IG Further Pure Mathematics Paper 2 Exemplar Responses

INTERNATIONAL
GCSE
Further Pure Mathematics (9-1)
EXEMPLARS WITH EXAMINER COMMENTARIES
PAPER 2
Pearson Edexcel International GCSE in Further Pure Mathematics (4PM1)

Contents
Introduction 1
1.1 About this booklet 1
1.2 How to use this booklet 1
1.3 Further support 1
1.4 Assessment objectives 2
Question 1 3
Exemplar response A 4
Exemplar response B 5
Question 2 6
Question 3 9
Question 4 12
Question 5 15
Question 6 18
Question 7 23
Question 8 29
Question 9 34
Question 10 42
Question 11 48
Introduction
1.1 About this booklet

This booklet has been produced to support teachers delivering the Pearson Edexcel
International GCSE in Further Pure Mathematics (4PM1) specification. The Paper 2 exemplar
materials will enable teachers to guide their students in the application of knowledge and
skills required to successfully complete this course. The booklet looks at questions 1–11 from
the June 2019 examination series, showing real candidate responses to questions and how
examiners have applied the mark schemes to demonstrate how student responses should be
marked.
1.2 How to use this booklet

Each example covered in this booklet contains:
• Question
• Mark scheme
• Exemplar responses for the selected question
• Example of the marker grading decision based on the mark scheme, accompanied by
examiner commentary including the rationale for the decision and guidance on how the
answer can be improved to earn more marks.
The examples highlight the achievement of the assessment objectives at lower to higher
levels of candidate responses.
Centres should use this content to support their internal assessment of students and
incorporate examination skills into the delivery of the specification.
1.3 Further support

A range of materials is available from the Pearson qualifications website to support you in
planning and delivering this specification.
Centres may find it beneficial to review this document in conjunction with the Examiner’s
Report and other assessment and support materials available on the Pearson Qualifications
website.
Pearson Edexcel International GCSE in Further Pure Mathematics Paper 2 - Exemplar materials 1
Issue 1 – February 2020 © Pearson Education Limited 2020
1.4 Assessment objectives
This document references the assessment objectives, which are as follows:
% in
International
GCSE
AO1 Demonstrate a confident knowledge of the techniques of
pure mathematics required in the specification 30–40%
AO2 Apply a knowledge of mathematics to the solutions of

problems for which an immediate method of solution is not
available and which may involve knowledge of more than 20–30%
one topic in the specification
AO3 Write clear and accurate mathematical solutions 35–50%
TOTAL 100%
2 Pearson Edexcel International GCSE in Further Pure Mathematics Paper 2 - Exemplar materials
Question 1
Mark scheme
Exemplar response A
Examiner’s comments:
This response was awarded 2/2 marks in (a) and 0/2 marks in (b).
(a) The answer is fully correct from no working and so receives full marks. This is not
however a wise strategy to follow [note that in part (b) this candidate has not shown
any working either for no marks]. Candidates should always show full working as it
allows the examiner to see what methods have been used, and in the case of an
incorrect answer but with correct working, method marks can be awarded.
A diagram would have been ideal [especially with work on vectors] and note that M1
  
was awarded for the basic vector statement of AB
= OB − OA
A
4i + 3j

AB A simple diagram as shown here is ideal
O
i + 7j
This was scored M1A1. B
(b) No working and no marks. It is clear that there is no understanding of the concept of
a unit vector here.
This was scored M0A0.
Exemplar response B
This response was awarded 2/2 marks in part (a) and 2/2 marks in part (b).
(a) A model answer: note the clarity and completeness of the work. The M mark is scored
on the first line of this candidate’s response and then full working shown thereafter.
A sketch is always recommended but the clarity of the work here is exemplar.
(b) Again, full working shown and a clear understanding of the process for finding a unit
vector. The first step of finding the modulus of the vector has been shown and the
method of finding the unit vector has also been shown in full.
Question 2
Mark scheme
Exemplar response A
This response was awarded 3/6 marks.
da
The statement for is correct for B1.
dt
The candidate has a correct area of the circle (despite labeling it ‘da’) and has differentiated
it acceptably for M1. π has been lost in the differentiated expression which has been
condoned for the method mark. [Note that an acceptable attempt at differentiation is
defined in General Guidance as a reduction of a power in at least one term].
A correct (and useful) chain rule has been quoted – this is an important step in this topic.
Note that a correct application of chain rule will also gain the mark but just the sight of a
correct chain rule in any form gains the M mark.
There has been no attempt to find r from the given A and there has been no substitution
into the quoted chain rule, so no further marks are available.
This was scored B1M1M0M1M0A0.
Exemplar response B
This candidate has answered this question using the slightly more efficient ALT method.
da
This candidate scores B1 for =8
dt
They have quoted a correct chain rule, rearranged the formula for the area of a circle to
make r the subject and differentiated their expression correctly with respect to A for
M1M1M1.
The penultimate A mark is scored for a fully correct substitution with correct values.
This candidate has not followed rounding instructions (i.e. ‘give your answer to 3 significant
figures’) and has lost the final A mark. Rounding instructions must be strictly adhered to in
this specification and incorrect rounding is always penalised.
This was scored B1M1M1M1A1A0.
Question 3
Mark scheme
Exemplar response A
(a) Fully correct differentiation and substitution with the correct value of acceleration
achieved for both marks. The Principal Examiner reported that ‘the majority of students
could complete part (a) with ease, but a small number of students did not know what
acceleration meant’.
(b) There is an acceptable attempt at integrating at least one term but the constant of 7 has
not been integrated for the loss of the A mark. The only value of t to be substituted is 6,
so no further marks are available.
∫ (t − 4t − 7 ) dt
6
2
The wording of the question clearly implies that a definite integration
0
is required.
This was scored M1A0M0A0.
Exemplar response B
(a) A correct attempt has been made to differentiate the given expression and the correct
substitution has been made for the correct value of the acceleration.
(b) The given expression has been integrated correctly together with the correct
substitution of 0 and 6. This final answer indicates a lack of understanding and so loses
the final A mark. Whilst the value of 42m is seen, we could not isw [ignore subsequent
working] in the final answer of 0  D  42.
This was scored M1A1M1A0.
dv
General note: We accepted the lack of correct notation in this response. For example, is
dt
∫ (t − 4t − 7 ) dt is not seen in (b).

6
2
not seen in (a) and
0
Question 4
Mark scheme
Exemplar response A
This response has been included because it is an example of the consequence of a student
attempting a trigonometry question without drawing a simple sketch. The importance of a
basic sketch as shown below in reaching successful solutions cannot be underestimated.
60°
5x (3x ─ 1)
A C
(2x + 5)
This sketch clearly shows that in order to find the value of x, cosine rule must be used and
sine rule is inappropriate.
This scored no marks.
Exemplar response B
This candidate has drawn a correct sketch and therefore has realised that cosine rule is the
correct strategy to answer this question.
Both correct versions of cosine rule have been quoted although this candidate has chosen
1
the slightly more difficult way because it is better to avoid a fraction. Given that cos 60o = ,
2
1
then −2bc cos A ⇒ −2 × 5 x × ( 3 x − 1) × , leaving just 5 x ( 3 x − 1) to expand.
2
They have substituted the correct length and angle for M1A1 but have not achieved the
correct 3 term quadratic (3TQ) so the second A mark has not been achieved.
This candidate has not reached a final value for x (note the mark scheme requirement to
reach a positive value for x) so despite a correct substitution of their values into a correct
quadratic formula, this is M0 and therefore A0.
This was scored M1A1A0 M0A0.
Note the comment in the mark scheme regarding calculator solutions carefully.
A correct solution from a correct equation with no working shown will gain full credit.
However, solutions given for an incorrect 3TQ with no working get no marks!
Question 5
(6)
Mark scheme
Exemplar response A
This is the error. The candidate

has substituted the expression
for x into y.
This response was awarded 1 mark.
36
The only mark gained in this response was from rearranging xy = 36 to x = or
y
36
y= .
x
No further marks were available because the candidate has not reached a 3TQ = 0. On the
sixth line (blue arrow), we can see that this candidate has reached a linear equation to
solve for y, which cannot be possible for the two non-linear functions given in the
question. This should have been a strong hint to go back and re-check work. The error is
in the fourth line of the working.
This scored M1M0A0M0A0A0.
Exemplar response B
This is, in many ways, a model answer (despite the loss of the final A mark).
Note the careful work in a logical sequence throughout the response.
Note also how the candidate has split the working to find x for the two correct values of y
they have found. The only error is a slip/misread on their part as they have used xy = 53
instead of 36.
This scored M1M1A1M1A1A0.
Question 6
Mark scheme
Exemplar response A
(a) This candidate has multiplied out the given expression. They have not, however, used
product rule at all, and though there is a correct application of chain rule on −3e 2 x , this
gains no credit in this question.
The importance of quoting formulae before use cannot be overstated for two reasons.
Firstly, it helps the candidate to focus on what is required and, secondly, it helps the
examiner to see if the candidate is using correct methods.
dy
There was an attempt to multiply their by (4x ─ 3) which scored the M1 mark. As
dx
dy
their was incorrect, the A mark is not available.
dx
This scored M0A0A0M1A0.
(b) Note: the formula for quotient rule is given on the formula sheet. Whilst it is not the
 du dv 
 v dx − u dx 
familiar formula used  2  , centres should ensure their candidates
 v 
 
understand the form given in this paper (the same form as used in the A level formula
booklet) and be able to use it.
This scored no marks.
Exemplar response B
The first 3 marks have

been scored here.
At this stage, it would
have been simpler to
spot that
2 ( 4 x − 3) e 2 x =
2y
as this would cut down

Change from on much algebra and
e2x to ex. work in part (ii).
This is correctly e2x.
We have lost the 2 and

this candidate is writing
ex in places. Because
this is cso (correct
solution only), this
cannot gain the final A
mark.
(a) In this response, the candidate has very wisely quoted the product rule in the familiar
form as their starting point. The expression has been differentiated correctly and the
first three marks are achieved by the second line of their working.
dy
Part (ii) of this section of the question requires a rearrangement of their into the
dx
given form. It is a very good practice to look carefully at what is required because there
is a y in the LHS of the expression and it would be wise to substitute that as soon as
possible to reduce the amount of complicated algebra.
For example:
dy
=4e 2 x + 2 ( 4 x − 3) e 2 x Substitute in for y as
dx
soon as possible.
dy
= 4e 2 x + 2 y
dx
dy Note how much easier it

( 4 x − 3=
) 4e 2 x ( 4 x − 3) + 2 y ( 4 x − 3)
dx is later when multiplying
dy dy both sides by (4x ─ 3).
( 4 x − 3) = 4 y + 2 y ( 4 x − 3) ⇒ ( 4 x − 3) = (8x − 2 ) y
dx dx
dy
This candidate has multiplied by ( 4 x − 3) for the M mark, but because this is cso
dx
(correct solution only) and this candidate has sometimes written e2x and
sometimes ex, omitting the coefficient of x of 2, this cannot be awarded the final A mark.
(An exemplar solution is shown above, in which much of the complex algebra has been
avoided).
This scored M1A1A1 M1A0.
(b) Once again, the familiar formula is quoted by the candidate. Note that the formula for
quotient rule is given on the formula sheet but in the formal notation.
As in part (a), the correct answer has been achieved and full marks have been scored at
the point where the blue line is drawn. The question has not asked for simplification,
and none is required so no time should be wasted by completing further work on this.
This scored M1A1A1.
Question 7
Mark scheme
Exemplar response A
This response was awarded 1/2 marks in part (a), 2/2 marks in part (b) and 3/5
marks in part (c).
(a) Just a little bit of work needs to be carried out in order to find the first term of a
sequence given an expression for the sum. S1 = first term and this candidate has just
written down 5 without this consideration. The coefficient of r is the common difference
so that mark has been scored here.
This scored B0B1.
(b) Whilst this candidate was not able to substitute r =1 in part (a), they have done so
correctly here to give 4 × 30 = 4 × 1 = 4 for the correct first term (unless it was a guess)
and have extracted the common ratio correctly for both marks in (b).
This scored B1B1.
(c) They have a correct formula for the sum of an arithmetic series (which is now also given
on the formula sheet) and have substituted in their values from (a) correctly for the first
M mark in this part. Note that the A mark is not a follow through mark here.
This has been correctly equated to a correct formula for a geometric series and 6 has
been subtracted correctly for the next M mark.
The equation reached has been solved for the next M mark (which is dependent on the
previous two marks – meaning that if either of them are lost, then the third mark is not
available), but the answer is incorrect.
It is worth noting that this candidate has given the final answer of n as a decimal
number which cannot be correct, as n must be an integer.
This scored M1A0M1M1A0.
Exemplar response B
This response was awarded 2/2 marks in part (a), 0/2 marks in part (b) and 0/5
marks in part (c).
(a) Both first term and the common difference are fully correct for both marks here. Note
how this candidate has aided themselves by using the nth term formula to find the first
term.
This has scored B1B1.
(b) This candidate has not demonstrated the same understanding to the geometric
formulae as they did to the arithmetic nth term formula and have not managed to find
either the first term or the common ratio, and no marks were scored here.
This scored B0B0.

(c) Note that for the method marks in part (c), values from parts (b) and (c) are followed
through for all the M marks.
Formulae for sum of both the arithmetic and geometric series (including the sum to
infinity of a geometric series) are given in the formula sheet.
This question is typical in that parts (a) and (b) are pre-requisites to part (c). Candidates
should see this as a hint for a strategy to answer the question.
In this response, the candidate was unable to make the link and did not use either
formula, thus no further progress was made.
This response scored M0A0M0M0A0.
Question 8
Mark scheme
Exemplar response A
This response was awarded 3/4 marks in part (a), 0/3 marks in part (b), 0/2
marks in part (c) and 0/2 marks in part (d).
(a) This candidate has applied Pythagoras theorem correctly and has found two out of
three lengths. Note that although they have a sketch, it is not clear. The importance of
a clear legible sketch cannot be overstated. This would have made it fairly obvious
that the lengths formed an isosceles triangle.
This part scored M1A1A1A0.
(b) Because this candidate has not drawn a clear sketch and has not achieved three correct
lengths, they have not realised that the triangle is isosceles so, in l fact, no trigonometry
was required. They have quoted a correct cosine rule (three lengths and the angles are
required) but have rearranged and used it incorrectly so cannot score the M marks and
therefore the A mark is also lost.
This part scored no marks.
(c) and (d) no work so no marks.
Exemplar response B
This response was awarded 4/4 marks in part (a), 3/3 marks in part (b), 0/0
marks in part (c) and 2/2 marks in part (d).
(a) Note particularly the clear and careful sketch.

Note also the clear careful work which has been helpful mainly to the candidate, but
also to the examiner in understanding the thought process.
This part scored M1A1A1A1.
(b) Although the candidate has realised that this is an isosceles triangle, they have not
spotted that there is a right angle at A, but have used cosine rule correctly (note also
that it is given on the formula sheet) to find all three angles correctly. Once again, a clear
carefully labeled diagram has been drawn to aid working.
This part scored M1A1A1.
(c) Having realised there is a right angle at A, this candidate should have gone back to the
original sketch and used a vector method or the midpoint formula to find the centre of
the circle.
  6 + 4  8 + 2  
 2 , 2 
   
No marks were scored here.
(d) The radius is half of the length of BC and this has been understood and executed easily
by this candidate.
This part scored M1A1.
Question 9
Mark scheme
Exemplar response A
This response was awarded 2/4 marks in (a) 3/7 marks in (b) and 0/3 marks in
part (c).
(a) The candidate has integrated f’(x) correctly for M1A1 but because they do not have a
constant of integration, they cannot score the second 2 marks. It is vital to always
include a constant of integration in all indefinite integration questions.
This part scored M1A1M0A0.
(b) The candidate has not substituted x = 2 into the given f’(x) = 0 so has lost the first M
mark. There is a fundamental misunderstanding here, and the question is actually
much easier than it looks at first sight as all that was required was to substitute x = 2
and 1 into f’(x) and show that they are both = 0.
The second derivate is required to verify the nature of the turning points and this
candidate has made an acceptable attempt to score the M mark.
In part (ii) despite the absence of the +c in part (a) and because it was coincidentally
= 0, this candidate has substituted x = 2 and 1 into their integrated expression and
have found the correct y coordinates.
This part scored (i) M0M1A0M0A0 and (ii) B1B1.
(c) There is no attempt at part (c).
No marks in this part.
Exemplar response B
Part (a)
Note the conclusion which is

always required in a show
question.
This response was awarded 4/4 marks in part (a).
(a) This part scored full marks. Note particularly the careful work. This candidate has
28
included +c into their integral and has substituted x =
−2, and y =and verified
3
that c = 0. They have used a complete method to substitute x = 0 to find that y = 0
and have written a conclusion.
Wherever a question instructs to prove or show, a conclusion must be included in the
answer for the final A mark.
This part scored M1A1M1A1.
Part (b)
This response was awarded 7/7 marks in part (b).
(b) This is again a model answer in every respect. Note the clarity and completeness of
the substitution and how each step is clearly shown, including all conclusions.
This part scored M1M1A1M1A1 in (i) and B1B1 in (ii).
Part (c)
This response was awarded 0/3 marks in part (c).
(c) This part was not understood. What was required was a factorisation of the given
f’(x) to find the value of x = ─2. Given that the x coordinate of two turning points
had already been given, this should have been a relatively easy task.
x3 − x 2 − 4 x + 4 =( x − 2 )( x − 2 )( x ± k ) so k must be 2 to achieve ─4, so the third
turning point is at x = ─2.
No marks were scored in this part.
Question 10
Mark scheme
Exemplar response A
Part (a)
The 2 has been

omitted.
This response was awarded 3/5 marks in part (a).
(a) The sum and product of the roots are correct for the first B mark.
(i) The correct algebra has scored the M mark but when this candidate substituted
the correct values for the sum and product, they did not use their algebraic
expression and omitted the 2× the sum, which they will unfortunately carry
through to the next part.
(ii) The correct algebra has once again scored the M mark but the answer is
incorrect, so this candidate has lost the A mark here as well.
Parts (b), (c) and (d)
This response was awarded 0/0 in part (b), 2/3 marks in part (c), 0/2 marks in
part (d) and 0/3 marks in part (e).
(b) The algebra is incorrect here. Note that this response has been marked even though it
was crossed out.
At this stage, it is a good opportunity to state the rule on multiple attempts at questions.
If there is a choice of methods shown, then we award the lowest mark unless the
subsequent working makes it clear which method has been used.
(c) There is an attempt at expansion of α 4 − β 4 with two out of three brackets correct. This
candidate has recognized the difference of two squares but has written
α 2 + β 2 = (α + β ) , which is clearly incorrect.
2
This part scored M1A1A0.
(d) Incorrect expansion used and therefore incorrect value obtained.
(e) No attempt.
Exemplar response B
This is a clear use of

the discriminant to find
the difference of the
two roots of the
equation b 2 − 4ac
so could not gain any
marks despite the
correct answer.
This response was awarded 2/5 in part (a), 0/2 marks in part (b) 3/3 marks in
part (c) 1/2 marks in part (d) and 2/3 mark in part (e).
=
(a) We allowed a substitution of a α=
and b β in this question. However, this candidate
has not achieved the correct values for the sum and product of roots.
(i) The algebra is correct as is the value for α 2 + β 2 but we allowed only a correct
answer from a sign error in the sum so this did not gain the A mark. We do not
award A marks for correct answers obtained from incorrect methods, in this
case: the incorrect sum and product of roots.
(ii) Once again, the algebra is correct and ready for substitution but the incorrect
answer has been obtained from earlier incorrect work.
This scored B0M1A0M1A0.
(b) The correct answer has been obtained, but the question clearly states ‘without solving
the equation’ and the 32 − 4 × −5 clearly comes from the use of the quadratic formula
b 2 − 4ac to find the value of 29 .
This scored M0A0.
(c) The algebra in this part is fully correct for all three marks.
This scored M1A1A1.
(d) The candidate’s values have been substituted into each of the brackets for the M mark
but the value is incorrect so the A mark has been lost.
This scored M1A0.
(e) The left-hand sides of the first 2 lines show a correct algebraic expression for 2 β for
4
M1 and A1 follow through mark. The final answer is incorrect so the last mark is lost.
This scored M1A1ftA0.
Question 11
Mark scheme
Exemplar response A
Parts (a), (b) and (c)
This response was given 4/4 marks in part (a), 3/3 marks in part (b) and 3/3
marks in part (c).
(a) Fully correct work throughout to show that the height of the pyramid is 8 2 . Note the
clarity and completeness of the sketches and all working. It cannot be stressed
sufficiently that such careful work is an aid primarily to the candidate, but also the
examiner to assess the thought process of the student.
This scored M1A1M1A1.
(b) The candidate has used the carefully drawn sketch form part (a) to find the length VA
correctly.
This scored M1A1A1.
(c) Once again, we see a correct carefully drawn and labeled sketch and it is no surprise
that the method and answer are also fully correct.
This scored M1A1A1.
Parts (d) and (e)
This response was given 3/3 marks in part (d) and 1/3 marks in part (e).
(d) The correct angle has been identified and the correct trigonometry used to obtain a
correct angle, rounded correctly. Note that we penalise rounding in this specification.
If the question states one decimal place, that is what we expect to see.
This scored M1A1A1.
(e) The correct cosine rule has been used but this candidate has an incorrect length for BD.
They have forgotten to double the length of A. Because there is an incorrect value of a
length, the last two A marks have been lost, which is a pity as overall this is a model
answer in every other respect.
This scored M1A0A0.
Exemplar response B
Parts (a) and (b)
This response was given 2/4 marks in part (a) and 0/3 marks in part (b).
(a) Pythagoras theorem has been used correctly to obtain the length of the diagonal base
and the correct length has been obtained for M1A1. Sine rule has been used with an
incorrect triangle to find the height, but the numbers have been chosen to yield the
given answer. This is a show question and every step must be correct for the award of
marks.
This scored M1A1M0A0.
(b) The third vertex of this candidate’s triangle has not been labelled and there is no right-
angled triangle with these sides. Once again, the importance of correct careful sketches
cannot be overstated. Without a correct sketch (or even no sketch at all), correct work is
most unlikely.
This scored M0A0A0.
Part (c)
This response was given 0/3 marks in part (c).
(c) A correct cosine rule has been quoted, although in this part of the question it is not
required and, moreover, this candidate is not using any correct values for a valid
triangle, so the M mark is lost.
This scored M0A0A0.
Parts (d) and (e) – no attempt.
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INTERNATIONAL

Pearson Edexcel International GCSE in Further Pure Mathematics (4PM1)

1.1 About this booklet

1.2 How to use this booklet

1.3 Further support

AO2 Apply a knowledge of mathematics to the solutions of

This was scored M1A1. B

This was scored M0A0.

This was scored M1A1.

This was scored M1A1.

This response was awarded 3/6 marks.

This was scored B1M1M0M1M0A0.

This response was awarded 5/6 marks.

This was scored B1M1M1M1A1A0.

This was scored M1A1.

This was scored M1A0M0A0.

This was scored M1A1.

This was scored M1A1M1A0.

∫ (t − 4t − 7 ) dt is not seen in (b).

This response was awarded 0/5 marks.

This scored no marks.

This response was awarded 2/5 marks.

This was scored M1A1A0 M0A0.

This is the error. The candidate

This response was awarded 1 mark.

This scored M1M0A0M0A0A0.

This response was awarded 5/6 marks.

Note the careful work in a logical sequence throughout the response.

This scored M1M1A1M1A1A0.

This scored no marks.

The first 3 marks have

as this would cut down

This is correctly e2x.

We have lost the 2 and

dy Note how much easier it

This scored M1A1A1 M1A0.

This scored M1A1A1.

This scored B0B1.

This scored B1B1.

This scored M1A0M1M1A0.

This scored B0B0.

This response scored M0A0M0M0A0.

(a) Note particularly the clear and careful sketch.

This part scored M1A1A1A1.

This part scored M1A1A1.

This part scored M1A1.

This part scored M1A1M0A0.

This part scored (i) M0M1A0M0A0 and (ii) B1B1.

(c) There is no attempt at part (c).

No marks in this part.

Note the conclusion which is

This response was awarded 4/4 marks in part (a).

This part scored M1A1M1A1.

This response was awarded 7/7 marks in part (b).

This part scored M1M1A1M1A1 in (i) and B1B1 in (ii).

This response was awarded 0/3 marks in part (c).

No marks were scored in this part.

The 2 has been

This response was awarded 3/5 marks in part (a).

This part scored M0A0.

This part scored M1A1A0.

(d) Incorrect expansion used and therefore incorrect value obtained.

This part scored M0A0.