sing

num

bers

.

(a)

17 =

9 +

8

(b)

3 +

1

0 +

7 =

20

(a)

1

(b)

1

6 3M2a

Mea

sure

thi

s lin

e in

cen

timet

res.

Acc

ept

an a

nsw

er b

etw

een

6.8

cm a

nd 7

.2 c

m

incl

usiv

e.1

7

cent

imet

res


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

7 1N4

Her

e is

a n

umbe

r lin

e.

50 40 30 20 10 0

A

(a)

45

(b)

(b)

Acc

ept

an a

rrow

dra

wn

>25

and

<30

(a)

1

(b)

1

Wha

t nu

mbe

r is

sho

wn

by t

he a

rrow

A?

Dra

w a

n ar

row

to

show

the

pos

ition

of

27


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

8 2G3

Sam

i is

mak

ing

a 3-

D s

hape

.

The

squa

re is

one

of

the

face

s of

Sam

i’s 3

-D s

hape

.

Circ

le t

he 3

-D s

hape

Sam

i cou

ld n

ot

be m

akin

g.

co

ne

cube

cu

boid

py

ram

id

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

1

9 2C8

This

arr

ay s

how

s 5

× 2

= 10

Writ

e a

divi

sion

sen

tenc

e fo

r th

e sa

me

arra

y.

10

÷ 5

= 2

OR 1

0 ÷

2 =

5

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

10 3S2

This

pic

togr

am s

how

s th

e nu

mbe

r of

boo

ks s

ome

child

ren

read

in c

lass

.

How

man

y m

ore

boo

ks d

id N

isha

rea

d th

an B

en?

1

Polly

repr

esen

ts 4

boo

ks

Ben

Max

Nis

ha

Dev

12

book

s


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 3C6

Jo m

akes

a li

st o

f m

ultip

licat

ion

fact

s th

at e

qual

24

Circ

le a

ll th

e m

ultip

licat

ion

fact

s th

at J

o w

ill h

ave

on h

er li

st.

12 ×

2 =

4 ×

5 =

8

× 3

=

6 ×

4 =

7 ×

4 =

2

× 10

=

Aw

ard

two

mar

ks f

or t

hre

e co

rrec

ts f

acts

indi

cate

d on

ly.A

war

d o

ne

mar

k fo

r th

ree

corr

ect

fact

s an

d o

ne

inco

rrec

t fa

ct in

dica

ted

only.

OR

Aw

ard

on

e m

ark

for

two

cor

rect

fac

ts in

dica

ted

only.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

2

12 3F1c

Yasm

in a

nd P

olly

hav

e 10

sim

ilar

mat

hs p

robl

ems

to s

olve

.

The

tabl

e sh

ows

how

muc

h of

the

ir ho

mew

ork

they

hav

e ea

ch

finis

hed.

Com

plet

e th

e m

issi

ng n

umbe

rs.

Num

ber

of

ques

tions

fini

shed

Frac

tion

of t

he

hom

ewor

k fin

ishe

d

Yasm

in5

out

of 1

0=

1 2

Polly

8 ou

t of

10

=4 5

Aw

ard

on

e m

ark

for

each

cor

rect

mis

sing

num

ber.

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

13 3F1c

Ani

l eat

s 3 8

of

his

pizz

a.

Circ

le t

he f

ract

ion

of h

is p

izza

he

does

no

t ea

t.

4 8

3 5

5 8

8 3

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

1

14 2F2

Hol

ly s

ays,

‘2 4 is

larg

er t

han

1 2 b

ecau

se 2

is la

rger

tha

n 1

and

4 is

larg

er

than

2’

Is H

olly

cor

rect

? Ex

plai

n yo

ur a

nsw

er.

No,

bec

ause

2 4 is

equal to

1 2

Acc

ept

draw

ings

or

num

eric

al a

nsw

ers

that

indi

cate

2 4

is e

qual

to

1 2

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

15 3M9a

Izzy

buy

s 2

met

res

of r

ibbo

n, w

hich

cos

ts 7

5p p

er m

etre

.

Wor

k ou

t ho

w m

uch

chan

ge s

he g

ets

from

£2

50

p

Aw

ard

two

mar

ks f

or t

he c

orre

ct a

nsw

er.

Aw

ard

on

e m

ark

for

a co

rrec

t m

etho

d, e

.g.

2 ×

100

= 20

020

0 −

(75

× 2)

=

2

16 3C8

In a

pac

k of

20

felt

tip p

ens,

4 a

re b

lack

fel

t tip

pen

s.

A t

each

er t

akes

eno

ugh

pack

s to

hav

e 20

bla

ck f

elt

tip p

ens.

How

man

y fe

lt tip

pen

s w

ill s

he h

ave

alto

geth

er?

Aw

ard

two

mar

ks f

or t

he c

orre

ct a

nsw

er.

Aw

ard

on

e m

ark

for

a co

rrec

t m

etho

d, e

.g.

20 ÷

4 =

520

× 5

=

2

17 3M7

Mea

sure

the

per

imet

er o

f th

is r

ecta

ngle

.

24

cm

Aw

ard

two

mar

ks f

or a

n an

swer

in t

he r

ange

23

.2 m

m t

o 24

.8 m

m in

clus

ive.

Aw

ard

on

e m

ark

for

evid

ence

of

wor

king

tha

t sh

ows

usin

g le

ngth

s in

the

ran

ge 7

.8 m

m t

o 8.

2 m

m

incl

usiv

e an

d w

idth

s of

3.8

to

4.2

mm

incl

usiv

e.

2

10

0 p

ens


An

swer

s an

d m

ark

sch

emes

Yea

r 4

Pap

er 1

ari

thm

etic

: an

swer

s an

d m

ark

sch

eme

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 2C6

8 ×

2 =

16

1

2 2C2a

62 −

5 =

57

1

3 2C2a

34 +

40

= 7

41

4 2C6

30 ÷

5 =

61

5 4N2b

6,98

7 −

1,00

0 =

5,9

87

*1

6 3N2b

17

4 =

184

− 1

01

7 3C2

251

+ 45

7 =

70

81

8 4C2

9,40

0 −

3,10

0 =

6,3

00

*1

9 4C6a

11 ÷

11

= 1

1

10 4N2b

1,86

4 =

86

4 +

1,0

001

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 4F4

7 8 −

4 8 =

3 8

1

12 4F4

7 10 +

9 10 =

16

10

A

ccep

t ot

her

equi

vale

nt a

nsw

ers,

e.g

. 1 6 10

, 1 3 5

or 1

.61

13 4F4

4 5 + 4 5

+ 4 5 =

12 5

A

ccep

t ot

her

equi

vale

nt a

nsw

ers,

e.g

. 2 2 5 o

r 2.

41

14 2F1a

1 4 of

16 =

41

15 2F1a

1 3 of

21 =

71

16 3C2

777

− 58

= 7

19

1

17 3C6

8 =

24 ÷

31

18 3F4

7 8 − 2 8

= 5 8

1

19 3C7

26 ×

6 =

15

61

20 4C2

6,37

7 +

2,68

5 =

9,0

62

*1

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

21 4C2

6,33

8 −

708

= 5

,63

0*

1

22 4C7

38 ×

9 =

34

21

23 4C7

3,4

08

= 4

26 ×

8*

1

24 3F1b

4 5 of

20 =

16

1

25 4C7

803

× 7

= 5

,62

1*

1

26 4C7

395

× 6

= 2

,37

0*

1

27 4F9

8 ÷

10 =

0.8

Acc

ept

.8,

8 10 o

r ot

her

equi

vale

nt a

nsw

ers.

1

28 4F9

73 ÷

10

= 7

.3A

ccep

t 7 3 10

1

29 4F9

35 ÷

100

= 0

.35

Acc

ept

.35,

35 10

0 or

othe

r eq

uiva

lent

ans

wer

s.1

30 4F9

0.0

4 =

4 ÷

100

Acc

ept

.04,

4 100 o

r ot

her

equi

vale

nt a

nsw

ers.

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 2M3a

TWENTY

PE

N C E

2015

TWENTY

PE

N C E

2015

TWENTY

PE

N C E

2015

TWENTY

PE

N C E

2015

All

fou

r lin

es n

eede

d fo

r th

e aw

ard

of o

ne

mar

k.1

Pap

er 2

rea

son

ing

: an

swer

s an

d m

ark

sch

eme 65

p

67p

75p

76p

Dra

w li

nes

to jo

in t

he c

oins

to

thei

r va

lue.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

2 3G3a

On

the

grid

bel

ow,

use

a ru

ler

to d

raw

a s

qu

are.

Acc

ept

any

squa

re d

raw

n on

the

grid

.1

3 4F1

Com

plet

e ea

ch n

umbe

r se

quen

ce.

(a)

8.72

8.7

1

8.7

0

8

.69

8.6

8

(b)

2.28

2.2

9

2.

3

2

.31

2.3

2

(a)

Bo

th n

umbe

rs n

eede

d fo

r o

ne

mar

k.

(b)

Bo

th n

umbe

rs n

eede

d fo

r o

ne

mar

k.

(a)

1

(b)

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

4 4F4

Bess

ie a

nd T

om s

hare

a p

ack

of b

iscu

its a

nd a

pac

k

of s

traw

berr

ies.

(a)

Bes

sie

take

s 2 12

of

the

bisc

uits

and

Tom

tak

es

3 12 o

f th

e

bisc

uits

.

C

ircle

the

fra

ctio

n of

bis

cuits

tha

t th

ey h

ave

take

n al

tog

eth

er.

5 12

5 24

6 12

6 24

(b)

Bess

ie t

akes

8 15

of

the

stra

wbe

rrie

s an

d To

m t

akes

6 15

of

the

stra

wbe

rrie

s.

C

ircle

the

fra

ctio

n th

at is

the

dif

fere

nce

bet

wee

n th

e am

ount

of

stra

wbe

rrie

s ta

ken

by B

essi

e an

d To

m.

14 0

2 30

2 15

2 4

(a)

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

(b)

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

(a)

1

(b)

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

5 2C4

This

is a

mag

ic s

quar

e.

Each

col

umn

and

each

row

add

s up

to

15

Fill

in t

he m

issi

ng n

umbe

rs.

61

8

75

3

29

4

Aw

ard

two

mar

ks f

or f

ou

r co

rrec

t nu

mbe

rs.

Aw

ard

on

e m

ark

for

two

or

thre

e co

rrec

t nu

mbe

rs.

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

6 2F1a

Shad

e 3 4

of

this

rec

tang

le.

Acc

ept

any

6 se

ctio

ns s

hade

d to

rep

rese

nt 3 4

1

7 2G3

Her

e ar

e so

me

3-D

sha

pes.

Writ

e th

e nu

mbe

r of

tri

ang

ula

r fa

ces

on e

ach

shap

e.

All

thre

e co

rrec

t nu

mbe

rs n

eede

d fo

r th

e aw

ard

of

on

e m

ark.

1

24

4


£ 4

(.0

0)

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

8 3C4

I am

thi

nkin

g of

a n

umbe

r.

I add

200

and

the

n su

btra

ct 5

0

I get

300

Wha

t w

as m

y nu

mbe

r?

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.

Aw

ard

on

e m

ark

for

a co

rrec

t m

etho

d, e

.g.

300

+ 50

− 2

00 =

2

9 3M4a

Wha

t tim

e in

the

mor

ning

doe

s th

is c

lock

sho

w?

Acc

ept

40 m

inut

es p

ast

ten

or 2

0 m

inut

es t

o el

even

.1

10 3C8

3 ap

ples

cos

t 80

p.

How

muc

h w

ill 1

5 ap

ples

cos

t?

Do

not

acce

pt £

400

or £

4(,0

0)p

or £

400p

1

10:4

0 a

.m.

15

0


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 3F2

Josi

e ha

s a

box

of e

ggs.

She

has

used

4 o

f th

e 12

egg

s.

Circ

le t

he f

ract

ion

of t

he e

ggs

Josi

e ha

s us

ed.

4 8

1 4

1 3

8 4

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

1

12 4F10

aH

arry

pic

ks 2

0 ch

errie

s.

He

give

s 1 5 o

f hi

s ch

errie

s to

Nad

ia a

nd h

e gi

ves

2 5 of

his

cher

ries

to A

hmed

.

How

man

y ch

errie

s do

es H

arry

hav

e le

ft?

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.20

÷ 5

= 4

4 ×

2 =

84

+ 8

= 12

20 −

12

= O

R

1 5 + 2 5 =

3 5

1 −

3 5 = 2 5

20 ÷

5 =

44

× 2

=

2

8 c

herr

ies


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

13 4M7a

4M7b

This

sha

pe is

dra

wn

on a

cen

timet

re s

quar

e gr

id.

(a)

Wha

t is

the

per

imet

er o

f th

e

shad

ed s

hape

?

(b)

Wha

t is

the

are

a of

the

sha

ded

shap

e?

(a)

1

(b)

1

32

cm

42

cm

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

14 4C6b

Find

the

mis

sing

num

bers

.A

ccep

t an

y tw

o nu

mbe

rs t

hat

com

plet

e th

e m

ultip

licat

ion

corr

ectly

.1

15 4M5

Paul

is b

akin

g a

cake

.

The

reci

pe s

ays

he n

eeds

0.5

kg

of

flour

.

Circ

le t

he a

mou

nt o

f flo

ur h

e ne

eds

in g

ram

s.

0.

5 g

5

g

50 g

500

g

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

1

××

=80

28

5


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

16 4N1

Sam

ir w

rites

a s

eque

nce

of n

umbe

rs.

49

57

63

70

77

Sam

ir sa

ys,

‘Thi

s is

a s

eque

nce

of m

ultip

les

of s

even

.’

Expl

ain

why

Sam

ir is

inco

rrec

t.

1

An e

xpla

nation t

hat

show

s ei

ther

57

should

be

56

OR

The

dif

fere

nce

bet

wee

n 4

9 a

nd 5

7 is

8

not

7

OR

The

dif

fere

nce

bet

wee

n 5

7 a

nd 6

3 is

6

not

7

OR

57

is

not

a m

ultip

le o

f 7


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

17 3M1a

Put

thes

e le

ngth

s in

ord

er.

Star

t w

ith t

he s

ho

rtes

t.

21 cm

2

cm

200

mm

2 m

22 cm

2 cm

2

00

mm

2

1 cm

2

2 cm

2

m

sho

rtes

t

All

five

req

uire

d fo

r o

ne

mar

k.1

18 4C8

A t

rain

leav

es f

or L

ondo

n.

Ther

e ar

e 3

coac

hes

with

108

sea

ts a

nd 6

coa

ches

with

12

6 se

ats.

How

man

y se

ats

are

ther

e al

tog

eth

er?

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.(1

08 ×

3)

+ (1

26 ×

6)

= Ig

nore

com

ma

in a

nsw

er if

not

pla

ced

or in

corr

ectly

pl

aced

.

2

1,0

80

sea

ts


Pap

er 3

rea

son

ing

: an

swer

s an

d m

ark

sch

eme

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 2F2

Tick

the

tw

o s

hape

s th

at h

ave

1 2 sha

ded.

Aw

ard

on

e m

ark

for

each

cor

rect

ans

wer

.If

answ

er is

inco

rrec

t:A

war

d o

ne

mar

k fo

r:•

two

cor

rect

and

on

e in

corr

ectly

iden

tified

sha

pes

OR

• o

ne

corr

ectly

iden

tified

sha

pe a

nd n

o in

corr

ectly

id

entifi

ed s

hape

s.D

o n

ot

awar

d an

y m

arks

if:

• tw

o c

orre

ct a

nd t

wo

or

mor

e in

corr

ectly

iden

tified

sh

apes

OR

• o

ne

corr

ect

and

on

e in

corr

ectly

iden

tified

sha

pe.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

2 3N1b

Her

e ar

e so

me

num

ber

sequ

ence

s.

Two

sequ

ence

s go

acr

oss

the

page

.

Two

sequ

ence

s go

dow

n th

e pa

ge.

Com

plet

e th

e m

issi

ng n

umbe

rs in

the

seq

uenc

es.

Aw

ard

two

mar

ks f

or f

ou

r co

rrec

t an

swer

s.A

war

d o

ne

mar

k fo

r th

ree

corr

ect

answ

ers.

2

100

500

150

550

300

700

250

650

100

300

400

500

250

450

550

650

20

0

35

0

60

0

75

0


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

3 4C6a

Dra

w li

nes

to m

atch

the

div

isio

n fa

ct t

o its

ans

wer

.

One

line

has

bee

n dr

awn

for y

ou.

48

÷ 8

=

4

36

÷ 9

=

5

60

÷ 1

2 =

6

56

÷ 7

=

7

63

÷ 9

=

8

Aw

ard

two

mar

ks fo

r fou

r co

rrec

t lin

es.

Aw

ard

one

mar

k fo

r tw

o or

thr

ee c

orre

ct li

nes.

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

4 4F2

Thes

e sh

apes

sho

w a

fam

ily o

f eq

uiva

lent

fra

ctio

ns.

==

Fill

in t

he m

issi

ng n

umbe

rs t

o co

mpl

ete

the

equi

vale

nt

frac

tions

.

=1

12=

482

3

Aw

ard

two

mar

ks f

or t

hre

e co

rrec

t fr

actio

ns.

Aw

ard

on

e m

ark

for

two

cor

rect

fra

ctio

ns.

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

5 2S2a

Nia

is fi

ndin

g ou

t ho

w c

hild

ren

trav

el t

o sc

hool

.

She

keep

s a

tally

on

a re

cord

she

et.

Bus

Bus

Taxi

Taxi

Car

Car

Wal

kW

alk

(a)

How

man

y ch

ildre

n di

d N

ia c

ount

?

7

5 c

hild

ren

(b)

How

man

y m

ore

chi

ldre

n tr

avel

led

by c

ar t

han

by b

us?

1

8 c

hild

ren

(a)

1

(b)

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

6 2G1b

This

is a

box

of

coun

ters

.

The

box

is a

3-D

sha

pe.

Circ

le t

he n

ame

of t

he 3

-D s

hape

.

co

ne

cu

be

cu

boid

cylin

der

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

7 3G2

(a)

Dra

w a

cro

ss o

n an

y sid

e th

at is

par

alle

l to

the

side

in b

old.

(b)

Dra

w a

cro

ss o

n an

y sid

e th

at is

per

pend

icul

ar to

the

side

in

bo

ld.

(a)

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

tic

king

or

circ

ling.

(b)

Acc

ept

eith

er o

r bo

th c

ross

es.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

tic

king

or

circ

ling.

(a)

1

(b)

1

8 3M9a

Tara

has

£40

She

spen

ds £

23 a

nd 3

2p

Circ

le t

he a

mou

nt o

f m

oney

she

has

left

.

£1

7 an

d 78

p

£17

and

68p

£

16 a

nd 7

8p

£16

and

68p

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

1


60 v

anill

a cu

pcak

es

56

67

57

6

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

9 3N2a

Her

e ar

e fo

ur d

igit

card

s.

Use

an

y th

ree

of t

he n

umbe

rs t

o m

ake

th

e nu

mbe

r cl

ose

st t

o 6

00

1

10 4C8

Tom

buy

s a

box

of m

ini-c

upca

kes

with

12

vani

lla c

upca

kes

an

d 8

choc

olat

e cu

pcak

es.

Tom

bou

ght

som

e m

ore

boxe

s of

min

i-cup

cake

s fo

r th

e

scho

ol f

air.

He

had

40 c

hoco

late

cup

cake

s.

How

man

y va

nilla

cup

cake

s di

d he

ha

ve a

ltoge

ther

?

Aw

ard

two

mar

ks f

or t

he c

orre

ct a

nsw

er.

Aw

ard

on

e m

ark

for

a co

rrec

t m

etho

d, e

.g.

40 ÷

8 =

512

× 5

=

2


11 4F10

a(a

) D

ev c

an c

hoos

e

2 5 of

£20

1 4 of

£20

1 2 of

£10

Dev

cho

oses

the

larg

est

amou

nt.

Whi

ch a

mou

nt d

id D

ev c

hoos

e?

Dev

chose

2 5 o

f £

20

(b)

Expl

ain

Dev

’s ch

oice

2 5 o

f £

20

= £

8,

but

1 4 o

f £

20

and 1 2

of

£1

0

both

= £

5

(a)

1

(b)

1

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark


12 4C6c

(a)

Ola

list

s th

e fa

ctor

s of

36

Writ

e th

e tw

o m

issi

ng f

acto

rs.

(b)

Ola

list

s so

me

of t

he f

acto

rs o

f a

diff

eren

t nu

mbe

r.

Wha

t co

uld

Ola

’s nu

mbe

r be

?

(a)

Bo

th n

umbe

rs n

eede

d fo

r aw

ard

of o

ne

mar

k.

(b)

Acc

ept

any

mul

tiple

of

24

(a)

1

(b)

1

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 36

2 1

8

3

12

4 9

6 6

24

3

4

6

8


13 4F9

Ja

y di

vide

s 58

by

10

Com

plet

e th

e se

nten

ce.

Ja

y sa

ys,

‘A

fter

I di

vide

58

by 1

0, t

he 8

will

be

wor

th

.‘

Acc

ept

.8D

o n

ot

acce

pt 5

.8 o

r 8

1

14 4F9

Circ

le b

oth

cal

cula

tions

tha

t gi

ve a

n an

swer

whe

re t

he 3

ha

s th

e va

lue

of t

hree

ten

ths.

36

÷ 1

0 =

36

÷ 1

00 =

63

÷ 1

0 =

63

÷ 1

00 =

Bo

th in

dica

ted

for

the

mar

k.A

ccep

t al

tern

ativ

e un

ambi

guou

s po

sitiv

e in

dica

tions

, e.

g. u

nder

lined

or

ticke

d.

1

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

8 10

, eig

ht

tenth

s or

0.8


15 4M7a

4M7b

Oliv

ia d

raw

s a

rect

angl

e w

ith a

leng

th o

f 12

cm

and

a w

idth

of

8 c

m.

Oliv

ia d

raw

s a

seco

nd r

ecta

ngle

, bu

t th

e le

ngth

is t

wic

e as

lo

ng.

(a)

Wha

t is

the

per

imet

er o

f O

livia

's s

econ

d re

ctan

gle?

(b)

Wha

t is

the

are

a of

Oliv

ia's

sec

ond

rect

angl

e?

(a)

1

(b)

1

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

64

cm

19

2

cm

2


An

swer

s an

d m

ark

sch

emes

Yea

r 5

Pap

er 1

ari

thm

etic

: an

swer

s an

d m

ark

sch

eme

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 3N2b

155

− 10

0 =

55

1

2 3C2

87 −

35

= 5

21

3 3C6

4 ×

8 =

32

1

4 3C2

274

+ 56

4 =

83

81

5 5C2

322,

456

− 30

2,45

6 =

20

,00

0*

1

6 3C6

72 ÷

8 =

91

7 3F4

3 8 +

4 8 =

7 81

8 4C2

8,06

3 +

5,80

9 =

13

,87

2*

1

9 4C2

6,70

0 −

3,80

0 =

2,9

00

*1

10 4C7

716

× 3

= 2

,14

8*

1

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 4C6a

7 ×

6 =

42

1

12 4C6b

5 ×

4 ×

7 =

14

01

13 4F4

4 5 +

4 5 =

8 5 =

1 3 5

Acc

ept

8 51

14 4F10

a2 3

of 3

6 = 24

1

15 5C2

24,7

00 −

17,

900

= 6

,80

0*

1

16 5C5d

32 = 9

1

17 5F12

100%

of 5

0 =

50

1

18 4F10

a 3 4

of 2

0 = 1

51

19 5F12

25%

of

160

= 4

0

1

20 5C7b

8,67

6 ÷

4 =

2,1

69

*1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

21 5C7b

5,83

8 ÷

7 =

83

41

22 5F10

68.0

54 −

34.

781

= 3

3.2

73

1

23 5F4

4 5 −

3 10 =

5 10

OR 1 2

Acc

ept

any

equi

vale

nt f

ract

ion

or d

ecim

al.

1

24 5F4

2 3 +

7 12 =

15

12

OR 1

3 12

OR 1

1 4

Acc

ept

any

equi

vale

nt f

ract

ion

or d

ecim

al.

1

25 5F5

11 3

× 4

= 5

1 31

26 5C7a

56 ×

34

= 1

,90

4Se

e ad

ditio

nal m

arki

ng g

uida

nce.

2

27 5C7a

157

× 46

= 7

,22

2Se

e ad

ditio

nal m

arki

ng g

uida

nce.

2

28 4F9

0.4

5 =

45

÷ 10

0A

ccep

t .4

51

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Ad

dit

ion

al m

arki

ng

gu

idan

ce

26 5C7a

Aw

ard

two

mar

ks f

or t

he c

orre

ct a

nsw

er o

f 1,

904*

If th

e an

swer

is in

corr

ect,

aw

ard

on

e m

ark

for

evid

ence

of

usin

g fo

rmal

mul

tiplic

atio

n, w

hich

con

tain

s no

mor

e th

an o

ne

arith

met

ical

err

or.

Wor

king

mus

t be

car

ried

thro

ugh

for

the

awar

d of

on

e m

ark.

In

all

case

s, a

ccep

t a

follo

w-t

hrou

gh o

f o

ne

erro

r in

wor

king

, e.

g.

56

×3

42

04

16

80

18

84

Do

no

t aw

ard

any

mar

ks if

:•

the

erro

r is

in t

he p

lace

val

ue,

e.g.

om

issi

on o

f a

zero

w

hen

mul

tiply

ing

by t

ens,

e.g

.

56

×3

42

24

16

83

92

• th

e fin

al a

nsw

er li

ne o

f di

gits

is m

issi

ng,

e.g.

56

×3

42

24

16

80

forg

ettin

g to

add

the

2 c

arrie

d te

ns f

rom

6 ×

4

Pap

er 1

ari

thm

etic

: ad

dit

ion

al m

arki

ng

gu

idan

ceQ

ues

tio

ns

26 a

nd

27

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Ad

dit

ion

al m

arki

ng

gu

idan

ce

27 5C7a

Aw

ard

two

mar

ks f

or t

he c

orre

ct a

nsw

er o

f 7,

222*

If th

e an

swer

is in

corr

ect,

aw

ard

on

e m

ark

for

evid

ence

of

usin

g fo

rmal

mul

tiplic

atio

n, w

hich

con

tain

s no

mor

e th

an o

ne

arith

met

ical

err

or.

Wor

king

mus

t be

car

ried

thro

ugh

for

the

awar

d of

on

e m

ark.

In

all

case

s, a

ccep

t a

follo

w-t

hrou

gh o

f o

ne

erro

r in

wor

king

, e.

g.

15

7×

46

94

4

7 ×

6 ≠

446

28

07

22

4

Do

no

t aw

ard

any

mar

ks if

:•

the

erro

r is

in t

he p

lace

val

ue,

e.g.

om

issi

on o

f a

zero

w

hen

mul

tiply

ing

by t

ens,

e.g

.

15

7×

46

94

26

28

15

70

• th

e fin

al a

nsw

er li

ne o

f di

gits

is m

issi

ng,

e.g.

15

7×

46

94

26

28

0

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 3F3

Writ

e th

ese

frac

tions

in o

rder

, la

rges

t fir

st.

4

7 10

3 9 10

3

5 10

4 1 10

5

3 10

Acc

ept

equi

vale

nt f

ract

ions

or

deci

mal

s, e

.g.

53 10,

47 10,

41 10,

39 10,

35 10

1

Pap

er 2

rea

son

ing

: an

swer

s an

d m

ark

sch

eme

5 3 1

04

7 10

4 1 1

03

9 10

3 5 1

0

larg

est


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

2 3S1

Gita

goe

s ru

nnin

g m

ost

days

.

This

tab

le s

how

s ho

w f

ar G

ita r

uns

each

day

dur

ing

one

wee

k.

This

bar

cha

rt s

how

s so

me

of t

he in

form

atio

n.

Use

the

info

rmat

ion

from

the

tabl

e to

com

plet

e th

e ba

r cha

rt.

Aw

ard

two

mar

ks f

or b

oth

Thu

rsda

y an

d Sa

turd

ay

bars

dra

wn

corr

ectly

on

the

grap

h.A

war

d o

ne

mar

k fo

r o

ne

bar

draw

n co

rrec

tly.

The

heig

ht o

f th

e ba

r m

ust

be d

raw

n to

the

ap

prop

riate

line

.Ig

nore

the

wid

th o

f th

e ba

r.A

war

d o

ne

mar

k fo

r tw

o co

rrec

t ba

rs d

raw

n fo

r Th

ursd

ay a

nd S

atur

day

and

any

bar

draw

n fo

r Tu

esda

y.

2

Gita

’s r

unni

ng r

ecor

d(D

ista

nces

in k

ilom

etre

s)

Sun

Mon

Tue

Wed

Thu

Fri

Sat

43

07

84

5

8 6 4 2

Sun

Mon

Tue

Wed

Thu

Fri

Sat

Dis

tan

ce

(km

)

Da

y

Git

a’s

ru

nn

ing

re

co

rd


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

3 3G2

Circ

le t

he p

air

of li

nes

that

is p

aral

lel.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

1

4 4M1

Writ

e th

ese

amou

nts

in o

rder

, st

artin

g w

ith t

he s

mal

lest

.

80p

£

0.89

£

9

£8

.90

9p

Acc

ept

a co

rrec

t co

nver

sion

of

units

, e.

g.

9p 8

0p 8

9p 8

90p

900p

If fo

ur a

mou

nts

are

corr

ect,

allo

w t

rans

crip

tion

erro

r of

the

fift

h am

ount

, e.

g. 9

p, 8

0p,

£0.9

8, £

8.90

, £9

Do

no

t ac

cept

rev

ersa

l of

amou

nts,

e.g

. £9

£8.

90 £

0.89

80p

9p

1

smal

lest

9p

80

p

£0

.89

£

8.9

0

£9


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

5 4C8

A t

each

er g

ets

the

clas

sroo

m r

eady

for

an

art

less

on.

She

puts

out

5 s

mal

l pai

nt

bru

shes

for

eve

ry 3

larg

e

pai

nt

bru

shes

.

(a)

If sh

e pu

ts o

ut 1

0 sm

all p

aint

bru

shes

, ho

w m

any

la

rge

pain

t br

ushe

s do

es s

he p

ut o

ut?

(b)

If

she

puts

out

9 la

rge

pain

t br

ushe

s, h

ow m

any

smal

l pa

int

brus

hes

does

she

put

out

?

(c)

The

teac

her

buys

som

e ne

w b

rush

es.

Br

ushe

s co

me

in p

acks

of

8

Th

e te

ache

r bu

ys 1

2 pa

cks

of b

rush

es.

H

ow m

any

new

bru

shes

did

she

buy

?

(a)

1

(b)

1

(c)

1

6 la

rge

brus

hes

15

sm

all b

rush

es

96

bru

shes


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

6 4N4b

A n

ew c

ruis

e sh

ip c

an c

arry

4,9

05 p

asse

nger

s an

d ha

s a

crew

of

1,4

71

Roun

d ea

ch o

f th

ese

num

bers

to

the

nea

rest

hu

nd

red

.

Pass

enge

rs

Cre

w

Aw

ard

on

e m

ark

for

each

cor

rect

ans

wer

.Ig

nore

com

ma

in a

nsw

er if

not

pla

ced

or

inco

rrec

tly p

lace

d.

2

7 4F1

Writ

e th

e ne

xt w

ho

le n

um

ber

in t

his

sequ

ence

.D

o n

ot

acce

pt 1

00 100

1

4,9

00

1,5

00

197 10

098 10

099 10

0


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

8 5C8b

A f

acto

ry m

akes

640

ted

dy b

ears

.

520

of t

he b

ears

are

bro

wn.

The

rest

are

pin

k an

d bl

ue in

equ

al n

umbe

rs.

How

man

y pi

nk t

eddy

bea

rs a

re t

here

?

Aw

ard

two

mar

ks f

or t

he c

orre

ct a

nsw

er.

Aw

ard

on

e m

ark

for

a co

rrec

t m

etho

d, e

.g.

640

− 52

0 =

120

120

÷ 2

=

2

9 5C6b

Find

the

mis

sing

num

bers

.

(a

)

8.1

÷

= 0

.081

(b

)

×

1,0

00 =

180

(b)

Acc

ept

.18

or 0

.180

(a)

1

(b)

1

60

pin

k te

dd

y b

ears

10

0

0.1

8


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

10 5F12

Fay

and

Izzy

sit

the

sam

e m

athe

mat

ics

test

.

Fay

says

,

‘I

got

60%

.’

Izzy

say

s,

‘I

got

seve

n ou

t of

ten

.’

Expl

ain

who

got

the

hig

her

sco

re.

Aw

ard

on

e m

ark

for

a co

rrec

t ex

plan

atio

n.1

e.g.

lzzy

got

the

hig

her

sco

re b

ecause

:

eith

er s

even

out

of

ten

=

7 10

= 7

0%

and 7

0%

> 6

0%

OR 6

0%

=

6 10

(=

six

out

of

ten)

and

6 10

or

6 o

ut

of

10

<

7 10

or

7 o

ut

of

10


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 5G3b

Tick

the

tw

o t

ypes

of

2-D

sha

pes

that

mak

e th

e fa

ces

of

this

tria

ngul

ar p

rism

.

Tria

ngle

s

Para

llelo

gram

s

Rhom

buse

s

Rect

angl

es

Bo

th s

hape

s in

dica

ted

and

no o

ther

s, f

or t

he a

war

d of

on

e m

ark.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

12 5G2a

The

diag

onal

s of

a r

ecta

ngle

are

dra

wn.

64°

b

Wha

t is

the

siz

e of

ang

le b

?

6

4

°

1

13 3N3

This

is a

sor

ting

diag

ram

for

num

bers

with

3 t

ens

and

3 o

nes

.

Writ

e th

ese

num

bers

into

the

sor

ting

diag

ram

.

321

231

13

3 2

13

333

3 te

ns3

ones

2

31

1

33

2

13

3

33

3

21

Aw

ard

two

mar

ks f

or fi

ve c

orre

ctly

pla

ced

num

bers

.A

war

d o

ne

mar

k fo

r tw

o,

thre

e or

fo

ur

corr

ectly

pl

aced

num

bers

.

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

14 5F6a

(a)

Cha

nge

0.89

to

a fr

acti

on

.

(b)

Cha

nge

89 1000

to

a d

ecim

al.

(b)

Acc

ept

.089

(a)

1

(b)

1

15 5F10

The

popu

latio

n of

Lon

don

in 2

001

was

7.1

72 m

illio

n.

The

popu

latio

n of

Lon

don

in 2

015

was

8.5

39 m

illio

n.

Wha

t w

as t

he in

crea

se in

the

pop

ulat

ion?

1.3

67

m

illio

n

Acc

ept

1,36

7,00

01

89

10

0

0.0

89


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

16 5M6

Sam

ir sa

ys,

‘I am

five

fee

t ta

ll.’

Use

thi

s ta

ble

to w

ork

out

Sam

ir’s

heig

ht in

met

res.

Leng

th

1 fo

ot =

12

inch

es

1 in

ch =

2.5

cm

100

cm =

1 m

1.5

met

res

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.5

× 12 =

60

60 ×

2.5

= 15

015

0 ÷ 10

0 =

Acc

ept

1.5

(met

res)

or

150

cm

2


Pap

er 3

rea

son

ing

: an

swer

s an

d m

ark

sch

eme

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 4N1

In t

his

tabl

e, m

ultip

les

of 6

are

writ

ten

to t

he r

ight

and

m

ultip

les

of 7

are

writ

ten

dow

nwar

ds.

Ther

e ar

e fo

ur

mis

sing

num

bers

. W

rite

the

mis

sing

nu

mbe

rs in

the

box

es.

Mu

ltip

les

of

6

Mu

ltip

les

of

735 42

66

49 70

3660

48

56

63

54

Aw

ard

two

mar

ks f

or f

ou

r co

rrec

t nu

mbe

rs.

Aw

ard

on

e m

ark

for

thre

e co

rrec

t nu

mbe

rs.

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

2 3G3b

(a)

This

is a

dra

win

g of

a 3

-D s

hape

.

Tick

the

nam

e of

the

sha

pe.

C

ube

C

uboi

d

C

one

C

ylin

der

Re

ctan

gle

(b)

Com

plet

e th

is s

ente

nce

with

the

nam

e of

a 2

-D s

hape

.

A

tr

iangle

is t

he m

ost

com

mon

fac

e in

any

pyr

amid

.

(a)

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.

(b)

Acc

ept

any

unam

bigu

ous

spel

ling.

(a)

1

(b)

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

3 4C4

At

the

begi

nnin

g of

Mar

ch, a

sho

p ha

d 37

8 T-

shirt

s in

sto

ck.

It re

ceiv

ed a

del

iver

y of

475

mor

e T-

shirt

s

in M

arch

.

Dur

ing

Mar

ch, 6

17 T

-shi

rts

wer

e so

ld.

How

man

y T-

shirt

s w

ere

in s

tock

at

the

end

of M

arch

?

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.(3

78 +

475

) − 6

17 =

2

4 5F3

Four

chi

ldre

n ra

ise

mon

ey f

or a

cha

rity.

Tick

the

chi

ld w

ho r

aise

d th

e m

ost

mon

ey.

3 20 o

f th

e m

oney

was

rai

sed

by O

llie.

7 20 o

f th

e m

oney

was

rai

sed

by E

wan

.

3 10 o

f th

e m

oney

was

rai

sed

by M

ia.

1 5 of

the

mon

ey w

as r

aise

d by

Ola

.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.1

23

6 T

-shi

rts


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

5 3C3

Dan

ny c

ompl

etes

335

÷ 5

He

wan

ts t

o ch

eck

his

answ

er.

Tick

the

cal

cula

tion

Dan

ny u

ses

to c

heck

his

ans

wer

.

33

5 ×

5 =

1,67

5

67

× 5

= 3

35

5

÷ 33

5 =

67

67

÷ 5

= 3

35

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

6 3F2

Circ

le t

he t

wo

sha

pes

that

sho

w 3 5 s

hade

d.

Bo

th s

hape

s, a

nd n

o ot

hers

, in

dica

ted

for

on

e m

ark.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r tic

ked.

1

7 3M9a

Ada

m b

uys

a pa

ck o

f fe

lt tip

pen

s fo

r £4

and

tw

o pe

ns f

or

£2 e

ach

.

How

muc

h ch

ange

will

he

get

from

£20

?

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.20

− (4

+ 2

× 2

) =

2

£1

2 /

£1

2.0

0


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

8 4S2

This

gra

ph s

how

s th

e nu

mbe

r of

ice

crea

ms

sold

in o

ne w

eek.

How

man

y ic

e cr

eam

s w

ere

sold

on

Satu

rday

and

Sun

day

alto

get

her

?

27

0

ice

crea

ms

1

150

125

100 75 50 25 0

Mon

Tue

Wed

Thu

Fri

Sat

Sun

Nu

mb

er o

f ic

e cr

eam

s so

ld

Day

s o

f th

e w

eek

Ice

crea

m s

ales


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

9 4N3b

5N

3b

Dra

w li

nes

betw

een

the

Rom

an n

umer

als

and

thei

r eq

uiva

lent

in n

umbe

rs.

Aw

ard

two

mar

ks f

or fi

ve c

orre

ct li

nes.

Aw

ard

on

e m

ark

for

fou

r co

rrec

t lin

es.

2

10 5F7

4F7

Roun

d ea

ch n

umbe

r in

thi

s ta

ble

to t

he n

eare

st

wh

ole

nu

mb

er.

Aw

ard

two

mar

ks f

or t

hre

e co

rrec

t an

swer

s.A

war

d o

ne

mar

k fo

r tw

o c

orre

ct a

nsw

ers.

For

5 ac

cept

5.0

or

5.00

For

52 a

ccep

t 52

.0 o

r 52

.00

For

516

acce

pt 5

16.0

or

516.

00

2

CM

10

1

CI

900

LV

6

DX

51

0

VI

55

Roun

ded

to t

he n

eare

st

who

le n

umbe

r

5

.

1 6

5

1

.

6 2

5

1 6

.

2

5 52

51

6


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 5C7b

A s

choo

l org

anis

es a

vis

it to

the

the

atre

for

368

peo

ple.

8 bu

ses

are

orga

nise

d.

An

equa

l num

ber

of p

eopl

e si

t on

eac

h bu

s.

How

man

y pe

ople

are

on

each

bus

?

1

12 4F6b

This

dra

win

g re

pres

ents

1

Wha

t de

cim

al n

umbe

r do

es t

he d

raw

ing

belo

w r

epre

sent

?

1

46

p

eopl

e

2.3

9


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

13 5F2a

Noa

h bu

ys s

ome

pizz

as f

or a

par

ty.

He

cuts

the

piz

zas

into

pie

ces.

Each

pie

ce is

1 8 of

a pi

zza.

He

has

32 8

How

man

y pi

zzas

did

Noa

h bu

y?

1

14 5F5

Nis

hi h

as 6

jugs

.

Each

jug

is fi

lled

with

11 4 li

tres

of

wat

er.

How

man

y lit

res

has

Nis

hi a

lto

get

her

?

Acc

ept

7.5

litre

s.1

4 p

izza

s

1 li

tre

1 li

tre

1 li

tre

1 li

tre

1 li

tre

1 li

tre

1 27


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

15 5C8a

Dev

say

s,

‘I kn

ow 1

0, 2

0, 3

0 an

d al

l mul

tiple

s of

10

are

also

mul

tiple

s of

5.’

Max

the

n sa

ys,

‘So

all m

ultip

les

of 5

will

hav

e a

fact

or o

f 10

.’

Expl

ain

why

Max

is n

ot

corr

ect.

Aw

ard

on

e m

ark

for

a co

unte

r ex

ampl

e, e

.g.

5 is

a f

acto

r of

15,

but

10

is n

ot.

1

16 5M4

Kat

ie a

nd M

anis

ha r

an a

rac

e.

Kat

ie t

ook

3 m

inu

tes

53 s

eco

nd

s.

Man

isha

too

k 4

min

ute

s 8

seco

nd

s.

How

man

y se

con

ds

qu

icke

r w

as K

atie

tha

n M

anis

ha?

15

se

cond

s

1

Acc

ept

an

expla

natio

n sh

owin

g

som

e m

ultip

les

of 5

have

5 o

nes

and

num

ber

s w

ith 5

one

s ca

nnot

ha

ve 1

0 a

s a f

act

or.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

17 5F4

Ned

add

s tw

o fr

actio

ns t

o m

ake

a to

tal o

f 7 10

Ther

e ar

e di

ffer

ent

frac

tions

he

coul

d ha

ve u

sed.

Writ

e tw

o p

ossi

ble

num

erat

ors

for

Ned

’s ad

ditio

n.

Acc

ept

any

of

the

follo

win

g:

• • •

Do

no

t ac

cept

num

bers

in t

he r

ever

se o

rder

.1

510

+= = =

510

107 107107

+

510

+

1 2 3

5 3 1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

18 5M5

Jug

A a

nd ju

g B

both

con

tain

a li

quid

.

2 l

itre

s

1 l

itre

500m

l

Ju

g A

Ju

g B

How

muc

h m

ore

liq

uid

is t

here

in ju

g A

tha

n in

jug

B?

1.1

(00

) li

tres

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.

Aw

ard

on

e m

ark

for

sigh

t of

eith

er 1

.5 (l

itres

) /

1,50

0 (m

l) or

0.4

(litr

es) /

400

(ml)

as a

cor

rect

re

adin

g of

eith

er s

cale

.

Acc

ept

1.1(

00) (

litre

s) o

r 1,

100

(ml)

2


An

swer

s an

d m

ark

sch

emes

Yea

r 6

Pap

er 1

ari

thm

etic

: an

swer

s an

d m

ark

sch

eme

Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 3C2

89 +

876

+ 9

4 =

1,0

59

*1

2 3F1b

1 2 of

900

= 4

50

1

3 4C2

8,36

0 –

3,77

0 =

4,5

90

*1

4 4C2

4,70

0 +

3,9

00 =

8,6

00

*1

5 4C6a

12

× 4

= 6

× 8

1

6 4C6a

63

÷ 7

= 9

1

7 4C7

562

× 3

= 1

,68

6*

1

8 4C7

746

× 6

= 4

,47

6*

1

9 3F4

11 12 –

4 12

= 7 12

1

10 4F4

7 8 +

4 8 =

13 8

Acc

ept

11 81

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 5C2

61,7

00 –

33,

000

= 2

8,7

00

*1

12 5F10

12

9.1

6 =

46.

32 +

82.

841

13 4C7

720

× 4

= 2

,88

0*

1

14 5C7b

865

÷ 5

= 1

73

1

15 5F4

2 3 4

– 1 4

= 2

1 2A

ccep

t 2 2 4

or

equi

vale

nt.

1

16 6F9b

0.8

× 4

= 3

.21

17 6F9b

0.07

× 7

= 0

.49

1

18 6C9

90 +

6 ×

5 =

12

01

19 6C7a

687

× 4

7 =

32

,28

9Se

e ad

ditio

nal m

arki

ng g

uida

nce.

2

20 6C7a

7,69

3 ×

86

= 6

61

,59

8Se

e ad

ditio

nal m

arki

ng g

uida

nce.

2

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

21 6F4

5 4 5

+ 2 3

= 6

7 15

Acc

ept

any

equi

vale

nt f

ract

ion.

1

22 6C7b

1,97

6 ÷

38

= 5

2Se

e ad

ditio

nal m

arki

ng g

uida

nce.

2

23 6C7b

6,86

2 ÷

73

= 9

4Se

e ad

ditio

nal m

arki

ng g

uida

nce.

2

24 6F5b

3 5 ÷

9 =

3 45

Acc

ept

any

equi

vale

nt f

ract

ion

or e

xact

dec

imal

i.e

. 0.

061

25 6F5b

3 4 ÷

7 =

3 28

Acc

ept

any

equi

vale

nt f

ract

ion

or e

xact

dec

imal

,

i.e.

0.75

1

26 6C8

500,

000

– 50

0.05

= 4

99

,49

9.9

5*

1

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Ad

dit

ion

al m

arki

ng

gu

idan

ce

19 6C7a

Aw

ard

two

mar

ks f

or t

he c

orre

ct a

nsw

er o

f 32

,289

*

If th

e an

swer

is in

corr

ect,

aw

ard

on

e m

ark

for

evid

ence

of

usin

g a

form

al m

etho

d of

mul

tiplic

atio

n, w

hich

con

tain

s no

m

ore

than

on

e ar

ithm

etic

err

or.

Wor

king

mus

t be

car

ried

thro

ugh

for

the

awar

d of

on

e m

ark.

In

all

case

s, a

ccep

t a

follo

w-t

hrou

gh o

f on

e er

ror

in w

orki

ng, e

.g.

68

7×

47

49

89

8 ×

7 ≠

54

and

6 ×

7 ≠

44

27

48

03

24

69

Do

no

t aw

ard

any

mar

ks if

:•

the

erro

r is

in t

he p

lace

val

ue,

e.g.

68

7×

47

48

09

27

48

75

57

• th

e fin

al a

nsw

er li

ne o

f di

gits

is m

issi

ng,

e.g.

68

7×

47

48

09

27

48

0

Pap

er 1

ari

thm

etic

: ad

dit

ion

al m

arki

ng

gu

idan

ceQ

ues

tio

ns

19, 2

0, 2

2 an

d 2

3

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Ad

dit

ion

al m

arki

ng

gu

idan

ce

20 6C7a

Aw

ard

two

mar

ks f

or t

he c

orre

ct a

nsw

er o

f 66

1,59

8*

If th

e an

swer

is in

corr

ect,

aw

ard

on

e m

ark

for

evid

ence

of

usin

g a

form

al m

etho

d of

mul

tiplic

atio

n, w

hich

con

tain

s no

m

ore

than

on

e ar

ithm

etic

err

or.

Wor

king

mus

t be

car

ried

thro

ugh

for

the

awar

d of

on

e m

ark.

In

all

case

s, a

ccep

t a

follo

w-t

hrou

gh o

f o

ne

erro

r in

wor

king

, e.

g.

76

93

×8

64

61

58

61

54

40

65

15

98

46,1

58 +

615

,440

≠ 6

51,5

98

Do

no

t aw

ard

any

mar

ks if

:•

the

erro

r is

in t

he p

lace

val

ue,

e.g.

76

93

×8

64

61

58

61

54

41

07

70

2

• th

e fin

al a

nsw

er li

ne o

f di

gits

is m

issi

ng,

e.g.

76

93

×8

64

61

58

61

54

40

*Ign

ore

com

ma

in a

nsw

er if

not

pla

ced

or in

corre

ctly

pla

ced.


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Ad

dit

ion

al m

arki

ng

gu

idan

ce

22 6C7b

Aw

ard

two

mar

ks fo

r the

cor

rect

ans

wer

of 5

2

If th

e an

swer

is in

corr

ect,

aw

ard

on

e m

ark

for

evid

ence

of

usin

g a

form

al m

etho

d, w

hich

con

tain

s no

mor

e th

an o

ne

arith

met

ic e

rror

.

Wor

king

mus

t be

car

ried

thro

ugh

for

the

awar

d of

on

e m

ark.

In

all c

ases

, acc

ept

a fo

llow

-thr

ough

of

on

e er

ror

in w

orki

ng, e

.g.

54

r24

381

97

61

80

197

÷ 3

8 ≠

5 r 1

71

76

15

22

4O

R

52

r30

381

97

61

90

(50

× 3

8)1

06

197

– 19

0 ≠

107

6(2

× 2

8)3

0O

R

46

r28

25

381

97

619

7 ÷

38

≠ 4

r 25

Do

no

t aw

ard

any

mar

ks if

:•

the

final

ans

wer

line

is m

issi

ng,

e.g.

381

97

61

90 7

67

6 0

• an

info

rmal

met

hod

is u

sed,

e.g

. us

ing

repe

ated

su

btra

ctio

n of

equ

al g

roup

s:

53

r22

381

97

67

60

(20

× 3

8)1

21

67

60

(20

× 3

8)4

56

38

0(1

0 ×

38)

13

645

6 –

380

≠ 13

67

6(2

× 3

8)6

03

8(1

× 3

8)2

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Ad

dit

ion

al m

arki

ng

gu

idan

ce

23 6C7b

Aw

ard

two

mar

ks fo

r the

cor

rect

ans

wer

of 9

4

If th

e an

swer

is in

corr

ect,

aw

ard

on

e m

ark

for

evid

ence

of

usin

g a

form

al m

etho

d, w

hich

con

tain

s no

mor

e th

an o

ne

arith

met

ic e

rror

.

Wor

king

mus

t be

car

ried

thro

ugh

for

the

awar

d of

one

mar

k.

In a

ll ca

ses,

acc

ept

a fo

llow

-thr

ough

of

one

erro

r in

wor

king

, e.g

.

94

r20

736

86

26

57

31

268

6 ÷

73

≠ 9

r 31

29

22

0O

R

95

r27

736

86

26

47

090

× 7

3 ≠

6470

39

23

65

27

OR

95 29

736

86

229

2 ÷

73

≠ 5

Do

no

t aw

ard

any

mar

ks if

:•

the

final

ans

wer

line

is m

issi

ng,

e.g.

736

86

26

57

29

22

92 0

• an

info

rmal

met

hod

is u

sed,

e.g

. us

ing

repe

ated

su

btra

ctio

n of

equ

al g

roup

s:

94

r 2

736

86

26

57

0(9

0 ×

73)

29

21

46

(2 ×

73)

14

8(2

92 –

146

≠ 1

48)

14

6(2

× 7

3)2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 4N2a

Writ

e th

e nu

mbe

rs in

ord

er,

smal

lest

firs

t.

4,28

02,

804

4,82

02,

408

2,4

08

2,8

04

4,2

80

4,8

20

smal

lest

Igno

re c

omm

a in

ans

wer

s if

not

plac

ed o

r

inco

rrec

tly p

lace

d.1

2 5N5

This

tab

le s

how

s th

e te

mpe

ratu

res

in d

iffer

ent

citie

s on

e da

y.

City

Lond

onBi

rmin

gham

Car

diff

Man

ches

ter

Gla

sgow

Tem

pera

ture

0°C

2°C

–1°C

–2°C

1°C

Tick

the

city

tha

t ha

s th

e co

ldes

t te

mpe

ratu

re.

Lond

on

Birm

ingh

am

Car

diff

Man

ches

ter

Gla

sgow

Acc

ept

alte

rnat

ive

unam

bigu

ous

indi

catio

ns,

e.g.

un

derli

ned

or c

ircle

d, in

clud

ing

in t

he t

able

. 1

Pap

er 2

rea

son

ing

: an

swer

s an

d m

ark

sch

eme


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

3 4M4a

Dra

w li

nes

to m

atch

the

equ

ival

ent

times

.

te

n pa

st fi

ve

3:50

te

n to

fou

r

5:

10

fiv

e pa

st t

en

4:55

fiv

e to

five

10

:05

Aw

ard

two

mar

ks f

or f

ou

r co

rrec

t lin

es.

Aw

ard

on

e m

ark

for

two

or

thre

e co

rrec

t lin

es.

2

4 3N3

7

8

9H

ere

are

thre

e di

gits

.

Arr

ange

the

dig

its t

o m

ake

a th

ree-

digi

t nu

mbe

r w

ith

seve

n t

ens.

87

9 O

R 9

78

1

5 3F1c

Har

ry h

as £

32

He

spen

ds 3 4

of

his

mon

ey.

How

muc

h m

oney

has

he

spen

t?

£

2

4

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

6 3C7

Her

e ar

e th

ree

digi

t ca

rds.

36

9

Use

the

thr

ee d

igit

card

s to

mak

e th

is m

ultip

licat

ion

corr

ect.

3

9

×

6

2

3

4

All

thre

e nu

mbe

rs c

orre

ct f

or t

he a

war

d of

o

ne

mar

k.1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

7 4S2

This

bar

cha

rt s

how

s th

e go

als

scor

ed b

y an

d ag

ains

t a

foot

ball

team

.

01

23

45

6

2468101214

Foo

tbal

l tea

m r

esu

lts

Wee

k

Go

als

sco

red

Go

als

sco

red

by

the

team

Go

als

sco

red

agai

nst

th

e te

am

(a)

How

man

y go

als

wer

e sc

ored

ag

ain

st t

he t

eam

in

the

gam

es?

18

goa

ls

(b)

How

man

y m

ore

goa

ls d

id t

he t

eam

sco

re

in W

eek

5 th

an in

Wee

k 2?

7 g

oals

(a)

1

(b)

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

8 5C6b

Writ

e th

e m

issi

ng n

umbe

rs in

the

box

es.

Aw

ard

two

mar

ks f

or t

hre

e co

rrec

t an

swer

s.A

war

d o

ne

mar

k fo

r tw

o c

orre

ct a

nsw

ers.

2

9 5F7

Com

plet

e th

is t

able

by

rou

nd

ing

the

num

bers

.

Roun

ded

to o

ne

deci

mal

pla

ceRo

unde

d to

the

ne

ares

t w

hole

nu

mbe

r

48.2

74

8.3

48

559.

725

59

.75

60

Aw

ard

two

mar

ks f

or f

ou

r co

rrec

t an

swer

s.A

war

d o

ne

mar

k fo

r th

ree

corr

ect

answ

ers.

For

•48

.3

acce

pt 4

8.30

•48

acce

pt 4

8.0

or 4

8.00

•55

9.7

acce

pt 5

59.7

0•

560

acce

pt 5

60.0

or

560.

00

2

50

6÷

10

= 5

0.6

50

.6×

100

= 5

,060

50

6÷

100

= 5

.06


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

10 6G2b

Each

3-D

sha

pe is

nam

ed.

Tria

ng

ula

r-b

ased

Tr

ian

gu

lar

pri

sm

Squ

are-

bas

ed

p

yram

id

p

yram

id

Com

plet

e th

is t

able

of

info

rmat

ion

abou

t th

e th

ree

shap

es.

Som

e nu

mbe

rs h

ave

been

writ

ten

in f

or y

ou.

Tria

ngul

ar-b

ased

py

ram

idTr

iang

ular

pr

ism

Squa

re-b

ased

py

ram

id

Vert

ices

46

5

Edge

s6

98

Face

s4

55

Aw

ard

two

mar

ks f

or s

ix c

orre

ct a

nsw

ers.

Aw

ard

on

e m

ark

for

fou

r or

five

cor

rect

ans

wer

s.2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

11 6F9c

Four

frie

nds

have

a m

eal i

n a

rest

aura

nt.

Ali’

s m

eal c

osts

£18

.85

Ben’

s m

eal c

osts

£17

.65

Cal

lum

’s m

eal c

osts

£17

.15

Dev

’s m

eal c

osts

£17

.35

They

dec

ide

to s

hare

the

cos

t eq

ual

ly.

How

muc

h do

the

y ea

ch p

ay?

£

1

7.7

5

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.

(18.

85 +

17.

65 +

17.

15 +

17.

35)

÷ 4

=

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

12 6A2

Max

kno

ws

ther

e ar

e di

ffer

ent

form

ulae

to

find

the

perim

eter

of

a r

ecta

ngle

.

In t

he f

orm

ulae

, l =

leng

th a

nd w

= w

idth

.

Tick

the

for

mul

a th

at M

ax c

ould

no

t us

e to

find

the

pe

rimet

er o

f a

rect

angl

e.

4(

l + w

)

2(l +

w)

2l

+ 2

w

l +

l +

w +

w

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

13 6M9

Josh

nee

ds s

ome

new

kitc

hen

units

.

He

is g

oing

to

fit t

he u

nits

alo

ng a

wal

l tha

t is

3.8

25 m

etre

s lo

ng.

Each

uni

t is

600

mill

imet

res

wid

e.

How

man

y un

its w

ill J

osh

be a

ble

to fi

t al

ong

the

wal

l?

6

u

nit

s

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.3.

825

× 1

,000

= 3

,825

3,82

5 ÷

600

=

OR

Aw

ard

on

e m

ark

for

sigh

t of

3,8

25 O

R 0.

6 O

R 3.

6

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

14 6A4

Nis

ha t

akes

4 p

acka

ges

to t

he p

ost

offic

e.

She

has

1 he

avie

r pa

ckag

e an

d 3

iden

tical

ligh

ter

pack

ages

. The

pa

ckag

es w

eigh

15

kilo

gram

s in

tot

al.

Each

pac

kage

wei

ghs

a w

hole

num

ber

of k

ilogr

ams.

Wha

t co

uld

the

pack

ages

wei

gh?

Hea

vier

pac

kage

=

12

k

g

Ligh

ter

pack

age

=

1

kg

Acc

ept:

• he

avie

r pa

ckag

e =

9 (

kg)

and

light

er p

acka

ge =

2 (

kg)

OR

• he

avie

r pa

ckag

e =

6 (

kg)

and

light

er p

acka

ge =

3 (

kg)

Do

no

t ac

cept

hea

vier

pac

kage

= 3

(kg

) an

d lig

hter

pa

ckag

e =

4 (

kg)

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

15 6F5a

6F

5b

A t

each

er h

as a

jar

of c

ount

ers.

The

coun

ters

are

diff

eren

t co

lour

s an

d so

me

are

larg

e an

d so

me

are

smal

l.

1 4 o

f th

e co

unte

rs a

re r

ed a

nd 1 2

of

the

red

coun

ters

are

larg

e.

Ben

and

Tom

sha

re t

he la

rge,

red

cou

nter

s eq

ually

.

Wha

t fr

acti

on

of

the

jar

of c

ount

ers

does

Ben

hav

e? 1 16

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.

1 4 ×

1 2 =

1 8

1 8 ÷

2 =

2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

16 6R4

A r

ugby

gro

und

can

hold

9,5

68 s

pect

ator

s.

Ther

e ar

e se

ats

for

3 4 o

f th

e sp

ecta

tors

.

The

rest

sta

nd.

(a)

How

man

y se

ats

are

ther

e fo

r sp

ecta

tors

?

(b)

At

a m

atch

, 3 4

of

the

seat

s ar

e ta

ken.

How

man

y em

pty

sea

ts a

re t

here

?

(a)

Igno

re c

omm

a in

ans

wer

if n

ot p

lace

d or

in

corr

ectly

pla

ced.

(b)

Acc

ept

a co

rrec

t fo

llow

-thr

ough

fro

m t

he a

nsw

er

give

n in

16(

a),

incl

udin

g co

rrec

tly r

ound

ed

answ

ers.

Ig

nore

com

ma

in a

nsw

er if

not

pla

ced

or

inco

rrec

tly p

lace

d.

(a)

1

(b)

1

7,1

76

sea

ts

1,7

94

sea

ts


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

1 5N1

Writ

e th

e nu

mbe

r th

at c

omes

nex

t in

thi

s se

quen

ce.

516,

245

51

7,24

5

518,

245

51

9,24

5 52

0,2

45

Igno

re c

omm

a in

ans

wer

if n

ot p

lace

d or

inco

rrec

tly

plac

ed.

1

2 4N4b

4,29

0 pe

ople

att

end

a co

ncer

t.

A n

ewsp

aper

hea

dlin

e ro

unds

thi

s nu

mbe

r to

the

n

eare

st h

un

dre

d.

Writ

e th

e nu

mbe

r in

the

hea

dlin

e.

4,3

00

Igno

re c

omm

a in

ans

wer

if n

ot p

lace

d or

inco

rrec

tly

plac

ed.

1

Pap

er 3

rea

son

ing

: an

swer

s an

d m

ark

sch

eme


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

3 3C4

A s

hopk

eepe

r bu

ys 5

00 t

ins

of s

oup.

325

of t

he t

ins

are

tom

ato

soup

and

the

res

t ar

e

vege

tabl

e so

up.

The

shop

keep

er s

ells

125

tin

s of

veg

etab

le s

oup.

How

man

y tin

s of

veg

etab

le s

oup

are

left

?

50

tin

s

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.

500

– 32

5 =

175

17

5 –

125

=

2

4 3F10

Sam

doe

s so

me

of h

is h

omew

ork

on F

riday

, so

me

on S

atur

day

and

finis

hes

it on

Sun

day.

He

com

plet

es

1 12 o

n Fr

iday

and

7 12

on

Satu

rday

.

Wha

t fr

actio

n of

his

hom

ewor

k m

ust

he c

ompl

ete

on

Sund

ay t

o fin

ish

his

hom

ewor

k?

Acc

ept

any

equi

vale

nt f

ract

ion.

1

4 12

1 3O

R


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

5 5F2a

Dra

w a

line

to

join

eac

h m

ixed

num

ber

to it

s eq

uiv

alen

t

impr

oper

fra

ctio

n.

Aw

ard

two

mar

ks f

or fi

ve c

orre

ct li

nes.

Aw

ard

on

e m

ark

for

thre

e or

fo

ur

corr

ect

lines

.

2

3 533 5

5 825 8

5 813 8

1 821 8

3 518 5

3 2 1 3 6


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

6

4M7a

4M7b

Layl

a’s

gard

en is

a r

ecta

ngul

ar s

hape

.

It is

20

met

res

long

and

12

met

res

wid

e.

(a)

Wha

t is

the

per

imet

er o

f La

yla’

s ga

rden

?

64

m

(b)

Wha

t is

the

are

a of

Lay

la’s

gard

en?

24

0

m2

(a)

1

(b)

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

7 5C5a

5C

5b

Use

the

num

bers

in t

he b

oxes

to

com

plet

e th

e

sent

ence

s be

low

.

You

can

use

a nu

mbe

r m

ore

than

onc

e.

8

9

10

11

12

13

8 a

nd

12

are

bot

h fa

cto

rs o

f 24

11

and

1

3 a

re p

rim

e n

um

ber

s.

9 a

nd

12

are

mu

ltip

les

of 3

Acc

ept

answ

ers

in e

ither

ord

er.

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

8 5G4b

Four

ang

les

mee

t at

a p

oint

.

68°

48°

a

Find

the

ang

le m

arke

d a.

15

4

°

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.36

0 –

(90

+ 6

8 +

48)

=

2

9 6A3

This

seq

uenc

e of

num

bers

fol

low

s th

is r

ule:

Mu

ltip

ly b

y 4

and

div

ide

by

2.

(a

) Fi

ll in

the

mis

sing

num

bers

.

4

8

16

32

(b)

Writ

e an

othe

r ru

le t

hat

give

s th

e sa

me

seq

uen

ce

of n

umbe

rs.

(b)

Acc

ept

othe

r eq

uiva

lent

rul

es.

A

ccep

t ‘a

dd e

ight

’ or

‘+

8’ if

0 a

nd 2

4 ar

e w

ritte

n in

the

box

es in

par

t (a

).

(a)

1

(b)

1

Multip

ly b

y 2


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

10 6C9

Tick

bo

th c

alcu

latio

ns t

hat

have

an

answ

er o

f 50

30 –

5 ×

2 =

(60

+ 4

0) ÷

2 =

(10

+ 5

0) ÷

2 +

15

=

(60

– 30

– 5

) ×

2 =

10 +

15

× 2

=

Aw

ard

two

mar

ks f

or b

oth

cor

rect

box

es,

and

no

othe

rs,

indi

cate

d on

ly.A

war

d o

ne

mar

k fo

r:o

ne

corr

ect

box,

and

no

oth

ers,

indi

cate

d on

lyO

Rtw

o c

orre

ct b

oxes

and

on

e in

corr

ect

box

indi

cate

d on

ly.A

ccep

t al

tern

ativ

e un

ambi

guou

s po

sitiv

e in

dica

tions

, e.

g. u

nder

lined

or

circ

led.

2

11 6A1

Nis

ha t

hink

s of

a n

umbe

r, n.

She

do

ub

les

the

num

ber

and

div

ides

by

3

Tick

the

exp

ress

ion

that

sho

ws

Nis

ha’s

calc

ulat

ion.

3n 2

2n

÷ 3

n

2 ÷

3

2(

n ÷

3)

Seco

nd b

ox in

dica

ted

only.

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

12 6G2a

Har

ry p

icks

five

diff

eren

t 3-

D s

hape

s.

Har

ry h

as c

hose

n on

e cu

be.

(a)

Tick

Har

ry’s

cube

.

(b)

Expl

ain

why

the

tic

ked

shap

e is

a c

ube.

Acc

ept

an e

xpla

nation t

hat

show

s th

e

dif

fere

nce

bet

wee

n a

cube

and a

cu

boid

, e.

g.

•

it h

as

6 f

ace

s th

at

are

square

s

OR

•

the

length

, w

idth

and h

eight

(or

all

the

le

ngth

s) a

re e

qual

(a)

Acc

ept

alte

rnat

ive

unam

bigu

ous

posi

tive

indi

catio

ns,

e.g.

und

erlin

ed o

r ci

rcle

d.

(b)

Do

no

t ac

cept

exp

lana

tions

tha

t al

so a

pply

to

all

cubo

ids,

e.g

.

• it

has

six

face

s

(a)

1

(b)

1


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

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arki

ng

gu

idan

ceM

ark

13 6F9c

A

tea

cher

buy

s fiv

e bo

oks

for

£54

Each

boo

k co

sts

the

sam

e.

Wha

t is

the

cos

t of

eac

h bo

ok?

£

10

.80

1

14 6G2b

Ker

ry h

as t

wo

mys

tery

3-D

sha

pes.

She

desc

ribes

eac

h sh

ape.

(a)

‘My

first

sha

pe h

as 5

fac

es.

It

has

a sq

uare

bas

e.

Th

e ot

her

side

s ar

e is

osce

les

tria

ngle

s.’

Nam

e K

erry

’s fir

st s

hape

.

(b)

‘My

seco

nd s

hape

has

tw

o fa

ces

that

are

circ

les.

It

has

a cu

rved

sur

face

.’

Nam

e K

erry

’s se

cond

sha

pe.

(a)

Acc

ept

any

unam

bigu

ous

spel

ling.

(b)

Acc

ept

any

unam

bigu

ous

spel

ling.

(a)

1

(b)

1

(square

-base

d)

pyra

mid

cylin

der


Qu

esti

on

n

um

ber

&

co

nte

nt

do

mai

n

Qu

esti

on

& a

nsw

erM

arki

ng

gu

idan

ceM

ark

15 6C8

Nia

cha

nges

sev

enty

-eig

ht

£10

note

s an

d o

ne

hu

nd

red

an

d

thir

ty-s

ix £

5 no

tes

for

£20

note

s.

How

man

y £2

0 no

tes

does

Nia

get

?

73

n

otes

Aw

ard

two

mar

ks f

or a

cor

rect

ans

wer

.A

war

d o

ne

mar

k fo

r a

corr

ect

met

hod,

e.g

.(1

0 ×

78)

+ (

5 ×

136

) =

1,4

601,

460

÷ 2

0 =

2

16 6F3

Oliv

er h

as w

ritte

n th

ree

frac

tions

in o

rder

, st

artin

g w

ith

the

larg

est.

Writ

e th

e m

issi

ng n

umer

ator

.

7 84 5

20

17

Acc

ept

34

40

if t

he d

enom

inat

or o

f 20

is c

hang

ed

to 4

0

1

nts assessments - rising stars

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