M1.          (a)     £2.17 OR 217p
Accept any clear indication of the distinction between pounds
and pence.
Accept 2.17 OR £2.17p OR £2 17 OR £2 17p OR 2-17.
Accept 217.
Do not accept incorrect answers, eg
£217 OR 2.17p OR £217p
1

(b)     Award TWO marks for the correct answer of £4.18 OR 418p.
          If the answer is incorrect, award ONE mark for an appropriate
calculation such as:
•    5.00 – 0.82 = incorrect answer.
Accept any clear indication of the distinction between
pounds and pence.
Accept 4.18 OR £4.18p OR £4 18 OR £4 18p OR 4-18.
Accept 418.
Incorrect answers include £418 OR 4.18p OR £418p
Up to 2
[3]

 

M2.          288 (apples)
[1]

 

M3.          49 (plums)
[1]

 

M4.          (a)     Correct answer of £15.30 or 1530p
Accept also £15.30p or £15 30 (clear space between 5 and 3) or amount written in words.
1
(b)     57 (cars)
1
[2]

 

M5.          £1.38
Accept also £1 38, (with clear space between 1 and 3) or £1.38p.
[1]

 

M6.          (a)     Evidence of appropriate calculations of two lots of £3.25 and three lots of £2.00 and the correct total of £12.50.
2
          or
          Evidence of both calculations (as above) but answer incorrect.
If the child does not show his or her working, but writes the correct total in the box, award 1 mark only.
Accept also £12 50 (clear space in between), or £12.50p.
Write 1 or 2 for score for question (a).
1

(b)     Accept either five 50p coins and one 20p coin
or three 50p coins and six 20p coins
or one 50p coin and eleven 20p coins.
1

(c)     6:10
Accept also 6.10pm, 6.10am, 18.10 or 06.10.
1
[4]

 

M7.          35 (ice-creams)
[1]

 

M8.          31 – 9 circled
Accept any other clear way of indicating the correct choice.
[1]

 

M9.          8
[1]

 

M10.          (a)     6
1
(b)     Jody            Accept 84.7 OR Lane 5 OR 5.
1
(c)     1.2
1
[3]

 

M11.          406
[1]

 

M12.          (a)     19 (people)
1
(b)     14 (seats)
1
[2]

 

M13.          23 (pages)
[1]

 

M14.          (a)     £2.97
Accept £2.97p OR £2 97 OR 297p OR £2 97p OR 2.97 OR 297
Do not accept £297p OR £297 OR 2.97p
1
(b)     10
No mark is awarded if any units are shown, eg 10p
1
[2]

 

M15.          (a)     7
1
(b)     24
1
[2]

 

M16.          (a)     Award TWO marks for the correct answer of 74p OR £0.74
          If the answer is incorrect, award ONE mark for evidence of appropriate
working, eg
          148 ÷ 2 = wrong answer
Accept for TWO marks 74 OR 0.74 OR £0. 74p OR .74
OR £.74 OR £.74p
Accept for ONE mark £74p OR 0.74p as evidence of
appropriate working.
Calculation must be performed for the award of ONE mark.
Up to 2

(b)     Award TWO marks for the correct answer of 22p OR £0.22
          If the answer is incorrect, award ONE mark for evidence of appropriate
working, eg
          2 × 85 – 148 = wrong answer
Accept for TWO marks 22 OR 0.22 OR £0.22 OR .22 OR £.22 OR £.22p
Accept for ONE mark £22p OR 0.22p OR £22 as evidence of appropriate working.
Calculation must be performed for the award of ONE mark.
Up to 2
[4]

 

M17.          (a)     £7.50
Accept £7.50p OR £7 50
Do not accept £7.5 OR £750p OR £750
1
(b)     3:50 pm
Accept ‘10 to 4’ or equivalent.
Accept 15:50 OR 350 OR 1550
1
[2]

 

M18.          (a)     12p
Accept 12 if written outside the answer box.
1
(b)     85p OR £0.85
Accept 85 OR 0.85 OR .85 OR £0.85p
OR £.85 OR £.85p OR £0 85
Do not accept £85p OR 0.85p OR £85
1
[2]

 

M19.          (a)     £2.45
Accept £2.45p OR £2 45
Do not accept £245 OR £245p
1

(b)     CC
Accept ‘C’.
Do not accept £1.55
1
[2]

 

M20.          5
Do not accept 
Accept five stickers indicated on the drawing, provided it is clear they are rabbit stickers, eg
 
R	 	R	 	R	 	R	 	R	

[1]

 

M21.          An explanation which compares prices and which recognises that the
‘half price’ cost is less than the ‘3 for 2’ cost, eg
•    ‘The half price offer costs 40p, the other offer costs 60p
so the half price one is 20p cheaper’;
•    ‘I know because 40p is less than 60p’;
•    ‘The half price offer costs 20p less’.
(Although the child has not stated the cost of each offer, we can assume
that the child must have calculated them to reach this conclusion.)
Do not award the mark for ticking the ‘Half price’ box alone.
Do not accept an explanation which compares pencils rather than prices, eg
•    ‘I think because there are more pencils in the half price than the 3 for 2’;
•    ‘Because you only get 2 in a packet and so the half price one is better’.

Also accept:
 
•	Half price	40p		3 for 2	60p	

The prices must be stated AND the ‘half price’ offer indicated.
(Although this is not the preferred form of response, the child has
clearly communicated their understanding.)
Do not accept an explanation which compares prices incorrectly, eg
•    ‘Because the half price ones are 40p and the 3 for 2 ones are 90p’
(This shows that the child has not understood the concept of 3 for 2).
Do not accept an explanation which is vague or arbitrary, eg
•    ‘One pack of pencils costs less’.
Award the mark if the ‘3 for 2’ box is ticked OR neither box is ticked provided a correct unambiguous explanation is given.
U1
[1]

 

M22.          Award TWO marks for the correct answer of £2.45
Accept £2.45p OR £2 45
If the answer is incorrect, award ONE mark for evidence of appropriate working, eg
35 × 7 = wrong answer
OR
30 × 7 = 210
5 × 7 = 35
210 + 35 = wrong answer
OR
award ONE mark for £245 OR £245p OR £24.5 as evidence of appropriate working.
An answer must be given for the award of ONE mark.
Up to 2
[2]

Examples of responses
Bashir’s working out shows his intention to calculate 35p multiplied by 7. To simplify the calculation he has broken it down into three separate multiplications then added the three answers together. Although he made an error in calculating two lots then three lots of 35p, his method is complete and correct since he gave an answer. Bashir can be awarded the mark. Adam has also used multiplication but has applied a vertical algorithm. However, he has made an error in place value by omitting the zero from 7 × 30 and calculating this as 21. His method is, therefore, not correct. Adam cannot be awarded the mark.
Bashir                                                  Adam

1 mark                                                    0 marks

Jay has shown in her repeated addition method that she recognised the need to calculate seven lots of 35p. She made an error in the final addition by adding 35p to 210p incorrectly but has correctly converted her answer of 215p to £2.15. Her method is complete and correct. Jay can be awarded the mark. Bob’s working shows that he understood that he needed to count on 35p seven times but he made an error starting at 35p instead of at 0p and ended up calculating (allowing for a later error) eight lots of 35p. His method is not correct. Bob cannot be awarded the mark.
Jay                                                        Bob

1 mark                                                    0 marks

Carol has drawn seven tins of cat food and written 35p below each one. We can assume from her answer of £2.35 that she added 35p seven times. Although she made an error in this calculation, her method is complete and correct. Carol can be awarded the mark. It is likely that Tony also recognised the need to add seven lots of 35p since his working shows his attempt to partition the 35p amounts into groups of 10p and 5p. He has successfully recorded seven lots of 30p but has only recorded three lots of 5p. His method is not complete or correct. Tony cannot be awarded the mark.
Carol                                                    Tony

1 mark                                                    0 marks

 

M23.          Boxes completed as shown:
 
8 cubes	and	7 cubes	

Accept reverse order.
U1
[1]

 

M24.          £2.40
Accept £2.40p OR £2 40
Do not accept £240 OR £240p OR £2.4
[1]

 

M25.          
4 hours     30 minutes	

Accept 4 hours if the minutes space is left blank
OR 270 minutes if the hours space is left blank.
[1]

 

M26.          Award TWO marks for the correct answer of £4.40
Accept £4.40p OR £4 40
If the answer is incorrect, award ONE mark for evidence of appropriate working, eg
10p × 24 = £2.40
20p × 10 = £2.00
£2.40 + £2.00 = wrong answer
An answer must be given for the award of ONE mark.
OR
award ONE mark for £440 OR £440p OR £4.4 as evidence of appropriate
working which involves a complete and correct method.
Up to 2
[2]

Examples of responses
Peter has shown no working and has made an error with the notation of the units since he has omitted the 0 from £4.40. However, his answer of 4:4p can be accepted as evidence that he used a complete and correct method. He can be awarded the mark. Lucy has attempted to work out the value of the 10p coins using a correct method although she has incorrectly calculated this as 140p rather than 240p. She has also shown evidence that she intended to add ten 20p coins to this value. However, her method is not complete since she has not recorded an answer. She cannot be awarded the mark.
Peter                                                 Lucy

1 mark                                                  0 marks

Freddie has clearly shown an appropriate method for calculating the value of the 10p coins, the 20p coins and their total value. Although he made an error in calculating the value of the 20p coins, his understanding of the problem is evident and his method is complete and correct. He can be awarded the mark. Stella’s method, unlike Freddie’s, is not correct since she has chosen an inappropriate operation, ie addition rather than multiplication, to calculate the value of each set of coins. Stella cannot be awarded the mark.
Freddie                                                Stella

1 mark                                                  0 marks

Surjit has drawn number lines to represent the 10p coins and the 20p coins. To find the total amount, she has subdivided the number lines into blocks representing £1 but made an error in her final calculation. Her method shows each step taken and her method is complete and correct. Surjit can be awarded the mark. Julian too has used a counting on method. He has shown the correct number of 20p coins, then has shown 20 tally marks, which we can assume represent 10p coins. We can also assume from his answer that he has totalled the amounts. Julian’s method is correct, but it is not complete since his tally has not represented the correct number of 10p coins. Julian cannot be awarded the mark.
Surjit                                                  Julian

1 mark                                                    0 marks

 

M27.          (a)     Table completed as shown:
 
favourite big cat	number of
children	
cheetah          	7	
lion                	22	
tiger               	13	
panther           	8	
leopard           	10	
total	60	

1
U1

(b)     Statements ticked and crossed as shown:
 
Nine more children voted for
the lion than for the leopard		
The lion was more popular than the tiger.		
 of the children voted for the tiger.		

All three statements must be correct for the award of the mark.
Accept any other clear way of indicating the correct responses, such as ‘Y’ and ‘N’.
Do not accept blanks.
1
[2]

 

M28.          (a)     90
1
(b)     13
1
[2]

 

M29.          (a)     Tom         Nadia 
1
(b)     4
1
[2]

 

M30.          Table completed as shown:
 
Type of coin	Number of coins	
1p	160	
10p	16	
20p	8	

Both numbers must be correct for the award of the mark.
[1]

 

M31.          (a)     £14.60
Do not accept £14.6
1

(b)     Award TWO marks for the correct answer of £4.45
          If the answer is incorrect, award ONE mark for evidence
of appropriate method, eg
1.95 + 1.25 + 1.25
Accept for ONE mark £445 OR £445p as evidence of an appropriate method
Accept for ONE mark £8.10 OR £19.05 OR the correct total of £4.45 and the answer given for 9a as evidence of an appropriate method.
Answer need not be obtained for the award of ONE mark.
Up to 2
[3]

 

M32.          (a)     15
1
(b)     25
1
[2]

 

M33.          (a)     Award TWO marks for the correct answer of £1.38
          If the answer is incorrect, award ONE mark for evidence of 
appropriate method, eg
          78 + ( × 1.20)
Accept for ONE mark £138p OR £138 as evidence of an appropriate method.
Answer need not be obtained for the award of ONE mark.
Up to 2
(b)     6
1
[3]

 

M34.          (a)     Award TWO marks for the correct answer of £4.10 OR 410p
          If the answer is incorrect, award ONE mark for evidence of 
appropriate working, eg
          4 × 60 = 240
          2 × 85 = 170
          240 + 170 = wrong answer
Accept for ONE mark £410 OR £410p as evidence of appropriate working.
Calculation must be performed for the award of ONE mark.
Up to 2
(b)     £3.00
1
[3]

 

M35.          (a)     Award TWO marks for the correct answer of £4.10 OR 410p
          If the answer is incorrect, award ONE mark for evidence of 
appropriate working, eg
          4 × 60 = 240
          2 × 85 = 170
          240 + 170 = wrong answer
Accept for ONE mark £410 OR £410p as evidence of appropriate working.
Calculation must be performed for the award of ONE mark.
Up to 2
(b)     £3.00
1
[3]

 

 

E1.          When using written methods for calculating addition and subtraction some children showed a preference for informal or personal methods. In this question, requiring the subtraction of 82 pence from £5, for example, Luke uses a variant of the ‘shopkeeper’s method’.

Other children preferred a more formal and standard approach. Neither approach was noticeably more successful. Children using non-standard methods sometimes made errors, as Georgina, Louise and Faith do here.

Equally, however, children using standard methods also made mistakes, as shown by Kelly and Claire.

E5.          Children were are asked to work out how much more money Pam needs to buy a box of crayons costing; £2.75 when she already has £1.37. 23% of children achieving Level 3 overall and 5% of those achieving Level 2 overall gave the correct answer. These children used a range of effective, but not necessarily efficient, methods. Craig used a decomposition method. Jemma worked out the number of pence from £1.37 to £2 and then added this amount to 75p. Liam worked out the correct number of pence, but forgot to deal with the pounds.

 

E6.          Part (a) is a multi-step problem involving multiplication by finding the cost for 2 adults and 3 children given that the cost for an adult is £3.25, and ;£2.00 for a child. Two marks were awarded for the correct answer; one mark for showing an appropriate calculation. Around 60% of children achieving Level 3 overall gave the correct answer, compared with 20% of those achieving Level 2. However, only about half of children achieving Level 2 who attempted the question showed any working, whether correct or not. In the examples shown below, Tara gained both marks for a correct answer and Simon gained one mark for an appropriate calculation, but could not produce the correct answer.

Part (c) involves working out the time 1 hour 30 minutes after 4:40. Around one third of children achieving Level 3 overall provided a correct answer. Common incorrect responses showed that many children were working on the basis of 100 minutes in one hour or were not able to use the correct equivalence even if they knew it.

E7.          83 % of children achieving Level 2 overall correctly answered this question which involves working out how many ice-creams there are in 7 boxes with 5 in each box.

E10.          No comment available.

E14.          (a)     82% (63% at level 3, 88% at level 4 and 98% at level 5) answered this question correctly.
This question assessed children’s ability to do multiplication in a money-based context. The context that is well understood. Children achieving level 3 were more likely to use repeated addition and make errors of the order of one or two pence in the final answer.

(b)     73% (41% at level 3, 79% at level 4 and 97% at level 5) answered this question correctly.
This part of the question assessed division in a money context, with slightly weaker performance by children achieving level 3 and level 4. Children achieving level 3 tended to show a repeated addition method, whereas children achieving level 5 offered little working, implying a mental approach.

E15.          (a)     90% (76% at level 3, 96% at level 4 and 99% at level 5) answered this question correctly.
This question assessed understanding of inverse operations in the simple context of multiplication tables. Children may have found the answer as ‘5 goes into 35 seven times’ or they may have recognised the problem as     × 5 = 35 and recalled the multiplication fact from the 5x table. The most common incorrect response given was ‘6’ which suggests a mistake in calculation rather than not understanding the question demand. Indeed, of those children who responded, all the children achieving level 4 and level 5, and most of those achieving level 3 gave answers of 10 or below which suggests they had tried some sort of division. However, the incorrect response of 30, common amongst children achieving level 3, suggests that 5 had been subtracted from 35 and children had misunderstood what was required.

(b)     75% (35% at level 3, 86% at level 4 and 99% at level 5) answered this question correctly.
This question assessed understanding of inverse operations in the context of division. By contrast with A6a, children achieving level 3 performed significantly less well than those at level 4 and 5. Children found the division problem much harder to interpret than the multiplication problem. One in six children achieving level 3 gave the answer ‘2’ which suggests they subtracted 4 from 6 and misunderstood what was required. More working was evident in this part of the question, than for A6a.

E16.          (a)     This question carried two marks. The majority of children awarded levels 4 and 5 overall achieved both marks. Over two thirds of children working at level 3 gained at least one mark for this question, and over half of children working at this level gained two marks. There were no consistent differences in performance between boys and girls.
Just over 5% of children overall gave the correct answer without any units; this response was awarded the full two marks. No trends in errors were identified.

The majority of children followed the instruction to show their working; very few children used a mental method to answer. Formal written methods for working, such as 1.48¸2, were far more common than informal written methods, such as halving the hundreds, tens and units separately and adding the results. However, the methods that children working at level 3 used were split almost equally between formal and informal methods, at about 30% each. Formal methods were favoured by most of those children working at level 5 overall, only just under 10% of children working at this level used informal methods.

(b)     Children found this question harder than question 6a. Most children working at levels 4 and 5 overall achieved at least one of the two marks available, but this figure was less than half for those working at level 3. The percentage of children achieving two marks was slightly less than those achieving at least one mark. There was not much difference in performance between girls and boys.

Just under 5% of all children gave the correct response without any units, and a slightly smaller percentage used units inappropriately, for example, £22p; this was most common for children working at level 4 overall. Less than 5% of children misread the question, working out the difference in price between the pack of four batteries and one pack of two rather than two packs of two.

The majority of children followed the instruction to show their working, although a few used a mental method to answer this question. Formal written methods for working were more common than informal written methods. Similar percentages of children working at level 3 overall used formal and informal methods, while children achieving level 5 predominantly used formal methods.

E17.          This question requires children to solve number problems set in a context involving money and time. Children are required to extract information from a table about hiring motor boats and rowing boats to solve these problems.
Eighty per cent of children at level 3 answered the first part of the question correctly. For children at level 4 and level 5 success rates were over 90%.
Almost 5% of children at level 3 were able to give a correct value as the answer, but lost the mark for inappropriate use of units, eg £7.5. Other wrong answers were varied, with no common trends.

About 10% of children at all levels used written working to answer this question, suggesting that they had not chosen to use their calculator.
The second part of the question was answered correctly by about three-quarters of children at level 4. One-third of children at level 3 were successful, as were more than 90% of children at level 5.

10% of children at level 3 gave the answer 3:35pm; this was also given by 5% of children at level 4. The answer 3.35pm corresponds to spending £1.50 on hiring the boat, the cost for one session as given in the table. All these children were able to identify the correct information from the table but failed to use the information from the question to then calculate the correct length of time needed to reach the answer.

E18.          For this question, children are required to solve a problem by extracting and interpreting data in a table. It involves the ability to compare pairs of prices, at locating the information and calculating the increase in one bus fare.
In the first part of the question children at all levels were generally successful and few errors were seen.

In the second part of the question success rates were only a little lower, the largest decrease was at level 3, where the success rate dropped to 80%. Of those children awarded the mark, only a small percentage gave a correct answer without any units. Once again few common errors were seen. However, 5% of children at level 3 gave 75p as the answer, which suggests they identified the correct entry in the table but gave the old bus fare and not the new.

E19.          This question assesses children’s ability to interpret a table to solve word problems. These problems involve addition and subtraction of amounts of money.
In the first part of the question, nearly 80% of children at level 3 answered correctly, as did over 90% of those at level 4. Nearly all children at level 5 were correct. Seven per cent of those children at level 3 who were awarded the mark used pounds and pence notation in an unconventional way. However, they could be awarded the mark since their response clearly differentiated between the amount of pounds and amount of pence.

Incorrect responses were varied and no common trends were observable.
Performance on the second part of the question was similar to performance on the first part.
The most common error, made by 5% of children at level 3, was the answer BB. This suggests that they may have misinterpreted the codes from the table or made an error subtracting 45p from £2.

E28.          Target Level: 3
Curriculum Coverage (POS ref: Ma2/4a, 3h)
This question assesses children’s ability to identify and use the appropriate number operation to solve word problems.

Performance
For the first part, almost 90% of children working at level 3 gave the correct answer, as did nearly all those working at levels 4 and 5.
For the second part, children working at level 3 were less successful with fewer than 70% giving a correct answer. Over 90% of those working at level 4 and nearly all of those working at level 5 gave a correct answer.

Common errors and misconceptions
•    No common errors were identified on the first part.
•    For the second part, over 10% of children working at level 3 gave an answer of 325, which was reached by multiplying 65 by five rather than by dividing.

E29.          Target Level: 3
Curriculum Coverage (POS ref: Ma2/4a, 2d)
The first part of this question assesses children’s ability to identify and use the appropriate operation to solve word problems.
For the second part of the question children are required to find a quarter of 16.

Performance
For the first part, over 80% of children working at level 3 gave a correct answer, as did over 90% of those working at level 4 and nearly all of those working at level 5.
For the second part, nearly 60% of children working at level 3 gave a correct answer, as did 90% of those working at level 4 and nearly all of those working at level 5.

Common errors and misconceptions
•    No common errors were identified for the first part.
•    Over 10% of children working at level 3 gave an answer of 12 for the second part, the number of cards Lucy was left with.

E30.          Target Level: 3
Curriculum Coverage (POS ref: Ma2/4a)
This question assesses children’s ability to identify and use the appropriate operation to solve problems. Children are required to complete a table to record the number of 10p and 20p coins which total £1.60.

Performance
Almost 60% of children awarded level 3, answered both parts of the question correctly for the award of the mark. Over 85% of children working at level 4 answered both parts correctly as did nearly all those working at level 5.
Children working at all levels were more successful at the first part than the second part of the question.

Common errors and misconceptions
•    Five per cent of children awarded level 3 gave an answer of 1600, suggesting that they multiplied by 10 instead of dividing.
•    Errors were varied for the second part with no common trends.

E31.          Target Level: 3
Curriculum Coverage (POS ref: Ma2/4a, 3i, 3j, 3k)
This question assesses children’s ability to identify and use the correct operations required to solve number problems set in the context of money. For the second part of the question children are asked to record their method.

Performance
For the first part, over half of children working at Level 3 gave the correct answer as did 80% of children working at Level 4 and nearly 95% of those working at Level 5.
For the second part, over three-quarters of children working at Level 3 were awarded two marks for a correct answer, as were over 85% of those working at Level 4 and nearly 95% of those working at Level 5.
Nearly 10% of children working at Levels 3 and 4 were awarded one mark for recording the correct method.

Common errors and misconceptions
•    For the first part, over 20% of children working at Level 3 gave an answer of £14.6, suggesting that they worked out the correct value but failed to interpret this correctly from the calculator.
•    For the second part, nearly 10% of children working at Level 3 gave an answer of £3.20, the cost of one popcorn and one milkshake.

Methods
•    Over 60% of children working at Level 3 and over 75% of those working at Levels 4 and 5 used a standard written addition method.
•    Of those children who used a standard written addition method, almost 90% were successful.
•    Of those children who reached a correct answer, a standard written addition method was used by almost 70% working at Level 3 and nearly 80% of those working at Levels 4 and 5.
•    Nearly 15% of children working at Level 3 and 10% of those working at Level 4 used informal methods.
•    Of those children who reached a correct answer, over 15% of those working at Level 3 used informal methods.
•    About 40% of children working at all Levels showed evidence suggesting that they had not used a calculator to answer this questions.

E32.          Target Level: 3
Curriculum Coverage (POS ref: Ma2/4a, 3f, 3b, 3h)
This question assesses children’s ability to identify and use the appropriate operations to solve number problems set in ‘real life’ context.
The first part of the question assesses children’s ability to solve a problem involving division.
The second part of the question requires children to demonstrate their understanding of remainders in order to solve a problem involving multiplication.

Performance
Children working at all Levels gave a similar performance in both parts of the question. Nearly half of children working at Level 3 were successful, as were 80% of those working at Level 4 and nearly all those working at Level 5.

Common errors and misconceptions
•    Over 5% of children working at Level 3 gave an answer of 135 for the first part, suggesting that they multiplied 45 by 3.
•    Over 15% of children working at Level 3 gave an answer of 24 for the second part, suggesting that they multiplied 6 by 4 but did not add the one seed left over.

E33.          Target Level: 3
This question assesses pupils’ ability to identify and use the appropriate operations required to solve number problems in the context of money. For the first part of the question, pupils are asked to record the method that they use to solve the problem.
Performance
•    For the first part of the question, almost 60% of pupils working at level 3 gave the correct answer for the award of two marks. Over 90% of pupils working at level 4 and more than 95% of those working at level 5 were also awarded both marks.
•    Almost 10% of pupils working at level 3 and nearly 5% of those working at levels 4 and 5 received one mark for recording a correct method.
•    For the second part, more than three-quarters of pupils working at level 3 were correct, as were 95% of pupils working at level 4 and nearly all those working at level 5.

Common errors and misconceptions
•    More than 5% of pupils working at level 3 gave an answer of £1.98 for the first part of the question. These pupils probably added the two amounts of money given for one coconut and one kg of bananas and did not realise that first they had to calculate the cost of half a kg of bananas. Few pupils working at the higher levels made this error.
•    Other errors, for the first part, were varied, with no common trends.
•    Errors were varied for the second part of the question, with no common trends.

Methods
•    For the first part of this question, nearly 45% of pupils working at level 3 recorded one stage of their working but carried out the other stage mentally. This was also seen among more than 35% of pupils working at level 4 and almost 30% of those working at level 5.
•    Over 30% of pupils working at level 3, nearly 60% of pupils working at level 4 and nearly 70% of those working at level 5 used a standard written method for the first part of the question.
•    More than 10% of pupils working at level 3 used a personal or informal method or jottings.
•    Of those pupils who reached the correct answer, more than half recorded a standard written method.
•    For both parts of this question, almost 10% of pupils working at level 3 recorded a method which suggested they did not use a calculator.

E34.          Target Level: 3
Curriculum Coverage (POS ref: Ma2/4a)
This question assesses pupils’ ability to solve word problems involving money. They are required to identify and use the appropriate operations to carry this out. For the first part of the question, pupils are asked to record their working.

Performance
•    Almost 45% of pupils working at level 3 gave the correct answer for two marks for the first part of the question. More than 80% of pupils working at level 4 and over 90% of those working at level 5 were also awarded both marks.
•    Of those pupils working at level 3 who were awarded both marks, over three-quarters gave an answer of £4.10. Only 10% gave their answer in pence, as 410p. It is encouraging that so many pupils chose to give an answer in pounds, since all of the prices involved in the calculation were given in pence.

•    Nearly 35% of pupils working at level 3 and 15% of pupils working at level 4 were awarded one mark for recording a correct method but without the correct answer. Over 5% of pupils working at level 5 were also awarded one mark.
•    Forty per cent of pupils working at level 3 gave the correct answer for the second part of the question, as did almost 85% of pupils working at level 4 and over 95% of those working at level 5. Nearly all pupils who were awarded the mark used standard notation correctly.

Common errors and misconceptions
•    For the first part of the question over 5% of pupils working at level 3 made an error in addition to give an answer of £3.10 or £5.10.
•    For the second part of the question, more than 5% of pupils working at both levels 3 and 4 gave an answer of £3.50, suggesting that they carried out the correct multiplication but failed to complete the final step by using the information about the special offer to subtract 50 pence.
•    Other errors were varied with no common trends.

Methods
•    Nearly all pupils followed the instruction to show their working.
•    More than 60% of pupils working at level 3 used a repeated addition method for the first part of the question. This method was also used by almost 40% of pupils working at level 4 and 20% of those working at level 5.
•    A method involving both multiplication and addition was recorded by one-quarter of pupils working at level 3, more than half of those working at level 4 and three-quarters of those working at level 5.
•    Of the most common methods used, pupils working at level 3 were more likely to reach the correct answer by using a method involving multiplication and addition than by using a repeated addition method. However, pupils working at the target level probably found it easier to add money than to use multiplication, especially when working with both pounds and pence.

E35.          Target Level: 3
Curriculum Coverage (POS ref: Ma2/4a)
This question assesses pupils’ ability to solve word problems involving money. They are required to identify and use the appropriate operations to carry this out. For the first part of the question, pupils are asked to record their working.

Performance
•    Almost 45% of pupils working at level 3 gave the correct answer for two marks for the first part of the question. More than 80% of pupils working at level 4 and over 90% of those working at level 5 were also awarded both marks.
•    Of those pupils working at level 3 who were awarded both marks, over three-quarters gave an answer of £4.10. Only 10% gave their answer in pence, as 410p. It is encouraging that so many pupils chose to give an answer in pounds, since all of the prices involved in the calculation were given in pence.

•    Nearly 35% of pupils working at level 3 and 15% of pupils working at level 4 were awarded one mark for recording a correct method but without the correct answer. Over 5% of pupils working at level 5 were also awarded one mark.
•    Forty per cent of pupils working at level 3 gave the correct answer for the second part of the question, as did almost 85% of pupils working at level 4 and over 95% of those working at level 5. Nearly all pupils who were awarded the mark used standard notation correctly.

Common errors and misconceptions
•    For the first part of the question over 5% of pupils working at level 3 made an error in addition to give an answer of £3.10 or £5.10.
•    For the second part of the question, more than 5% of pupils working at both levels 3 and 4 gave an answer of £3.50, suggesting that they carried out the correct multiplication but failed to complete the final step by using the information about the special offer to subtract 50 pence.
•    Other errors were varied with no common trends.

Methods
•    Nearly all pupils followed the instruction to show their working.
•    More than 60% of pupils working at level 3 used a repeated addition method for the first part of the question. This method was also used by almost 40% of pupils working at level 4 and 20% of those working at level 5.
•    A method involving both multiplication and addition was recorded by one-quarter of pupils working at level 3, more than half of those working at level 4 and three-quarters of those working at level 5.
•    Of the most common methods used, pupils working at level 3 were more likely to reach the correct answer by using a method involving multiplication and addition than by using a repeated addition method. However, pupils working at the target level probably found it easier to add money than to use multiplication, especially when working with both pounds and pence.

 
Resource currently unavailable.