M1.          0.01        0.05              0.2          0.9
Accept unambiguous alternatives, eg the number crossed or underlined.
[1]

 

M2.          Award TWO marks for all three numbers in order as shown:
          129 
AND 
7492 
AND
51
          If the answer is incorrect, award ONE mark for two out of three numbers correct.
Do not accept 129.0 OR 7492.0 OR 51.0 OR any other equivalent answers with zeroes after the decimal point.
Up to 2
[2]

 

M3.         Gives a correct explanation with a number x such that 50 ≤ x x as an example, eg:
•        53 to the nearest hundred is 100, and to the nearest ten is 50 and 2 × 50 = 100
•        If it’s 50 or more but less than 55 it will round to 100 (nearest hundred) and 50          (nearest ten) and 100 is double 50
•        0 is 0 to the nearest 100 and 0 to the nearest 10 and twice 0 is 0
Accept minimally acceptable explanation, eg:
•        51 rounds to 50 and 100
•        54  50 and 54  100
•        50 rounds to 100
•        0 rounds to 0

Do not accept incomplete or incorrect explanation, eg:
•        They used 51
•        50 × 2 = 100
•        They could use between 50 and 55, which round to 100
U1
[1]

 

E1.          This question assesses children’s understanding of place value in decimals. Children are asked to identify a number closest in value to 0.1, from a given selection.
Over 70% of children at level 5 answered correctly, as did over a quarter of children at level 4 and 10% of those at level 3.
The most common error at all levels was 0.2, this was made by nearly 20% of children at level 5 and over half of those at levels 3 and 4, suggesting that these children may have chosen this answer because 0.2 seemed closer to 0.1 than 0.11, since 0.1 had only one decimal place. Another error made by nearly 30% and 10% of children at levels 3 and 4 respectively was 0.01, suggesting that these children may have chosen this answer as it has a one in it and is similar to 0.1. These errors demonstrate children’s poor understanding of place value in decimals.

E2.          Target Level: 5
Curriculum Coverage (POS ref: Ma2/3k, 2j, 3c)
This question assesses pupils’ ability to carry out a series of calculations and round each answer to the nearest whole number. Pupils are expected to use a calculator for this question.

Performance
Nearly three-quarters of pupils working at level 5 were awarded two marks for all three correct numbers. One-quarter of pupils working at level 4 also achieved both marks.
Over 20% of pupils working at level 5 and almost one-quarter of those at level 4 gave two out of three correct numbers and were awarded one mark.

Common errors and misconceptions
•    Almost 5% of pupils working at level 5, the target level, gave an answer of 7493 for the second calculation, suggesting that they had incorrectly rounded 7492.28 up to 7493.
•    Among pupils working at level 4, more than 10% gave an answer of 155, 155.29 or 155.286 for the final calculation, suggesting that these pupils had ignored the brackets and calculated 20.34 ´ 7.9 and then subtracted 5.4.

 
Resource currently unavailable.