Mark Scheme For Paper 2: Mathematics Tests

Mathematics tests
Ma
KEY STAGE
3 Mark scheme for

ALL TIERS
Paper 2
2001 Tiers 35, 46, 57 and 68
KEY STAGE 3 KEY STAGE 3 KEY STAG
3 KEY STAGE 3 KEY STAGE 3 KEY ST
2001 KS3 Mathematics Test Mark Scheme: Paper 2 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 2 at all tiers. The paper 1
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 that 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.
2
2001 KS3 Mathematics Test Mark Scheme: Paper 2 General guidance
General guidance
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 on the following two pages with the prescribed correct
action. This is followed by further guidance, relating to marking of
questions that involve money, time, coordinates, algebra or probability.
Unless otherwise specified in the mark scheme, markers should apply the
following guidelines in all cases.
3
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.
examples given.
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 pupil has made a In some questions, a method mark is available provided the pupil has made
conceptual error. a computational, rather than conceptual, error. A computational error is
a slip such as writing 4 t 6 e 18 in an otherwise correct long multiplication.
A conceptual error is a more serious misunderstanding of the relevant
mathematics; when such an error is seen no method marks may be awarded.
Examples of conceptual errors are: misunderstanding of place value, such as
multiplying by 2 rather than 20 when calculating 35 t 27; subtracting the
smaller value from the larger in calculations such as 45 26 to give the
answer 21; incorrect signs when working with negative numbers.
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
misreading affecting uses different information. If the original intention or difficulty level of the
the working. question is not reduced, deduct one mark only. If the original intention or
difficulty level is reduced, do not award any marks for the question part.
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
What if
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 is given, all of which are
answer is given. 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 given in a different part, unless the mark scheme specifically states otherwise.
of the question,
the pupil has
contradicted this
response.
5
Marking specific types of question
Responses involving money

For example: 3.20 7
Accept Do not accept
Any unambiguous indication of the Incorrect or ambiguous use of pounds

correct amount or pence
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, the 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 time

A time interval For example: 2 hours 30 mins
Accept Take care ! Do not accept
Any unambiguous indication Incorrect or ambiguous time interval

eg 2.5 (hours), 2h 30 eg 2.3(h), 2.30, 2-30, 2h 3,
2.30min
Digital electronic time
ie 2:30 ! The time unit, hours or minutes, is
usually printed in the answer space.
Where the pupil writes an answer
other than in the answer space, or
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 For example: 8.40am, 17:20
Any unambiguous, correct indication Incorrect time

eg 08.40, 8.40, 8:40, 0840, 8 40, eg 8.4am, 8.40pm
8-40, twenty to nine,
8,40 Incorrect placement of separators,
spaces, etc or incorrect use or
Unambiguous change to 12 or 24 hour omission of 0
clock eg 840, 8:4:0, 084, 84
eg 17:20 as 5:20pm, 17:20pm
6
Responses involving coordinates

For example: ( 5, 7 )

Unambiguous but unconventional Incorrect or ambiguous
notation notation
eg ( 05, 07 ) eg ( 7, 5 )
( five, seven ) ( 5x, 7y )
x y
( 5, 7 ) ( x5, y7 )
( x = 5, y=7) ( 5x, 7y )
Responses involving the use of algebra

For example: 2 + n n + 2 2n
The unambiguous use of a different ! Words or units used within equations

case or expressions should be ignored if
eg N used for n accompanied by an acceptable
response, but should not be accepted
Unconventional notation for on their own
multiplication eg do not accept
eg n t 2 or 2 t n or n2 n tiles + 2
or n + n for 2n n cm + 2
n t n for n2
Change of variable
Multiplication by 1 or 0 eg x used for n
eg 2 + 1n for 2 + n
Ambiguous letters used to indicate
2 + 0n for 2 expressions
eg n = n + 2
Words used to precede or follow
equations or expressions However, to avoid penalising any of
eg t = n + 2 tiles or the three types of error above more
tiles = t = n + 2 than once within each question, do
for t = n + 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 = n + 2 for n + 2 final mark should be withheld.
Embedded values that are then

Embedded values given when solving
contradicted
equations
eg for 3x + 2 = 32,
eg 3 t 10 + 2 = 32
3 t 10 + 2 = 32, x = 5
for 3x p 2 e 32
7
Responses involving probability

A numerical probability should be expressed as a decimal, fraction or
percentage only.
For example: 0.7
A correct probability that is correctly The following four categories of error

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%
100 50 eg 7 in 10,
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
100 25 ! A fraction with other than integers in
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
8
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 35, 4 6, 57 and 68.

The extension paper carries 42 marks.
Awarding levels
The sum of the marks gained on paper 1, paper 2 and the mental arithmetic
paper determines the level awarded. Level threshold tables, which show the
mark ranges for the award of different levels, will be available on the QCA
website (www.qca.org.uk) from Friday 22 June 2001. QCA will also send a
copy to each school in July.
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 2001 key stage 3 mathematics tests and mark schemes were
developed by the Mathematics Test Development Team at QCA.
9
2001 KS3 Mathematics Test Mark Scheme: Paper 2
BLANK PAGE
10
2001 KS3 Mathematics Test Mark Scheme: Paper 2 Tier 35 only
Tier & Question
3-5 4-6 5-7 6-8

Cards
1 Correct response Additional guidance
a 1m 3.20
b 1m 102(.00)
c 1m 14
Tier & Question
3-5 4-6 5-7 6-8

No. 1 Singles
a 1m 7
b 1m Madonna
c 1m 6
d 1m Abba and Spice Girls, either order ! Reference to fourth place

Ignore
11
Tier & Question
3-5 4-6 5-7 6-8

Using Number Lines
a 1m 50 and 75; correctly placed
b 1m 20, 40, 60, 80; correctly placed
c 2m 40, 80, 120, 160; correctly placed
or
1m Any three correct, with follow through of steps ! Follow through as double their values
of 40 from not more than one incorrect value from part (b)
eg Accept provided their values form an
40, 80, 120, 170 (error) increasing sequence
40, 90 (error), 130, 170 eg, from part (b) as 20, 40, 50, 70
50 (error), 90, 130, 170 accept for 1m
40, 80, 100, 140
Follow through values greater than 200
d 1m 4
Tier & Question
3-5 4-6 5-7 6-8

Map
a 1m 5
b 1m West Abbreviations
eg
W
NE
1m North-east Bearings
eg, for W
270
eg, for NE
045
45
Unconventional but unambiguous notation

eg, for North-east
East North
c 1m 4
12
2001 KS3 Mathematics Test Mark Scheme: Paper 2 Tiers 35, 46
Tier & Question
3-5 4-6 5-7 6-8

Ruler
a 1m 1.5 Equivalent fractions or decimals, or use of

words
1m 5 Distance in mm without units specified
b 2m Indicates 4.5 and 11.5 Accuracy within 2mm
or
1m One correct
or
Scale misread but arrows placed symmetrically

about point E
Tier & Question
3-5 4-6 5-7 6-8

Getting There
6 1 Correct response Additional guidance
a a 1m 64 and 864
1m 675
b b 1m 2520
1m 15
13
Tier & Question
3-5 4-6 5-7 6-8

Squares
a a 1m 9 ! Units given
Ignore
b b 1m 4
c c 1m 4 ! Answers for part (c) reversed

Mark as 0, 1
1m 14
Tier & Question
3-5 4-6 5-7 6-8

Disco Costs
a a 1m 4.(00)
b b 1m Correct explanation.
The most common correct explanations: Minimally acceptable explanation

eg
Interpret the spreadsheet to explain why there It always costs the same to hire the hall.
is one charge
eg Implication that only one hall is available
The hire of the hall is a fixed charge. eg
You only hire the hall once. You use the same hall no matter how
You only hire one hall. many people there are.
The hall is always the same size.
Its the same hall.
Explain the hire is independent of the number Incomplete explanation that does not
of people attending interpret the spreadsheet
eg eg
You pay for the hall however many Its the hire of the hall.
people come. Its always the same.
It is not affected by the other columns.
c c 1m 19 ! Money quantified
Ignore
d d 1m 27
e e 1m 28.50
14
Tier & Question
3-5 4-6 5-7 6-8

Cooking
a a 1m 51 Correct answer in hours and minutes

eg, for part (b)
4 hours 5 minutes
b b 1m 245 ! Incorrect conversion to hours and minutes

If the correct number of minutes is shown,
ignore any further working.
c c 2m 56
or
1m Shows either 39 or 95
Tier & Question
3-5 4-6 5-7 6-8

Pieces
a a 1m Indicates Yes, and gives a correct explanation. Minimally acceptable explanation

eg
The most common correct explanation focuses Same number of squares.
on the complete area I counted the squares and it was the
eg same.
Theyre both 8 The one square jutting out fills the two
Both have 7 wholes and 2 halves. half squares missing on the right hand
8 is half of 16 piece.
Restatement of the question

eg
Both have same space inside.
Incorrect or incomplete explanation

eg
Each one has 7 squares.
The area of both is 9
When you work out area you dont
count the halves.
! Units incorrect
Ignore
b b 1m Correct piece, ie
_ _ _ _
15
2001 KS3 Mathematics Test Mark Scheme: Paper 2 Tiers 35, 46, 57
Tier & Question
3-5 4-6 5-7 6-8

Areas
11 6 1 Correct response Additional guidance
a a a 1m All correct, ie

b b b 2m 40
or
1m Shows the value 10
or
Follows through from an incorrect side length

to find the perimeter, provided the side length is
not 25
eg
Side is 8, so perimeter is 32
Tier & Question Marking overlay available

3-5 4-6 5-7 6-8
Ferry
a a a 2m The line representing the ferry crossing, within Line(s) not ruled but within tolerance
the tolerances shown by the overlay.
! Pupil draws their own base line
or Accept for 2m provided the base line is
1m One angle drawn within the tolerance shown by the correct length within the tolerance
the overlay, and at least of length as shown by shown. If the base line length is incorrect
the overlay, even if their angle does not start at but the angles are correct, mark as 1, 0
the end of the given line.
b b b 1m Their length 2mm ! Rounded to the nearest integer

(Note that the calculated value is 5.59) Accept if their measurement is within 2mm
of an integer length, otherwise do not accept.
c c c 2m Correct response using their (b) or their length

eg
Their (b) t 20 and metres given.
Their (b) t 2000 and cm given.
or
1m Their part (b), or their length, multiplied by
either 20 or 2000, even if the units are incorrect
or omitted.
or
Shows a correct method with consistent units Correct units with no length
eg
t 20 seen, and metres given.
t 2000 seen, and centimetres given.
16
Tier & Question
3-5 4-6 5-7 6-8

Swimming
a a a 1m 48 and 72 No values within the table but correct points

plotted on the graph
b b b 2m 3 or 4 points plotted correctly 1mm, and ! Line ruled but does not pass exactly
joined with the correct ruled straight line. through the correct points
Accept provided the pupils intention is clear.
or ! Bar chart drawn

1m 3 or 4 points plotted correctly 1mm, but Ignore bars.
not joined.
For 1m, follow through from part (a)
or
3 or 4 points plotted correctly 1mm, but

joined incorrectly or line not ruled.
c c c 1m 50 and 64 No values within the table but correct points

plotted on the graph
d d d 2m 3 or 4 points plotted correctly 1mm, and ! Line not ruled

joined with the correct ruled straight line. Accept if this error has already been
penalised in part (b).
or ! Line does not pass exactly through the

1m 3 or 4 points plotted correctly 1mm, but correct points
not joined. Accept provided the pupils intention is clear.
or ! Bar chart drawn

Ignore bars.
3 or 4 points plotted correctly 1mm, but
joined incorrectly or line not ruled. For 1m, follow through from part (c)
e e e 1m 22 Follow through their graph, including

non-integer values, even if rounded to the
nearest integer
! Their graph shows more than one

intersection
All such values must be listed.
! Cost shown
Ignore.
17
Tier & Question
3-5 4-6 5-7 6-8

Mints
a a a 2m 5y + 6 and 6 + 5y, in either order
or
1m Only one of the correct expressions given; the
other incorrect or omitted.
b b b 1m Indicates Yes, and gives a correct explanation Definitive statement

eg eg
If you take away the 6, then it is There must be 10 mints in a packet.
divisible by 5
Could be 10 in a packet.
5 t 10 + 6
18
Tier & Question
3-5 4-6 5-7 6-8

Drinks Machine
3m 49
or
2m Shows a complete correct method, with not
more than one computational error.
The most common correct methods are:

Finding the total and dividing by 55
eg
2695 d 55
15.50 + 4.40 + 4.10 + 2.95, then d 0.55
(50 t 31 + 20 t 22 + 10 t 41 + 5 t 59) d 55
15.5 + 4.40 + 4.10 + 29.50 (error) e 53.5
53.5 d 0.55
Grouping the money for specific amounts of cans

eg
31 cans uses 31 t 50p + 31 t 5p;
11 uses 22 t 20p + 11 t 10p + 11 t 5p;

6 cans uses 30 t 10p + 6 t 5p;
1 can uses the remaining 11 t 5p
31 t 50p + 31 t 5p is 31 cans;
22 t 20p + 11 t 10p + 11 t 5p is
22 (error) cans;
30 t 10p + 17 t 5p is another 7 cans.
Dividing each sub-total by 55

eg
31 t 50 = 1550, thats 28 cans and 10p left.
22 t 20 = 440, thats 8 cans.

The money left is enough for one more can.
or
1m Shows the digits 2695
or
Shows a correct method for finding the total, but

with more than one computational error.
or
d 55 is seen or implied.
19
Tier & Question
3-5 4-6 5-7 6-8

Advert
a a a 2m 345
or
1m Correct method shown
eg
15 t 18 + 75
Digits 345 seen, other than for the
correct response.
b b b 2m 36
or
eg
615 75, then d 15
Digits 36 seen, other than for the
correct response.
Tier & Question
3-5 4-6 5-7 6-8

Speed
a a a 1m Correct response ! Answer of 8 hours

eg Accept only if a more accurate value is seen.
7.5 hours.
7 hours 30 minutes.
1
7 hours.
2
b b b 1m 465
c c c 1m 60
20
2001 KS3 Mathematics Test Mark Scheme: Paper 2 Tiers 35, 46, 57, 68
Tier & Question
3-5 4-6 5-7 6-8

Trundle Wheel
a a a 2m 157.(...) or 50
or
1m Correct method
eg
50 t
3.14 t 2 t 25
b b b 1m 137 Follow through as 87 t their (a) d 100,

rounded to the nearest metre
Tier & Question
3-5 4-6 5-7 6-8

Algebra Pairs
15 14 9 5 Correct response Additional guidance
a 2m Both pairs correct, and no incorrect, ie
or
1m At least one correct pair identified, with not
more than one incorrect pair.
b 3m All three pairs correct, and no incorrect, ie
or
2m At least two correct pairs, and not more than
one incorrect pair.
or
1m At least one correct pair, and not more than
two incorrect pairs.
21

3-5 4-6 5-7 6-8
Books
a a a 2m Pie chart completed within the smaller tolerance

as indicated by the overlay, and at least one of
their sectors labelled correctly.
or
1m Pie chart completed within the greater tolerance
as indicated by the overlay, and at least one
sector labelled correctly.
or
Pie chart completed within the smaller tolerance

as indicated by the overlay, but sectors not
labelled or labelled incorrectly.
or
A correct method for finding an angle or Angle of 54 measured as 54 2

percentage is shown or implied
eg
13 d 20 t 360 (or t 100)
4 d 20 t 360 (or t 100)
54 d 3 t 4 = angle for Fantasy
b b b 2m 24 Markers may find the following values

helpful:
or Non-fiction 11 165
1m Shows a correct method using angles Romance 5 75
eg Crime 3 45
360 d (165 d 11) Fantasy 5 75
360
t 11
165 ! Correct method using percentages
360 d 15 Accept correct methods
eg
or 11 11
46% is 11; 1% is ; t 100
46 46
Gives a correct angle for 1 pupil Accept percentages within the following
eg inclusive ranges:
15 Non-fiction 45 to 46
Romance 20 to 21
or Crime 12 to 13
Fantasy 20 to 21
Correct number of pupils for other than 165
seen
eg
180 is 12 Number of pupils not given as an integer
22
Tier & Question
3-5 4-6 5-7 6-8

Yoghurt
a a 2m 3.6 ! Answer rounded

Do not accept unless a correct method, or a
more accurate value, is seen.
or
1m Shows a correct method
eg
4.5 d 125 t 100
4.5 d 5 t 4
25g = 0.9, 0.9 t 4
b b 2m Indicates A, and gives a correct justification. Markers may find the following helpful:
Grams A B
The most common correct justification compares 1 0.0888 0.0873(...)
the same amount of grams 25 2.22 2.183(...)
eg 100 8.88 8.733(...)
A has 2.22 for 25g but B has 2.183(...) 125 11.1 (given) 10.916(...)
If B were 125g, it would be 10.916(...)g. 150 13.32 13.1 (given)
If A were 150g, it would be 13.32g. 750 66.6 65.5
11.1 d 125 = 0.088(8),
13.1 d 150 = 0.087(...)

! Values rounded or truncated
or Accept provided the comparison can be
1m Correct method but no, or incorrect, conclusion drawn
drawn, even if the values have been truncated or eg
rounded A has 2.2 for 25g and B has 2.2
eg Mark as 1, 0
6 t 11.1 = 66.6, 5 t 13.1 = 65.5 so B
or ! Correct calculations for yoghurt per gram of

carbohydrate
Correct method with not more than one Accept for 2m if correctly interpreted,
computational error, with a correct conclusion otherwise mark as 1, 0
drawn for their figures. eg, for 2m
A: 125 d 11.1 = 11.26(...)
B: 150 d 13.1 = 11.45(...)
so A provides more carbohydrate.
eg, for 1m
A: 125 d 11.1 = 11.26(...)
B: 150 d 13.1 = 11.45(...)
so B provides more carbohydrate.
23
Tier & Question
3-5 4-6 5-7 6-8

Missing Side
a a 2m 20.8(...) or 433 ! Answer 21

Do not accept unless a correct method, or a
more accurate value, is seen.
or
1m Shows both squaring and adding
eg
2 2
17 + 12
433 seen
289 + 144
b b 2m 9.8(0) or 9.79(...) or 96 ! Answer truncated to 9.7

Accept if a correct method or more accurate
value is seen. Otherwise mark as 1, 0
! Answer 10
or Do not accept unless a complete correct
1m Shows both squaring and subtracting method, including the need to square root,
eg or a more accurate value is seen
2 2
11 5 eg, mark the following as 1, 0
96 seen 121 25 = 96, 9.6 so 10
121 25
24
Tier & Question
3-5 4-6 5-7 6-8

Goldcrests
a a 1m 4.83 to 4.87 inclusive Incorrect notation

eg 1
4.8
2
b b 1m 0.09 to 0.11 inclusive
c c 1m Indicates (12.5, 4.5) and gives a justification Minimally acceptable explanation

based on the distance from the line of best fit eg
eg Its the one that is most different.
Its an outlier.
Its the furthest away.
or
Indicates (12.5, 4.5) and gives a justification Minimally acceptable explanation

based on the low mass given the time of day eg
eg Because it is the lightest around that
Its very small and getting late in the day. time of the day.
The mass goes up by about 0.1g every hour Its the lightest and it is 12.30
so by 3pm the mass would only be about
4.7g which is very low. No reference to the time of day
Because at 12.30 it just weighs the same as eg
it should have done much earlier in the day. Its very small and will freeze to death.
Its the lightest.
or No reference to the mass

eg
Its very late in the day.
Indicates (1.5, 4.8) or (2.5, 5.0) and gives a
justification based on the lack of time
to catch up
eg
Its late in the day and that one hasnt
eaten much.
25
Tier & Question
3-5 4-6 5-7 6-8

Triangles
a a a 1m A right-angled triangle of height 4 Lines not ruled

eg Accept provided the pupils intention is clear.

b b b 1m An isosceles triangle of height 4 ! AB used as one of the pairs of equal sides

eg Accept if the height is clearly intended to
be 4, and the apex is between 1 and 2cm to
the right of the point above A (or to the left
of the point above B)
eg, accept

Do not accept if the apex is clearly intended

to be at an intersection
eg

26
Tier & Question
3-5 4-6 5-7 6-8

Triangles (cont)
c 2m Correct explanation Correct use of trigonometry

eg eg
B = tan 3 = 71.56...
2 2 2 1
AC = 4 + 3 = 25, so AC = 5 = AB
Its a 3, 4, 5 triangle (correct triangle 3

A = tan
1
= 36.86... so
identified on the diagram), so AC = 5 4
and AB = 5 C = 180 (71.57 + 36.87) = B
or
1m Partial explanation Length of sides stated with no reference to
eg the 3, 4, 5 triangle
Its a 3, 4, 5 triangle (no identification) eg
One side is 3cm, one is 4cm,
or the other side is 5cm.
Shows a complete correct method using

trigonometry with not more than one
computational error, even if there are rounding
errors.
d 2m 71.6 or 71.57 or 71.56(...) ! Answer 71.5 or 72

As this could be obtained through measuring,
accept only if a correct method or a more
accurate value is seen.
or
1m Any correct trigonometric ratio seen, even if ! Angle not identified
in part (c) Accept if referring to the angle at B
eg eg
1
3 tan 3
tan ABC =
1 tan = 3
3 Otherwise, do not accept
tan A =
4 eg
3
tan =
4
or
Bisects the triangle through CB, then creates

a correct trigonometric ratio using their
measured half BC
eg
cos ABC = 16 d 50
27

3-5 4-6 5-7 6-8
Tree
1m Draws the straight line parallel to the

greenhouse, and both straight lines parallel
to the edges of the vegetable plot, within the
tolerance, and at least of length, as shown
on the overlay.
1m Draws the correct arc within the tolerance, and

at least of length, as shown on the overlay.
1m Indicates the complete correct region. ! Follow through from either or both of the
previous marks
Accept from their boundary provided there
is no ambiguity.
28
Tier & Question
3-5 4-6 5-7 6-8

Earnings
a a 2m 51.8
or
1m Shows 6.16 d 11.89
or
Shows the digits 51(...) or 52
b b 2m Correct justification. Values not rounded to the nearest penny

The most common justifications are:
For 1998, calculating womens earnings as a % ! Further working

of mens Ignore
eg eg, accept for 2m
72.(...)% 72.3 51.8 = 20.5% increase in
womens wages.
Using their value from (a) to calculate what the
earnings would have been ! Values approximated
eg If values are correctly approximated, accept
51.8% of 420.30 = 217.72 provided the response makes it clear they are
approximations and not exact
Using ratio in a form that enables comparison eg, accept
eg 6.16 out of 11.89 is about 50% but
1956 male : female earnings was 1.93 : 1; 303.70 out of 420.30 is about 75%
1998 it was 1.38 : 1, so men got less. eg, accept (minimally acceptable)
1998 is about 75%
Comparing the rate of increase eg, do not accept
eg 1998 is 75%
420.3 d 11.89 is about 35; Also accept follow through from part (a),
303.7 d 6.16 is about 49 so womens provided it is less than 67%
salaries went up more than mens.
or
1m Any complete correct method with not more
than one computational error.
or
Gives a partial justification

eg
303.7 d 420.3 > 51.8%
or
The only error is to assume that there are equal

numbers of male and female employees
eg
6.16 d (11.89 p 6.16) is 34% but
303.7 d (420.3 p 303.7) is 42%
29
Tier & Question
3-5 4-6 5-7 6-8

Sale
2m 45
or
1m Shows 38.25 d 85
eg
38.25 d 85 t 100
0.45 seen
Tier & Question
3-5 4-6 5-7 6-8

Parabolas
a 2m All three correct, ie

(0, 16), (4, 0), ( 4, 0)
or
1m Any two correct.
or
All three correct but in an incorrect order.
b 1m (4, 24) Follow through from their incorrect

coordinates for B
eg, for their B as (16, 0)
(16, 24)
2
c 1m y e x p 8, or equivalent expression ! Follow through from their incorrect
eg coordinates for A
2
y e 24 (16 x ) Accept provided the y ordinate > 12
eg, for their A as (0, 14)
2
y e x p 10
Incomplete equation
eg
2
x p8
30
Tier & Question
3-5 4-6 5-7 6-8

Which is Bigger?
a 2m Indicates B, and gives a correct justification omitted

eg eg
3.2 > 3.125 3.2 > 3.125
A is 9.8(...), B is over 10
A is 125 d 40 but B is 128 d 40 ! Rounding

Accept area of A as 3.13 or 3.12 or 3.1
or but do not accept as 3
1m Shows a correct area for either A or B
eg, for A
9.8(...)
3.125
eg, for B
10.(0...)
10.1
3.2
or
Shows correct working for both A and B Incomplete working

eg eg
25t 16t 2
, t5 evaluated as 246.7.. or 30.8(...)
8 5
8 8
2
t4 evaluated as 157.9.. or 31.5(...)
5 5
b 2m Indicates A, and gives a correct justification ! Values rounded or truncated

eg Accept values rounded to 2 or more s.f.
13.92699... > 13.02654... Accept values rounded or truncated to
1 or more d.p.
or
1m Correct total perimeter seen for A or B
eg
A, 13.9(...)
B, 13.0(...)
or
Correct arc length seen for both A and B

A is 3.9(...), B is 5.0(...)
A is 1.25, B is 1.6
c 2m 2.8 or 2.83 or 2.82(...) or 2r

r2
or
eg
t 16 d 2 e t r
2
2
r e 8
r e r8
31
Tier & Question
3-5 4-6 5-7 6-8

Music Concert
1m Forms correct equations ! Change of variable from x and y

eg Accept if unambiguous.
3x p 9y e 120,
5x p 5y e 90
x p 3y e 40, ! Correct values for x and y and/or an answer
x p y e 18 of 112 from trial and improvement or other
non-algebraic method
Award the last mark only.
1m Arranges their equations in a form that allows
for the elimination of one variable
eg
15x p 45y e 600,
15x p 15y e 270

15x p 45y e 600,
45x p 45y e 810
or
Rearranges their equation(s) to express one

variable in terms of the other
eg
x e 18 y
x e 40 3y
y e 18 x
120 9y
x e
3
1m Solves their equations algebraically for

either x or y
eg, from correct equations
x e 7
y e 11
1m 112 minutes
or
Shows correct values for x and y but with no

supporting correct algebraic method.
32
2001 KS3 Mathematics Test Mark Scheme: Paper 2 Index
Index to mark schemes

Tier Question Page
3-5 4-6 5-7 6-8
1 Cards 11
2 No. 1 Singles 11
3 Using Number Lines 12
4 Map 12
5 Ruler 13
6 1 Getting There 13
7 2 Squares 14
8 3 Disco Costs 14
9 4 Cooking 15
10 5 Pieces 15
11 6 1 Areas 16
12 7 2 Ferry 16
13 8 3 Swimming 17
14 9 4 Mints 18
10 5 1 Drinks Machine 19
11 6 2 Advert 20
12 7 3 Speed 20
13 8 4 Trundle Wheel 21
15 14 9 5 Algebra Pairs 21
15 10 6 Books 22
16 11 7 Yoghurt 23
12 8 Missing Side 24
13 9 Goldcrests 25
17 14 10 Triangles 26
15 11 Tree 28
16 12 Earnings 29
13 Sale 30
14 Parabolas 30
15 Which is Bigger? 31
16 Music Concert 32
33
EARLY YEARS
NATIONAL
CURRICULUM
5 16
GCSE
GNVQ
GCE A LEVEL
NVQ
First published in 2001
OTHER
Qualifications and Curriculum Authority 2001
VOCATIONAL
QUALIFICATIONS
Reproduction, storage, adaptation or translation, in any form or by any means, of
this publication is prohibited without prior written permission of the publisher,
unless within the terms of licences issued by the Copyright Licensing Agency.
Excerpts may be reproduced for the purpose of research, private study, criticism or
review, or by educational institutions solely for educational purposes, without
permission, provided full acknowledgement is given.
Produced in Great Britain by the Qualifications and Curriculum Authority under the
authority and superintendence of the Controller of Her Majestys Stationery Office
and Queens Printer of Acts of Parliament.
The Qualifications and Curriculum Authority is an exempt charity under Schedule 2

of the Charities Act 1993.
Qualifications and Curriculum Authority

83 Piccadilly
London
W1J 8QA
www.qca.org.uk/
Further teacher packs may be purchased (for any purpose other than statutory
assessment) by contacting:
QCA Publications, PO Box 99, Sudbury, Suffolk CO10 2SN
(tel: 01787 884444; fax: 01787 312950)
Order ref: QCA/01/660 00-6651/12

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Mathematics tests

3 Mark scheme for

The structure of the mark schemes

The Correct response column usually includes two types of information:

a statement of the requirements for the award of each mark,

The Additional guidance column indicates alternative acceptable responses,

For graphical and diagrammatic responses, including those in which

Using the mark schemes

Answers that are numerically equivalent or algebraically equivalent are

In order to ensure consistency of marking, the most frequent procedural

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

Marking specific types of question

Responses involving money

Accept Do not accept

Any unambiguous indication of the Incorrect or ambiguous use of pounds

Responses involving time

Accept Take care ! Do not accept

Any unambiguous indication Incorrect or ambiguous time interval

A specific time For example: 8.40am, 17:20

Accept Do not accept

Any unambiguous, correct indication Incorrect time

Responses involving coordinates

Accept Do not accept

Responses involving the use of algebra

Accept Take care ! Do not accept

The unambiguous use of a different ! Words or units used within equations

Embedded values that are then

Responses involving probability

Accept Take care ! Do not accept

A correct probability that is correctly The following four categories of error

However, each of the three types of

! A probability expressed as a ratio

A probability greater than 1 or

Recording marks awarded on the test paper

A total of 120 marks is available in each of tiers 35, 4 6, 57 and 68.

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

Tier & Question

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

Tier & Question

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

d 1m Abba and Spice Girls, either order ! Reference to fourth place

Tier & Question

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

a 1m 50 and 75; correctly placed

b 1m 20, 40, 60, 80; correctly placed

c 2m 40, 80, 120, 160; correctly placed

Follow through values greater than 200

Tier & Question

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

Unconventional but unambiguous notation

Tier & Question

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

a 1m 1.5 Equivalent fractions or decimals, or use of

1m 5 Distance in mm without units specified

b 2m Indicates 4.5 and 11.5 Accuracy within 2mm

Scale misread but arrows placed symmetrically

Tier & Question

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

Tier & Question