Maths - Stinky Farm

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Not to be copied or distributed
Stinky Farm – medium difficulty maths paper
This paper focuses on the core Key Stage 2 syllabus, with a difficulty level
appropriate for independent schools and competitive grammars. It is designed
to be similar to the first papers in RSL 11+ Maths Volume 1, though a little
harder.
1. (a) Subtract 35 from 128.
Answer: ……………… (1)

(b) What is the remainder when 544 is divided by 3?
Answer: ……………… (2)

(c) What is the product of 6 and -5?
Answer: ……………… (2)

(d) Write down a positive factor of 40.
Answer: ……………… (1)
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2. Heidi has 322 chickens. 177 of them are male and the rest are female.
(a) (i) How many female chickens does Heidi have, correct to the
nearest 10?
Answer: ……………… (2)

(ii) What is the value of the 3 in 322?
Answer: ……………… (1)
(b) How many male chickens would Heidi need to sell in order for
exactly half of her chickens to be female?
Answer: ……………… (2)
3. Here is a number pattern, with a number missing:

25 18 12 7 3 __
(a) From the five numbers given above, write down:
(i) a factor of 100 Answer: ……………… (1)
(ii) a multiple of 6 Answer: ……………… (1)
(iii) two prime numbers Answer: …….. ..…… (2)
(b) What is the median of the five numbers given above?
Answer: ……………… (1)
(c) Write down the missing number. Answer: ……………… (1)
(d) Find the median of all six numbers in the pattern.
Answer: ……………… (2)
4.
Stinky Farm Beauvoir Dairy
Buy 3 eggs, get 1 free! Buy 6 eggs, get 2 free!
Eggs 20p each. Eggs 15p each.
(a) Marco sees these signs and decides to buy some eggs.
(i) If he collects five eggs from Stinky Farm, how much money
will he spend?
Answer: ……………… (1)

(ii) If he collects five eggs from Beauvoir Dairy and pays with a £2
coin, how much change will he get back?
Answer: ……………… (2)

(b) Nicoletta says that buying four eggs costs the same, whichever farm
you buy them from. Marco says this isn’t true.
Who is right? Show all your working.
Answer: ……………… (3)
5. Sun-lounger Sales Figures, an interesting magazine for the sun-lounger

industry, carried out a survey in which they asked people to write down
their favourite holiday activities. They interviewed 240 people, all of
whom said that they enjoyed going on holiday.
Here are their results as a Venn diagram, using percentages. One number
is missing.
Explaining Social
why would media
10%
rather be
at home 15%
5%
5%
5%
10%
10%
Reading a
trashy novel
(a) One result is missing. Write the missing percentage in the most likely
place on the diagram above. (2)
(b) 10% of results are inside the box above, but outside the circles.
(i) How many people does this percentage represent?
Answer: ……………… (2)
(ii) Suggest a possible answer to the survey which would belong in

this 10%.
Answer: ………………………………………………………………………..…
……………………………………………………………………………………
……………………………………………………………………………… (2)
(c) Sun-lounger Sales Figures say this:
“These results are bad news for the sun-lounger industry.”
Do you agree with this statement? Explain your answer.
Answer: ………………………………………………………………………..…
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………… (2)
6. (a) Plot the following three points on the centimetre grid below:
(1 , 3) (1 , 6) (3 , 3) (2)
x
8
0 y
-2 -1 0 1 2 3 4 5
-1
-2
(b) These three points form a triangle. What is its area?
Answer: ………… cm² (1)

(c) (i) By adding one new point to the three already given, you can
form a rectangle.
Write down the coordinates of this point.
Answer: ( .…... , …… ) (2)
(ii) Instead of forming a rectangle, you could form a different

parallelogram by adding one new point. There are two different
ways of doing this.
Write down both the possible coordinate points.
Answer: ( .…... , …… ) or ( .…... , …… ) (3)

(iii) Think about either one of the parallelograms from your answer
to part (ii).
How many lines of symmetry does it have?
Answer: ……………… (1)
7. Seven friends are having a competitition to see who can talk for longest
without pausing.
The following table shows their results:
Time (seconds)
Chris 18
Terri 18
Stacey 9
Olivier 16
Stephanie 25
Alex 6
Nick 13
(a) What is the range of the results?
Answer: ………… seconds (1)

(b) What is the mode?

Answer: ………… seconds (1)
(c) Olivier says that his result is the same as the mean. Terri says that he
is silly: in her opinion he has the median result.
Circle the correct answer below.
They are both right They are both wrong
Terri is right Olivier is right

(2)
(d) Leo says that he can talk for longer than Stephanie. She says he has to
prove it, so he joins the competition. After he has had his go, the mean
talking time is 16 seconds.
Did Leo talk for longer than Stephanie?
You must show your working.
Answer: ……………… (4)
8. The Gran Zebrù is a mountain in Italy. Its highest point is 3900 metres
above sea level.
Mary decides to climb the Gran Zebrù. She starts climbing at Martell, a
village which is 1300 metres above sea level.
(a) Write 3900 metres in kilometres.
Answer: ……………… (1)
(b) What fraction of the whole 3900 metre height does Mary climb?
Answer: ……………… (2)

(c) Vlada wants to get to the top before Mary. She hires a helicopter to
take her up the other side of the mountain, before climbing the last 520
metres.
What percentage of the whole 3900 metre height does Vlada climb?
Answer: ……………… (2)

(d) “Mary climbs 400% further than Vlada.”
Is this correct? You must show your working.
Answer: ……………… (3)
9. Write these fractions in order, starting with the smallest:

4 7 5 27 5
1
7 4 8 16 9
Answer: …….. …….. …….. …….. …….. (3)
10. (a) I take a number, add 62 and divide by 6. My answer is 16.5.

What number did I start with?
Answer: ……………. (2)

(b) I square a number then divide the result by 28.438. My answer is
28.438.
Answer: ……………. (1)

(c) Based on the following facts, what is my number?
 It has a square root which is a prime number.
 Multiply my number by 4, and the result is a multiple of 10.
 My number is below 100.
Answer: ……………. (2)

(d) I add 5 to a positive integer, divide the result by 2, multiply by 10,
add four, divide by 11, then subtract 1. I end up with my original number.
Answer: ……………. (3)
11. (a) Reflect the following shape in its mirror line:
(3)
(b) What is the order of rotational symmetry of the following shape?
(1)
(c) Bola makes the following statement:

“The shape from part (b) has eight lines of symmetry, because there is
one line of symmetry running from the middle of each side.”
Comment on Bola’s statement, explaining your views clearly.
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………… (3)
12. (a) Fill in the gaps in the following sequences:

(i) 24 12 6 ___ ___ ___ (3)
(ii) 20 2 17 5 14 8 ___ ___ (2)
(b) Write two different sequences of five numbers. Both sequences must
follow this rule:
The first number must be a positive factor of 5. Each subsequent number
is found by subtracting 4 from the previous number, then multiplying the
result by 3.
Sequence 1: ____ ____ ____ ____ ____
Sequence 2: ____ ____ ____ ____ ____
(4)
13. (a) What is the angle in degrees between the hands of a clock at the
following times?
(i) 6 o’clock
Answer: ……………. (1)
(ii) 10 o’clock
Answer: ……………. (2)
(iii) 20 to 4 o’clock
Answer: ……………. (2)

(b) At what time between 9 and 10 o’clock is there an angle of 50°
between the clock hands?
Answer: ……………. (4)
14. Find three positive integers (whole numbers) which add up to 460.
The third integer is three times the second and five times the first.
Answer: ……… ………. ……… (3)
15. A woman pushes a briefcase into my hand, then vanishes into the crowd
without letting me see her face. I open the briefcase and find a large
number of unused £10 notes, numbered consecutively (in order, without
gaps) from 39,989,298 to 40,003,246.
How much money does the briefcase contain?
Answer: ……………. (3)
END [TOTAL 100]
Marking Guide
Here is a simple guide to marking, which should lead to a fair and broadly
accurate overall score. Not all schools will mark in exactly this way (for example,
some won’t remove a mark for missing units, and others won’t use half marks),
but a student who can work to this marking style will be prepared for any exam.
A correct answer with correct units (£, kg, etc.) will get full marks,
irrespective of the student’s working out – or lack of it – unless the question
directly asks for working to be provided.
If units are missing, a mark should be deducted; half a mark if it is a one-mark
question.
If the answer is slightly wrong but the working is almost completely correct,
deduct only one mark. (Your working might be different from my suggested
method, but still be valid.)
If the answer is wrong and the working is substantially wrong, look for
correct moments in the working: for example, the first stage of the method is
right, after which it veers off course. Correct moments in a substantially wrong
answer might together be worth up to half a mark in a two-mark question, one
mark in a three-mark question, two marks in a four-mark question, and so on.
If an answer involves drawing, deduct marks when the drawing is so messy or
inaccurate that the answer can no longer reasonably be called correct – for
example, if a line does not pass through a specified coordinate, or if it is supposed
to be straight but bends noticeably.
Follow-through marking
If the answer to e.g. part (b) of a question is based on an incorrect answer from
part (a), but is otherwise correct, award (b) full marks: a single mistake shouldn’t
be penalised again in a different section of the same question. (If the student
makes the same mistake again in (b), of course that’s a different matter!)
Solutions
1. (a)
(b)
Remember to give the remainder, not the solution of the division, as your
answer! It’s always wise to re-check the question before writing your answer.
(c)
Remember: a positive multiplied by a negative gives a negative.

(d)
Any one of:
A factor of 40 is any whole number which can be multiplied by another whole

number to give 40.
 Don’t forget that 1 and 40 are factors of 40.
2. (a) (i)
The number of female chickens is the total number of chickens minus the
number of male chickens.
145, rounded to the nearest 10, goes up to 150.
(ii)
The 3 is worth 300, just as the first 2 is worth 20 and the second 2 is worth 2.
(b)
This is very simple: you know that there are 145 females, so you need 145
males as well.
However … did you make the following mistake?
WRONG:
This gives the number of male chickens who would need to change sex and
become female, in order for half to be female!
3. (a) (i)
See Question 1 (d).

(ii)
or
A multiple of 6 is a number in the 6 times table.

(iii)
A prime number has no factors except itself and 1.
(b)
The median is the middle number when a list is written from lowest to highest,
or vice versa.
(c)
When you need to complete a sequence, write the differences in the gaps, and
the pattern is likely to become clear.
(d)
Now that you have six numbers, there are two numbers in the middle, so it is
less simple to find the median than in part (b).
You need to go half way between these two numbers.
 The easiest way to do this is to add them together and divide the result by
2.
4. (a) (i)
Because of the ‘buy 3 get 1 free’ offer, one of Marco’s eggs is free.
(ii)
None of the eggs are free this time.

(b)
Don’t forget to write out your calculations as clearly as possible: ‘Show all your
working’ means that this aspect of your answer will be marked.
It’s also important to state who is right! The working out alone will not be
enough for full marks.
5. (a)
The total of all the percentages must add up to 100% (a whole).

One mark is likely to be available for the percentage, and one for writing it in
the correct place on the diagram.
(b) (i)
10% of 240 is 24. There are several easy ways to calculate this, but the easiest
of all is simply to divide 240 by 10, removing the final zero.
(ii) Swimming and reading comic books.
Any answer which lists one or more holiday activities, none of which are named
in the Venn diagram’s circles, will be correct here.
(c) Yes, because the results suggest that people don’t regard lying in the sun
as important.
or
No, because it is possible that people lie on sun-loungers while doing the
things they mention in the survey.
It’s possible to make either argument, but the important thing is to give a clear
reason, which is at least partly based on the survey results.
A student who writes that it isn’t possible to reach a conclusion based on the
data should be given both marks, because this is (strictly speaking) true.
6. (a)
Remember that Cartesian coordinates are written in the form (𝒙, 𝒚) (you go
along the corridor, then up the stairs).
(b)
1
The area of a triangle is given by × 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡.
2
Of course, you could also solve this problem by counting squares:
(c) (i)
(ii)
The illustration below shows the two different options:
A parallelogram is a quadrilateral with two pairs of parallel sides. (A rectangle

is a kind of parallelogram, as is a square.)
A rhombus, which has four sides the same length and no right angles, is also a
kind of parallelogram.
(iii)
Drawing lines of symmetry on a parallelogram is a very common mistake.

However, it doesn’t work unless the parallelogram is a square, rectangle or
rhombus!
Try drawing mirror lines on the following parallelogram, and you will see what
I mean:
7. (a)
The range is the largest result minus the smallest.

(b)
The mode is the most common result.

(c)
To revise medians, see Question 3. The mean is found by adding all the
numbers together, then dividing your result by the ‘number of numbers’.
105
Here the total is 105, and there are 7 people. = 15 seconds.
7
(d)
We know that the new mean, when Leo has joined in, is 16 seconds. We need to
work back from this and find out how long Leo talked for.
You don’t need to use algebra, but in my opinion it is the clearest way to set
things out:
 105 (the total of everybody’s time without Leo), plus Leo’s time, divided
by the number of people (8 when we include Leo), gives 16 seconds (the
new mean).
 Therefore, if you don’t divide by 8, the total time will be 128 seconds.
 This means that Leo’s time must have been 23 seconds.
This is not longer than Stephanie’s time (25 seconds).
Remember to say whether Leo’s time is longer than Stephanie’s. If you don’t
directly answer a question, you will almost always lose at least one mark.
8. (a)
To convert metres to km, divide by 1000 (because there are 1000 metres in 1
km).
Don’t forget to write the units (‘km’). These are often given to you in this
paper … but not always!
(b)
It’s important always to simpify (cancel) fractions as far as possible, or you are
likely to lose marks.
(c)
These would also or

be acceptable:
1
An answer of 13 % would also be fine.
3
2
You first need to find what fraction of the mountain Vlada climbs: .
15
 Once you know this, you convert the fraction to a decimal in the usual
way (2 divided by 15).
 Then multiply by 100, by moving the decimal place two digits to the
right, to get the result as a percentage.
Of course, there are other ways of performing on-paper percentage calculations,
but this is likely to be the simplest approach for this question.
When calculating 2 divided by 15, you could also use long division:
(d)
By dividing 2600 (the height Mary climbs) by 520 (the height Vlada climbs),
we find how many times as far Mary climbs.
The trick here is to realise that climbing 500% (5 times) as far actually means
the same as climbing 400% further.
 This is because the first 100% doesn’t get you any further: if I travel
100% as far as you do, this means that I travel the same distance.
9. Stage 1
Stage 2
In Stage 1 above, I compared the fractions worth less than 1. Their lowest
common denominator is 63 (7 × 9 = 63), which allowed a simple
comparison.
In Stage 2, I looked at the fractions worth more than 1. They have a common
denominator of 16. I made sure to turn them all into mixed numbers (I could
also have turned them all into improper/top heavy fractions).
 With questions of this sort, working in stages like this is a very effective
technique.
 It usually isn’t a good idea to find the lowest common denominator of all
the fractions at once, because this might be a very large number!
If you change the form of a number in order to compare it (for instance by
27 11
changing into 1 ), remember to use the original form in your answer!
16 16
10. (a)
The easiest method is simply to reverse the process: multiply by six, then
subtract 62.
You could also use algebra, if that’s an approach you’re comfortable with:
(b)
The reason there’s only one mark for this answer is that you may be able to see
it without working.
There is also a clue in the question: it would not ask you to perform calculations
with a tricky decimal like 28.438, and then give you so little answer space.
Here is an explanation of why the answer is 28.438, using algebra:
(Although it is very unlikely that an 11 Plus student would give it as an answer,

−𝟐𝟖. 𝟒𝟑𝟖 is also correct.)
(c)
A first step might be to write a list of the squares of prime numbers, which are
below 100:
4, 9, 25, 49
Of these, only 25 multiplies by 4 to give a multiple of 10 (100).
(d)
The answer is 3.
It can be helpful to write a table for a problem like this: if you have to perform
a lot of trial and improvement, a table makes it easy to compare results and
make sure that you are always moving closer to the right answer.
 1 seemed a sensible place to start – as good as anywhere! But once I had
to divide 34 by 11 and realised that I would not get a whole number
result, I gave up.
 This made me realise that this column (containing ‘34’) can only include
multiples of 11. Next I put 44 in this column, because it was the next
multiple of 11. I divided it by 11 to get 4, then subtracted 1 to get 3.
 I then put 3 in the first column (because the question requires a solution
beginning and ending with the same number). Working through … I
reached 44 again!
Therefore, 3 was the correct starting number.
 Notice the mistake in my example: I don’t clearly state the answer by
itself (this is why it’s printed below the answer box).
When using trial and improvement, you will be fortunate if you find an answer
quite this rapidly. However, this approach – setting things out in a table and
using logic – is always a sensible one.
Just in case you’re curious, here’s an algebraic solution:
11. (a)
You will notice that the example answer is not 100% accurate (the white shape
is slightly larger). It shows a response which would easily get full marks,
without being so perfect that it could have been drawn by a computer.
Furthermore, the example answer is not black, which could also be seen as an
inaccuracy. However, the mark scheme for a question like this would never
expect you to waste time perfectly shading a shape.
The first stage when drawing a good reflection is to turn the paper so that the
mirror line runs straight away from you:
You want your end result to look symmetrical, like a face. Just like most real
faces, my solution isn’t completely even … but it works well enough!
(b)
Rotational symmetry measures how many times a shape fits exactly into its
original ‘shadow’ when rotated through 360° (one complete circle).
Because any shape will fit into its own shadow at least once, when it returns to
its starting point, the lowest possible order of rotational symmetry is 1.
(c) Bola is correct that there are 8 lines of symmetry, but for the wrong
reason. There is a line between each opposite pair of sides, and also a
line between each pair of corners.
A ‘comment on’ question like this is always likely to look a bit confusing, but it
actually expects something quite simple. You need to mention the following
things:
 Bola is right that there are eight lines of symmetry …
 … but she’s lucky, because her working out is wrong.
 EITHER why her reasoning is wrong OR what the right reasoning
should be.
12 (a) (i)
A common kind of sequence divides or multiplies by the same number at each

step.
You could also see this as ‘minusing half as much each time’.
1
The last two results could be written as 1.5 (or 1 ) and 0.75, of course.
2
(ii)
When a sequence seems to make no sense, look for two overlapping sequences
(also keep an eye out for squared/cubed sequences).
You could also work out this sequence like this:
(b)
The only positive factors of 5 are 5 and 1, so these need to be your starting
numbers.
Be careful when dealing with negative numbers!
 When you subtract from a negative number, you go more negative.
 When you multiply a negative number by a positive number, the result is
negative.
13. (a) (i)
There are 180° in a straight line.
(ii)
There are 90° in each three hour quarter of the clock face. Therefore there are
30° between each numbered hour.
This means that at 10 o’clock there are 60° between the hands.
(iii)
Most of this answer will make sense if you understand the explanation for part
(ii).
The only fiddly corner involves the hour hand.
2
At 20 to 4, the hour hand has moved of the way between 3 and 4 – which is
3
the same as moving 20°:
(b) As so often when it isn’t obvious how to solve a problem, the best thing is to
start somewhere. Where better than 9:30?
105° is quite a lot too much, so we need to move the minute hand round further.
A reasonable next time to try would be 9:40:
This produces an answer of 50°, so 9:40 is the correct answer.

I’ve included my scrappy sketches, drawn without a ruler, to demonstrate the
sort of drawing which can be very useful when solving problems like this. You
need to set down your working in a way which can be understood (above all
else by you!), but without spending more time than you have to.
14.
Once again, a simple table provides a very effective calculation method.

 The third number is 3 times the second and 5 times the first, so 150 is a
sensible first guess for this number (because 5 × 3 = 15). This
guarantees that there will be whole-number (integer) values for the first
and second numbers: 30 and 50.
 These numbers give a total of 230.
 230 is half the total required by the question (460), so we need to
double all the values: giving 60, 100 and 300.
Algebra also works well here; but as you will see, the method above is a lot
quicker.
A:
B:
C:
D:
E:
𝑥 𝑥
A: If the third number is 𝑥, then the second is and the first is .
3 5
B: Add these together, and the total will be 460.

C: Because the lowest common multiple of 3 and 5 is 15, we can remove
the fractions if we multiply every term in the equation by 15.
D: Now, we need to simplify and solve the equation.
𝑥 𝑥
E: Once we know the value of 𝑥, we can find and .
3 5
The next method is only for people who are very confident with algebra.
As an alternative to steps C and D above, rather than multiplying everything by
𝑥 𝑥
15, you add together , and 𝑥.
5 3
𝑥 𝑥 8 15 23
 + = 𝑥 and 𝑥 = 𝑥, so together you have 𝑥.
5 3 15 15 15
The last step combines two operations: multiplying both sides by 15, and
dividing by 23, in order to leave the 𝑥 by itself.
 Combining the two operations means that you can cancel fully before
multiplying, avoiding awkwardly large numbers such as the 6900 at step
D in the previous method.
When all’s said and done, the first (non-algebraic) method is clearly the easiest!
15.
This isn’t difficult, but it’s fiddly and needs some concentration. The question
also includes a lot of unnecessary background information, which you need to
ignore.
The subtraction is particularly annoying because you have to carry numbers
throughout: it’s easy to make a mistake here.
The middle step is simple, but so easy to forget: when you subtracted
39,989,298 from 40,003,246, you took away all the numbers up to and
including 39,989,298. But we want to count all the banknotes from 39,989,298
to 40,003,246, including both numbers.
Therefore, we need to add 1 to the result of the subtraction.
Each note is worth £10, so you need to multiply your answer by 10 to find the
total sum of money.
END

Maths - Stinky Farm

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Maths - Stinky Farm

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Robert’s 11 Plus Lifeline Page 1 of 39

Not to be copied or distributed

Stinky Farm – medium difficulty maths paper

1. (a) Subtract 35 from 128.

Answer: ……………… (1)

Answer: ……………… (2)

Answer: ……………… (2)

Answer: ……………… (2)

Answer: ……………… (2)

3. Here is a number pattern, with a number missing:

Answer: ……………… (2)

Answer: ……………… (1)

Answer: ……………… (2)

Answer: ……………… (3)

5. Sun-lounger Sales Figures, an interesting magazine for the sun-lounger

Answer: ……………… (2)

(ii) Suggest a possible answer to the survey which would belong in

Answer: ………… cm² (1)

(ii) Instead of forming a rectangle, you could form a different

Answer: ( .…... , …… ) or ( .…... , …… ) (3)

(a) What is the range of the results?

Answer: ………… seconds (1)

(b) What is the mode?

They are both right They are both wrong

Terri is right Olivier is right

Answer: ……………… (4)

Answer: ……………… (2)

Answer: ……………… (2)

Answer: ……………… (3)

9. Write these fractions in order, starting with the smallest:

Answer: …….. …….. …….. …….. …….. (3)

10. (a) I take a number, add 62 and divide by 6. My answer is 16.5.

Answer: ……………. (2)

Answer: ……………. (1)

Answer: ……………. (2)

Answer: ……………. (3)

11. (a) Reflect the following shape in its mirror line:

(c) Bola makes the following statement:

12. (a) Fill in the gaps in the following sequences:

Answer: ……………. (1)

Answer: ……………. (2)

Answer: ……………. (2)

Answer: ……………. (4)

Answer: ……… ………. ……… (3)

Answer: ……………. (3)

END [TOTAL 100]

Remember: a positive multiplied by a negative gives a negative.

A factor of 40 is any whole number which can be multiplied by another whole

See Question 1 (d).

A multiple of 6 is a number in the 6 times table.

A prime number has no factors except itself and 1.

None of the eggs are free this time.

The total of all the percentages must add up to 100% (a whole).

Of course, you could also solve this problem by counting squares:

The illustration below shows the two different options:

A parallelogram is a quadrilateral with two pairs of parallel sides. (A rectangle

Drawing lines of symmetry on a parallelogram is a very common mistake.

The range is the largest result minus the smallest.

The mode is the most common result.

These would also or

Here is an explanation of why the answer is 28.438, using algebra:

(Although it is very unlikely that an 11 Plus student would give it as an answer,

A common kind of sequence divides or multiplies by the same number at each

13. (a) (i)