M1.         14
8
3
2 marks for all three correct answers.
1 mark for any two correct answers.
[2]

 

M2.          All 4 lines drawn matching these pairs of numbers.

All 4 lines must be correctly matched for the 2 marks to be awarded.
If extra lines are drawn, award no marks unless the child clearly indicates his or her intentions.
2
          Any 3 of the 4 lines correct, ie only 1 error.
or 1
Write 1 or 2 for score for question 20.
[2]

 

M3.          
2 marks for all correct or 1 mark for any 2 correct.
[2]

 

M4.          46 indicated
[1]

 

M5.          100
[1]

 

M6.          1060            1049            1100                    899
Accept alternative indications, eg the number crossed or underlined.
[1]

 

M7.          The two numbers matched correctly as shown:

Both lines must be drawn correctly for the award of the mark.
Lines need not touch the boxes or numbers exactly, provided the intention is clear.
Do not accept two or more lines drawn from the same left-hand box.
[1]

 

M8.          Two numbers circled as shown:

Do not award the mark if additional incorrect numbers are circled.
Accept alternative unambiguous indications, eg ticks, numbers crossed or underlined.
[1]

 

M9.          One number circled as shown:

Do not award the mark if additional incorrect numbers are circled
Accept alternative unambiguous indications, eg ticks, numbers crossed out or underlined.
[1]

 

M10.          (a)     451
1
(b)     110
1
[2]

 

M11.          One number circled as shown:

Do not award the mark if additional incorrect numbers are circled.
Accept: alternative unambiguous indications, eg numbers ticked, crossed or underlined.
[1]

 

M12.          (a)     £15
1
(b)     Award TWO marks for the correct answer of £12
          If the answer is incorrect, award ONE mark for evidence
of appropriate working, eg
          11.50 + 16.50 = 28
          40 – 28 = wrong answer
Accept: for ONE mark £1200 OR £1200p as evidence of appropriate working.
Working must be carried through to reach an answer for the award of ONE mark.
Up to 2
[3]

 

M13.          Award TWO marks for three numbers correct as shown:
 
500	

240	

2	

          If the answer is incorrect, award ONE mark for any two numbers correct.
Up to 2
[2]

 

M14.          23 AND 33
U1
Numbers may be given in either order.
[1]

 

M15.          (a)     2.5 OR 2
1
(b)     5
1
[2]

 

M16.          Number circled as shown:

Accept alternative unambiguous indications, eg number ticked, crossed or underlined.
[1]

 

M17.          996 circled, and an explanation that it is closer in value than 1006 to 1000, eg:
•        ‘996 is 4 less than 1000, but 1006 is 6 more’
•        ‘1000 – 996 = 4, 1006 – 1000 = 6’
•        ‘It’s closer by 2’
•         
•        ‘Both end in 6 which means to the nearest ten they round up. So 996 rounds up to 1000, but 1006 rounds up to 1010’
•        ‘1006 is nearer 1010, but 996 is nearer 1000’
•        ‘996 is only 4 away’.
No mark is awarded for circling 996 alone.
Do not accept vague or incomplete explanations, eg:
•        ‘1006 is further away’
•        ‘996 is less than 1000, but it is still closer than 1006’
If 996 is not circled, but a correct, unambiguous explanation is given, then award the mark.
U1
[1]

M18.(a)     C
Accept alternative unambiguous indications.
1
(b)     E
Accept alternative unambiguous indications.
1
[2]

 

E2.          This question involves matching the numbers 531, 617, 253 and 484 to their nearest hundred. 40% of children achieving Level 3 overall correctly matched all four numbers; 10% of those achieving Level 2 also did so.

E6.          This question asks children to identify, from a given selection, the number that is closest to 1000.
More than 75% of children at level 3 were successful, as were nearly 90% of those at level 4, and almost all of those at level 5.
The most common error was to answer 1049, the closest number above 1000, rather than 960. This error was made by nearly 15% of children at level 3.

E8.          Target Level: 3
Curriculum Coverage (POS ref: Ma2/2c)
This question assesses children’s ability to round integers to the nearest 10. Children are required to identify two integers that round to 80 from a given selection.

Performance
Over half of the children awarded level 3 identified the two correct integers as did 80% of those awarded level 4 and 95% of those awarded level 5.

Common errors and misconceptions
•    Nearly one-quarter of children awarded level 3 and 15% of children awarded level 4 identified one integer only. Of the two correct answers, 76 was chosen more often than 84.

E9.          Target Level: 3
Curriculum Coverage (POS ref: Ma2/2c)
This question assesses children’s ability to round numbers to the nearest 100. Children are required to identify one number that rounds to 700 from a given selection.

Performance
Over three-quarters of children working at Level 3 answered correctly, as did over 90% of those working at Level 4 and nearly all of those working at Level 5.

Common errors and misconceptions
•    Nearly 20% of children working at Level 3 and over 5% of those working at Level 4 gave an answer of 750, possibly because this was the closest number rounding down to 700.

E10.          Target Level: 3
Curriculum Coverage (POS ref: Ma2/4a, 3i, 2c)
This question requires pupils to identify the necessary information from a diagram and to solve problems involving distances in kilometres. The second part of the question requires pupils to round a distance to the nearest 10km.

Performance
Two-thirds of pupils working at level 3 answered the first part of the question correctly, as did almost 85% of pupils working at level 4 and nearly 95% of those working at level 5.
Pupils working at the target level were less successful in the second part, with half of them answering correctly. More than three-quarters of those working at level 4 and nearly 95% at level 5 were also correct.

Common errors and misconceptions
•    Few common errors were seen in the first part of the question.
•    For the second part, the most common incorrect answer was 100, suggesting that these pupils rounded down from 106 instead of up, giving their answer to the nearest 100km. About 10% of pupils working at the target level gave this response. More than 5% of pupils working at level 4 made the same error.
•    Less than 10% of pupils at level 3 gave an answer of 106, the actual distance, failing to engage with the instruction to round to the nearest 10km. This answer was also given by more than 5% of pupils working at level 4.

 
Resource currently unavailable.