Maths - Stinky Farm
Maths - Stinky Farm
This paper focuses on the core Key Stage 2 syllabus, with a difficulty level
appropriate for independent schools and competitive grammars. It is designed
to be similar to the first papers in RSL 11+ Maths Volume 1, though a little
harder.
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2. Heidi has 322 chickens. 177 of them are male and the rest are female.
(a) (i) How many female chickens does Heidi have, correct to the
nearest 10?
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4.
Stinky Farm Beauvoir Dairy
Buy 3 eggs, get 1 free! Buy 6 eggs, get 2 free!
Eggs 20p each. Eggs 15p each.
(a) Marco sees these signs and decides to buy some eggs.
(i) If he collects five eggs from Stinky Farm, how much money
will he spend?
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Explaining Social
why would media
10%
rather be
at home 15%
5%
5%
5%
10%
10%
Reading a
trashy novel
(a) One result is missing. Write the missing percentage in the most likely
place on the diagram above. (2)
(b) 10% of results are inside the box above, but outside the circles.
(i) How many people does this percentage represent?
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6. (a) Plot the following three points on the centimetre grid below:
(1 , 3) (1 , 6) (3 , 3) (2)
x
8
0 y
-2 -1 0 1 2 3 4 5
-1
-2
(b) These three points form a triangle. What is its area?
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7. Seven friends are having a competitition to see who can talk for longest
without pausing.
The following table shows their results:
Time (seconds)
Chris 18
Terri 18
Stacey 9
Olivier 16
Stephanie 25
Alex 6
Nick 13
8. The Gran Zebrù is a mountain in Italy. Its highest point is 3900 metres
above sea level.
Mary decides to climb the Gran Zebrù. She starts climbing at Martell, a
village which is 1300 metres above sea level.
(a) Write 3900 metres in kilometres.
Answer: ……………… (1)
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(b) What fraction of the whole 3900 metre height does Mary climb?
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(3)
(b) What is the order of rotational symmetry of the following shape?
(1)
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13. (a) What is the angle in degrees between the hands of a clock at the
following times?
(i) 6 o’clock
(ii) 10 o’clock
(iii) 20 to 4 o’clock
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14. Find three positive integers (whole numbers) which add up to 460.
The third integer is three times the second and five times the first.
15. A woman pushes a briefcase into my hand, then vanishes into the crowd
without letting me see her face. I open the briefcase and find a large
number of unused £10 notes, numbered consecutively (in order, without
gaps) from 39,989,298 to 40,003,246.
How much money does the briefcase contain?
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Marking Guide
Here is a simple guide to marking, which should lead to a fair and broadly
accurate overall score. Not all schools will mark in exactly this way (for example,
some won’t remove a mark for missing units, and others won’t use half marks),
but a student who can work to this marking style will be prepared for any exam.
A correct answer with correct units (£, kg, etc.) will get full marks,
irrespective of the student’s working out – or lack of it – unless the question
directly asks for working to be provided.
If units are missing, a mark should be deducted; half a mark if it is a one-mark
question.
If the answer is slightly wrong but the working is almost completely correct,
deduct only one mark. (Your working might be different from my suggested
method, but still be valid.)
If the answer is wrong and the working is substantially wrong, look for
correct moments in the working: for example, the first stage of the method is
right, after which it veers off course. Correct moments in a substantially wrong
answer might together be worth up to half a mark in a two-mark question, one
mark in a three-mark question, two marks in a four-mark question, and so on.
If an answer involves drawing, deduct marks when the drawing is so messy or
inaccurate that the answer can no longer reasonably be called correct – for
example, if a line does not pass through a specified coordinate, or if it is supposed
to be straight but bends noticeably.
Follow-through marking
If the answer to e.g. part (b) of a question is based on an incorrect answer from
part (a), but is otherwise correct, award (b) full marks: a single mistake shouldn’t
be penalised again in a different section of the same question. (If the student
makes the same mistake again in (b), of course that’s a different matter!)
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Solutions
1. (a)
(b)
Remember to give the remainder, not the solution of the division, as your
answer! It’s always wise to re-check the question before writing your answer.
(c)
2. (a) (i)
The number of female chickens is the total number of chickens minus the
number of male chickens.
145, rounded to the nearest 10, goes up to 150.
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(ii)
The 3 is worth 300, just as the first 2 is worth 20 and the second 2 is worth 2.
(b)
This is very simple: you know that there are 145 females, so you need 145
males as well.
However … did you make the following mistake?
WRONG:
This gives the number of male chickens who would need to change sex and
become female, in order for half to be female!
3. (a) (i)
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(b)
The median is the middle number when a list is written from lowest to highest,
or vice versa.
(c)
When you need to complete a sequence, write the differences in the gaps, and
the pattern is likely to become clear.
(d)
Now that you have six numbers, there are two numbers in the middle, so it is
less simple to find the median than in part (b).
You need to go half way between these two numbers.
The easiest way to do this is to add them together and divide the result by
2.
4. (a) (i)
Because of the ‘buy 3 get 1 free’ offer, one of Marco’s eggs is free.
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(ii)
Don’t forget to write out your calculations as clearly as possible: ‘Show all your
working’ means that this aspect of your answer will be marked.
It’s also important to state who is right! The working out alone will not be
enough for full marks.
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5. (a)
10% of 240 is 24. There are several easy ways to calculate this, but the easiest
of all is simply to divide 240 by 10, removing the final zero.
(ii) Swimming and reading comic books.
Any answer which lists one or more holiday activities, none of which are named
in the Venn diagram’s circles, will be correct here.
(c) Yes, because the results suggest that people don’t regard lying in the sun
as important.
or
No, because it is possible that people lie on sun-loungers while doing the
things they mention in the survey.
It’s possible to make either argument, but the important thing is to give a clear
reason, which is at least partly based on the survey results.
A student who writes that it isn’t possible to reach a conclusion based on the
data should be given both marks, because this is (strictly speaking) true.
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6. (a)
Remember that Cartesian coordinates are written in the form (𝒙, 𝒚) (you go
along the corridor, then up the stairs).
(b)
1
The area of a triangle is given by × 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡.
2
(c) (i)
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(ii)
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Try drawing mirror lines on the following parallelogram, and you will see what
I mean:
7. (a)
To revise medians, see Question 3. The mean is found by adding all the
numbers together, then dividing your result by the ‘number of numbers’.
105
Here the total is 105, and there are 7 people. = 15 seconds.
7
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(d)
We know that the new mean, when Leo has joined in, is 16 seconds. We need to
work back from this and find out how long Leo talked for.
You don’t need to use algebra, but in my opinion it is the clearest way to set
things out:
105 (the total of everybody’s time without Leo), plus Leo’s time, divided
by the number of people (8 when we include Leo), gives 16 seconds (the
new mean).
Therefore, if you don’t divide by 8, the total time will be 128 seconds.
This means that Leo’s time must have been 23 seconds.
This is not longer than Stephanie’s time (25 seconds).
Remember to say whether Leo’s time is longer than Stephanie’s. If you don’t
directly answer a question, you will almost always lose at least one mark.
8. (a)
To convert metres to km, divide by 1000 (because there are 1000 metres in 1
km).
Don’t forget to write the units (‘km’). These are often given to you in this
paper … but not always!
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(b)
It’s important always to simpify (cancel) fractions as far as possible, or you are
likely to lose marks.
(c)
1
An answer of 13 % would also be fine.
3
2
You first need to find what fraction of the mountain Vlada climbs: .
15
Once you know this, you convert the fraction to a decimal in the usual
way (2 divided by 15).
Then multiply by 100, by moving the decimal place two digits to the
right, to get the result as a percentage.
Of course, there are other ways of performing on-paper percentage calculations,
but this is likely to be the simplest approach for this question.
When calculating 2 divided by 15, you could also use long division:
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(d)
By dividing 2600 (the height Mary climbs) by 520 (the height Vlada climbs),
we find how many times as far Mary climbs.
The trick here is to realise that climbing 500% (5 times) as far actually means
the same as climbing 400% further.
This is because the first 100% doesn’t get you any further: if I travel
100% as far as you do, this means that I travel the same distance.
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9. Stage 1
Stage 2
In Stage 1 above, I compared the fractions worth less than 1. Their lowest
common denominator is 63 (7 × 9 = 63), which allowed a simple
comparison.
In Stage 2, I looked at the fractions worth more than 1. They have a common
denominator of 16. I made sure to turn them all into mixed numbers (I could
also have turned them all into improper/top heavy fractions).
With questions of this sort, working in stages like this is a very effective
technique.
It usually isn’t a good idea to find the lowest common denominator of all
the fractions at once, because this might be a very large number!
If you change the form of a number in order to compare it (for instance by
27 11
changing into 1 ), remember to use the original form in your answer!
16 16
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10. (a)
The easiest method is simply to reverse the process: multiply by six, then
subtract 62.
You could also use algebra, if that’s an approach you’re comfortable with:
(b)
The reason there’s only one mark for this answer is that you may be able to see
it without working.
There is also a clue in the question: it would not ask you to perform calculations
with a tricky decimal like 28.438, and then give you so little answer space.
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A first step might be to write a list of the squares of prime numbers, which are
below 100:
4, 9, 25, 49
Of these, only 25 multiplies by 4 to give a multiple of 10 (100).
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(d)
The answer is 3.
It can be helpful to write a table for a problem like this: if you have to perform
a lot of trial and improvement, a table makes it easy to compare results and
make sure that you are always moving closer to the right answer.
1 seemed a sensible place to start – as good as anywhere! But once I had
to divide 34 by 11 and realised that I would not get a whole number
result, I gave up.
This made me realise that this column (containing ‘34’) can only include
multiples of 11. Next I put 44 in this column, because it was the next
multiple of 11. I divided it by 11 to get 4, then subtracted 1 to get 3.
I then put 3 in the first column (because the question requires a solution
beginning and ending with the same number). Working through … I
reached 44 again!
Therefore, 3 was the correct starting number.
Notice the mistake in my example: I don’t clearly state the answer by
itself (this is why it’s printed below the answer box).
When using trial and improvement, you will be fortunate if you find an answer
quite this rapidly. However, this approach – setting things out in a table and
using logic – is always a sensible one.
Just in case you’re curious, here’s an algebraic solution:
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11. (a)
You will notice that the example answer is not 100% accurate (the white shape
is slightly larger). It shows a response which would easily get full marks,
without being so perfect that it could have been drawn by a computer.
Furthermore, the example answer is not black, which could also be seen as an
inaccuracy. However, the mark scheme for a question like this would never
expect you to waste time perfectly shading a shape.
The first stage when drawing a good reflection is to turn the paper so that the
mirror line runs straight away from you:
You want your end result to look symmetrical, like a face. Just like most real
faces, my solution isn’t completely even … but it works well enough!
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(b)
Rotational symmetry measures how many times a shape fits exactly into its
original ‘shadow’ when rotated through 360° (one complete circle).
Because any shape will fit into its own shadow at least once, when it returns to
its starting point, the lowest possible order of rotational symmetry is 1.
(c) Bola is correct that there are 8 lines of symmetry, but for the wrong
reason. There is a line between each opposite pair of sides, and also a
line between each pair of corners.
A ‘comment on’ question like this is always likely to look a bit confusing, but it
actually expects something quite simple. You need to mention the following
things:
Bola is right that there are eight lines of symmetry …
… but she’s lucky, because her working out is wrong.
EITHER why her reasoning is wrong OR what the right reasoning
should be.
12 (a) (i)
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(ii)
When a sequence seems to make no sense, look for two overlapping sequences
(also keep an eye out for squared/cubed sequences).
You could also work out this sequence like this:
(b)
The only positive factors of 5 are 5 and 1, so these need to be your starting
numbers.
Be careful when dealing with negative numbers!
When you subtract from a negative number, you go more negative.
When you multiply a negative number by a positive number, the result is
negative.
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(ii)
There are 90° in each three hour quarter of the clock face. Therefore there are
30° between each numbered hour.
This means that at 10 o’clock there are 60° between the hands.
(iii)
Most of this answer will make sense if you understand the explanation for part
(ii).
The only fiddly corner involves the hour hand.
2
At 20 to 4, the hour hand has moved of the way between 3 and 4 – which is
3
the same as moving 20°:
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(b) As so often when it isn’t obvious how to solve a problem, the best thing is to
start somewhere. Where better than 9:30?
105° is quite a lot too much, so we need to move the minute hand round further.
A reasonable next time to try would be 9:40:
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14.
B:
C:
D:
E:
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𝑥 𝑥
A: If the third number is 𝑥, then the second is and the first is .
3 5
The next method is only for people who are very confident with algebra.
As an alternative to steps C and D above, rather than multiplying everything by
𝑥 𝑥
15, you add together , and 𝑥.
5 3
𝑥 𝑥 8 15 23
+ = 𝑥 and 𝑥 = 𝑥, so together you have 𝑥.
5 3 15 15 15
The last step combines two operations: multiplying both sides by 15, and
dividing by 23, in order to leave the 𝑥 by itself.
Combining the two operations means that you can cancel fully before
multiplying, avoiding awkwardly large numbers such as the 6900 at step
D in the previous method.
When all’s said and done, the first (non-algebraic) method is clearly the easiest!
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15.
This isn’t difficult, but it’s fiddly and needs some concentration. The question
also includes a lot of unnecessary background information, which you need to
ignore.
The subtraction is particularly annoying because you have to carry numbers
throughout: it’s easy to make a mistake here.
The middle step is simple, but so easy to forget: when you subtracted
39,989,298 from 40,003,246, you took away all the numbers up to and
including 39,989,298. But we want to count all the banknotes from 39,989,298
to 40,003,246, including both numbers.
Therefore, we need to add 1 to the result of the subtraction.
Each note is worth £10, so you need to multiply your answer by 10 to find the
total sum of money.
END
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