Q1.

(a) Factorise 2x2 + 7x + 5

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Answer _________________________________________
(2 marks)

(b) Hence, or otherwise, work out the value of θ between 0° and 360° for which

2sin2θ + 7sinθ + 5 = 0

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θ = _________________________________________
(3 marks)

Q2.
(x + 4)(x2 − kx − 5) is expanded and simplified.

The coefficient of the x2 term is twice the coefficient of the x term.

Work out the value of k.

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k = _________________________________________
(3 marks)

Q3.

Page 1 of 67
 Here is a triangle.

Work out the value of y.

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y = _________________________________________
(4 marks)

Q4.
Solve x = 0.2

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Page 2 of 67
 _______________________________________________________________________

x = _________________________________________
(3 marks)

Q5.
The transformation matrix M represents a 90° clockwise rotation about the origin.

(a) Write down the matrix M.

(1 mark)

(b) Describe fully the single transformation represented by M2.

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(2 marks)

(c) Write down the matrix for the single transformation represented by M2.

(1 mark)

Q6.
In the diagram, BCD is a straight line.

Page 3 of 67
 Work out the exact length of CD.

Give your answer in the form where a and b are integers.

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CD = _________________________________________
(4 marks)

Q7.
Factorise fully (x + 6)4 + (x + 6)3(3x + 4)
Do not attempt to expand the brackets.

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Answer _________________________________________
(3 marks)

Page 4 of 67
Q8.
Here is a rectangle.

(a) Show that the area of the rectangle is 2x2 – x – 3 cm2

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(1 mark)

(b) The area of the rectangle is greater than 7 cm2

Work out the range of possible values of x.

Give your answer as an inequality.

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Answer _________________________________________
(4 marks)

Q9.

Simplify fully

Page 5 of 67
 Answer _________________________________________
(4 marks)

Q10.
Circle C1 has centre L and equation (x − 3)2 + y2 = 36

Circle C2 has centre M and equation (x − h)2 + y2 = 64 where h is a constant.

The circles intersect at N.

LN is perpendicular to MN.

Work out the value of h.

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h = _________________________________________
(4 marks)

Q11.
The first four terms of a quadratic sequence are 10 33 64 103 ...

Work out an expression for the nth term.

Page 6 of 67
 _______________________________________________________________________

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Answer _________________________________________
(4 marks)

Q12.
(a) On the axes below, sketch the graph of y = x2 + 7x − 18
Label all points of intersection with the axes.
You do not need to work out the coordinates of any stationary points.

Page 7 of 67
 (3 marks)

(b) Work out the equation of the line of symmetry of the graph of y = x2 + 7x − 18
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Answer _________________________________________
(1 mark)

Q13.
The function f is given by

(a) Which of these inequalities is a possible domain for f(x)?

Circle the inequality.

(1 mark)

(b) Work out x when f(x) = 1.2

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Page 8 of 67
 x = _________________________________________
(2 marks)

(c) Work out the value of

Give your answer as a fraction in its simplest form.

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Answer _________________________________________
(3 marks)

Q14.
A curve has equation y = ax2 + 3x where a is a constant.

When x = −1 , the gradient of the curve is −5

Work out the value of a.

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a = _________________________________________
(3 marks)

Q15.
On the grid below, draw a straight line through (2, 1) with gradient

Page 9 of 67
 (2 marks)

Q16.
For each of these two function machines, when the input is a the output is b.

k > 0 and k ≠ 1 and a > 0

Work out an expression for a in terms of k.

Give your answer in its simplest form.

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Page 10 of 67
 _______________________________________________________________________

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Answer _________________________________________
(6 marks)

Q17.
6 sin2 x + 4 cos2 x ≡ A + B cos2 x where A and B are integers.

Work out the values of A and B.

You must show your working.

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A = __________________ B = __________________
(2 marks)

Q18.
Work out the value of p when

90.5p × 81 = 272p −1

Page 11 of 67
 _______________________________________________________________________

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Answer _________________________________________
(4 marks)

Q19.
Here is a sketch of triangle ABC.

P is a point on AB.

AP : PB is 3:1

Work out the length PC.

Give your answer to 4 significant figures.

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Page 12 of 67
 _______________________________________________________________________

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Answer _________________________________________ units

(4 marks)

Q20.
PQRSTU is a triangular prism.

PQRS is a rectangle and angle QRU = 90°

PQ = 10 cm QR = 12 cm UR = 7 cm

M is the midpoint of PQ.

(a) Calculate the size of the angle between the line UM and the plane PQRS.

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Answer _________________________________________ degrees

Page 13 of 67
 (4 marks)

(b) Calculate the size of the angle between the planes UMR and UQR.

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Answer _________________________________________ degrees

(2 marks)

Q21.
Use matrix multiplication to show that, in the x−y plane,

• a reflection in the line y = −x, followed by

• a rotation, 90° anticlockwise about the origin, followed by
• a reflection in the x-axis

is equivalent to a transformation by the identity matrix.

(5 marks)

Q22.
8 cos x + 5 sin x = 0 where 90° < x < 180°

Work out the size of angle x.

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Answer _________________________________________ degrees

(3 marks)

Q23.
Work out the range of values of x for which

x2 − 11x + 28 > 0
You must show your working.

Page 14 of 67
 _______________________________________________________________________

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Answer _________________________________________
(3 marks)

Q24.
Work out all the integer values of x for which

−5 < 4x + 3 ≤ 13

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Answer _________________________________________
(3 marks)

Q25.
Factorise fully 48 – 75x2

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Answer _________________________________________
(2 marks)

Q26.
A circle has equation x2 + y2 = 29
P is the point (−5, 2)

(a) Show that P is on the circle.

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Page 15 of 67
 ___________________________________________________________________
(1 mark)

(b) The tangent to the circle at P intersects the x-axis at point Q.

Work out the x-coordinate of Q.

You must show your working.

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Answer _________________________________________
(4 marks)

Q27.
PQRS is a trapezium.

Page 16 of 67
 The area of the trapezium is 63 square units.

Work out the value of a.

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Answer _________________________________________
(2 marks)

Q28.
Work out the rate of change of y with respect to x at the point on the curve

y = x2(x2 − 9) where x = −2
You must show your working.

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Page 17 of 67
 _______________________________________________________________________

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Answer _________________________________________
(4 marks)

Q29.
A = 2 − 5x B = 3x − 1 C = x2

Show that (2A + 3B)2 ≡ A + B + C

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(4 marks)

Q30.
Factorise fully 6(y + 3)5 + 4(y + 3)4

Give your answer in its simplest form.

Do not attempt to expand (y + 3)5 or (y + 3)4

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Page 18 of 67
 _______________________________________________________________________

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Answer _________________________________________
(3 marks)

Q31.
Factorise fully 12pq3r − 18pq2r2 + 24pq2r

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Answer _________________________________________
(2 marks)

Q32.
State the coordinates of each point where the graph
y = cos x for 0° ≤ x ≤ 360°
meets or intersects an axis.

Answer _________________________________________
(2 marks)

Q33.
0<p<1

How many solutions of sin x = p − 1 are between 0° and 180°?

You may use a sketch graph to help you.

Answer _________________________________________
(1 mark)

Page 19 of 67
Q34.

Write as a single fraction in its simplest form.

Answer _________________________________________
(3 marks)

Q35.

Show that

simplifies to the form ax2 + bx where a and b are integers.

(4 marks)

Q36.
Here is a sketch of y = tan x for 0° ≤ x ≤ 360°

How many solutions of tan x = k where k > 0 are between 90° and 360° ?

Answer _________________________________________
(1 mark)

Q37.
Expand and simplify fully (x + 2)(x + 3)(x + 4)

Page 20 of 67
 _______________________________________________________________________

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Answer _________________________________________
(3 marks)

Q38.

Work out the value of x when

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Answer _________________________________________
(4 marks)

Q39.

The transformation matrix maps the point (1, −3) onto the point (1, 4)

Work out the values of a and b.

Page 21 of 67
 You must show your working.

a = _____________ b = _____________
(5 marks)

Q40.
A straight line passes through the points (−4, 7), (6, −5) and (8, t)

Use an algebraic method to work out the value of t.

You must show your working.

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t = _________________________________________
(3 marks)

Page 22 of 67
Mark schemes

Q1.

Answer Mark Comments

(a) (2x + a)(x + b) M1 ab = 5 or a + 2b = 7

(2x + 5)(x + 1) A1

Additional Guidance

2(x + 2.5)(x + 1) and (x + 2.5)(2x + 2) both score SC1

Ignore subsequent working ... eg solving

(b) (2sin θ + 5)(sin θ + 1) (=0) M1 ft their factors from part (a)

or

2sin θ + 5 = 0 and sin θ + 1 =

0

sin θ = −1 M1

270° A1 only 270° ... no extra (incorrect)

solutions

Additional Guidance

In (b) they can work with x or s but must eventually use sin θ = −1

Q2.

Answer Mark Comments

(x3 +) 4x2 − kx2 − 4kx − 5x (− M1 or 4 − k and −4k − 5 seen as

20) coefficients

4 − k = 2(−4k − 5) M1dep ft their expansion if first M mark

earned

(k =) −2 A1

Additional Guidance

Condone one sign error in the first two steps

Ignore errors in x3 and −20 for the first M1

Page 23 of 67
Q3.

Answer Mark Comments

B1

M1 oe
or

y = 6√12 × sin 120° M1dep dep on previous M mark earned

or y = 12√3 × sin 120°

18 A1

Additional Guidance

They might use a wrong value for sin 120° ... eg sin 120° =

then write eg followed by y = 6√12 × , this scores M1

M1
because their method is correct ... they will already have lost the B1 mark
and will be unable to score the A1 mark
Do not condone the use of 120 instead of sin 120°

Q4.

Answer Mark Comments

Handling the negative power M1 Handling the 4th root first ...
first ...
x−1 = 0.24 or x = 0.2−4

All of these are valid 2nd steps M1

following any of the above 1st
steps

Page 24 of 67
 x
= 54

(x =) 625 A1

Additional Guidance

The two method marks are for handling the negative power and for
handling the 4th root ... and an error in one of the 1st steps does not
mean that you cannot give credit for a correct 2nd step

eg = 0.2 (incorrect) followed by x = 0.24 = 0.0016 scores M0 M1

= 0.2 (incorrect) followed by −x = 0.24 = 0.0016 , x = −0.0016 is M0

M0

because the 4th power of would be a positive quantity

scores M1 M1 A0 0.0016 or will score M1 M0 A0 unless

other valid working seen

Q5.

Answer Mark Comments

(a) B1

(b) Rotation of 180° about the B2 B1 if either the 180° or the origin
origin is missing
B1 if either the SF or the centre
Enlargement SF −1 centre is missing
the origin

Additional Guidance

Ignore any reference to direction Accept 'Rotation of half a turn' for

B1
Answers of Rotation or Enlargement with no other description attached
score B0
Rotation 90° is B0 (incorrect angle, no centre of rotation)
Enlargement SF2 is B0 (incorrect SF and no centre of enlargement)

Page 25 of 67
 (c) B1

Additional Guidance

If no working or answer seen in (c), look at (b) ... the matrix for M2 might
be written there, and, if correct, will score B1 in (c)

Q6.

Answer Mark Comments

AB = B1

Any one of these responses M1 ... or these ...

...

= =
= cos 30° = sin
60°
=

= tan 30° = tan

60° = =

BD2 + (√3)2 = (2√3)2 oe

BD = 3 A1

CD = 3 − A1 oe

Additional Guidance

SC1 for a final answer of , possibly with for sin

135°

Q7.

Answer Mark Comments

(x + 6)3 [x + 6 + 3x + 4] or M1 for sight of (x + 6)3 , (x + 6)2 or (x

+ 6)
(x + 6)2[(x + 6)2 + (x + 6)(3x +
4)] or taken out as a common factor

(x + 6)[(x + 6)3 + (x + 6)3(3x +

4)]

Page 26 of 67
 (x + 6)3[4x + 10] A1

2(x + 6)3(2x + 5) A1

Additional Guidance

(x + 6)3(x + 6)(3x + 4) implies M1

SC1 for all correct factors seen in working but never written as a product
of terms
An attempt to expand brackets will be M0 unless the expansion leads to a
correct solution worth 2 or 3 marks

(x + 6)3 [x + 6 + 4x + 3] scores M1 ... ignore the error in the 2nd bracket

Q8.

Answer Mark Comments

(a) 2x2 – 3x + 2x – 3 B1 terms can be written in any order

Additional Guidance

Must show all four terms.

(b) 2x2 – x – 10 (> 0) M1 oe must have three terms

eg 2x2 > x + 10

Condone 2x2 – x – 10 (= 0) oe

eg 2x2 – x = 10

correct factors (2x – 5)(x + 2) M1dep For use of quadratic formula ...
condone one numerical or sign
error

Sight of 2.5 and −2 A1

x > 2.5 A1 oe

Must have seen x = 2.5 and

x = −2 and reject the negative
solution

Additional Guidance

This is a quadratic inequality so we need to see an attempt at finding the

two critical values then making a decision as to the correct solution

SC1 for x > 2.5 with no working SC1 for x > 2.5 from T&I
If T&I done such that both critical values (2.5 and −2) have been identified

Page 27 of 67
 and tested (eg they give 7 when substituted in the expression 2x2 – x – 3)
then it is possible to score 3 marks or 4 marks

Q9.

Answer Mark Comments

Alternative method 1

common denominator M1 allow (x − 3)2(x − 5) oe

(x − 3)(x − 5) oe

numerator x(x − 5) + 6 or M1dep allow x(x − 3)(x − 5) + 6(x − 3)

oe
x2 − 5x + 6
A1

A1

Alternative method 2

M1

M1

A1

A1

Additional Guidance

Further work eg answer of means the final A1 must not be awarded

eg + scores M1 M1
Either ... follow the LHS of the mark scheme for the first three steps
Or ... follow the RHS

Page 28 of 67
 ... do not mix expressions ... the numerators and denominators must
match

Q10.

Answer Mark Comments

(3, 0) marked or used B1

radii 6 and 8 identified B1 oe

√(62 + 82) or 6, 8, 10 M1
triangle
or 10

(h =) 13 or M = (13, 0) A1 might be seen in the working or

on the diagram

Additional Guidance

(3, 0) can be implied, eg LM = h − 3 or OM = 3 + their LM

Look on the diagram for evidence of the B marks

(h =) 13 with no working is 4 marks (−13 with no working is 0 marks)

Q11.

Answer Mark Comments

Alternative method 1

2nd difference = 8 or a = 4 M1 sight of 4n2 implies this mark

subtract their 4n2 M1 subtracting 4 16 36 64

or sight of three of the coefficient of their 4n2 will

6 17 28 39 come from half the value of their
2nd difference

subtract their 11n or b = 11 M1dep dep on 2nd M mark

or tests 4n2 + 11n and

compares to original
sequence
or sight of three of
15 38 69 108

4n2 + 11n − 5 A1

Alternative method 2

Page 29 of 67
 Any three of these M1

a + b + c = 10
4a + 2b + c = 33

9a + 3b + c = 64

16a + 4b + c = 103

Any two of these 3a + b = 23 M1dep

5a + b = 31 7a + b = 39

a = 4 and b = 11 A1

4n2 + 11n − 5 A1

Alternative method 3

a=4 M1

3a + b = 33 − 10 M1 oe

and substitutes their a in this

equation

b = 11 A1

4n2 + 11n − 5 A1

Additional Guidance

SC3 for 4n2 − 11n + 5

Condone 4x2 + 11x − 5 or eg 4x2 + 11n − 5 (mixed letters)

Q12.

Answer Mark Comments

(a) Fully correct curve with all B3 B2 for two correct x-axis points
intersections labelled of intersection labelled (they
must have a quadratic graph
ie. −9 and 2 on the x-axis and drawn in the correct orientation)
−18 on the y-axis
B1 for U shaped curve, in the
correct orientation, crossing
y-axis at −18, (the x-axis
crossing points not labelled)

or two of the three x

or y axis crossing
points marked or

Page 30 of 67
 stated ... eg this could
be (2, 0) and (0, −18)
seen in a table of
values

or (x + a)(x + b)
with ab = −18 or a+b=
+7

Additional Guidance

Table of values, points plotted and graph drawn, fully correct, scores all 3
marks

Minimum point must be to the left of the y-axis to score full marks.

Both sides of the graph must be drawn above the x-axis to score full
marks

Maximum of B1 if no graph drawn eg x = −9 and x = 2 stated, but no

graph

(b) x = −3.5 B1 oe

Additional Guidance

It must be x = −3.5, do not accept y = −3.5 or −3.5 on its own

Q13.

Answer Mark Comments

(a) B1

(b) 1. 22 = 2x − 5 or 1.44 = 2x M1 oe
−5

(x =) 3.22 A1
oe eg

(c) M1

A1 oe

Page 31 of 67
 A1
or 0.5 Condone ± but not − on its
own

Additional Guidance

Condone decimals throughout

An answer of is M1 M1 A0

Q14.

Answer Mark Comments

2ax or +3 M1 either term correct

their 2a(−1) + 3 = −5 M1dep oe

two terms needed
here ... an x term with
−1 substituted and a
constant term

(a =) 4 A1

Additional Guidance

If dy/dx = 5 is used (misread) then −2a + 3 = 5 scores M1 M1 A0

A 1st line of 2a + 3 followed by 2a + 3 = −5 can only score M1 M0 A0

Condone y = 2ax + 3 for the 1st M1 ... they have differentiated

but used the wrong notation

Q15.

Answer Mark Comments

M1
Any straight line of gradient
or a correct point plotted,
other than (2,1)

Line through (2, 1) A1 this is the minimum length

and (−2, −2) or required
line through (2, 1)
and (6, 4)

Additional Guidance

Page 32 of 67
 oe scores SC1

A line of gradient − , through (2, 1), tolerance as below, scores SC1

If they draw the correct line and the − line then award 1 mark only

Tolerance of cm square at two of the three points (2, 1), (6,

4) and (−2, −2)

Q16.

Answer Mark Comments

(a2 + 3) × k or ka2 + 3k M1 oe eg b = ka2 + 3k

may be seen on diagram

(ak)2 + 3 or a2k2 + 3 M1 oe eg b = a2k2 + 3

may be seen on diagram

ka2 + 3k = a2k2 + 3 M1dep oe

equates and expands brackets
correctly
dep on M2

may include −b on each side

a2(k − k2) = 3 − 3k M1dep oe eg

or ka2(1 − k) = 3 − 3k or
or ka2 − a2k2 = 3(1 − k) or
or a2(k − k2) = 3(1 − k)
or
or ka (1 − k) = 3(1 − k)
2
collects terms in a2 and
or a2(k2 − k) = 3k − 3 factorises correctly on at least
one side
or ka2(k − 1) = 3k − 3
must use a2 as a factor if
or k a − ka = 3(k − 1)
2 2 2
awarding mark for factorising ka2
− a2k2
or a2(k2 − k) = 3(k − 1)
dep on M3
or ka2(k − 1) = 3(k − 1)
M1dep
or

Page 33 of 67
 correct fraction with numerator
and denominator factorised
or
correctly
dep on M4

A1
oe eg or (a
or

=)

or

Additional Guidance

Only one machine fully correct M1 only

Missing brackets must be recovered

Q17.

Answer Mark Comments

Alternative method 1

6(1 – cos2 x) + 4 cos2 x M1 oe expression in terms of cos2 x

or 6 – 6 cos2 x + 4 cos2 x

or 2(1 – cos2 x) + 4

or 6 – 2 cos2 x

A = 6 and B = –2 A1
with no incorrect working

Alternative method 2

A sin2 x + A cos2 x + B cos2 x M1

and A = 6 and A + B = 4

A = 6 and B = –2 A1
with no incorrect working

Additional Guidance

A = 6 and B = –2 with no working M1 A1

Page 34 of 67
Q18.

Answer Mark Comments

Alternative method 1 Powers of 3

(32)0.5p or (33)2p −1 M1 oe powers of 3

or eg 3p or 36p-3

32×0.5p+4 or 3p+4
brackets not needed if intention
clear

eg 320.5p

(32)0.5p and 34 and (33)2p −1 M1dep oe powers of 3

or eg 3p and 34 and 36p−3

32×0.5p+4 and (33)2p−1 or

3p+4 and 36p−3

2 × 0.5p + 4 = 3(2p − 1) M1dep oe equation

or dep on M2

p + 4 = 6p − 3
A1 oe
1.4 or

Alternative method 2 Powers of 9

90.5p+2 or (91.5)2p−1 M1 oe power of 9

eg 93p−1.5
brackets not needed if intention
clear

eg 91.52p-1

92 and (91.5)2p−1 M1dep oe powers of 9

or eg 92 and 93p−1.5

90.5p+2 and (91.5)2p−1 or

90.5p+2 and 93p−1.5

0.5p + 2 = 1.5(2p − 1) M1dep oe equation

or dep on M2

0.5p + 2 = 3p − 1.5

Page 35 of 67
 A1 oe
1.4 or

Alternative method 3 Powers of 27

M1 oe power of 27

eg 27 or 27
brackets not needed if intention
clear

eg 27

M1dep oe powers of 27

eg 27 and 27
or

27 and 27

M2 27 or 27

M1dep oe equation
dep on M2
or

A1 oe
1.4 or

Alternative method 4 Powers of 81

(810.5)0.5p or (810.75)2p −1 M1 oe power of 81

or eg 810.25p or 811.5p −0.75

810.5×0.5p+1 or 810.25p+1
brackets not needed if intention
clear

eg 810.50.5p

(810.5)0.5p and (810.75)2p −1 M1dep oe powers of 81

or eg 810.25p and 811.5p −0.75

810.5×0.5p+1 and (810.75)2p −1 or

810.25p+1 and 811.5p −0.75

Page 36 of 67
 0.5 × 0.5p + 1 = 0.75(2p − 1) M1dep oe equation

or dep on M2

0.25p + 1 = 1.5p − 0.75

A1 oe
1.4 or

Additional Guidance

Mark positively if potentially more than one scheme used

Answer 1.4 M3 A1

Correct equation implies M3

Just seeing expressions not in an equation and not as powers

scores zero
M0 M0
eg Alt 1 6p − 3 and p + 4 not in an equation and not as powers M0
of 3

Allow recovery of missing brackets

Use of logs with answer not 1.4 - escalate

Q19.

Answer Mark Comments

Alternative method 1

(x-coordinate of P =) 5.5 B2 oe may be seen on diagram

and B1 (x-coordinate of P =) 5.5

(y-coordinate of P =) 2.25 or

(y-coordinate of P =) 2.25

or

x-coordinate of P = 2.25
and y-coordinate of P = 5.5

(9 − their 5.5)2 + (12 − their M1

oe eg or
2.25)2
or 3.52 + 9.752
or 12.25 + 95.06(25) 1 < their 5.5 < 7

or 12.25 + 95.063 1 < their 2.25 < 6

or 107.3(125) or 107.313

Page 37 of 67
10.36 A1ft correct or ft their 5.5 and/or their
2.25
must be rounded to 4 sig figs

Alternative method 2 Uses AC = 10, BC = or

5 or 11.18... and AB = or 7.81...

cos M1 oe eg cos –1 0.23(0...) or cos –1

0.231
may be on diagram
or [76.67, 76.71] angle BAC

(0.75 × 7.81...)2 + 102 M1dep

− 2 × (0.75 × 7.81...) × 10 ×
cos their
[76.67, 76.71]

[107.3, 107.4] A1

10.36 A1

Alternative method 3 Uses AC = 10, BC = or

5 or 11.18... and AB = or 7.81...

cos M1 oe eg cos −1 [0.49, 0.4925]

may be on diagram

or [60.49, 60.66] angle ABC

(0.25 × 7.81...)2 + 11.18...2 M1dep

− 2 × (0.25 × 7.81...) ×
11.18...
× cos their [60.49, 60.66]

[107.3, 107.4] A1

10.36 A1

Additional Guidance

If 5.5 is from gradient BC B0

Alt 1 P (4.5, 3.75) B0

(9 − 4.5)2 + (12 − 3.75)2 M1
9.397 A1ft

Page 38 of 67
Q20.

Answer Mark Comments

(a) Alternative method 1

M1 oe
or 122 + 52 RM 2
or 144 + 25 or 169

or 13 M1dep oe
RM
may be seen on diagram
13 implies M2

M1dep any letter

oe eg

28(.3...) A1

Alternative method 2

M1 oe
UM 2

or 122 + 52 + 72
or 144 + 25 + 49 or 218

or [14.76, 14.8] M1dep oe

UM
may be seen on diagram
[14.76, 14.8] implies M2

M1 any letter

oe eg
or
or

or

Page 39 of 67
 28(.3...) A1

Additional Guidance

Allow tan = etc

Do not allow tan etc unless recovered

If using sine or cosine rule, must rearrange to make sin x or cos x the
subject

Allow up to M1M1dep from either alt 1 or alt 2 even if not subsequently

used

(b) M1 any letter

oe eg tan−1
or
their 13 = RM from (a)
may be seen on diagram

or
oe eg sin

or sin
or

or cos

or or cos

22.6... A1ft allow 23 with working

correct or ft
ft answers correct to at least 1 dp

Additional Guidance

Allow tan = etc

Do not allow tan etc unless recovered

If using sine or cosine rule, must rearrange to make sin a or cos a the
subject

Page 40 of 67
Q21.

Answer Mark Comments

Alternative method 1 C(BA)

B5 for B5, products must be seen in

correct order and results of
products must be correct
B4 a B5 response with no
and
indication that is the
identity matrix

B3 (reflection in y = −x)
and

indication that is the

identity matrix and (rotation)

and (reflection in x-axis)

B2 Any two of the above

B1 Any one of the above

Alternative method 2 (CB)A

B5 for B5, products must be seen in

correct order and results of
products must be correct
B4 a B5 response with no
and
indication that is the
identity matrix

B3 (reflection in y = −x)

and

indication that is the

and (rotation)
identity matrix
and (reflection in x-axis)

B2 Any two of the above

Page 41 of 67
 B1 Any one of the above

Alternative method 3 transforms a general point

B5 for B5, products must be seen in

correct order and results of
products must be correct

and B4 a B5 response with no

indication that has mapped

to itself

and B3 (reflection in y = −x)

and and (rotation)

and (reflection in x-axis)

indication that has
mapped to itself

B2 Any two of the above

B1 Any one of the above

Alternative method 4 transforms the unit square

B5 columns in 2 by 4 matrices can

be in any order
for B5, products must be seen in
correct order and results of
products must be correct
B4 a B5 response with no
and
indication that unit square has
mapped to itself

B3 (reflection in y = −x)

and
and (rotation)
and (reflection in x-axis)

B2 Any two of the above

B1 Any one of the above

Page 42 of 67
 and
indication that unit square has
mapped to itself

Additional Guidance

For B3, B2 and B1 the matrices must not be the answers to a product

Must use matrix multiplication

Ignore commas and lines within matrices

Allow missing brackets if arrays are correct

Examples of indication

Alt 1 or 2 or which is the identity matrix

Alt 3 which is the same as the original

Alt 4 which is the same as the original

Alts 1 and 2 Indications may be seen at the start of the solution

Alt 3 must be algebraic

Q22.

Answer Mark Comments

Alternative method 1

Divides trigonometric M1 eg
expression by cos x

or
rearranges equation
or

or 8 cos x = –5 sin x

or

or

or 5 tan x = –8

Page 43 of 67
 A1 oe eg tan–1 –1.6
tan or tan x = −1.6
may be implied by final answer
or

or –57.9… or –58

122.(0…) A1
with no other angle

Alternative method 2

Divides trigonometric M1 eg
expression by cos x

or
rearranges equation
or

or 8 cos x = –5 sin x

or

or

or 5 tan x = –8

A1
oe eg sin–1
may be implied by final answer
or 57.9… or 58

122.(0…) A1
with no other angle

Additional Guidance

Allow division of expression by kcos x

M1
eg

Answer only 122.(0…) M1 A2

Embedded answer 122.(0…) M1 A1

A0

Answer only 121.9 Zero

If working seen, use the alt method for the working seen

Page 44 of 67
 Answer only –58 (BOD alt 1) M1 A1
A0

Answer only 58 (BOD alt 2) M1 A1

A0

Allow cos for cos x etc

Allow c for cos x etc

Q23.

(x − 4)(x − 7) M1 oe

or

or

Identifies 4 and 7 A1 may be on a graph or implied by

an inequality using 4 and 7

x<4x>7 A1 do not allow incorrect notation

eg 4 > x > 7

Additional Guidance

x < 4 with M1 not scored Zero

x > 7 with M1 not scored Zero

Both x < 4 and x > 7 in working but only one on answer line M1A
1A0

x < 4 and x > 7 M1A2

x < 4 and x > 7 M1A2

Q24.

Answer Mark Comments

−5 − 3 < 4x ≤ 13 − 3 M1 could be embedded eg −2 ≤ x ≤

2.5
or −8 < 4x ≤ 10

or −1.25 < x + 0.75 ≤ 3.25

or x ≤ 2.5

Page 45 of 67
 or x > −2
or x≤2
or x ≥ −1
M1dep oe eg (− 2, 2.5] or [−1, 2.5]

or

their −1.25 − 0.75 < x ≤ their

3.25 − 0.75

or −2 < x ≤ 2.5

or −2 < x ≤ 2

or −1 < x ≤ 2.5

or −1 ≤ x ≤ 2

or x ≤ 2.5 and x > −2

or x ≤ 2 and x > −2
or x ≤ 2.5 and x ≥ −1
or x ≤ 2 and x ≥ −1
−1 0 1 2 A1
with no incorrect working

Additional Guidance

Answer only −1 0 1 2 M2A1

Answer only −1 1 2 Zero

x = 2.5 and x = −2 (from solving equations) followed by −1 M2A1

0 1 2

x = 2.5 and x = −2 (from solving equations) Zero

−1 0 1 2 with no incorrect working and a correct M2A1

inequality on answer line

−1 0 1 2 in working but −1 1 2 on M2A0

answer line

Ignore repeated integers eg Answer only −1 0 1 1 M2A1

2 2

Q25.

Page 46 of 67
 Answer Mark Comments

3(4 + 5x)(4 − 5x) B2 B1 Partial factorisation

or 3(−4 − 5x)(5x − 4) eg 3(16 − 25x2) or −3(25x2 −

16)
or −3(4 + 5x)(5x − 4)
or (12 +
or −3(−4 − 5x)(4 − 5x) 15x)(4 − 5x) or
(12 − 15x)(4 +
5x)

Additional Guidance

Brackets in either order for B2 or B1

−(75x2 − 48) B0

(−5x + 4) is equivalent to (4 − 5x) etc

Incorrect notation eg (4 + 5x)3(4 − 5x) B1

Use of surds B1

eg

Use of multiplication signs scores a maximum of B1 B1

eg 3 × (4 + 5x)(4 − 5x)

B2 answer followed by further work B1

B1 answer followed by further work B1

Missing brackets must be recovered eg 3 × 16 − 25x2 B0

Q26.

Answer Mark Comments

(a) (−5)2 + 22 = 29 B1 oe involving use of −5 and 2

eg (−5 − 0)2 + (2 − 0)2 = 29
or (0 − −5)2 + (0 − 2)2 = 29

or =
or 29 − (−5)2 = 22
or 29 − 22 = (−5)2

or =2

or = −5

Page 47 of 67
 Additional Guidance

25 + 4 = 29 B0

−52 + 22 = 29 B0

Allow 29 to be written as

(b) Alternative method 1 Using gradients

(gradient OP =) M1 oe
may be implied
or or −0.4
eg y = − x
or

gradient of tangent = (with

gradient OP not seen)

(gradient tangent =) M1 oe

correct or ft their −
or or 2.5

M1dep oe
y − 2 = their (x − −5) dep on 2nd M1
or equation of their tangent with or
without substitution of y = 0

0 − 2 = their (x − −5)
or implied by y = x+ oe

2 = their × −5 + c or 0 = x+ oe

A1 oe
or −5.8

allow
SC2 answer −10 (grad tangent =

SC2 answer − or −4.2 oe

Page 48 of 67
 (grad tangent = − )

Alternative method 2 Using similar triangles (see diagram in Additional

Guidance)

M1 oe equation
= any letter

M1dep
a= × 2 or a=
M1dep dep on M2
−5 − their

A1 oe
or −5.8

allow
SC2 answer −10 (grad tangent =

SC2 answer − ) or −4.2 oe

(grad tangent = − )

Additional Guidance

Alt 1 2nd M mark is not dependent but there must be a

numerical value for grad OP to ft

grad OP = −0.4 and grad tangent = −0.4 M1M0

M0A0

M3A0

Ignore any incorrect conversion between fraction and decimal

after correct answer seen

Alt 2 diagram

Page 49 of 67
Q27.

Answer Mark Comments

M1 any letter
× (8 + 4) × a (= 63)
oe eg 12a = 126

or × 12 × a (= 63)
or ×3×a+4×a+ ×1×a
or 6a (= 63) (= 63)

or 63 ÷ 6

A1
10.5 or 10 or

Additional Guidance

M1 is for a full area calculation (= 63)

Q28.

Answer Mark Comments

x4 − 9x2 M1

4x3 or (−)2 × 9x or (−)18x M1 differentiates at least one of their

terms

their term must be a function of x

after an attempt to expand
brackets

4x3 − 18x implies M2

4 × (−2)3 − 18 × −2 M1dep oe
or 4 × −8 − 18 × −2 dep on 2nd M1
or −32 + 36 substitutes −2 into their 4x3 −
18x

Page 50 of 67
 their 4x3 − 18x must be two
terms, each a function of x

4 A1

Additional Guidance

Allow recovery of brackets

4 × −23 is allowed for 4 × (−2)3

3rd M can still be awarded even if further substitution seen

eg1 4x3 − 18x 4 × (−2)3 − 18 x −2 and 44 − 9 × 42 = 112 M3

Answer 112 A0

eg2 4x3 − 18x 4 × (−2)3 − 18 × −2 = 4 and 4 × 43 − 18 × 4 = M3

184
Answer 184 A0

Only substituting x = −2 into second derivative can score a

maximum of M1M1M0A0

4 followed by answer y = 4 M3A1

4 followed by answer y = 4x M3A0

Do not regard substitution of x = 2 as a misread

Beware that finding the gradient of the line through (–2, –20) and Zero
(3, 0) gives answer 4

Beware that (−)18x may come from wrong method

eg1 2x(2x − 9) = 4x2 − 18x Zero

eg2 2x(x2 − 9) = 2x3 − 18x Zero

Q29.

Answer Mark Comments

Alternative method 1

2(2 − 5x) + 3(3x − 1) M1

or 4 − 10x or 9x − 3

4 − 10x + 9x − 3 = 1 − x M1dep

(1 − x)2 = 1 − 2x + x2 A1 must see working for M2

2 − 5x + 3x − 1 + x2 = 1 − 2x B1
+ x2

Page 51 of 67
Alternative method 2

4(2 − 5x)2 + 6(2 − 5x)(3x − 1) M1 oe

+ 6(2 − 5x)(3x − 1) + 9(3x − allow + 12(2 − 5x)(3x − 1) for

1)2
+ 6(2 − 5x)(3x − 1) + 6(2 −
5x)(3x − 1)

4(4 − 10x − 10x + 25x2) M1dep oe

+ 6(6x − 2 − 15x2 + 5x) must see expansions

must see working for 1st M1
+ 6(6x − 2 − 15x2 + 5x)
allow + 12(6x − 2 − 15x2 + 5x) for
+ 9(9x2 − 3x − 3x + 1)
+ 6(6x − 2 − 15x2 + 5x)
= 16 − 40x − 40x + 100x2 +
36x − 12 + 6(6x − 2 − 15x2 + 5x)
− 90x2 + 30x + 36x − 12 −
90x2

+ 30x + 81x2 − 27x − 27x + 9

1 − 2x + x2 A1 must see working for M2

2 − 5x + 3x − 1 + x2 = 1 − 2x B1
+ x2

Alternative method 3

2(2 − 5x) + 3(3x − 1) M1 oe

or 4 − 10x or 9x − 3

(4 − 10x + 9x − 3)2 M1dep oe

= 16 − 40x + 36x − 12 − 40x must see expansions

+ 100x2

− 90x2 + 30x + 36x − 90x2 +

81x2

− 27x − 12 + 30x − 27x + 9

1 − 2x + x2 A1 must see working for M2

2 − 5x + 3x − 1 + x2 = 1 − 2x B1
+ x2

Additional Guidance

Allow working down both sides of an equation/identity

Page 52 of 67
 M2A1 is for working on (2A + 3B)2

B1 is for working on A + B + C

1 − 2x + x2 with working for M2 seen and 2 − 5x + 3x − 1 + x2 = 4 marks

x2 − 2x + 1
1 − x2 = 1 − 2x + x2 (do not allow missing brackets even if
recovered)

Q30.

Answer Mark Comments

Correct factorised expression M1 eg (y + 3) [6(y + 3)4 + 4(y + 3)3]

with a common factor
or 2[3(y + 3)5 + 2(y + 3)4]

or 2(y + 3)2 [3(y + 3)3 + 2(y +

3)2]

2(y + 3)4 [3(y + 3) + 2] A1

or 2(y + 3)4 (3y + 9 + 2)

or (y + 3)4 [6(y + 3) + 4]

or (y + 3)4 (6y + 18 + 4)

or (y + 3)4 (6y + 22)

2(y + 3)4 (3y + 11) A1

Additional Guidance

Use of multiplication signs scores a maximum of M1A1A0

Any combination of bracket shape may be used

Correct answer followed by further work M1A1A0

Incorrect notation eg (y + 3)4 2(3y + 11) M1A1A0

(2)(y + 3)4 (3y + 11) or (2(y + 3)4)(3y + 11) M1A1A1

Allow substitution eg n = (y + 3) for M1A1 but must revert to (y +

3) for final mark

Missing brackets must be recovered eg (y + 3)4 6y + 22 with M1 Zero

not seen

Q31.

Page 53 of 67
 Answer Mark Comments

6pq2r (2q − 3r + 4) B2 B1 correct factorised expression

with a common factor involving
at least two variables

eg pq(12q2r − 18qr2 + 24qr)

or 2q2r (6pq − 9pr + 12p)

or

common factor 6pq2r with two

out of the three terms in the
bracket correct

eg 6pq2r (2q − 3r + 4p)

Additional Guidance

B2 answer followed by further work B1

6pq2r (2q − 3r + 4) in working with 6qp2r (2q − 3r + 4) on B1

answer line

B1 answer followed by further work B1

2q2r (6pq − 9pr + 12p) in working with 2p2r (6pq − 9pr + 12p) B1
on answer line

Use of multiplication signs scores a maximum of B1

qpq(12qr − 18r2 + 24r) B1

6pqrq (2q − 3r + 4) B1

Q32.

Answer Mark Comments

(0, 1) (90, 0) (270, 0) B2 B1 two answers, both correct

with no other points or three answers, two correct
or four answers, three correct

Additional Guidance

Condone 0, 1 for (0, 1) etc

0, 90, 270 B0

(1, 0) (0, 90) (0, 270) B0

Q33.

Page 54 of 67
 Answer Mark Comments

0 B1 allow in words eg none or zero

Q34.

Answer Mark Comments

Valid common denominator M1

with at least one numerator
eg and
correct

or

or and
numerators and denominators
may be seen as products
a can be numerical or algebraic
b can be numerical or algebraic

Valid common denominator M1dep

with both numerators correct
and

or and
numerators and denominators
may be seen as products

A1
or
with no further work

Additional Guidance

M2A0
or or

M2A0

7x + 6 / 9x2 M2A0

Q35.

Page 55 of 67
 Answer Mark Comments

Changes division to M1 may be implied

multiplication

and inverts to

(3x + 12 =) 3(x + 4) M1 may be implied

Correct expression written as A1 may be implied by final A1

a single fraction or a product

must have factor (x + 4) in a eg or

numerator and denominator x
+4
or
correct expression written as or
a single fraction or a product

must have denominator x3 or or

x2 or x or 1
or or x4 ×

or

or

or

or

or x × (x + 2) × 3
or 3x × (x + 2)

3x2 + 6x A1
SC2

Additional Guidance

The list of examples in the first A1 is not exhaustive

3x2 + 6x with no incorrect working 4 marks

Q36.

Page 56 of 67
 Answer Mark Comments

1 B1 allow in words

Q37.

Answer Mark Comments

Alternative method 1 expands (x + 2)(x + 3) first

x2 + 3x + 2x + 6 or x2 + 5x + 6 M1 oe

must have a term in x2

allow one error but no omissions

or extras

implied by x2 + 5x + k or ax2 + 5x
+6

x3 + 5x2 + 6x + 4x2 + 20x + 24 M1dep oe eg

x3 + 3x2 + 2x2 + 6x + 4x2 + 12x +
8x + 24

allow one further error but no

omissions or extras

x3 + 9x2 + 26x + 24 A1

Alternative method 2 expands (x + 3)(x + 4) first

x2 + 3x + 4x + 12 or x2 + 7x + M1 oe
12
must have a term in x2

allow one error but no omissions

or extras

implied by x2 + 7x + k or ax2 + 7x
+ 12

x3 + 7x2 + 12x + 2x2 + 14x + M1dep oe eg

24
x3 + 3x2 + 4x2 + 12x + 2x2 + 6x +
8x + 24

allow one further error but no

omissions or extras

x3 + 9x2 + 26x + 24 A1

Alternative method 3 expands (x + 2)(x + 4) first

Page 57 of 67
 x2 + 4x + 2x + 8 or x2 + 6x + 8 M1 oe

must have a term in x2

allow one error but no omissions
or extras

implied by x2 + 6x + k or ax2 + 6x
+8

x3 + 6x2 + 8x + 3x2 + 18x + 24 M1dep oe eg

x3 + 4x2 + 2x2 + 8x + 3x2 + 12x +
6x + 24

allow one further error but no

omissions or extras

x3 + 9x2 + 26x + 24 A1

Additional Guidance

For M marks terms may be seen in a grid (+ signs not needed)

Correct answer followed by further work M2A0

Ignore further simplification after 4 terms seen

eg Alt 1 x2 + 3x + 2x + 6 = x2 + 6x + 6 M1

(x2 + 6x + 6)(x + 4) ⟶ x3 + 4x2 + 6x2 + 24x + 6x + 18 (error) M1depA0

Second M1
Must be the product of a two term bracket and a three or four
term bracket

Missing brackets may be recovered

Q38.

Answer Mark Comments

M1
implied by
or a can be numerical or algebraic
b can be numerical or algebraic
or 5x

allow 0.66... or 0.67 for

M1dep correct differentiation of one

correct term
6× or or 4x5

Page 58 of 67
 or
implied by or
or 5

4x5 + 5 = 133 A1 oe

or 4x5 = 128 both correct terms differentiated

and simplified correctly and
or x5 = 32 equated to 133

or

2 A1

Additional Guidance

Zero

Q39.

Answer Mark Comments

M1 oe
implied by a correct equation

a − 3b = 1 A1 oe

2a − 9b = 4 A1 may be implied by correct

answers

Correct elimination of a M1 eg 3a − 2a = 3 − 4
variable from their 2 linear
equations with both equations or −6b − −9b = 2 − 4
having the same two
variables

A1 must be exact values

a = −1 b = −

Additional Guidance

implies M1 but does not imply any correct

equations

If the same method is used for both a and b (eg equates

coefficients and eliminates a variable), mark the attempt that
favours the student

Ignore commas and lines within matrices

Page 59 of 67
 Allow missing brackets if arrays are correct dimensions

5 marks
Answers only a = −1 and b = −

M1A0A0

Allow use of as a misread M1A1ft

(A1ft after
If solution a = −1 and b = misread)

Transposing and is not a misread (could still score

2nd M1)

M1A1A1

= followed by a − 3b = 1 and 2a − 9b = 4

(could still score 2nd M1)

M1A1A0

= with only one of a − 3b = 1 and 2a − 9b =

4
(could still score 2nd M1)

M0A0A0

= with neither equation correct #

(could still score 2nd M1)

Q40.

Answer Mark Comments

Alternative method 1

Intention to work out gradient M1 Condone one sign error in the

or reciprocal of gradient calculation, eg
or
or or
Intention to work out the
equation of the straight line
or
−1.2 oe

eg 7 = −4m + c or −5 = 6m + c

eg y − 7 = m(x − −4)

A correct value for m or a M1dep

correct expression for m eg. (m =) or (m =)

Page 60 of 67
and oe

an expression to calculate the

value of t or the value of c and eg

or
or t = (8) + (7 − )
m = −1.2 and c = 2.2
7= (-4) + c or -5 = (6)
+c

A1
(t =) −7.4 or −7 or

Alternative method 2

−4 to 6 is +10 and 7 to −5 is M1 oe Condone a sign error

−12

M1 oe
6 to 8 is +2 and −5 to t is

A1
(t =) −7.4 or −7 or

Alternative method 3

√[(−4 −6)2 + (7 − −5)2] M1 Correct use of Pythagoras and

(=√244) identifying the correct
displacements
and
stating −4 to 6 is 10 and 6 to
8 is 2

√[(6 − 8)2 + (−5 − t)2] = (√244) M1 ft their 244

÷5

A1
(t =) −7.4 or −7⅖ or

Additional Guidance

−7.4 seen on answer line is 3 marks

−7.4 seen in the working but sign error on answer line is 3 marks
'Algebraic method' means the question must not be done graphically ...
although a diagram is fine when used to do the gradient calculations

seen implies M1 M1
Look at any diagram they may have drawn for evidence of the alt 2
method

Page 61 of 67
 (correct expression) = 1.2 (error) followed by 7 = (1.2)(−4) + c

scores M1 M1 but will not lead to a correct final answer, so A0

m = − 1.2, but they use 1.2 instead ... 7 = 1.2(−4) + c giving c = 11.8 is M1
M1 A0

m = − 1.2, then t = −1.2 + 11.8 = 2.2 scores M1 M1 A0 because this is a

correct method for calculating c, and so scores the 2nd M1, even though
they think they are calculating t

m= = − ×2= = = −1.2 so t = −5 − 1.2 = − 6.2

M1 M1 A0

... because the only error is ×2= ... if this had been −2.4 then t
= −7.4

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Examiner reports

Q1.
Part (a) was straightforward factorising and was extremely well answered. Many students
used the connection to part (b), usually writing sin θ instead of x in their factors from part
(a). Those who persisted with x had, at some stage, to say that x = sin θ, otherwise the
possibility of a solution to the trig equation was lost. The final step, solving sin θ = −1,
proved to be beyond many students. There were a significant number of non-attempts at
part (b).

Q2.
There is still some confusion and uncertainty when it comes to interpreting the word
'coefficient'. After expanding the brackets many students set up an equation with the x2
and x terms still included and often made no further progress. Those who tried to use the
coefficients sometimes put the '2' on the wrong side of the equation ... 4 − k = 2(−4k − 5)
was the correct equation.

Q4.
This question proved to be a good discriminator. Students had to unravel the negative
index and the fractional power, which could be done in either order. There was some
confusion between a fourth root and a fourth power (x = 4√5 was quite common) and the
negative index sometimes just vanished (x = 0.24 was seen on a number of occasions).
There were errors in evaluating 0.24, answers such as 0.00016 and 0.08 ruining any
chance of a correct final answer. Those students who started with x 1/4 = 5 and then x = 54
got to 625 most easily.

Q5.
None of the parts of this question were well answered. In parts (a) and (c), space was left
so that students could draw unit vector diagrams or perform matrix multiplication but very
few students took advantage of this. Descriptions of the transformation in (b) were often
lacking a piece of information, such as a centre of rotation or a centre of enlargement.
There were a significant number of non-attempts at parts (b) and (c).

Q6.
This question was not well answered. The main reason for this was wrong values used for
the sin, cos and tan of 30°, 45° and 60°. Spotting AB = √3 (since sin 30° = 0.5) and hence
BC = √3, then using trigonometry or Pythagoras’ theorem to work out BD, was usually the
most effective solution.
Much of the work was very untidy and often quite difficult to follow.

Q7.
This was the least well answered question on the whole paper. The hint not to expand the
brackets was not heeded by many students resulting in lines of algebraic expressions
which led nowhere.

A minority of students substituted y for (x + 6) and factorised y4 + y3(3x + 4) by removing a

common factor of y3, which usually led to a correct answer.

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Q8.
Part (a) was very well answered. Part (b) was less well answered. Many students realised
that they had to rearrange the inequality so that it became a quadratic function greater
than zero, but many others only got as far as 2x2 − x > 10. Of those who successfully
factorised the quadratic, only a few realised that one of the two solutions was inadmissible
(being negative) and so had to be excluded from their final answer.

Q9.
Algebraic fractions questions seem to be reasonably well answered. Many students adopt
the method of using the product of the denominators for the common denominator, rather
than their least common multiple. It leads to a more complicated expression for the
numerator, which many students then expand and, as in this case, often ended up with
cubic expressions in both numerator and denominator which proved difficult to factorise.
Here, the better method was to use the LCM of (x − 3)(x − 5), giving a numerator of x2 −
5x + 6, which was much easier to handle and usually resulted in a completely correct
solution. There were instances of incorrect

cancelling where became

Q10.
This question was quite well answered. Students used the given equations to spot the
values of the radii, 6 and 8, for LN and NM and calculated LM using Pythagoras’ theorem.
Perhaps even more crucial to arriving at h = 13 was to spot the coordinates of L (3, 0), the
centre of the smaller circle, but less students saw this. Some interpreted the question as a
pair of simultaneous equations and after several lines of fruitless manipulation, finally
gave up.

Q11.
This question was well answered. Almost all the successful solutions used the
'differences' method. Common errors included subtracting (4n)2 or n2 rather than 4n2 and
there was evidence of some very careless arithmetic.

Q12.
Part (a) was quite a good discriminator. Some of the drawing was poor, especially given
the fact that most students ought to know that a quadratic curve has a smooth U-shape. It
was necessary to factorise first, to find the x-axis crossing points and then ensure that the
minimum point was drawn to the left of the y-axis. Part (b) was not well answered. There
were instances of completing the square, which was not necessary. Using the symmetry
of the graph was all that was needed.

Q13.
All parts of this question were quite well answered. In (a) most students selected the
correct domain. In (b) there was some carelessness in squaring 1.2 (1.04, 1.4, 2.4, 14.4
were some of the variations), but otherwise this was well answered. A first step of 1.22 =
2x − 5 was wise because it indicated the correct method was being used.

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 In (c) many students got as far as but failed to complete successfully.

Q14.
This question had a very mixed response. Many students did not appreciate the need to
differentiate first before trying to apply the gradient condition.

Q15.
This question was well answered although there was some carelessness in ensuring the
line passed through certain critical points.

Q16.
This question was a good discriminator with most students able to gain some of the
marks. Many could apply the first machine correctly but a common error in the second
machine was to have ak2 instead of a2k2. Those who did have two correct expressions
could quite often obtain a correct expression for a2 but then made no further progress.

Q17.
This question was answered a little better than part (a) although there were a significant
number of non-attempts to both parts.

Q18.
There were a significant number of fully correct solutions. Most successful answers used
powers of 3 with a few students gaining some marks from using powers of 9. A common
error was to simplify 3p × 34 to 34p

Q19.
Many students worked out lengths of sides of the triangle and this approach usually led to
no marks being gained. Those who worked out the coordinates of point P were more
successful although at least one of the coordinates was often incorrect.

Q20.
Part (a) was well answered and part (b) was quite well answered. Those who could
identify the correct angle in part (b) nearly always worked it out correctly.

Q21.
Many students could not write or work out all three matrices that represented the given
transformations although some did get one or two correct. It was common to see poorly
presented work with many restarts on additional pages. Only a small proportion of
responses were fully correct.

Q22.
In this question, many students squared the expression but this usually led to 64 cos2x +
25 sin2x

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Some gave an answer of 58° or −58°.

Q23.
Many students identified 4 and 7 in this question.

Q24.
This question was well answered. The common error was to use an incorrect inequality
symbol in the working.

Q25.
This question was a good discriminator. A common error was to divide by 3 at the outset
before attempting to factorise.

Q26.
Part (a) was not very well answered with a common error being to write −52 rather than
(−5)2. Others wrote 25 + 4 without showing how the 25 was worked out. In part (b), a
common wrong approach for this specification was to attempt differentiation to work out
the gradient of the tangent. Others did not know the relationship between the gradients of
perpendicular lines. Some worked out the equation of the tangent and gave this as the
answer.

Q27.
This question was well answered.

Q28.
There were a significant number of fully correct answers. Common errors including
differentiating before expanding the brackets and substituting x = −2 into y or the second
derivative.

Q29.
This question was well answered although some poor presentation of work was seen.
Those who simplified 2A + 3B to 1 − x before attempting to square were generally more
successful than those who tried to expand (2A + 3B)2 in terms of A and B before
converting to an expression in x.

Q30.
Only a small proportion could factorise fully in this question. Some omitted brackets and
many did not make any progress at all.

Q31.
This question was well answered.

Q32.
This question was a good discriminator. Some only gave the two intersections with the

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 x-axis while others included the points (180, −1) and (360, 1).

Q33.
This question was answered more successfully although still not very well.

Q34.
Most students obtained a single fraction with a valid common denominator. A majority of
these also had the simplest form.

Q35.
Many did not attempt to cancel common factors, instead attempting to multiply out the
numerators and denominators. Many had several attempts on additional pages.

Q36.
This was not well answered, with many giving the answer 2 or attempting to find a value
for x.

Q37.
This question was very well answered.

Q38.
Many students did not realise they needed to simplify the expression before they could
differentiate. Those that did simplify usually completed the question correctly.

Q39.
Most of those who obtained two correct equations were able to solve them correctly
although sign errors were seen when eliminating a variable. It was quite common to
transpose the two column vectors or to be unable to set up a correct matrix equation in
the first place.

Q40.
Most students used a gradient method, with some success. Using a ratio method or
simply looking at differences often led concisely to a correct answer. There was some
careless arithmetic such as 7 − −5 = 13, and omitting the negative sign when using the
gradient in a calculation to work out the equation of the line; but overall the question was
quite well answered.

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