EARLY YEARS

NATIONAL
CURRICULUM
5 16

GCSE

GNVQ

GCE A LEVEL

NVQ
First published in 2000

OTHER
Qualifications and Curriculum Authority 2000
VOCATIONAL
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 Mathematics tests
Ma
KEY STAGE

3 Mark scheme for

ALL TIERS

Paper 1
2000 Tiers 3-5, 4-6, 5-7 and 6-8
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Index

Index to mark schemes

Tier Question Page

3-5 4-6 5-7 6-8
1 Milk Shakes 11
2 Three Coins 11
3 Time 11
4 Sums 12
5 Calendar 12
6 1 Sixty-fives 13
7 2 Spinners 14
8 3 Shapes 16
9 4 Birthdays 17
10 5 Rainfall 17
11 6 1 Angles 18
12 7 2 Prism 20
13 8 3 Race 20
14 9 4 Percentages A 21
15 10 5 Museum 21
16 11 6 1 Simplify 22
12 7 2 Puzzle 22
13 8 3 Coloured Cubes 23
14 9 4 Perimeters 24
15 10 5 Equations 25
11 6 Rounding 26
12 7 Mast 26
13 8 Factorising 27
14 9 Operations 27
15 10 Expressions 28
16 11 Values 28
12 Similar Triangles 29
13 Powers 30
14 Expansion 31
15 Isosceles 32

2
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Introduction

Introduction

The test papers will be marked by external markers. The markers will follow
the mark scheme in this booklet, which is provided here to inform teachers.

This booklet contains the mark scheme for paper 1 at all tiers. The paper 2
and the extension paper mark schemes are printed in separate booklets.
Questions have been given names so that each one has a unique identifier
irrespective of tier.

The structure of the mark schemes

The marking information for questions is set out in the form of tables, which
start on page 11 of this booklet. The columns on the left-hand side of each
table provide a quick reference to the tier, question number, question part, and
the total number of marks available for that question part.

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 and the minimum acceptable.

The Additional guidance column indicates alternative acceptable responses,

and provides details of specific types of response which are unacceptable.
Other guidance, such as when follow through is allowed, is provided as
necessary.

For graphical and diagrammatic responses, including those in which

judgements on accuracy are required, marking overlays have been provided
as the centre pages of this booklet.

3
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Introduction

Using the mark schemes

Answers that are numerically equivalent 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 below with the prescribed correct action. Unless otherwise specified
in the mark scheme, markers will apply the following guidelines in all cases.

What if

The pupils response Markers should use their judgement in deciding whether the response
does not match corresponds with the statement of requirements given in the Correct response
closely any of the column. Refer also to the additional guidance, and if still uncertain contact
examples given. the supervising marker.

The pupil has Calculations, formulae and written responses do not have to be set out in any
responded in a particular format. Pupils may provide evidence in any form as long as its
non-standard way. 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, is acceptable. Provided there is no ambiguity,
condone the continental practice of using a comma for a decimal point.

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

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

There appears to be a This is when the pupil misreads the information given in the question and uses
misreading affecting different information without altering the original intention or difficulty level
the working. of the question. For each misread that occurs, deduct one mark only.

The correct answer is Where a pupil has shown understanding of the question, the mark(s) should
in the wrong place. 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.

4
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Introduction

The final answer is Where appropriate, detailed guidance will be given in

wrong but the correct the mark scheme, and must be adhered to. If no
answer is shown in guidance is given, markers will need to examine each
the working. case to decide whether:

the incorrect answer is due to a transcription error; If so, award the mark.

in questions not testing accuracy, the correct answer If so, award the mark.
has been given but then rounded or truncated;

the pupil has continued to give redundant extra If so, award the mark.
working which does not contradict work already
done;

the pupil has continued, in the same part of the If so, do not award the
question, to give redundant extra working which mark. Where a
does contradict work already done. question part carries
more than one mark,
only the final mark
should be withheld.

The pupils answer is A correct response should always be marked as correct unless the mark scheme
correct but the wrong states otherwise.
working is seen.

The correct response Mark, according to the mark scheme, any legible crossed (or rubbed) out work
has been crossed that has not been replaced.
(or rubbed) out
and not replaced.

More than one If all answers given are correct (or a range of answers are given, all of which
answer is given. are correct), 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 answer is correct A mark given for one part should not be disallowed for working or answers
but, in a later part of given in a different part, unless the mark scheme specifically states otherwise.
the question, the
pupil has
contradicted this
response.

5
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Introduction

General guidance

Throughout the marking of the key stage 3 mathematics tests, the following
general guidelines should be observed unless specific instructions to the
contrary are given. This guidance reflects decisions made to ensure fairness
and consistency of marking.

Responses involving probability

A numerical probability should be expressed as a decimal, fraction or
percentage only.

Accept Take care ! Do not accept

For example: A correct probability that is correctly The following four categories of error
0.7 expressed as a decimal, fraction or should be ignored if accompanied by
percentage. an acceptable response, but should
not be accepted on their own.
Equivalent decimals, fractions or
percentages ! A probability that is incorrectly
70 35 expressed
eg 0.700, , , 70.0% eg 7 in 10,
100 50
7 out of 10,
A probability correctly expressed in 7 from 10
one acceptable form which is then
incorrectly converted, but is still less ! A probability expressed as a
than 1 and greater than 0 percentage without a percentage
sign.
70 18
eg e ! A fraction with other than integers in
100 25
the numerator and/or denominator.

However, each of the three types of

error above should not be penalised
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 expressed as a ratio

eg 7 : 10, 7 : 3, 7 to 10

A probability greater than 1 or

less than 0

6
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Introduction

Responses involving money

Accept Do not accept

For example: Any unambiguous indication of the Incorrect or ambiguous use of pounds
3.20 correct amount or pence
7 eg 3.20(p), 3 20, 3,20, eg 320, 320p or 700p,
3 pounds 20, 3-20, or 3.20 or 3.20p not in
3 20 pence, 3:20, answer space.
7.00
Incorrect placement of decimal
The sign is usually already printed points, spaces, etc or incorrect use or
in the answer space. Where the pupil omission of 0
writes an answer other than in the eg 3.2, 3 200, 32 0,
answer space, or crosses out the 3-2-0
sign, accept an answer with correct 7.0
units in pounds and/or pence
eg 320p
700p

Responses involving the use of algebra

Accept Take care ! Do not accept

For example: The unambiguous use of a different ! Words or units used within equations
2pn case or expressions should be ignored if
np2 eg N used for n accompanied by an acceptable
response, but should not be accepted
2n
Unconventional notation for on their own
multiplication eg do not accept
eg n t 2 or 2 t n or n2 n tiles p 2
or n p n for 2n, n cm p 2
n t n for n2
Change of variable
Multiplication by 1 or 0 eg x used for n
eg 2 p 1n for 2 p n,
Ambiguous letters used to indicate
2 p 0n for 2 expressions
eg n e n p 2
Words used to precede or follow
equations or expressions However, to avoid penalising any of
eg t e n p 2 tiles or the three types of error above more
tiles e t e n p 2 than once within each question, do
for t e n p 2 not award the mark for the first
occurrence of each type within each
Unambiguous letters used to indicate question. Where a question part
expressions carries more than one mark, only the
eg t e n p 2 for n p 2 final mark should be withheld.

Embedded values that are then

Embedded values given when solving
contradicted
equations
eg for 3x p 2 e 32,
eg 3 t 10 p 2 e 32
for 3x p 2 e 32 3 t 10 p 2 e 32, x e 5

7
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Introduction

Responses involving time

Accept Take care ! Do not accept

A time interval Any unambiguous indication Incorrect or ambiguous time interval

For example: eg 2.5 (hours), 2h 30 eg 2.3(h), 2.30, 2-30, 2h 3,
2 hours 30 min 2.30min
Digital electronic time
ie 2:30 ! The time unit, hours or minutes, is
Note that 2:30 is accepted for 2h 30m usually printed in the answer space.
because it is a common electronic Where the pupil writes an answer
expression (eg the time interval shown other than in the answer space, or
on an oven timer). crosses out the given unit, accept an
answer with correct units in hours or
minutes, unless the question has
asked for a specific unit to be used.

A specific time Any unambiguous, correct indication Incorrect time

For example: eg 08.40, 8.40, 8:40, 0840, 8 40, eg 8.4am, 8.40pm
8.40am 8-40, twenty to nine,
8,40 Incorrect placement of divisors, spaces,
etc or incorrect use or omission of 0
eg 840, 8:4:0, 084, 84

Responses involving co-ordinates

Accept Do not accept

For example: Unambiguous but unconventional Incorrect or ambiguous

( 5, 7 ) notation notation
eg ( 05, 07 ) eg ( 7, 5 )
( five, seven ) ( 5x , 7y )
x y
( 5, 7 ) ( x 5 , y7 )
( x e 5, ye7) ( 5x , 7y )

8
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Introduction

Recording marks awarded on the test paper

All questions, even those not attempted by the pupil, will be marked, with a
1 or a 0 entered in each marking space. Where 2m can be split into 1m gained
and 1m lost, with no explicit order, then this will be recorded by the marker as 1
0
The total marks awarded for a double page will be written in the box at the
bottom of the right-hand page, and the total number of marks obtained on
the paper will be recorded on the front of the test paper.

A total of 120 marks is available in each of tiers 3-5, 4-6 and 6-8, and a total
of 121 marks in tier 5-7. The extension paper carries 41 marks.

Awarding levels

The sum of the marks gained on paper 1, paper 2 and the mental arithmetic
paper determines the level awarded. A copy of the level threshold tables which
show the mark ranges for the award of different levels will be sent to each
school by QCA in July 2000.

Schools will be notified of pupils results by means of a marksheet, which will

be returned to schools by the External Marking Agency with the pupils
marked scripts. The marksheet will include pupils scores on the test papers
and the levels awarded.

The 2000 key stage 3 mathematics tests and mark schemes were
developed by the Mathematics Test Development Team at QCA.

9
2000 KS3 Mathematics Test Mark Scheme: Paper 1

BLANK PAGE

10
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tier 3-5 only

Tier & Question

3-5 4-6 5-7 6-8

Milk Shakes
1 Correct response Additional guidance

a 1m 9 Incomplete processing
eg, for part (b)
10 p 12

b 1m 22

c 1m 11

d 1m 4

Tier & Question

3-5 4-6 5-7 6-8

Three Coins
2 Correct response Additional guidance

3m All 6 entries correct (see below) Coins in any order

or Trials for 18p that are unambiguously

2m Any 4 or 5 correct entries rejected
eg
or 10p crossed out.

1m Any 3 correct entries

! Entries made for 10p, 11p and 13p
12p 10 1 1 or 5 5 2 Ignore.
13p
14p 10 2 2 ! Incorrect response alongside correct response
15p 5 5 5 Ignore any incorrect response.
16p 10 5 1
17p 10 5 2 No decision taken for 18p
18p (ie not possible) eg
Entry for 18p left blank.

Tier & Question

3-5 4-6 5-7 6-8

Time
3 Correct response Additional guidance

a 1m 7:55

b 1m 33

c 1m 14:20

11
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tier 3-5 only

Tier & Question

3-5 4-6 5-7 6-8

Sums
4 Correct response Additional guidance

1m 14

1m 645

1m 144

1m 27

Tier & Question

3-5 4-6 5-7 6-8

Calendar
5 Correct response Additional guidance

a 1m Tuesday Unambiguous abbreviation

eg
Tues
Tu

Ambiguous abbreviation that could refer to

Thursday
eg
T

b 1m 30 (th) Unambiguous indication

eg
Marking of diagram.

c 1m 122

12
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 3-5, 4-6

Tier & Question

3-5 4-6 5-7 6-8

Sixty-fives
6 1 Correct response Additional guidance

a 1m 325

1m 6

a 1m 780

1m 1300

b b 2m 1040

or
1m Shows a reasonably efficient correct method, ! Method uses long multiplication
even if there are processing errors Accept, provided there is not more than one
eg processing error.
8 t 65, then doubled.
10 t 65 add 6 t 65 ! Method uses repeated addition from 650
390 p 650 Accept provided there is not more than one
Added 4 of them, to 2 of them, to computational error. The correct
10 of them. intermediate values are:
Their 12 t 65 p 260 715
130 t 8 780
520 p 520 845
910
975

Method uses repeated addition without

building on from 650, or better
eg
Adding 65 sixteen times.

Adding 130 eight times.

Adding 260 four times.

! Follow through from part (a)

For 2m or 1m, where a pupil has used,
unambiguously, an incorrect answer from
12 t 65 or 20 t 65 to calculate 16 t 65,
allow follow through.
For example, suppose their 12 t 65 e 723,
accept for 2m
723 p 260 e 983

However, it must be clear from the working

that this incorrect value has been used, hence
in this example do not accept 983 without
working.

13
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 3-5, 4-6

Tier & Question

3-5 4-6 5-7 6-8

Spinners
7 2 Correct response Additional guidance

a a 1m Spinner A with a correct reason

The most common correct reasons refer to:

Fewer numbers / sections / sides on A

eg
Minimally acceptable reason
eg
A, less digits. Theres 5 not 6
B has more numbers. Gaps on A are bigger than on B
A has one piece missing.
A has only 5 sides, not 6
A because B has 6 triangles. ! Use of bigger or smaller without
qualification
Ignore
eg, accept
A, less numbers and A is smaller than B
eg, do not accept
A is smaller (or bigger) than B

or

Greater probability on A A correct probability but expressed in words

eg At this level, accept
1 1 eg
The probability is not
5 6 Spinner A is 1 out of 5
A has a bigger probability.
! A correct probability expressed as a ratio
In parts (a) and (b), penalise the first
occurrence only
eg
In (a), 1 to 5 (or 1 to 4), with reason
In (b), 1 to 6 (or 1 to 5), with reason
Mark as 0, 1

! Use of chance with a descriptor

As this restates the question asked, do not
accept unless accompanied by a correct
response.

Incorrect probability
Do not accept, even if accompanied by a
correct response.

or

Bigger angles on A Minimally acceptable reason

eg eg
Each triangle on B has a smaller angle in As triangles are wider.
the middle.

! Reference to force of spin

Ignore
eg, accept
Depends how hard you spin it, but A has
a 1 in 5 chance.

14
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 3-5, 4-6

Tier & Question

3-5 4-6 5-7 6-8

Spinners (cont)
7 2 Correct response Additional guidance

b b 1m Doesnt matter with a correct reason

The most common correct reasons refer to:

Same numbers / sections / sides Minimally acceptable reason

eg eg
Both numbered 1 to 6 Same numbers.
Same amount of numbers. Both have only one 3
Same shape. Same gaps.

! Use of different size without qualification

Ignore
eg, do not accept
It doesnt matter even though they
are different sizes.
Doesnt matter if one is bigger than the
other.
or

Same probability ! A correct probability incorrectly expressed

eg Mark as part (a) of this question
1 eg, accept
Both
6 Both spinners are 1 in 6
C is same probability as B
Same chance.

or

Same angles Minimally acceptable reason

eg eg
Both 60 The triangles are the same width.

c c 2m Two 3s and three 4s in any order.

or
1m Partially correct, ie
exactly two 3s seen.

or

Exactly three 4s seen.

15
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 3-5, 4-6

Tier & Question

3-5 4-6 5-7 6-8

Shapes
8 3 Correct response Additional guidance

a a 1m Both correct, ie

b b 1m (5,7) Co-ordinates of A given alongside B

eg
(3,3 , 5,7)

Label included within the co-ordinates

eg
(B5, 7)

c c 1m Correct place Place identified by correct co-ordinates

eg

! Label rather than point identified
Accept any indication, eg cross or B,
provided it is nearer to the correct
co-ordinate than to any other co-ordinate
with integer values.

d d 1m Correct place
eg

16
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 3-5, 4-6

Tier & Question

3-5 4-6 5-7 6-8

Birthdays
9 4 Correct response Additional guidance

a a 1m 21

b b 1m 1989 or 89 ! Follow through as 2010 m (a)

Accept provided their (a) > 12 and is not a
multiple of 10

c c 1m 1995 or 95 Follow through as part (b) p 6

Correct birth date or month given

eg
15.3.95
March 95

Tier & Question

3-5 4-6 5-7 6-8

Rainfall
10 5 Correct response Additional guidance

a a 1m Tuesday Any unambiguous indication

eg
0.8 for Tuesday
1m Friday 0.05 for Friday

b b 1m 0.25

c c 1m 1.5

1m Their number of cm converted to mm

17
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 3-5, 4-6, 5-7

Tier & Question

3-5 4-6 5-7 6-8

Marking overlay available Angles
11 6 1 Correct response Additional guidance

a a a 1m Q Unambiguous indication
eg
Second.

b b b 2m Angle within 2, unambiguous

eg, using an end point of the given line, or

starting again

eg, cutting the given line

or
1m Angle within 4, unambiguous

or

Using end point or starting again: correct angle

drawn 2, but reflex angle indicated
eg

or

Cutting the given line: correct angle drawn

2, but no, or incorrect, indication of which
angle to choose
eg

or

Draws the supplement to 2

eg

18
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 3-5, 4-6, 5-7

Tier & Question

3-5 4-6 5-7 6-8

Angles (cont)
11 6 1 Correct response Additional guidance

c c 1m 38 with explanation that focuses Minimally acceptable explanation

on most frequent eg
eg 10 people measured it.
More of them.
Mode. Correct response accompanied by an
Most. incorrect, irrelevant or ambiguous statement
Twice as many said 38 as the others put eg
together. More people chose it and its the middle
10 people arent likely to be wrong. number.
Its the average, theres more of them.

Use of average without a correct response

eg
Its the average.

c 1m 135 with correct explanation Minimally acceptable explanation referring

to 45
The most common correct explanations are: eg
45 is too different to the others, so 135
135 being the mode / median / mean when 45 135, fewer people but 45 is nothing like
removed the rest.
eg
10 said about 135, only half of that said 45 ! Minimally acceptable explanation that does
so its 135 not refer to 45
45 is too different, 135 most likely. The explanation must justify why 135 chosen
Discard 45, then 135 is the average. rather than 134 or 136
45 is too different, then 135 is in the eg, accept
middle. Most of them are around 135
135 is between 134 and 136
or

That 45 is due to incorrect reading of the scale Misinterpreting the table or other incorrect
eg or ambiguous response
The 45s are errors, 135 most likely. eg
135 is the mode. The 45s are probably Only 1 said 45, 3 said 134-136, and
reading the scale incorrectly. 135 is in the middle of them so its 135
135 lies by 45 which is the wrong side. Out of 3, 4 and 5, 4 is the middle so 135
The average is 3 but there are 2 answers
with 3 so I chose 135 as its in-between.
Most of them are 135 (no reference to 45
or around 135)
135 is the middle of the table (no
reference to 45)

19
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 3-5, 4-6, 5-7

Tier & Question

3-5 4-6 5-7 6-8

Prism
12 7 2 Correct response Additional guidance

a a a 1m Correct edge, ie Unambiguous indication or use of different

labels
eg, for edge A

b b b 1m Correct edge, ie
Ambiguous indication that could refer to
more than one edge
eg, for edge A

! Both edges identified correctly but no

indication of which is which
Mark as 0, 1

c c c 1m Both correct, ie ! Different symbols

Accept if unambiguous, but do not accept
use of letters A and/or B

Tier & Question

3-5 4-6 5-7 6-8

Race
13 8 3 Correct response Additional guidance

2m 3 and 1200 and Maria and 6 Times within 0.1 minutes

or Distance within 25 metres

1m Any two or three of these correct

1m 1.5, or equivalent ! Ignore name (already assessed)

20
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 3-5, 4-6, 5-7

Tier & Question

3-5 4-6 5-7 6-8

Percentages A
14 9 4 Correct response Additional guidance

1m 4.50

1m 45(.00)

1m 35

1m 5(.00)

Tier & Question

3-5 4-6 5-7 6-8

Museum
15 10 5 Correct response Additional guidance

a a a 2m 288

or
1m Digits 288 seen

or

Complete correct method, with not more than Conceptual error

one computational error eg
eg 240 240
240 t 12 t 20
t 120 240 240
14000 480 480
4800 720 720
18800 Answer 188.00
240 t 1 e 240, and

240 t 20p e 240 d 5 e 46

so the answer is 286

b b b 2m 500

or
1m Gives an answer of 5 followed only by one or
more zeros
eg
5000
50

21
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 3-5, 4-6, 5-7, 6-8

Tier & Question

3-5 4-6 5-7 6-8

Simplify
16 11 6 1 Correct response Additional guidance

1m 7 p 5t Expression not simplified

1m 3b p 17

1m 4d p 3

1m 4m

Tier & Question

3-5 4-6 5-7 6-8

Puzzle
12 7 2 Correct response Additional guidance

a a a 1m (p) 5 and m 3 Either order

! Answers to parts (a) and (b) reversed

Mark as 0, 1
b b b 1m m 5 and (p) 3

c c c 1m m 4 and m 2

d d d 1m m5

22
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 4-6, 5-7, 6-8

Tier & Question

3-5 4-6 5-7 6-8

Coloured Cubes
13 8 3 Correct response Additional guidance

a a a 1m 4
, or equivalent probability
5

b b b 1m 4 ! Correct digit expressed as a proportion of

the total cubes
Mark only the first such occurrence as
incorrect
eg, mark the following as 0, 1 then 1, 1
4 8
(part b) (part c)
5 10
7
(part d)
20
If this is seen for the first time in part (d),
mark part (d) as 1, 0

c c c 1m 8 Answer to part (c) refers to part (b)

eg
4 more.

d d d 2m 7

or
3
1m Shows of 20 is 12 12B or 12Y
5
eg
12 (green)
3 12
e
5 20

or

13 seen with no evidence of an incorrect method.

23
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 4-6, 5-7, 6-8

Tier & Question

3-5 4-6 5-7 6-8

Perimeters
14 9 4 Correct response Additional guidance

a a a 1m Both correct, ie

b b b 2m Correct simplified expression ! Incorrect working follows correct response

eg eg, for part (a)
4n p 10 4n p 10 e 40n
4(n p 2.5) Mark as 1, 0
2(2n p 5)
(2n p 5) t 2
! Correct answer preceded by incorrect
or working
1m Correct expression seen, even if terms are not If the intended answer is unambiguous,
collected together ignore preceding work
eg eg, for part (a), accept
5pnpnpnpnp5 5 p 2n t 2 e 10 p 4n
2n p 2n p 10

or ! An otherwise correct simplified expression

with the only error being that the brackets
An otherwise correct simplified expression, of are omitted
4n p k, (k 10) eg, for part (b)
eg 2n p 5 t 2
4n p (10 d 2) Mark as 1, 0
4(n p 5)
2(2n p 2)

c c c 2m Correct simplified expression ! Value for n substituted into an otherwise

eg creditworthy response
40 p n Ignore.
1
2(20 p n)
2

or
1m Correct expression seen, even if terms are not
collected together
eg
10 t 4 p n
1 1
40 p np n
2 2
2(n d 2 p 20)

or

An otherwise correct simplified expression, of

n p k, (k 40 but is a multiple of 10)
eg
2(n d 2 p 10)

d d d 1m 10 10 cm

24
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 4-6, 5-7, 6-8

Tier & Question

3-5 4-6 5-7 6-8

Equations
15 10 5 Correct response Additional guidance

a a 2m All correct, ie E
A
C
D
B
or
1m At least 3 correct

b b 1m No with correct explanation

The most common correct explanations are:

Substituting x e 10, or y e 10, or both, into the Minimally acceptable explanation

equation eg
eg It would go through about (8, 10)
10 2 t 10 m 5 2 t 10 m 5 e 15
The line would go through (7.5, 10)
The line would go through (10, 15)
When x e 10, y e 15

or
3
Comparing y e 2x m 5 to y e x m 5, identifying Minimally acceptable explanation
2
eg
the common y-intercept and different gradient Line D goes through (10, 10) so
eg
y e 2x m 5 cant.
It goes through m 5 on the y-axis, but its
3
steeper than y e x m 5, so it cant go Informal description of the y-intercept
2
through (10, 10) eg
No. The intercept is the same as line D It cuts at m5 but different gradient to D
but its a different slope. Starts at m5 then different slope to D
Goes through m5, gradient not like D
or

Interpreting the gradient and y-intercept

eg
It goes through m 5 on the y-axis, and the

gradient of 2 takes it up 2 for every 1

along, so no.

or

Showing a minimum of 2 correct points on the ! Incorrect co-ordinates alongside correct ones
line y e 2x m 5, and a convincing reason Ignore if the correct line is drawn on the
eg graph, or the correct points are otherwise
Correct line drawn, crossing y e 10 identified. If no identification is possible,
Two correct points shown that are either accept one or more incorrect provided
side of the line y e 10 there are at least 3 correct and there is
The line goes through (6, 7) and (7, 9) and a convincing reason.
if you continue it, it will miss (10, 10)

c 1m 1 Equivalent fractions and decimals

10
1
x
10

25
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 5-7, 6-8

Tier & Question

3-5 4-6 5-7 6-8

Rounding
11 6 Correct response Additional guidance

a a 1m
8

b b 1m
16

c c 1m 6 6.0

d d 1m Answer in the range 28 to 34 inclusive

Tier & Question

3-5 4-6 5-7 6-8

Marking overlay available Mast
12 7 Correct response Additional guidance

1m Perpendicular bisector between A and C, For all marks, accept freehand within the
at least 2cm in length. Their line, when tolerance defined
extended, must all be within the tolerance of the
region shown on the overlay. Line and/or curve represented,
unambiguously, by a series of points

1m Arc, of at least the length defined on the overlay, ! Arc inaccurate beyond the region defined
within the tolerance shown. on the overlay
Ignore the arc drawn outside the region on
the overlay.

1m Complete correct region following through from Region incomplete

their attempt at an arc from B with eg
either an attempted perpendicular bisector or an Not enclosed at one end.
arc from A Point(s) rather than region identified.

26
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 5-7, 6-8

Tier & Question

3-5 4-6 5-7 6-8

Factorising
13 8 Correct response Additional guidance

a a 1m Correct two expressions Any indication

eg
__ __
__

b b 1m Correct expression
eg
__ __ __

__

c c 1m 7(y p 2) y expressed as 1y

d d 2m 2y2(3y m 1) For 2m, 6y 2(y m 1 ) or m 2y 2(1 m 3y)

3

or
1m Any of the following partial simplifications For 1m, the equivalent partial simplification
2(3y 3 m y 2) with the term outside the bracket negative
2y(3y 2 m y)
y(6y 2 m 2y) For 1m, the only error is in the sign or in
y 2(6y m 2) the last bracket omitted
eg
2y 2(3y p 1)

Tier & Question

3-5 4-6 5-7 6-8

Operations
14 9 Correct response Additional guidance

a a 2m 0.05 and 0.1 chosen, and answer 0.005 For 2m or 1m, 0.05 chosen twice
(answer 0.0025)

or
1m Both cards correct but answer incorrect or
omitted

or

The correct answer to any two decimal values

eg
0.1 t 0.2 e 0.02

b b 1m 10 d 0.1

27
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tiers 5-7, 6-8

Tier & Question

3-5 4-6 5-7 6-8

Expressions
15 10 Correct response Additional guidance

a a 1m 3x p 10

b b 1m Any three expressions that add to 12x One or two numerical values given
eg eg
4x m 5, 4x, 4x p 5 12x, 7, m7
4x, 4x, 4x
2x p 4, x m 3, 9x m 1 Expressions that are not simplified
eg
4 t x, 6x m 2x, 2x p 2x

c c 2m 4x p 2 or 2(2x p 1)

or
1m Correct total of the expressions seen or inferred,
even if followed by incorrect working
eg
12x p 6
2x p 5x p 5x e 12x, 3 p m 9 p 12 e 6

or

Complete correct method with not more than

one computational error
eg
2x p 5x p 5x e 12x, 3 m 9 p 12 e 3

so mean is 4x p 1

Tier & Question

3-5 4-6 5-7 6-8

Values
16 11 Correct response Additional guidance

a a 1m 2n Correct responses that are then evaluated

Evaluation without indication of correct

b b 1m 2 response
n eg, for part (c)
( m 2)2
c c 1m n2

28
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tier 6-8 only

Tier & Question

3-5 4-6 5-7 6-8

Similar Triangles
12 Correct response Additional guidance

a 2m 15

or
1m Correct ratio identified
eg

P e 10
12 8

10 e 8
P 12

or

Correct scale factor seen

eg
1.5
t 12 d 8

b 1m 12

c 1m Yes with correct justification Minimally acceptable justification

eg eg
Angles same, so yes. Yes, with 40 and 80 shown correctly on
diagram.

Correct angles found but no decision taken

regarding similarity
Note that finding the missing angles is a
lower level skill. What is being assessed here
is applying that knowledge within the context
of similarity, hence a decision must be taken.

Correct angles found but explanation is

incomplete or incorrect
eg
Missing angles are 40 and 80, and 40 is
half of 80, so yes.

29
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tier 6-8 only

Tier & Question

3-5 4-6 5-7 6-8

Powers
13 Correct response Additional guidance

a 1m Correct explanation showing both aspects

below:

Shows all three component parts as Component parts not all shown
7 2 or 7 t 7 eg
7 3 or 7 t 7 t 7 49 t 343 e 7 2 t 7 3
7 5 or 7 t 7 t 7 t 7 t 7 75 e 7 t 7 t 7 t 7 t 7
and
Shows how the component parts are linked,
either through multiplication or through No indication that the component parts need
addition of the powers (must be stronger than a to be multiplied or the powers need to be
restatement of the given 49 t 343 e 16807) added
eg eg
49 t 343 e 7 2 t 7 3 e 7 5 49 e 7 2, 343 e 7 3, 16807 e 7 5
72 t 73 e 75 7 2 and 7 3 e 7 5
7 5 e (7 t 7) t (7 t 7 t 7) 49 e 7 t 7; 343 e 7 t 7 t 7
49 e 7 t 7; 343 e 7 t 7 t 7
7 t 7 t 7 t 7 t 7 e 16 807
(7 t 7) t (7 t 7 t 7) e 16 807
Its 7 2 t 7 3 , add the powers you get 7 5 Shows 7 2 p 7 3 e 7 5 alongside a correct
response
eg
or 49 e 7 2, 343 e 7 3, 7 2 p 7 3 e 7 5, powers
add to 5

Correct explanation showing the powers ! Unconventional notation showing powers

add to 5 are added
eg Accept only if clearly intended to refer to
The powers are 2 and 3, and 2 p 3 e 5 powers
7 2 e 49, 7 3 e 343, 2 p 3 e 5 eg
7 2 p 73 e 75

b 1m 7 Incomplete processing
eg
7 8 d 7 7 (part b)
7 6 d 7 4 (part c)

c 1m 49 or 7 2 Incorrect processing
eg
7 2 e 14 (part c)

d 1m 1 ! Other digits preceding 1

Ignore.

30
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tier 6-8 only

Tier & Question

3-5 4-6 5-7 6-8

Expansion
14 Correct response Additional guidance

a 1m Correct explanation Counter-example not evaluated

eg eg
Any correctly evaluated counter-example. If y e 5, you can see they are not equal.
Its y 2 p 3y p 3y p 9 y e 10, (10 p 3) 2 10 2 p 9
There has to be a y-term in it.
Incorrect expansion

The expression need not be expanded, but if
it is then all terms must be correct.

Incomplete explanation
eg
Because its squaring the whole answer.
Its (y p 3)(y p 3) not (y t y) p 9
Its not y 2 p 3 2, its (y p 3) 2

b 1m Correct simplified expansion

eg
y 2 p 7y p 10

2m y 2 m 12y p 36

or
1m Correct expansion, but not simplified, or
simplified incorrectly
eg
y 2 m 6y m 6y p 36 seen

2m 6y 2 m y m 40

or
1m Correct expansion, but not simplified, or For 1m, condone positive sign for 15y
simplified incorrectly omitted
eg eg
6y 2 m 16y p 15y m 40 seen 6y 2 m 16y
15y m 40 seen

31
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tier 6-8 only

Tier & Question

3-5 4-6 5-7 6-8

Isosceles
15 Correct response Additional guidance

a 1m Correct justification Calculations shown on the diagram

The following may be helpful:
The most common correct justifications are:

Working with triangle ACB

eg
The other angles in triangle ACB are

16 and 148, and 180 m 16 m 148 e 16

or

Working with triangles ABD and ACD

eg
BAD e 180 m 32 e 74,
2 Subtraction shown in incorrect order
eg
CAD e 180 m 64 e 58; 74 m 58 e 16 64 m 180 e 116
2
CAD e 58, if a e 16 then
58 p 16 p 32 p 16 p 58 e 180, so true. Computational error
In triangle ACD theres another 116, eg
in triangle ABD theres another 148,
180 m 64 e 68, 74 m 68 e 16
148 m 116 e 32,
32 d 2 e 16 Incomplete response
eg
or 74 and 58 calculated, but no indication
that 74 m 58 is needed.
Working with quadrilateral ACDB
eg Spurious working
180 p 116 p 32 p 2a e 360, eg
2a e 360 m 328, 2a e 32 32 d 16 (unsupported)
Small triangle 64, 58, 58; big triangle
32, 74, 74 and 90 m 74 e 16

32
2000 KS3 Mathematics Test Mark Scheme: Paper 1 Tier 6-8 only

Tier & Question

3-5 4-6 5-7 6-8

Isosceles (cont)
15 Correct response Additional guidance

b 2m Correct proof Value substituted for x without supporting

algebraic proof
The most common correct proofs are:

Working with triangle ACB For 2m, incomplete working

eg eg
1 1 1 1 1
180 m (180 m x p x) e x
2 2
(180 m x) m (180 m 2x) e x
2 2 2

or

Working with triangles ABD and ACD

eg
BAD m CAD e

1 1
(180 m x) m (180 m 2x)
2 2
1
e 90 m x m 90 p x
2
1
e x
2

or

Working with quadrilateral ACDB

eg
Other angle at C is 360 m 2x, so

2a p x p 360 m 2x e 360
2a m x e 0
2a e x
aexd2

or
1
1m (180 m 2x) seen
2

or

1
(180 m x) seen
2

or

Showing reflex angle at C is 360 m 2x

33