Edexcel Maths GCSE - Properties of Shapes (FH) PhysicsAndMathsTutor.

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Q1. Here are five shapes.

One of these shapes is a parallelogram.

(a) Write down the letter of this shape.

........................
(1)

One of these shapes has exactly two lines of symmetry.

(b) Which shape?

.........................
(1)

(c) Write down the order of rotational symmetry of shape C.

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........................
(1)
(Total 3 marks)

Q2. Here is a diagram of a cuboid.

Diagram NOT accurately drawn

(a) Write down the number of edges of the cuboid.

.................................
(1)

(b) Calculate the volume of the cuboid.

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.................................
(3)
(Total 4 marks)

Q3. (a) On the grid, draw a kite.

(1)

(b) Here is a quadrilateral.

Write down the special name of this quadrilateral.

.................................
(1)
(Total 2 marks)

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Q4.

Diagram NOT accurately drawn

Two solid shapes, A and B, are mathematically similar.

The base of shape A is a circle with radius 4 cm.
The base of shape B is a circle with radius 8 cm.

The surface area of shape A is 80 cm2.

(a) Work out the surface area of shape B.

............................ cm2
(2)

The volume of shape B is 600 cm3.

(b) Work out the volume of shape A.

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............................ cm3
(2)
(Total 4 marks)

Q5. (a) Write down the mathematical name of each of these quadrilaterals.

(i) (ii)

(i) .......................................... (ii) ..........................................

(2)

(b) What type of angle is this?

..........................................................
(1)
(Total 3 marks)

Q6.

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Diagram NOT accurately drawn

A circle has a radius of 6 cm.

A square has a side of length 12 cm.

Work out the difference between the area of the circle and the area of the square.
Give your answer correct to one decimal place.

...................................... cm2
(Total 4 marks)

Q7.

Diagram NOT accurately drawn

AB is a straight line.

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(a) This diagram is wrong.

Explain why.

.........................................................................................................................
(1)

Diagram NOT accurately drawn

(b) Work out the size of the angle marked x.

.......................... °
(2)
(Total 3 marks)

Q8.

(a) Write down the special name for this quadrilateral.

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..................................
(1)

(b) Measure the size of the angle markedx.

.......................... °
(1)

(c) Write down the special name for the angle marked y.

..................................
(1)
(Total 3 marks)

Q9. (a) Here is a right-angled triangle.

Mark the right angle with a letter R.

(1)

(b) Here is a trapezium.

Mark an acute angle with a letter A.

(1)

(c) On the grid, draw a kite.

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(1)
(Total 3 marks)

Q10.

Diagram NOT accurately drawn

Work out the size of the angle a.

........................................°
(Total 2 marks)

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M1.

Answer Mark Additional Guidance

(a) C 1 B1 cao

(b) D 1 B1 cao

(c) 2 1 B1 cao

Total for Question: 3 marks

M2.

Answer Mark Additional Guidance

(a) 12 1 B1 cao

(b) 200 cm3 3 M1 for 10 × 4 × 5

A1 cao
B1 (indep) for cm3

Total for Question: 4 marks

M3.

Answer Mark Additional Guidance

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(a) Kite drawn 1 B1 Accept a rhombus, square, etc.

(b) Parallelogram 1 B1

Total for Question: 2 marks

M4.

Working Answer Mark Additional Guidance

(a) 320 2

M1 for or oe or 82:42 or 42:82 or 1:4

or 4:1
A1 for 320 cao

(b) 75 2

M1 for 600 × or 600 × oe

A1 for 75 cao

Total for Question: 4 marks

M5.

Answer Mark Additional Guidance

(a)(i) Trapezium 2 B1 Trapezium. Accept misspelling as long as the

word given is still recognisable.

(ii) Parallelogram B1 Parallelogram. Accept misspelling as long as

the word given is still recognisable.

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(b) Acute 1 B1 cao

Total for Question: 3 marks

M6.

Working Answer Mark Additional Guidance

π × 62 30.9 4 M1 for 122 or 144 seen

M1 for π × 62 or 113. … seen
122 – π × 62 M1 (dep on M2) for “122“ – “π × 62“
A1 for 30.88 – 31

Total for Question: 4 marks

M7.

Working Answer Mark Additional Guidance

(a) “angles on a 1 B1 for angles on a line sum to 180°,

line sum to 180, 120 + 50 = 170 etc
180°“

(b) 360 – (70 + 130 + 100) 60 2 M1 for 360 – (70 + 130 + 100)
A1 cao

Total for Question: 3 marks

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M8.

Answer Mark Additional Guidance

(a) Trapezium 1 B1

(b) 60 1 B1 for 60 ± 2

(c) obtuse 1 B1

Total for Question: 3 marks

M9.

Answer Mark Additional Guidance

(a) right angle marked 1 B1 for the right angle marked with square or R

(b) acute angle marked 1 B1 for either (or both) of the acute angles marked

(c) kite drawn 1 B1 for a kite drawn

(accept square or rhombus or arrowhead)

Total for Question: 3 marks

M10.

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Working Answer Mark Additional Guidance

360 – (120 + 140 + 58) 42 2 M1 360 – “(120 + 140 + 58)” or equivalent)

or for (a + 58 + 120 + 140 = 360) oe seen
A1 cao
[Note: The subtraction MUST be from 360]

Total for Question: 2 marks

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##

This was a question which tested geometrical knowledge. For many all three marks were
gained.

##

It was clear that many candidates mis-read the question, since “8” for the number of
vertices or “6” for the number of sides were commonly seen. Some only counted the bold
(seen) edges. In part (b) there were some attempts at finding the surface area, or the total
of the edges (5 + 4 + 100). Many stated “10 × 4 × 5” but again poor arithmetic then
resulted in the wrong answer. There was also a units mark for this question, but many
candidates failed to spot that the units were needed, or perhaps were not used to giving
them anyway. When the units were stated cm or cm2 were more commonly seen than
cm3.

##

Many candidates drew a kite, though a square or rhombus was also a popular shape
drawn. In most cases the shape was drawn freehand. In part (b) it was not common for
the correct name; trapezium, square, rhombus were regularly seen.

E4. Only the best candidates were able to score full marks in this question. For the
surface area in part (a), the vast majority of candidates simply multiplied 80 by 2 (the
linear scale of the enlargement). Similarly for the volume in part (b), the vast majority of
candidates simply divided 600 by 2.

E5. There were predictably many confused spellings associated with naming the shapes;
examiners did not penalise incorrect spelling unless it led to ambiguity. Overall this
question was not well answered, with many incorrect names given for the shapes. Part (b)
was better answered, with about 2/3 of the candidates naming the angle correctly. The
most common error was in naming it as an obtuse angle.

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E6. Foundation

There was a wide variety of incorrect answers to this question although most candidates
were able to score at least one mark, generally for sight of 12 × 12 (although it was
disturbing to note how many candidates wrote 12 × 12 = 48 even when they could use a
calculator and that 42% of the candidates scored no marks at all!). 108 was a common
incorrect answer from 144 – 62. A significant number were not able to find the area of the
square, let alone the area of the circle. Many candidates realised they had to use π for the
area of the circle but then used the formula for the circumference of the circle. As a result
it was not uncommon to see an answer of 106.3. Others squared π or used π in their
attempt at finding the area of the square! However just over 20% of the candidates did
score all 4 available marks which was pleasing to see.

Higher

Most students managed to correctly find the area of the square as 12squared or 12 × 12,
a common error was to double 12 instead of squaring. Others found the perimeter rather
than the area. A significant number of candidates either used 6squared or 2 × pi × 6 for
the area of the circle. For the final method mark, some candidates didn’t realise they had
to subtract. Most who gained the 3 method marks also gained the accuracy mark. The
transcription error of 133(..) instead of 113(..) was frequently seen and led to some
candidates losing the final accuracy mark. The correct answer was seen from about 57%
of candidates.

E7. Although small numbers of candidates either left this question unanswered or merely
repeated statements from the question, for example that the angles were not drawn
accurately, the great majority of candidates could offer a clear and accurate explanation in
part (a). It was good to see a high rate of success in part (b) with over three quarters of
candidates gaining both marks. Common incorrect answers included 75º, apparently
found by measuring the angle and 160º from those candidates who made an arithmetic
error in their calculation and 180º from those candidates under the illusion that the sum of
the angles in a quadrilateral is 380º.

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E8. This question was the first on the paper where a significant number of candidates did
not give an answer to one or more parts. The shape was named correctly by 48% of
candidates. Of those candidates who failed to gain a mark here, the majority stated that
the shape was a parallelogram. 78% of candidates scored the mark for measuring the
size of the angle marked x and 55% of candidates could correctly identify the angle
marked y as an obtuse angle. Incorrect spellings were accepted in all cases where the
candidate’s intention was clear and the answer unambiguous. Answers such as “obcute”,
“obstute”, and “abcute” were not uncommon.

E9. Most parts of this question were well attempted, errors coming from not understanding
the technical terms. For example in part (b) a minority of candidates marked obtuse
angles. In part (c) it was important to draw a shape in which examiners could identify two
pairs of sides that were approximately the same length, but those candidates who failed to
use the grid as a guide, or whose diagrams were so roughly drawn failed to make this
clear.

E10. Specification A

Many candidates were able to gain full marks in this question; however many did not as a
result, once again, of poor arithmetic. Errors were made in summing the three given
angles but the majority of mistakes were for inaccurate subtraction of 318 from 360; 52,
58 and 62 being seen often.

The greater concern in this question is the vast number of candidates thinking that 380° is
the sum of the angles of a quadrilateral.

Specification B

This question was generally done well. Most candidates attempted to add the three given

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angles and subtract the result from 360°.

Repeated subtraction from 360 was less common. Some candidates had difficulty
subtracting 318 from 360. Common incorrect answers here were 32, 52 and 62. A
significant number of candidates thought that the sum of the angles in the quadrilateral
was 380°.

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