2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

2022 O–Level Paper (Analysis)

4048 Elementary Mathematics

Ong Kai Wen S4/5 AY2022

Purpose of this Analysis

This set of analysis notes is split into a few sections

• Paper 1 (4048/01)
– Topics & Concepts tested in 4048/01 (Page 2)
– Notable/Interesting Questions in 4048/01 (Page 3)
– Predictions for 4048/02 (Page 4,5)
– Suggested Solutions for 4048/01 (Page 6-16)
• Paper 2 (4048/02)
– Topics & Concepts tested in 4048/02 (Page 17)
– Notable/Interesting Questions in 4048/02 (Page 18)
– Suggested Solutions for 4048/02 (Page 19-31)

Disclaimer
The solutions are prepared for the sole purpose of providing information for students, to either check the work they have
done, or for future references for upcoming papers. Please look through these solutions at your own risk. If you think
that seeing the solutions will demoralise you, scroll through the solutions portion of this document only after the end of
your examinations. For this very reason, suggested solutions will be at the back of this document. For students taking
O-Levels in a later year, you can use this set of analysis/solution notes for your own revision

Copyright
All solutions/analysis are prepared by the original tutor (Kaiwen). All rights reserved. No part of any materials provided
may be reproduced, distributed or transmitted in any form, or by any means, including photocopying, recording or other
electronic or mechanical methods, without the prior written permission of the tutor

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

Topics/Concepts tested in 4048/01

Q1 N1: Numbers and their Operations Q13 N4: Rate and Speed
• Calculations with calculator • Average rate and average speed
Q2 N5: Algebraic Expressions and Formulae Q14 N7: Equations and Inequalities
• Laws of indices • Solving linear inequalities in one variable
• Simplification of linear expressions Q15 G1: Angles, Triangles and Polygons
Q3 S1: Data Analysis • properties of perpendicular bisectors of line seg-
• Mean, mode and median as measures of central ments and angle bisectors
tendency of a set of data • congruent figures and similar figures (part of the
• Range as measure of spread for a set of data proof)

Q4 N5: Algebraic Expressions and Formulae Q16 N5: Algebraic Expressions and Formulae

• Recognising and representing patterns/relationships • Factorisation of quadratic expressions ax2 +bx+c

by finding an algebraic expression for the nth Q17 G3: Properties of Circles
term
• Angle properties of circles: angle at centre is
Q5 S2: Probability twice the angle at the circumference
• Probability as a measure of chance Q18 N9: Matrices
Q6 N7: Equations and Inequalities • Everything in this topic
• Solving simultaneous linear equations in 2 vari- Q19 G4: Pythagoras’ Theorem and Trigonometry
ables by substitution/elimination method
• Extending sine to obtuse angles
Q7 G1: Angles, Triangles and Polygons
Q20 N5: Algebraic Expressions and Formulae
• Interior/Exterior angles of any regular polygon
• Changing the subject of a formula
• Classifying special quadrilaterals on the basis of
their properties Q21 N5: Algebraic Expressions and Formulae
Q8 N1: Numbers and their Operations • Simplification of linear expressions (in fractions)
• Highest common factors (HCF) Q22 G4: Pythagoras’ Theorem and Trigonometry
Q9 G1: Angles, Triangles and Polygons • Use of trigonometric ratios (sine, cosine and tan-
gent) of acute angles to calculate unknown sides
• Construction of simple geometrical figures from and angles in right-angled triangles
given data using compasses, ruler, set squares
and protractors, where appropriate Q23 N1: Numbers and their Operations
• Construction question based on bearings • Laws of Indices
Q10 G5: Mensuration Q24 S1: Data Analysis
• Area of a circle • Calculation of the mean and standard deviation
Q11 G5: Mensuration for grouped data
• Using the mean and standard deviation to com-
• Use brackets and extract common factors pare two sets of data
• Use of: (a − b)2 = a2 − 2ab + b2
Q25 N6: Functions and Graphs
Q12 N2: Ratio and Proportion
• Graphs of exponential functions y = kax , where
• Ratios involving rational numbers a is a positive integer

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

Notable/Interesting Questions in 4048/01

• Question 7(b): Angles, Triangles and Polygons (2 marks)
– This is not a difficult question. However, many students did not recall the properties of a rhombus, and how
to sufficiently proof that a quadrilateral is a rhombus. It is sufficient to prove that all side of the quadrilateral
are equal in length, and opposite sides are parallel.
– HOWEVER, only proving that the quadrilateral have interior angles, or the quadrilateral have equal opposite
sides is not sufficient as this can be defined as a parallelogram, and not uniquely a rhombus

• Question 8: Numbers and their Operations (HCF) (2 marks)

– This is a slightly more difficult question as many students thought that it was asking for lowest common
multiple (LCM) [as the question says minimum number of cubes] and proceeded to compute LCM instead of
highest common factor (HCF)
– This is a very classic question where students are required to find HCF first, then identify how many possible
cubes can be placed on its respective sides

• Question 10: Mensuration (3 marks)

– This is not a difficult question, however many students struggled with it. Students did not understand the
implication of the equal areas, hence not being able to compute the radius of the larger dotted circle

• Question 12: Ratio and Proportion (3 marks)

– This is not a difficult question, however many students struggled with it. This is also a very classic question
where students just need to make the height have a common ratio, and just compute the areas as given

• Question 15: Angles, Triangles and Polygons (4 marks)

– This is a slightly more difficult question. First and foremost, some students thought that this was an angle
bisector, which is absurd. Students should realise that this is a perpendicular bisector and it suffices to show
that AC = EC, however this is where many students struggled
– Students need to be creative and think of methods that can help to prove the equal length. Students should
have used congruency tests to show that 4ABC ≡ 4EDC and then imply that AC = EC

• Question 16: Properties of Circles (4 marks)

– This is not a difficult question. This is a famous tricky figure that many students will fall for. Many students
will think that this is angles in the same segment, however this is absurd. Recall to use the property: angles
in the same segment, all 4 vertices must touch the circumference of the circle. Students should be using the
property: angle at centre is 2 times angle at circumference

• Question 25(b): Laws of Indices (1 marks)

– This is not a difficult question. Some students did not realise that 8t corresponds to the exponential function
provided in the question 23t

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

Predictions for 4048/02

This is a list of concepts that have not been tested in 4048/01. Students ought to take extra care on these topics as these
have a very high chance of coming out in 4048/02. Do note to study all other concepts as well, things can reappear again
in the next paper. Note that there are limited concepts here, things can be retested again

Number and Algebra

1. N1: Numbers and their Operations 5. N7: Equations and Inequalities

• Ordering and Relations • Formulating equations to solve problems

– Those kind of questions where they give – Those kind of questions where they give
you a range, then ask for the min/max you scenarios and ask you to simplify
value of an expression to a quadratic expression, then solve the
quadratic expression
• Prefixes
• Approximation and Estimation 6. N8: Set Language and Notation
• Standard Form of the form A × 10n • Brand New Chapter
2. N2: Ratio & Proportion • Set Language
– Those kind of questions where they give
• Map scales (linear/area scale) you the total of different sets and ask you
• Worker questions to calculate a possible value of set. This is
not an easy variant, so be careful! [Refer
• Percentage increase/decrease based on a given
to prelim school papers, many schools like
proportion
to set these kind of questions]
3. N5: Algebraic Expression and Formulae • Venn diagrams
• Factorisation by groupings (2&2, 3&1)
7. N10: Problems in Real-World Context
• Completing the square
• Finance Questions: Currency exchange rate,
– Can be linked to sketching of quadratic simple/compound interest, hire purchase, de-
functions using the completed the square posits
form, or x-intercept form
• Graphical analysis
• This chapter is tested a lot in Paper 1, but
there is a possibility of a repeat of concepts – Distance/Speed time graphs
– Analysing rate using gradient
4. N6: Functions and Graphs – Graphs of increasing/decreasing gradients
(pour water into container questions)
• Sketching of graphs with given equation
• Applications into Real-World Context
(quadratic, cubic, exponential), finding gradi-
ents, sketching straight lines to find the number – Guaranteed last question
of solutions – Possible topics: Finance, Mensuration,
• Problem sum based sketching graph question Vectors (If they want to be extra evil and
(PRWC) [Refer to O/2018 P2 Qn 10] end this syllabus 4048 with a bang)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

Geometry and Measurement

1. G1: Angles, Triangles and Polygons 4. G4: Pythagoras’ Theorem and Trigonometry
• Angle Properties • Pythagoras’ Theorem: Proving right triangles,
– Linked to G3: Properties of Circles or finding unknown lengths
• Construction of Angle Bisectors, Perpendicular • Applications of Trigonometry
Bisectors – Sine/Cosine Rule, Area of a triangle, Angle
of Elevation, Angle of Depression, Shortest
2. G2: Congruency and Similarity
distance from a point to a line, Bearings (in
• Congruent and Similar triangles Trigonometry context), 3D Trigonometry
– Although it has been tested once in Pa- 5. G5: Mensuration
per 1 (Qn 15), it is not an official question
where students are tasked to specifically • Volume/Area of planar figures and solids
prove congruency/similarity • Sectors (Circles)
• Enlargement/Reduction of figures, scale factor
– Arc length, Sector Area, Radian Measure
• Geometrical similarity of planar figures and
• Possible PRWC Question
solids
6. G6: Coordinate Geometry
3. G3: Properties of Circles
• Symmetric Properties of Circles • Brand New Chapter

– Equal chords are equidistant from centre, • Gradients, Length, Properties of Parallel lines,
Perpendicular bisectors pass through the Area of simple shapes, Inspection
centre of the circle, Tangents from an ex-
ternal point are equal in length, Line from 7. G7: Vectors in 2 Dimensions
an external point to the centre of the circle • Brand New Chapter
bisects the angle between the tangents
– Usually Paper 2 Vectors questions will be
• Angle Properties of Circles significantly more difficult, so be careful
– Angles in a semicircle is a right angle, An-
• Translation by a vector, Position Vectors, Mag-
gle between tangent and radius of a circle is
nitude, Sum and Difference of Vectors, Scalar
a right angle, Angles in the same segment
Multiplication, Parallel Vectors, Collinearity,
are equal, Angles in opposite segments are
Area of planar figures (in Vectors context)
supplementary

Statistics and Probability

1. S1: Data Analysis
• Analysis and Interpretation of standard diagrams: Stem-and-leaf, Cumulative Frequency, Box-and-whisker
• Purpose, Advantages, Disadvantages, Misinterpretation of statistical diagrams
• Quartiles and Percentiles
• Purpose and use of mean, mode and median
2. S2: Probability
• Possibility and Tree diagram

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

S4/5–EM Paper 1 (Suggested Solutions ONLY)

Ong Kai Wen S4/5 AY2022

1. r
5 6.8
12.52 − = −1.94
0.037

2. (a)
3y 5 × 5y 3 = 15y 8

(b)

3(2x − 1) − 2 = 6x − 3 − 2
= 6x − 5

3. (a) We first begin by arranging the numbers in numerical order

14 16 19 25 32 32 32 40

25 + 32
∴ Median =
2
1
= 28
2

(b) Like part (a), we first arrange the numbers in numerical order

∴ Range = 40 − 14
= 26

4. (a)
Number of dots in Diagram 8 = 26
(b) From the given sequence, this is an Arithmetic Progression with common difference of 3

5 8 11 14

Tn = 5 + (n − 1)(3)
= 3n + 2

(c) From the Tn formula in part (b),

157 = 3n + 2
2
n = 51 ∈/ Z+ ⇒⇐
3
Since n is not a positive integer, it is not possible to have a diagram with 157 dots

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

5. (a)
2 2
P(pink counter) = 1 − −
5 15
7
=
15

(b) Let the number of red counters be x.

16 1
=
8 + 16 + x 4
x + 24 = 64
x = 40

6. From the information in the question

4a + 2b = 119 ......(1) 5a + 3b = 165 ......(2)

From Equation (1),

119 − 2b
a= ......(3)
4
Substitute Equation (3) into Equation (2),
 
119 − 2b
5 + 3b = 165
4
595 − 10b + 12b = 660
2b = 65
1
b = 32
2

1
Substitute b = 32 into Equation (3),
2
 
1
119 − 2 32
2
a=
4
1
= 13
2

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

7. (a)

(8 − 2) × 180°
∠BCD =
8
= 135°

(b) To prove that BCDJ is a rhombus, it sufficies to show that all sides of the quadrilateral are equal and opposite
sides are parallel
∠ABJ = 90° (angles in a square)
∠BCD = ∠ABC = 135° (angles in a regular octagon)

∠CBJ = 135° − 90°

= 45°

∴ ∠BCD + ∠CBJ = 135° + 45°

= 180°

Since the sum of 2 interior angles add up to 180°, this will imply that CD is parallel to BJ. Also note that since
this is a regular octagon, CD = CB. Since BJLA is a square, BJ = BA = CB. By induction, and the fact that
CD is parallel to BJ, it can be deduced that BC and JD are also parallel and BC = CD = DJ = JB. Hence,
BCDJ is a rhombus

(c) First, note that JKL is an equilateral triangle (given)

∴ ∠LJK = 60°

From part (b), since we have proven that BCDJ is a rhombus

∠BJD = 135° (opposite angles of a rhombus)

∴ ∠KJD = 360° − 135° − 90° − 60°

= 75° (angles about a point)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

8. We first need to find the HCF of 84, 60 and 36 to find the side length of the cubes

84 = 22 × 3 × 7

60 = 22 × 3 × 5
36 = 22 × 32
∴ HCF = 22 × 3 = 12
Let the length be 84 cm, the width be 60 cm and the height be 36 cm
84
Number of cubes on the length =
12
=7

60
Number of cubes on the width =
12
=5

36
Number of cubes on the height =
12
=3

∴ Number of cubes needed = 3 × 5 × 7

= 105 cubes

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

9. (a) Scale Diagram

(b)
310°

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

10. Let the radius of the larger dotted circle be x

Shaded area = π(23)2 − π(5)2

= 504π cm2

Note that the shaded region is divided into 3 equal areas,

504π
1 part of the shaded area =
3
= 168π cm2

Now, we are ready to find the radius of the larger dotted circle

π(23)2 − π(r)2 = 168π

r2 = 361
√
r = ± 361 (rej −ve ∵ r > 0)
= 19 cm

11. (a)

30 − 45a = 15(2 − 3a)

(b)

(5x − 4y)2 = 25x2 − 40xy + 16y 2

12. We first make the 2 ratio’s height units the same

2
4:3 ⇒ 6 :5
3

 
2
Area not covered by the laptop screen = 5 × 8 − 6
3
2
= 6 units
3

 
2
6
3
∴ Fraction =
8×5
1
=
6

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

13. (a)
Time taken = (t − 10) minutes

(b) Note that the distance travelled by Behnaz is the same on Monday and Tuesday

18(t) = 24(t − 10)

6t = 240
t = 40 minutes

14. (a)
2 (6x − 20) − 30 > 1000

(b)

2 (6x − 20) − 30 > 1000

12x − 40 − 30 > 1000
12x > 1070
1
x > 89
6
≈ 90

15. Note to prove that BD is a bisector of AE, it suffices to show that AC = EC due to the definition of a bisector. We
shall first prove that 4ABC is congruent to 4EDC

∠BAE = ∠DEA (alternate angles) (A)

∠ABD = ∠EDB (alternate angles) (A)

AB = DE (given) (S)
∴ By the ASA congruency test, 4ABC ≡ 4EDC
Now, since 4ABC is congruent to 4EDC, by the definition of congruent triangles, AC = EC.
Hence, BD will bisect AE (shown)

16.

4x2 + 4x − 15 = (2x − 3)(2x + 5)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

17.

∠QOR = 2 × 35°
= 70° (angle at centre is 2 times angle at circumference)

Note that OQ and OR are radii of the circle, so 4OQR is an isosceles triangle
180 − 70
∴ ∠OQR =
2
= 55°

∠P RQ = 55 − 30°
= 25°

∴ ∠OQP = 180° − 35° − 25° − 55°

= 65° (angles in a triangle)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

18. (a)
 
  140 150
5 10 105
4 2  100
T= 
x x+2 2 1  13 12 
9 8
 
1820 1814
=
245 + 245x 232 + 250x

(b) Matrix T represents the amount of money Cheng will spend if he buys the materials from the store ($1820) and
online supplier ($1814) respectively
(c)

245 + 245x = 232 + 250x − 2

5x = 15
x= 3

(d)

Lowest price = 245 + 245(3)

= $980

19.
2
sin x =
5  
−1 2
x = sin
5

For the acute angle,

 
−1 2
x = sin
5
= 23.578178...
= 23.6° (1.d.p.)

For the obtuse angle,

 
2
x = 180° − sin−1
5
= 156.421821...
= 156.4° (1.d.p.)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

20.
5−c
3a + 2c =
3b
9ab + 6bc = 5 − c
6bc + c = 5 − 9ab
c(6b + 1) = 5 − 9ab

5 − 9ab
∴ c=
6b + 1

21.
3 2 3(3x − 2) − 2(2x − 3)
− =
2x − 3 3x − 2 (2x − 3)(3x − 2)
9x − 6 − 4x + 6
=
(2x − 3)(3x − 2)
5x
=
(2x − 3)(3x − 2)

22.
BD
sin ∠DAB =
AD
BD = 12.8 sin 38°

BD
cos ∠CBD =
CB  
12.8 sin 38°
∴ ∠CBD = cos−1
10.3
= 40.084655...
= 40.1° (1.d.p.)

23.

252x = 1257
54x = 521

Comparing powers,

4x = 21
1
x= 5
4

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

24. (a) (i)

3(2450) + 5(2550) + 14(2650) + 8(2750)

x=
3 + 5 + 14 + 8
= $2640

(ii)
r
3(2450)2 + 5(2550)2 + 14(2650)2 + 8(2750)2
σ= − (2640)2
3 + 5 + 14 + 8
= 90.737717...
= $90.74 (2.d.p.)

(b) Since everyone is given a salary increase, the mean will increase by $60, the standard deviation does not change

25. (a) When t = 1, N = 2000

∴ 2000 = m × 23(1)
2000
m=
8
= 250

(b) Note that 8t = 23t

∴ N = 250k
(c)

Final − Initial
Percentage Increase = × 100%
Initial


250 × 23(2) − 250 × 23(0)
= × 100%
250 × 23(0)
= 6300%

(d)
Diagram 3

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

Topics/Concepts tested in 4048/02

Q1 • N7: Equations and Inequalities Q7 • G5: Mensuration
– Solving linear equations in one variable
• N5: Algebraic Expressions and Formulae – Area of a Trapezium
– Solving linear equations in one variable • G4: Pythagoras’ & Trigonometry
– Multiplication and Division of simple alge-
braic fractions – Pythagoras’ Theorem
– Completing the Square
– Cosine Rule, Area of a Triangle
– Factorisation of linear expressions of the
form ax + bx + kay + kby
Q2 N10: Problems in Real-World Context Q8 • G6: Coordinate Geometry

• solving problems based on real-world contexts: – Length of a line segment

involving personal and household finance (in-
cluding simple and compound interest, taxation, – Equation of a straight line
instalments, utilities bills, money exchange, etc.)
• G7: Vectors in 2 Dimensions
Q3 S1: Data Analysis
– Position Vectors, multiplication of a vector
• Median as measures of central tendency for a set
by a scalar
of data
• Quartiles and percentiles – Use of sum and difference of two vectors to
• Using median and interquartile range to compare express given vectors in terms of two copla-
2 sets of data nar vectors

Q4 N6: Functions and Graphs

Q9 • N8: Set Language and Notation
• Graphs of cubic functions
Q5 • G5: Mensuration – Use of set language
– Volume and Surface Area of a cylinder
• S2: Probability
• G2: Congruency and Similarity
– Ratio of areas of similar plane figures – Probability of simple combined events (in-
– Ratio of volumes of similar solids cluding using possibility diagrams and tree
Q6 • G3: Properties of Circles diagrams, where appropriate)
– Lines from the centre are equal in length, – Addition and multiplication of probabilities
forming an isosceles triangle (mutually exclusive events and independent
• G2: Congruency and Similarity events)
– Similar figures
• G4: Pythagoras’ & Trigonometry Q10 • N10: Problems in Real-World Context
– Pythagoras’ Theorem
– Use of trigonometric ratios (sine, cosine and – N7: Equations and Inequalities
tangent) of acute angles to calculate un- ∗ Formulating a quadratic equation to
known sides and angles in right-angled tri- solve problems
angles
• G5: Mensuration – N10: Problems in Real-World Context
– Arc Length ∗ Finance: Working Rate

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

Notable/Interesting Questions in 4048/02

• Question 6(c)(i): Congruency & Similarity, Trigonometry (4 marks)
– This is a slightly more challenging question. Many students can tell that they are required to use similar
triangles to solve the question, however, they are stuck as there are many sides of the triangles that are missing.
Students should have realised that 4DCF and 4ABC are right-triangles [proven in part (b)] and they can
simply use Pythagoras’ Theorem and Trigonometry to solve the question

• Question 7(c): Trigonometry (5 marks)

– This is a challenging question. Many students are able to find all 3 sides of XG, GB and BX using simple
Pythagoras’ Theorem, however, they get stuck as they do not know how to proceed. Students should have
realised that since they are given a triangle with 3 known sides, they can use Cosine Rule as a way to figure
1
out one of the angles, then proceed to use ab sin C to finish the question
2

• Question 8(b): Vectors in 2 Dimensions (5 marks)

– This is a challenging question. This question is EVIL as there are no guiding parts above. Usually for such
questions, there will be guiding parts above to help guide students to the final answer. Students should first
−−→ −−→
realise that since X lies on OC, OX is a scalar multiple of a. Let this scalar multiple be an unknown f . With
−−→ −−→
the fact that BX is parallel to DC, students need to form the scalar multiplication equation and solve for the
unknowns of k and f . Afterwards, the question is simple

• Question 9(b): Probability (5 marks)

– This is a deceivingly-difficult question. This question is EVIL as it is testing concepts of conditional
probability, which is technically not in the O level syllabus, however this question can be done with conventional
methods within the syllabus (if the student’s probability foundation is strong)
∗ For part (i), many students did not see the initial condition of “student who studies French”. Hence, many
4 8
students gave the answer of instead of . Since the initial condition states that we are only choosing
15 15
from the pool of French students, the total students in this case should be 15 and not 30
∗ For part (iii), many students did not multiply by 3 in their final answer. This is a common mistake as it is
possible to permutate the picking of the 3 students. Let the Spanish student be S 0 , and let the others be
S. The 3 possible cases are: P (SSS 0 ), P (SS 0 S) and P (S 0 SS)

• Question 10: Problems in Real-World Context (PRWC) (11 marks)

– This question is not as difficult as it seem, the only problem is that this is the first time a forming quadratic
equation question is mixed into a PRWC question, which threw off many students. Some common mistakes are
that students forget to convert the 80 seconds into hours, or vice versa, some students did not consider the 18
days of annual holiday when computing the total annual income

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

S4/5–EM Paper 2 (Suggested Solutions ONLY)

Ong Kai Wen S4/5 AY2022

1. (a)
x x−5
+ =1
7 3
3x + 7(x − 5)
=1
21
10x − 35 = 21
10x = 56
3
x= 5
5

(b)

6a3 b 3a2 6a3 b 10b

÷ = × 2
5 10b 5 3a
60a3 b2
=
15a2
= 4ab2

(c)

x2 + 9x − 16 = 0
 2 2
9 9
x+ − − 16 = 0
2 2
 2
9 145
x+ − =0
2 4

 2
9 145
x+ =
2 4
r
9 145
x+ =±
2 4

r r
9 145 9 145
x=− + or x=− −
2 4 2 4
x = 1.52 (2.d.p.) or x = −10.52 (2.d.p.)

(d)

4x2 − 8ax − 3x + 6a 4x(x − 2a) − 3(x − 2a)

=
3x2 − 12a2 3(x − 2a)(x + 2a)
4x − 3
=
3(x + 2a)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

2. (a) Let P be an arbitrary principal value

P (1)(5)
Account A interest rate =
100
= 0.0500P (3.s.f.)

 5
1
Account B interest rate = P 1+ −P
100
= 0.0510P (3.s.f.)

Since Account B has a higher incurred interest rate (0.0510P > 0.0500P ), Account B is a better choice for
Cheryl’s investment

(b) Let C be the invested amount,

C(1.8)(6)
$1385 = +C
100
27
1 C = $1385
250
C = $1250 (exact)

(c) Let D be the invested amount,

 4
1.2
$4719.92 = D 1 +
100
$4719.92
D=  4
1.2
1+
100

$4719.92
∴ Interest incurred = $4719.92 −  4
1.2
1+
100
= $219.92 (2.d.p.)

(d)
745
Total fuel used = × 5.8
100
21
= 43 litres
100

21
Total paid = A
C134.50 + A
C1.52 × 43
100
=A
C200.1792 (exact)

200.1792
Total amount in SGD = × 1.015
0.66
= SGD$307.85 (nearest cent)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

3. (a) (i)
Median age = 41 years old
(ii) From the UK cumulative frequency curve, 76% are below the age of 60

∴ Percentage of population above 60 = 24%

(iii)
80th percentile = 61 years old

(b) From the SG cumulative frequency curve, 27% are under the age of 25

Number of people = 4.03 × 106 × 27%

= 1090000 (3.s.f.)

(c) 1. We compare the median

SG median age = 41 years old
UK median age = 40 years old
Since the median age of Singapore is higher than the median age of the UK (41 > 40), the age of the resident
populations of Singapore is higher than the age of the resident populations of the UK

2. We compare the interquartile range

SG interquartile range = 58 − 24 = 34 years old

UK interquartile range = 59 − 21 = 38 years old

Since the interquartile range of Singapore is smaller than the interquartile range of the UK (34 < 38), the
age of the resident populations of Singapore is more consistent than the age of the resident populations of
the UK

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

4. (a)
y = −3.8

(b) Graph

8 y

6 x3
y= − 2x + 1
5
5

2
1
y= x−1
2
1

x
−4 −3 −2 −1 1 2 3 4

−1

−2

−3

−4

−5

−6

−7

−8

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

(c)
x3
− 2x + 1 = k ⇒ Draw the line: y = k
5
From the graph (red dashed lines)
k = 3.4 or k = −1.4

(d)

2x3 − 25x + 20 = 0
x3 5
− x+2=0
 5 2
x3 5 1 1
− x+ x + 2 + (−1) = x − 1
5 2 2 2
3
x 1
− 2x + 1 = x − 1
5 2
1
∴ Draw the line: y = x−1
2
From the graph (magenta solid line)

x = −3.8 or x = 0.8 or x = 3.0

Note: A range of values will be accepted, ±0.2 (I think)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

5. (a) (i)
"   #
2
1 7
Volume of solid = π (16)
2 2

= 308 cm3 (3.s.f.)

(ii)

Total surface area of solid = 1 rectangle + 1 circle + 1 curved surface

 2
7 1
= (7)(16) + π + [π(7)] (16)
2 2
= 326 cm3 (3.s.f.)

(b) (i) Let the height of cone A be l1 and the height of cone B be l3
 3
l1 1
=
l3 8
l1 1
=
l3 2

∴ 1:2
(ii) Let the height of cone B be l2
 3
l2 3
=
l3 8
r
l2 3 3
=
l3 8
Let the surface area of cone B be A2 and the surface area of cone C be A3
 2
A2 l2
=
A3 l3
r !2
3 3
=
8

r !2
3 3
∴ Percentage = × 100%
8

= 52.0 (3.s.f.)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

6. (a)
∠DP E = 96° (vertically opposite angles)
Note that DP and P E are radii of the circle, hence 4DP E is an isosceles triangle
180° − 96°
∴ ∠DEP =
2
= 42° (angles in an isosceles triangle)

(b)
∠ABC = 90° (angles in a semicircle)
∠F CD = 90° (angles in a semicircle)
∴ ∠ABC = ∠F CD = 90° (A)
Note that DP and CP are radii of the circle, hence 4CP D is an isosceles triangle

∠F DC = ∠P CD
96
=
2
= 48° (exterior angle is sum of interior opposite angles)

∠P CD = ∠ACB = 48° (vertically opposite angles)

∴ ∠ACB = ∠F DC = 48° (A)
∴ By the AA similarity test, 4ABC is similar to 4F CD

(c) (i) From part (b), we have proven that 4DCF is a right-triangle. By Pythagoras’ Theorem,
p
CD = DF 2 − CF 2
p
= (9.70)2 − (7.21)2
√
= 42.1059

∴ BC = BD − CD
√
= 9.10 − 42.1059

From part (b), we have prove that 4ABC is a right-triangle

AB
tan ∠ACB =
BC
 √ 
∴ AB = 9.10 − 42.1059 tan 48°

= 2.90 cm (3.s.f.)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

(ii) We first find the radius of the circle (AO). From part (c)(i),

BC
cos ∠ACB =
AC √
9.10 − 42.1059
AC =
cos 48°
√ !
1 9.10 − 42.1059
∴ Radius of circle AO =
2 cos 48°
By induction, we can tell that ∠AOB = 96°
 
√  
1  9.10 − 42.1059  96
Arc length of AB =     ×π
2 48  180
cos ×π
180
= 3.27 cm (3.s.f.)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

7. (a)
24
Length of EX = ×3
8
= 9 cm

1
∴ Area of trapezium ABXE = (24 + 9)(8)
2
= 132 cm2 (exact)

(b)
24
Length of XG = ×5
8
= 15 cm

By Pythagoras’ Theorem,
p
XG = 132 + 152
√
= 394
= 19.8 cm (3.s.f.)

(c) By Pythagoras’ Theorem,

p
BG = 132 + 82
√
= 233 cm

p
XB = 152 + 82
= 17 cm

By Cosine Rule,
XB 2 = XG2 + GB 2 − 2(XG)(GB) cos ∠XGB

" √ √
2
2 #
−1 394
+ 233 − (17)2
∠XGB = cos √
√

2 394 233
!
338
= cos−1 √
√

2 394 233

1
∴ Area of 4BGX = (XG)(BG) sin ∠XGB
2 ( !)
1 h√  √ i 338
= 394 233 sin cos−1 √
√

2 2 394 233

= 126 cm2 (3.s.f.)

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

8. (a) (i)
p
|P Q| = (−3 − 2)2 + (5 − 11)2
= 7.81 units (3.s.f.)

Alternative Method
   
−−→ −3 −−→ 2
OP = OQ =
5 11

−−→ −−→ −−→

P Q = P O + OQ
   
−3 2
=− +
5 11
 
5
=
6

−−→ p
∴ P Q = (5)2 + (6)2
 

= 7.81 units (3.s.f.)

(ii)
−−→ −−→ −→
OR = OP + P R
   
−3 8
= +
5 −2
 
5
=
3

∴ R(5, 3)

(iii)
11 − 3
Gradient of QR =
2−5
8
=−
3
8
∴y =− x+c
3
Substituting R(5, 3),
8
3 = − (5) + c
3
49
c=
3

2 1
∴ y = −2 x + 16 OR 3y = −8x + 49
3 3

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

−−→
(b) First, we need to find CD
−−→ −−→ 5
OC = 3a OD = b
3
−−→ −−→ −−→
∴ CD = CO + OD
5
= b − 3a
3
Since X lies on the line OC, it is clear that OX will be a scalar multiple of a. Let this multiple be f .
−−→
OX = f a
−−→
We now find BX
−−→ −−→ −−→
BX = BO + OX
= −b + f a
Since BX is parallel to DC, let k be an arbitrary constant.
−−→ −−→
BX = k DC
 
5
f a − b = k 3a − b
3
Comparing the b component,
5
−1 = − k
3
3
k=
5
Comparing the a component,
f = 3k
 
3
=3
5
9
=
5
−−→ 9
∴ OX = a
5
−−→
We are now ready to find XC
−−→ −−→ −−→
XC = XO + OC
9
= − a + 3a
5
6
= a
5
−−→ −−→ −−→
∴ XD = XC + CD
 
6 5
= a+ b − 3a
5 3
5 9
= b− a
3 5

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

9. (a)
E = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}
A = {2, 3, 5, 7, 11, 13}
B = {1, 2, 3, 5, 6, 10, 15}
C = {3, 6, 9, 12, 15}
(i)
A0 = {1, 4, 6, 8, 9, 10, 12, 14, 15}

(ii)
A ∪ B = {1, 2, 3, 5, 6, 7, 10, 11, 13, 15}
0
(A ∪ B) = {4, 8, 9, 12, 14}

(iii)
B ∪ C = {1, 2, 3, 5, 6, 9, 10, 12, 15}
Numbers not in C = {1, 2, 5, 9}
4
∴ P (p ∈
/ C) =
9
(b) (i)
8
P (French student who studies Spanish) =
15
(ii)
  
12 11
P (Spanish student who does not study French) =
20 19
33
=
95

(iii)
   
20 10 9
P (1 Spanish student out of 3) = 3
30 29 28
45
=
203

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2022 O–Level Paper (Analysis) 4048 O–Level Elementary Mathematics

10. (a)
60
Time taken =
7
= 8 min 30 s (nearest 10 second)

(b) Let the number of bracelets be x in total

$231.75 = 1.45x + 9(9.80)
1.45x = $143.55
x = 99

99
∴ Number of bracelets per hour =
9
= 11 (shown)

(c) Let the number of necklace made by Zhu (in total) be x, Chen will be (132 − x)
   
8 8
Zhu’s rate = hrs Chen’s rate = hrs
x 132 − x
Since their difference is 80 seconds,
8 8 1
∴ − =
132 − x x 45
8(x) − 8(132 − x) 1
=
x(132 − x) 45
45 (8x − 1056 + 8x) = 132x − x2
x2 + 588x − 47520 = 0
(x − 660)(x + 72) = 0
x = 72 or x = −660 (rej ∵ x > 0)
∴ Zhu will make 72 necklaces, and Chen will make 60 necklaces

We shall assume that there are 52 weeks in a year, and they will only miss the 18 days of annual holiday
Daily income for Zhu = 72($1.65) + 8($9.80)
= $197.20

Annual income for Zhu = $197.20 [52(5) − 18] + 18(8)($9.80)

= $49 133.60 > $48 000

Daily income for Chen = 60($1.65) + 8($9.80)

= $177.40

Annual income for Chen = $177.40 [52(5) − 18] + 18(8)($9.80)

= $44 342 < $48 000
∴ Only Zhu will earn the expected annual income, Chen will not

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