1
For
Teacher's
Use
45 minutes
Mathematics Paper 1
For Teacher's Use
Page
Stage 5
Mark
1
2
3
Name ………………………………………………….……………………….
4
Additional materials: Ruler
5
Calculators are not allowed.
6
READ THESE INSTRUCTIONS FIRST
7
Answer all questions in the spaces provided on the question paper.
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
or part question.
The total number of marks for this paper is 40.
10
11
12
13
14
15
Total
V1
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P840/01/A/M/11
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2
1
Write the missing number in the box.
For
Teacher's
Use
70
double
140
double
280
double
[1]
2
Find the sum of 256, 78, 189 and 854
[1]
3
Calculate.
6243 – 996 =
[1]
© UCLES 2011
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3
4
For
Teacher's
Use
Here is a coordinate grid.
A, B and C are three vertices of a quadrilateral.
y
5
4
3
A
C
2
1
B
0
1
2
3
4
5
x
(a) What are the coordinates of the vertex C?
(………,………)
[1]
(b) D is the fourth vertex of the quadrilateral.
D has coordinates (4, 5).
Mark the position of D on the grid.
[1]
5
Here are four digit cards.
5
6
7
8
Use each card to make this statement correct.
×
=
[1]
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4
6
(a) Join three of the dots to make an equilateral triangle inside the regular
hexagon.
For
Teacher's
Use
Use a ruler.
[1]
(b) Join three of the dots to make a scalene triangle inside the regular
hexagon.
Use a ruler.
[1]
7
Here are four number cards.
A
B
C
D
66.6
666
6660
66 600
Which card shows the number that is 100 times as big as 666?
[1]
© UCLES 2011
P840/01/A/M/11
5
8
For
Teacher's
Use
Write the missing number in the box.
0.3 +
= 1
[1]
9
Write the missing numbers in the boxes.
(a)
4.9 + 3.5 =
[1]
(b)
5.7 +
=8
[1]
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P840/01/A/M/11
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6
10 Here is a number sequence formed by halving each time.
Write in the missing numbers.
40 → 20 → 10 →
For
Teacher's
Use
→
[1]
11 The diagram shows a hexagon on a grid.
The hexagon is reflected in the mirror line.
Draw the reflection.
Use a ruler.
mirror line
[1]
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7
12 The line shows a pair of numbers that add to 1
For
Teacher's
Use
Draw four more lines to join numbers that add to 1
0.05
0.75
0.15
0.35
0.25
0.55
0.85
0.65
0.45
0.95
[2]
13 Here is part of a graph showing the temperatures recorded in the Californian
desert on one day.
temperature
(°C)
50
48
46
44
42
40
38
36
34
32
30
2 am
6 am
10 am
2 pm
6 pm
10 pm
time
The temperature at 10 am was 40 °C
The temperature at 10 pm was 42 °C
Complete the graph to show this information.
[2]
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8
14 Here is part of a number line.
For
Teacher's
Use
Write the missing numbers in the boxes.
+3
+3
–2
[2]
15 Here are some fractions and decimals.
2
10
0.5
4
10
0.25
Write them in order of size, starting with the smallest.
smallest
largest
[1]
16 Here are two shaded squares on a grid.
Shade in three more squares so the pattern is symmetrical in both mirror
lines.
mirror line
mirror line
© UCLES 2011
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[2]
9
17 (a) Subtract 15.4 from 21.1
For
Teacher's
Use
[1]
(b) Multiply 234 by 5
[1]
(c) Divide 168 by 6
[1]
18 Here are three improper fractions.
Join each one to the correct position on the number line.
7
4
0
4
2
1
3
3
2
3
[2]
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10
19 The bar charts show how many students went to an after school club.
Week 1
30
25
20
number
of
15
students
10
5
0
mon
tue
wed
thu
fri
thu
fri
thu
fri
day of the week
Week 2
30
25
20
number
of
15
students
10
5
0
mon
tue
wed
day of the week
Week 3
30
25
20
number
of
15
students
10
5
0
mon
tue
wed
day of the week
© UCLES 2011
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For
Teacher's
Use
11
Look at the bar charts.
For each of the statements tick () the correct box and give a reason for your
answer.
(a) Hugo says
True
For
Teacher's
Use
The same number of
students went to the
club each Wednesday.
False
Not enough information
Explain how you know.
[1]
(b) Karim says
True
The same students
went to the club each
Wednesday.
False
Not enough information
Explain how you know.
[1]
© UCLES 2011
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12
20 Write the missing number in the box.
For
Teacher's
Use
10 × 10 = 100 –
[1]
21 Here is a jug containing some water.
500 ml
400
300
200
100 ml
150 millilitres of water is added to the jug.
Draw a line to show the new water level.
[1]
© UCLES 2011
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13
For
Teacher's
Use
22 Here is a table square.
×
1
2
3
4
5
1
1
2
3
4
5
2
2
4
6
8
10
3
3
6
9
12
15
4
4
8
12
16
20
5
5
10
15
20
25
The first two rows can be used to find this set of equivalent fractions.
1
2
5
3
4
=
=
=
=
2
4
6
8
10
Use the table to find the following equivalent fractions.
6
3
4
=
2
=
4
5
=
15
5
25
[2]
23 The perimeter of a rectangle is 16 cm.
One of the sides is 2 cm long.
What are the lengths of the other three sides?
cm
cm
cm
[1]
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14
24 Write down all the square numbers that are greater than 50 and less
than 90
For
Teacher's
Use
[1]
25 Calculate.
67 × 34 =
[2]
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15
26 Here is part of the 27 times table.
For
Teacher's
Use
1 × 27 = 27
2 × 27 = 54
3 × 27 = 81
4 × 27 = 108
(a) Use the table to help you write the missing number in the box.
6 × 27 =
[1]
(b) Here is a different part of the table.
20 × 27 = 540
Use this fact to help you work out 19 × 27
You must show your working.
[1]
© UCLES 2011
P840/01/A/M/11
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University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
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© UCLES 2011
P840/01/A/M/11