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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
mark scheme is printed in a separate booklet. Questions have been given
names so that each one has a unique identifier irrespective of tier.
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 2005 key stage 3 mathematics tests and mark schemes were developed
by the Mathematics Test Development Team at QCA.
2
General guidance
General guidance
3
General guidance
What if …
The pupil’s 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 pupil’s 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 pupil’s 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 through
incorrect work. 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
General guidance
What if …
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 pupil’s 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
General guidance
6
General guidance
7
General guidance
x Incorrect notation
eg 2m
8
General guidance
! A probability expressed as a
percentage without a percentage
sign
9
General guidance
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.
Awarding levels
The sum of the marks gained on paper 1, paper 2 and the mental mathematics
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 Monday 20 June 2005. QCA will also send
a copy to each school in July.
10
Tier 3–5 only
a 1m Correctly divides the square into quarters in a ! Throughout the question, lines not ruled or
different way from the given example accurate, or lines not using the intersections
eg of the grid
■ Accept provided the pupil’s intention is clear
■ ◆
11
Tier 3–5 only
! Use of ‘half’
Accept colloquial use of ‘half’ or 1
2
eg, for 9:30 accept
◆ Half (or 1 ) 9
2
Do not accept an incorrect time
eg, for 9:30 do not accept
◆ 9 half (or 1 )
2
x Time(s) incorrect
eg
◆ 6 pm and 9:30
◆ 6 and 21:30
◆ 6 and 9.5
! ‘Half’ in words
Condone
eg, accept
◆ 3 and a half
12
Tier 3–5 only
c 1m £ 22
U1
13
Tier 3–5 only
b 1m Indicates one of the given units not credited in ! Imprecise description of the property to be
their (a), and gives an example of something it measured
could measure Condone provided the pupil’s intention is
eg clear
■ Use metres to measure the distance eg, accept
of a running track ◆ Use metres to measure the size
of something
◆ Use kilograms to measure the mass
14
Tier 3–5 only
◆ A
or
1m Shows the value 123 or 3824, even if in an ! For 2m or 1m, 3824 rounded
incorrect position Accept 3800 or 3820
Do not accept 4000
15
Tiers 3–5, 4–6
a 1m £ 2.84
b 1m £ 13.98
a 1m 187 860
b 1m 1350 x m1350
b b 1m 11
16
Tiers 3–5, 4–6
5, 6, 10, 15 or 30
17
Tiers 3–5, 4–6
a a 1m 20
b b 1m 60 ! Follow through
Accept follow through as their (a) t 3,
provided their (a) was not 5
c c 1m 4 ! Operation repeated
eg
t4◆
Condone
2m £ 276
or
1m Shows the digits 276
eg
■ 2.76
or
Shows the value 23, with no evidence of an x For 1m, incorrect method
incorrect method eg
◆ 11 p 12 e 23
or
18
Tiers 3–5, 4–6
a a 1m 10.2 to 10.4 inclusive and 6.6 to 6.8 inclusive, ✓ Throughout the question, equivalent
in either order fractions or decimals
b b 1m Gives the correct area using their values for the ✓ Follow through as the product of their two
lengths of the diagonals in part (a) values for part (a) d 2
eg As this is an algebra mark, accept follow
■ From 10.3 and 6.7 in part (a),
through from whole numbers as well as
area of 34.505 (or 3450.5) decimals
or
! For part (b), their value rounded
Gives the correct area using two values seen in Accept correct rounding to the nearest
part (b), even if they are different from their integer or better, or truncation to one
values for the lengths of the diagonals in part (a) decimal place or better
eg Do not accept incorrect rounding or
■ From 10 and 7 seen in part (b),
truncation to an integer unless a correct
area of 35 method or a more accurate value is seen
1m Shows the correct unit for their area ! Area not followed through from their (a) or
eg omitted, but units given
2
■ 34.505 cm If the first mark in part (b) for their correct
■ 3450.5 mm
2
area has not been awarded, condone either
■ Product of their two values for part (a) d 2 cm2 or mm2 seen for the second mark in
and cm2 seen part (b)
■ Product of their two values for part (a) d 2
19
Tiers 3–5, 4–6
Condone
2m Gives both correct ways that are different from ! Operations given
the example given, ie Ignore
eg, for 2, 3 accept
◆ 2 p 3
2 , 3 1 , 4 , 5
1, 4, 5 2, 3
or and
1m Gives one of the two correct ways that are
different from the example given
2, 3, 5 1, 4
Mark as 0, 1
1 , 1 1 , 1 , 2
and
3 , 3 4 , 4 , 4
U1
20
Tiers 3–5, 4–6
21
Tiers 3–5, 4–6, 5–7
8k 3k
11k
3a p 3b
6a p 5b
13a p 10b
or
1m Gives two correct simplified expressions ! For 1m, follow through
Accept follow through from their incorrect
expression for 6a p 5b, provided their
incorrect expression contains only a term
in a and a term in b
22
Tiers 3–5, 4–6, 5–7
a a a 1m £ 4
or
1m Draws all four sectors correctly but fails to Do not accept amounts of money as the only
label or labels incorrectly labels, but ignore alongside correct labels
or
! Lines not ruled or accurate
Accept provided the pupil’s intention is clear
Draws and labels any two of the sectors
correctly
x Sector not continuous
or Do not accept as a correct sector
eg, for the rent sector do not accept
Makes an error in drawing either the rent or the ◆
Rent
23
Tiers 3–5, 4–6, 5–7
£7.50
or
or
■ A pen is 5p cheaper
U1
24
Tiers 3–5, 4–6, 5–7
1
a a a 1m or equivalent probability ! Value rounded
3
Accept 0.33 or better, or the percentage
equivalents
b b b 1m 3
a a a 1m p2
160 m
b b b 1m p5
350 m
c c c 2m Indicates the correct position of Madrid within ! For 2m, Madrid not labelled
the tolerance as shown on the overlay Condone provided the intended position is
clear
or
1m Indicates an angle of 195˚ m ˚
p 2 clockwise from ! For 1m, angle indicated with a short line
north, within the tolerance as shown on the Accept provided the angle is within the
overlay tolerance as shown on the overlay, were the
line to be extended
or
Shows a length of 6.5cm mp 0.2cm, within the ! For 1m, angle or length indicated by a point
tolerance as shown on the overlay, even if it is without a line joined to London
incorrectly positioned Accept provided the angle or length is within
the tolerance as shown on the overlay
25
Tiers 3–5, 4–6, 5–7
a a a 1m Gives the correct number of boys and girls, ie ! Numbers correct but numbers of boys and
girls transposed
Penalise only the first occurrence
Number of boys Number of girls eg, for all three parts
◆ 9, 18
18 9 13, 15
18, 9
Mark as 0, 1, 1
15 13
9 18
26
Tiers 3–5, 4–6, 5–7
1m Draws only two more lines on the grid to make ! Lines not ruled or accurate
a pentagon with area 14cm2 Accept provided the pupil’s intention is clear
eg
■
x More than two lines drawn
eg
◆ Given line(s) extended
U1
1m 4410
27
Tiers 4–6, 5–7, 6–8
2m Indicates France and gives a correct ✓ For 2m, minimally acceptable justification
justification eg
eg ◆ 370 370 and 506 493 (or 506 494) seen
■ 1000 000 d 2.7 e 370 370.(…), 1000 000 780 000
◆ ,
780 000 d 1.54 e 506 493.(…) 2.7 1.54
1000 000
◆ 1000 000 d 270 e 3703.(…) (or 3704),
■ < 780 000 780 000 d 154 e 5064.(…) (or 5065)
2.7 1.54
■ 1000 000 d 2.7 t 1.54 e 570 370.(…) ◆ 570 370.(…) seen
■ 780 000 d 1.54 t 2.7 e 1 367 532.(…) ◆ 1 367 532.(…) seen
France: 506
[values truncated with no indication of
method or that original values were of the
same magnitude]
or
or
U1
28
Tiers 4–6, 5–7, 6–8
2m Draws the correct enlargement with vertices ! Lines not ruled or accurate
within the tolerances as shown on the overlay Accept provided the pupil’s intention is clear
or
29
Tiers 4–6, 5–7, 6–8
x Incorrect method
eg
◆ 3 t 5 d 2 e 7.5
◆
or
1m Shows or implies at least two of the following 6
3
three correct steps
1. Shows or implies that the value of s is 7
5
2. Substitutes correctly the values of
a, b and c and their s into the expression
s(s m a)(s m b)(s m c)
3. Takes the square root of the correct result
of their substitution
eg
■ 56 seen [step 3 omitted]
■ 7(7 m 3)(7 m 5)(7 m 6)
[step 3 omitted]
■ √7 t 4 t 2 t 2 (error) e 10.5(…) or 10.6
[step 2 incorrect]
■ √14(14 m 3)(14 m 5)(14 m 6) e 105.(…)
[step 1 incorrect]
■ 7.4 [correct value truncated]
or
or
30
Tiers 4–6, 5–7, 6–8
7
a a a 1m or equivalent probability ! Value rounded or truncated
15
Accept 0.46(…) or 0.47 or the percentage
equivalents
Do not accept 0.5 unless a correct method or
a more accurate value is seen
1
b b b 1m or equivalent probability ! Follow through
10
Accept follow through from an incorrect
total number of pupils seen in part (a),
provided their total is not 4, 16 or 27
eg, from 14 for part (a) accept
29
◆
3
29
c c c 1m 2 ! Value rounded
or equivalent probability
3
Accept 0.66(…) or 0.67 or the percentage
equivalents
1m 8
31
Tiers 4–6, 5–7, 6–8
or
1m Shows or implies the intention to add the given
probabilities, subtract the sum from 1 and then
divide by 2, even if there are errors
eg
■ 0.1 p 0.6 e 0.7
1 m 0.7
2
■ 0.3 d 2
1.5
■
10
2m 11
or
1m Forms or implies a correct equation ! Method used is trial and improvement
eg Note that no partial credit can be given
■ 8x m 66 e 2x
■ 6y e 66
■ 66 d 6
! Equation involving words
Accept provided the operation involved in
‘twice the number I was thinking of’ has
been interpreted
eg, for 1m accept
◆ Number t 8 minus 66 e number t 2
U1
32
Tiers 4–6, 5–7, 6–8
or
1m Shows the digits 63(00)
or
or
or
33
Tiers 4–6, 5–7, 6–8
Show that the two sides of the equation are not ✓ Minimally acceptable explanation
equal when y e 17 eg
eg ◆ 187 ≠ 255
■ 14 t 17 m 51 e 187, but
◆ 14 t 17 m 51 ≠ 187 p 4 t 17
187 p 4 t 17 e 255 ◆ 14 t 17 m 51 e 187 so you don’t need 4y
■ 14y m 51 e 187, so it will go over when you
◆ 14y m 51 e 187 p 0
add the 4y
■ The equation simplifies to 10y e 238,
but 10 t 17 e 170
x Incomplete or incorrect explanation
eg
◆ When you substitute y = 17 into both
sides, you get different answers
◆ 14 t 17 m 51 e 187
◆ 14 t 17 m 51 e 187, but
187 p 4 t 17 e 225 (error)
x Incomplete explanation
eg
◆ If y e 17, 14y m 51 e 187
34
Tiers 5–7, 6–8
Show that the two sides of the equation cannot ✓ Minimally acceptable explanation
be equal when y e 17 eg
eg ◆ 867
■ 3 t 17 e 867, not 2601
2 ◆ 3 t 289 ≠ 2601
◆ y2 e 867, but 172 ≠ 867
■ y2 e 2601 ◆ 172 ends in 9, then t 3 ends in 7
3
e 867, but 17 t 17 e 289
■ If y e 20, 3y2 e 1200 which is still smaller
than 2601, so y can’t be 17
x Incomplete explanation
eg
■ 172 ends in a 9, then this number t 3 ends ◆ 3 t 172 ≠ 2601
in a 7, so it can’t be 2601 ◆ When you substitute y e 17 into the
equation, you don’t get 2601
◆ 3 t 17 t 17 is far too small to be 2601
x Incorrect explanation
eg
◆ y2 e 1300.5
y e 36.(…)
x Incomplete explanation
eg
◆ 3 t 17 2 ≠ 2601
35
Tier & Question
1m 9 p 2k
1m k(k p 6) or k2 p 6k
1m 6k2
1m 3k
36
Tiers 5–7, 6–8
2m 5 hours 12 minutes
or
1m Shows or implies a correct method for finding
the time interval for Friday, Saturday or
Sunday
eg
■ 26 d 5
■ 5.2
■ 312
or
■ 26 d 10
■ 2.6
■ 156
or
37
Tiers 5–7, 6–8
Refer to the rounded tops of the bottles or the ✓ Minimally acceptable reason
specific problem they cause eg
eg
◆ The tops are not flat
■ The tops are curved so you can’t read off an
◆ It’s hard to see what the bottles go up to
accurate number of litres
◆ It’s hard to read the number of litres
■ You don’t know whether to read from the
top or middle of the oval tops x Incomplete reason that does not refer to the
vertical scale either explicitly or implicitly
eg
◆ It’s hard to read the data exactly
38
Tiers 5–7, 6–8
Refer to the common purpose for this type of ✓ Minimally acceptable reason
chart eg
eg
◆ Not continuous
■ A line graph shows trends or changes, but
◆ The x-axis should be something like time
there’s no link between these groups
◆ Not something going up and down
■ A line graph needs numbers on both axes
39
Tiers 5–7, 6–8
a a 1m 28
b b 2m Gives all three correct terms in any order ! First two terms shown as fractions
eg eg, for the first term
■ m1, 0,
1
◆
m1
9
1
eg, for the second term
◆
0
4
For 2m, accept provided there is no further
incorrect processing
◆ y t y m y6
■ k p 2k p 3k p 6
2
40
Tiers 5–7, 6–8
parallel lines
◆ 180 m 100
◆ 360 m 280
x Incomplete reason
eg
◆ It is the same as the 80º angle marked
◆ Angles in a quadrilateral add up to 360º
◆ It’s opposite the 80º on the other side
U1
◆ 360 m 240
◆ 240 d 2
◆ 180 m B
x Incomplete reason
eg
◆ It is the same as angle C which is 120º
◆ Angles in a quadrilateral add up to 360º
◆ j and 60 are angles on a straight line so
add up to 180º
U1
41
Tiers 5–7, 6–8
or
1m Shows the value 22, or a value between
22.2 and 22.9 inclusive (excluding 22.5(…))
or
Shows or implies both the values 59 and 41 ! For 1m, values rounded
6 94
or both the values
6
and
94 For 59 , accept 9.8 or 9.83(…)
59 41 6
eg Do not accept 10 unless a correct method or
a more accurate value is seen
■ Each rich person has 9 5 %
6 For 41 , accept 0.44 or 0.43(…)
41 94
Each poor person has % Do not accept 0.4 unless a correct method or
94
■ Rich e 59 d 6, poor e 41 d 94 a more accurate value is seen
■ Suppose the total wealth was £1 million For 6 , accept 0.10(…)
Each of the 6 people would have 59
£98 333(.33) Do not accept 0.1 unless a correct method or
Each of the others would have only a more accurate value is seen
£ 4361(.70) For 94 , accept 2.3 or 2.29(…)
■ 9.8 : 0.44 41
■ 2.3 : 0.10 Do not accept 2 or 2.2 unless a correct
method or a more accurate value is seen
or
x For 1m, necessary brackets omitted
Shows or implies a correct method with not eg
more than one computational or rounding error ◆ 59 d 6 d 41 d 94
eg
■ 59 d 6 d 41 t 94
■ 94 d 41 d 6 t 59
U1
42
Tiers 5–7, 6–8
or
25π ! The only error is to use the area of a whole
1m Shows the value or 39.(…), or
2 circle rather than half a circle
25π
the value or 19.6(…) eg
4 ◆ 100 m 25π
◆ 21.4(…) or 21.5 or 21
or Mark as 1, 0
■ 25 t π d 2 e 40 (rounding error),
100 m 40 e 60
U1
1m Shows the correct unit for their area or method ! Incorrect or no working or value for area
eg seen, but units given
2
■ 60.8 cm If neither mark for calculating the shaded
■ 39.(…) and cm seen
2
area has been awarded, condone cm2 seen
2
■ 100 and cm seen for the final mark
■ 6073 mm
2
43
Tier 6–8 only
or
1m Shows the values 20 to 23 inclusive,
117 to 120 inclusive and 150
or
x For 1m, values obtained by dividing 150,
Shows a complete correct method with not not reading from the graph
more than two errors eg
eg ◆ 150 d 3 e 50,
44
Tier 6–8 only
a 2m 21
or
1m Shows a correct method ! Method uses a numerical value for the sides
eg of the square
2
■ (1.1) For 1m, accept a complete correct method
■ Digits 121 seen with not more than one computational error
eg, for a square of side 6
◆ 6.62 d 36 t 100 e 124 (error)
Answer: 24%
Do not accept a conceptual error such as
doubling rather than squaring, or any other
error that would lead to a percentage
decrease rather than a percentage increase
or
1m Indicates a 4% increase
or
Shows or implies a complete correct method ! Method uses numerical values for the sides
with not more than one error of the rectangle
eg Mark as for part (a) but note that there
must be a percentage decrease rather than a
■ 100 m 120 t 80 percentage increase
100
■ Digits 96 seen, with no evidence of an
incorrect method
■ 1.2 t 0.8 e 0.92 (error), so 8%
■ 20% of 100 e 20, 100 p 20 e 120,
20% of 120 e 26 (error), 120 m 26 e 94,
so 6%
45
Tier 6–8 only
a 1m Indicates graph D
b 1m Indicates graph C
c 1m Indicates graph B
46
Tier 6–8 only
or
1m Shows or implies a correct method with not
more than one computational or rounding
error
eg
■ 28 t cos 52
28 t 0.62 e 17.36
■ 28sin 38
or
Shows a correct trigonometric ratio ! For 1m, incomplete notation that omits the
eg angle
eg
■ cos 52 e w
28 ◆ cos = w
w 28
■ sin 38 e
28 Do not accept unless evaluation or other
indication shows that the relevance of the
angle has been understood
or
1m Shows or implies a complete correct method
with not more than one computational or
rounding error
eg
■ tan–1 42
60
–1
■ tan 0.7
■ Answer of 34
or
or
47
Tier 6–8 only
a 1m Shows or implies correct substitution into the ! For the first mark, value(s) rounded
formula with correct evaluation of at least the
For 1 , accept 0.33 or better
part in brackets 3
eg For π, accept 3.14 or 3.142 or better
■ Value between 1134 and 1147 inclusive eg, for the first mark accept
■ 1150 ◆ 0.33 t 3.14 t 5 t 219
1
■ t π t 5 t 219
3
■ 5.2(…) t 219
1m Shows the correct value for the volume of the ! For the second mark, follow through from
bowl to 3 significant figures, ie 1150 an incorrect volume or incorrect working
Accept provided their volume is greater than
1000, and needs rounding to be given
correct to 3 significant figures
eg, from their volume as 1031.(…) or
working of 4.71(…) t 219 accept
◆ 1030
■
πha2
3 x Formula not completely simplified
eg
◆
πha3
3a
48
Tier 6–8 only
or
1m Shows the value 64
or
Shows sufficient working to indicate correct x For 1m, error is to square then add rather
application of Pythagoras’ theorem than subtract
eg eg
■ 10 m 6
2 2 ◆ AC2 e 102 p 62
■ √100 m 36
■ 10 t 10 m 6 t 6
or
or
e 85
AC e 9.2
49
Index
50
Index
51