KS3 Mathematics SAT 2010 Markscheme

Ma
KEY STAGE
LEVELS
OPTIONAL
38
052009_tGuide.indd 1
Mathematics tests
Year
9 optional
tests
Mark
scheme
Teachers
for Paper 1 guide
Tiers 35, 46, 57 and 68
Ma
KEY STAGE
Ma
Year 9 mathematics test
TIER
35
Year 9 mathematics test
KEY STAGE
TIER
Paper 1
Paper 2
68
Calculator not allowed
Calculator allowed
First name
First name
Last name
Last name
Class
Class
Date
Date
Please read this page, but do not open your booklet until your
Please read this page, but do not open your booklet until your
teacher tells you to start. Write your name, the name of your class
teacher tells you to start. Write your name, the name of your class
and the date in the spaces above.
and the date in the spaces above.
Remember:
Remember:
The test is 1 hour long.
The test is 1 hour long.
You must not use a calculator for any question in this test.
You may use a calculator for any question in this test.
You will need: pen, pencil, rubber, ruler, tracing paper and mirror (optional).
You will need: pen, pencil, rubber, ruler and a scientific or graphic calculator.
This test starts with easier questions.
Some formulae you might need are on page 2.
Try to answer all the questions.
This test starts with easier questions.
Write all your answers and working on the test paper do not use
any rough paper. Marks may be awarded for working.
Try to answer all the questions.
Check your work carefully.
Write all your answers and working on the test paper do not use
any rough paper. Marks may be awarded for working.
Ask your teacher if you are not sure what to do.
Check your work carefully.

Ask your teacher if you are not sure what to do.
For marking
use only
For marking
use only
Total marks
Paper 1
Total marks
Paper 2
Time: 5 seconds continued
Year 9 mathematics
Mental mathematics Higher tiers test
cm
17cm
7
First name
Last name
Time: 10 seconds
Class
Date
5
8
Total
marks
10p
50p
50p
20p
1p
20p
2p
20p
Practice question
10
191
cm
8 cm
10
11
Time: 5 seconds
1
2.15
11
km
12
6650km
3,
,
12
4a + 5a
13
60
13
14
cm
8cm
48cm2
14
15
7
4
6 pq
15
16
26.9
17
y = 4x + 2
15 : 30
6
16
17
Mental mathematics
07/12/2009 12:30:49
Year 9 optional tests in mathematics
QCDA wishes to make its publications widely accessible.

Please contact us if you have any specific accessibility
requirements.
First published 2010

Qualifications and Curriculum Authority 2010
ISBN 978-1-84962-154-0
Reproduction, storage, adaptation or translation, in any form or by any means, of this
publication is prohibited without prior written permssion of the publisher, unless within the
terms of licenses issued by the Copyright Licensing Agency. Excerpts may be reproduced for
the purpose of research, private study, criticism or review, or by educational institutions solely
for educational purposes, without permission, provided full acknowledgment is given.
Printed in Great Britain by the Qualifications and Curriculum Development Agency under the authority
and superintendence of the Controller of Her Majestys Stationery Office and Queens Printer
of Acts of Parliament.
The Qualifications and Curriculum Authority (QCA) is currently operating certain of its non-regulatory functions
under the name Qualifications and Curriculum Development Agency (QCDA). The legal entity remains QCA,
established under the Education Act 1997. QCA is an exempt charity under the Charities Act, 1993.
Qualifications and Curriculum Development Agency
83 Piccadilly
London
W1J 8QA
www.qcda.gov.uk
18/12/2009 17:02:21
Contents
Introduction
The structure and timing of the tests
Access arrangements
Administering the written papers
Administering the mental mathematics test
11
Introduction to the mark scheme
17
General guidance for marking
19
Mark scheme for Paper 1
26
Index to mark scheme for Paper 1
49
51
Index to mark scheme for Paper 2
77
Mark scheme for the mental mathematics test
79
Using the outcomes of the tests
88
Guidance on the administration of the tests
90
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Introduction
The years 7, 8 and 9 optional tests in mathematics enable schools to measure pupils
progress during key stage 3. These new optional tests are administered and marked in
the same way as the optional tests introduced in 2004, providing consistency for teachers
and fresh material for pupil assessment.
Introduction
The balance of marks reflects the structure of the national curriculum, and of the
statutory tests at the end of key stage 3.
The optional tests can be taken when schools choose. They can be used as summative
end-of-year tests or they may be used in whole or in part at any point in the school year
to give valuable diagnostic information about pupils strengths and weaknesses.
This guide will explain how to administer and mark the tests. It also provides the
information needed to enable total marks to be converted to national curriculum levels.
Pupils must take the two papers from the same tier in order for the total marks to
be translated accurately into a national curriculum level for mathematics.
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The stucture and timing

of the tests
This suite of year 9 optional tests is available in four tiers. The principal target levels for
the written papers are:
Tier
Target level
35
46
57
68
7 with opportunities for pupils working at level 8

and accessing the key stage 4 programme of study
to show their achievement
The stucture and timing of the tests
Who are the tests suitable for?
Pupils must take the appropriate mental mathematics test depending on the written test
tier of entry. It is for schools to determine the appropriate tier of entry, using their own
discretion and taking into account relevant factors about pupils performance.
Written papers Paper 1 and Paper 2

There are two written papers:
Paper 1 (a non-calculator paper)
Paper 2 (a calculator paper)
Pupils are allowed 60 minutes for each of Paper 1 and Paper 2. Each paper consists of
about 25 questions. Where a question part is worth more than one mark, pupils are able
to obtain partial credit for their working even if the final answer is incorrect. Pupils write
their working and answers in spaces provided within the answer booklets.
A total of 120 marks is available in each of tiers 35, 46, 57 and 68.
It is recommended that the written papers are taken on different days.
Questions are of a variety of types. Some are context-free, but others are placed within
everyday, classroom or mathematical contexts. Some questions are routine tests of skill
while others assess application or understanding. Pupils may be required to organise
multi-step calculations for themselves. Some questions ask pupils to explain their
reasoning.
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In the tier 4 6, 57 and 68 papers, the formula for the area of a trapezium will be given
as (a +b)h.
In answering questions on the written papers, pupils may wish to use symbols for
unevaluated powers or roots in their working and answers. For example, working and
answers could involve symbols such as 5 or 5. Correct answers including such symbols
will attract full marks unless the question explicitly requires a numerical approximation.
Correct working including such symbols will attract all relevant marks for working.
The stucture and timing of the tests
In some questions, units may not be given in the answer space and no prompts for the
units will be given. Pupils will be expected to include units when they are not provided to
gain all the marks allocated for that question.
Where a probability is numerically evaluated, it should be given as a fraction, decimal or
percentage. Ratios will not be accepted. For example: , 0.5 or 50% will be accepted but
1:1, 1 to 1, evens, 1 out of 2 or 1 in 2 will not.
Mental mathematics test

The 30-mark mental mathematics test will take about 20 minutes to administer.
Each question is worth one mark. The test should be administered using the CD or
cassette, although a transcript is also provided in case equipment malfunctions on the
day of the test. Pupils hear each question twice, and are then given 5, 10 or 15 seconds
to write their response on the pupil answer sheet.
Pupils taking the tier 46, 57 or 68 written tests must take the higher tiers mental
mathematics test. Pupils taking the 35 written tier must take the lower tier mental
mathematics test.
All tests assess concepts from attainment targets 2, 3 and 4, with equal emphasis being
given to the levels covered. It is not recommended that all three tests are administered
on the same day.
Summary of the year 9 optional tests
Paper 1
All tiers
Paper 2
All tiers
Mental mathematics
Lower and higher tiers
60 minutes
60 minutes
20 minutes
60 marks
60 marks
30 marks
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Access arrangements
These tests have been designed to be accessible to the majority of pupils working
at the levels that the tests assess. A small number of pupils may require additional
arrangements to be made in order for them to access the tests.
If you have chosen to use the Year 9 optional test in mathematics with the full cohort,
you are free to make adaptations to the tests that will improve their accessibility for
pupils with special educational needs and for pupils for whom English is an additional
language. In making any changes to the way the tests are used, the focus should be on
the assessment needs of the individual pupil. Any adaptations should be similar to those
made to the materials which pupils work with in the classroom.
Access arrangements
For some pupils, for example those who suffer from attention-related difficulties,
breaking the tests into shorter sessions may be beneficial. For others, working separately
away from the main group with an assistant might aid concentration and more closely
resemble their normal working conditions.
Examples of appropriate adaptations

School-based adaptations to the tests may include:
allowance of up to 25% additional time
use of readers, prompters, signers and amanuenses
provision of tactile shapes and number cards
use of transcripts and word processors
separating the tests into sections, taping, photocopying onto coloured paper, use of
coloured overlays, use of apparatus
enhancing the shading on diagrams, including charts and graphs, to increase visual
clarity
enlarging diagrams, cutting them out, embossing or mounting them on card or other
material according to normal classroom practice
translation of words or phrases in the test papers that are likely to prove difficult for
pupils for whom English is an additional language, and also if required for pupils who
use British sign language (BSL) or other sign-supported communication
use of bilingual dictionaries.
Access arrangements should not provide an unfair advantage. It is important to ensure
that any assistance given does not alter the nature of the test questions, and that any
answer given is the pupils own.
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Modified versions of the tests

Modified large print, enlarged print and braille test papers for visually impaired pupils,
and modifications for the administration of the mental mathematics test to pupils with
hearing impairment, are available from the QCDA modified test agency. Additional
guidance notes for teachers administering the modified versions of the tests are
supplied with the test papers.
If you have any questions about ordering the modified tests, contact the QCDA modified
optional test agency on: 0300 303 3019
Access arrangements
For further guidance on access arrangements please refer to Access arrangements for
key stage 3 non-statutory tests, available on the QCDA Tests and exams support website
at: http://testsandexams.qcda.gov.uk/
07/12/2009 12:30:50
The tests should be carried out under test conditions; they may be held in a school hall,
classroom or any other suitable accommodation.
Equipment needed for the written papers

In addition to pens, pencils, rubbers and rulers, the following equipment will need to be
available to pupils when they take the written papers:
Paper 1: Tracing paper and a mirror (optional) tier 35 only.
Paper 2: Calculator tiers 35 and 46.
Scientific or graphic calculator tiers 57 and 68.
Pupils must not have access to a calculator during Paper 1.
This information is provided for anyone who is involved in administering the tests,
including teachers, other members of school staff, and other adults who may be assisting
in test administration. Further guidance can be found on pages 9093.
Timing
Pupils should be given 60 minutes to complete each written test. You may indicate to
the pupils when they are halfway through the time allowed for the test, and again a few
minutes before they have to stop.
Introducing the written tests

Test administrators are advised to draw pupils attention to the Remember section on
the front cover of the test booklet, and to the instructions on page 2. Care should be
taken when distributing the papers to ensure each pupil is given the correct tier for
the test.
Examples of what might be said at the beginning of the tests are given below. Test
administrators might find these useful when preparing opening comments for the
mathematics tests.
This is the year 9 mathematics test Paper 1 [or Paper 2].
The test is one hour long.
For Paper 2, make sure you have the same tier as you had for Paper 1.
Check the list of equipment on the front cover of your paper, to make sure you have
what you may need.
Write your name, class and the date on the front of the test paper.
The test starts with easier questions. Try to answer all the questions in the booklet.
Write all your answers and working on the test paper do not use rough paper. Marks
may be awarded for your working even if your answer is wrong.
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10
The number of marks allocated to each part of a question is indicated beside each
question. Where two or three marks are available, two or three distinct points are
required for a full answer.
Remember to check your work carefully.
I will tell you when you are halfway through the test and also tell you when you are
into the last five minutes. I will tell you when the test is over and when to stop writing.
If you have any urgent questions during the test, you should put your hand up and
wait for someone to come to you. You must not talk to each other.
You should now open your test booklet. The test has started.
For Paper 2:
You may use a calculator in this test. Make sure you have your calculator and that it is
working properly.
Helping pupils during the tests

Teachers should ensure that pupils are clear about what they have to do but should not
provide help with the mathematics being tested. Teachers should not help by explaining
specific mathematical terms, nor by interpreting graphs or mathematical tables or
diagrams.
If a pupil asks for clarification of a mathematical symbol or notation then the teacher may
read it to the pupil but should not indicate the operation or process to be used.
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11
Administering the mental

mathematics test
Equipment needed for the mental mathematics test

Teachers administering the mental mathematics test will need a CD or cassette player.
Pupils should only have pens or pencils. They should not have rubbers, rulers,
calculators, any mathematical equipment or access to paper for working out answers.
The mental mathematics test is recorded on CD and cassette and consists of 30

questions with a recorded running time of approximately 20 minutes. The recording
starts with instructions to pupils and these are followed by the questions. There are
two opportunities for the teacher to pause the CD or cassette, each one indicated by a
bleep. The first pause comes near the beginning of the recording, once the instructions
have been given. This will allow the teacher to clarify any instructions that have not been
understood by the pupils. The second pause follows the practice question. After this
second pause, the recording should be allowed to play without interruption.
Introducing the mental mathematics test

Ensure that the pupils understand that:
they must complete the test on their own
they will be told how long they have to answer each question and that the time will
increase from 5 to 10 to 15 seconds as the test progresses through the three sections
for some of the questions, the information they will need is included above or beside
the answer box on the pupil answer sheet
they are not allowed to use a calculator or any other mathematical equipment
if they want to change their answer, they should put a cross through their first answer
they should answer as many questions as they can. If they find a question too difficult,
they should put a cross in the answer box and wait for the next question
they will not be allowed to ask any questions once the test has started
the small box to the right of each answer box is for marking use only.
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12
Emergency use of the transcript

This section contains a transcript of the lower and higher tiers year 9 mental mathematics
test. It should be used only in the event of an equipment failure. In such an event you
should follow the instructions below.
For Lower and Higher tier tests:
1 You must have access to a clock or watch that measures accurately in seconds.
2 Read out the following script, using exactly these words:
Listen carefully to the instructions I am going to give you. After I have finished
reading them, there will be time for you to ask any questions you might have.
However, you will not be able to ask any questions once the test has begun.
I will start by reading a practice question. Then I am going to ask you 30 questions
for the test. On your sheet there is an answer box for each question, where you
should write the answer to the question and nothing else. You should work out
the answer to each question in your head, but you may jot things down outside
the answer box if this helps you. Do not try to write down your calculations
because this will waste time and you may miss the next question. For some of the
questions, important information is already written down for you on the sheet.
I will read out each question twice. Listen carefully both times. You will then have
time to work out your answer. If you cannot work out an answer, put a cross in
the answer box. If you make a mistake, cross out the wrong answer and write the
correct answer next to it. There are some easy and some harder questions so dont
be put off if you cannot answer a question.
3 Pause and answer any questions that the pupils have.
4 Read out the following:
Here is the practice question to show you what to do. I will read the question
twice, and you will have five seconds to work out the answer and write it in the
answer box.
Add ten to the number on your answer sheet.
5 Repeat the question
Add ten to the number on your answer sheet.
6 Wait 5 seconds (measured accurately using a clock or watch), then read out the
following:
Now put down your pen or pencil.
7 Pause and answer any questions that the pupils have. When they are ready to begin
the test, tell the pupils that you will not be able to answer any further questions, or
interrupt the test, once you have started reading out the question.
8 The questions follow. They must be read out exactly as written. Start by stating the
question number, then read out each question twice in quick succession before
leaving the 5-, 10- or 15- second response time. These timings must be strictly
adhered to.
9 At the end of the test, tell the pupils to put down their pens or pencils, then collect
their answer sheets.
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13
Introducing the mental mathematics test

Lower tier test
Round six pounds and fifty-three pence to the nearest pound.
Add thirty-eight and nineteen.
Multiply nine by four.
Write in figures the number two thousand and seventy-four.
How many millilitres are there in half a litre?
What number is three less than minus two?
What is forty-two point six divided by ten?
What is the square root of thirty-six?
An event is certain to happen.

Write down the probability that it will happen.
Now we are ready to start the test.

For the first group of questions you will have 5 seconds to work out each answer
and write it down.
For the next group of questions you will have 10 seconds to work out each
answer and write it down.
10 In a survey, pupils were asked whether they had school dinner or not.
The pictogram shows the results. Nine pupils said yes.
How many pupils said no?
11 A sequence of numbers starts at forty-one and goes down in steps of three.
Write the next two numbers in the sequence.
12 Packs of washing powder cost one pound forty-nine pence each.
Tim bought two packs.
How much money did he spend on washing powder?
13 The two fifty-five pm train was ten minutes late leaving the station.
At what time did the train leave?
14 Shade one third of the rectangle on your answer sheet.
15 The diagram on your answer sheet shows what musical instruments some
pupils play.
How many pupils play guitar?
Now turn over your answer sheet.
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14
16 Double one hundred and twenty-seven.

17 Look at the equation. What is the value of m when n is twelve?
18 Work out ten per cent of fifty pounds.
19 Each side of a regular hexagon is four centimetres long.

What is its perimeter?
20 Look at the scale on your answer sheet.
What number is the arrow pointing to?
21 Some pupils in a class were asked whether or not they owned a bicycle.
The bar chart shows the results. How many pupils were asked altogether?
22 Look at the graph on your answer sheet.
It shows the exchange rate between pounds and euros.
How many euros have the same value as twenty pounds?
23 How many faces does a triangular-based pyramid have?
24 What is the value of the expression on your answer sheet when k is three?
25 Look at the shapes drawn on a square grid.
Tick the shape that does not have any lines of symmetry.
26 Add together five multiplied by five and four multiplied by four.
27 Tom saved twenty pence pieces. He saved six pounds and forty pence
altogether.
How many twenty pence pieces is that?
28 Look at the triangle on your answer sheet.
Angle a is fifty-five degrees. How many degrees is angle b?
29 Add three-quarters to one and a half.
30 Look at the shaded triangle drawn on a centimetre square grid.
What is the area of this triangle?
Put your pens down. The test is finished.
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15
Higher tiers test

Now we are ready to start the test.
For the first group of questions you will have 5 seconds to work out each answer
and write it down.
The river Nile is six thousand six hundred and fifty kilometres long.
Round this number to the nearest thousand.
Look at the expression on your answer sheet.

Write it as simply as possible.
What is the sum of the angles in a triangle?
Subtract three from minus seven.

Double it.
Write the ratio fifteen to thirty as simply as possible.
The length of a pencil is seventeen centimetres, to the nearest centimetre.

What is the least value it could be?
8
Write down the smallest positive number that is both a multiple of three and
a multiple of five.
Your answer sheet shows the coins I have in my pocket.

Which coin is the mode?
10 A square has a side length of eight centimetres.

11 I spend two pounds fifteen pence in a shop.
How much change should I receive from a five pound note?
12 The rule for a sequence is subtract seven each time.
If the first number is three write the next two numbers in the sequence.
13 What is three-quarters of sixty?
14 A rectangle has a length of eight centimetres and an area of forty-eight
square centimetres.
What is the width of the rectangle?
15 A 3-D shape has a square base and four triangular faces.
What is the mathematical name of the 3-D shape?
16 Look at the number. Halve it.
17 Look at the equation.
What is the value of x when y is fourteen?
Now turn over your answer sheet.
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16
18 Look at the kite. What is the size of angle m?

19 Divide minus twenty-four by eight.
20 Look at the numbers.
Put a ring round the number that is closest to one.
21 A car travels three kilometres in six minutes.

What is the cars average speed in kilometres per hour?
22 Look at the expression.
Multiply out the brackets.
23 The scale on a map is one centimetre to five kilometres.
The distance between two houses is twenty kilometres.
What is the distance between these two houses on the map?
24 Write down a two-digit number that is a multiple of four with digits that
add to six.
25 Look at the numbers. Put a ring round the median.
26 A school team played twenty-four games. They won eight games.
Use the pie chart to work out how many games ended in a draw.
27 Water flows from a tap at the rate of eleven litres per minute.
How much water will flow if the tap is left on for one hour?
28 A bus driver recorded the number of people who got on her bus each
morning.
The stem and leaf diagram shows the results after two weeks.
On how many mornings were there fewer than twenty-five people?
29 Look at the calculation. Give an approximate answer.
30 Look at the diagram. Write down the value of k.
Put your pens down. The test is finished.
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17
The structure of the mark scheme

Pages 1925 of this booklet contain guidelines on how to mark the tests. This general
guidance should be observed unless specific instructions to the contrary are given, and
should be read before marking begins. It could form the basis of departmental INSET to
ensure standardisation of marking within, and between, schools.
The marking information for questions within the written tests is set out in the form of
tables which start on page 26 (Paper 1) and page 51 (Paper 2). The columns on the lefthand side of each table provide a quick reference to the question number, question part
and the total number of marks available for that question part. There is also an indication
of where it may be necessary to refer to the general guidance.
The Correct response column usually includes two types of information:
a statement of the requirements for the award of each mark, with an indication of
whether credit can be given for correct working, and whether the marks are
independent or cumulative
examples of some different types of correct response, including the most common.
Questions with a Using and applying mathematics element are identified in the mark
scheme by an encircled U with a number that indicates the significance of using and
applying mathematics in answering the question. The U number can be any whole
number from 1 to the number of marks in the question.
For some graphical and diagrammatical responses, including those in which judgements
on accuracy are required, marking overlays have been provided as the centre pages of
this booklet.
The Additional guidance column indicates alternative acceptable responses, and

provides details of specific types of response that are minimally acceptable or
unacceptable. Other guidance, such as when follow-through is allowed, is provided as
necessary.
Recording marks on the test paper

All questions, even those not attempted by the pupil, should be marked, with
a 1 or a 0 entered in each marking space. Where two marks can be split into one mark
gained and one mark lost, with no explicit order, then this should be recorded by the
marker as 1
0
The total marks awarded for a double page can be written in the box at the bottom of
the right-hand page, enabling the correct total to be more easily transferred to the front
of the test paper.
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18
Marking the mental mathematics test

Guidance for marking the mental mathematics test starts on page 79 of this booklet. For
convenience, a copy of the transcript has been included opposite the mark scheme. The
general guidance for marking the written tests, which starts on page 19, also applies to
marking the mental mathematics test.
All questions, even those not attempted by the pupil, should be marked with a 1 or a 0
entered in each marking space.
Finding levels
A total of 150 marks is available at each tier (60 from Paper 1, 60 from Paper 2 and 30
from the mental mathematics test). The sum of the marks allocated from these three
components indicates the level at which the pupil is working.
The level thresholds can be found on pages 8889.

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19

Answers that are numerically or algebraically equivalent are acceptable unless the mark
scheme states otherwise.
In order to ensure consistency of marking, the most frequent procedural queries are
listed on the following two pages with the prescribed correct action. This is followed by
further guidance relating specifically to the marking of questions that involve money,
negative numbers, time, measures, coordinates, probability or algebra. Unless otherwise
specified in the mark schemes, markers should apply the following guidelines in all
cases.
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20
What if
Marking procedure
The pupils response is

numerically or algebraically
equivalent to the answer in
the mark scheme.
Markers should award the mark unless the mark scheme states otherwise.
Markers should use their judgement in deciding whether the response corresponds
with the statement of the requirements given in the Correct response column.
Refer also to the Additional guidance.
The pupil has responded

in a non-standard way.
Calculations, formulae and written responses do not have to be set out in any
particular format. Pupils may provide evidence in any form as long as its meaning
can be understood. Diagrams, symbols or words are acceptable for explanations
or for indicating a response. Any correct method of setting out working, however
idiosyncratic, should be accepted. Provided there is no ambiguity, condone the
continental practice of using a comma for a decimal point.
There appears to be a
misreading affecting
the working.
This is when the pupil misreads the information given in the question and uses
different information without altering the original intention or difficulty level of the
question. For each misread that occurs, deduct one mark only.
No answer is given in the

expected place, but the
correct answer is given
elsewhere.
Where a pupil has shown understanding of the question, the mark(s) should be
given. In particular, where a word or number response is expected, a pupil may
meet the requirement by annotating a graph or labelling a diagram elsewhere in
the question.
The final answer is wrong,

but the correct answer is
shown in the working.
Where appropriate, detailed guidance will be given in the mark scheme and must
be adhered to. If no guidance is given, markers will need to examine each case
to decide whether:
The pupils response does

not match closely any of the
examples given.
The pupils answer is

correct but the wrong
working is shown.
the incorrect answer is due to a transcription error
If so, award the mark.
in questions not testing accuracy, the correct

answer has been given but then rounded or
truncated
the pupil has continued to give redundant extra

working which does not contradict work already done
the pupil has continued, in the same part of the

question, to give redundant extra working which
does contradict work already done.
If so, do not award

the mark. Where a
question part carries
more than one mark,
only the final mark
should be withheld.
A correct response should always be marked as correct unless the mark scheme
states otherwise.
07/12/2009 12:30:52
Year 9 optional tests in mathematics21
Marking procedure
What if
The pupil has made
a conceptual error.
In some questions, a method mark is available provided the pupil has made a
computational, rather than conceptual, error. A computational error is a slip such
as writing 4 6 = 18 in an otherwise correct long multiplication. A conceptual error
is a more serious misunderstanding of the relevant mathematics; when such an error
is seen, no method marks may be awarded. Examples of conceptual errors are:
misunderstanding of place value, such as multiplying by 2 rather than 20 when
calculating 35 27
subtracting the smaller value from the larger in calculations such as 45 26 to
give the answer 21
incorrect signs when working with negative numbers.
Any legible crossed or rubbed out work that has not been replaced should be
marked according to the mark scheme. If the work is replaced, then crossed or
rubbed out work should not be considered.
More than one

answer is given.
If all answers given are correct, or a correct range is given, the mark should be
awarded unless prohibited by the mark scheme. If both correct and incorrect
responses are given, no mark should be awarded.
The pupils answer

correctly follows
through from earlier
incorrect work.
Follow-through marks may be awarded only when specifically stated in the mark
scheme, but should not be allowed if the difficulty level of the question has been
lowered. Either the correct response or an acceptable follow-through response
should be marked as correct.
The answer is correct

but, in a later part of the
question, the pupil has
contradicted this response.
A mark given for one part should not be disallowed for working or answers given in
a different part, unless the mark scheme specifically states otherwise.
The pupils accuracy is

marginal according to the
overlay provided.
Overlays can never be 100% accurate. However, provided the answer is within or
touches the boundaries given, the mark(s) should be awarded.
The pupil has drawn lines

which do not meet at the
correct point.
Markers should interpret the phrase lines not accurate to mean meeting within or
on a circle of radius 2mm with centre at the correct point.
within the circle

accepted
on the circle
accepted
The correct response has

been crossed or rubbed out
and not replaced.
outside the circle

not accepted
07/12/2009 12:30:52
22
Responses involving money
Where the sign

is given
Accept
3.20
7
7.00
Any unambiguous indication of the
correct amount, eg
3.20p
3 20 pence
3 20
3,20
3-20
3:20
320p with sign crossed out
for example:
3.20, 7
Where the p sign

is given
40p
correct amount, eg
0.40p
.40p
0.40 with p sign crossed out
3.20
320p
40p
0.40
for example:
40p
Where no sign
is given
for example:
3.20, 40p

correct amount in or p as shown
above
Do not accept
Incorrect placement of pounds or

pence, eg
320
320p
Incorrect placement of decimal point,
or incorrect use or omission of 0, eg
3.2
3 200
32 0
3-2-0
Incorrect or ambiguous use of pounds

or pence, eg
0.40p
40p
Omission of final zero, eg

3.2
0.4
Do not accept
At levels 3 and 4 only also accept

omission of units, eg
3.20
320
40
0.40
Responses involving negative numbers
Accept
For example:
2
To avoid penalising the error below

more than once within each question,
do not award the mark for the first
occurence of the error within each
question. Where a question part carries
more than one mark, only the final mark
should be withheld.
Incorrect notation, eg
2
07/12/2009 12:30:52
Responses involving time
A time interval
Accept
Do not accept
2 hours 30 minutes
Any unambiguous, correct indication,
eg
Incorrect or ambiguous time interval,

eg
2.3 hours
2.3h
2h 3
2.30 min
2.30
2-30
2,30
2.3
Incorrect time, eg
8.4am
8.40pm
Incorrect placement of separators,
spaces, etc or incorrect use or omission
of 0, eg
840
8:4:0
8.4
084
84
Do not accept
Incorrect or ambiguous use of units, eg

8600kg
for example:
2 hours 30 minutes
2 2 hours
2.5 hours
2h 30
2h 30 min
2 30
Digital electronic time, ie
2:30
A specific time
for example:
8:40am, 17:20
8:40am
8:40
twenty to nine
Any unambiguous, correct indication,
eg
08.40
8.40
0840
8 40
8-40
8,40
Unambiguous change to 12 or 24 hour
clock, eg
17:20 as 5:20pm or 17:20pm
Where units
are given
(eg kg, m, l)
for example:
8.6kg
Accept
8.6kg
correct measurement, eg
8.60kg
8.6000kg
8kg 600g
Responses involving measures
Note
If a pupil leaves the answer box empty but writes the answer elsewhere on the page, then that answer must be consistent
with the units given in the answer box and the conditions listed above.
If a pupil changes the unit given in the answer box, then their answer must be equivalent to the correct answer, using the
unit they have chosen, unless otherwise indicated in the mark scheme.
07/12/2009 12:30:52
24
Responses involving coordinates
For example:
(5, 7)
Accept
Do not accept
Unconventional notation, eg
(05, 07)
Incorrect or ambiguous notation, eg

(7, 5)
y x
(five, seven)
(7, 5)
x y
(5 x , 7 y )
(5, 7)
(5 , 7 )
(x = 5, y=7)
( x - 5, y - 7)
Responses involving probability
A numerical probability
should be expressed as
a decimal, fraction or
percentage only.
Accept
Equivalent decimals, fractions and

percentages, eg
0.700
70
100
for example:
0.7
35
50
7
70%
10
70.0%
A probability correctly expressed in

one acceptable form which is then
incorrectly converted, but is still less
than 1 and greater than 0, eg
70
18
=
100 25
! Take care
Do not accept
The first four categories of error below

should be ignored if accompanied by
an acceptable response, but should not
be accepted on their own.
However, to avoid penalising the first
three types of error below more than
once within each question, do not
award the mark for the first occurrence
of each type of error unaccompanied
by an acceptable response. Where a
question part carries more than one
mark, only the final mark should be
withheld.
A probability that is incorrectly

!
expressed, eg
7 in 10
7 over 10
7 out of 10
7 from 10
!
A probability expressed as a
percentage without a percentage sign.
!
A fraction with other than integers in
the numerator and/or denominator.
!
A probability expressed as a ratio, eg
7:10
7:3
7 to 10
A probability greater than 1

or less than 0
07/12/2009 12:30:53
Responses involving the use of algebra
For example:
Do not accept
Accept
! Take care
Unambiguous use of a different case or

variable, eg
N used for n
x used for n
! Unconventional notation, eg
n 2, or 2 n, or n 2
2+n
n+2
or n + n for 2n
n n for n2
n 2 for n2 or 12 n
2n
2 + 1n for 2 + n
2 + 0 n for 2
n2
Within a question that demands

simplification, do not accept as part of
a final answer involving algebra. Accept
within a method when awarding partial
credit, or within an explanation or
general working.
Embedded values given when solving

equations, eg
in solving 3 x + 2 = 32,
3 10 + 2 = 32 for x = 10
Words used to precede or follow

equations or expressions, eg
! Words or units used within equations

or expressions, eg
n tiles + 2
n cm + 2
t = n + 2 tiles or tiles = t = n + 2
for t = n + 2
Do not accept on their own. Ignore if

accompanying an acceptable response.
Unambiguous letters used to indicate

expressions, eg
t = n + 2 for n + 2
To avoid penalising the two types of

error below more than once within
each question, do not award the mark
for the first occurrence of each type
within each question. Where a question
part carries more than one mark, only
the final mark should be withheld.
Ambiguous letters used to indicate

expressions, eg
n = n + 2 for n + 2
07/12/2009 12:30:53
26

Tier & Question
Light bulbs
35 46 57 68
Mark Correct response
1m
40 and 60, in either order
1m
Coloured
Additional guidance
Unambiguous indication
eg
C
Tier & Question
Number grid
35 46 57 68
1m
132
1m
Indicates two different squares with a total of 132
Additional guidance
Squares not shaded but a correct pair of

numbers indicated in working
Note to markers:
Four squares with a total of 264 will usually create
a pattern with rotation symmetry of order 2 about
the number 66 on the grid,
eg

53
62
66
70
79
However, the correct indications of either

51 and 81 or 61 and 71 do not show this symmetry
! Follow-through
For part (b), accept any two squares shaded that
sum to their (a)
c
1m
264
! Follow-through
For part (c), accept 2 their (a), provided
their (a) is a three-digit number
or
the sum of their two shaded squares in
part (b) + 132
or
the sum of their two shaded squares in
part (b) + their (a) provided their (a) is a
three-digit number
07/12/2009 12:30:53
Tier & Question
Drinks
35 46 57 68

2m
or
1m
Additional guidance
124
Shows a complete correct method with not more
than one computational error
eg
24
42
58
126 (error)
24 + 42 = 64 (error), 64 + 58 = 122
b
1m
7(.00)
Tier & Question
Reflections
35 46 57 68

1m
Shows the correct reflection, ie
Additional guidance
Reflection not shaded
! Lines not ruled or accurate

Accept provided the pupils intention is clear
Shows the correct reflection, ie
1m
07/12/2009 12:30:53
28
Tier & Question
True or false
35 46 57 68

2m
Gives all four correct responses, ie
or
1m
Additional guidance
! Other indication
Accept provided unambiguous. However do not
accept blank for
Gives any three correct responses
Tier & Question
Measures
35 46 57 68

1m
Additional guidance
Indicates a watering can, ie
Tier & Question
Missing numbers
35 46 57 68

1m
164
1m
54
Additional guidance
Tier & Question
Scale balance
35 46 57 68

1m
Additional guidance
07/12/2009 12:30:54
Tier & Question
Birthday
35 46 57 68
Additional guidance
1m
Jun(e) 26th
! Month omitted
For part (a), condone
eg, accept
26
For part (b), do not accept
1m
Nov(ember)
! Redundant information
Ignore
eg, for part (b) accept
Friday, Nov 5th 2003
! Date given in different form
For part (a), accept only if unambiguous
eg, for part (a) accept
26/6
6/26 (US notation)
For part (b), accept
11
Tier & Question
Runners
35 46 57 68
10

6
1m
11
U1
1m
Additional guidance
07/12/2009 12:30:54
30
Tier & Question
Add to 8
35 46 57 68
11 1

2m
Additional guidance
Gives all three correct values, ie
Equivalent fractions or decimals
or
1m
12
Gives any two correct values in the correct places
U1
Tier & Question
Clubs
35 46 57 68
12 2

1m
Indicates two symbols for Girls
Additional guidance
! Features of faces omitted or circles
inaccurate in size
! Response includes half symbols
eg

Condone if unambiguous
b b
1m
U1
07/12/2009 12:30:54
Tier & Question
Lesson time
35 46 57 68
13 3
1m
10:10
b b
1m
(0)2:35
1m
12:15
Additional guidance
! Response uses the 24 hour clock
Accept provided the time is correct
eg, accept
14:35 for part (b)
eg, do not accept
22:10 for part (a)
00:15 for part (c)
! Response includes both start and finish times
Condone
Tier & Question
Balancing
35 46 57 68
14 4
1m
b b
1m
Additional guidance
U1
Tier & Question
15 5
1m
b b
1m
90
Additional guidance
Plastic bottles
35 46 57 68
07/12/2009 12:30:54
32
Tier & Question
Shape on a grid
35 46 57 68
16 6
1m
Indicates octagon, ie
b b
1m
Indicates the right angle on the shape

eg
Additional guidance
! Indication of vertex rather than angle

eg
Vertex circled
Condone
! Extra line(s) added to shape to create
additional right angle(s)
Ignore alongside a correct response but do not
accept alone
eg, accept


Incorrect angle labelled as a right angle
07/12/2009 12:30:55
Tier & Question
ab
35 46 57 68
17 7

1m
1m
U1
b b
Completes the row for 5 correctly

eg
a + b
b + a
3b 2a
a + 3
b + 2
2a+ 1
Additional guidance
! Unsimplified expression or unconventional
notation
eg, in part (a)
b + b + b a a
1a + 1b
Condone
Completes the row for 8 correctly

eg
2b + a
4 a
a + 6
b + 5
a b + a
2aa
1m
Gives a = 3
1m
Gives b = 4
Responses given are not algebraic

eg, do not accept
3 + 2 for 5
2 2 + 2 2 for 8
! Follow-through
Accept follow-through as 7 their value for a
U1
Finding points
35 46 57 68
18 8

2m
or
1m
Additional guidance
(12, 9)
Gives a correct x-coordinate or a correct
y-coordinate for P, even if the other is incorrect or
omitted
Response of (0, 9) or (12, 5)
Tier & Question
or
Shows or implies that the width of the rectangle is
4 units
eg
95=4

! Improper subtraction of coordinates

eg, accept
(0, 9) (0, 5) = (0, 4) as evidence that the
width of the rectangle is 4
or
Gives P as (9, 12)
07/12/2009 12:30:55
34
Tier & Question
Changing units
35 46 57 68
19 9
1m
Additional guidance
Gives an answer between 5.4 and 5.6 inclusive
Tier & Question
Conversion graph
35 46 57 68
20 10 1

1m
Gives a value between 47.5 and 48.5 inclusive
1m
Gives a value between 43 and 44 inclusive
Additional guidance
Tier & Question
Brackets
35 46 57 68
21 11 2
1m
16
b b b
1m
Puts brackets in the correct positions to make the

calculation correct, ie
2 + 16 (2 + 6) = 4
Additional guidance
! Multiple pairs of brackets

Accept provided the brackets are paired and
unambiguous, even if redundant
eg, accept
2 + (16 (2 + 6)) = 4
Tier & Question
Train journey
35 46 57 68
22 12 3
1m
5 hours and 2 minutes
b b b
1m
Enters the correct time in the table, ie
18 01
Additional guidance
! Response uses the 12 hour clock

Accept provided there is correct indication of pm,
even if informal
eg, accept
6 01pm
6:01 evening
1 min past 6 pm
07/12/2009 12:30:55
Tier & Question
Cubes
35 46 57 68
23 13 4

2m
Uses the grid to draw all three correct views in any

orientations
eg

Additional guidance
Internal lines and/or shading omitted

or
1m
Draws two correct views in any orientations

or
Draws all three correct shapes in any orientations,
even if the order is not correct
eg

U2
07/12/2009 12:30:56
36
Tier & Question
Largest value
35 46 57 68
24 14 5
1m
Indicates only 10 y, ie
b b b
1m
Indicates only y2, ie
1m
Gives a value such that y < 1.5
Additional guidance
! Correct expression indicated but incorrect
values shown
Condone
Fractions, decimals and negative values
U1
Tier & Question
Temperature
35 46 57 68
25 15 6
1m
Gives a time between 9:40 and 9:50 inclusive
b b b
1m
Gives a value between 22.8 and 23.2 inclusive,

or equivalent
1m
Gives a value between 4.8 and 5.2 inclusive,

or equivalent
Additional guidance
! Use of 24-hour clock
Condone provided time is correct
eg, accept
09:45
Tier & Question
UK population
35 46 57 68
26 16 7
a

1m
Additional guidance
! Answer of 2
Accept if no incorrect working shown
b b b
1m
Indicates 5%, ie
07/12/2009 12:30:57
Tier & Question
Halfway
35 46 57 68
27 17 8
1m
b b b
1m
28
Additional guidance
Tier & Question
Quadrilateral
35 46 57 68
28 18 9

2m
Draws a different quadrilateral with an area of

8 squares
eg

Additional guidance
! Vertices not on intersections of grid or
on grid lines
Accept provided the vertices are within 2mm of
positions that would give their shape an area of 8
For 2m, quadrilateral drawn is a rotation or

reflection of the one given
or
1m
Shows the value 8

or
Draws the given quadrilateral repeated, but reflected
and/or rotated
or
Draws a straight-sided shape with an area of 8 that is
not a quadrilateral
07/12/2009 12:30:57
38
Tier & Question
Equation
35 46 57 68
19 10 1
1m
980
b b b
1m
112
Additional guidance
Tier & Question
Angle k
35 46 57 68
20 11 2

2m
35
or
1m
Shows the values 50 and 95 or the value 145
Additional guidance
or
eg
180 130 = 50,
180 85 = 105 (error),
180 50 105 = 25
(130 + 85) 180
Tier & Question
Terms
35 46 57 68
21 12 3

2m
or
1m
Additional guidance
Gives the values 40 and 130 in either order

Shows the value 40 or 130 with the other value
incorrect or omitted
or
! For 1m, follow-through from an incorrect

value
Accept provided both values are negative and
their difference is 90
Shows the value 360
07/12/2009 12:30:57
Tier & Question
Values
35 46 57 68
22 13 4

1m
Additional guidance
Gives two different values of x that are less than or

equal to zero
eg
1 then 2
1
4 then 0.1
0 then 10
b b b
1m
! Range of answers given

Condone
eg, accept
y is less than or equal to 4
Tier & Question
Eurovision song contest
35 46 57 68
23 14 5
Additional guidance
1m
Gives a value greater than 265 but less than 270
b b b
1m
1m
Gives a value greater than 20 but less than 25
Tier & Question
24 15 6

1m
Additional guidance
Completes the three entries of the table correctly, ie

Triangular prism
b b b
3m
vertices
rectangular faces
total faces
Prisms
35 46 57 68
Completes all four entries of the table correctly, ie

Hexagon(al) prism
Octagon(al) prism
12
16
10
or
2m
Completes three entries correctly
or
1m
Completes two entries correctly
U1
07/12/2009 12:30:58
40
Tier & Question
Fraction size
35 46 57 68
25 16 7

2m
Additional guidance
Completes the three numbers correctly, ie

2
or
or
or
1m
! For 2m or 1m, final value given as 1 or 2

eg, for 2m
2
2
1
eg, for 1m
4 (error)
2
2
Condone
Completes any two of the numbers correctly

eg
3
3 (error)
3
or
U1
Completes the three numbers so that only one

fraction is out of sequence
eg
3
4
n (error)
Tier & Question
Ringing expressions
35 46 57 68
26 17 8
1m
Indicates 2n + 2, ie
b b b
1m
Indicates n(n + 2), ie
Additional guidance
07/12/2009 12:30:58
Tier & Question
Counters
35 46 57 68
27 18 9

1m
1m
Completes the first two sentences correctly, ie

green
red
Additional guidance
! Numbers given alongside correct colour

Ignore
Completes the last sentence correctly, ie

red and yellow, in either order
Tier & Question
Age of trees
35 46 57 68
19 10

1m
Additional guidance
U1
1m
07/12/2009 12:30:58
42
Tier & Question
Removing
35 46 57 68
20 11

2m
Additional guidance
Completes the three values in the table correctly, ie

8
24
24
or
1m
1m
Completes two of the values correctly

Gives at least two correct units in the correct
positions
Markers may find the following useful:

cm3
cm2
cm
b b
2m
Makes all three correct decisions, ie

Has
increased
Has stayed
the same
Has
decreased
or
1m
Makes two correct decisions
U1
Tier & Question
Thinking difference
35 46 57 68
21 12

1m
1m
Additional guidance
07/12/2009 12:30:59
Tier & Question
22 13

1m
U1
b b
Lines and brackets
Marking overlay available
35 46 57 68
2m
or
1m
Indicates y = 3(x + 2)
and
gives a correct explanation
eg
y = 3(x + 2) crosses the y-axis at 6 because when
x = 0, y = 3 2 = 6
y = 3x + 2 would have a y-intercept at 2, so it cant
be this one
For y = 3(x + 2), when x = 2, y = 0, so it crosses
the x-axis at 2
The point (1, 9) is on line A but not B, and
fits the equation y = 3(x + 2) because when
y = 9, x = 1 ie y = 3 (1 + 2)
(0, 6) is not on the line y = 3x + 2 because
30+26
Additional guidance
Minimally acceptable explanation

eg
Crosses the y-axis at 6
y = 3x + 2 crosses the y-axis at 2
Crosses the x-axis at 2
When x = 1, y = 9 since 3 3 = 9
! Incomplete explanation
eg
y = 3(x + 2) crosses at 6
Crosses the y-axis at 2
Draws both straight lines correctly within the

tolerances as shown on the overlay

Accept provided lines are within tolerance for
their entire length
Draws one straight line correctly within the

tolerances as shown on the overlay
! Lines not of full length

Condone lines of at least 10cm in length,
provided they show the correct y-intercepts
or
Draws two straight lines both with a gradient of 2,

but with incorrect y-intercepts
or
Draws one straight line with y-intercept 2 and
another with y-intercept 4, but both lines have
incorrect gradients
Tier & Question
Powers and digits
35 46 57 68
23 14

1m
2187
1m
256
1m
Additional guidance
! Gives three answers in an unevaluated form
eg
37
28 or 44
20 or 40
Mark as 0, 0, 1
07/12/2009 12:30:59
44
Tier & Question
Simplify
35 46 57 68
24 15

2m
or
1m
b b
1m
3x2 + 5x + 4
Additional guidance
For 2m, unconventional notation

eg
3 x2 + 5x + 4
3xx + 5x + 4
Multiplies out both sets of brackets correctly, even if

there is unconventional notation or incorrect further
working
eg
3xx+5x+4
5x x2 and 4x2 + 4
x(3 x) or x(x 3)
! Unconventional notation
eg
1x(3 1x)
x 1(3 x 1)
(0 + x)(3 x)
Condone
Tier & Question
Doing and undoing
35 46 57 68
25 16

1m

Additional guidance
One quarter or equivalent
U1
1m
Two-fifths or equivalent
U1
07/12/2009 12:30:59
Tier & Question
Four lines
35 46 57 68
17

1m
Additional guidance
10
U1
b
2m
or
1m
(3.5, 4)
Equivalent fraction or decimal
Transposes the x and y coordinates, ie

(4, 3.5)
or
Gives either the correct x-coordinate or the correct
y-coordinate
or
Shows or implies at least a correct first step in finding
the point of intersection algebraically
eg
4x 10 = 4x + 18
0 = 8x 28
2y = 8
8x = 28
or
Shows a correct method for finding at least one of

the correct values, with not more than one error
eg
2y = 28 (error), so y = 14
0 = 8x + 8 (error), so x = 1
(6 2) 2 + 2
(4 3) 2 = 1.5 (error), 3 + 1.5
07/12/2009 12:30:59
46
Tier & Question
Adding dice
35 46 57 68
18
Additional guidance
1m
1
36
2m
Gives both correct probabilities in their correct

positions, ie
or equivalent probability
1
6
1
12
0.027() or better
or
1m
Gives one correct probability in its correct position
1m
3, 4, 5, 6 in any order
U1
Tier & Question
Beads
35 46 57 68
19

2m
or
1m
Additional guidance
Completes the table correctly, ie

Number of beads
Fraction
12
1
2
1
12
1
6
1
4
Equivalent fractions
Equivalent decimals
Completes at least two of the entries correctly

or
2
Shows or implies that 16 is 3 of the total

eg
2
3 = 16
1
3 = 8
There are 24 beads in the bag
1
(1 12 4 ) = 12

U2
8
12 = 12 + 4
The sum of their two missing numbers of

beads is 8
07/12/2009 12:31:00
Tier & Question
y with 7
35 46 57 68
20

2m
Additional guidance
Matches all four expressions correctly, ie
y 2 + 49
! Expressions on the left matched to more than

one expression on the right
For 2m or 1m, do not accept as a correct match
(y + 7)(y + 7)
y 2 49
(y + 7)(y 7)
y 2 + 14y + 49
( y 7 )( y + 7 )
y 2 14y + 49
( y 7 )( y 7 )
None of the above
or
1m
Matches at least two of the expressions correctly
Tier & Question
Ten cards
35 46 57 68
21
1m
2
5
1m
2
3
Additional guidance
! Value rounded
2
For 3 accept 0.66() or 0.67, or the percentage

equivalents
! Probabilities for parts (a) and (b) transposed

but otherwise correct
Mark as 0, 1
07/12/2009 12:31:00
48
Tier & Question
Similarity
35 46 57 68
22

1m
Indicates the two correct triangles, ie
Additional guidance
Indicates triangles 1 and 4
A and D, in either order

b
1m
Gives the missing dimension for triangle P, ie

3 or 27
1m
Gives the missing dimension for triangle Q, ie

4.8 or equivalent
or
8
15 or 0.53() or equivalent
Tier & Question
Finding y
35 46 57 68
23

1m
Completes the equation correctly

eg
y2 + 102
100 + y2
2m
24
or
1m
Shows or implies a correct expansion of (2 + y)2 even

if there is incorrect or no further simplification
eg
4 + 4y + y2
22+2y+2y+yy
y2, 4y, 4
Additional guidance
! (2 + y)2 = 102 + y2 seen, followed by incorrect
working
Condone
Correct expansion seen in part (a)
07/12/2009 12:31:00
Index to mark scheme

Paper 1
Tier
35
57
Page
68
Light bulbs
26
Number grid
26
Drinks
27
Reflections
27
True or false
28
Measures
28
Missing numbers
28
Scale balance
28
Birthday
29
10
Runners
29
11
Add to 8
30
12
Clubs
30
13
Lesson time
31
14
Balancing
31
15
Plastic bottles
31
16
Shape on a grid
32
17
ab
33
18
Finding points
33
19
Changing units
34
20
10
Conversion graph
34
21
11
Brackets
34
22
12
Train journey
34
23
13
Cubes
35
24
14
Largest value
36
25
15
Temperature
36
26
16
UK population
36
27
17
Halfway
37
28
18
Quadrilateral
37
Index to markscheme Paper 1
4 6
Question
07/12/2009 12:31:00
50
Index to mark schemes Paper 1 continued

Tier
35

Question
Page
4 6
57
68
19
10
Equation
38
20
11
Angle k
38
21
12
Terms
38
22
13
Values
39
23
14
Eurovision song contest
39
24
15
Prisms
39
25
16
Fraction size
40
26
17
Ringing expressions
40
27
18
Counters
41
19
10
Age of trees
41
20
11
Removing
42
21
12
Thinking difference
42
22
13
Lines and brackets
43
23
14
Powers and digits
43
24
15
Simplify
44
25
16
Doing and undoing
44
17
Four lines
45
18
Adding dice
46
19
Beads
46
20
y with 7
47
21
Ten cards
47
22
Similarity
48
23
Finding y
48
07/12/2009 12:31:01

Tier & Question
Class table
35 46 57 68
1m
D and G in either order
1m
B and E in either order
1m
Additional guidance
Unambiguous indication of class names
! Year group included in response

eg, for part (c)
7F
Ignore even if the year group is incorrect
Tier & Question
Abacus
35 46 57 68

2m
Additional guidance
Matches each abacus to its correct number, ie
1214
Abacus matched to more than one number

142
204
2040
402
or
1m
Makes two correct matches
07/12/2009 12:31:01
52
Tier & Question
Favourite subject
35 46 57 68
1m
Maths
1m
21 to 24 inclusive
Additional guidance
Percentage qualified
eg
About 23
Tier & Question
Square tiles
35 46 57 68

1m
Draws the correct rectangle in any orientation

eg
Additional guidance
Shading omitted and/or internal lines drawn
! Rectangle drawn with an area of 6 squares

that uses part-tiles
Condone


1m
U1
! External lines not drawn but correct six

squares shaded
Gives a value x such that x + 6 is a square number

eg
3
10
94
Tier & Question
Planes
35 46 57 68
1m
15:20
1m
40
Additional guidance
! Use of the 12 hour clock
Accept even if indication of pm is omitted
Do not accept incorrect times
eg, accept
3:20
Twenty past three
eg, do not accept
3:20 am
07/12/2009 12:31:01
Tier & Question
Lockers
35 46 57 68
1m
Indicates the 2nd row

eg
2
1m
Gives a correct explanation
Additional guidance
The most common correct explanations:

Use multiples of 4
eg
Numbers in the 4th row are multiples of 4 but 57
isnt a multiple of 4
4th row numbers are divisible by 4 but 57 isnt
Its a number in the 4 times table plus 1, so its in
the 1st row

eg
Its not a multiple of 4
Its not in the 4 times table
57 4 is not a whole number
4 doesnt go into 57
Its 1 more than a multiple of 4
Use odd or even numbers

eg
Numbers in the 4th row are all even, but 57 isnt
57 is an odd number so it must be in an odd
numbered row

eg
Its odd
They are even
! Explanation does not refer explicitly to 57

Condone
eg, accept
The 4th row is in the 4 times table
The 4th row has even numbers
U1
Incorrect or incomplete explanation

eg
57 doesnt go into 4
The lockers dont go that far
All the 7s are in the 3rd row
Because the numbers in this row do not
include 57
It goes up in 4s
! Explanation could be based on counting

Condone
eg, accept
56 and 60 are in the 4th row, so 57 cant be
Its in the 1st row
07/12/2009 12:31:02
54
Tier & Question
Doubling
35 46 57 68
1m
89
1m
78
Additional guidance
Tier & Question
Seventy
35 46 57 68

1m
Indicates 73 and 67, ie
Additional guidance
Tier & Question
Two digits
35 46 57 68

2m
Gives all six correct two-digit numbers with no errors,

ie
31, 32, 34, 41, 42, 43 in any order

or
1m
Gives at least four correct two-digit numbers even if

there are other errors
eg
32, 33, 34, 41, 42
Additional guidance
! Number(s) given with digits repeated
Condone
eg, for 2m accept
31, 32, 33, 34, 41, 42, 43, 44
! Correct number(s) repeated
Ignore
eg, for 2m accept
31, 32, 34, 31, 41, 42, 43
07/12/2009 12:31:02
Tier & Question
10
Thinking lines
35 46 57 68
1m
For the first rectangle draws a line of length

4.5cm (0.2cm) crossing both dotted lines
Additional guidance
! Lines touch rather than cross the dotted lines
For the first mark condone touching as crossing.
For the second mark condone touching as not
crossing provided that touching has not been
condoned for the first mark. Do not allow
touching at both ends
eg

Mark as
1
Mark as
1
1m
For the second rectangle draws a line of length

5cm (0.2cm) crossing only one dotted line
! Responses transposed
Mark as 0, 1
11 1
Calculations
1m
936
1m
1385
1m
47
1m
19 044
Additional guidance
Tier & Question
Home delivery
35 46 57 68
12 2
1m
5.99
b b
1m
24.95
1m
3.99
Tier & Question

35 46 57 68
Additional guidance
07/12/2009 12:31:03
56
Tier & Question
Choosing numbers
35 46 57 68
13 3

1m
Gives a multiple of 4 and a multiple of 5 to make the

addition correct
eg

12
+
=
20
8

U1
1m
Additional guidance
12
28
40
12
48
60
12
108
120
Gives a multiple of 3 and a multiple of 4 to make the

addition correct, ie
6
24
30
18
12
30
30
30
or
or
U1
Tier & Question
Shape statement
35 46 57 68
14 4

2m
Additional guidance
Makes four correct decisions, ie

True
False
eg
for True, for False
or
1m
Makes three correct decisions
07/12/2009 12:31:03
Tier & Question
Spinner
35 46 57 68
15 5

2m
Additional guidance
Matches all three statements correctly, ie

He will spin
the number 3
He will spin
the number 5
certain
! Sentence matched to more than one

description of probability
likely
even chance
He will spin
the number 6
He will spin
a number less than 7
or
1m
unlikely
impossible
Matches two statements correctly
Tier & Question
Radio
35 46 57 68
16 6

2m
Indicates A
and
shows the correct difference of
7 or (0).07
or
1m
Additional guidance
Shows the correct difference but makes an incorrect

or no decision
or
Shows the digits 8348 and 8355 and the intention to
subtract
or
eg
(76.76 + 6.79) (79.99 + 3.49)
79.99 + 3.49 = 83.52 (error)
76.76 + 6.79 = 83.55
83.55 83.52 = 3
1m
Gives the correct unit for their difference

eg
p with 7
with (0).07
p with 3 (error)
with (0).03 (error)
! Amount given without working

eg, accept
p with 1 99
with (0).01 (0).99
07/12/2009 12:31:03
58
Tier & Question
Eels
35 46 57 68
17 7
1m
Indicates the point (70, 60) on the graph
b b
1m
Additional guidance
Tier & Question
School uniform
35 46 57 68
18 8
2m
13
or
1m
Shows the value 8
Additional guidance
or
U1
Shows or implies a complete correct method with not

more than one computational error
eg
21 (29 21)
29 21 = 7 (error), 21 7 = 14
! For 1m, necessary brackets omitted

As this is a level 4 mark, condone
eg, for 1m accept
21 29 21
Tier & Question
TV channels
35 46 57 68
19 9


1m
ITV
1m
Others
1m
Indicates BBC2 and gives a value between

10 and 15 inclusive
Additional guidance
! Indicates BBC2 and gives a range of

percentages
Accept provided range given is within correct
values
eg, accept
10 12
eg, do not accept
15 20
07/12/2009 12:31:03
Tier & Question
Childrens party
35 46 57 68
20 10 2
1m
131(.00)
b b b
2m
15
or
1m
Additional guidance

eg
(225.5(0) 23) 13.5(0)
202.5(0) 13.5(0)
Tier & Question
Tile patterns
35 46 57 68
21 11 3
Additional guidance
1m
2n + 2
! Throughout the question, unsimplified

expression, or expression with unnecessary
addition, subtraction, multiplication or division
symbols, or other unconventional notation
eg, for part (a)
2n+2
n2 + 2
eg, for part (b)
1n + 1
(2n + 2) 2
Condone
b b b
1m
n+1
! Follow-through as their (a) 2

Provided that their (a) is an algebraic expression
with two terms
07/12/2009 12:31:04
60
Tier & Question
Thrushes
35 46 57 68
23 12 4
Additional guidance
1m
Song Thrush
Unambiguous indication of name

eg
S
b b b
1m
Indicates No
and
eg
The Ring Ouzel has bigger eggs than
two bigger birds
The Blackbird has smaller eggs than
a smaller bird
The Fieldfare has smaller eggs than
a smaller bird
Ring Ouzel has the second biggest eggs but
is only the fourth biggest in size
The average egg lengths are not in order of
size in the table

eg
Ring Ouzel has big eggs
Blackbird has smaller eggs than Ring Ouzel
Fieldfare has smaller eggs than Ring Ouzel
The 4th bird down the size table has bigger
eggs than the one above it
30 is bigger than 29
Incomplete or incorrect explanation

eg
Doesnt work for the Blackbird
The Fieldfare doesnt follow this rule
Ring Ouzel has 30mm eggs
U1
Tier & Question
Open garden
35 46 57 68
22 13 5
2m
469.35
or
1m
Shows the digits 46935
Additional guidance
or
Shows the digits 8775 and 3816(0)
or
eg
106 3.6(0) + 39 2.25
(145 39) 3.60 + (39 2.25)
39 2.25 = 87.75
107 (error) 3.6(0) = 385.2(0)
87.75 + 385.2(0)= 472.95
07/12/2009 12:31:04
Tier & Question
24 14 6
Net
35 46 57 68

1m
On the LHS draws a 4 by 2 rectangle in one of the

three possible correct positions, ie
Additional guidance
! Tabs drawn
Ignore if unambiguous
1m
Draws a 5 by 2 rectangle in one of the three possible

correct positions, ie
! 5 by 2 rectangle drawn on the hypotenuse

of a triangle
Accept provided vertices are within the tolerance
as shown on the overlay
07/12/2009 12:31:04
62
Tier & Question
Multiple
35 46 57 68
25 15 7

1m
Indicates No
and
Additional guidance
! Throughout the question, incorrect or
irrelevant examples and explanations given
Condone only if accompanying a correct
explanation
eg, for part (a) accept
60 and 80
eg, for part (b) accept
2 5 = 10, 3 5 = 15
Give a counter-example
eg
60 is also a multiple of 3 that ends in 0
100 3 = 300

eg
Any multiple of 30 other than 30 seen
30 2
Reason generally about numbers ending in 0 that are

also multiples of 3
eg
Any other multiple of 30 will also be a multiple of
3 and end in 0
Because 30 is a multiple of 3 and ends in 0, you
can do 30 anything and that will still be true

eg
You can have any multiple of 30

eg
There are unlimited numbers that are also
multiples of 3 and end in 0
3 goes into 6, 9 and 12 as well
Give a counter example

eg
2 and 5 go into 10 as well
20 5 = 4 and 20 2 = 10
100 5 2 = 10

eg
Gives a multiple of 10 other than 30
Reason generally about numbers divisible by

both 5 and 2
eg
All multiples of 5 end in 0 or 5 and all multiples of
2 end in 0, 2, 4, 6 or 8, so any number ending in 0
is a multiple of 5 and 2
5 2 = 10, so any number that is divisible by 10 is
also divisible by 5 and 2

eg
You can have any number ending in 0

eg
There are unlimited numbers that are also
divisible by 5 and 2
5 goes into 15 and 2 goes into 4 as well
U1
b b b
1m
U1
Indicates No
and
07/12/2009 12:31:05
Tier & Question
Angles
35 46 57 68
26 16 8

2m
or
1m
Additional guidance
Completes the table correctly, ie

A
45 angles
90 angles
135 angles
Cells that should contain zero left blank
Completes any two columns of the table correctly

or
Completes any two rows of the table correctly
Tier & Question
What number?
35 46 57 68
27 17 9

1m
Improper fraction
eg
23
7
58
3
54
2
Gives a number bigger than 5.6 but smaller than 5 3

eg
5.65
16
5 25
Tier & Question
Shaded rectangle
35 46 57 68
18 10 1

2m
or
1m
Additional guidance
1m
Gives a number bigger than 5 3 but smaller than 6

eg
5.7
b b b
Additional guidance
50
Shows or implies that the dimensions of the
rectangle are 5(cm) and 10(cm)
eg
5 + 10 + 5 + 10 = 30
10 10 2
or
Shows or implies the calculation 30 6 or 30 3
eg
5 + 5 + 5 + 5 + 5 + 5 = 30
07/12/2009 12:31:05
64
Tier & Question
Kite perimeter
35 46 57 68
19 11 2
1m
40
b b b
2m
24
or
1m
Additional guidance
Shows a correct equation

eg
4n + 4 = 100
n + n + n + 2 + n + 2 = 100
4n = 96
or
Shows or implies a complete correct method with
not more than one computational error
eg
(100 4) 4
96
Necessary brackets omitted

eg
100 4 4
For 1m, method used is trial and improvement
Tier & Question
Dice probability
35 46 57 68
20 12 3
1m
5
6
b b b
1m
1
2
Additional guidance
0.83() or better
Tier & Question
Coat
35 46 57 68
21 13 4

2m
55.25
or
1m
Shows the digits 975
Additional guidance
or
eg
65 6.5 3.25
0.85 65
6.5 + 3.15 (error) = 9.65,
Answer: 55.35
07/12/2009 12:31:05
Tier & Question
Cuboid diagonal
35 46 57 68
22 14 5

2m
or
1m
Additional guidance
Shows or implies a correct substitution into the

equation and the correct interpretation of at least
one of the squared symbols
eg
49 seen
72
36 + 4 + 9
6 6 + 22 + 32
Conceptual error
eg
62 + 22 + 32 = 12 + 4 + 6,
22 = 4.7
or
Shows or implies a complete correct method for
finding the value of d with not more than one
computational error
eg
62 + 22 + 32 = 48 (error), 48 = 6.9()
07/12/2009 12:31:05
66
Tier & Question
Possible?
35 46 57 68
23 15 6

1m
Additional guidance
Indicates No
and
eg
Angles in a triangle add up to 180
150 + 10 + 10 = 170

eg
150 + 10 + 10 180
The total is not 180
They have to add to 180
The total is too low by 10
Incomplete explanation that mentions 170 but

does not state or imply the value 180
eg
150 + 10 + 10 = 170
They add to 170 but it should be more

eg
10 + 10 is less than 150
The shorter sides will not meet
The 10cm sides will not meet
The 10cm sides are too short compared
with 150cm
One of the sides needs to be longer/shorter
to be able to join the triangle up
Incomplete explanation
eg
The 10cm sides are too short
The sides will not meet
150cm line is too long
2 sides of the triangle would not touch to
make a triangle
U1
b b b
1m
Indicates No
and
eg
A triangle can only be drawn if the two
shorter sides have a total length longer
than the longest side
10cm
10cm
150cm
U1
Tier & Question
Class 9A
35 46 57 68
24 16 7

2m
or
1m
Additional guidance
9
eg
(360 75 90 60) (75 5)
135 15
360 15 = 25 (error), 25 5 6 4 =10
or
Shows or implies that one pupil is represented by
15 on the chart
07/12/2009 12:31:06
Tier & Question
Drawing pins
35 46 57 68
25 17 8
1m
3333
b b b
2m
4347
or
1m
Shows the value 4347.8() or 4348
Additional guidance
Answer of 3334
or
Shows or implies a correct method
1000 0.23
(1 1000) 0.23
1 0.00023
Tier & Question
Conversion
35 46 57 68
26 18 9

2m
30
or
1m
Shows the digits 5075(0) and 5375(0)
Additional guidance
or
b b
2m
or
1m
Gives an amount of money between 6.87 and

7(.00) inclusive
Shows the digits 687()
! Responses for parts (a) and (b) transposed

but otherwise correct
Mark as 0, 0, 1, 1

eg
2.15 250 2.03 250
0.12 250
or
Shows the digits 123() and 116()
or
eg
250 2.03 250 2.15
250 2.03 = 123.15
250 2.15 = 111.11 (error)
Answer of 12.04
07/12/2009 12:31:06
68
Tier & Question
Square numbers
35 46 57 68
19 10

2m
3311
or
1m
Shows the value 441
Additional guidance
or
U1
Shows a correct method with not more than one

computational error
eg
2870 + 212
Conceptual error
eg
2870 + 212 = 2870 + 42
= 2912
Tier & Question
The Smith family
35 46 57 68
20 11

2m
22, with no evidence of an incorrect method
or
1m
Shows the value 110
Additional guidance
or
Shows or implies that the total age of the males is 56

eg
2 28 = 56
Mr Smith and Bens ages must add up to 56
Mr Smith could be 38 and Ben could be 18
or
U2

eg
(56 + 38 + 9 + 7) 5
(54 + 56) 5
2 28 = 46 (error),
46 + 38 + 9 + 7 = 100, 100 5 = 20
07/12/2009 12:31:06
Tier & Question
Square and triangle
35 46 57 68
21 13
Additional guidance
3m
11.2
or
2m
Shows the value 11.18() or 55 or 125
Method used is accurate or scale drawing
For 2m, conceptual error

eg
102 = 20, 52 = 10
30 = 5.5
or
more than one computational or rounding error
eg
DE = 102 + 52
Answer of 11.1 (rounding error)
10 10 + 5 5 = 120 (error)
120 = 11.0
or
1m
Shows sufficient working to indicate a correct

application of Pythagoras theorem
eg
DE2 = 102 + 52
Tier & Question
Acorns
35 46 57 68
22 12

1m
Additional guidance
U1
b b
1m
Indicates the point at (20.3, 11.8)
1m
Indicates Diagram A
Indicates the modal class is

19mm length < 20mm, ie
07/12/2009 12:31:07
70
Tier & Question
World population
35 46 57 68
23 14

2m
1865
or
1m
Shows the digits 3465 and 1600
Additional guidance
! For 2m or 1m, million re-stated
eg, for 2m
1865 000 000
Condone
or
more than one error
eg
55 100 6300 40 100 4000
55% of 6300 is 3465
40% of 4000 is 1000 (error)
3465 1000 = 2465
Tier & Question
nth terms
35 46 57 68
24 15


1m
Completes the nth term correctly, ie

3n + 1
1m
Completes the first four terms correctly, ie

6 9 12 15
1m

n2 1
1m

(n + 2)2
Additional guidance
! Throughout the question, expressions
unsimplified or use unconventional notation
eg, for the first mark
n + n + n + 1
n 3 + 1
Condone
07/12/2009 12:31:07
Tier & Question
Kilometre
35 46 57 68
25 16

1m

eg
40 km in 60 mins
1km in 60 40 = 1.5 mins
1min 30 secs for 1km
3 mins for 2 km
60 mins for 40 km
1min 30 secs = 1.5 mins
60 1.5 = 40
1km in 90 secs
90 40 = 3600
3600 secs = 60 mins
Additional guidance

eg
60 40 = 1.5
60 1.5 = 40
40 60 1.5 = 1
Conceptual error
eg
40 1.5
40 km/h is 3 km/min
2
3 12 = 1km
60 km at 40 km/h = 1hr 30 mins
1hr 30 mins 60 = 1min 30secs
60 km/h is 1min for 1km
20 km/h is 3 mins for 1km
40 km/h is 1min 30 secs for 1km
b b
1m
45
Tier & Question
Two numbers
35 46 57 68

1m
U1
0.1 and 0.9 or equivalent, in either order
Additional guidance
17
07/12/2009 12:31:07
72
Tier & Question
Gold
35 46 57 68
18

3m
or
2m
Gives a value between 163 000 and 171 000 inclusive
Shows a value between 321 000 and 336 000 inclusive

[number of US dollars]
or
than one computational or rounding error
eg
17.8 9.2 4.4 19.3 28.35 670 0.508
or
1m
Additional guidance
! For 3m or 2m, answer not rounded to
2 decimal places
Condone
Markers may find the following values useful:
720.544
19.3
= 13906.499
28.35
= 490.529
670
= 328654.478
0.508
= 166956.48
Shows a value between 479 and 502 inclusive

[mass in ounces]
Tier & Question
Camera flash
35 46 57 68
19

1m
1m
Gives the value 10 or 11 and shows working to

explain this value
eg
60 5.3 = 11.3
It takes about 6 seconds to take one photo and
wait for the delay so 60 6 = 10
60 5.5 = 10.9, rounds down to 10
5.3 10 = 53
53 + 5.3 = 58.3, so 11
Additional guidance
! Follow-through
Accept 60 their (a), with the result rounded or
truncated to a whole number
07/12/2009 12:31:07
Tier & Question
Planet
35 46 57 68
20

1m
7.8 108
Additional guidance
! Zero(s) given after the last decimal place
within standard form notation
eg
7.80 108
Condone
! Number given in millions
Accept provided there is no ambiguity
eg, accept
7.8 102 million
eg, do not accept
7.8 102
7.8 108 million
3m
or
2m
or
1m
43
Shows or implies a complete correct method
eg
(7.8 108) (3.0 105 60)
780 million (3.0 105), then 60
43.() seen
43 minutes, 20 seconds
or
U1
Digits 26 seen
For 2m or 1m, follow-through from part (a)
Shows or implies a correct method for a value in

seconds
eg
(7.8 108) (3.0 105)
780 000 000 300 000
780 million 3.0 105
07/12/2009 12:31:07
74
Tier & Question
Rubbish
35 46 57 68
21
Additional guidance
2m
Gives a value between 79.8() and 80 inclusive
or
1m
Shows the digits 798()
or
more than one computational or rounding error
eg
27 6.8 20.1
20.1 6.8 27
6.8 27 100 = 25.185()
20.1 25.185()
27 6.8 = 4 (premature rounding)
4 20.1 = 80.4
Tier & Question
a, b, c
35 46 57 68
22

2m
17
or
1m
Shows or implies that 2c = 7
or
1
Shows or implies that a + b = 6 2 or equivalent, or

that 2(a + b) = 13
eg
2a + 2b = 13
or
U1
Additional guidance
Manipulates the equations to enable a + b + 3c

to be calculated directly
eg
2a + 2b + 2c = 20
a+bc= 3
07/12/2009 12:31:08
Tier & Question
Ramp
35 46 57 68
23

1m
2m
Additional guidance
Gives a correct justification

eg
150 sin 10 = 26.04()
150 0.17() = 26.0 to 1dp

eg
52
If h is 52, sin a = 150
sin1a = 20.2() (or 20.3),
which is more than double 10
If a is 20, 150 sin 20 = 51.3,
which is less than double 26

Minimally acceptable justification

eg
26.04() seen
150 sin 10
150 cos 80
Assumes h is 26.0 and calculates a = 10
For 2m, minimally acceptable explanation

eg
20.2() (or 20.3) seen
51.3() seen
or
Gives an alternative explanation involving
geometrical reasoning
eg

10
10
x > h because x is the hypotenuse of the small

right-angled triangle so if the angle a doubles,
h more than doubles
or
1m
Shows correct use of trigonometry using one of the

doubled values
eg
52
sin a = 150
150 sin 20
07/12/2009 12:31:08
76
Tier & Question
Negative product
35 46 57 68
24

3m
Additional guidance
Completes both tables correctly, ie

must
could
d=0
d<0
must
could
cannot
c=0
c<0
cannot
d>0
c>0
or
2m
Completes at least four rows in the tables correctly
or
1m
Completes three rows in the tables correctly

07/12/2009 12:31:08
Index to mark scheme

for Paper 2
Tier
Question
Page
Class table
51
Abacus
51
Favourite subject
52
Square tiles
52
Planes
52
Lockers
53
Doubling
54
Seventy
54
Two digits
54
10
Thinking lines
55
35
57
68
11
Calculations
55
12
Home delivery
55
13
Choosing numbers
56
14
Shape statement
56
15
Spinner
57
16
Radio
57
17
Eels
58
18
School uniform
58
19
TV channels
58
20
10
Childrens party
59
21
11
Tile patterns
59
23
12
Thrushes
60
22
13
Open garden
60
24
14
Net
61
25
15
Multiple
62
26
16
Angles
63
27
17
What number?
63
4 6
07/12/2009 12:31:08
78
Index to mark schemes Paper 2 continued

Tier
35

Question
Page
4 6
57
68
18
10
Shaded rectangle
63
19
11
Kite perimeter
64
20
12
Dice probability
64
21
13
Coat
64
22
14
Cuboid diagonal
65
23
15
Possible?
66
24
16
Class 9A
66
25
17
Drawing pins
67
26
18
Conversion
67
19
10
Square numbers
68
20
11
The Smith family
68
21
13
Square and triangle
69
22
12
Acorns
69
23
14
World population
70
24
15
nth terms
70
25
16
Kilometre
71
17
Two numbers
71
18
Gold
72
19
Camera flash
72
20
Planet
73
21
Rubbish
74
22
a, b, c
74
23
Ramp
75
24
Negative product
76
07/12/2009 12:31:09
Mark scheme for the mental

mathematics tests
To assist the marking of the pupils mental mathematics test scripts, a copy of the test
transcript appears opposite the corresponding mental mathematics test mark scheme.
Please note that pupils should not be penalised if they record any information given
in the question or show their working. Ignore any annotation, even if it is in the answer
space, and mark only the answer. Accept an unambiguous answer written in the stimulus
box, or elsewhere on the page, but clearly attributable to the relevant question.
General guidance for marking the written tests also applies to marking the mental
mathematics test. In addition, please apply the following principles unless specific
instructions to the contrary are given in the mark scheme:
accept responses in words and/or figures,
eg 7 point 3, 4 hundred
accept any unambiguous indication of the correct response from a given list,
eg circling, ticking, underlining
accept units that have been correctly converted to a different unit provided the new
unit is indicated. Where units have been given on the answer sheet, do not penalise
pupils for writing the units again
accept responses with commas as spacers,
eg 50,000
but do not accept a point used as a spacer,
eg 50.000
Mark scheme for the mental

xyz
mathematics tests
accept unambiguous misspellings
07/12/2009 12:31:09
80
Lower tier mental mathematics test questions 115

1
Round six pounds and fifty-three pence to the nearest pound.
Add thirty-eight and nineteen.
Multiply nine by four.
Write in figures the number two thousand and seventy-four.
How many millilitres are there in half a litre?
What number is three less than minus two?
What is forty-two point six divided by ten?
What is the square root of thirty-six?
An event is certain to happen.

Write down the probability that it will happen.
10 In a survey, pupils were asked whether they had school dinner or not.
The pictogram shows the results. Nine pupils said yes.
How many pupils said no?
11 A sequence of numbers starts at forty-one and goes down in steps of three.
Write the next two numbers in the sequence.
Mark scheme for the mental mathematics tests

12 Packs of washing powder cost one pound forty-nine pence each.

Tim bought two packs.
How much money did he spend on washing powder?
13 The two fifty-five pm train was ten minutes late leaving the station.
At what time did the train leave?
14 Shade one third of the rectangle on your answer sheet.
15 The diagram on your answer sheet shows what musical instruments some
pupils play.
How many pupils play guitar?
07/12/2009 12:31:09

Lower tier
Mark scheme questions 115
Accept 6 with 6 or alone
Accept equivalent
probabilities, eg 100%
Do not accept certain
Time: 10 seconds
11
38 and 35
12
2.98
13
3.05 pm
14
Any two
squares
shaded
15
Accept pair
in either order
7 (.00)
57
36
2074
500 ml
4.26
6 pupils
Accept part squares

shaded, eg
Time: 5 seconds
10
07/12/2009 12:31:09
82
Lower tier mental mathematics test questions 1630

16 Double one hundred and twenty-seven.
17 Look at the equation. What is the value of m when n is twelve?
18 Work out ten per cent of fifty pounds.
19 Each side of a regular hexagon is four centimetres long.
20 Look at the scale on your answer sheet.
What number is the arrow pointing to?
21 Some pupils in a class were asked whether or not they owned a bicycle.
The bar chart shows the results. How many pupils were asked altogether?
22 Look at the graph on your answer sheet.
It shows the exchange rate between pounds and euros.
How many euros have the same value as twenty pounds?
23 How many faces does a triangular-based pyramid have?
24 What is the value of the expression on your answer sheet when k is three?
25 Look at the shapes drawn on a square grid.
Tick the shape that does not have any lines of symmetry.

26 Add together five multiplied by five and four multiplied by four.

27 Tom saved twenty pence pieces. He saved six pounds and forty pence
altogether.
How many twenty pence pieces is that?
28 Look at the triangle on your answer sheet.
Angle a is fifty-five degrees. How many degrees is angle b?
29 Add three-quarters to one and a half.
30 Look at the shaded triangle drawn on a centimetre square grid.
What is the area of this triangle?
07/12/2009 12:31:09
16
254
23
17
18
24
16
18
5 (.00)
Do not accept
incorrect % signs
Time: 15 seconds
19
24 cm
10.6
21
12
22
Accept equivalent
fractions or decimals
Accept any unambiguous indication
26
41
27
32
28
35
29
24
30
6 cm2
20
25
30 euros
Accept equivalent
07/12/2009 12:31:10
84
Higher tiers mental mathematics test questions 117

The river Nile is six thousand six hundred and fifty kilometres long.
Round this number to the nearest thousand.

Write it as simply as possible.
What is the sum of the angles in a triangle?
Subtract three from minus seven.

Double it.
Write the ratio fifteen to thirty as simply as possible.
The length of a pencil is seventeen centimetres, to the nearest centimetre.

What is the least value it could be?
Write down the smallest positive number that is both a multiple of three and
a multiple of five.
Your answer sheet shows the coins I have in my pocket.

Which coin is the mode?
10 A square has a side length of eight centimetres.

11 I spend two pounds fifteen pence in a shop.
How much change should I receive from a five pound note?
12 The rule for a sequence is subtract seven each time.
If the first number is three write the next two numbers in the sequence.
13 What is three-quarters of sixty?
14 A rectangle has a length of eight centimetres and an area of forty-eight
square centimetres.
What is the width of the rectangle?
15 A 3-D shape has a square base and four triangular faces.
What is the mathematical name of the 3-D shape?
16 Look at the number. Halve it.
17 Look at the equation.
What is the value of x when y is fourteen?
07/12/2009 12:31:10

Higher tiers
Mark scheme questions 117
16.5 cm
Accept equivalent
Time: 10 seconds
8
15
20p
10
32 cm
11
2.85
12
4 and 11
13
45
14
6 cm
15
Square-based pyramid
Accept any
unambiguous
indication, eg 20 or
one or more of
the 20p amounts
circled
Accept pair
in either order
7000 km
9a
180
10
Accept pyramid
12 pq
Do not accept
unconventional notation,
eg 12 pq
16
13.45
1 : 2
Do not accept
equivalent ratios
17
Time: 5 seconds
Accept equivalent
07/12/2009 12:31:10
86
Higher tiers mental mathematics test questions 18 30

18 Look at the kite. What is the size of angle m?
19 Divide minus twenty-four by eight.
20 Look at the numbers.
Put a ring round the number that is closest to one.
21 A car travels three kilometres in six minutes.
What is the cars average speed in kilometres per hour?
22 Look at the expression.
Multiply out the brackets.
23 The scale on a map is one centimetre to five kilometres.
The distance between two houses is twenty kilometres.
What is the distance between these two houses on the map?
24 Write down a two-digit number that is a multiple of four with digits that
add to six.
25 Look at the numbers. Put a ring round the median.
26 A school team played twenty-four games. They won eight games.
Use the pie chart to work out how many games ended in a draw.

27 Water flows from a tap at the rate of eleven litres per minute.
How much water will flow if the tap is left on for one hour?
28 A bus driver recorded the number of people who got on her bus each
morning.
The stem and leaf diagram shows the results after two weeks.
On how many mornings were there fewer than twenty-five people?
29 Look at the calculation. Give an approximate answer.
30 Look at the diagram. Write down the value of k.
07/12/2009 12:31:10
18
130
26
10 games
19
27
660 litres
28
20
1.001
0.99
30 km/h
22
15y 3y2
1.01
1.1
Accept unconventional
notation,
eg 15 y 3 y y
Do not accept
incomplete processing,
eg 3 5y 3y2
29
30
68 answer 80
40
Accept 40
21
0.9
Time: 15 seconds
23
4 cm
24
24 or 60
25
1 5 4 2 1
07/12/2009 12:31:10
88

This section provides information about interpreting the scores from the year 9 optional
mathematics tests. It explains how teachers can use the test scores to find out more
about pupils attainment in the national curriculum.
In order to make use of the information in this section, you should administer the tests
according to the guidance given in this booklet. It is particularly important that you
observe the time limits given in the test instructions, and mark the questions strictly
according to the mark scheme. If not, the information derived from this section cannot
be used reliably.
To calculate the mathematics subject level the marks awarded on papers 1 and 2 should
be totalled and added to the mark for the mental mathematics test.
Level thresholds
The following tables give an indication of the national curriculum levels for pupils
attaining each of the score bands in the tests:
Tier 35
Level
Mark range
Below level 3
031
3266
67102
103150
Tier 46
Level
Mark range
Below level 4
032
3358
5987
88150
07/12/2009 12:31:11
Tier 57
Mark range
Below level 5
033
3457
5889
90150
Tier 68
Level
Mark range
Below level 6
040
4161
6295
96150
Level
Using information from the tests for teaching and learning

Overall summative information about pupil performance in a school can be obtained by
analysing the scores in the tests, and making statistical comparisons between groups of
pupils and against national norms. Information about progress can also be derived by
comparing scores and levels with those in other years.
07/12/2009 12:31:11
90
Guidance on the administration of

the tests
This summary guidance is for teaching assistants or other adults assisting in the
administration of the year 9 optional mathematics tests. If a teaching assistant is to
administer any part of the tests independently to a group of pupils then they will need
to familiarise themselves with the detailed administration instructions found in the main
part of the Teachers guide.
Please read this guidance carefully as it gives information about the different tests
and specifies what help may or may not be given to pupils taking the tests. If pupils are
given too much help, the test results may be invalid.
Each pupil will sit three tests: two written mathematics tests and a mental mathematics
test. It is not recommended that all three tests are administered on the same day.
The written tests

There are two written papers, Paper 1 (calculator not allowed) and Paper 2 (calculator
allowed). Calculators must be available for Paper 2. Each written paper lasts 60 minutes,
and contains 60 marks.
Guidance for assisting pupils

You may:
read through with them the Remember section on the front cover of the booklet,
and the instructions on page 2
give help with reading words or sentences in the test questions
give help with reading calculations, including numerals and symbols within them but
you should not indicate the operation or process involved. For example:
%
per cent
(not out of every hundred)
point to information on the test paper such as charts, diagrams, statements and
equations, but you should not explain the information nor interpret it
explain or rephrase general instruction words in the test, such as put a ring round in
Shape on a grid, Paper 1, tier 35 question 16, tier 46 question 6
explain or rephrase words used in everyday contexts, such as recycling in
Plastic bottles, Paper 1, tier 35 question 15, tier 46 question 5
encourage pupils to try to answer all the questions
indicate any omitted questions when pupils have finished, so they can go back and try
to answer them.
07/12/2009 12:31:11
91
You should not:

give any help with the mathematics as this will invalidate the assessment
suggest to the pupils the mathematical reasoning or technique they should use
give clues to the meaning of mathematical terms, such as parallel in
Shape statement, Paper 2, tier 35 question 14, tier 46 question 4
prompt the pupils to confirm or change answers by pointing, frowning, smiling, head
shaking or nodding, offering rubbers, or asking leading questions.
Specific guidance for Paper 1 and Paper 2

Other words that can be clarified:
Some other words and phrases may be explained to pupils because they are not
part of the mathematical understanding being assessed for that question. The words
and phrases that may be explained are set out below and some paraphrases are
suggested.
Paper 1
Word or phrase
Suggested paraphrase
Number grid
Shaded
Coloured in
Reflections
Shaded
Coloured in
ab
17
Values
What numbers the

letters could stand for
Largest value
24
14
Values
What numbers each

expression stands for
Temperature
25
15
Estimate
Give the approximate

time
Equation
19
10
Value
What number the

expression stands for
Values
22
13
Value
What number the

letter could stand for
Counters
27
18
At random
Without looking
24
15
Factorise
Put into brackets
Ten cards
21
At random
Without looking
Finding y
23
Value
The number that the

letter stands for
Simplify
35 46 57 68
rephrase the wording of the questions (except as indicated on page 90)
07/12/2009 12:31:11
92
Paper 2
Word or phrase
Suggested paraphrase
Abacus
Counting frame
Shaded
Coloured in
Gold
18
Dimensions
Length of sides
abc
22
At random
What number the

expression stand for
Abacus
35 46 57 68
2
Shaded
rectangle
10
Questions that must not be enlarged:

If your school needs to enlarge questions or parts of questions to meet the specific
requirements of individual pupils, and has not ordered the enlarged papers from the
Modified Test Agency, the following questions must not be enlarged. This is because
enlargement may affect the pupils responses.
Paper 1
Quadrilateral
Paper 2
18
35 46 57 68
28
18
35 46 57 68
Thinking lines
10
Net
24
14
07/12/2009 12:31:11
93
The mental mathematics test

The mental mathematics tests are recorded on CD and cassette and consist of 30 timed
questions. They should be administered using the CD or cassette, although transcripts
are provided on pages 1216 in case of equipment malfunction on the day of the test.
They have an administration time of approximately 20 minutes each.
You may:
answer any questions pupils have after the first and second pause.
You should not:
stop the recording after it has been restarted following the practice question
enlarge the following question as enlargement may affect the pupils responses.
Questions that must not be enlarged:
Mental mathemactics
The tests start with instructions to pupils, and these are followed by the questions. There
are two opportunities for the teacher to pause the CD or cassette, each one indicated by
a bleep. The first pause comes near the beginning of the recording, once the instructions
have been given. This will allow the teacher to clarify any instructions that have not been
understood by the pupils. The second pause occurs after the practice question. After this
second pause, the recording should be played without interruption.
Lower tier
30
07/12/2009 12:31:11
94
BLANK PAGE
07/12/2009 12:31:11
95
BLANK PAGE
07/12/2009 12:31:11
For more copies:

QCDA Orderline, PO Box 29, Norwich NR3 1GN
orderline.qcda.gov.uk
The Qualifications and Curriculum Development Agency
is a non-regulatory part of the Qualifications and
Curriculum Authority, an exempted charity under the
Charities Act 1993.
email: [email protected]
Tel: 0300 303 3015
Fax: 0300 303 3016
QCDA/10/4333
052009
07/12/2009 12:31:12

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Ma

Year 9 mathematics test

Calculator not allowed

and the date in the spaces above.

and the date in the spaces above.

The test is 1 hour long.

The test is 1 hour long.

You may use a calculator for any question in this test.

This test starts with easier questions.

Some formulae you might need are on page 2.

Try to answer all the questions.

This test starts with easier questions.

Try to answer all the questions.

Check your work carefully.

Ask your teacher if you are not sure what to do.

Check your work carefully.

Time: 5 seconds continued

Year 9 optional tests in mathematics

QCDA wishes to make its publications widely accessible.

First published 2010

Year 9 optional tests in mathematics

The structure and timing of the tests

Administering the written papers

Administering the mental mathematics test

Introduction to the mark scheme

General guidance for marking

Mark scheme for Paper 1

Index to mark scheme for Paper 1

Mark scheme for Paper 2

Index to mark scheme for Paper 2

Mark scheme for the mental mathematics test

Using the outcomes of the tests

Guidance on the administration of the tests

Year 9 optional tests in mathematics

Year 9 optional tests in mathematics

The stucture and timing

7 with opportunities for pupils working at level 8

The stucture and timing of the tests

Who are the tests suitable for?

Written papers Paper 1 and Paper 2

Year 9 optional tests in mathematics

The stucture and timing of the tests

Mental mathematics test

Summary of the year 9 optional tests

Year 9 optional tests in mathematics

Examples of appropriate adaptations

Year 9 optional tests in mathematics

Modified versions of the tests

Year 9 optional tests in mathematics

Administering the written papers

Equipment needed for the written papers

Administering the written papers

Introducing the written tests

Year 9 optional tests in mathematics

Administering the written papers

Helping pupils during the tests

Year 9 optional tests in mathematics

Administering the mental

Equipment needed for the mental mathematics test

Administering the mental mathematics test

Year 9 optional tests in mathematics

The structure and timing of the tests

Administering the written papers

Administering the mental mathematics test

Introduction to the mark scheme

General guidance for marking

Mark scheme for Paper 1

Index to mark scheme for Paper 1

Mark scheme for Paper 2

Index to mark scheme for Paper 2

Mark scheme for the mental mathematics test

Using the outcomes of the tests

Guidance on the administration of the tests

Year 9 optional tests in mathematics

Year 9 optional tests in mathematics

Year 9 optional tests in mathematics

Year 9 optional tests in mathematics

Year 9 optional tests in mathematics

Year 9 optional tests in mathematics

Year 9 optional tests in mathematics

Year 9 optional tests in mathematics

Year 9 optional tests in mathematics21