Mathematics

Stage 9

Paper 1 2022

1 hour

Additional materials: Geometrical instruments

Tracing paper (optional)

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should show all your working on the question paper.
• You are not allowed to use a calculator.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].

3143_01_6RP
© UCLES 2022
 2

1 A prism is made from four identical cubes.

Tick () to show the number of planes of symmetry the prism has.

1 2 3 4
[1]

2 A bag contains pencils of four different colours.

Here are some of the probabilities of picking a pencil of each colour.

Red Yellow Blue Green

Probability 0.35 0.25 0.1

(a) Find the probability of picking a pencil that is red or yellow.

[1]

(b) Complete the table.

[1]

3 Solve.
12
=3
x

x= [1]

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4 Use a straight edge and compasses only to construct an equilateral triangle ABC.
The side AB has been drawn for you.
Do not rub out your construction arcs.

[1]

5 Here are some pairs of events.

Tick () to show if each pair of events is independent or not independent.

Independent Not independent

Pick a disk from a Pick another disk

box at random and from the same box
replace it. at random.

Pick a disk from a Pick another disk

box at random and from the same box
do not replace it. at random.

Pick a disk from a Roll a dice.

box at random and
do not replace it.
[1]

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6 The diagram shows triangle ABC drawn on a grid.

7
6
5
4
3 C
2
1

–5 – 4 –3 –2 –1 0 1 2 3 4 5 6 x
A –1 B
–2
–3

The triangle ABC is enlarged by a scale factor of 2 from centre of enlargement (0, 0).

Find the coordinates of the new position of vertex C.

( , ) [1]

7 A circle has a radius of 3 cm.

Tick () to show the area of the circle correct to the nearest cm2.

6 9 18 28 81
[1]

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4 − 3x
8 Find the value of + 8 when x = 2
x

[1]

9 A rectangle has an area of 8 cm2.

The sides of the rectangle are enlarged by a scale factor of 3

Find the area of the enlarged rectangle.

cm2 [1]

10 Work out.
 3  5
1 −  ÷ 1 − 
 5  9

Give your answer as a fraction in its simplest form.

[2]

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11 The distance–time graph represents Jamila’s journey from home.

100

75

Distance
from home 50
(km)

25

0
12 noon 1 pm 2 pm 3 pm 4 pm 5 pm
Time

Stage 1. She travels at a constant speed of 50 km/h for 1 hour.

Stage 2. She stops for 1 hour.

(a) Describe fully the next two stages of Jamila’s journey.

Stage 3

Stage 4

[2]

(b) At 3 pm Jamila travels home at a constant speed of 50 km/h without stopping.

Complete the graph to show Jamila’s journey home. [1]

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12 Here are some shapes on a grid.

X
B

D E F

Write the letter A to F for each of the shapes in the correct part of the Carroll diagram.
Shape A has been done for you.

Congruent to shape X Not congruent to shape X

Similar to shape X A

Not similar to shape X

[2]

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13 Write a number in the box to make the statement correct.

71 = .426…
[1]

14 (a) A scientist writes the number 760 000 000 in standard form.

Draw a ring around the correct answer.

7.6 × 107 76 × 107 7.6 × 108 7.6 × 109

[1]

(b) The scientist measures the width of a human hair as 0.000 046 m.

Write this number in standard form.

m [1]

15 Mike runs 4.5 laps of a field.

He runs a total distance of 3.78 km.

Find the distance of each lap.

km [1]

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16 Carlos says,

All fractions with an odd denominator

are equivalent to recurring decimals,
for example, 13 0.3

Find an example to show that Carlos is wrong.

[1]

17 The function y = ( x − 3)2 can be represented by this function machine.

Input (x) → –3 → Square → Output (y)

(a) Find the output if the input is −1

[1]

(b) Find the two inputs that give an output of 9

[2]

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18 (a) Solve.
2x − 9 < 6x + 3

[2]

(b) Show your solution on the number line.

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 x

[1]

19 Work out.
2 2 1
4 −2 +
5 3 3

Give your answer as a mixed number in its simplest form.

[3]

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20 The table shows information about the wingspans of 50 butterflies.

Wingspan (𝒙 cm) Frequency

4.0 ≤ x < 4.4 5

4.4 ≤ x < 4.8 12

4.8 ≤ x < 5.2 23

5.2 ≤ x < 5.6 8

5.6 ≤ x < 6.0 2

Draw a frequency polygon to show this information.

25

20

15

Frequency

10

0
4.0 4.4 4.8 5.2 5.6 6.0
Wingspan (cm)
[3]

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21 Shape A and shape B are drawn on the grid.

y
7
6
5
4
3
A
2
1

– 4 –3 –2 –1 0 1 2 3 4 5 6 7 8 x
–1
–2
–3
B
–4
–5

Shape A is mapped onto shape B by a combination of two transformations.

The first transformation is a reflection in the line y = x

Describe fully the second transformation.

[2]

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22 The diagram shows a triangle ABC.

DE is parallel to AC.

B
x
NOT TO
SCALE

D E
115°

60°
A C

Calculate the size of the angle marked 𝑥 .

° [2]

23 The line segment joining (a, b) to (c, d) has a midpoint of (3.5, –2).

Suggest possible coordinates for (a, b) and (c, d).

(a, b) = ( , )

(c, d) = ( , )
[2]

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24 Simplify.
4 p − 12 pq
4p

[1]

25 The nth term of sequence S is 2n + 5

The nth term of sequence T is 3n – 6

(a) Show that 91 is a term in sequence S.

[1]

(b) Show that 91 is not a term in sequence T.

[1]

(c) Find the value of the term that is in both sequences and is in the same position in each
sequence.

[2]

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26 Mia asks the boys and girls in her class how many siblings (brothers and sisters) they
each have.
She draws this chart of her results.

Number of
children
boys
girls

0
0 1 2 3 4 or more
Number of siblings

Tick () to show if the boys or the girls generally have more siblings.

Boys Girls

Explain how you know.

Tick () to show if the range of the number of siblings is bigger for the boys or the girls.

Boys Girls

Explain how you know.

[2]

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27 Solve the simultaneous equations.

4 x + 5 y = 17
2 x + 4 y = 13

x=

y=
[3]

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
https://lowersecondary.cambridgeinternational.org/

Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2022 M/S9/01

Mathematics
Stage 9

Paper 1 2022
Cambridge Lower Secondary Progression Test
Mark Scheme

3143_01_MS_6RP
© UCLES 2022
S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022

General guidance on marking

Difference in printing

It is suggested that schools check their printed copies for differences in printing that may affect the
answers to the questions, for example in measurement questions.

Brackets in mark scheme

When brackets appear in the mark scheme this indicates extra information that is not required but
may be given.

For example:

Question Answer Mark Part marks Guidance

5 19.7 or 19.6(58…) 1

This means that 19.6 is an acceptable truncated answer even though it is not the correct rounded
answer.

The … means you can ignore any numbers that follow this; you do not need to check them.

Accept
• any correct rounding of the numbers in the brackets, e.g. 19.66
• truncations beyond the brackets, e.g. 19.65

Do not accept
• 19.68 (since the numbers in brackets do not have to be present but if they are they should be
correct).

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S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022

These tables give general guidelines on marking learner responses that are not specifically
mentioned in the mark scheme. Any guidance specifically given in the mark scheme supersedes this
guidance.

Number and place value

The table shows various general rules in terms of acceptable decimal answers.

Accept

Accept omission of leading zero if answer is clearly shown, e.g.

.675

Accept trailing zeros, unless the question has asked for a specific number of decimal places or
significant figures, e.g.
0.7000

Accept a comma as a decimal point if that is the convention that you have taught the learners, e.g.
0,638

Units

For questions involving quantities, e.g. length, mass, money, duration or time, correct units must be
given in the answer. Units are provided on the answer line unless finding the units is part of what is
being assessed.

The table shows acceptable and unacceptable versions of the answer 1.85 m.

Accept Do not accept

If the unit is given on the Correct conversions, provided ......185...... m

answer line, e.g. the unit is stated ......1850...... m etc.
............................ m unambiguously,
e.g. ......185 cm...... m (this is
unambiguous since the unit cm
comes straight after the
answer, voiding the m which is
now not next to the answer)

If the question states the unit 1.85 185; 1850

that the answer should be 1 m 85 cm Any conversions to other units,
given in, e.g. ‘Give your answer e.g. 185 cm
in metres’

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S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022

Money

In addition to the rules for units, the table below gives guidance for answers involving money.
The table shows acceptable and unacceptable versions of the answer $0.30

Accept Do not accept

If the amount is in dollars and $0.30 $0.3

cents, the answer should be
given to two decimal places For an integer number of $09 or $09.00
dollars it is acceptable not to
give any decimal places, e.g.
$9 or $9.00

If units are not given on the Any unambiguous indication of 30 or 0.30 without a unit
answer line the correct amount, e.g.
30 cents; 30 c $30; 0.30 cents
$0.30; $0–30; $0=30; $00:30
Ambiguous answers, e.g.
$30 cents; $0.30 c; $0.30 cents
(as you do not know which unit
applies because there are units
either side of the number)

If $ is shown on the answer line All unambiguous indications, $......30......

e.g. $......0.30......;
$......0-30......; Ambiguous answers, e.g.
$......0=30......; $......30 cents......;
$......00:30...... $......0.30 cents......
unless units on the answer line
have been deleted, e.g.
$......30 cents......

If cents is shown on the answer ......30......cents ......0.30......cents

line
Ambiguous answers, e.g.
......$30 ......cents;
......$0.30 ......cents
unless units on the answer line
have been deleted, e.g.
......$0.30......cents

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S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022

Duration

In addition to the rules for units, the table below gives guidance for answers involving time durations.
The table shows acceptable and unacceptable versions of the answer 2 hours and 30 minutes.

Accept Do not accept

Any unambiguous indication using any Incorrect or ambiguous formats, e.g.

reasonable abbreviations of hours (h, hr, hrs), 2.30; 2.3; 2.30 hours; 2.30 min; 2 h 3;
minutes (m, min, mins) and 2.3 h (this is because this indicates 0.3 of
seconds (s, sec, secs), e.g. an hour (i.e.18 minutes) rather than 30 minutes)
2 hours 30 minutes; 2 h 30 m; 02 h 30 m
02:30 (as this is a 24-hour clock time, not a time
Any correct conversion with appropriate units, interval)
e.g.
2.5 hours; 150 mins 2.5; 150
unless the question specifically asks for time
given in hours and minutes

Time

The table below gives guidance for answers involving time.

The table shows acceptable and unacceptable versions of the answer 07:30

Accept Do not accept

If the answer is required in Any unambiguous indication 7:30

24-hour format of correct answer in numbers, 7:30 am
words or a combination of the 7 h 30 m
two, e.g. 7:3
07:30 with any separator in 730
place of the colon, e.g. 7.30 pm
07 30; 07,30; 07-30; 0730 073
07.3

If the answer is required in Any unambiguous indication Absence of am or pm

12-hour format of correct answer in numbers, 1930 am
words or a combination of the 7 h 30 m
two, e.g. 7:3
7:30 am with any separator in 730
place of the colon, e.g. 7.30 pm
7 30 am; 7.30 am; 7-30 am

7.30 in the morning

Half past seven (o’clock) in the

morning

Accept am or a.m.

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S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022

Algebra

The table shows acceptable and unacceptable versions of the answer 3x – 2

Accept Do not accept

x3 – 2; 3 × x – 2 3x + –2 if it is supposed to be in simplest form

Case change in letters

Changes in letters as long as there is

no ambiguity

Accept extra brackets when factorising, e.g. 5(x + (3 + y))

Teachers must mark the final answer given. If a correct answer is seen in working but final answer is
given incorrectly then the final answer must be marked. If no answer is given on the answer line then
the final line of the working can be taken to be the final answer.

Inequalities

The table shows acceptable and unacceptable versions of various answers.

For the following Accept Do not accept

For 6 ≤ x < 8 [6, 8) <x<

For x ≤ –2 (–∞,–2] x < –2

(3, ∞) Just ‘3’ written on the answer line, even if x > 3

For x > 3
3<x appears in the working

Plotting points

The table shows acceptable and unacceptable ways to plot points.

Accept Do not accept

1
Crosses or dots plotted within ± square of the A horizontal line and vertical line from the axes
2 meeting at the required point
correct answer

The graph line passing through a point implies

the point even though there is no cross

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S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

1 1 2  3 4 1 Accept any clear indication.

2(a) 0.6 1 Accept equivalent fractions or

6
percentage, e.g. or 60%
10

2(b) 0.3 1 Accept if not inserted in table, but

clearly the final answer.

Accept equivalent fractions or

3
percentage, e.g or 30%
10

3 ( x =) 4 1

4 Correct equilateral triangle with correct 1 Label C not required.

construction arcs left visible. Tolerance ± 2 mm

5 Independent Not independent 1 Accept any clear indication.

 All three answers correct for the

mark.


6 (4, 6) 1

7 6 9 18 28  81 1 Accept any clear indication.

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S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

8 7 1

9 72 (cm2) 1

10 9 2 2 9 18 20 1 mark implied by any equivalent

Award 1 mark for × or ÷ 9 18
10 5 4 45 45 fraction to e.g.
10 20

11(a) (Stage 3) She travels at (a constant speed 2 Award 1 mark for one stage correctly Accept equivalent times,
1 described or for two correct speeds e.g. 30 minutes.
of) 50 km/h for an hour. with times missing/wrong.
2
(Stage 4) She travels at (a constant speed
1
of) 25 km/h for an hour.
2

11(b) A straight line from (3 pm, 87.5) to 1 Accept values closer to 4.45 pm than
(4.45 pm, 0). 4.30 pm or 5 pm.

12 Five letters (B to F) correctly placed in the 2 Award 1 mark for three or four letters
Carroll diagram. (B to F) correctly placed in the Carroll
diagram.
Congruent Not congruent
to shape X to shape X
Similar to
shape X
(A) D B F

Not similar
to shape X
C E

13 8 1

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S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

14(a) 1 Accept any clear indication.

7.6 × 107 76 × 107 7.6 × 108 7.6 × 109

14(b) 4.6 × 10− 5 (m) 1

15 0.84 (km) 1

16 Any correct example of a fraction with an 1 Must show fraction and correct
odd denominator showing it is not a decimal equivalent for the mark.
1
recurring decimal, e.g. = 0.2
5

17(a) 16 1

17(b) 0 and 6 2 Award 1 mark for one correct value. Accept 0 and 6 in either order for
2 marks.

18(a) x > −3 2 Award 1 mark for gathering the terms

in x on one side and constant terms
on the other side,
e.g. 2 x − 6 x < 3 − − 9
(ignore inequality for this mark, may
replace with =)
or
Award 1 mark for x > −3 in the working
with just −3 on the answer line
or for x = −3 on the answer line.

18(b) 1 Follow through their inequality from

– 6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 x part (a).

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S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

19 1 3 31
2 correct answer only Award 2 marks for or equivalent
15 15
fraction.

or

22 8
Award 1 mark for or
5 3
2 1 2 1
or 2 + − or 4 − 2
5 3 5 3
6 10 5
or 4 −2 +
15 15 15

20 Straight lines joining (4.2, 5) and (4.6, 12) 3 Award 1 mark for four or five plots Mark intention.
and (5.0, 23) and (5.4, 8) and (5.8, 2). correct horizontally
(x = 4.2, 4.6, 5.0, 5.4, 5.8).
25
and
20
Award 1 mark for four or five plots
correct vertically
15
Frequency (frequency = 5, 12, 23, 8, 2).
10

0
4.0 4.4 4.8 5.2 5.6 6.0
Wingspan (cm)

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S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

21  − 4 2 Award 1 mark for the word translation  − 4

Translation of    − 4 Do not accept   expressed in
 −9  or for    −9 
 −9  words.
or for a correct reflection of A in y = x
drawn on the grid.

22 55 (°) 2 Award 1 mark for

60 (°) correctly marked at BED or
65 (°) correctly marked at BDE or
65 (°) correctly marked at BAC.

23 Any pair of coordinates (a, b), (c, d) where 2 Award 1 mark for any pair of Accept a and c as 3.5 or b and d as
a+c b+d coordinates (a, b), (c, d) where –2, but not both, for 1 or 2 marks, as
= 3.5 and = −2 a+c b+d appropriate.
2 2 = 3.5 or = −2
but not (3.5, –2) and (3.5, –2) as this is not 2 2
0 marks for (3.5, –2) and (3.5, –2).
a line segment.

24 1 − 3q correct answer only 1

25(a) 2n + 5 = 91 1 Full working required for the mark.

2n = 86
n = 43 or 86 is even/a multiple of 2 Accept sequence extended up to 91

25(b) 3n – 6 = 91 1 Full working required for the mark.

3n = 97
n = 32.3 … or equivalent or 97 is not a Accept sequence extended up to 93
multiple of 3

25(c) 27 2 Award 1 mark for 2n + 5 = 3n − 6

implied by n = 11

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S9/01 Mathematics Stage 9 Paper 1 Mark Scheme 2022
Question Answer Marks Part Marks Guidance

26 Boys ticked and more boys have (2 or 3 or) 2 Award 1 mark for Or equivalent for first explanation, e.g.
4 or more siblings or equivalent Boys ticked and more boys have (2 or • Fewer girls have (2 or 3 or) 4 or
3 or) 4 or more siblings or equivalent more siblings.
and
or • No girls have 4 or more siblings.
• More girls have 0 or 1 sibling.
Boys ticked and the range for boys is 4 • Fewer boys have 0 or 1 sibling.
Boys ticked and the range for boys is 4 or or more and/or the range for girls is 3
more and/or the range for girls is 3 For first explanation, accept reference
to taller bars, e.g. the bar for boys is
taller than for girls for (2 or 3 or) 4 or
more siblings.

27 ( x =) 0.5 and ( y =) 3 3 Award 2 marks for 1

x = 0.5 or y = 3 Accept x =
2
or
Award 1 mark for a correct method for
eliminating either x or y,
e.g.
• Re-arranging one of the equations
to make one variable the subject
and then substitute their
arrangement into the other
equation.
• Making the coefficients of x or y
equal with no more than one
arithmetic error or sign error,
followed by an appropriate,
consistent subtraction or addition
across all three terms.
• Correct substitution and evaluation
from incorrect first value, i.e. two
values satisfying one of the original
equations.

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Mathematics
Stage 9

Paper 2 2022

1 hour

Additional materials: Calculator

Geometrical instruments
Tracing paper (optional)

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should show all your working on the question paper.
• You may use a calculator.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].

3143_02_5RP
© UCLES 2022
 2

1 A plant is 6.2 cm tall.

The height of the plant increases by 11% each week.

Find how tall the plant will be after two weeks.

cm [2]

2 Pierre says,

I think of a number n
I multiply by 4
Then I square.
Then I add 6

Write down an algebraic expression for Pierre’s rule.

[1]

3 Draw a ring around each of the rational numbers.

22
8100 7 7 3
8
7
[1]

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4 A line is drawn on the grid.

y
8

0 2 4 6 8 x

Find the equation of the line.

[2]

5 Oliver and Mia attempt this question.

Round 0.027 648 correct to three significant figures.

Oliver says, ‘The answer is 0.028’

Mia says, ‘The answer is 0.0276’

Tick () to show who is correct.

Oliver Mia

Explain why the other answer is not correct.

[1]

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6 Draw a line to match each scatter graph to the best description.

Strong positive
correlation

Weak positive
correlation

Weak negative
correlation

Strong negative
correlation

[1]

7 Calculate.
0.6 + (1.78 − 0.28) 2
5

[1]

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8 Safia drives for 4 hours from A to B.

Angelique drives at half the speed of Safia.

Find how many hours Angelique takes to drive from A to B.

hours [1]

9 The table gives information about the masses of 20 watermelons.

Mass, m (kg) Frequency, f Midpoint, x f ×x

2≤m<4 2 3 6

4≤m<6 4 5 20

6≤m<8 9 7 63

8 ≤ m < 10 5

Total = 20 Total =

(a) Complete the table. [1]

(b) Calculate an estimate of the mean mass of these watermelons.

kg [1]

(c) Explain why your answer to part (b) is an estimate.

[1]

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10 Lily counts the number of people on the 12 buses that arrive at Pugu bus station in one day.

23 29 20 27 44 27

41 28 19 16 17 8

She draws a stem-and-leaf diagram of her results.

0 8

1 6 7 9

2 0 3 7 8 9

4 4 1

Key:
1 6 represents 16 buses

Lily makes some mistakes on her stem-and-leaf diagram.

Redraw the stem-and-leaf diagram correctly below.

Key:
..................................................

..................................................

[3]

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11 The exterior angle of a regular polygon is 40°.

Draw a ring around the number of sides this polygon has.

7 8 9 10
[1]

12 Some equations of straight lines have been placed in the Venn diagram.

y x3

A y 3x  3 y x2 B

y 3x  2 y 9x  2
y 3x  4

y 2x  2
y  4x  2


y 2x  4

(a) Write down a description of the straight lines in set A.

[1]

(b) Write down a description of the straight lines in set B.

[1]

(c) Write the equation y = − 2 x + 3 in the correct part of the Venn diagram. [1]

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 8

13 The map shows the positions of two lighthouses, A and B.

The map is drawn to a scale of 1 : 50 000

North

Scale 1 : 50 000

The bearing of ship S from lighthouse A is 080°.

The distance of ship S from lighthouse B is 1.8 km.

Show the two possible positions for ship S on the map.

[3]

14 Expand and simplify.

( x + 4)( x − 7)

[2]

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15 Yuri has a box containing white, milk and plain chocolates in the ratio

white : milk : plain

12 : 7 : 2

There are more than 50 chocolates in the box.

Find the smallest possible number of milk chocolates in the box.

[1]

16 Rearrange the formula to make x the subject.

9
y= x+4
5

x= [2]

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17 (a) Complete the table of values for 3x + 2 y = 4

x –1 0 3

y
[2]

(b) Draw the graph of 3x + 2 y = 4 for values of x between –1 and 3

y
4

–1 0 1 2 3 x

–1

–2

–3
[1]

© UCLES 2022 M/S9/02

 11

18 A cylinder has a radius of 6 cm and a height of 20 cm.

NOT TO
20 cm SCALE

6 cm

Find the total surface area of this cylinder.

cm2 [3]

© UCLES 2022 M/S9/02 [Turn over

 12

19 Chen prepares food and drink for his friends.

He prepares either samosas or chapattis for the food.

The probability that he prepares samosas is 0.4

He prepares either tea or coffee for the drink.

He is equally likely to prepare tea or coffee.

Food Drink

Tea
..............

Samosas
0.4

..............
Coffee

Tea
..............

..............
Chapattis

..............
Coffee

(a) Complete the tree diagram. [2]

(b) Find the probability that he prepares chapattis and tea.

[2]

© UCLES 2022 M/S9/02

 13

20 A cuboid is formed by joining together four identical cubes.

NOT TO
SCALE

The total surface area of this cuboid is 54 cm2.

These four cubes are rearranged to form a cuboid with a different total surface area.

Find the total surface area of the new cuboid.

cm2 [2]

21 Eva thinks of a number.

When she rounds the number correct to two significant figures the answer is 43 000
When she rounds the number correct to three significant figures the answer is 43 500

Complete the inequality to show the limits for Eva’s number.

≤ Eva’s number < [2]

© UCLES 2022 M/S9/02 [Turn over

 14

22 A shape is made from part of a circle, centre C, with a radius of 4.2 cm and a square with
sides of 4.2 cm.

NOT TO
4.2 cm C SCALE

4.2 cm

Find the area of the shape.

Give your answer correct to one decimal place.

cm2 [4]

© UCLES 2022 M/S9/02

 15

23 Here is a triangular prism ABCDEF.

E
NOT TO
B D F SCALE
12.1 cm
2.3 cm
A C
13.3 cm

ABC is a right-angled triangle.

BC = 12.1 cm, AC = 13.3 cm and CF = 2.3 cm.

Calculate the volume of this triangular prism.

cm3 [4]

© UCLES 2022 M/S9/02

 16

BLANK PAGE

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
https://lowersecondary.cambridgeinternational.org/

Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2022 M/S9/02

Mathematics
Stage 9

Paper 2 2022
Cambridge Lower Secondary Progression Test
Mark Scheme

3143_02_MS_6RP
© UCLES 2022
S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

General guidance on marking

Difference in printing

It is suggested that schools check their printed copies for differences in printing that may affect the
answers to the questions, for example in measurement questions.

Brackets in mark scheme

When brackets appear in the mark scheme this indicates extra information that is not required but
may be given.

For example:

Question Answer Mark Part marks Guidance

5 19.7 or 19.6(58…) 1

This means that 19.6 is an acceptable truncated answer even though it is not the correct rounded
answer.

The … means you can ignore any numbers that follow this; you do not need to check them.

Accept
• any correct rounding of the numbers in the brackets, e.g. 19.66
• truncations beyond the brackets, e.g. 19.65

Do not accept
• 19.68 (since the numbers in brackets do not have to be present but if they are they should be
correct).

© UCLES 2022 Page 2 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

These tables give general guidelines on marking learner responses that are not specifically
mentioned in the mark scheme. Any guidance specifically given in the mark scheme supersedes this
guidance.

Number and place value

The table shows various general rules in terms of acceptable decimal answers.

Accept

Accept omission of leading zero if answer is clearly shown, e.g.

.675

Accept trailing zeros, unless the question has asked for a specific number of decimal places or
significant figures, e.g.
0.7000

Accept a comma as a decimal point if that is the convention that you have taught the learners, e.g.
0,638

Units

For questions involving quantities, e.g. length, mass, money, duration or time, correct units must be
given in the answer. Units are provided on the answer line unless finding the units is part of what is
being assessed.

The table shows acceptable and unacceptable versions of the answer 1.85 m.

Accept Do not accept

If the unit is given on the Correct conversions, provided ......185...... m

answer line, e.g. the unit is stated ......1850...... m etc.
............................ m unambiguously,
e.g. ......185 cm...... m (this is
unambiguous since the unit cm
comes straight after the
answer, voiding the m which is
now not next to the answer)

If the question states the unit 1.85 185; 1850

that the answer should be 1 m 85 cm Any conversions to other units,
given in, e.g. ‘Give your answer e.g. 185 cm
in metres’

© UCLES 2022 Page 3 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

Money

In addition to the rules for units, the table below gives guidance for answers involving money.
The table shows acceptable and unacceptable versions of the answer $0.30

Accept Do not accept

If the amount is in dollars and $0.30 $0.3

cents, the answer should be
given to two decimal places For an integer number of $09 or $09.00
dollars it is acceptable not to
give any decimal places, e.g.
$9 or $9.00

If units are not given on the Any unambiguous indication of 30 or 0.30 without a unit
answer line the correct amount, e.g.
30 cents; 30 c $30; 0.30 cents
$0.30; $0–30; $0=30; $00:30
Ambiguous answers, e.g.
$30 cents; $0.30 c; $0.30 cents
(as you do not know which unit
applies because there are units
either side of the number)

If $ is shown on the answer line All unambiguous indications, $......30......

e.g. $......0.30......;
$......0-30......; Ambiguous answers, e.g.
$......0=30......; $......30 cents......;
$......00:30...... $......0.30 cents......
unless units on the answer line
have been deleted, e.g.
$......30 cents......

If cents is shown on the answer ......30......cents ......0.30......cents

line
Ambiguous answers, e.g.
......$30 ......cents;
......$0.30 ......cents
unless units on the answer line
have been deleted, e.g.
......$0.30......cents

© UCLES 2022 Page 4 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

Duration

In addition to the rules for units, the table below gives guidance for answers involving time durations.
The table shows acceptable and unacceptable versions of the answer 2 hours and 30 minutes.

Accept Do not accept

Any unambiguous indication using any Incorrect or ambiguous formats, e.g.

reasonable abbreviations of hours (h, hr, hrs), 2.30; 2.3; 2.30 hours; 2.30 min; 2 h 3;
minutes (m, min, mins) and 2.3 h (this is because this indicates 0.3 of
seconds (s, sec, secs), e.g. an hour (i.e.18 minutes) rather than 30 minutes)
2 hours 30 minutes; 2 h 30 m; 02 h 30 m
02:30 (as this is a 24-hour clock time, not a time
Any correct conversion with appropriate units, interval)
e.g.
2.5 hours; 150 mins 2.5; 150
unless the question specifically asks for time
given in hours and minutes

Time

The table below gives guidance for answers involving time.

The table shows acceptable and unacceptable versions of the answer 07:30

Accept Do not accept

If the answer is required in Any unambiguous indication 7:30

24-hour format of correct answer in numbers, 7:30 am
words or a combination of the 7 h 30 m
two, e.g. 7:3
07:30 with any separator in 730
place of the colon, e.g. 7.30 pm
07 30; 07,30; 07-30; 0730 073
07.3

If the answer is required in Any unambiguous indication Absence of am or pm

12-hour format of correct answer in numbers, 1930 am
words or a combination of the 7 h 30 m
two, e.g. 7:3
7:30 am with any separator in 730
place of the colon, e.g. 7.30 pm
7 30 am; 7.30 am; 7-30 am

7.30 in the morning

Half past seven (o’clock) in the

morning

Accept am or a.m.

© UCLES 2022 Page 5 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

Algebra

The table shows acceptable and unacceptable versions of the answer 3x – 2

Accept Do not accept

x3 – 2; 3 × x – 2 3x + –2 if it is supposed to be in simplest form

Case change in letters

Changes in letters as long as there is

no ambiguity

Accept extra brackets when factorising, e.g. 5(x + (3 + y))

Teachers must mark the final answer given. If a correct answer is seen in working but final answer is
given incorrectly then the final answer must be marked. If no answer is given on the answer line then
the final line of the working can be taken to be the final answer.

Inequalities

The table shows acceptable and unacceptable versions of various answers.

For the following Accept Do not accept

For 6 ≤ x < 8 [6, 8) <x<

For x ≤ –2 (–∞,–2] x < –2

(3, ∞) Just ‘3’ written on the answer line, even if x > 3

For x > 3
3<x appears in the working

Plotting points

The table shows acceptable and unacceptable ways to plot points.

Accept Do not accept

1
Crosses or dots plotted within ± square of the A horizontal line and vertical line from the axes
2 meeting at the required point
correct answer

The graph line passing through a point implies

the point even though there is no cross

© UCLES 2022 Page 6 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

1 7.6(3…) (cm) 2 Award 1 mark for 6.88(2) (cm) or Accept better for 2 marks, e.g. 7.64
6.9 (cm) after 1 week
or for any fully correct working,
e.g. 6.2 × 1.11 × 1.11 (may be seen in
stages).

2 (4n)2 + 6 or 16n2 + 6 1

3 22 3
1 Accept any clear indication.
8100 7 7 8
7 All four answers correct for the mark.

4 1 2 Award 1 mark for

y = 0.5 x + 3 or y = x + 3 or equivalent y = mx + 3, m ≠ 0.5 or equivalent
2
or y = 0.5 x + c, c ≠ 3 or equivalent
or 0.5 x + 3 or equivalent.

5 Mia ticked 1 Both Mia ticked and any correct

and explanation needed for the mark.
Gives correct explanation,
e.g. (The other answer) is to 2 significant
figures.
or
(The other answer) is to 3 decimal places.
or
6 is the 3rd significant figure.
or
7 is the 2nd significant figure.
or
2 is the 1st significant figure.
or
The 0 after the decimal point is not a
significant figure.

© UCLES 2022 Page 7 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

6 1 All four lines correct for the mark.

Strong positive
correlation

Weak positive
correlation

Weak negative
correlation

Strong negative
correlation

7 0.57 1

8 8 (hours) 1

© UCLES 2022 Page 8 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

9(a) (Midpoint, x) 9 and ( f × x) 45 and (Total) 134 1 All three answers correct for the
mark.

9(b) 6.7 (kg) 1 Follow through their total f × x

correctly divided by 20

9(c) Exact values are not known. 1 Accept any correct explanation.
or
The data is grouped.
or
Midpoints have been used.

10 Correct stem-and-leaf diagram drawn. 3 Award 3 marks for correct One error, e.g.
stem-and-leaf diagram. Incorrectly ordered leaves in one row.
0 8 or
or Not including all five stems.
1 6 7 9 or
Award 2 marks for one error. Not including all 12 leaves.
2 0 3 7 7 8 9 or
or Incorrect key.
3
Award 1 mark for two errors.
4 1 4

Key:
1 6 represents 16 people

11 7 8 9 10 1 Accept any clear indication.

© UCLES 2022 Page 9 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

12(a) (They all have) gradient of 3 1

12(b) (They all have) intercept on y-axis of – 2 1 Accept any correct description of
intercept on y-axis.

12(c) y = − 2 x + 3 placed in ε outside of A or B 1

13 Two correct positions for ship S marked on 3 Award 2 marks for one correct position Tolerance ± 2 mm and 2°.
the map (bearing from A of 080° and for ship S marked on the map.
distance from B of 3.6 cm).
or
North
Award 1 mark for a ship S marked on
a bearing of 080°
or for a ship S marked at a distance of
3.6 cm from B
A or for a correct calculation of 3.6 cm.

14 x2 − 3 x − 28 2 Award 1 mark for three correct terms Note – 3x counts as two terms.
2
from x − 7 x + 4 x − 28

15 21 1

© UCLES 2022 Page 10 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

16 5 2 9 Accept equivalent answers for

( x =) ( y − 4) Award 1 mark for y − 4 = x 2 marks,
9 5
or 5 y − 20
e.g. ( x =)
5 y = 9 x + 20 9
or
y 1 4
= x+
9 5 9

17(a) 3.5 and 2 and – 2.5 2 Award 1 mark for one or two correct
values.

17(b) Straight line joining (–1, 3.5) to (3, – 2.5). 1

18 980 (cm2) 3 Accept values in range of 979 to 981

for 3 marks.
Accept values for π in the range of
22
3.14 to
7

Award 1 mark for π × 12 × 20 or Or better, e.g.753.9...

better.

and

Award 1 mark for area of circle π × 62 Or better, e.g. 113.0...

or better.

© UCLES 2022 Page 11 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

19(a) 0.6 for chapattis and 0.5 for all drink 2 Award 1 mark for 0.6 for chapattis Accept equivalent fractions and
branches or 0.5 for all drink branches. percentages.

19(b) 0.3 2 Accept equivalent fractions and

percentages.
Award 1 mark for their P(chapattis) Their P(chapattis) and their P(tea)
× their P(tea). must be between 0 and 1

20 48 (cm2) 2 Award 1 mark for 54 ÷ 18, implied by 3

or 16 × their 3

21 43 450 ≤ Eva’s number < 43 500 2 Award 1 mark for one correct limit
or for
42 500 and 43 500 (limits for 43 000)
and
43 450 and 43 550 (limits for 43 500).

22 59.2 (cm2) 4 Award 3 marks for complete method, 3 marks implied by answers which
3 round to 59.2 (cm2).
i.e. × π × 4.22 + 4.22
4
or
3
Award 2 marks for × π × 4.22
4
or
Award 1 mark for π × 4.22
and
If 3 marks not scored, award 1 mark
for 4.2 × 4.2 or for rounding their more
accurate area correctly to one decimal
place.

© UCLES 2022 Page 12 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

Question Answer Marks Part Marks Guidance

23 76.8 (cm3) 4 Accept 77 with correct working for

4 marks.

Award 2 marks for 13.3 2 − 12.12 2 marks implied by 5.52…

or

2 2 2 Or better for 1 mark, e.g.

Award 1 mark for x + 12.1 = 13.3
or better 13.32 − 12.12 or 30.48

In addition, award 1 mark for their AB An attempt at Pythagoras must

from attempt at Pythagoras × 12.1 × involve 13.3 2 and 12.12 , but these
0.5 × 2.3 may be added rather than subtracted.

© UCLES 2022 Page 13 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme 2022

BLANK PAGE

© UCLES 2022 Page 14 of 14

Cambridge Lower Secondary Sample Test
For use with curriculum published in
September 2020

Mathematics Paper 1
Stage 9
1 hour

Name

Additional materials: Geometrical instruments

Tracing paper (optional)

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should show all your working on the question paper.
• You are not allowed to use a calculator.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].

Maths_S9_01/7RP
© UCLES 2020
 2

1 Write one of the signs

< > =

to complete each statement.

0.3 × 102 9

20 × 10‒1 2

[1]

2 Here are some ratios.

A B C D

9 mm : 1.5 cm 60 cm : 1 m 800 g : 1.2 kg 150 m : 0.25 km

Write each ratio in the correct position in the table.

One has been done for you.

Ratios equivalent to 2 : 3 Ratios equivalent to 3 : 5

[1]

© UCLES 2020 M/S9/01

 3

3 (a) Simplify.

5mn
2n

[1]

(b) Simplify.

4n +12
6

[1]

(c) Expand and simplify.

(x + 2) (x – 2)

[1]

4 Solve.

4x – 1 < 2x + 19

[2]

© UCLES 2020 M/S9/01 [Turn over

 4

5 Work out.

(a) (8 × 0.75)2 × 0.5

[1]

2 2
(b) ×127 − × 7
5 5

[2]

6 A has coordinates (6, –2).

B has coordinates (18, 8).

Pierre says that the midpoint of AB has coordinates (12, 5).

Show that Pierre is wrong.

Show your working.

[1]

© UCLES 2020 M/S9/01

 5

7 Some boys take a mathematics test.

The scatter graph shows the time taken by each boy to complete the test and the mark
they each got.
40

30

Mark 20

10

0 10 20 30 40
Time (minutes)

(a) Draw a ring around the type of correlation shown on the scatter graph.

strong negative weak negative no correlation

weak positive strong positive

[1]

(b) Seven girls take the same mathematics test.

The scatter graph for the girls shows strong positive correlation.

Complete the scatter graph to show a possible set of results for the girls.

40

30

Mark 20

10

0 10 20 30 40
Time (minutes)
[1]

© UCLES 2020 M/S9/01 [Turn over

 6

8 Look at the numbers in the box.

π 2 1.289
5
3
8 8 1.5

Draw a ring around all the irrational numbers. [1]

9 The point P has coordinates (1, 2).

y
6

3
P
2

x
−6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6
−1

−2

−3

−4

−5

−6

 −5 
The point P is translated by the vector   to give the point Q.
 1 
The point Q is then reflected in the line y = –1 to give the point R.

Find the coordinates of the point R.

( , ) [2]

© UCLES 2020 M/S9/01

 7

10 Here are the nth term rules of three sequences.

Sequence A 7n
Sequence B 5n – 1
Sequence C 20 – 3n

Match each of these numbers to the sequence it is a term in.

24 Sequence A

11 Sequence B

35 Sequence C

[1]

11  is an integer greater than 1

 is a decimal smaller than 1

 ÷  = 60

Write down possible values for  and 

=

=
[1]

© UCLES 2020 M/S9/01 [Turn over

 8

12 In this question use a ruler and compasses only.

Show your construction lines.

(a) Complete this construction of an angle of 60°.

[1]

(b) In the diagram angle BAC = 90°.

Use the diagram to construct an angle of 45°.

A C

[2]

© UCLES 2020 M/S9/01

 9

13 Look at this sequence of calculations.

1 × 5 – 2 × 3 = ‒1
2×6–3×4=0
3×7–4×5=1
4×8–5×6=2

(a) Write down the next calculation in this sequence.

× – × =
[1]

(b) Use the sequence to work out.

37 × 41 – 38 × 39

[1]

14 (a) The population of Italy is about 60 000 000

Write this population in standard form.

[1]

(b) The mass of a beetle is 0.0032 kg.

Write this mass in standard form.

kg [1]

© UCLES 2020 M/S9/01 [Turn over

 10

15 A film is shown at a cinema at 2 pm and at 7 pm every day.

The diagram shows the number of people watching the film at 7 pm on 10 days.

2 pm 7 pm

0 5 7 8

1 1 3 5 9 9

2 2 0 5

Key : 2 | 2 | 0 represents 22 people watching at 2 pm and 20 people watching at 7 pm.

The number of people watching the film at 2 pm on these days is

32 25 18 37 22 43 27 31 34 28

(a) Complete the back-to-back stem-and-leaf diagram above to show the information
for 2 pm.
One has been done for you.
[2]

(b) Make one comparison between the number of people that watch the film at 7 pm and
the number that watch at 2 pm.

[1]

© UCLES 2020 M/S9/01

 11

16 The diagram shows a trapezium.

All dimensions are in centimetres.

NOT TO
6n
SCALE

2n

10n

Find an expression for the area of the trapezium.

Simplify your answer as much as possible.

cm2 [2]

17 Solve.

9
=6
x−5

x= [2]

© UCLES 2020 M/S9/01 [Turn over

 12

18 The diagram shows the positions of two aeroplanes, A and B.

NOT TO
North SCALE

25°
A

Naomi says,
‘The bearing of B from A is 25°.’

Write down two criticisms of Naomi’s statement.

Criticism 1

Criticism 2

[2]

19 Work out.

2 1
2 ÷1
3 5

Give your answer as a mixed number in its simplest form.

[3]

© UCLES 2020 M/S9/01

 13

20 Yuri and Mia each make a journey.

The travel graph shows Yuri’s journey.

400

300
Yuri
Distance travelled
(km) 200

100

0
0 1 2 3 4 5
Time (hours)

Mia starts her journey at the same time as Yuri.

Mia’s journey lasts 2 hours less than Yuri’s journey.
Mia’s average speed is twice Yuri’s average speed.

Draw a straight line on the travel graph to show Mia’s journey.

[2]

© UCLES 2020 M/S9/01 [Turn over

 14

21 Chen has two fair spinners.

Spinner A Spinner B

Blue Red Yellow Red

Yellow Yellow
Red Red
Yellow

Chen spins both spinners.

(a) Complete the tree diagram.

Outcome from Spinner A Outcome from Spinner B

1 Red
5

3 Red
4
............
Yellow

Red
............
............
Blue

............
Yellow

[2]

(b) Calculate the probability that both spinners land on a red section.

[1]

© UCLES 2020 M/S9/01

 15

22 A linear function maps input numbers to output numbers.

Complete the input-output table for this function.

Input Output

1 4

2 10

5 28

10

[2]

23 Use algebra to solve the simultaneous equations.

x − 2 y = 13

2 x + y = 11

x= y= [3]

© UCLES 2020 M/S9/01 [Turn over

 16

24 The diagram shows a triangular prism.

NOT TO
5 cm SCALE

3 cm 6 cm

4 cm

The triangular faces are painted red.

The rectangular faces are painted blue.

Find the fraction of the surface area that is painted red.

[3]

Copyright © UCLES, 2020

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

© UCLES 2020 M/S9/01

Cambridge Lower Secondary Sample Test
For use with curriculum published in
September 2020

Mathematics Paper 1
Mark Scheme
Stage 9

Maths_S9_01_MS/8RP
© UCLES 2020
S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

General guidance on marking

Difference in printing

It is suggested that schools check their printed copies for differences in printing that may affect the
answers to the questions, for example in measurement questions.

Brackets in mark scheme

When brackets appear in the mark scheme this indicates extra information that is not required but may
be given.

For example:

Question Answer Mark Part marks Guidance

5 19.7 or 19.6(58) 1

This means that 19.6 is an acceptable truncated answer even though it is not the correct rounded
answer.
The … means you can ignore any numbers that follow this; you do not need to check them.

Accept
• any correct rounding of the numbers in the brackets, e.g. 19.66
• truncations beyond the brackets, e.g. 19.65

Do not accept
• 19.68 (since the numbers in brackets do not have to be present but if they are they should be
correct).

© UCLES 2020 Page 2 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

These tables give general guidelines on marking learner responses that are not specifically
mentioned in the mark scheme. Any guidance specifically given in the mark scheme supersedes this
guidance.

Number and place value

The table shows various general rules in terms of acceptable decimal answers.

Accept
Accept omission of leading zero if answer is clearly shown, e.g.
.675
Accept tailing zeros, unless the question has asked for a specific number of decimal places or
significant figures, e.g.
0.7000
Accept a comma as a decimal point if that is the convention that you have taught the learners, e.g.
0,638

Units

For questions involving quantities, e.g. length, mass, money, duration or time, correct units must be
given in the answer. Units are provided on the answer line unless finding the units is part of what is
being assessed.

The table shows acceptable and unacceptable versions of the answer 1.85 m.

Accept Do not accept

If the unit is given Correct conversions, ......185...... m
on the answer line, provided the unit is stated ......1850......m etc.
e.g. unambiguously,
............................ m e.g. ......185 cm...... m (this
is unambiguous since the
unit cm comes straight
after the
answer, voiding the m
which is now not next to
the answer)

If the question states 1.85 185; 1850

the unit that the answer 1 m 85 cm Any conversions to other
should be units, e.g. 185 cm
given in, e.g. ‘Give your
answer in metres’

© UCLES 2020 Page 3 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Money

In addition to the rules for units, the table below gives guidance for answers involving money. The
table shows acceptable and unacceptable versions of the answer $0.30

Accept Do not accept

If the amount is in dollars $0.30 $0.3

and cents, the answer
should be given to two For an integer number of $09 or $09.00
decimal places dollars it is acceptable not to
give any decimal places, e.g.
$9 or $9.00

If units are not given Any unambiguous indication of 30 or 0.30 without a

on the answer line the correct amount, e.g. unit
30 cents; 30 c
$0.30; $0-30; $0=30; $00:30 $30; 0.30
cents

Ambiguous answers,
e.g.
$30 cents; $0.30 c; $0.30
cents (as you do not know
which unit applies because
there are units either side of
the number)

If $ is shown on the answer All unambiguous indications, $......30......

line e.g. $......0.30......;
$......0-30......; Ambiguous answers, e.g.
$......0=30......; $......30 cents......;
$......00:30...... $......0.30 cents......
unless units on the answer
line have been deleted, e.g.
$......30 cents......

If cents is shown on the ......30......cents ......0.30......cents

answer line
Ambiguous answers, e.g.
......$30 ......cents;
......$0.30 ......cents
unless units on the answer
line have been deleted, e.g.
......$0.30......cents

© UCLES 2020 Page 4 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Duration
In addition to the rules for units, the table below gives guidance for answers involving time durations.
The table shows acceptable and unacceptable versions of the answer 2 hours and 30 minutes.

Accept Do not accept

Any unambiguous indication using any Incorrect or ambiguous formats, e.g.
reasonable abbreviations of hours (h, hr, 2.30; 2.3; 2.30 hours; 2.30 min; 2 h 3;
hrs), minutes (m, min, mins) and 2.3 h (this is because this indicates 0.3 of
seconds (s, sec, secs), e.g. an hour (i.e.18 minutes) rather than 30
2 hours 30 minutes; 2 h 30 m; 02 h 30 m minutes)

Any correct conversion with appropriate 02:30 (as this is a 24-hour clock time, not a
units, e.g. time interval)
2.5 hours; 150 mins
unless the question specifically asks for 2.5; 150
time given in hours and minutes

Time

The table below gives guidance for answers involving time.

The table shows acceptable and unacceptable versions of the answer 07:30

Accept Do not accept

If the answer is required in Any unambiguous indication 7:30
24-hour format of correct answer in numbers, 7:30 am
words or a combination of the 7 h 30 m
two, e.g. 7:3
07:30 with any separator in 730
place of the colon, e.g. 7.30 pm
07 30; 07,30; 07-30; 0730 073
07.3

If the answer is required in Any unambiguous indication Absence of am or pm

12-hour format of correct answer in numbers, 1930 am
words or a combination of the 7 h 30 m
two, e.g. 7:3
7:30 am with any separator in 730
place of the colon, e.g. 7.30 pm
7 30 am; 7.30 am; 7-30 am

7.30 in the morning

Half past seven (o’clock) in the

morning

Accept am or a.m.

© UCLES 2020 Page 5 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Algebra

The table shows acceptable and unacceptable versions of the answer 3x – 2

Accept Do not accept

x3 – 2; 3 × x – 2 3x + –2 if it is supposed to be in simplest form
Case change in letters
Changes in letters as long as there is
no ambiguity

Accept extra brackets when factorising, e.g. 5(x + (3 + y))

Teachers must mark the final answer given. If a correct answer is seen in working but final answer is
given incorrectly then the final answer must be marked. If no answer is given on the answer line then
the final line of the working can be taken to be the final answer.

Inequalities

The table shows acceptable and unacceptable versions of various answers.

For the following Accept Do not accept

For 6 ≤ x < 8 [6, 8) <x<
For x ≤ –2 (–∞,–2] x < –2
(3, ∞) Just ‘3’ written on the answer line, even if x > 3
For x > 3
3<x appears in the working

Plotting points

The table shows acceptable and unacceptable ways to plot points.

Accept Do not accept

1 A horizontal line and vertical line from the
Crosses or dots plotted within ± square of
2 axes meeting at the required point
the correct answer

The graph line passing through a point implies

the point even though there is no cross

© UCLES 2020 Page 6 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

1 > 1 Both symbols correct.

=
2 Ratios equivalent Ratios equivalent 1
to 2 : 3 to 3 : 5 All entries correct.
(A)

C B

3(a) 5m 5 1
or 2.5m or m
2 2
3(b) 2n + 6 2n 1 or equivalent simplified
or +2
3 3
3(c) x2 – 4 1
4 x < 10 or 10 > x 2 Award 1 mark for 4x – 2x < 19 + 1 or Accept use of = or > signs for 1 mark.
for 2x < 20 or equivalent.
5(a) 18 1
5(b) 48 2 2
Award 1 mark for × 120 or for sight
5
254
of either 50.8 or ( – )2.8 or
5
or
14
(–)
5

© UCLES 2020 Page 7 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

6 Any correct demonstration that the 1 Do not accept without working:

y-coordinate of the midpoint is not 5, e.g. • The midpoint is at (12, 3)
−2 + 8 • 5 is not halfway between –2 and 8
• =3
2
• 8 ‒ ‒2 = 10 and 8 – 5 = 3
• 5 is 7 away from –2 but only 3 away
from 8
7(a) strong negative weak negative no correlation 1 Accept any clear indication.

weak positive strong positive

7(b) seven points plotted demonstrating strong 1 Accept six or eight points plotted.
positive correlation.
8 1 Correct two answers ringed and no
π 2 1.289 other answers.
5
3
8 8 1.5 Accept any clear indication.

9 (‒4, ‒5) 2 Award 1 mark

either for (‒4, 3) seen or plotted on
grid
or for reflecting their point Q in the line
𝑦 = ‒1

© UCLES 2020 Page 8 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

10 1
24 Sequence A

11 Sequence B

35 Sequence C

11 Any possible values that satisfy all three 1 Possible values include
conditions:  = 30  = 0.5
 is an integer greater than 1  = 6  = 0.1
 is a decimal smaller than 1.  = 15  = 0.25 etc.
 ÷  = 60

© UCLES 2020 Page 9 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

12(a) 1 Arc drawn radius 5 cm (tolerance ± 2

mm) centred on 2nd dot and
intersecting first arc.

Line drawn to make the 60° angle.

12(b) Correct bisection of angle BAC, e.g. 2 Award 1 mark for an arc drawn at A Arcs must be seen.
B that intersects both AB and AC.

A C

13(a) 5×9–6×7=3 1
13(b) 35 1
14(a) 6 × 107 1
14(b) 3.2 × 10–3 (kg) 1

© UCLES 2020 Page 10 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

15(a) 2 pm 2 Award 1 mark

0 either if the numbers in all rows are
8 1 correct but not ordered
8 7 5 (2) 2 or if rows are ordered but one number
7 4 2 1 3 is incorrectly entered or omitted.
3 4
15(b) Any correct comparison, e.g. 1 The answer must involve a
• Fewer people watched at 7pm (on average) comparison of the two sets of data.
• The number watching at 7pm is less
variable
16 16n2 (cm2) 2 Award 1 mark for a correct
unsimplified expression for the area,
6n + 10n
such as × 2n or 8n × 2n
2
17 1 2 Award 1 mark for 9 = 6(x – 5) or Accept improper fraction.
(x =) 6.5 or 6 9 = 6x – 30 or x – 5 = 1.5
2
18 Bearings should have 3 digits 2 Award 1 mark for one correct criticism. For 1 mark accept
and • The correct bearing is 65(°)
Bearings should be measured (clockwise) from • She should have done 90 – 25
the North line.
Accept the correct bearing is 065° for
2 marks.

© UCLES 2020 Page 11 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

19 2 3 8 5 40 20
2 Award 2 marks for × An answer of or implies 2
9 3 6 18 9
marks.
or

Award 2 marks for writing both

improper fractions with a common
40 18
denominator, ÷
15 15

8
Award 1 mark for sight of both and
3
6
5 A correct method would be
either to invert the second fraction
or 8 5
and then multiply, their × their ,
3 6
Award 1 mark for correct method of or to convert both improper fractions
dividing their improper fractions. to a common denominator.

© UCLES 2020 Page 12 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

20 Line between (0, 0) and (3, 300) 2 Award 1 mark

either for a line indicating a journey
lasting 3 hours.
400
or for a line with gradient 100
300
Distance Yuri
travelled
200
(km)
100

0 1 2 3 4 5
Time (hours)
21(a) Outcome from Spinner A Outcome from Spinner B 2 Award 1 mark for two or three Accept equivalent fractions, decimals
1
fractions correctly placed on diagram. or percentages.
Red
5

3 Red
4 4
5 Yellow

1 Red
1 5
4 Blue

4
5 Yellow

21(b) 3 1
or 0.15 or 15%
20
22 (10 →) 58 2 Award 1 mark for any one correct. Accept equivalents.
(n →) 6n – 2 or n × 6 – 2

© UCLES 2020 Page 13 of 14

S9/01 Mathematics Stage 9 Paper 1 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

23 An algebraic method leading to x = 7, y = –3 3 Award 2 marks for sight of an

Do not accept a trial and
algebraic method leading to either
x = 7 or y = –3 improvement method.

Award 1 mark for correct substitution

and evaluation from incorrect first
value, i.e. two values satisfying one of
the original equations.
or Correct method could include:
A correct method for eliminating either • re-arranging one of the equations
x or y. to make one variable the subject
and then substitute their
arrangement into the other
equation,
• making the coefficients of x or y
equal with no more than one
arithmetic error or sign error,
followed by an appropriate,
consistent subtraction or addition
across all three terms.

24 1 3 Award 2 marks for correct red area 1

(12) and correct blue area (72) Accept equivalent fractions to
7 7
or
84

Award 1 mark for correct method to Accept equivalent calculations.

1 1
find red area ( × 3 × 4 + × 3 × 4) or
2 2
blue area (3 × 6 + 4 × 6 + 5 × 6)

© UCLES 2020 Page 14 of 14

Cambridge Lower Secondary Sample Test
For use with curriculum published in
September 2020

Mathematics Paper 2
Stage 9
1 hour

Name

Additional materials: Calculator

Geometrical instruments
Tracing paper (optional)

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should show all your working on the question paper.
• You may use a calculator.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].

Maths_S9_02/7RP
© UCLES 2020
 2

1 Simplify.

x4 × x5

[1]

Here is an expression 3( x − 2)
2
2
5

A value of x is substituted into the expression.

Tick () the operation that is performed first when the value of this expression is
calculated.

×3

–2

Square

÷5

[1]

3 The length of a book is 25 cm to the nearest centimetre.

Complete these statements about the length of the book.

The lower limit for the length of the book is cm.

The upper limit for the length of the book is cm.

[2]

© UCLES 2020 M/S9/02

 3

4 The diagram shows two straight lines crossing a pair of parallel lines.

NOT TO
SCALE

a e b

c
d

Here are some statements about angle a.

Tick () the two correct statements.

Angle a is corresponding to angle b.

Angle a is alternate to angle c.

Angle a is equal to angle d.

Angle a is vertically opposite to angle e.

[1]

© UCLES 2020 M/S9/02 [Turn over

 4

5 (a) Find the size of each interior angle in a regular pentagon.

° [2]

(b) The cross-section of a prism is a regular pentagon.

Draw a ring around the number of planes of symmetry of the prism.

1 2 5 6

[1]

© UCLES 2020 M/S9/02

 5

6 A cylinder has a radius of 7 cm and a height of 15 cm.

7 cm NOT TO
SCALE

15 cm

Calculate the volume of the cylinder.

cm3 [2]

© UCLES 2020 M/S9/02 [Turn over

 6

7 (a) Complete the table of values for y = x2 – 4

x –3 –2 –1 0 1 2 3

y 0 –4 –3 0

[1]

(b) Draw the graph of y = x2 – 4 for values of x between –3 and 3

0 x
–3 –2 –1 1 2 3
–1

–2

–3

–4

[2]

© UCLES 2020 M/S9/02

 7

8 The table shows information about the temperatures in 20 cities one day.

Temperature, t (°C) Frequency

6≤t<8 3
8 ≤ t < 10 2
10 ≤ t < 12 4
12 ≤ t < 14 3
14 ≤ t < 16 8

(a) Complete the frequency polygon to show this information.

Frequency 4

0
6 8 10 12 14 16
Temperature, t (°C)
[1]

(b) Put a ring around the interval that contains the median temperature.

6≤t<8 8 ≤ t < 10 10 ≤ t < 12 12 ≤ t < 14 14 ≤ t < 16

[1]

(c) Find the greatest possible value of the range of the temperatures.

°C [1]

© UCLES 2020 M/S9/02 [Turn over

 8

9 (a) Here are the equations of some straight line graphs.

y=x+2 y = 2x – 3 2y = x – 3 x=2

Draw a ring around the graph with gradient 2

[1]

(b) Yuri’s teacher asks him to write down three properties that the graphs of y = 2x + 1
and y = 6x + 1 both have in common.

Yuri has written down two properties.

1 They are both straight lines.

2 They both have a positive gradient.
3

Complete Yuri’s list by writing down another property the two graphs both have in
common.
[1]

© UCLES 2020 M/S9/02

 9

10 The diagram shows two shapes on a grid.

y
10

7
Q
6

2 P

0 1 2 3 4 5 6 7 8 9 10 x

Shape Q is an enlargement of shape P.

(a) Write down the scale factor of this enlargement.

[1]

(b) Find the centre of the enlargement.

( , ) [1]

© UCLES 2020 M/S9/02 [Turn over

 10

11 The diagram shows a semi-circle with a radius of 12.3 cm.

NOT TO
SCALE

Calculate the perimeter of the semi-circle.

cm [3]

12 It takes 5 workers 300 minutes to decorate some cakes.

Find how many minutes it would take 12 workers to decorate the same number of cakes.

minutes [2]

© UCLES 2020 M/S9/02

 11

13 The table shows the prices of two laptops.

Laptop A $650
Laptop B $760

The price of Laptop A increases by 12%.

The price of Laptop B decreases by 5%.

Tick () to show which laptop is more expensive after these changes.

Laptop A Laptop B

Show how you worked out your answer.

[3]

© UCLES 2020 M/S9/02 [Turn over

 12

14 The nth term of a sequence is n2 + a.

The 6th term of the sequence is 29

Find the sum of the first 4 terms.

[3]

2t
15 Make t the subject of the formula w = −1
5

t= [2]

16 Show that 4y(5 – 9y) + 6y(6y – 1) simplifies to 14y.

[2]

© UCLES 2020 M/S9/02

 13

17 ABCD is a kite.
E is a point on CD.

A
NOT TO
78° SCALE

B x° D

38°

Calculate the value of x.

[3]

© UCLES 2020 M/S9/02 [Turn over

 14

18 Rajiv sells balloons that are coloured either red, green, blue or yellow.
A customer is given a balloon at random.

25% of the balloons are red.

The probability that a customer is given a green balloon is 0.05
A customer is twice as likely to be given a blue balloon as a green balloon.

Calculate the probability that the balloon is yellow.

You may use the table to help you.

Colour Red Green Blue Yellow

Probability

[2]

19 Bag A contains 56 counters.

The counters in Bag A are shared between Angelique and Hassan in the ratio 3 : 5

Bag B also contains some counters.

The counters in Bag B are shared between Angelique and Hassan in the ratio 4 : 3

In total Angelique receives 45 counters.

Find the number of counters in total in Bag B.

[3]

© UCLES 2020 M/S9/02

 15

20 The table gives some information about the distances jumped by a group of boys and by
a group of girls.

Boys Girls
Mean 3.36 metres 3.18 metres
Range 1.52 metres 1.05 metres

Mia writes these comparisons of the distances jumped by the boys and the girls.

1 The boys have a larger mean than the girls.

2 The boys have a larger range than the girls.

Mia’s teacher tells her that her comparisons would be better if she wrote them in context.

Write improved comparisons of the distances jumped by the boys and the girls.

[2]

21 Gabriella is a music teacher.

She wants to know if children in her school like music.
She asks a sample of children from the school orchestra if they like music.

Explain why the data Gabriella collects is likely to be biased.

[1]

© UCLES 2020 M/S9/02 [Turn over

 16

22 The diagram shows a rectangle ABCD.

E NOT TO
A B SCALE

12.5 cm
F

18 cm

D 24 cm C

E is the midpoint of AB.

EF = 12.5 cm.

Calculate the shaded area.

cm2 [4]

Copyright © UCLES, 2020

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

© UCLES 2020 M/S9/02

  

Cambridge Lower Secondary Sample Test

For use with curriculum published in
September 2020

Mathematics Paper 2
Mark Scheme
Stage 9

Maths_S9_02_MS/9RP
© UCLES 2020
S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

General guidance on marking

 
Difference in printing
 
It is suggested that schools check their printed copies for differences in printing that may affect
the answers to the questions, for example in measurement questions.
 
Brackets in mark scheme
 
When brackets appear in the mark scheme this indicates extra information that is not required
but may be given.
 
For example:

Question Answer Mark Part marks Guidance

5 19.7 or 19.6(58) 1
 
This means that 19.6 is an acceptable truncated answer even though it is not the correct
rounded answer.
The … means you can ignore any numbers that follow this; you do not need to check them.
 
Accept
• any correct rounding of the numbers in the brackets, e.g. 19.66,
• truncations beyond the brackets, e.g. 19.65

Do not accept
• 19.68 (since the numbers in brackets do not have to be present but if they are they should
be correct).

© UCLES 2020 Page 2 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

These tables give general guidelines on marking learner responses that are not specifically mentioned
in the mark scheme. Any guidance specifically given in the mark scheme supersedes this guidance.
 
Number and place value
 
The table shows various general rules in terms of acceptable decimal answers.

Accept
Accept omission of leading zero if answer is clearly shown, e.g.
.675
Accept tailing zeros, unless the question has asked for a specific number of decimal places
or
significant figures, e.g.
0.7000
Accept a comma as a decimal point if that is the convention that you have taught the learners, e.g.
0,638

Units
 
For questions involving quantities, e.g. length, mass, money, duration or time, correct units must be
given in the answer. Units are provided on the answer line unless finding the units is part of what is
being assessed.
 
The table shows acceptable and unacceptable versions of the answer 1.85 m.
 
  Accept Do not accept
If the unit is given on the Correct conversions, ......185...... m
answer line, e.g. provided the unit is stated ......1850...... m etc.
............................ m unambiguously,
e.g. ......185 cm...... m (this is
unambiguous since the unit
cm comes straight after the
answer, voiding the m which is
now not next to the answer)

If the question states the unit 1.85 185; 1850

that the answer should be 1 m 85 cm Any conversions to other units,
given in, e.g. ‘Give your answer e.g. 185 cm
in metres’

© UCLES 2020 Page 3 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Money
 
In addition to the rules for units, the table below gives guidance for answers involving money. The
table shows acceptable and unacceptable versions of the answer $0.30

Accept Do not accept

If the amount is in dollars $0.30 $0.3

and cents, the answer    
should be given to two For an integer number of $09 or $09.00
decimal places dollars it is acceptable not to
give any decimal places,
e.g.
$9 or $9.00

If units are not given on the Any unambiguous indication 30 or 0.30 without a unit
answer line of the correct amount, e.g.  
30 cents; 30 c $30; 0.30 cents
$0.30; $0-30; $0=30; $00:30  
Ambiguous answers, e.g.
$30 cents; $0.30 c; $0.30
cents (as you do not know
which unit applies because
there are units either side of
the number)

If $ is shown on the answer All unambiguous indications, $......30......

line e.g. $......0.30......;  
$......0-30......; Ambiguous answers, e.g.
$......0=30......; $......30 cents......;
$......00:30...... $......0.30 cents......
unless units on the answer
line have been deleted, e.g.
$......30 cents......

If cents is shown on the ......30......cents ......0.30......cents

answer line  
Ambiguous answers, e.g.
......$30 ......cents;
......$0.30 ......cents
unless units on the answer
line have been deleted, e.g.
......$0.30......cents

© UCLES 2020 Page 4 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Duration
In addition to the rules for units, the table below gives guidance for answers involving time durations.
The table shows acceptable and unacceptable versions of the answer 2 hours and 30 minutes.
 
Accept Do not accept
Any unambiguous indication using any Incorrect or ambiguous formats, e.g.
reasonable abbreviations of hours (h, hr, hrs), 2.30; 2.3; 2.30 hours; 2.30 min; 2 h 3;
minutes (m, min, mins) and 2.3 h (this is because this indicates 0.3 of
seconds (s, sec, secs), e.g. an hour (i.e.18 minutes) rather than 30 minutes)
2 hours 30 minutes; 2 h 30 m; 02 h 30 m  
  02:30 (as this is a 24-hour clock time, not a time
Any correct conversion with appropriate units, interval)
e.g.  
2.5 hours; 150 mins 2.5; 150
unless the question specifically asks for time
given in hours and minutes

Time
 
The table below gives guidance for answers involving time.
 
The table shows acceptable and unacceptable versions of the answer 07:30
 
  Accept Do not accept
If the answer is required in Any unambiguous indication 7:30
24-hour format of correct answer in numbers, 7:30 am
words or a combination of the 7 h 30 m
two, e.g. 7:3
07:30 with any separator in 730
place of the colon, e.g. 07 30; 7.30 pm
07,30; 07-30; 0730 073
07.3

If the answer is required in Any unambiguous indication Absence of am or pm

12-hour format of correct answer in numbers, 1930 am
words or a combination of the 7 h 30 m
two, e.g. 7:3
7:30 am with any separator in 730
place of the colon, e.g. 7.30 pm
7 30 am; 7.30 am; 7-30 am
 
7.30 in the morning
 
Half past seven (o’clock) in the
morning
 
Accept am or a.m.

© UCLES 2020 Page 5 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Algebra

The table shows acceptable and unacceptable versions of the answer 3x – 2

 
Accept Do not accept
x3 – 2; 3  x – 2 3x  –2 if it is supposed to be in simplest form
Case change in letters  
Changes in letters as long as there is no  
ambiguity

 
Accept extra brackets when factorising, e.g. 5(x  (3  y))
Teachers must mark the final answer given. If a correct answer is seen in working but final answer is
given incorrectly then the final answer must be marked. If no answer is given on the answer line then
the final line of the working can be taken to be the final answer.

Inequalities
 
The table shows acceptable and unacceptable versions of various answers.
 
For the following Accept Do not accept
For 6 ≤ x  8 [6, 8) x

For x ≤ –2 (–∞,–2] x  –2
For x > 3 (3, ∞) Just ‘3’ written on the answer line, even if x > 3
3x appears in the working

 
Plotting points
 
The table shows acceptable and unacceptable ways to plot points.
 
Accept Do not accept
1
Crosses or dots plotted within ± square of the A horizontal line and vertical line from the axes
2 meeting at the required point
correct answer
 
The graph line passing through a point implies
the point even though there is no cross

© UCLES 2020 Page 6 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

1 x9 1
2 –2  1

3 1 2 Award 1 mark for one correct. .

24.5 or 24
2
and
1 
25.5 or 25 Accept 25.49
2
4 1 Both boxes ticked and no others.

5(a) 108() 2 360

Award 1 mark for or 72
5
or for (5 – 2)  180 or 540
5(b) 2 5 6 1
6 2309(.07…) (cm3) 2 Award 1 mark for   72  15 Accept answers between 2307.9 and
2309.4

Accept 2310

© UCLES 2020 Page 7 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

7(a) –3 –2 –1 0 1 2 3 1

5 0 –3 –4 –3 0 5

7(b) y 2 Award 1 mark for plotting six or seven

of their points correctly.
6

0 x
–3 –2 –1 1 2 3
–1

–2

–3

–4

© UCLES 2020 Page 8 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

8(a) 8 1

Frequency 4

0
6 8 10 12 14 16
Temperature, t (°C)

8(b) 12 ≤ t < 14 1
8(c) 10 or 9.9(99…)(C) 1
9(a) y=x2 y = 2x – 3 2y = x – 3 x=2 1
9(b) Both lines cross the y-axis at 1 1 Accept correct alternatives, e.g.
or They have the same y-intercept.
Both have a y-intercept of 1 They both have a positive y-intercept.
10(a) 3 1
10(b) (0, 0) 1
11 63.2 or 63.2…(cm) 3 Accept answer of 63 with correct
working for 3 marks
2    1 2 .3 123
Award 2 marks for implied by or 38.6…
2 10
( 12.3  2) or equivalent

or 123
implied by or 77.2 to 77.3
5
Award 1 mark for 2    12.3

© UCLES 2020 Page 9 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

12 125 (minutes) 2 5
Award 1 mark for 300 
12
or

for 300  5 (= 1500)

13 Ticks A and gives supporting figures 728 and 3 Award 2 marks for Accept equivalent methods for finding
722 650  1.12 or 650  650  0.12 or 728 the percentage increase or decrease.
and
760  0.95 or 760 – 760 × 0.05 or 722

or

Award 1 mark for

650  1.12 or 650  650  0.12 or 728
or
760  0.95 or 760 – 760  0.05 or 722

14 2 3 Award 2 marks for (12 – 7) + (22 – 7) +

(32 – 7)  (42 – 7) or better

Award 1 mark for

either (a =) 29 – 36 or –7 their a can be any non-zero number.

or (12  their a) + (22  their a)  (32 

their a)  (42  their a)

© UCLES 2020 Page 10 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

15 5 w  1 2 Award 1 mark for a correct first step of w 1

t  or equivalent 2t
Accept (t = )
0 .4
for 2 marks.
2 either w  1=
5
or 5w = 2t – 5 Accept an unsimplified answer, e.g.
w 1
t= scores 1 mark.
2
5
16 A complete demonstration showing correct 2 Award 1 mark for 20y – 36y2 or for
expansion of both brackets, e.g. 36y 2 – 6y or for 20y – 6y
20y – 36y 2  36y 2 – 6y and 14y
17 70(°) 3 Award 1 mark for May be seen on diagram.
360  78  38
(ABC or ADC =)
2
or 122(°)

and

Award 1 mark for

(angle EBC =) 180 – 90 – 38 or 52(°)

or

360 – 90 – their ADC – 78

   

© UCLES 2020 Page 11 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

18 3 2 Award 1 mark for Accept equivalent fractions.
0.6 or 60% or 0.25 + 0.05 + 0.1 (= 0.4)
5
For the award of 1 mark all
or probabilities should be expressed in a
consistent form.
25(%) + 5(%) + 10(%) (= 40)
Implied by the four numbers in their
or table adding up to 1

1 – their 0.4
19 42 3 Award 1 mark for correct method to
find number of counters Angelique
3
gets from Bag A, e.g. 56  (= 21)
35

Award 1 mark
either for correct method to find the
number of counters Hassan gets from
3
Bag B, e.g. (45 – their 21)  or 18
4
or for correct method to find the total
number of counters in Bag B, e.g.
34
(45 – their 21) 
4

© UCLES 2020 Page 12 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

20 A correct comparison of both the means and 2 Award 1 mark for a correct comparison Answers should refer to distances or
ranges in context, e.g. of either the means or the ranges in jumps.
context.
The boys jumped further (on average than the Accept equivalent answers, e.g.
girls). The girls (generally) jump shorter
distances.
and
Do not allow answers which do not
The distances jumped by the boys were more give a contextual interpretation of
varied/ less consistent / more spread out. mean or range, e.g.
 The distances jumped by the boys
have a larger mean.
 The girls’ jumps have a smaller
range.
21 An answer that implies that children in the 1
orchestra will not be representative of all
children, e.g.
 She should also ask children not in the
orchestra.
 Children in the orchestra are more likely to
like music.

© UCLES 2020 Page 13 of 14

S9/02 Mathematics Stage 9 Paper 2 Mark Scheme from 2020

Question Answer Mark Part Marks Guidance

2
22 411 (cm ) 4 Award 3 marks for AF = 3.5 cm and The shaded area could be divided into
correct method to find shaded area, a rectangle and a trapezium.
e.g. 24  18 – 0.5  3.5  12

Award 2 marks for AF = 3.5 cm

or
AF = 12.5 2  (24  2)2
Award 2 marks for a correct method to
find shaded area using a value for AF
found after attempting Pythagoras’
theorem

Award 1 mark for AF2  (24/2)2 = 12.52

or

Award 1 mark for correct method to

find shaded area using any value for
AF

© UCLES 2020 Page 14 of 14

 Cambridge Lower Secondary Progression Test
Mathematics paper 1
Stage 9
* 0 4 7 7 2 1 4 3 8 0 *

55 minutes

For Teacher’s Use

Page Mark
Name ………………………………………………….……………………….
1

2
Additional materials: Geometrical instruments
Tracing paper (optional) 3
READ THESE INSTRUCTIONS FIRST 4

Answer all questions in the spaces provided on the question paper. 5

Calculators are not allowed. 6

7
You should show all your working on the question paper.
8
The number of marks is given in brackets [ ] at the end of each question
or part question. 9

The total number of marks for this paper is 45. 10

11

12

Total

MATHS_S9_01_8RP
© UCLES 2018
 2
1 Complete these statements. For
Teacher’s
Use

+ −3 = 6.3

× −3 = 6.3

÷ −3 = 6.3
[2]

2 Match each calculation to its answer.

The first one has been done for you.

0.6 × 0.6 0.36

0.64 × 0.4 1.6

0.64 ÷ 0.4 0.625

0.4 ÷ 0.64 0.256

[1]

3 (a) Draw a ring around the best estimate of 56

7.1 14 7.5 7.9 28

[1]

(b) Draw a ring around the best estimate of 3 25

2 3 5 8

[1]

© UCLES 2018 M/S9/01

 3
4 These are the elevations and plan of a shape. For
Teacher’s
Use

Front elevation Side elevation

Plan

Write down the name of the shape.

.................................................. [1]

5 One of these statements is wrong.

Put a cross () next to the statement that is wrong.

26 × 25 = 26 × 100 ÷ 4

26 × 25 = (26 × 5) × (26 × 5)

26 × 25 = 25 × 26

26 × 25 = (30 × 25) – (4 × 25)

[1]

© UCLES 2018 M/S9/01 [Turn over

 4
6 Oliver bakes 10 cakes. For
Teacher’s
The scatter graph shows the mass (in grams) of each cake and the cooking time (in Use
minutes).

90

80

70

60

Cooking
50
time
(minutes)
40

30

20

10

0
500 600 700 800 900 1000 1100 1200
Mass (grams)

(a) Write down the number of Oliver’s cakes that have a mass of more than 800 grams.

.................................................. [1]

(b) Describe the relationship between the mass of a cake and the cooking time.

..................................................................................................................................

............................................................................................................................. [1]

(c) Oliver sees a recipe for a cake with a mass of 800 grams.
The recipe says the cooking time is 80 minutes.

Use the graph to explain why this cooking time may be incorrect.

..................................................................................................................................

............................................................................................................................. [1]

© UCLES 2018 M/S9/01

 5
7 Here is an arithmetic sequence. For
Teacher’s
Use
24, 19, 14, 9, 4, …

Find an expression for the nth term of the sequence.

.................................................. [2]

8 Calculate.

45.7 × 3.6

.................................................. [2]

9 (a) Write down the value of 20

.................................................. [1]

(b) Write 2−3 as a fraction.

.................................................. [1]

© UCLES 2018 M/S9/01 [Turn over

 6
10 The scale drawing shows the position of two schools, A and B. For
Teacher’s
Use

North
North

The scale is 1 : 200 000

(a) Work out the real-life distance between school A and school B.
Give your answer in kilometres.

............................................ km [1]

(b) School C is on a bearing of

085° from school A,

305° from school B.

Use your protractor to mark the position of school C on the scale drawing. [2]

© UCLES 2018 M/S9/01

 7
11 (a) Complete the table of values for the equation 2y − 2 = 4x For
Teacher’s
Use
x –1 0 2
y –1

[1]

(b) Use your results to plot the graph of 2y − 2 = 4x on this grid.

y
6

x
–4 –3 –2 –1 0 1 2 3 4 5
–1

–2

–3

–4
[2]

© UCLES 2018 M/S9/01 [Turn over

 8
12 Work out. For
Teacher’s
Use
1 1
4 3
2 3

.................................................. [2]

13 Expand and simplify.

(x − 5)(x + 3)

.................................................. [2]

14 The cross-section of a prism is shown in the diagram.

2 cm NOT TO
SCALE
3 cm

4 cm

The prism has a length of 15 cm.

Calculate the volume of the prism.

...........................................cm3 [2]

© UCLES 2018 M/S9/01

 9
For
15 Tick () to show whether each of these statements is true or false. Teacher’s
Use

True False

10−1 = 0.1

400 × 104 = 400 000

0.3 ÷ 10−2 = 0.003

0.8 × 103 = 0.8 ÷ 10−3

[2]

16 The diagram shows two rectangles that both have a width of 6 cm.

NOT TO
6 cm SCALE

6 cm

The difference between the perimeters of the two rectangles is 10 cm.

Calculate the difference between the areas of the two rectangles.

...........................................cm2 [2]
© UCLES 2018 M/S9/01 [Turn over
 10
17 Mia has a box that contains a large number of coloured cubes. For
Teacher’s
She picks a cube at random. Use
The probabilities of her picking a red, a blue or a green cube are shown in the table.

Colour Red Blue Green

Probability 0.35 0.25 0.3

(a) Explain how you know that the box must also contain some cubes of other colours.

..................................................................................................................................

............................................................................................................................. [1]

(b) Half of the other coloured cubes are yellow.

Work out the probability that Mia picks a yellow cube.

.................................................. [1]

18 Write this expression as a single fraction.

3a a

5 5

.................................................. [1]

19 173 = 4913 34 = 2 × 17

Use these facts to work out 343

.................................................. [2]

© UCLES 2018 M/S9/01

 11
20 Use algebra to solve these simultaneous equations. For
Teacher’s
Use

3x + y = 5
x _ 2y = 4

You must show how you worked out your answer.

x = ................................................

y = ................................................
[3]

© UCLES 2018 M/S9/01 [Turn over

 12
21 The price of an electronic book is $2.40 For
Teacher’s
The price of the electronic book is 75% less than the price of the paper book. Use

Calculate the price of the paper book.

$................................................ [2]

22 The diagram shows a quadrilateral containing two right angles.

6 cm NOT TO
SCALE
7 cm

a cm

9 cm

Calculate the value of a.

a = ............................................ [3]
Copyright © UCLES, 2018
Cambridge Assessment International Education is part of the Cambridge Assessment Group.
Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University
of Cambridge.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

© UCLES 2018 M/S9/01

 Cambridge Lower Secondary Progression Test
Mathematics paper 2
Stage 9
* 9 4 0 4 9 0 6 6 4 4 *

55 minutes

For Teacher’s Use

Page Mark
Name ………………………………………………….……………………….
1

Additional materials: Calculator 2

Geometrical instruments
3
Tracing paper (optional)
4
READ THESE INSTRUCTIONS FIRST
5
Answer all questions in the spaces provided on the question paper.
6
Calculator allowed.
7
You should show all your working on the question paper.
8
The number of marks is given in brackets [ ] at the end of each question 9
or part question.
10
The total number of marks for this paper is 45.
11

12

13

14

Total

MATHS_S9_02_6RP
© UCLES 2018
 2
1 20 litres of petrol costs $48.40 For
Teacher’s
Use
Work out the cost of 36 litres of the petrol.

$................................................ [2]

2 Factorise.

(a) 18a − 12

.................................................. [1]

(b) 2c 2 + 5c

.................................................. [1]

3 The diagram shows part of a regular polygon with 10 sides.

NOT TO
SCALE

(a) Calculate the exterior angle of the polygon.

................................................° [1]

(b) Calculate the interior angle of the polygon.

................................................° [1]
© UCLES 2018 M/S9/02
 3
4 Yuri makes a data collection sheet to find the heights of students in his school. For
Teacher’s
He trials his data collection sheet with 15 students and gets these results. Use

Height to the nearest centimetre Tally Frequency

1–50 0
51–100 0
101–150 6
151–200 9
201–250 0

Yuri wants to improve his data collection sheet.

Complete the first column with more suitable intervals.

You may not need to use all the rows of the table.

Height to the nearest centimetre

[1]

5 Tick () to show if these statements are true or false when x = 3.5

x2 + 2 <14 True False

10x - 2 H 33 True False

[1]

© UCLES 2018 M/S9/02 [Turn over

 4
6 Write as a power of n. For
Teacher’s
Use
(a) n × n2

.................................................. [1]

(b) n3 ÷ n2

.................................................. [1]

7 This is a rectangle on a coordinate grid.

y
5
4 A

3
C M
2
1
x
–2 –1 0 1 2 3 4 5 6 7
–1
–2

(a) The rectangle is enlarged with a scale factor of 2

The centre of the enlargement is C (0, 3).

Find the coordinates of the image of vertex A.

(.................. , ..................) [1]

(b) The rectangle is rotated 90° clockwise about the point M (4, 3).

Find the coordinates of the image of vertex A.

(.................. , ..................) [1]

© UCLES 2018 M/S9/02

 5
8 A car travels 230 km. For
Teacher’s
It uses 18.5 litres of petrol. Use

Calculate the distance travelled per litre of petrol for this car.
Give your answer in km / l.

....................................... km / l [1]

9 Jamila has two sets of number cards.

2 4 6 1 3 5

She takes one card from each set.

She multiplies the numbers on her two cards.

Show the possible outcomes in the sample space diagram.

[2]

© UCLES 2018 M/S9/02 [Turn over

 6
10 A publisher is deciding how much to charge for a new book. For
Teacher’s
Carlos draws this graph to show how the expected sales of the book change with the Use
price.

14

12

10
Expected
sales of 8
book
(thousands) 6

0
0 2 4 6 8 10 12 14 16 18 20
Price of book ($)

(a) Describe how the expected sales vary with price.

..................................................................................................................................

............................................................................................................................. [1]

(b) Work out how many more books the publisher would sell by charging $6 for the
book instead of $12

...................................thousand [2]

© UCLES 2018 M/S9/02

 7
11 One solution to x2 + 4x  25 is between 3 and 4 For
Teacher’s
Use
Use trial and improvement to find this solution.
Give your answer correct to 1 decimal place.
Show your working.
You may not need all the rows in the table.

x x2 + 4x Comment

3 3 2 + 4 # 3 = 21 Too small

4 4 2 + 4 # 4 = 32 Too big

x = ............................................ [3]

© UCLES 2018 M/S9/02 [Turn over

 8
12 The cost of a holiday last year is shown. For
Teacher’s
Use

Hotel: $1300

Flights: $ 900

Total cost: $2200

The cost of the hotel this year is 8% more expensive than last year.
The cost of flights this year is $961

Work out the percentage increase in the total cost of the holiday.

..............................................% [3]

13 Solve this equation.

5(c + 32) = 60

c = ........................................... [2]

© UCLES 2018 M/S9/02

 9
14 Hassan produces apple juice using apples grown on his farm. For
Teacher’s
He has 180 apple trees. Use
Each tree produces 40 kilograms of apples per year.

To make 1 litre of apple juice, Hassan needs 2.5 kilograms of apples.

He sells his apple juice in 0.75 litre bottles.

Work out how many bottles of apple juice Hassan can expect to produce in one year.

..................................... bottles [3]

15 (a) Calculate.

59.5  37.4
59.5  37.4

Write down all the digits on your calculator display.

.................................................. [1]

(b) Round your answer to 2 significant figures.

.................................................. [1]

© UCLES 2018 M/S9/02 [Turn over

 10
16 A container for water is in the shape of a cuboid. For
Teacher’s
Use

NOT TO
SCALE

25 cm

12 cm 12 cm

Calculate the capacity of the container, in litres.

........................................ litres [2]

17 The average speed for three of the journeys described below is the same.

Journey A: Journey B:
180 km in 3 hours 140 km in 2.5 hours

Journey C: Journey D:
30 km in 0.5 hours 10 km in 10 minutes

Draw a ring around the journey that has a different average speed from the others. [1]

© UCLES 2018 M/S9/02

 11
18 The diagram shows a cube drawn on isometric paper. For
Teacher’s
Use

Eight of these cubes are put together to make a larger cube.

Draw this larger cube on the isometric paper.

[1]

© UCLES 2018 M/S9/02 [Turn over

 12
19 Make t the subject of this formula. For
Teacher’s
Use
r  7(t + 3)

t = ............................................ [2]

20 Nine students take a history exam and a geography exam.

Their marks out of 100 are:

History: 46, 65, 45, 42, 71, 48, 50, 71, 51

Geography: 43, 72, 50, 68, 77, 64, 74, 78, 50

(a) Complete the back to back stem-and-leaf diagram.

History Geography
8 6 5 2 4 3
1 0 5
5 6
1 1 7

Key: 2 | 4 | 3 = 42 in history and 43 in geography

[2]

(b) Use the shapes of the distributions to compare the marks for history and geography.

..................................................................................................................................

............................................................................................................................. [1]

© UCLES 2018 M/S9/02

 13
21 Manjit thinks of a factor of 24 For
Teacher’s
Gabriella thinks of a multiple of 13 Use
The square of Manjit’s number is 3 less than Gabriella’s number.

Work out the numbers that Manjit and Gabriella thought of.

Manjit’s number = ........................

Gabriella’s number = ........................

[2]

22 There are two different pairs of trainers in a sale, Alpha trainers and Bargain trainers.

Alpha trainers Bargain trainers

Original price: $50 Original price: $30
Sale price: $44 Sale price: $24

Rajiv says, ‘The discount on the Bargain trainers is better.’

Explain why Rajiv is correct.

.........................................................................................................................................

.........................................................................................................................................

.................................................................................................................................... [1]

© UCLES 2018 M/S9/02 [Turn over

 14
23 The graph shows the number of students gaining the top grade in a mathematics exam For
Teacher’s
each year. Use

60

50

40
Number
of 30
students
20

10

0
2006 2007 2008 2009 2010 2011 2012
Year

Between 2011 and 2012 there was a 50% increase in the number of students gaining
the top grade.

Show this on the graph. [2]

Copyright © UCLES, 2018

Cambridge Assessment International Education is part of the Cambridge Assessment Group.
Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University
of Cambridge.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

© UCLES 2018 M/S9/02

 Cambridge Lower Secondary Progression Test
Mathematics paper 3 learner answer sheet
Stage 9
* 1 6 4 9 2 3 5 5 5 7 *

approx. 15 minutes

Name ………………………………………………….……………………….

No additional materials are allowed.

READ THESE INSTRUCTIONS FIRST

Answer all questions in the spaces provided.

Calculators are not allowed.

Each question is worth 1 mark.

For Teacher’s Use
The total number of marks is 20. Total

MATHS_S9_03_AS_6RP
© UCLES 2018
 2
Time: 5 seconds Time: 10 seconds

1 6 3, 4, 6, 9, 13, …

Square Triangle
2
Hexagon Pentagon
7 A

B
3 x → ................... x→x+3

Asia Europe Africa Total

8 122 49 29 200

9 x = ......................

5
10

1
11 p  t2
2

© UCLES 2018 M/S9/03

 3
Time: 15 seconds
y
4 cement : sand
3 15 ...................... m3
1:5
2
1
12
x NOT TO
–2 –1 0 1 2 3
–1 SCALE
–2
v
16
y = ........ x − 1

......................°
13 240 

12 adults
17 ...................... ° 48 children
2x 1 8

NOT TO
14 SCALE
0 5 10 10 cm
6 cm

18

360 cm3 1800 cm3

180 cm3 3600 cm3

46  45
19
48

20 ...................... cm3 1.25 m3

© UCLES 2018 M/S9/03

 4
BLANK PAGE

Copyright © UCLES, 2018

Cambridge Assessment International Education is part of the Cambridge Assessment Group.
Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University
of Cambridge.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

© UCLES 2018 M/S9/03

 Cambridge Lower Secondary Progression Test
Mathematics paper 3 teacher instructions
Stage 9
* 3 5 7 7 2 8 7 7 6 5 *

approx. 15 minutes

READ THESE INSTRUCTIONS FIRST

1. Learners should only have pens and answer sheet. They are not allowed to have any other
mathematical equipment or paper for working out.

2. The teacher will need a watch or clock that tells the time accurately in seconds.

3. The teacher should read each question twice slowly and then wait the correct number of seconds
(5 seconds for questions 1–5, 10 seconds for questions 6–14 and 15 seconds for questions 15–20)
before moving on to the next question.

4. Learners are not allowed to ask questions during the test.

MATHS_S9_03_TI_5RP
© UCLES 2018
 2

Read the text in italics to the learners:

Listen carefully to these instructions. You will not have the opportunity to ask questions during the test.

You will be asked 20 questions. On your sheet there is an answer box for each question. You should
work out your answers in your head. Do not try to write down your calculations because this will take
up too much time. For some of the questions, important information is already written down for you on
the sheet.

Each question will be read aloud twice. You will then have time to work out your answer. If you don’t
know the answer to the question, leave it and wait for the next question. If you want to change your
answer, put a cross through your first answer and write your new answer nearby.

For the first group of questions you will have 5 seconds to work out each answer. For the second group
of questions you will have 10 seconds to work out each answer. For the third group of questions you
will have 15 seconds to work out each answer. Each question is worth one mark.

Do you have any questions about the test?

(Answer any questions the learners may have.)

Write your name on the front of the answer sheet.

(Begin the test.)

Now we are ready to start the test.

For this first group of questions, you will have 5 seconds to work out each answer and write it down.

1 Find fifteen percent of sixty.

2 Look at your answer sheet.

Draw a ring around the name of the regular polygon that does not tessellate.

3 Write down the inverse of the function x maps to x plus three.

4 Look at the scatter graph on your answer sheet.

Write down the type of correlation shown.

5 Work out seven subtract negative fifteen.

© UCLES 2018 M/S9/03

 3

For this group of questions, you will have 10 seconds to work out each answer and write it down.

6 Find the next term of the sequence on your answer sheet.

7 Look at your answer sheet.

Triangle A is enlarged to triangle B.
Draw a ring around the cross which is the correct centre of enlargement.

8 Look at the table on your answer sheet.

It shows the destinations of two hundred flights from an airport in one day.
Find the relative frequency of a flight to Asia.

9 Aiko drives x kilometres to work.

Blessy drives twice as far as Aiko.
In total they drive sixty kilometres to work.
Find the value of x.

10 Divide one half by one third.

11 Look at the formula on your answer sheet.

Find the value of p when t equals negative six.

12 Look at the graph on your answer sheet.

Complete the equation of this straight line.

13 Look at the calculation on your answer sheet.

Use this to find seventy-six point eight divided by twenty-four.

14 Look at the inequality on your answer sheet.

Represent the solution for x on the number line.

© UCLES 2018 M/S9/03 [Turn over

 4

For this group of questions, you will have 15 seconds to work out each answer and write it down.

15 A builder makes a concrete mix using cement and sand in the ratio one to five.
He needs to make two point four cubic metres of concrete mix.
How many cubic metres of cement are needed?

16 Look at the diagram on your answer sheet.

It shows a regular hexagon and a square.
Find angle v.

17 Mike draws a pie chart to show the proportion of adults and children at a party.
There are twelve adults and forty-eight children.
Work out the size of the angle for the adults’ sector.

18 Look at the cylinder on your answer sheet.

It has a radius of ten centimetres and a height of six centimetres.
Draw a ring around the best estimate for the volume of the cylinder.

19 Look at your answer sheet.

Calculate this value.

20 A tank has a volume of one point two five metres cubed.

Work out this volume in centimetres cubed.

Now put down your pen. The test is finished.

Copyright © UCLES, 2018

Cambridge Assessment International Education is part of the Cambridge Assessment Group.
Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University
of Cambridge.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

© UCLES 2018 M/S9/03

Cambridge Lower Secondary Progression Test
Mathematics mark scheme
Stage 9

MATHS_S9_01_MS_8RP
© UCLES 2018
 2

General guidance on marking

Difference in printing

It is suggested that schools check their printed copies for differences in printing that may affect the
answers to the questions, for example in measurement questions.

Brackets in mark scheme

When brackets appear in the mark scheme this indicates extra information that is not required but
may be given.

For example:

Question 1
Part Mark Answer Further Information
1 19.7 or 19.6(58…)
Total 1

This means that 19.6 is an acceptable truncated answer even though it is not the correct rounded
answer.
The … means you can ignore any numbers that follow this; you do not need to check them.

Accept
• any correct rounding of the numbers in the brackets, e.g. 19.66,
• truncations beyond the brackets, e.g. 19.65
Do not accept
• 19.68 (since the numbers in brackets do not have to be present but if they are they should
be correct).

© UCLES 2018 M/S9/MS

 3

These tables give general guidelines on marking learner responses that aren’t specifically mentioned
in the mark scheme. Any guidance specifically given in the mark scheme supersedes this guidance.

Number and place value

The table shows various general rules in terms of acceptable decimal answers.

Accept
Accept omission of leading zero if answer is clearly shown, e.g.
.675
Accept tailing zeros, unless the question has asked for a specific number of decimal places or
significant figures, e.g.
0.7000
Accept a comma as a decimal point if that is the convention that you have taught the learners, e.g.
0,638

Units

For questions involving quantities, e.g. length, mass, money, duration or time, correct units must be
given in the answer. Units are provided on the answer line unless finding the units is part of what is
being assessed.

The table shows acceptable and unacceptable versions of the answer 1.85 m.

Accept Do not accept

If the unit is given on the Correct conversions, ......185...... m
answer line, e.g. provided the unit is stated ......1850...... m
............................ m unambiguously, etc.
e.g. ......185 cm...... m (this is
unambiguous since the unit
cm comes straight after the
answer, voiding the m which is
now not next to the answer)
If the question states the unit 1.85 185; 1850
that the answer should be 1 m 85 cm Any conversions to other units,
given in, e.g. ‘Give your answer e.g. 185 cm
in metres’

© UCLES 2018 M/S9/MS [Turn over

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Money

In addition to the rules for units, the table below gives guidance for answers involving money.

The table shows acceptable and unacceptable versions of the answer $0.30.

Accept Do not accept

If the amount is in dollars and $0.30 $0.3
cents, the answer should be
given to two decimal places. For an integer number of $09 or $09.00
dollars it is acceptable not to
give any decimal places, e.g.
$9 or $9.00
If units are not given on the Any unambiguous indication of 30 or 0.30 without a unit
answer line the correct amount, e.g.
30 cents; 30 c $30; 0.30 cents
$0.30; $0-30; $0=30; $00:30
Ambiguous answers, e.g.
$30 cents; $0.30 c; $0.30 cents
(as you do not know which unit
applies because there are units
either side of the number)
If $ is shown on the answer line All unambiguous indications, $......30......
e.g. $......0.30......;
$......0-30......; $......0=30......; Ambiguous answers, e.g.
$......00:30...... $......30 cents......;
$......0.30 cents......
unless units on the answer line
have been deleted, e.g.
$......30 cents......
If cents is shown on the answer ......30......cents ......0.30......cents
line
Ambiguous answers, e.g.
......$30 ......cents;
......$0.30 ......cents
unless units on the answer line
have been deleted, e.g.
......$0.30......cents

© UCLES 2018 M/S9/MS

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Duration

In addition to the rules for units, the table below gives guidance for answers involving time durations.

The table shows acceptable and unacceptable versions of the answer 2 hours and 30 minutes.

Accept Do not accept

Any unambiguous indication using any Incorrect or ambiguous formats, e.g.
reasonable abbreviations of hours (h, hr, hrs), 2.30; 2.3; 2.30 hours; 2.30 min; 2 h 3;
minutes (m, min, mins) and 2.3 h (this is because this indicates 0.3 (i.e.
seconds (s, sec, secs), e.g. 18 minutes) of an hour rather than 30 minutes)
2 hours 30 minutes; 2 h 30 m; 02 h 30 m
02:30 (as this is a 24-hour clock time, not a time
Any correct conversion with appropriate units, interval)
e.g.
2.5 hours; 150 mins 2.5; 150
unless the question specifically asks for time
given in hours and minutes

Time

The table below gives guidance for answers involving time.

The table shows acceptable and unacceptable versions of the answer 07:30.

Accept Do not accept

If the answer is required in Any unambiguous indication 7:30
24-hour format of correct answer in numbers, 7:30 am
words or a combination of the 7 h 30 m
two, e.g. 7:3
07:30 with any separator in 730
place of the colon, e.g. 07 30; 7.30 pm
07,30; 07-30; 0730 073
07.3
If the answer is required in Any unambiguous indication Absence of am or pm
12-hour format of correct answer in numbers, 1930 am
words or a combination of the 7 h 30 m
two, e.g. 7:3
7:30 am with any separator in 730
place of the colon, e.g. 7 30 7.30 pm
am; 7.30 am; 7-30 am

7.30 in the morning

Half past seven (o’clock) in the

morning

Accept am or a.m.

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Algebra

The table shows acceptable and unacceptable versions of the answer 3x – 2.

Accept Do not accept

x3 – 2; 3 × x – 2 3x + –2 if it is supposed to be in simplest form
Case change in letters
Changes in letters as long as there is no
ambiguity

Accept extra brackets when factorising, e.g. 5(x + (3 + y)).

Inequalities

The table shows acceptable and unacceptable versions of various answers.

For the following Accept Do not accept

For 6 G x 1 8 [6, 8) 61x18

For x G –2 (–∞,–2] x 1 –2

For x 2 3 (3, ∞) Just ‘3’ written on the answer line, even if x 2 3

31x appears in the working.

Plotting points

The table shows acceptable and unacceptable ways to plot points.

Accept Do not accept

A horizontal line and vertical line from the axes
Crosses or dots plotted within ± 1 square of the meeting at the required point.
2
correct answer

The graph line passing through a point implies

the point even though there is no cross.

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Stage 9 Paper 1 Mark scheme

Question 1
Part Mark Answer Further Information
2 9.3 Award 1 mark for two correct.
−2.1
−18.9
Total 2

Question 2
Part Mark Answer Further Information
1 All lines correct for the mark.
0.6 × 0.6 0.36

0.64 × 0.4 1.6

0.64 ÷ 0.4 0.625

0.4 ÷ 0.64 0.256

Total 1

Question 3
Part Mark Answer Further Information
(a) 1
7.1 14 7.5 7.9 28

(b) 1
2 3 5 8

Total 2

Question 4
Part Mark Answer Further Information
1 Triangular prism
Total 1

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Question 5
Part Mark Answer Further Information
1 



Total 1

Question 6
Part Mark Answer Further Information
(a) 1 6
(b) 1 Any correct description of the relationship, Do not accept simply
e.g. ‘positive’.
• Positive correlation.
• Heavier cakes take longer to cook.
• As the mass increases, the cooking
time increases.
(c) 1 Any correct explanation, e.g. Accept any indication that the
• 80 minutes is too long for a cake that cooking time is too long for
only has a mass of 800 grams. the size of the cake.
• 80 minutes would be the cooking time
for a heavier cake. Do not accept
• Cakes that have a mass of 800g only • Not many cakes take
take about 40 minutes to cook. that long to cook.
Total 3

Question 7
Part Mark Answer Further Information
2 29 − 5n Accept equivalent
expressions, e.g.
24 − 5(n − 1)

Award 1 mark for −5n seen.

Do not award the mark for

just 5n.
Total 2

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Question 8
Part Mark Answer Further Information
2 164.52 Award 1 mark either for
• sight of the digits 16452
in the answer
or
• a correct method leading
to an answer with 2
decimal places with no
more than one arithmetic
error.
e.g.
4 5 7
× 3 6
2 6 4 2
1 3 7 1 0
1 6 3 5 2

so 163.52
Total 2

Question 9
Part Mark Answer Further Information
(a) 1 1
(b) 1 1 1
Do not accept
8 23

Total 2

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Question 10
Part Mark Answer Further Information
(a) 1 15.2 (km) Allow a tolerance of ±0.2 km.
(b) 2 Award 2 marks if C is within
N
both sets of tram lines (tram
lines should allow for a ±2°
N tolerance).
087°
Award 1 mark if C is within
083° C one set of tram lines.
57°
53°
A

Total 3

Question 11
Part Mark Answer Further Information
(a) 1 Both required for the mark.
x –1 0 2
y –1 1 5

(b) 2 Straight line graph correctly drawn Award 1 mark for correctly
extending at least from x = –1 to x = 2. plotting their 3 points.

y
6
5
4
3
2
1
x
– 4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4

Total 3

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Question 12
Part Mark Answer Further Information
2 15 9
Award 1 mark for sight of
2
10 90
and or answer of
3 6
or
for a correct method allowing
one arithmetic error.

Total 2

Question 13
Part Mark Answer Further Information
2 x 2 − 2x − 15 Award 1 mark for at least
three of these four terms
seen or implied:
x 2, −5x, 3x, −15
or
for two correct out of x 2, −2x
and −15 in final answer.
Total 2

Question 14
Part Mark Answer Further Information
2 135 (cm3) Award 1 mark for sight of a
fully correct method for the
area of the trapezium, e.g.
• 2 × 3 + 0.5 × 2 × 3
• 0.5 × (2 + 4) × 3
• 3 × 4 − 0.5 × 2 × 3
implied by 9 × 15 seen
or
for sight of their area × 15.
Total 2

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Question 15
Part Mark Answer Further Information
2 True False Award 1 mark if 3 ticks are
correctly placed.
10−1 = 0.1 

400 × 104 = 400 000 

0.3 ÷ 10−2 = 0.003 

0.8 × 103 = 0.8 ÷ 10−3 

Total 2

Question 16
Part Mark Answer Further Information
2 30 (cm2) 10
Award 1 mark for or
equivalent 2
or
for an attempt at an algebraic
solution, e.g,
• 12 + 2 x or similar,
which may be part of an
equation
• 2y = 2 x + 10.

Total 2

Question 17
Part Mark Answer Further Information
(a) 1 Any correct explanation, e.g. 0.35 + 0.25 + 0.3 = 0.9 on its
• The probabilities do not add to make 1. own is not sufficient for the
• 0.35 + 0.25 + 0.3 = 0.9, not 1. mark.
• The total of the probabilities is 0.1 too
small.
(b) 1 0.05 or equivalent
Total 2

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Question 18
Part Mark Answer Further Information
1 2a or any equivalent fraction, e.g. 4a
5 10 ’
10a
25
Total 1

Question 19
Part Mark Answer Further Information
2 39 304 Award 1 mark for an attempt
to work out 4913 × 2 × 2 × 2.
Total 2

Question 20
Part Mark Answer Further Information
3 Correct algebraic method seen leading to Do not accept trial and
(x =) 2 improvement as a method
(y =) −1 here.

Correct methods include: Award 2 marks for an

• rearranging one of the equations algebraic method leading to
to make one variable the subject either x = 2 or y = −1.
and then substituting into the other
equation, Award 1 mark for 2 and −1
• making the coefficients of x or y equal with no/incorrect working
followed by addition/subtraction of the or
equations. for eliminating either x or y,
allowing one arithmetic error,
e.g.
• rearrange one of the
equations to make one
variable the subject and
then substituting into the
other equation,
• making the coefficients
of x or y equal, followed
by addition/subtraction of
the equations.
Total 3

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Question 21
Part Mark Answer Further Information
2 ($) 9.60 Award 1 mark for 2.40 × 4
or
2.40 ÷ 0.25.
Total 2

Question 22
Part Mark Answer Further Information
3 (a =) 2 Award 2 marks for
a2 + 92 = 62 + 72.
This may be implied by
(a2) = 62 + 72 − 92 (= 4).

Award 1 mark for

62 + 72 (= 85)
or
a2 + 92 seen.
Total 3

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Stage 9 Paper 2 Mark scheme

Question 1
Part Mark Answer Further Information
2 ($)87.12 Award 1 mark for a valid
method,
e.g. 48.40 ÷ 20 × 36
or
2.42 seen
or
1.8 seen.
Total 2

Question 2
Part Mark Answer Further Information
(a) 1 6(3a − 2)
(b) 1 c(2c + 5)
Total 2

Question 3
Part Mark Answer Further Information
(a) 1 36
(b) 1 144 Accept 180 – their (a).
Total 2

Question 4
Part Mark Answer Further Information
1 A minimum of four intervals in the range Ignore additional intervals
100–200(cm) without gaps or overlaps outside of this range.
Condone unequal intervals.
Total 1

Question 5
Part Mark Answer Further Information
1 Both correct for 1 mark.
True False 

True  False

Total 1
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Question 6
Part Mark Answer Further Information
(a) 1 n3
(b) 1 n Accept n1
Total 2

Question 7
Part Mark Answer Further Information
(a) 1 (12, 5)
(b) 1 (5, 1)
Total 2

Question 8
Part Mark Answer Further Information
1 12.4(…) (km / l)
Total 1

Question 9
Part Mark Answer Further Information
2 Rows and columns can be
1 3 5
transposed.
2 2 6 10
The numbers 1, 3, 5 can be
4 4 12 20
in any order.
6 6 18 30
The numbers 2, 4, 6 can be
in any order.

Award 1 mark for row and

column labels correct.
Total 2

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Question 10
Part Mark Answer Further Information
(a) 1 Sales are expected to increase as the price Accept equivalents, e.g.
goes down. • Less sales as the price
goes up.
• As one goes down the
other goes up.
(b) 2 4 (thousand) Condone 4000.

Award 1 mark for sight of

7 (thousand)
or
3 (thousand).
This can be implied by the
correct lines drawn on the
graph.
Total 3

Question 11
Part Mark Answer Further Information
3 A complete trial and improvement method Award 1 mark for any trial of
leading to the answer x = 3.4. a number between 3 and 4
This consists of at least one correct trial of correctly evaluated.
3.4 or lower and a correct 2 decimal place
trial to confirm the first decimal place. Award 1 mark for a trial of x
correctly evaluated where
3.35 G x G 3.38.

Award 1 mark for 3.4 in the

answer space.

x2 + 4x
x (Accept rounded or
truncated answers)
3.1 22.01
3.2 23.04
3.3 24.09
3.35 24.6225
3.36 24.7296
3.37 24.8369
3.38 24.9444
3.39 25.0521
3.4 25.16
3.5 26.25
3.6 27.36
3.7 28.49
3.8 29.64
3.9 30.81

Total 3
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 18

Question 12
Part Mark Answer Further Information
3 7.5 (%) Award 2 marks for a correct
method for finding the
fractional or percentage
increase, i.e.

0.08 ×1300 + (961 – 900)

2200

(= 0.075)

or

1.08 ×1300 + 961

2200

(= 1.075)

or

2365
2200

Award 1 mark for sight of any

of these:
• 0.08 × 1300 (=$104) oe
• 1.08 × 1300 (=$1404) oe
• ($)165 (increase over
year)
• ($)2365 (total for this
year).
Total 3

Question 13
Part Mark Answer Further Information
2 (c =) −20 Award 1 mark for
5c + 160 = 60
or
c + 32 = 12.
Total 2

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Question 14
Part Mark Answer Further Information
3 3840 (bottles) Method 1 (Calculating
the total number of litres
produced).

Award 2 marks for

sight of 2880 (litres)
or
180 × 40
2.5
or
7200
2.5

Award 1 mark for

sight of 180 × 40 (= 7200)
or

40
(=16)
2.5

Method 2 (Calculating the

number of bottles produced
per tree).

Award 2 marks for

sight of 21.33… (bottles per
tree)
or
40
÷ 0.75 (= 21.33 ...)
2.5

Award 1 mark for

40
(= 16)
2.5

Total 3

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Question 15
Part Mark Answer Further Information
(a) 1 4.384615..…. Award the mark if these digits
are seen.
(b) 1 4.4 Allow follow through from
an incorrect answer in (a)
as long as their (a) has 3 or
more digits.
Total 2

Question 16
Part Mark Answer Further Information
2 3.6 (litres) Award 1 mark for 3600
or
for correct conversion to litres
of an incorrect volume in cm3.
Total 2

Question 17
Part Mark Answer Further Information
1

Journey A: Journey B:
180 km in 3 hours 140 km in 2.5 hours

Journey C: Journey D:
30 km in 0.5 hours 10 km in 10 minutes

Total 1

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Question 18
Part Mark Answer Further Information
1 A correct representation, i.e. Accept a drawing with some
visible edges of the individual
cubes shown, e.g.

or

Accept a drawing with hidden

edges shown if hidden edges
are dashed.

Total 1

Question 19
Part Mark Answer Further Information
2 r r – 21 Accept equivalent
(t =) – 3 or (t =) expressions, e.g.
7 7
r÷7−3
(r − 21) ÷ 7

Do not accept r − 21 ÷ 7

Award 1 mark for a correct

first step, i.e.
r
=t +3
7

r = 7t + 21
Total 2

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Question 20
Part Mark Answer Further Information
(a) 2 Award 1 mark if there is one
History Geography
omission in the 9 leaves
8 6 5 2 4 3 or
1 0 5 0 0 if there are 9 unordered, but
5 6 4 8 otherwise correct, leaves.
1 1 7 2 4 7 8

(b) 1 A correct comparison, e.g. Do not accept just a

• There are more higher geography description of one subject,
marks than history marks. e.g. history had lots of marks
• History has more marks in the 40s in the 40s.
than geography.
• Geography has more marks in the 70s Do not accept references to
than history. averages alone.
Total 3

Question 21
Part Mark Answer Further Information
2 (Manjit’s number =) 6 Award 1 mark
(Gabriella’s number =) 39 for one number correct
or
if a factor of 24 (other than
24) and a multiple of 13
(other than 13) are seen.
Total 2

Question 22
Part Mark Answer Further Information
1 Any correct explanation that indicates that Do not accept, e.g.
the original price of the trainers needs to be • Bargain trainers are
taken into account, e.g. cheaper.
There is a higher percentage/fractional • Alpha trainers are more
discount on bargain trainers. expensive.
There is a 12% discount on the Alpha
trainers compared to a 20% discount
on the Bargain trainers.
6 6
is less than (or equivalent).
50 30
Total 1

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Question 23
Part Mark Answer Further Information
2 The point should be plotted at (2012, 42). Award 1 mark if the value 42
is seen (28 + 14) or implied
by the graph.
60 or
Award 1 mark for correct
50 method.

40 x
x+ with x misread from
2
30 the graph.

20

10

0
2006 2007 2008 2009 2010 2011 2012

Total 2

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Stage 9 Paper 3 Mark scheme

Question Mark Answer Further information

1 1 9
2 1
Square Triangle

Hexagon Pentagon

3 1 x→x−3
4 1 Negative Ignore comments about strength.
5 1 22
6 1 18 Answer may be written next to 13.

A
7 1
B

8 1 122 61
or or 61% or 0.61
200 100

9 1 20 (km)
10 1 3 1 Accept any equivalent fractions.
or 1 or 1.5
2 2
11 1 18
12 1 2
13 1 3.2
14 1 Do not accept solid circle.

0 5 10

15 1 0.4 (m3)
16 1 150(°)
17 1 72(°)
18 1 360 cm3 1800 cm3

180 cm3 3600 cm3

19 1 64 Do not accept 43.
20 1 1 250 000 (cm3)

Copyright © UCLES, 2018

Cambridge Assessment International Education is part of the Cambridge Assessment Group.
Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University
of Cambridge.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
© UCLES 2018 M/S9/MS
 Cambridge Secondary 1 Progression Test
Question paper

55 minutes

Mathematics Paper 1 For Teacher’s Use

*9490275461*

Page Mark

Stage 9 1

Name ………………………………………………….………………………. 3

4
Additional materials: Ruler
Tracing paper 5
Geometrical instruments
6
READ THESE INSTRUCTIONS FIRST

Answer all questions in the spaces provided on the question paper. 7

Calculators are not allowed. 8

You should show all your working on the question paper. 9

The number of marks is given in brackets [ ] at the end of each question 10

or part question.
11
The total number of marks for this paper is 45.
12

Total

DC (CW/SW) 93957/5RP
© UCLES 2014
 2
1 Work out the third term of the sequence with nth term 3(n + 2). For
Teacher’s
Use

.................................................. [1]

2 Work out the size of an exterior angle of a regular pentagon.

NOT TO SCALE

................................................° [1]

3 The table shows the age and value of seven cars.

Age of car
2 1 9 7 10 5 8
(years)
Value ($) 4500 5000 1200 2900 500 2700 2200

(a) Complete the scatter graph.

5000

4000

Value ($) 3000

2000

1000

0
0 1 2 3 4 5 6 7 8 9 10
Age of car (years)
[2]

(b) Write down the type of correlation shown on the scatter graph.

.................................................. [1]

© UCLES 2014 M/S9/01

 3
For
4 Tick (9) to show whether each of these statements is true or false. Teacher’s
Do not do any calculations. Use

The first one has been done for you.

True False

The answer to 20.1 × 1.53 is larger than 20.1

9
The answer to 17.4 × 0.82 is larger than 17.4

The answer to 23.8 ÷ 0.74 is smaller than 23.8

[1]

5 (a) A cuboid measures 5 cm by 4 cm by 3 cm.

Draw the cuboid on the isometric grid.

= 1 cm

[1]

(b) Write down the number of planes of reflectional symmetry of the cuboid.

.................................................. [1]

© UCLES 2014 M/S9/01 [Turn over

 4
6 Put a ring around the value that is closest to 3 70 For
Teacher’s
Use

3.2 4.1 5.6 8.4 23.3

[1]

7 Here is a pattern.

5 3

15

The rule is to multiply the values in the top two circles to make the value in the bottom
circle.

Complete these patterns using the same rule.

(a)

–8 – 0.5

[1]

(b)

8p4

24p12

[2]

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 5
8 Factorise fully. For
Teacher’s
Use
(a) 2a2 + 5a

.................................................. [1]

(b) 6 – 18x + 24y

.................................................. [1]

9 Draw lines to join each calculation to the correct answer.

One has been done for you.

0.5 + 1.5 × 3 18

3 × (2 + 4) 5

8–1×2 14

10 + 23 – 4 40

(22 + 1) × 8 6
[2]

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 6

10 Work out 2 1 + 1 3
For
Teacher’s
6 5 Use

.................................................. [2]

11 Quadrilaterals A and B are drawn on the grid.

y
7

6
B
5

x
–1 0 1 2 3 4 5 6 7
–1
A
–2

–3

Describe fully the single transformation that maps A onto B.

.........................................................................................................................................

.................................................................................................................................... [2]

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 7
12 Work out 70 For
Teacher’s
Use

.................................................. [1]

13 (a) Work out 24.73 ÷ 0.001

.................................................. [1]

(b) Give your answer to part (a) to 2 significant figures.

.................................................. [1]

14 Here is a circle with centre C.

Construct an inscribed regular hexagon.

Use only a pair of compasses and a ruler.

Do not rub out your construction lines. [2]

© UCLES 2014 M/S9/01 [Turn over

 8
For
20 Teacher’s
15 Put a ring around the fraction that is not equivalent to 24 Use

10 35 14 50
12 42 18 60

[1]

16 Expand and simplify.

(x + 5)(x + 3)

.................................................. [2]

17 Put a ring around the correct calculation.

98 ÷ 98 = 9 7 × 73 = 74 68 ÷ 62 = 64 23 × 24 = 47

[1]

18 Bushra writes

480 ÷ 0.4 = 48 ÷ 4

Is Bushra correct?

Tick (9) a box. Yes No

Explain your answer.

.........................................................................................................................................

.................................................................................................................................... [1]

© UCLES 2014 M/S9/01

 9
19 Ibrahim has some building blocks that are all cubes of the same size. For
Teacher’s
He uses three of the blocks to make a pile with a height of 43.5 cm. Use
Then he makes a row with five of the blocks with no gaps.

NOT TO
43.5 cm SCALE

(a) Work out the length of the row of five blocks.

........................................... cm [2]

(b) Ibrahim only has red, yellow and green building blocks.

Ibrahim takes a block at random without looking.

Complete the table.

Red Yellow Green

Number of
10 10
blocks

Probability 3
5
[2]

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 10
20 The diagram shows the position of two schools, M and P. For
Teacher’s
The scale used in the diagram is 1 cm is equal to 1 km. Use

Scale
1 cm = 1 km

North

North

(a) What is the bearing of school P from school M ?

................................................° [1]

(b) School Q is on a bearing of 120° from school P.

School Q is 4 km away from school P.

Put a cross (8) on the diagram to show the position of school Q.

Label it Q. [1]

(c) Cheng lives exactly 3 km away from school M.

Draw on the diagram the locus of points showing where Cheng lives. [1]

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 11
21 Solve the simultaneous equations. For
Teacher’s
Use
7x + y = 50

4x + y = 23

Show your working.

x = .................................................

y = ............................................ [2]

22 Here is a boat’s sail in the shape of a right angled triangle.

NOT TO
SCALE
15 m
12 m

Work out the total distance around the outside of the sail.

............................................. m [2]

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23 The back to back stem-and-leaf diagram shows the scores for two different teams in For
Teacher’s
their last 25 basketball matches. Use

Team X Team Y

8 5 0 1 1 2 3 6 9 9 9
4 1 6 1 3 5 5 6 8 9 9
9 9 8 7 5 4 7 1 1 4 7
9 8 8 8 6 5 1 0 0 8 2 3
8 7 5 3 2 9 4
0 0 10 7

Key: 8 | 5 | 0 is a score of 58 for Team X and 50 for Team Y

Tick (9) a box to show which team generally had higher scores.

Team X Team Y

Explain your answer.

.........................................................................................................................................

.................................................................................................................................... [1]

24 Work out 1 7 ÷ 1 1
8 4
Give your answer as a mixed number in its simplest form.

.................................................. [3]

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2014 M/S9/01

 Cambridge Secondary 1 Progression Test
Question paper

55 minutes

Mathematics Paper 2 For Teacher’s Use

*4295752272*

Page Mark

Stage 9 1

3
Name ………………………………………………….………………………. 4

5
Additional materials: Ruler
Calculator 6
Tracing paper
7
Geometrical instruments
8
READ THESE INSTRUCTIONS FIRST
9
Answer all questions in the spaces provided on the question paper.
10
You should show all your working on the question paper.
11
The number of marks is given in brackets [ ] at the end of each question
12
or part question.
13
The total number of marks for this paper is 45.
14

15

16

Total

DC (NH/SW) 93956/8RP
© UCLES 2014
 2
1 A microwave oven normally costs $160 For
Teacher’s
Use

In a sale there is a discount of 15%.

Work out the sale price of the microwave oven.

$ ............................................... [1]

2 Jamil is conducting a survey to find out how much time students in his school spend
doing homework.
He is going to ask the first 10 students on the register in his maths class.

This may not produce a good sample for Jamil’s survey.

Give two reasons why.

Reason 1 .........................................................................................................................

.........................................................................................................................................

Reason 2 .........................................................................................................................

.................................................................................................................................... [2]

38 – 7
3 Work out
2+5

Give your answer to 2 decimal places.

.................................................. [2]

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 3
4 Two shapes A and B fit together to make a parallelogram. For
Teacher’s
Use

57° 68°
NOT TO
SCALE
B
157°

A
146° 112°

Work out the sizes of the four angles in shape A.

Write them in the correct places on the diagram.

[2]

5 One solution to x2 + 3x = 17 is between 2 and 3

Use trial and improvement to find this solution.

Give your answer to 1 decimal place.
You must record your trials in the table.

x x2 + 3x Bigger or smaller than 17

2 22 + 3 × 2 = 10 smaller
3 32 + 3 × 3 = 18 bigger

x = ............................................ [2]

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 4
6 Ludwik is an engineer. For
Teacher’s
He charges a fixed call out fee plus an hourly rate for each job. Use

The table shows how much Ludwik charges for three jobs that last different amounts
of time.

Amount of time (hours) 1 4 6

Charge ($) 50 140 200

(a) Draw the straight line graph that shows this information.

200

180

160

140

120
Charge
($) 100

80

60

40

20

0
0 1 2 3 4 5 6 7
Amount of time (hours)
[1]

(b) Write down Ludwik’s fixed call out fee.

This is the cost before he has worked any hours.

$ ............................................... [1]

(c) Work out Ludwik’s hourly rate.

$ ............................................... [1]

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 5
7 Surinder thinks that regular octagons will tessellate. For
Teacher’s
Use

135°

Is Surinder correct?

Tick (3) a box. Yes No

Explain your answer.

.........................................................................................................................................

.................................................................................................................................... [1]

8 Draw lines to join each inequality to the correct solution set.

Inquality Solution set

–5 –4 –3 –2 –1 0 1 2 3 4 5

–5 –4 –3 –2 –1 0 1 2 3 4 5

–5 –4 –3 –2 –1 0 1 2 3 4 5

–5 –4 –3 –2 –1 0 1 2 3 4 5

[1]

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 6
9 Here is quadrilateral P. For
Teacher’s
Use
y
7

3
P
2

x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
–1

–2

–3

Draw an enlargement of quadrilateral P with scale factor 3 and centre of

enlargement (3, 2). [2]

10 Write as a single fraction.

2 3
+
x x

.................................................. [1]

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 7
11 Here is a right angled triangular prism. For
Teacher’s
Use

4.5 cm NOT TO
SCALE

5.2 cm 6 cm

Put a ring around the correct working for the volume of this prism.

1 1
(4.5 + 5.2) × 6 4.5 × 5.2 × 6 4.5 × 5.2 × 6 ÷ 2 × 4.5 × 5.2 × 6
2 3
[1]

12 Work out the value of 5x2 when x = –3.4

.................................................. [1]

13 Here is a semi-circle with radius 5.5 cm.

NOT TO
5.5 cm SCALE

Work out the perimeter of this semi-circle.

............................................ cm [2]

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 8
14 The table shows some functions and their inverses. For
Teacher’s
Use
Complete the table.
The first row has been done for you.

Inverse
Mapping Function Reverse mapping
function

×4 m 4m ÷4 m
m
4

×2 –3 m 2m – 3 m ...............
........... ...........

[2]

15 Tick (9) whether each set of data is primary or secondary.

Primary Secondary

Adam collects data about heights by measuring students in

his class.

Bob collects data about cricket scores using the internet on

his computer.

Carol collects data about masses of animals from a book.

[1]

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16 The table shows the population of Thailand for 1968 and 2013. For
Teacher’s
Use

Year Population
1968 34.50 million
2013 66.93 million

What is the percentage increase in the population of Thailand from 1968 to 2013?

..............................................% [2]

17 In a box the ratio of green to black pens is 5 : 8

Imre takes 20 black pens out of the box.
Now the ratio of green to black pens is 5 : 6

green : black green : black

5:8 5:6
Take 20 black
pens out

Work out the number of green pens in the box.

.................................................. [2]

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 10
18 Make x the subject of this formula. For
Teacher’s
Use
y = 5(t + x)

x = ........................................... [2]

19 Put these numbers in order, from smallest to largest.

1 9
1 0.3 5%
3 20

.................... .................... .................... .................... ....................

smallest largest
[2]

20 Lucas, Gabriela and Ingrid are solving the equation 4(n + 3) = 8n – 8

They each start the solution in different ways.

Tick (9) whether their statements are true or false.

The first one is done for you.

True False
Lucas
4(n + 3) = 8n – 8
9
so 4n + 4 = 8n

Gabriela
4(n + 3) = 8n – 8
so n + 3 = 2n – 2

Ingrid
4(n + 3) = 8n – 8
so 12 = 4n – 8
[1]

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 11
21 Mr Green spins two fair spinners. For
Teacher’s
Some of the possible outcomes are recorded in this table. Use

Spinner 2
1 3

7, 5 7, 9

Spinner
4 4, 1 4, 5
1

2, 3 2, 2

Complete the diagrams of the spinners by filling in the missing values.

.............
.............

4 1 3
.............

.............
.............

Spinner 1 Spinner 2

[2]

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 12
22 (a) Complete this table of values for the equation 2y – x = 4 For
Teacher’s
Use

x 0 2 6
y 0 3
[2]

(b) Here is a graph of the line y + x = –1

Draw the graph of 2y – x = 4 on the same axes.

y
8

6
y + x = –1
5

x
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1

–2

–3

–4
[1]

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 13
(c) Use your graph to write down the solution to the simultaneous equations. For
Teacher’s
Use
y + x = –1

2y – x = 4

x = ............................................

y = ............................................ [1]

23 In a trial, two different light bulbs are being compared.

The trial looks at how long the light bulbs last.

(a) The relative frequency of a low energy bulb lasting 1001–1500 hours is 0.4

Complete the table.

Hours bulbs lasted

Type of Number of
bulb bulbs tested 0–1000 1001–1500 more than 1500
hours hours hours
Standard
50 30 20 0
bulb
Low energy
80 36
bulb
[1]

(b) Tick (9) whether these statements are true or false.

True False
The probability of a standard bulb lasting 0 – 1000
hours is the same as it lasting 1001–1500 hours.

The probability of a low energy bulb lasting 0 – 1000

hours is higher than for a standard bulb.
[1]

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 14
24 The diagram shows a square. For
Teacher’s
The square is divided into four rectangles by two straight lines. Use
The area of the largest rectangle is 48 000 m2.

NOT TO
SCALE
48 000 m2

C 60 m

200 m

(a) Work out the area of the smallest rectangle, C.

.............................................m2 [2]

(b) Complete this sentence.

The area 48 000 m2 is equivalent to .............................. hectares. [1]

© UCLES 2014 M/S9/02

 15
25 A plant grows to a height of 8 cm in 1 week. For
Teacher’s
Use
Fatima says,

“Plant height and number of weeks are directly proportional.

The height of this plant in 2 years will be about 832 cm, because there are 104 weeks
in 2 years.”

Is Fatima likely to be correct?

Tick (9) a box.

Yes No

Explain your answer.

.........................................................................................................................................

.................................................................................................................................... [1]

© UCLES 2014 M/S9/02

 16
BLANK PAGE

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2014 M/S9/02

Cambridge Secondary 1 Progression Test
Mark scheme

Mathematics

Stage 9

DC (CW/SW) 90762/8RP
© UCLES 2014
 2
These tables give general guidelines on marking answers that involve number and place value,
and units of length, mass, money, duration or time. If the mark scheme does not specify the correct
answer, refer to these general guidelines.

Number and Place value

The table shows various general rules in terms of acceptable decimal answers.

Accept
Accept omission of leading zero if answer is clearly shown, e.g.
.675
Accept tailing zeros, unless the question has asked for a specific number of decimal places, e.g.
0.7000
Always accept appropriate tailing zeros, e.g.
3.00 m; 5.000 kg
Accept a comma as a decimal point if that is the convention that you have taught the children, e.g.
0,638

Units

For questions involving quantities, e.g. length, mass, money, duration or time, correct units must be
given in the answer. The table shows acceptable and unacceptable versions of the answer 1.85 m.

Correct answer Also accept Do not accept

Units are not given 1.85 m Correct conversions 1.85
on answer line and provided the unit is
the question does not stated, e.g. 185 m
specify a particular unit 1 m 85 cm
for the answer 185 cm
1850 mm
0.00185 km
If the unit is given on ......1.85...... m Correct conversions, ......185...... m
the answer line, e.g. provided the unit is ......1850...... m
............................ m stated unambiguously, etc.
e.g. ......185 cm...... m
If the question 1.85 m 1.85 185; 1850
states the unit that 1 m 85 cm
the answer should Any conversions to
be given in, e.g. other units, e.g.
‘Give your answer in 185 cm
metres’

© UCLES 2014 M/S9/MS

 3
Money

For questions involving money, it is essential that appropriate units are given in the answer.

The table shows acceptable and unacceptable versions.

Accept Do not accept

If the amount is in dollars and $0.30
cents, the answer should be
given to two decimal places. $9 or $9.00 $09 or $09.00
If units are not given on answer Any unambiguous indication of 30 or 0.30 without a unit
line the correct amount, e.g.
30 cents; 30 c Incorrect or ambiguous
$0.30; $0.30 c; $0.30 cents answers, e.g.
$0-30; $0=30; $00:30 $0.3; $30; $30 cents; 0.30 cents
If $ is shown on the answer line $......0.30...... $......30......
$......0.30 cents...... $......30 cents...... (this cannot
be accepted because it is
Accept all unambiguous ambiguous, but if the dollar
indications, as shown above sign is deleted it becomes
acceptable)
If cents is shown on the answer ......30......cents ......0.30......cents
line ......$0.30 ......cents ......$30 ......cents

Duration

Accept any unambiguous method of showing duration and all reasonable abbreviations of hours
(h, hr, hrs), minutes (m, min, mins) and seconds (s, sec, secs).

Accept Do not accept

Any unambiguous indication using any Incorrect or ambiguous formats, e.g.
reasonable abbreviations of hours (h, hr, hrs),
minutes (m, min, mins) and seconds (s, sec,
secs), e.g.
2 hours 30 minutes; 2 h 30 m; 02 h 30 m 2.30; 2.3; 2.30 hours; 2.30 min; 2 h 3;
5 min 24 sec; 00 h 05 m 24 s 2.3 h
Any correct conversion with appropriate units,
e.g.
2.5 hours; 150 mins 2.5; 150
324 seconds 324
Also accept unambiguous digital stopwatch Do not accept ambiguous indications, e.g.
format, e.g.
02:30:00 02:30
00.05:24; 05:24 s 5.24

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 4
Time

There are many ways to write times, in both numbers and words, and marks should be awarded
for any unambiguous method. Accept time written in numbers or words unless there is a specific
instruction in the question. Some examples are given in the table.

Accept Do not accept

Any unambiguous indication of correct answer Incorrect or ambiguous formats, e.g.
in numbers, words or a combination of the two,
e.g. 07:30

0730; 07 30; 07.30; 07,30; 07-30; 7.30; 730 a.m.; 07.3; 073; 07 3; 730; 73; 7.3; 7.3 am; 7.30 p.m.
7.30am; 7.30 in the morning

Half past seven (o’clock) in the morning

Thirty minutes past seven am
Also accept: O-seven-thirty

e.g. 19:00

1900; 19 00; 19_00 etc. 19; 190; 19 000; 19.00 am; 7.00 am

Nineteen hundred (hours)

Seven o’clock in the afternoon/evening
Accept correct conversion to 12-hour clock, e.g. 4.42 am; 0442; 4.42
16:42
4.42 p.m.

Sixteen forty two Forty two (minutes) past sixteen

Four-forty-two in the afternoon/evening Eighteen (minutes) to seventeen
Four forty two p.m.
Forty two (minutes) past four p.m.
Eighteen (minutes) to five in the evening

Also accept a combination of numbers and

words, e.g.
18 minutes to 5 p.m.
42 minutes past 4 in the afternoon

© UCLES 2014 M/S9/MS

 5
Stage 9 Paper 1 Mark Scheme

Question 1
Part Mark Answer Further Information
1 15
Total 1

Question 2
Part Mark Answer Further Information
1 72 ( o )
Total 1

Question 3
Part Mark Answer Further Information
(a) 2 Tolerance ±1 mm horizontally
5000 ±$100 vertically
4000

Value ($) 3000 Award 1 mark for at least 3

2000 more correctly plotted points
1000 all within tolerance.
0
0 1 2 3 4 5 6 7 8 9 10
Age of car (years)

(b) 1 Negative Ignore words describing the

strength of the correlation.
Accept ‘-ve’ but not ‘-’
Total 3

Question 4
Part Mark Answer Further Information
1 Both are required for the
9 True False mark.

True 9 False

True 9 False

Total 1

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 6

Question 5
Part Mark Answer Further Information
(a) 1 Accept in any orientation.
Lines should be ruled.
Ignore hidden edges drawn.

(b) 1 3
Total 2

Question 6
Part Mark Answer Further Information
Accept any clear indication.
1 3.2 4.1 5.6 8.4 23.3

Total 1

Question 7
Part Mark Answer Further Information
(a) 1

–8 –0.5

(+)4

(b) 2 Award 1 mark for 3 and

1 mark for p8
8p4 3p8 so long as expression is of
form apb where a and b are
non-zero numbers
e.g. 3p16 and 16p8 would
24p12
score 1, 3+p8 would score
zero

Total 3

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Question 8
Part Mark Answer Further Information
(a) 1 a(2a + 5)
(b) 1 6(1 – 3x + 4y)
Total 2

Question 9
Part Mark Answer Further Information
2 Award 1 mark for 2 or 3
0.5 + 1.5 × 3 18 correct matches.

3 × (2 + 4) 5

8–1×2 14

10 + 23 – 4 40

(22 + 1) × 8 6

Total 2

Question 10
Part Mark Answer Further Information
2 23 113 Award 1 mark for correct
3
30 or equivalents such as 30
common denomitor seen (30
or a multiple of 30) and at
least one correct numerator,
e.g.

5 18 48
2 + 1 , 65 +
30 30 30 30
Total 2

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 8

Question 11
Part Mark Answer Further Information
2 Reflection (in the line) y = 2 Both reflection and (the line)
y = 2 are required for 2
marks.
Do not accept this as a
drawing on the diagram, it
must be a description.

Award 1 mark for reflection

or y = 2 seen.
Total 2

Question 12
Part Mark Answer Further Information
1 1
Total 1

Question 13
Part Mark Answer Further Information
(a) 1 24 730
(b) 1 25 000 Follow through from their (a)
as long as their (a) has more
than 2 significant figures.
Total 2

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 9

Question 14
Part Mark Answer Further Information
2 Award 1 mark for a regular
hexagon (tolerance ± 2 mm
and ± 2°)
or
6 construction arcs
(must be arcs).
C

Total 2

Question 15
Part Mark Answer Further Information
1 10 35 14 50
12 42 18 60

Total 1

Question 16
Part Mark Answer Further Information
2 x2 + 8x + 15 Award 1 mark for:

x2 + 5x + 3x + 15
or
x2 + ax + 15
or
x2 + 8x + b
(where a and b are numbers
not equal to 0)
Total 2

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Question 17
Part Mark Answer Further Information
1 98 ÷ 98 = 9 7 × 73 = 74
68 ÷ 62 = 64 23 × 24 = 47
Total 1

Question 18
Part Mark Answer Further Information
1 No and, reason, Any correct reason with a
e.g. decision of ‘no’ scores the
• Bushra has multiplied 0.4 by 10 but mark.
hasn’t multiplied 480 by 10
• It should be 4800 not 48
• The correct answer is 1200 but 48
divided by 4 is 12
Total 1

Question 19
Part Mark Answer Further Information
(a) 2 72.5 ( cm ) Award 1 mark for a correct
method, e.g.
(43.5 ÷ 3) × 5
or for 14.5 seen
(b) 2 Award 1 mark for 30 (Green
Red Yellow Green
blocks) correct or both
Number of fractions correct.
10 10 30
blocks

Probability 1 1 3
5 5 5

Total 4

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 11
Question 20
Part Mark Answer Further Information
(a) 1 074(°) ± 2°. Do not allow 74, must be
three figures.
(b) 1 North School Q positioned 4 cm
from School P at a bearing of
North
120°.

P Condone if not labelled

providing there is not a
M Q choice of crosses. Award the
×
mark if the point is
± 2mm and ± 2°.
(c) 1 North A circle of radius 3 cm
North ± 2 mm centred on M.

P
M

Total 3

Question 21
Part Mark Answer Further Information
2 (x = ) 9 Award 1 mark for 3x = 27
seen or equivalent correct
(y = ) –13 method or one correct
answer.
Total 2

Question 22
Part Mark Answer Further Information
2 36 (m) Award 1 mark for use of
Pythagoras’ theorem, e.g.
152 – 122 = x2 or use of
Pythagorean triples, e.g. 9
seen.
Total 2

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 12

Question 23
Part Mark Answer Further Information
1 Ticks Team X and gives a suitable reason, Any valid comparative
e.g. comment.
• Team Y have a lower median score
• Team X have most of their scores in Condone
the 70s and 80s whereas team Y have • team X have more higher
most of their scores in the 50s and 60s scores (than team Y)
• team X has a higher
average score

Do not allow comments that

are not comparative, e.g.
• team X has lots of high
scores
Total 1

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 13

Question 24
Part Mark Answer Further Information
3 1 For full marks the final
1
2 answer must be simplified
and must be a mixed number

Award 2 marks for:

a completely correct method,
e.g. converting both fractions
to improper fractions followed
by an attempt to multiply by
the reciprocal of the second
e.g. 15 ÷ 5 followed
8 4
15 4
by ×
8 5

or
sight of a value equivalent to
1 1 but which is unsimplified
2
or that is left as an improper
fraction.

Award 1 mark for:

15 4
sight of either or
or 8 5
an attempt to multiply their
first improper fraction by the
reciprocal of their second
improper fraction (if there is a
mistake in the conversion).
Total 3

© UCLES 2014 M/S9/MS [Turn over

 14
Stage 9 Paper 2 Mark Scheme

Question 1
Part Mark Answer Further Information
1 ($) 136
Total 1

Question 2
Part Mark Answer Further Information
2 Any two reasons from two different Accept equivalent answers,
categories: e.g.
• sample size too small • he should ask more people
• bias relating to selecting from just one • he should ask people from
class (e.g. same subject, same age, different classes
same ability level)
• this is not random sampling Note two marks can be
scored in one sentence e.g.
he should have asked more
students and used more
classes.

Award 1 mark for only one

correct reason or two reasons
from the same category.
Total 2

© UCLES 2014 M/S9/MS

 15

Question 3
Part Mark Answer Further Information
2 4.43 Award 1 mark for a correct
answer truncated or given to
the wrong number of decimal
places or for 31 seen.
7

Total 2

Question 4
Part Mark Answer Further Information
2 57° Degree symbols are not
68°
55° necessary.
157° B
A Award 1 mark for 2 or 3
203° 146° 112° correct answers.
68° 34°

Total 2

© UCLES 2014 M/S9/MS [Turn over

 16

Question 5
Part Mark Answer Further Information
2 2.9 with working Award 1 mark for evaluating
two values of x (2 < x < 3)
The minimum amount of working for 2 possible values are given
marks would be evidence of correctly below for reference
evaluating x2 + 3x for two values of x or
between 2.85 and 2.94 that result in an answer of 2.9 with no
answers either side of 17 (likely to be 2.85 working.
and 2.9).
x x2+ 3x
2.1 10.71
2.2 11.44
2.3 12.19
2.4 12.96
2.5 13.75
2.6 14.56
2.7 15.39
2.8 16.24
2.85 16.6725
2.86 16.7596
2.87 16.8469
2.88 16.9344
2.89 17.0221
2.9 17.11
2.91 17.1981
2.92 17.2864
2.93 17.3749
2.94 17.4636
Total 2

© UCLES 2014 M/S9/MS

 17

Question 6
Part Mark Answer Further Information
(a) 1 Line must be ruled for the
200 (6, 200)
180
mark. It is not necessary
160 to see the points plotted
140 (4, 140) provided the line passes
120 through all three points. The
100 line does not need
80 to pass through the point
60
(1, 50) (0, 20).
40
20
0
0 1 2 3 4 5 6 7

(b) 1 ($) 20 Follow through using the

intercept from their single
straight line graph as long as
their answer is greater
than 0.
(c) 1 ($) 30 (per hour) Follow through using the
gradient from their single
straight line graph.
Total 3

Question 7
Part Mark Answer Further Information
1 No and a correct reason, e.g. Do not accept “there will be
• 360° ÷ 135° is not an integer gaps” without supporting
• putting two 135° angles together leaves evidence, e.g. a correct
a remainder of 90° calculation or diagram.
• an octagon needs a square to tessellate
with
• the only regular shapes that tessellate
are triangles, squares and hexagons
Total 1

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Question 8
Part Mark Answer Further Information
1 Inequality Solution set Both lines must be correct for
the mark.
–5 –4 –3 –2 –1 0 1 2 3 4 5

x>3
–5 –4 –3 –2 –1 0 1 2 3 4 5

x≤3 –5 –4 –3 –2 –1 0 1 2 3 4 5

–5 –4 –3 –2 –1 0 1 2 3 4 5

Total 1

Question 9
Part Mark Answer Further Information
2 Award 1 mark for 3 out of the
5
4 vertices correctly plotted or
4 for a quadrilateral enlarged
3 by a scale factor of 3 but in
P the wrong place.
2

1 Labels are not required.

–3 –2 –1 0 1 2 3 4 5 6
–1

Total 2

Question 10
Part Mark Answer Further Information
1 5
x
Total 1

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Question 11
Part Mark Answer Further Information

1 1 Accept any clear indication.

2 (4.5 + 5.2) × 6 4.5 × 5.2 × 6

1
4.5 × 5.2 × 6 ÷ 2 × 4.5 × 5.2 × 6
3
Total 1

Question 12
Part Mark Answer Further Information
1 57.8 or equivalent
Total 1

Question 13
Part Mark Answer Further Information
2 28.3 (cm) Award 2 marks for an answer
in the range 28.27 to 28.3

Award 1 mark for

2 × é × 5.5 (+11)
(2)
or é=× 5.5 (+11)

Total 2

Question 14
Part Mark Answer Further Information
2 Award 1 mark for each
m+3
÷2 +3 2 correct completed cell or their
inverse function matching
their reverse mapping.
Condone any letter in place
of the m.
Total 2

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Question 15
Part Mark Answer Further Information
1 Primary Secondary All three must be correct for
the mark.
9

Total 1

Question 16
Part Mark Answer Further Information
2 94 (%) Award 1 mark for
66.93 – 34.5 or 0.94
34.5
Total 2

Question 17
Part Mark Answer Further Information
2 50 Award 1 mark for
20 ÷ 2 seen or implied
Total 2

Question 18
Part Mark Answer Further Information
2 y y – 5t Award 1 mark for a correct
(x =) – t or (x =)
5 5 first step that affects both
sides of the equation, e.g.
y
• =t+x
5
• y – 5t = 5x

Total 2

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Question 19
Part Mark Answer Further Information
2 1 9 Accept numbers in same
5% 0.3 1
3 20 form in correct order for 2,
e.g.
0.05 0.3 0.33(...) 0.45 1
Award 1 mark for values
correctly converted to the
same form allowing one error
or omission:
1, 0.3, 0.33.., 0.05, 0.45
or
60 18 20 3 27
60 , 60 , 60, 60, 60
(other denominators
are possible providing
denominators are equal)
or
100%, 30%, 33.3..%, 5%,
45%
or for values correctly written
in reverse order
Total 2

Question 20
Part Mark Answer Further Information
1 Both are required for the
True 9 False mark.

9 True False

9 True False
Total 1

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Question 21
Part Mark Answer Further Information
2 Award 2 marks for all five
numbers correct. Numbers
9 5 can be in any position in the
correct spinner.
4 7 1 3
Award 1 mark for
2 three correct numbers
2
or
Spinner 1 Spinner 2
for a correctly completed
sample space diagram:

1 5 3 2 9
7 7,1 7,5 7,3 7,2 7,9
4 4,1 4,5 4,3 4,2 4,9
2 2,1 2,5 2,3 2,2 2,9

Total 2

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Question 22
Part Mark Answer Further Information
(a) 2 x –4 0 2 6 Award 1 mark for 2 correct
values in the table.
y 0 2 3 5

(b) 1 8 Line needs to extend

7 between at least 3 out of the
6
4 points and must be ruled
for the mark.
5
(6, 5)
4
Follow through their values
3 (2, 3) as long as they are in a
2
(0, 2) straight line.
1
(–4, 0)
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2

(c) 1 x = –2 Both are required for the

y=1 mark and depend on graph
values seen.
If incorrect, follow through
from any single line
intersecting
y + x = –1 (must be within the
grid).
Algebraic solution not
evidenced by graph scores
zero.
Total 4

Question 23
Part Mark Answer Further Information
(a) 1 32 and 12 Both are required for the
mark.
(b) 1 Both are required for the
True 9 False mark.

True 9 False
Total 2

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Question 24
Part Mark Answer Further Information
(a) 2 6000 (m2) Award 1 mark for:
finding one of the missing
lengths 240, 100 or 300 (may
be marked in the correct
place on the diagram)
or
60 P 100
or
48 000 ÷ 200
or
90 000 (m2) or
24 000 (m2)
(b) 1 4.8 (hectares)
Total 3

Question 25
Part Mark Answer Further Information
1 A decision of no and any correct Allow 832 cm is an unlikely
explanation, e.g. height in just 2 years.
• Height and number of weeks are unlikely or
to be directly proportional There is no basis for her
• The plant is unlikely to continue growing initial assertion as she has
at the same rate only one measurement (or
words to that effect)

Do not accept “yes, because

104 × 8 = 832”.
Total 1

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Stage 9 Paper 3 Mark Scheme

Question Mark Answer

1 ½ 5.1
2 ½ x(3x – 4) or 3x2 – 4x
3 ½ 4
4 ½ 6
5 ½ (Customers are) increasing or going up or rising
6 ½ 11
7 ½ ($) 3.30
8 ½ Angle, centre and direction (of rotation)
9 ½ 3.6
10 ½ 63 (°) and 4 (cm)
11 ½ 6x5
1
12 ½ 10% 0.01 10–1
10
13 ½ Thursday and Friday (or Thurs and Fri)
14 ½ 2x – 4 or 2(x – 2)
15 ½ 280 (km)
16 ½ 3n – 1
17 ½ 1 or 0.25
4
18 ½ c = 2n or n = c
2
19 ½ 12
20 ½ 3200 (mm3)

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