Uploaded by Kisakye Anthony

M stage 5 P840 01 AFP

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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
© UCLES 2011
P840/01/A/M/11
[Turn over
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
P840/01/A/M/11
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]
© UCLES 2011
P840/01/A/M/11
[Turn over
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]
© UCLES 2011
P840/01/A/M/11
[Turn over
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]
© UCLES 2011
P840/01/A/M/11
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]
© UCLES 2011
P840/01/A/M/11
[Turn over
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
P840/01/A/M/11
[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]
© UCLES 2011
P840/01/A/M/11
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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
P840/01/A/M/11
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
P840/01/A/M/11
[Turn over
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
P840/01/A/M/11
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]
© UCLES 2011
P840/01/A/M/11
[Turn over
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]
© UCLES 2011
P840/01/A/M/11
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
16
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2011
P840/01/A/M/11
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