Parallel Lines (FH)

Edexcel GCSE Maths - Parallel Lines (FH) PhysicsAndMathsTutor.
com
1.
Diagram NOT
accurately drawn
D E
62° y°
64°
F G
DE is parallel to FG.
Find the size of the angle marked y°.
..........................°
(Total 1 mark)
2.
Diagram NOT
accurately drawn
A B C
48° 30°
D E x
y F
BEG and CFG are straight lines.

ABC is parallel to DEF.
Angle ABE = 48°.
Angle BCF = 30°.
Edexcel Internal Review 1

Edexcel GCSE Maths - Parallel Lines (FH) PhysicsAndMathsTutor.com
(a) (i) Write down the size of the angle marked x.
x = ...................°
(ii) Give a reason for your answer.
...........................................................................................................................
(2)
(b) (i) Write down the size of the angle marked y.
y = ...................°
...........................................................................................................................
(2)
(Total 4 marks)
3.
A D
63° y
C
B G
x
E F
Diagram NOT
accurately drawn

BA is parallel to EGD.
BGC is parallel to EF.
Angle ABC = 63°.
(a) (i) Find the size of angle x.
..................................
...........................................................................................................................
...........................................................................................................................
(2)
(b) Work out the size of angle y.
..................................
(1)
(Total 3 marks)
4.
A B
65º 58º
yº
C D
Diagram NOT accurately drawn
AB is parallel to CD.

(i) Write down the value of y.
.......................
.....................................................................................................................................
(Total 2 marks)
5.
75º
S
yº
O
110 º
xº R
P
PQ is parallel to RS.
OSQ and ORP are straight lines.
(a) (i) Write down the value of x.
x = .....................................
...............................................................................................................................
(2)

(b) Work out the value of y.
y = .....................................
(2)
(Total 4 marks)
6.
A D
88º 96º
B C
Diagram NOTaccurately drawn
James says, “The lines AB and DC are parallel.”

Ben says, “The lines AB and DC are not parallel.”
Who is right, James or Ben?
.....................................
Give a reason for your answer.
............................................................................................................................................
............................................................................................................................................
(Total 2 marks)

7.
Q
A B
108º
R
C D
x
Explain why angle x is 72º.
................................................................................................................................................
................................................................................................................................................
(Total 2 marks)

8.
B
A C
56º
x
D F
E
G Diagram NOT accurately drawn
BEG and CFG are straight lines.

ABC is parallel to DEF.
Angle ABE = 56°
EF = EG
(a) (i) Write down the size of the angle marked x
x = ………..…..°
.....................................................................................................................................
.....................................................................................................................................
(2)
(b) Work out the size of the angle marked y

Give reasons for your answer.
y = ……………..°
(3)
(Total 5 marks)

9.
A B C
38º
xº yº
D E F G
ABC is parallel to DEFG.

BE = EF.
Angle ABE = 38°.
(a) (i) Find the value of x.
x = .............................
......................................................................................................................................
(2)
y = .............................
(2)
(Total 4 marks)

10. Diagram NOT

accurately drawn
C
x
B
103°
y
A
F E
ABCD and AFE are straight lines.

BF is parallel to CE.
Angle CBF = 103°.
AB = AF.
(a) (i) Find the size of angle x.
......................................°
...........................................................................................................................
...........................................................................................................................
(2)
(b) Find the size of angle y.
......................................°
(2)
(Total 4 marks)

11.
B
A C
62°
y°
x°
D G
E F
ABC and DEFG are straight lines.

AC is parallel to DG.
BE = BF.
Angle ABE = 62°.
(a) (i) Find the value of x.
x = .....................................
...........................................................................................................................
(2)
y = .....................................
(2)
(Total 4 marks)

12.
AQB, CRD and PQRS are straight lines.

Angle BQR = 113º.
Work out the value of x.
x = ..............................
(Total 2 marks)

13.
x
P Q
B
50°
y
R S
C
ABCD is a straight line.

PQ is parallel to RS.
(a) (i) Write down the size of the angle marked x.
...................................°
...........................................................................................................................
...........................................................................................................................
(2)
(b) (i) Write down the size of the angle marked y.
................................... °
...........................................................................................................................
...........................................................................................................................
(2)
(Total 4 marks)

14.
120°
A B
60°
y°
C D
EF is a straight line.
y = ........................
......................................................................................................................................
(Total 2 marks)
15.
P Q R
y°
x° 80°
T U V

PR is parallel to TV.
Angle QUV = 80°.
(a) Work out the size of the angle marked x°.
..................°
(1)
(b) Work out the size of the angle marked y°.
........................... °
(1)
(Total 2 marks)
16.
C E
53°
127°
y°
F B
Angle BEF = 127°

y = .............................
.....................................................................................................................................
(Total 2 marks)
17.
130° 50°
(a) Write down the size of the angle marked x.
..........................°
(1)
(b) Give a reason for your answer.
.....................................................................................................................................
(1)
(Total 2 marks)
1. 64 1
B1 for 64
[1]

2. (a) (i) 48 2
B1 cao
(ii) Alternate angles
B1 for alternate angles oe
(b) (i) 30 2
B1 cao
(ii) Corresponding angles
B1 for corresponding angles oe
[4]
3. (a) (i) Angle x = 63 2

63º
B1 for 63º
(ii) (Corresponding angles) and reason
(B1 for corresponding or alternate angles mentioned, accept Z
angles or F angles)
(b) Angle y = 117º 1

B1 for 117º cao
[3]
4. 58°
B1 cao
Reason 2
B1 (dep) alternate or Z angle (oe)
[2]
5. (a) (i) 110

B1 cao
(ii) Corresponding angles 2
B1 (dep on B1 in (i)) for corresponding angles or F angles

(b) 180 – 70 – 75
35 2
M1 180 – (180 – 110) – 75 or 110 – 75
A1 cao
[4]
6. Ben with a valid reason 2

B2 for Ben and a valid reason, eg ‘it should be 180’ or ‘they
are not supplementary (allied, co-interior)’ oe This could be
implied by 184 or 84 or 92 seen
[B1 for Ben and 88 + 96 or 180 – 88 or 180 – 96 seen or for
just a valid reason given (eg without Ben or with James)]
[2]
7. explain 2
B1 for alternate, corresponding or co interior
B1 for his straight line 180, or vertically opposite
[2]
8. (a) (i) 56 2
B1
(ii) alternate
B1 (dep)
(b) 28 3
56 ÷ 2
M1 for ‘56’ ÷ 2 oe
A1 ft
A1 for 2 correct reasons, one of which must identify ∆ EFG as
isosceles with equal angles
[5]

9. (a) (i) 38 2
B1 for 38
(ii) alternate
B1 for alternate (or Z) angles
(b) 109 2
(180 – 38) ÷ 2 = 142 ÷ 2 = 71
M1 for (180 – “38”) ÷ 2 or 71 seen
A1 ft from (a)(i)
[4]
10. (a) (i) 103° 2

B1 cao
(ii) corresponding
B1 for corresponding
(b) 180 – 2(180 – 103)

26° 2
M1 for 180 – 2(180 – 103) oe
A1 cao
[4]
11. (a) (i) 62 2

B1 cao (look for answers on diagram)
(ii) alternate angle
B1 accept z angle
(b) 180 – 2 × 62 2
56
M1 for 180 – 2 × “62”
A1 ft (look for answers on diagram)
[4]

12. 180 – 113 2

= 67°
(360 – 2 × 113) ÷ 2
M1 for 180 – 113
A1 cao
OR
M1 for (360 – 2 × 113) ÷ 2
A1 cao
Remember to look on the diagram
Embedded answers:
113 + 67 = 180 with no answer or an incorrect answer on the
answer line gets M1A0
113 + 57 = 180 with no answer or an incorrect answer on the
answer line gets M0A0
M1 can be awarded for 67° seen in a correct position on the
diagram, if no working or answer shown. If the 67° is where x is
the A1 can also be awarded.
[2]
13. (a) (i) 130 2

B1 cao
(ii) Sum of the angles on a straight line = 180
B1 for “sum of the angles on a straight line = 180°” oe
Note: The reason must contain ‘angles’ and ‘line’ OR ‘line’
and ‘180°’
(b) (i) 50 2
B1 cao
(ii) Alternate angles on parallel lines are equal
B1 for “ alternate angles on parallel lines are equal” oe
(accept ‘Z’ angles)
[4]
14. (i) 120 1

B1 cao

(ii) Corresponding angles 1

B1 dep on 120 in (i) for corresponding angles (or F angles)
or alternate angles (or Z angles) with angles on a straight line
or co-interior angles
or any other fully correct reason
[2]
15. (a) 100 1

B1 cao
(b) 100 1
B1 for 100º or f.t. from (a)
[If no answer on the answer line, check the diagram]
[2]
16. (i) 127 1

B1 for 127
(ii) Alternate angles 1
B1 for alternate angles (accept Z angles)
or allied angles (co-interior angles) (= 180)
or corresponding angles (accept F angles) and (vertically)
opposite angles
or corresponding angles (accept F angles) and angles on
a straight line (= 180º)
or allied angles (co-interior angles) and angles on
a straight line (= 180º)
[2]
17. (a) 50 1
B1 for 50 cao
(b) Alternate (angles) 1

B1 for alternate (angles) or co-interior (angles) or allied
(angles) or any complete reason.
(accept Z angles)
[2]
1. Paper 1
In this part the correct answer was only seen in 14% of cases. The majority of candidates wrote
down 62º, which was the size of the angle marked on the other side of the diagram. One can
only assume that candidates thought the diagram was symmetrical.

Paper 3
More than half of the candidates recognised the alternate angles and answered correctly but a
large number assumed the diagram to be symmetrical and gave an answer of 62°.
2. Most candidates were able to give answers of 48° and 32° in parts (a) and (b) respectively
although some gave 48° for both parts. Candidates were much less successful at providing
reasons. About 30% identified the reason as “alternate” or “Z” angles in part (a), but fewer
mentioned “corresponding” or “F” angles in part (b). Many candidates mentioned “opposite”
angles, often alongside a correct reason, and some confused alternate and corresponding. The
candidates who used other methods to reach the correct answer in part (b) generally failed to list
all the reasons for their working.
3. Foundation Tier
Candidates could often give the correct answer for (a) (i) but it was extremely rare to find a
correct reason for their answer. Many realised it was to do with parallel lines but rarely was the
correct reason given. Many candidates stated they had used a protractor, or even a compass.
This was even more worrying as it often demonstrated their inability to measure correctly. Some
judged the size compared with angle ABC (usually as a bit smaller) or a right angle. Part (b)
was also poorly answered.
Intermediate Tier
More than 85% of candidates found the correct size of angle x in part (a) but only a fifth of
these went on to give a correct reason. Too few candidates mentioned corresponding or alternate
angles and many explanations focused on parallel lines or even parallel angles.
4. A surprising number of students could not identify the angle as being 58°, but gave either 65° ,
the other angle in the diagram, or 122°, the supplement of the 58°. Attempts at a reason varied
from the technical ‘ alternate angles’, the casual ‘Z angles’, the wrong ‘corresponding angles’,
to the vague ‘ opposite angles on parallel lines’. Just quoting ‘parallel lines’ was insufficient to
score the mark.
5. The angles of 110 and 35 were often correct but few gave the correct reason. Many just stated
that the lines PQ and RS were parallel. Candidates had more success with part (b).
6. This question was very poorly answered, with many candidates realising that the lines were not
parallel but unable to give acceptable explanations as to the reason. “Because the two angles are
not the same” was the modal incorrect explanation given. Only a very few candidates carried
out any calculation to justify their conclusion.

7. Nearly all candidates found it too complex to explain why angle x was 72° although a good
number knew that it was something to do with 180° and/or a straight line. Few candidates
identified which angles on the diagram were involved in their explanation.
8. Most candidates gained 1 mark for a correct answer of 56° in part (a) although correct reasons
were few and far between, many referring to opposite angles or simply saying that it looked the
same as angle ABE. A few used protractors to compare size of angles.
In part (b) the correct angle was often seen, without explanation or with merely a verbal
description of their method. More than one reason was required for this final mark.
9. This proved to be a good discriminator. Many candidates obtained the 38° in part (a) and were
then unable to give a satisfactory reason, often confusing corresponding or opposite angles with
alternate or “Z” angles. The most common answers in part (b) were 142° (180 – 38) or 104°
(180 – 38 – 38). It was therefore only the more able candidates (18%) who gained even a single
mark.
10. No report available.
11. Candidates understood what was expected of them in this question but although 35% were able
to give the correct answer in part (a) only 11% of candidates were able to give the correct
reason. Many candidates used the correct nomenclature often we had Z angles and alternating or
alteration or in part (b) about 35% of candidates were able to calculate the missing angle in the
isosceles triangle.
12. This question was often answered correctly, however many candidates gave an answer of 113°,
thinking that x° was either alternate or corresponding to the given angle. Other errors usually
resulted from poor arithmetic; 180 – 113 = 77 or 87 were not uncommon. Some, using angles at
a point, correctly calculated 360 – 226, then failed to divide their answer by 2.
13. Foundation
In both parts of this question, the correct angles in the first parts were often seen but rarely
accompanied by correct reasons. In general candidates would describe their calculations rather
than quoting any geometric theory. Those candidates that did try to explain their angles often
showed confusion in their understanding, particularly relating to angles on the parallel lines.

Higher
In part (a), most candidates found the correct value for x. However a significant number clearly
were distracted by other parts of the diagram, failing to recognise and use the ‘sum of the angles
on a straight line equal to 180 degrees’. Answers of 50° and 65° (finding 130 and then dividing
by 2) were common errors made. Part (ii) was less well done with many candidates still
describing their calculation rather than quoting geometric theory.
Again, in part (b), the correct angle of 50° was found in (i) by the majority of candidates. Many
lost the mark in (ii) by referring to y and 50° as opposite or corresponding rather than alternate
angles.
14. Foundation
Many candidates (57%) recognised that the required angle was 120º but then failed to explain
why this was the case. A few got muddled with the degree sign and last 0 digit writing 12 as
their answer to (i).
Recognition of parallel lines alone was insufficient to explain the size of the angle. Only 5%
scored both available marks even though F angles or Z angles with angles on a straight line =
180° was acceptable.
Higher
There is now more confidence in tackling a geometry question than there has been in the past.
The majority (over 90%) recognised that the required angle was 120º and then continued to try
to explain the geometrical reason for it to be this value. The idea of a corresponding angle or ‘F’
angle was much in evidence as well as alternate or ‘Z’ angle; the latter reason requiring an
association with 180º to gain the mark. Many candidates did use the reason as ‘Supplementary,
co-interior or allied.’ all of which gained credit. Recognition of parallel lines alone was
insufficient to explain the size of the angle.
Very few tried to argue for the size of the angle through an arithmetical process which is a step
in the right direction for this type of question. 42% scored both marks.
15. Full marks was the modal score on this question, however a significant number of candidates
gave 80 as their value for x followed by the same value for y. In such cases one mark was
awarded for recognising that x was equal to y.
16. Foundation
Fully correct answers to this question were only seen in 8% of cases. One mark was obtained in
35% of cases, almost always for giving the answer of 127º. The most common wrong answers
in part (a) was of course 53º and in part (b) corresponding or F angles. Candidates found this
question difficult because the alternate angles were not in the usual Z format but in the reverse Z
orientation

Higher
84% of candidates gained the mark available in the first part of this question although it was
surprising to see a significant number of candidates giving 53º as their answer. Whilst the
diagram was not accurately drawn, it should have been fairly clear to candidates that y was not
an acute angle. A full and complete reason, for example alternate (or Z) angles was required in
order for the mark in part (ii) to be awarded. Many candidates gave “corresponding angles” as
their reason without linking to either opposite angles or angles on a straight line. They could not
be awarded this mark. Only 37% of candidates were awarded both marks in this question.
17. Nearly all candidates were successful in part (a) of this question.
However, although a good proportion of candidates were able to state that 50º and xº were
alternate or Z angles, many reasons were expressed too vaguely. For example, some candidates
stated the angles were “opposite” to each other or that the two angles were “between parallel
lines”. Some candidates quoted “corresponding angles” or “angles on a straight line add up to
180º”, reasons which are incorrect by themselves. In this type of question the correct use of
mathematical terms is needed. 96% of candidates scored at least one mark but only just over a
half of the candidates could be awarded full marks in this question.

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Edexcel GCSE Maths - Parallel Lines (FH) PhysicsAndMathsTutor.

BEG and CFG are straight lines.

Edexcel Internal Review 1

(a) (i) Write down the size of the angle marked x.

(ii) Give a reason for your answer.

(b) (i) Write down the size of the angle marked y.

(ii) Give a reason for your answer.

Edexcel Internal Review 2

(a) (i) Find the size of angle x.

(ii) Give a reason for your answer.

(b) Work out the size of angle y.

Diagram NOT accurately drawn

Edexcel Internal Review 3

(i) Write down the value of y.

(ii) Give a reason for your answer.

Diagram NOT accurately drawn

OSQ and ORP are straight lines.

(a) (i) Write down the value of x.

(ii) Give a reason for your answer.

Edexcel Internal Review 4

(b) Work out the value of y.

Diagram NOTaccurately drawn

James says, “The lines AB and DC are parallel.”

Who is right, James or Ben?

Give a reason for your answer.

Edexcel Internal Review 5

Diagram NOT accurately drawn

Explain why angle x is 72º.

Edexcel Internal Review 6

G Diagram NOT accurately drawn

BEG and CFG are straight lines.

(a) (i) Write down the size of the angle marked x

(ii) Give a reason for your answer.

(b) Work out the size of the angle marked y

Edexcel Internal Review 7

Diagram NOT accurately drawn

ABC is parallel to DEFG.

(a) (i) Find the value of x.

(ii) Give a reason for your answer.

(b) Work out the value of y.

Edexcel Internal Review 8

10. Diagram NOT

ABCD and AFE are straight lines.

(a) (i) Find the size of angle x.

(ii) Give a reason for your answer.

(b) Find the size of angle y.

Edexcel Internal Review 9

Diagram NOT accurately drawn

ABC and DEFG are straight lines.

(a) (i) Find the value of x.

(ii) Give a reason for your answer.

(b) Work out the value of y.

Edexcel Internal Review 10

Diagram NOT accurately drawn

AQB, CRD and PQRS are straight lines.

Work out the value of x.

Edexcel Internal Review 11

Diagram NOT accurately drawn

ABCD is a straight line.