Download Half-Term Test 1 Pupil Book 1 Mark Scheme 1 Half

Half-Term Test 1 Pupil Book 1 Mark Scheme
1
Half-Term Test 1 Pupil Book 1 Mark Scheme
Chapters 1, 2, 3
Question Answer
Mark Comment
Objective
References to
Pupil Book 1
Use a calendar to
calculate time
intervals
Exercise 1A
Exercise 1B
Must include pm
Read times using
24-hour clock
notation
1
(a)
5
1
(b)
3rd
1
(c)
14th
May
1
(d)
1
16
2
(a)
1:25 pm
1
(b)
20:40
1
23:15
1
3
252
2
Award 1 mark for
showing some
correct working
with an incorrect
answer
Use efficient
written methods
to add and
subtract whole
numbers
Exercise 3F
4
1123
2
Award 1 mark for
showing some
correct working
with an incorrect
answer
Use efficient
written methods
to add and
subtract whole
numbers
Exercise 3B
5
18p,
33p
2
Award one mark
for each correct
answer
Understand and
use the rules of
arithmetic and
inverse
operations in the
context of positive
integers and
decimals
Exercise 3F
6
131
1
Understand and
use the rules of
arithmetic and
inverse
operations in the
context of positive
integers
Exercise 3A
Read times using
24-hour clock
notation
Exercise 3A,
3G
7
(a)
55
minutes
1
© HarperCollinsPublishers Limited 2008
New Maths Frameworking Year 7 Assessment CD-ROM
Half-Term Test 1 Pupil Book 1 Mark Scheme
2
Question Answer
Mark Comment
(b)
1
25
minutes
(c)
Objective
References to
Pupil Book 1
Understand and
use decimal
notation and
place value;
multiply and
divide integers
and decimals by
10 and 100
Exercise 1B
1
14:45
8
450,
4500
4
780
5, 50
6
All six correct,
award 4 marks;
any five correct,
award 3 marks;
any three correct,
award 2 marks;
any two correct
award 1 mark
9
£900
1
Round positive
whole numbers to
the nearest 10 or
100
Exercise 3E
10
<
1
Exercise 3D
>
1
<
1
Understand
negative numbers
as positions on a
number line
11
£0.08,
67p,
145p,
£3.12
2
Compare and
order decimals in
different contexts
Exercise 3C
12
5
1
Exercise 2E
38
1
20
1
Use letter
symbols to
represent
unknown
numbers or
variables
50 × 10
1
Estimate,
approximate and
check working;
make and justify
estimates
Exercise 3E
Understand
negative numbers
as positions on a
number line
Exercise 3D
13
Allow one value
incorrect for 1 mark
14
(a)
–8
1
(b)
–1
1
15
(a)
4
1
© HarperCollinsPublishers Limited 2008
Generate terms of Exercise 2B
a simple
sequence, given a
rule (for example
New Maths Frameworking Year 7 Assessment CD-ROM
Half-Term Test 1 Pupil Book 1 Mark Scheme
3
Question Answer
Mark Comment
(b)
20
1
(c)
32
1
61p
1
(b)
3 coins:
50p,
10p and
1p
1
(c)
2
£3.65
1 mark for finding
correct total of
£1.35, or 1 mark
for full correct
method with errors;
2 marks allowed for
correct answer only
17
(a)
add 17
1
(b)
58, 45
1
(c)
2, 6,
486
2
24
1
60
1
7
1
19
£3
1
20
various 1
answers 1
possible
18
References to
Pupil Book 1
finding a term
from the previous
term, finding a
term given its
position in the
sequence)
16
(a)
Objective
Both correct for 1
mark
Understand and
use the rules of
arithmetic and
inverse
operations in the
context of positive
integers and
decimals
Exercise 3A
Describe integer
sequences;
generate terms of
a simple
sequence
Exercise 2A
Express simple
functions in
words, then using
symbols;
represent them in
mappings
Exercise 2D
Identify the
necessary
information to
understand or
simplify a context
or problem
Exercise 3G
Express simple
functions in
words, then using
symbols;
represent them in
mappings
Exercise 2D
1 mark for two
correct
for example:
× 2 + 10
+ 1 + 14
– 3 × 10
© HarperCollinsPublishers Limited 2008
New Maths Frameworking Year 7 Assessment CD-ROM
Half-Term Test 1 Pupil Book 1 Mark Scheme
4
Mark Boundaries
Level 2a
Level 3c
Level 3b
Level 3a
Level 4c
Level 4b
Level 4a
1–8
9–16
17–24
25–31
32–36
37–42
43–50
Investigation Answers/Suggestions
This investigation covers the following skills:

Creative thinkers – ask questions to extend their thinking

Reflective learners – evaluate experiences and learning to inform future
progress
Students may try out different pairs of 2-digit numbers (e.g. 24 + 31) until they find
that either 42 + 31 or 41 + 32 make the biggest total of 73. Some students may be
able to deduce that the higher digits must be used as the tens digits.
By similar reasoning, students should then find that 24 + 13 or 23 + 14 make the
smallest total of 37.
The difference is 36.
Repeating this for the digits 2, 3, 4 and 5 gives 52 + 43 = 95 and 25 + 34 = 59. The
difference between the totals is again 36.
This can be repeated for any four consecutive digits (e.g. 5, 6, 7, 8) with the same
result.
© HarperCollinsPublishers Limited 2008
New Maths Frameworking Year 7 Assessment CD-ROM