PMT

ALWAYS LEARNING

Mark Scheme

Pearson Edexcel GCSE (9-1)

Mathematics – 1MA1
Trial of Specimen Papers (Set 1)

Paper 1 (1MA1/1H): Non-Calculator

Higher Tier
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November 2015
All the material in this publication is copyright
© Pearson Education Ltd 2016
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General marking guidance

These notes offer general guidance, but the specific notes for examiners appertaining to individual questions take precedence.

1 All candidates must receive the same treatment. Examiners must mark the last candidate in exactly the same way as they mark
the first.

Where some judgement is required, mark schemes will provide the principles by which marks will be awarded;
exemplification/indicative content will not be exhaustive. When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, the response should be sent to review.

2 All the marks on the mark scheme are designed to be awarded; mark schemes should be applied positively. Examiners should also
be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. If there is a
wrong answer (or no answer) indicated on the answer line always check the working in the body of the script (and on any
diagrams), and award any marks appropriate from the mark scheme.

Questions where working is not required: In general, the correct answer should be given full marks.
Questions that specifically require working: In general, candidates who do not show working on this type of question will get
no marks – full details will be given in the mark scheme for each individual question.

3 Crossed out work

This should be marked unless the candidate has replaced it with
an alternative response.

4 Choice of method
If there is a choice of methods shown, mark the method that leads to the answer given on the answer line.

If no answer appears on the answer line then mark both methods as far as they are identical and award these marks.

5 Incorrect method
If it is clear from the working that the “correct” answer has been obtained from incorrect working, award 0 marks. Send the
response to review for your Team Leader to check.
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6 Follow through marks

Follow through marks which involve a single stage calculation can be awarded without working as you can check the answer, but if
ambiguous do not award.
Follow through marks which involve more than one stage of calculation can only be awarded on sight of the relevant working,
even if it appears obvious that there is only one way you could get the answer given.

7 Ignoring subsequent work

It is appropriate to ignore subsequent work when the additional work does not change the answer in a way that is inappropriate
for the question or its context. (eg. an incorrectly cancelled fraction when the unsimplified fraction would gain full marks).
It is not appropriate to ignore subsequent work when the additional work essentially makes the answer incorrect (eg. incorrect
algebraic simplification).

8 Probability
Probability answers must be given as a fraction, percentage or decimal. If a candidate gives a decimal equivalent to a probability,
this should be written to at least 2 decimal places (unless tenths).
Incorrect notation should lose the accuracy marks, but be awarded any implied method marks.
If a probability answer is given on the answer line using both incorrect and correct notation, award the marks.
If a probability fraction is given then cancelled incorrectly, ignore the incorrectly cancelled answer.

9 Linear equations
Unless indicated otherwise in the mark scheme, full marks can be gained if the solution alone is given on the answer line, or
otherwise unambiguously identified in working (without contradiction elsewhere). Where the correct solution only is shown
substituted, but not identified as the solution, the accuracy mark is lost but any method marks can be awarded (embedded
answers).

10 Range of answers
Unless otherwise stated, when an answer is given as a range (e.g 3.5 – 4.2) then this is inclusive of the end points (e.g 3.5, 4.2)
and all numbers within the range.
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Guidance on the use of abbreviations within this mark scheme

M method mark awarded for a correct method or partial method

P process mark awarded for a correct process as part of a problem solving question

A accuracy mark (awarded after a correct method or process; if no method or

process is seen then full marks for the question are implied but see individual
mark schemes for more details)

C communication mark

B unconditional accuracy mark (no method needed)

oe or equivalent

cao correct answer only

ft follow through (when appropriate as per mark scheme)

sc special case

dep dependent (on a previous mark)

indep independent

awrt answer which rounds to

isw ignore subsequent working

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Paper 1MA1_1H
Question Working Answer Notes
1 42 P1 process to start problem solving eg forms an appropriate equation
P1 complete process to solve their equation
A1 cao

2 4 m2 B1 140
substitution into formula eg 35  oe
A
A1 4 stated
C1 (indep) units stated

3 0.22 P1 begins process of subtraction of probabilities from 1

A1 oe

4 48 P1 begins to work with rectangle dimensions eg l+w=7 or 2×l+w (=11)

C1 shows a result for a dimension eg using l=4 or w=3
P1 begins process of finding total area eg 4 × “3” × “4”
A1 cao
5 explanation M1 works with volume eg 240000 begins working back eg 70÷2.50
(=28)
3
M1 uses conversion 1 litre = 1000 cm uses conversion 1 litre = 1000 cm3
M1 uses 8000 eg vol ÷ 8000 (=30) uses 8000 eg “28”× 8000 (=224000)
M1 uses “30” eg “30” × 2.50 works with vol. eg 240000
C1 for explanation and 75 stated for explanation with 240000 and
224000
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Paper 1MA1_1H
Question Working Answer Notes
6 (a) Sharif B1 Sharif with mention of greatest total throws

(b) No P1 starts working with proportions

(supported) A1 Conclusion: correct for Paul, but not for the rest; or ref to just Paul’s results
P1 selects Sharif or overall and multiplies P(heads)×P(heads) eg ¾ × ¾

(c) Tot: H 300 9 A1 oe

T 100 16

7 (a) 3 B1
2

(b) 6 M1 x
starts process eg sin 30 
12
A1 answer given

8 (a) 5.7×1026 to B1 uses estimates eg 1.9 or 2

6×1026 M1 process of multiplication eg 0.57 × 1027 or 2 × 0.3
A1 between 5.7×1026 and 6×1026

(b) explanation C1 eg overestimate a number is rounded up

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Paper 1MA1_1H
Question Working Answer Notes
9 ‘Yes’ with P1 begins process of working with mean eg 35×10 (=350) or 33×11 (=363) or
correct 10×(35−33) (=20) or 11×(35−33) (=22)
working P1 (dep) finding the difference eg “363”−“350”, or 33 – “20” or 35 – “22”
C1 ‘Yes’ with 13 from correct working

10 (a) 5 P1 begins to work with scaling factors (eg 5) or ÷6

A1 cao

(b) 10 P1 works with 1:2 ratio eg no. red counters is 30÷2 (=15)
A1 ft

11 25 B1 cao

12 37.5 mph P1 shows process of finding first distance eg 50 × 3 (=150)

P1 shows process of finding time for second part eg 150 ÷ 30 (=5 h)
P1 shows process of working with av sp. (dist ÷ time) (= 300÷(3+5) = 300÷8 )
C1 conclusion with supporting evidence, correct notation and units eg 37.5 mph

13 3
4m 2  1 M1 clear fractions or remove sq rt sign as first step
or M1 (dep) clear fractions and remove sq rt sign
3 (2m  1)(2m 1) A1 (k ) 3 4m2  1 or 3 (2m  1)(2m 1)
14 2 M1 multiplies all terms by 2 or 3 to reconcile fractions as first step
13
M1 complete process of expanding brackets and isolating x term
A1 cao
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Paper 1MA1_1H
Question Working Answer Notes
15 2x  5 M1 factorising to give (2x − 5)(x + 1)
x5
M1 factorising to give (x + 5)(x + 1)
A1 cao

16 D, A, B, C B2 B2 for all correct

(B1 for at least 2 correct)

17 SAS M1 links angles PQR and PRQ (eg isosceles triangle) with full reasons
M1 links TR and SQ with full reasons
C1 gives full conclusion for congruency eg SAS

18 75π P1 250 1 4
starts process by using  and   r 3 to find radius
3 2 3
P1 starts process using ½ curved surface area eg (4 × π × “5”2 ) ÷ 2
P1 complete process shown eg (4 × π × “5”2 ) ÷ 2 + ( π × “5”2 )
A1 for 75π

19 √31 M1 expands brackets eg 36 + 6√5 – 6√5 −√25 (=31)

M1 rationalises the denominator eg using √31 with numerator & denominator
A1 for √31
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Paper 1MA1_1H
Question Working Answer Notes
20 proof M1 for any two consecutive integers for sight of p2 – q2 = (p – q)(p + q)
expressed algebraically eg n + 1 and n
(supported) M1 (dep) for the difference between the for deduction that p – q = 1
squares of “two consecutive integers”
expressed algebraically eg (n + 1)2 − n2
A1 for correct expansion and for linking these two statements eg
simplification of difference of squares substitution of 1 for p − q
eg 2n + 1
C1 for showing statement is correct (with for fully stated proof and deduction eg p2
supportive evidence) – q2 = 1 × (p + q) = p + q
eg n + n + 1 = 2n + 1 and
(n + 1)2 − n2 = 2n + 1

21 10 x  x 2 P1 x 10  x x 1 10  x x 9 x
for or or or or or seen on diagram or in a
45 10 10 9 9 9 9
calculation
P1 x 10  x 10  x x x x  1 10  x 9  x
for × or × for × + ×
10 9 10 9 10 9 10 9
P1 x 10  x 10  x x x x  1 10  x 9  x
for × + × for 1 – ( × + × )
10 9 10 9 10 9 10 9
P1 (dep on P3) for beginning to process the algebra
A1 10 x  x 2
oe
45
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Paper 1MA1_1H
Question Working Answer Notes
22 M1 states AB as 6b – 3a
M1 for AX = ⅓AB or ⅓“(6b – 3a)” or ft to 2b – a
M1 for CY = CB + BY or 6b + 5a – b (=5b + 5a)
M1 for CX = 3a + “2b – a” or CX = 6b − ⅔“(6b – 3a)” (= 2a + 2b)
C1 2 2
for CY  (5a + 5b) = 2(a + b) = CX
5 5

23 P1 for a process to find the gradient of the line AB

1 3
y  x
2 2
P1 (dep) for a process to find the gradient of a perpendicular line eg use of −1/m
P1 (dep on P2) for substitution of x=5, y=−1
A1 equation stated oe
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