countdown to your final maths exam foundation tier only ... · they want to buy some lockers for...

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Countdown to your final Maths exam …

Foundation Tier only … Part 1 (2020)

Integers & Place Value

Marks Actual

Q1. Order integers and decimals 2

Q2. Read scales, numbers into words, place value 3

Q3. Decimal addition, fraction of an amount, place value 3

Q4. Addition, subtraction and multiplication 3

Q5. Order fractions, decimals & percentages 3

Q6. Order integers / decimals, fraction -> decimals, fractions 4

Q7. Integer measures problem solving 2

Q8. Using information in a table 5

Q9. Money problem solving 4

29

NON-CALCULATOR UNLESS SPECIFIED

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Questions

Q1. (a) Write these numbers in order of size. Start with the smallest number.

3517 7135 5713 1357

(1)

(b) Write these numbers in order of size. Start with the smallest number.

0.354 0.4 0.35 0.345

(1)

Q2. (a) Write down the number marked with the arrow.

(1)

(b) Write the number twenty three thousand and seventy nine in figures.

(1)

(c) Write down the value of the 8 in 3876

(1)

Q3. (a) Work out 17.2 + 25.8

(1)

(b) Work out 1

4 × 60

(1)

(c) Write down the value of the 3 in 18.35

(1)

Q4. (a) Work out 27 + 38

(1)

(b) Work out 202 – 75

(1)

(c) Work out 2 × 3 × 5

(1)


0.401 0.46 0.37 0.439

(1)

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(2)


3007 4435 399 4011 3333

(1)


3.7 5.62 0.7 14.3

(1)

(c) Write 9

10 as a decimal.

(1)

(d) Write 11

8 as a mixed number.

(1)

Q7. The diagram shows the distances by rail, in kilometres, between five towns.

Work out the shortest distance by rail between Newville and Yalton.

(2)

Q8. Jamie and Lily are at college.

They want to buy some lockers for their common room.

They decide to do a sponsored walk to raise the money to buy the lockers.

Some people will give them money for each mile they walk.

Some people will give them a fixed amount of money.

Here are Jamie's and Lily's sponsor forms.

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Jamie and Lily each walk 18 miles. The lockers cost £108

Do Jamie and Lily get enough money to buy the lockers? You must show your working.

(5)

Q9. Jane can claim expenses when she drives as part of her job.

She can claim 35p for every mile she drives.

For one journey she writes down

Mileage at end of journey 8565

Mileage at start of journey 8437

Work out how much money Jane can claim for this journey.

(4)

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Mark Scheme

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Q2.

Q3.

Q4.

Q5.

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Q7.

Q8.

Q9.

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Marks Actual

Q1. Read and use information from a table 3

Q2. Add, subtract and multiply integers 3

Q3. Negatives in context 3

Q4. Calculate quantity using length 3

Q5. Fraction / decimal conversion / Decimals 4

Q6. Addition and division 3

Q7. Order of operations 2

Q8. Division 2

Q9. Place value 4

29

NON-CALCULATOR

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Questions

Q1. A shop sells computers. The table shows the number of laptops and the number of tablets

sold in June, in July and in August.

June July August

Laptops 38 55 41

Tablets 54 43 65

The shop sold more tablets than laptops. How many more tablets?

(3)

Q2. (a) Work out 27 + 38

(1)

(b) Work out 202 – 75

(1)

(c) Work out 2 × 3 × 5

(1)

Q3. The diagram shows the temperatures in 6 cities at midnight one

day.

(a) Which city had the highest temperature?

(1)

(b) Work out the difference in temperature between

(i) Manchester and Edinburgh,

........................................................... °C

(ii) London and Leeds.

........................................................... °C

(2)

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Q4. A piece of wire is 240 cm long

Peter cuts two 45 cm lengths off the wire.

He then cuts the rest of the wire into as many 40 cm lengths as possible.

Work out how many 40 cm lengths of wire Peter cuts.

(3)

Q5. (a) Write 1

5 as a decimal.

(1)

(b) Write 0.37 as a fraction.

(1)

(c) Work out 1 ÷ 0.25

(1)

(d) Work out −2 × −3

(1)

Q6. Mr Pole is organising a school trip to London. The table shows the number of students going

on the trip.

Year Number of Students

7 112

8 65

9 38

10 0

11 0

Mr Pole needs to book coaches for the trip.

Each coach has seats for 50 passengers. There are going to be 3 adult helpers on each coach.

Work out the least number of coaches needed.

(3)

Q7. (a) Work out the value of 5 × 2 + 8

(1)

(b) Work out the value of (13 – 6) × 2

(1)

Q8. There will be 30 people at a party. There have to be enough chairs and tables for all 30

people. There will be 4 chairs at each table. What is the least number of tables needed?

(2)

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Q9. Here are four digits. 8 2 4 3

(a) (i) Use two of these digits to make the smallest possible two-digit number.

(ii) Use three of these digits to make the three-digit number closest to 300

(2)

Here are four different digits. 5 1 7 9

(b) (i) Put one digit in each box to make the largest total. You may only use each digit once.

(ii) Write down the total.

(2)

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Mark Scheme

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Q2.

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Q6.

Q7.

Q8.

Q9.

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Marks Actual

Q1. Rounding, multiplication, division & fractions 5

Q2. Types of number 4

Q3. Multiples 1

Q4. Roots and powers 3

Q5. Multiples, factors and primes 3


Q7. Types of number 3


Q9. Prime numbers 3

Q10. Order of operations / Primes / Ratio 6

Q11. Use of calculator 4

35

NON-CALCULATOR UNLESS INDICATED

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Questions

Q1.(a) Write the number 7378 to the nearest hundred.

(1)

(b) Write the number 6402 in words.

(1)

(c) Work out 54 × 1000

(1)

(d) Work out 1

4 of 28 kg.

(1)

(e) Work out 9 + 12 ÷ 3

(1)

Q2. Here is a list of numbers.

5 15 30 50 60 90 100 125

From the numbers in the list, write down

(i) two different numbers that add up to an even number

(ii) a multiple of 20

(iii) a factor of 45

(iv) a cube number

(4)

Q3. Write down a multiple of 6 that is between 40 and 50

(1)

Q4. (a) Write down the value of √81

(1)

(b) Work out the value of 52 + 23

(2)


4 5 30 31 39 49 72 100

From the list, write down

(i) a multiple of 8

(ii) a factor of 50

(iii) a prime number

(3)


(1)

(b) Work out the value of 53

(1)

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2 3 10 12 15 16 24

From the list write down

(a) an odd number

(1)

(b) a multiple of 6

(1)

(c) a factor of 18

(1)

Q8. Write down a square number that is also an odd number.

(1)


1 2 4 5 7 11 13 14 15 17

From the list, write down three different prime numbers that add together to make 20

(3)

Q10. (a) Write the number 20 400 in words.

(1)

(b) Work out 3 × −7

(1)

(c) Work out 3 × (2 + 7)

(1)

(d) Find the value of 24

(1)

Here is a list of numbers.

4 5 8 9 12

(e) From the list, write down the prime number.

(1)

(f) Write the ratio 2 : 6 in its simplest form.

(1)

Q11. Use your calculator to work out

(a) 5.7 × 6.3

(1)

(b) √1.44

(1)

(c) 1.93

(1)

(d) 1

0.625

(1)

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Q10. All parts of this question were attempted well. In part (a) most students gained the mark with only the

weakest scoring zero, often for incorrectly reading the number as two thousand and four hundred.

In part (b) and (c) poor arithmetic let students down with −28 and −14 being common errors in part (b)

along with 21 and in part (c) a common error was not to complete the calculation leaving their answer

as 6+21

In part (d), as in part (c), some students left their answer as 2×2×2×2. Other weaker students wrote 8 or

32 for their answers.

Although there were very few blank responses seen in part (e), it was the least successful part of question

7. All other numbers in the list were seen as incorrect responses but 4 was the most common incorrect

response with students' possibly confusing prime with a square number.

Many students gained the mark in part (f) but a common error was 1⁄3. Weaker students simply wrote

2:6 again.

Q11. This proved an accessible question with the majority of candidates scoring three marks for parts (a),

(b) and (d).

Part (c) had a slightly lower success rate, mainly due to candidates not writing the full answer of 6.859,

and writing 6.86 or 6.9, which did not score

Mark Scheme

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Q6.

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Q9.

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Marks Actual

Q1. Simplifying expressions 2

Q2. Square numbers 3

Q3. Writing expressions 1


Q5. Square numbers 1

Q6. Writing Formula 3


Q8. Substitution 2




Q12. Powers 1

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Questions

Q1. Simplify 3x + 5y + x + 4y

(2)

Q2. Stephanie thinks of a positive number.

She squares the number and adds 7

The result is 43

What number did Stephanie think of?

(3)

Q3. The length of a line is x centimetres.

Write down an expression, in terms of x, for the length of the line in millimetres.

(1)

Q4. (a) Simplify r + r + r + 2r

(1)

(b) Simplify 7 × 2t

(1)

(c) Simplify 6ab − 4ab

(1)

Q5. Write down a square number that is also an odd number.

(1)

Q6. Buttons are sold in packets and in boxes.

There are 6 buttons in a packet.

There are 15 buttons in a box.

Nomusa buys d packets of buttons and f boxes of buttons. She buys a total of T buttons.

Write a formula for T in terms of d and f.

(3)

Q7. (a) Simplify a × c × 3

(1)

(b) Simplify p × p × p

(1)

(c) Simplify 5x − 4y + 3x − 3y

(2)

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Q8. P = n + 2t n = 4 t = 5

Work out the value of P.

(2)

Q9. (a) Simplify d + d + d + d

(1)

(b) Simplify 3f + 4 – 2f + 6

(2)

Q10. (a) Simplify m + m + m

(1)

(b) Simplify 9e − 2e

(1)

(c) Simplify 5 × 3g

(1)

Q11. (a) Write down the value of

(1)


(2)

Q12. Work out the value of 24

(1)

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Many errors were made by candidates in part (b). The most common error was to give an answer of 75

where the candidates felt they needed to apply the multiplication rule of indices and seeing the

addition sign between the integers they thought that they had to add those integers as well. Another

common error was to give an answer of 31. This they found by 52 + 23 = 25 + 6. However, by correctly

squaring 5 and getting 25 these candidates gained 1 mark. Another error frequently seen was to see 23

as 16 with a final answer of 16 + 25 = 41. This highlighted the fact that many candidates were weak on

powers/indices. Overall, 29% of candidates scored both marks with a further 13% scoring 1 mark.

Q12. The majority of students were able to score the mark on this question for an answer of 16. There were

however a significant proportion of students that didn't understand the index notation fully, leading to

common wrong answers of 8 and 32.

Mark Scheme

Q1.

Q2.

Q3.

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Q5.

Q6.

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Q8.

Q9.

Q10.

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Q12.

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Marks Actual


Q2. Forming & solving equations from words 3

Q3. Substitution 2


Q5. Substitution / Writing expressions 4


Q7. Forming expressions 3


Q9. Powers & roots 3

Q10. Powers & roots 2

Q11. Order of operations / powers & roots 3


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Questions

Q1 (a) Simplify t + t + t

(1)

(b) Simplify 5 × e × f

(1)

(c) Simplify 3x + 8y + x – 2y

(2)

Q2 Freya thinks of a number.

She multiplies the number by 2 and then subtracts 10

The result is 50

What number did Freya think of ?

(3)

Q3. g = 9 h = 4

Work out the value of 2g + 3h

(2)

Q4. Liz's age is a square number.

Howard's age is a cube number.

Howard is 2 years older than Liz.

How old are Liz and Howard?

(2)

Q5. x = −5 y = 2

(a) Work out the value of 3x + 4y

(2)

Janet buys p packets of sweets. There are 10 sweets in each packet.

(b) (i) Write down an expression, in terms of p, for the total number of sweets Janet buys.

Janet eats 7 of the sweets.

(ii) Write down an expression, in terms of p, for the number of sweets Janet has now.

(2)

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Q6.Dan has some marbles.

Ellie has twice as many marbles as Dan.

Frank has 15 marbles.

Dan, Ellie and Frank have a total of 63 marbles.

How many marbles does Dan have?

(3)

Q7. Here are five straight rods.

All measurements are in centimetres.

The total length of the five rods is L cm.

Find a formula for L in terms of a.

Write your formula as simply as possible.

(3)

Q8. Stephanie thinks of a positive number.

She squares the number and adds 7

The result is 43

What number did Stephanie think of?

(3)

Q9. (a) Write down the value of √81 (1)


(2)


(1)

(b) Write down the cube of 3

(1)

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Q11. (a) Work out 3 × 5 + 7

(1)

(b) Work out 23

(1)

(c) Write brackets ( ) in this statement to make it correct.

7 × 2 + 3 = 35

(1)

Q12. Liz's age is a square number.

Howard's age is a cube number.

Howard is 2 years older than Liz.

How old are Liz and Howard?

(2)

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as 9 × 9 which lost the mark. Only half of candidates scored the mark in part (a).

Many errors were made by candidates in part (b). The most common error was to give an answer of 75

where the candidates felt they needed to apply the multiplication rule of indices and seeing the

addition sign between the integers they thought that they had to add those integers as well. Another

common error was to give an answer of 31. This they found by 52 + 23 = 25 + 6. However, by correctly

squaring 5 and getting 25 these candidates gained 1 mark. Another error frequently seen was to see 23

as 16 with a final answer of 16 + 25 = 41. This highlighted the fact that many candidates were weak on

powers/indices. Overall, 29% of candidates scored both marks with a further 13% scoring 1 mark.

Q10. The meaning of the square root symbol was usually understood although there was the occasional

24.5. Some candidates had the correct idea but wrote 7 × 7 or 72 on the answer line - these did not get

the mark. Candidates were less clear on part (b) where often the answers 9, from 3 × 3, or 18 from 3 ×

3 twice, were seen.

Q11. All parts of this question were answered well. Parts (a) and (b) were answered correctly by almost all

students. A small proportion of students incorrectly placed brackets round the 7 and 2 in part (c).

Q12. Students did not tend to be systematic in their approach with many just writing down the answer (nearly

always incorrect if no working shown) or tried to find the answer through trial and improvement. Those

that did show working tended to score at least one mark, mostly for writing at least two square numbers.

Mark Scheme

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Q3.

Q4.

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Q7.

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Marks Actual

Q1. Pictograms 4

Q2. Time 3

Q3. Coordinates 3

Q4. Tally charts 5

Q5. Time and money 5

Q6. Coordinates 2

Q7. Stem and leaf 3

Q8. Coordinates 2

Q9. Bar Charts 4

Q10. Time 5

Q11. Coordinates 3

Q12. Tally charts / Bar charts 6

Q13. Coordinates 3

Q14. Timetables 5

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Questions

Q1. The pictogram shows the number of tins of dog food sold in a shop on Monday, on Tuesday

and on Wednesday last week.

On Thursday, 60 tins of dog food were sold in the shop.

On Friday, 35 tins of dog food were sold in the shop.

(a) Use this information to complete the pictogram.

(2)

More tins of dog food were sold on Tuesday than on Monday.

(b) How many more tins?

(2)

Q2. Here is a clock in a school.

(a) (i) School starts 15 minutes earlier than the time shown on the clock.

What time does school start?

(ii) The first lesson ends 45 minutes after the time shown on the clock.

What time does the first lesson end?

(2)

(b) School finishes at 3.20 pm.

Write 3.20 pm using the 24-hour clock.

(1)

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Q3.

(a) Write down the coordinates of the point

P.

(. . . . . . . . . . . . , . . . . . . . . . . . . )

(1)

(b) Write down the coordinates of the point

R.

(. . . . . . . . . . . . , . . . . . . . . . . . . )

(1)

P, Q and R are three vertices of a

parallelogram.

(c) Write down the coordinates of the fourth

vertex of this parallelogram.

(. . . . . . . . . . . . , . . . . . . . . . . . . )

(1)

Q4. Here is the value of each of 20 coins.

(a) Complete the table.

Value of coin Tally Frequency

10p

20p

50p

£1

(3)

(b) Work out the total value of the 20 coins.

(2)

Q5. A film starts at 17 50 The film ends at 19 30

(a) How long does the film last?

(2)

Jackie buys some tickets to see the film. Each ticket costs £4.50

Jackie pays with two £20 notes. Jackie gets £8.50 change.

(b) How many tickets did Jackie buy?

(3)

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Q6.

(a) Write down the coordinates of the point Q.

(........................... , ...........................)

(1)

M is the midpoint of the line RQ.

(b) On the grid, mark with a cross (X) the point

M.

(1)

Q7. Jeremy catches 19 fish. Here are the weights, in grams, of the fish.

Draw an ordered stem and leaf diagram for these weights.

(3)

Q8.

(a) Write down the coordinates of the point B

(1)

A, B and C are three corners of a square.

(b) On the grid, mark with a cross (×) the point D so that

ABCD is a square.

(1)

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Q9. Wizard and Reds are two basketball teams.

The table shows some information about the total number of points scored by Wizard and

the total number of points scored by Reds in each of four months last year.

On the grid, draw a suitable diagram to show this information.

(4)

Q10. (a) How many minutes are there between 8.50 pm and 10.05 pm?

(1)

(b) (i) Write 15 25 using the 12-hour clock.

(ii) Write 9.15 pm using the 24-hour clock.

(2)

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Lucy and Saad went to a cafe on the same day.

Lucy was in the cafe from 10.15 am to 10.45 am.

Saad was in the cafe from 10.25 am to 11.05 am.

(c) Work out the number of minutes that Lucy and Saad were in the cafe at the same time.

(2)

Q11.

The points (–3, –1), (–2, 2) and

(3, 2) are three vertices of a

parallelogram.

Find the coordinates of the

fourth vertex of the

parallelogram.

(3)

Q12. Here is a list of the weeds in Hari's garden.

(a) Show this information in a frequency table.

(2)

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(b) Draw a suitable chart or diagram to show this information.

(3)

(c) What type of weed is there most of?

(1)

Q13. The points A, B, C, D, E and F are shown

on the grid.

One of these points has coordinates (4, 1).

(a) Which point?

(1)

(b) (i) On the grid, mark with a cross (×) a

point P such that the shape ABCP is a

kite. Label your point P.

(ii) Write down the coordinates of your point

P.

(2)

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Q14. Emma lives in Manchester. She is planning

to travel from Manchester to Blackpool.

The timetable shows information about the

times of the trains Emma can catch from

Manchester.

(a) Emma is going to meet her friend in Blackpool at 11 am. What is the time of the latest train

she can catch?

(1)

(b) Work out the least time one of these trains takes from Manchester to Blackpool.

(3)

(c) Emma and her friend spend 3

4 hour having lunch. Write

3

4 hour in minutes.

.

(1)

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vertical axis were linear though this axis was not always labelled. Where keys were needed they were

usually included. A few students had clearly used colours instead of different ways of shading. Students

should be discouraged from doing this as examiners cannot always see the difference in colour.

Q10. In part (a), Incorrect answers of 115 and 155 were common.

Part (b)(i) was usually correctly answered, although 'am' was sometimes seen instead of 'pm'. This gained

no credit. In part (ii) 20 15 and 22 15 were the most common mistakes made.

Part (c) was not very well answered at all. Many candidates were able to find the number of minutes

both Lucy (30) and Saad (40) were in the café; this was often followed by an answer of 70 minutes or

10 minutes. The more able candidates were able to find the required time often without the need to

show their working. This is however a risky strategy since they would gain full credit or none at all.

Q11. Almost all students were able to plot at least one point correctly from those given with about half of

the students being able to follow through to give a fully correct answer to this question. A common error

is still to plot the coordinates in reverse and (4, −1) was often seen as students had confused trapezium

with parallelogram.

Q12. This question on representing information in a graphical form was also well answered with fully correct

answers given for parts (a) and (c) by almost all students. In part (b), a score of two marks was the

modal score for drawing a suitable graph; the most common error being the omission the labelling of

the frequency axis.

Q13. Point E was correctly identified as the answer for part (a) by most students. The most common incorrect

response was D, corresponding to the point (1, 4).

In part (b) students usually plotted a point which with points A, B and C formed a kite. Sometimes

students failed to label the point but the mark was awarded provided the answer was unambiguous.

Writing down the coordinates of P was not done as well as might have been expected with many

students writing down the y coordinate as the x coordinate and vice versa.

Q14. Candidates sometimes misread part (a), giving the arrival time of their train rather than the departure

time. Most were able to pick the correct train.

In part (b) some made an incorrect assumption that they all took the same time, and only worked out

the time for the first train. Poor performance was seen from those candidates who attempted to work

out the three separate durations for each train; more successful were those who worked out the

duration using the departure and arrival times only. Clear working out facilitated the award of method

marks. Far too many candidates lost a mark in not presenting their answer using correct notation.

Though the answer line stated "minutes", answers shown as 1 hour 22 minutes were accepted for full

marks. But too many candidates wrote answers such as 122 (minutes), 1:22, 1.22, etc., completely

oblivious to the need to differentiate between the 1 and the 22 in terms of time units.

There were also far too many incorrect answers given in part (c), with many misreading the question as

a requirement to write ¾ as a decimal (0.75).

Mark Scheme

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Marks Actual

Q1. Fractions / Decimals / Percentages 4

Q2. Place value / Decimals / Fractions / Percentages 3

Q3. Equivalent Fractions / Decimals / Percentages 8

Q4. Fractions / Percentages 4

Q5. Fractions / Decimals 3

Q6. Equivalent Fractions / Decimals / Percentages 5

Q7. Percentages / Fractions 3

Q8. Fraction of an amount 2

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Questions

Q1. (a) Write 23

100 as a decimal.

(1)

(b) Write 0.7 as a percentage.

(1)

(c) Write 1

5 as a decimal.

(1)

(d) Shade 75% of this diagram.

(1)

21% of the people on a train are asleep.

(e) What percentage of the people on the train are not asleep?

(1)

Q2. Here are five decimal numbers. 0.16 0.06 0.007 0.41 0.032

(a) Write 0.41 as a fraction.

(1)

(b) Write 0.16 as a percentage.

(1)

(c) Write down the smallest of the five numbers.

(1)

Q3. (a) Find a fraction which is equivalent to 3

5

(1)

(b) Write 3

5 as a decimal.

(1)

(c) Write 3

5 as a percentage.

(1)

(d) Mathsville School has 875 students. 3

5 of the students are girls.

(i) Work out 3

5 of 875

(ii) Work out the fraction of the students who are boys.

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8% of the students were born in May.

(iii) Work out 8% of 875

(5)

Q4. Rectangle A is made from centimetre squares.

(a) What fraction of rectangle A is shaded?

(1)

Rectangle B is made from centimetre squares.

(b) Shade 20% of rectangle B.

(1)

(c) Work out 30% of 185

(2)

Q5. Here is a shape made of squares.

(a) Write down the fraction of the shape that is shaded.

(1) 2

5 of the people in a room are female.

(b) What fraction of the people in the room are male?

(1)

(c) Write 2

5 as a decimal.

(1)

Q6. (a) (i) What fraction of this shape is shaded?

(ii) Write your fraction as a decimal.

(2)

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(b) Find a fraction that is equivalent to 2

7

(1)

(c) Write 65% as a decimal.

(1)

72% of a shape is coloured red. The rest of the shape is coloured blue.

(d) What percentage of the shape is coloured blue?

(1)

Q7. (a) Work out 10% of 180

(1)

(b) Work out 1

4 of 160 yuan.

(1)

(c) Shade 5

6 of this shape.

(1)

Q8. In a survey of 120 cars, 3

8 of the cars were red. Work out

3

8 of 120

(2)

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Mark Scheme

Q1.

Q2.

Q3.

Q4.

Q5.

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Q6.

Q7.

Q8.

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Marks Actual

Q1. Circles 3

Q2. Polygons / 3 D forms 4

Q3. Polygons / metric measures 3

Q4. 2 D shapes / Measurement 5

Q5. 2 D shapes / Measurement / Coordinates / Area 7

Q6. 2D shapes / Measurement 3

Q7. Similarity / Congruence / Symmetry 3

Q8. 2 D shapes / Measurement 5

33


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Questions

Q1. A, B and C are points on a circle, centre O.

AOC is a straight line.

(a) Write down the mathematical name for the line AC.

(1)

(b) Write down the mathematical name for the line AB.

(1)

(c) On the diagram, shade a sector of the circle.

(1)

Q2. (a) On the grid below, draw a parallelogram.

(1)

(b) What is the mathematical name for a polygon with

5 sides?

(1)

The diagram shows a 3-D shape.

(c) (i) What is the mathematical name for this 3-D shape?

(ii) How many edges has the shape?

(2)

Q3. Complete the following statements by writing a number on each dotted line.

(a) A pentagon has ....................................................... sides.

(1)

(b) The size of each angle in an equilateral triangle is ....................................................... °

(1)

(c) 1 kilometre = ....................................................... metres.

(1)

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Q4. Here is a quadrilateral.

(a) What is the mathematical name for this type of quadrilateral?

(1)

(b) (i) Measure the size of angle x.

(ii) What type of angle is angle x?

(2)

(c) Find, by measuring, the perimeter of the quadrilateral.

(2)

Q5. The diagram shows a quadrilateral PQRS drawn

on a centimetre grid.

(a) Write down the mathematical name of the

quadrilateral PQRS.

(1)

(b) Measure the length of PQ.

Give your answer in millimetres.

(1)

(c) Write down the coordinates of

(i) the point P,

(........................... , ...........................)

(ii) the point Q.

(........................... , ...........................)

(2)

(d) On the quadrilateral PQRS, draw the line of symmetry.

(1)

(e) Using the fact that the shape is drawn on a centimetre grid. Work out the area of the

quadrilateral PQRS.

........................................................... cm2

(2)

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Q6. The diagram shows the design for a flag.

(a) What type of angle is marked x?

(1)

Triangle T is an equilateral triangle.

(b) What is the size of each angle in an equilateral triangle?

(1)

(c) Write down the mathematical name for the shaded quadrilateral A.

(1)

Q7. Here are five triangles drawn on a

square grid.

(a) Write down the letters of the two

triangles that are congruent.

(1)

One of the triangles is similar to triangle B.

(b) Write down the letter of this triangle.

(1)

(c) Write down the letter of the triangle that has one line of symmetry.

(1)

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Q8. The diagram shows two quadrilaterals and a triangle drawn on a square grid.

(a) Measure the length of DF. State the units of your answer.

(2)

(b) On the diagram, mark with arrows (>>) a pair of parallel lines.

(1)

(c) Write down the mathematical name of quadrilateral ABEF.

(1)

(d) On the diagram, mark an obtuse angle with the letter O.

(1)

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Mark Scheme

Q1.

Q2.

Q3.

Q4.

(c ) This will depend on the scaling of your paper. So … award 2 marks for “length of one side of the

rhombus” x 4. Must include correct units.

Q5.

This will depend on the scaling of your paper.

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Q6.

Q7.

Q8.

This will depend on the scaling of your paper.

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