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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