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You are on page 1of 28

Mathematics test

KEY STAGE

3

TIER

5–7 Paper 1

Calculator not allowed

First name _______________________________________________

School _______________________________________________

2008

Remember

The test is 1 hour long.

You must not use a calculator for any question in this test.

You will need: pen, pencil, rubber, ruler and a pair of compasses.

Some formulae you might need are on page 2.

This test starts with easier questions.

Try to answer all the questions.

Write all your answers and working on the test paper – do not use

any rough paper. Marks may be awarded for working.

Check your work carefully.

Ask your teacher if you are not sure what to do.

TOTAL MARKS

Instructions

Answers

This means write down your

answer or show your working

and write down your answer.

Calculators

You must not use a calculator to

answer any question in this test.

Formulae

You might need to use these formulae

Trapezium

b

1

Area = (a + b)h height (h)

2

Prism

length

area of cross-section

KS3/08/Ma/Tier 5–7/P1 2

Making ten, Decimals

+ = 10 1 mark

1.2 × 6

1 mark

1.2 ÷ 6

1 mark

KS3/08/Ma/Tier 5–7/P1 3

Duckweed

Then they recorded the number of leaves on the plants every day.

Results:

60

Container A

50

40

Number

of 30

leaves

Container B

20

Container C

10

0

1 3 5 7 9 11 13 15 17 19

Day

Key:

A: No salt

KS3/08/Ma/Tier 5–7/P1 4

(a) How many leaves were in each container on day 1?

1 mark

(b) In container A, how many more leaves were there on day 19 than on day 1?

1 mark

On which day did the pupils record that the plants in container B were dead?

Day

1 mark

(d) How did the amount of salt affect the change in the number of leaves?

1 mark

KS3/08/Ma/Tier 5–7/P1 5

Six cubes

1 mark

KS3/08/Ma/Tier 5–7/P1 6

Substituting, Boxes

When x = then 3x =

When x = then

x=

3 2 marks

2 marks

KS3/08/Ma/Tier 5–7/P1 7

1

3 2 times table

1 1

1 × 3 = 3

2 2

1

2 × 3 = 7

2

1 1

3 × 3 = 10

2 2

1

4 × 3 =

2

1 mark

1

5 × 3 =

2

1 mark

1

6 × 3 = 21

2

1

60 × 3 =

2

1 mark

KS3/08/Ma/Tier 5–7/P1 8

Solving

1

(b) Is the answer to 11 × 3 a whole number?

2

Yes No

1 mark

5x – 3 = 12

x=

1 mark

13 + 2x = 3

x= 1 mark

KS3/08/Ma/Tier 5–7/P1 9

Coordinates

( 5, 6 )

A Not drawn

accurately

( 1, 2 )

0 x

A is ( , ) 2 marks

KS3/08/Ma/Tier 5–7/P1 10

Expressions

10. Match each expression on the left with the equivalent expression on the right.

3d + d

2d

3d

3d – d

4d

3d × d

2d 2

3d 2

3d ÷ d

2d 3

2 marks

KS3/08/Ma/Tier 5–7/P1 11

Views

Isometric grid

TOP

SIDE FRONT

Isometric grid

KS3/08/Ma/Tier 5–7/P1 12

Multiple of 6

the TOP the FRONT the SIDE

2 marks

Square grid

My number is a multiple of 6

, and

1 mark

KS3/08/Ma/Tier 5–7/P1 13

Test results

The table shows information about their test results in maths and English.

English

Level 5 0 1 1

Level 6 2 7 0

maths

Level 7 2 1 4

Level 8 0 1 6

(a) How many pupils had the same level in both maths and English?

1 mark

(b) How many pupils had a higher level in maths than in English?

1 mark

KS3/08/Ma/Tier 5–7/P1 14

Square tiles

Not drawn

accurately

Not drawn

accurately

1 mark

1 mark

KS3/08/Ma/Tier 5–7/P1 15

Walking to school

to school to school

Boys 2 8

Girls 5 10

%

1 mark

%

2 marks

KS3/08/Ma/Tier 5–7/P1 16

100 metres

16. A pupil recorded the times of 23 people running the 100 metres.

The stem-and-leaf diagram shows the results.

13 6 Key:

14 1 3 4

13 6 represents 13.6 seconds

14 7 7 8 9

15 0 1 1 3 4 4

15 5 7 8 8 9

16 2 2 4 4

(a) Two of the people ran the 100 metres in 14.7 seconds.

How many of them ran the 100 metres faster than this?

people

1 mark

seconds

2 marks

seconds

1 mark

KS3/08/Ma/Tier 5–7/P1 17

Sequences

17. (a) For each sequence below, tick ( ) the correct box to show

if it is increasing, decreasing or neither.

1 1 1 1

2 3 4 5

6 7 8 9

13 12 11 10

1 2 3 4

2 4 6 8

3 4 5 6

2 3 4 5

2 marks

(b) A different sequence has this expression for the nth term:

1

( n + 1) 2

1 mark

KS3/08/Ma/Tier 5–7/P1 18

Equation, Cancelling

6 + 2x = x – 6

x =

2 marks

1 × 2 × 3 × 4 × 5

=

1 × 2 × 3

1 mark

2

(1 × 2 × 3 × 4 × 5)

2

=

(1 × 2 × 3)

1 mark

KS3/08/Ma/Tier 5–7/P1 19

Finding Atlanta

20. This map of part of America shows Chicago and New York.

Sea

It is 710 miles from Chicago and 850 miles from New York.

2 marks

KS3/08/Ma/Tier 5–7/P1 20

Twice as far

4

A B

–2 0 2 4 6 8 10 12 14 16

( , ) or ( , ) 2 marks

KS3/08/Ma/Tier 5–7/P1 21

Functions

p = 3x As x increases, p increases.

1

r= x As x increases, r increases r decreases

2

1

t= x As x increases, t increases t decreases

2 marks

KS3/08/Ma/Tier 5–7/P1 22

Red and blue cubes

23. In a bag, there are red and blue cubes in the ratio 4 : 7

red : blue

4:7

red : blue

6:7

2 marks

KS3/08/Ma/Tier 5–7/P1 23

Straight lines

Yes No

1 mark

1 mark

KS3/08/Ma/Tier 5–7/P1 24

Square root, Heads or tails

1 mark

and

1 mark

People who choose the side shown by the coin are left in the game.

If a group of 1000 people are going to play this game, how many people

might you expect to be left in the game after 5 throws?

people

2 marks

KS3/08/Ma/Tier 5–7/P1 25

Coordinate net

Not drawn

accurately

K ( 20, 10 )

L 0 x

L is ( , ) 1 mark

M is ( , ) 1 mark

KS3/08/Ma/Tier 5–7/P1 26

Halving

28. Ed writes:

1

of 10 3 = 5 3

2

1 mark

KS3/08/Ma/Tier 5–7/P1 27

END OF TEST

© Qualifications and Curriculum Authority 2008 QCA/08/3286 (Mark scheme pack) 282671

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